Beauty Expert Academy

1 Scope of Policy 

 

This policy applies to learners undertaking training, either practical, theory or both, online or via correspondence, leading to accredited certification. 

 

It is essential that the delivery of any course by Beauty Expert Academy ensures that the student can show the same competency and proficiency in the treatment as if they have attended a course at the training centre. 

 

Distance learning may not be the right approach for some learners, so it is essential that steps are in place to provide the required support, and/or offer alternative training at the training centre if required. 

 

Distance learners will need to have the technical and communication skills, as well as the appropriate resources to enable them to work independently and communicate effectively. 

2 What is distance learning and assessment 

 

2.1 Distance learning is a mode of delivering education and instruction, often on an individual basis, to learners who are not physically present in a traditional setting such as a classroom.

 

Examples of distance learning

 

Learners studying independently using a virtual learning environment for example:

 

• Online videos
• Online manuals
• Posted resources such as manuals 
• Telephone support
• Facetime, WhatsApp live, Zoom or Skype

 

What is not distance learning 

 

• Classroom based learning at a training centre 
• Training staff in a salon

 

An integrated learning environment where face to face and online teaching and learning become complementary, with the purpose of giving learners a more diverse and engaging learning.

 

2.2 Distance Assessment is a method of assessment delivered to learners away from a training centre, with little or no face-to-face contact with tutors, where the assessment is designed to be carried out remotely. Distance Assessment enables learners to be assessed even if they are in situations/settings where traditional methods of assessment delivery may be difficult or impossible to operate. 

 

Examples of distance assessment

• Written assignments on the subject/treatment being delivered
• Online tests, asking questions on theory to monitor the learners understanding and retained knowledge on the subject/treatment
• Asking questions during phone calls/video calls to assess knowledge
• Watching the learner perform a treatment via a live video link
• Pre-recorded videos by the learner performing the treatment to assess competency
• Written testimonials from models 
• Before and after images on the learner’s model. A way to assess authenticity must be established to prevent fraud. For example: the learner can place a newspaper in the image(s) taken or a business card or other object. 

 

What is not distance assessment 

 

• Tests undertaken in a training centre
• Practical assessment undertaken in a training centre

 

Distance learning and assessment are not appropriate where:

 

• Practical skills and/or interaction with individuals/equipment need to be demonstrated and assessed.
• The assessment methods chosen by the centre to meet the requirements of distance learning are not the most appropriate to assess learners' achievement of the learning outcomes. 
• The learner does not have access to the right equipment, environment, or models to undertake the assessment.
• Treatment involves invasive techniques that need the supervision of a qualified trainer to oversee for safety of the model as well as to ensure correct techniques are used after they are certified. 
• The learner does not meet the pre-requisite for the course.

 

3 Learner induction and access to resources

 

3.1 Learners will be given a full syllabus of what the course will involve, and the theory covered. Learners must have access to the internet and a computer or tablet on which to complete the theory work and undertake the assessment. 

 

3.2 Where practical assessment is to take place virtually, the student should ensure that they have all equipment and the environment needed to undertake the assessment. If not, then the learner will need to arrange a convenient day on which to visit the training centre in order to complete the practical assessment.

 

3.3 Learners will have full access to: 

 

• A suppliers list required to undertake the treatment, and where to purchase items.
• Access to an online portal where they can study the theory and watch any demonstration videos of the procedure.
• Links to additional resources such as further online learning including, but not limited to, YouTube, Professional Blogs, Supplier websites, Reports and Studies and other resources such as books that they can purchase to further expand their knowledge. 
• Learners will be given access to ask questions through the online portal, via our trainer’s personal email – given to the learner at the time of enrolment, access to a private Facebook group and our contact number for help and support. 

 

3.4 Where the training is blended (mixture of online and attendance at the training centre) the student should be provided dates and locations of when and where the practical assessments will take place. 

 

3.5 Learners should be fully informed on the assessment procedures and when these will take place. If a course has a limited time frame, students should be made aware of these limitations. Students should be informed on what is expected from them in order to pass an assessment so that they can be prepared beforehand. 

 

4 Assessment 

 

4. 1 Theory Assessment 

 

Assessment is essential in order to test and measure not only the delivery of the course content but also the students attained knowledge. 

 

Learners will be assessed in a variety of ways as mentioned previously. In order to pass the theory section of the course, students will need to demonstrate thorough understanding through either written question and answers, assignments, or online tests. A pass rate will be established at the time of creating the course. 

 

4.2 Reasonable adjustments and plagiarism - Theory

 

Where the learner has not demonstrated an understanding of the theory for the course, either by submission of an assignment or failing an online test more than three times, intervention may be required. 

 

Some students may not be suitable for ‘watching videos’ or ‘reading a manual’, some may need the theory explaining to them and breaking it down – or allowing them to ask questions on areas they do not understand. 

 

Speaking direct to the student over the phone is easier for communication and the trainer will do this in a manner that is designed to further the students learning experience, rather than to make them feel that this is a special measure. Often assessments can be done via phone or video as some students may be more confident talking than writing out an explanation, or they may have Dyslexia or another learning difficulty. They may have distractions around them or suffer from lack of concentration. It is important to remember the various learning styles and how everyone will learn differently. Supporting the students’ needs are Beauty Expert Academy’s first priority. 

 

If suspected plagiarism has taken place, then please see our plagiarism policy and procedure. 

 

4. 3 Practical Assessment 

 

Assessment of the practical via distance learning can be difficult as there are so many things that could affect the assessment.
 

This may include, connectivity errors, poor quality equipment being used by the student, poor camera angles, or signal issues. Other issues may include; uploading someone else’s video or images, unsanitary environment, not having the correct products or equipment to perform the treatment or an unsuitable model. 

 

Therefore, Beauty Expert Academy take the approach that students take responsibility for their own competence and not to perform or undertake any treatment they do not feel competent in. Should you require further support, please reach out. 

 

4.4 Reasonable adjustments and plagiarism – Practical 

 

Case studies 

 

Where case studies are used to assess an outcome via before and after images, it is essential that they are supported by other evidence and/or are progress shots, can be proven to be authentic work by the student and not lifted from the internet or undertaken by a friend and show improvement. 

 

Asking for three of more clients to be treated is a great way to see the student’s progression and improvement. 

 

Where the trainer suspects that the case studies are not the work of the student, then they have the right to request a pre-recorded video or live video assessment. 

 

Other Evidence – this can include a testimonial from the model that we can contact for verification, or a witness testimonial from a boss or work colleague. 

 

Authenticity – to ensure authenticity the learner should take all images with a copy of that day’s newspaper, a business card with their business details on or a unique object or item discussed beforehand (i.e., placing a piece of paper with the students signature next to the client or placing a sticker on the head rest etc). Please refrain from the use of ID such as drivers’ licence or passport due to data protection. 

 

Progress shots – another way to help prove authenticity is through the taking of progress shots, before – during – after, different stages of the procedure, pictures taken before and after the treatment and then again after a few weeks (to check retention/outcome). Pictures taken with the student in the image, performing the procedure.  Pictures of the trolley set up and products being used. 

 

Video Assessment 

 

Videos – Videos can be used as a great way to assess students. This allows the trainer to watch the full treatment and provide feedback where necessary. Most learners have access to smart phones with good quality cameras. File sizes of the video may be an issue when submitting the evidence. WeTransfer or Dropbox are good file sharing services that can be used. Videos are a great option where connectivity or signal issues may not allow for live video assessment. Videos ensure that the student performing the procedure and the student being assessed, is the student that will receive the certificate. Written feedback should be provided to the learner on their practical assessment.

 

Live Videos – Live assessments using Zoom, Skype or other apps are not without their flaws as mentioned above. However, they allow for a more personal and catered practical session and assessment, allowing the trainer to provide hints and tips as well as advice on how to improve their skills. It also allows the trainer to ask the student questions to assess their knowledge. Most insurers prefer assessments to done via this method. In the event that there are connectivity or signal issues, the learner will need to submit a video. 

 

Reasonable Adjustments 

 

Where a student has failed to provide adequate evidence, or the evidence supplied demonstrates that they are not competent in the treatment, alternative methods of assessment may be offered. 

 

In the first instance, speak with the student over the phone to get a feel for where they are struggling and see what further support can be provided. If after this, the student is struggling with the treatment and not delivering satisfactory outcomes then they need to attend the training centre for further learning.

 

If suspected plagiarism has taken place, then please see our plagiarism policy and procedure.