Güzellik ve Saç Bakım Hizmetleri Alanında Mesleki Eğitim Modellerinin Öğrenme Kazanımları ve Yeterlilikler Açısından Karşılaştırmalı Analizi
Comparative Analysis of Vocational Education Models in the Field of Beauty and Hair Care Services in Terms of Learning Achievements and Competencies

Summary/Abstract: Vocational education aims to equip individuals with the knowledge, skills, and competencies required by the labor market. In service-oriented fields such as Hair and Beauty Services, the quality of vocational education is directly associated with service quality, consumer safety, and professional standards. In Türkiye, vocational qualification acquisition in this field is carried out through multiple educational and certification pathways, including Vocational and Technical Anatolian High Schools, Vocational Training Centers (MESEM), the vocational qualification system implemented by the Vocational Qualifications Authority (MYK), and private training courses affiliated with the Ministry of National Education. Although these systems address the same occupational field, they differ significantly in terms of learning processes, learning outcomes, assessment approaches, and certification structures. This study aims to comparatively analyze these four vocational education and certification models in the field of Hair and Beauty Services with a focus on learning outcomes and vocational qualifications. Using a qualitative research design, document analysis was conducted on relevant regulations, curricula, qualification standards, and course programs. The data were analyzed through descriptive and comparative analysis techniques based on five analytical dimensions: learning environment, type of learning outcomes, definition of qualification, assessment approach, and certification output. The findings indicate that while the systems overlap in basic practical skills, hygiene, occupational safety, and service delivery competencies, they diverge considerably in terms of learning process structuring, qualification levels, and certification strength. Moreover, significant structural gaps were identified, particularly regarding system interoperability, the transformation of learning outcomes into recognized qualifications, and the assessment of professional attitudes and ethics. The study concludes that no single model sufficiently ensures the holistic vocational competence required by the field and emphasizes the need for integrated mechanisms linking learning outcomes with qualification frameworks.

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