Occupational Certificate: Nail Therapist

Purpose

The purpose of this part qualification is to prepare a learner to function as a Nail Therapist.

A Nail Therapist provides a nail grooming service in accordance with industry standards.

A qualified learner will be able to

• Apply and advise on finger and toenails treatment to clients.
• Set up and run a sustainable salon.
• Apply and uphold OHS provisions in the salon.

A qualified learner will demonstrate the following key attributes

• Customer Care.
• Communication.
• Professionalism.
• Reliability.
• Ethical.

Rationale

The demand for Nail Therapists is consistently on the rise in the beauty and cosmetology industry. It holds industry recognition as it directly aligns with employment opportunities. These skilled professionals offer manual skincare services. In the twenty-first century, the skills offered by Nail Therapists are in high demand within the beauty and cosmetology sector, reflecting the ever-increasing need for their expertise. There are no similar qualifications registered on the National Qualifications Framework.

This part qualification provides a well-structured framework for learners to develop essential competencies in Nail Therapy, a crucial skill within the Beauty and Cosmetology industry. Successfully completing this part qualification also opens doors to a wide range of job opportunities within the Beauty and Cosmetology sector. Additionally, qualified learners have the option to establish their own businesses, thereby making valuable contributions to their communities. Nail Therapists play a pivotal role in enhancing individuals' self-image, resulting in a more positive outlook and improved performance in both the job market and society.

The Beauty and Cosmetology sector stands to gain significantly from the availability of skilled Nail Therapists capable of meeting the diverse needs of their clientele. Competent Nail Therapists have the potential to establish a strong local presence, characterised by service excellence. This part qualification places a strong emphasis on nurturing a culture of professionalism and service excellence within the Beauty and Cosmetology industry. The global beauty landscape is currently experiencing a transformative shift, reflecting the evolving awareness of beauty consumers' needs and desires. The Beauty and Ccosmetology industries are in a phase of growth and development, driven by factors such as the rise of local beauty brands, the economic activity of the current generation, and the influence of digital technology and connectivity. Notably, the increasing impact of blogging and social media influencers is playing a significant role in shaping these industries.

The typical learners are the school leavers, unemployed persons, employed and self-employed persons. This part qualification was developed in consultation with the relevant Professional Body in the Beauty and Cosmetology industry to secure the competency requirements. Typical occupations in which the qualifying learner will operate include Nail Therapy, Cosmetic Advisory Services in retail outlets, Salon Management or Entrepreneurship. Learners qualifying this part-qualification may become Nail Therapists, provide cosmetic advice in retail outlets, become Salon Managers or Entrepreneurs.

There is collaboration with relevant stakeholders such as TVET Colleges, Private Training Providers in the Beauty and Cosmetology Industry and Practising Beauty Therapists. Typical professions in which the qualifying learner will operate include Advance Aesthetic Therapist, Beauty Technologist, Nail Technician, Beauty Therapist and Somatologist.

Recognition of Prior Learning (RPL)

RPL for Access to Training

Learners may use the RPL process to gain access to training opportunities for a programme of learning, qualification, part-qualification, or skills programme if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a programme of learning, qualification, part-qualification, or skills programme.

Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider which offers that specific qualification/part qualification/skills programme. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors.

For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

RPL for Access to the External Integrated Summative Assessment (EISA)

Learners who have gained the stipulated competencies of the modules of a programme of learning, qualification, part-qualification, or skills programme through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded.

A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved.

For a Skills Programme, the accredited Skills Development Provider (SDP) must ensure all modular competency requirements are met prior to the FISA and keep record of such evidence.

Upon successful completion of the EISA/FISA, RPL learners will be issued with the QCTO certificate for the qualification, part-qualification, or skills programme. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications and part-qualification is approved by the QCTO.

Entry Requirements

An NQF Level 3 qualification with Mathematical Literacy.

This part qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules

Knowledge Modules

• 514201-001-00-KM-01, Cosmetic Chemistry, NQF Level 4, 5 Credits.
• 514201-001-00-KM-02, Professionalism and Business Principles, NQF Level 4, 10 Credits.
• 514201-001-00-KM-03, Setting up a Salon Business Plan, NQF Level 4, 7 Credits.
• 514201-001-00-KM-04, Integumentary System, NQF Level 4, 5 Credits.
• 514201-001-00-KM-05, Human Anatomy, NQF Level 4, 5 Credits.

Total number of credits for Knowledge Modules: 32

Practical Skill Modules

• 514201-001-00-PM-04, Provide a Manicure and Pedicure Service, NQF Level 4, 12 Credits.

Total number of credits for Practical Skill Modules: 12

Work Experience Modules

• 514201-001-00-WM-02, Processes and Procedures for a Manicure and Pedicure Treatment, NQF Level 4, 3 Credits.

Total number of credits for Work Experience Modules: 3

1. Provide a nail grooming service in a professional and ethical manner in accordance with occupational standards.
2. Establish and manage a sustainable and compliant establishment in the beauty and cosmetology industry.
3. Apply integumentary system and human anatomy as applicable to the specific area under treatment.
4. Apply cosmetic chemistry as applicable to beauty therapy treatment.

Associated Assessment Criteria for Exit Level Outcome 1

ELO 1: Provide a nail grooming service in a professional and ethical manner in accordance with occupational standards.

• Prepare and maintain workstations and tools for a nail grooming service to meet hygiene and sanitation standards.
• Complete consultation forms for a nail grooming service accurately and make recommendations according to the client's specific needs.
• Apply human anatomy, treatment adaptations, and contraindications for a nail grooming service.
• Apply knowledge of product specifications in accordance with manufacturer's instructions.
• Select products and treatment protocol for a nail grooming service to meet the clients' specific needs.
• Uphold health, safety and environmental protection standards for a nail grooming service.
• Use communication skills (verbal, non-verbal, listening) appropriately before, during, and after a nail grooming service.
• Apply professional and ethical conduct during interaction with client during a nail grooming service.

Associated Assessment Criteria (AAC) for ELO 2

ELO 2: Establish and manage a sustainable and compliant establishment in the beauty and cosmetology industry.

• Explain and apply the concept of marketing in the beauty industry.
• Discuss and apply criteria to be considered when looking for suitable premises for a beauty salon.
• Define, explain and apply the management of a salon and the main financial needs and controls.
• Define, discuss and apply professional conduct in the workplace.
• Describe and apply the principles of a business plan for starting and managing a beauty salon.
• Discuss and apply the Occupational Health and Safety legislation in a beauty salon.
• Discuss legal business obligations applicable to a beauty salon.

Associated Assessment Criteria (AAC) for ELO 3

ELO 3: Apply integumentary system and human anatomy as applicable to the specific area under treatment.

• Explain and apply anatomy of the human muscles and bones related to the specific area being treated.
• Explain the structure of the skin, nail and hair.
• Discuss the functions of the skin.
• Discuss ageing, dehydration, hyperpigmentation, and sensitivity.
• Identify and discuss diseases and disorders of the skin, nail and hair.

Associated Assessment Criteria (AAC) for ELO 4

ELO 4: Apply cosmetic chemistry as applicable to beauty therapy treatment.

• Explain or define and apply cosmetic chemistry terminology.
• Discuss and apply pH indicators in the context of cosmetic product formulations i.e., acids, bases, salts, and neutralisers.
• Describe and apply cosmetic ingredients.

Integrated Assessment

Formative Assessments conducted internally.

Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment.

Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided.

Integrated Summative Assessments conducted Internally

Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, part-qualification or occupational skills programme, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed.

An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification, part-qualification, or skills programme.

Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g., applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications and part-qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA.

External Integrated Summative Assessment (EISA) - a national assessment

The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner.

For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating:

The attainment of all modules for the Knowledge, Practical and Work Experience modules.