A Strategy for the Vocational Education and Training Structure of the Beauty Profession in Taiwan, with Lens Comparative Analysis of the UK
The aim of this study is to review Taiwan’s training structure through a lens comparative study on the UK’s training approach for beauty professionals. Due to the distinctive differences between Taiwan and the UK, the methodological approach was designed differently for each in order to meet the aim and objectives. Apart from document analysis used for both countries, auto-ethnography was conducted in the UK; while in Taiwan observations and expert interviews were employed to identify the fundamental causes of the mismatch between education and industry. A strategy was proposed, based on the strong points identified from the UK, to improve the current structure of Taiwan. Three key features are identified from the UK that could be considered to alleviate Taiwan’s fundamental problems. They are respectively: National Occupational Standards, a Professional Body and a Quality Assurance process. Three key features are new to Taiwan, so that their implementation requires time and collaborative effort from the Taiwanese government, vocational education and industry. These features were embedded in three proposed models. Three models were proposed as a holistic structure to include all relevant stakeholders. The three models are the Service, Work Placement and Nurturing models. The impact of this study on Taiwan training structure will be substantial because it is the first step to bring all relevant stakeholders to communicate and interact through setting an agreed standard and through the treatment service framework provided by the Service Model. Secondly, the Work Placement Model provides a structure for assessment in workplaces to ensure that learning takes place in the workplace and to create an opportunity of knowledge sharing, allowing the theory to meet the practice. Thirdly, an overall Nurturing model of the training for beauty professionals is developed, with a professional body to provide a platform for all stakeholders, including government. Ultimately, everyone involved in the profession would be benefited and more importantly, the broad concepts and models might be of use to other domains.
Vocational Education and Training, Beauty, Competence, Nurture
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