2017 Volume 2017 Issue 27 Pages 86-89
What are the expected capabilities of beauty skill educators?
I will discuss this question in light of my experience at a beauty salon and at an educational institution.
It is very important for beauty skill educators to be able to evaluate the education and guidance they provide to students. At any stage, if they cannot determine how effective or ineffective it is, they cannot provide the next stage of progress. At each stage, the educators must be able to make the evaluations immediately for each student, determine the succeeding tasks, and provide the appropriate education and guidance.
Such ability is dependent on how much experience is accumulated from locations of practical training. On the other hand, from an objective point of view, accumulating specific information from the practical training will enable concrete assessments of effectiveness or ineffectiveness of the education and guidance.
First, I will consider education and guidance that effectively improves student evaluations and performance.
For this, evaluating criteria for judging the effectiveness has become an important point. The evaluation criteria must be supported from a scientific basis. To do so, it is necessary within the possibilities bounded by limitations to continuously assess by numbers. Educators must then be able to clearly explain the reasons indicated by the numbers and to clarify the goals of the students. These capabilities must be enhanced. Those in charge of beauty skill education can fulfill their responsibility by having responsibility for “the effect of education and guidance.”
