Economic impact assessment of the CCPMO: Final report - CIPD

Section 2
Overview of the CCPMO
Delivery of the qualifications is flexible, with learners able to undertake
courses full-time or part-time through private and public sector colleges, as
well as through a variety of other methods – including flexible learning,
supported home study, distance learning, and online learning. Classroom
study (i.e. through approved learning providers) is the most common method
of learning, accounting for over half of CIMA and over two thirds of ICM
learners (for instance).
Generally, qualifications are undertaken with employer support 7 , with the
majority of learners engaged in part-time study and continuing to contribute
to the economy during their period of learning. For example, 85% of CMI
students are engaged in full-time employment, while the corresponding
figure for the CIPD is 90%. In the case of the CIMA 8 and the CIPS 9 , practically
all UK learners were employed during their studies.
The make-up of the students undertaking professional qualifications is
extremely diverse. As shown in Figure 3, in most cases, there is a fairly even
split in terms of gender of those undertaking the qualifications offered by
professional organisations.
Figure 3: Students undertaking CCPMO qualifications, by gender
Source: London Economics based on CCPMO data.
7 Information on whether employers fund learners’ study is not generally available. However, all the
members of the CCPMO believed that the majority of learners are employer-funded. One organisation
(ICSA) reported that historically around 60% of UK candidates on their main professional qualification
(the International Qualifying Scheme) have had fees paid by their employer, whilst 40% have paid the
fees themselves.
8 These figures should be treated with caution, as there is no explicit recording of “unemployed”
individuals in the CIMA database.
9 Assuming that “trainee/graduates” are in employment.
London Economics
December 2008 6