Economic impact assessment of the CCPMO: Final report - CIPD

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Section 3 The contribution of the CCPMO to the UK skills base and for employers to support them in the programmes accredited by professional bodies. Second, the large network of accredited centres operated by the professional organisations and the availability of self study materials, including online resources, means that delivery of qualifications is sufficiently flexible such that individuals are able to participate relatively straightforwardly – and (in general) combine study with employment. Further, quality assurance procedures guarantee that the learning support provided is of high quality, providing students with the best possible chance to succeed in their studies. Third, professional bodies are well-placed to promote qualification and skills attainment amongst the current workforce. As noted in the Leitch Review, more than 70% of the 2020 working age population are already older than 16. 14 Reaching these individuals necessitates ensuring that qualifications are available that meet their needs, ensuring that employees are aware of these opportunities and engaging employers so that they invest in the skills of their workers. Professional bodies contribute by raising awareness through their profile-raising activities, acting as the pre-eminent source of labour market information in their professions, and through their day-to-day contact with employers both through their members and through the provision of training courses. Further, it is notable that a large proportion of the qualifications awarded by the professional bodies (ranging from 30% to above 80%) are provided to women. This suggests that the professional bodies are likely to have a significant role in supporting existing policy commitments to provide women with enhanced careers pathways and reduce gender gaps in employment (as set out for instance in the Women and Work Sector Pathways Initiative). 3.2.2 Delivering higher skill levels The Leitch Review identified the need for increased levels of “high skills” (defined as those at Level 6 or above 15 ), emphasising that without management and leadership skills, other skills in the workforce will not be utilised effectively. Similarly, the Scottish Skills Strategy has emphasised the need to encourage “better management and leadership and improved human resource practices” in order to improve the utilisation of skills in the workplace. 16 As such, qualifications in these areas – those with which the CCPMO is primarily concerned - are likely to have significant spillover effects on the wider workforce, and hence on productivity at a national level. 14 HM Treasury (2006) Prosperity for All in the Global Economy – World Class Skills, London: HMSO, p69. 15 Using the revised 8-level NQF. 16 Scottish Government (2007) Skills for Scotland: A Lifelong Skills Strategy, Edinburgh, September, p44. London Economics December 2008 14
Section 3 The contribution of the CCPMO to the UK skills base Notably, the professional bodies already provide the mechanisms that Leitch (and the Government response) have targeted as key to achieving the aim of improving high level skills. The relevant recommendation of the Leitch Review was for the priorities of the HE sector to be rebalanced so that, as well as the focus on increasing the proportion of young people having access to tertiary education, there should be “opportunities, through their employers, for the many people in work who have the potential to acquire high skills”. 17 Clearly, as outlined in Section 2, such opportunities are offered by the professional bodies, which offer graduate and post-graduate level courses which are accessible (through study) to all individuals. Further, the Government has explicitly stated that “bite-sized learning, credit accumulation, flexible and innovative modes of delivery (for example e- learning, blended learning or learning in the workplace), and curriculum design influenced by employers will all be key features of the future HE system” 18 . Again, the qualifications offered by the professional bodies already meet these requirements. Courses are offered both through private sector and Higher Education Institutions, and advanced standing is available through the accreditation of university programmes. Students are offered considerable flexibility in the way in which they can undertake qualifications, including several forms of flexible learning. Further, employers are heavily involved in the development of the curriculum for professional qualifications, alongside academics, members of the professional bodies, students and examiners. In addition to its core courses, the CCPMO also ensures that professionals have continuing access to training and education through their networking and CPD programmes. This ensures that best practice improvements are disseminated to current – as well as future – professionals. 3.3 Impact within the profession As well as their role in delivering formal qualifications, professional bodies have a much broader role in promoting their profession, and ensuring the continued development of best practice in their discipline. In order to assess the effectiveness of the professional bodies in influencing the level of skills within their profession, we place them in the framework used for the re-licensing of the Sector Skills Councils – in some senses the public sector bodies most comparable to the CCPMO. The SSCs are currently undergoing a re-licensing process (undertaken by the UKCES), under which each organisation is required to demonstrate “the confidence, support and influence of employers within their sector”. We identify the “key tests” from the associated Assessment Framework that 17 Prosperity for All in the Global Economy – World Class Skills, HMT 2006, p68. 18 PSA Delivery Agreement 2, HMT, 2007, p17. London Economics December 2008 15
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