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Management development. The MESOL (Management Education Scheme by Open Learning) experience.

¹NHS Training Directorate, Bristol, UK.

Health Manpower Management

|December 9, 1993

Summary

This study reconciles differences between traditional management qualifications and the National Vocational Qualification (NVQ) competence model. It highlights the need to distinguish knowledge-based versus competence-based approaches for effective workplace learning.

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Area of Science:

Management Education
Professional Development
Health and Social Care Sector

Background:

Existing management qualifications differ between traditional academic/professional models and the National Vocational Qualification (NVQ) competence-based framework.
Open learning Management, Education and Skills Online (MESOL) materials are utilized in the UK health and social care sector.

Purpose of the Study:

To explore and reconcile discrepancies between traditional management qualifications and the NVQ competence model.
To analyze the distinct assessment methodologies employed by each qualification type.

Main Methods:

Analysis of experiences from Universities and Higher Education institutions.
Focus on open learning MESOL material delivery within the UK health and social care sector.

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Comparative examination of assessment strategies in academic and NVQ frameworks.

Main Results:

Identified significant differences in assessment methodologies between traditional and NVQ-based management qualifications.
Highlighted the distinct nature of input/knowledge-based versus competence-based learning approaches.

Conclusions:

A clear differentiation between traditional input/knowledge-based models and the NVQ competence-based approach is essential.
This distinction enables candidates to better contextualize and consolidate workplace learning before performance review.