Durante mucho tiempo no había principios uniformes para la Atribución de nombres a los antibióticos https://antibioticos-wiki.es . Más a menudo se les llama por el nombre genérico o especie del producto, con menos frecuencia-de acuerdo con la estructura química. Algunos antibióticos se nombran de acuerdo con el lugar donde se asignó el producto.
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Who wil be responsible for the hairsalon al ocations for the work experiencemodules? If it is the provider, wil there be astandard contact between provider and salon?
The electives in the current qualification outline,isn’t included in this Curriculum Profile, wil there
Wil there be a standard structure in which the
Would al Providers be liable to promote this as athree year qualification and blue print it as a threeyear qualification in regards the freedom ofspecific education and qualification outlines?
apprentices should learn and be exposed to in
I think the learner needs a fair amount of time in
I think it would be great if there is a clearguideline to the provider of what needs tohappen, specifical y timeframes with enrolmentsand achievements as wel as information ontraining and how the new curriculum should fal inplace.
I agree that these broadly define whatapprentices should learn and be exposed to inthe work place
It is expected that a learner wil perform assignedtasks in accordance with quality and productionstandards required by industry. Be able toconsult with a client, define the parameters inwhich they are working, determine what it is the
client wants and what wil best suit the client’s
needs, make informed decisions about actionsthat need to be taken and carry out those actionsin a professional manner, recommend home haircare products and how to take care of and stylethe hair, and undertake in-depth consultation withthe client at al times
Please note that some practical skills areperformed under an experienced stylist, this
should please be stipulated under thesupervision of a Qualified Stylist. Experiencedoes not mean you are competent
Wherever possible the hairdresser should strivefor more knowledge; theoretical and practical;more so after qualifying
As the draft is stil being fine-tuned, more input isneeded from salons as to what theirrequirements are.
The more practice, the better results which wil
financial y benefit hairdresser, employer and
The student research or in the field e.g. internet
and other media (not for assessment) so that
There is continuous ongoing learning andpractice. It is that hairdresser’s responsibilitytowards her career to excel in al tasks so thatshe can benefit and be excel ent! This happenswhen keen interest is displayed in order tosucceed
2 years ful time and summative assessment; 1
year industry experience / hours 3 years: parttime
We don’t need to know the business and law sidein depth. The art of styling hair has been madeinto a business and law degree. If theintroductory studies for hairdressing were JUSTthat, it would be fine, but, it’s not. We as stylistsdon’t care how a trade test works, as long as bythe time our hours are done there wil be a tradetest. Rather teach the learner how to apply for atrade test.
I as a lecture and someone who has her ownSalon, I can say that we real y don’t care if the
learner knows how to run a business or not.
What I do care about is can he/she do the
practical work, our jobs are very skil s based, if
you can do the skill you hired, if you can’t then
leave. Unfortunately we as industry leaders don’twant to see the papers, papers mean nothing.
We want to see if the learner can cut, colour,relax, etc. Seriously let’s face the facts, anyonecan do hairdressing, al it takes is for someone toteach you, whether it’s in an accredited instituteor in your friends back yard. I do agree that it’snice to be able to say “I’m qualified”. I say let’smake this course as easy as possible, so that it
encourages everyone to want to do it. I’ve hadvery talented young girls leave because theycan’t cope with the theory; this is a very sad thingfor me to see. Someone out there has made thehairdressing cause incredibly difficult.
Firstly I believe that consultation should be amodule al on its own. We should teach how toconsult for a cut, then a restyle, then a perm, acolour, a relaxer, dreadlocks etc.
Module 5. I believe that tonging and ironingshould be in the lessons, but not in the FSA orIFSA, come on, anyone can do this
Module 6. This is too much, we need to teach thelearner the basic cut, from that cut al other cutsare formed. The cuts that are important foranyone to learn are (a) graduation, (b) layered,(c) one length, (d) gents. All other techniques arelearnt with experience, something you can’t teachor buy.
Module 7. I believe that if you can apply a tint youcan apply a semi, demi and temporary colour.
Chose the most difficult, i.e. a tint, and focus onthat as practice. Touch on the others in thetheory side of things.
Comments received from stakeholders essentially supported the structure and scope of the curriculum A number of comments related to the implementation of learning. Capacity building needs of providers is obvious Inputs received from Margaret Pretorious were noted, some with concern.
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