Analysis of Aesthetic Curriculum and Differences in Self-diagnosis of National Competency Standards (NCS) Using Experience of Taking Course

Abstract

This study attempted to conduct self-diagnosis to examine job competency needed in aesthetic practices and analyze its relevance with the completion and satisfaction with the aesthetic training program for the propose of suggesting basic data for the design of aesthetic courses and classes. The results found the followings: According to self-diagnosis by aesthetic NCS competency, self-diagnosis scores were high in face care, skin care counseling and skin analysis among a total of 11 categories. They are the basic requirements in fulfilling aesthetic duties. For such classes, not many tools and items are needed. In fact, they can be easily obtained for the classes. In these upper items, self-diagnosis was praised when class satisfaction was high. Therefore, class design which can improve educational satisfaction is important for job competency improvement education. The lower items in which self-diagnosis were less important were special aesthetic care, use of aesthetic tools and use of aesthetic systems. In fact, they require certain educational tools and materials for class. In these lower items, self-diagnosis was praised with the experience of such class instead of class satisfaction. In addition, self-diagnosis was differently assessed depending on the length of the courses taken. In the lower items with low self-diagnosis scores, therefore, it is needed to secure and provide financial support for the purchase of educational tools and materials. Furthermore, aesthetic companies, associations and societies need to offer diverse training programs for the lower items and give the aesthetic workers an opportunity to improve their job competency.