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 apply to the CCPMO, and discuss the extent to which the professional bodies meet these criteria. The tests are grouped according to the three areas of the SSCs’ remit 19 . 3.3.1 Ensuring that the supply of skills and vocational qualifications is driven by employers The first element of the SSCs’ remit is focused on the development of economically valuable qualifications, particularly through the Sector Qualifications Strategy (SQS) and the development of occupational standards. Following the Leitch Review, they have been granted greater responsibility over the approval process for vocational qualifications (rather than the LSC), and now decide whether to approve qualifications, as well as identifying those that should receive public funding. The relevant key tests from the re-licensing framework are: 1) The SQS is underpinned by employer demand, secures qualifications which have economic value for employers and commands widespread support from stakeholders. 2) The SQS aligns to public policy in the four nations and links to the SSC strategic plan. 3) The SSC has high quality, up to date standards and apprenticeship frameworks in place for all key occupations in the sector backed by robust evidence from employers. 4) The SSC has developed the capacity, capability and competence to deliver high quality standards and qualifications. 5) The SSC has an effective quality assurance system for standards, qualifications and apprenticeships. Professional bodies are, as discussed in Section 1, heavily engaged in the development of qualifications, with the CCPMO providing around 50,000 awards per year in aggregate. Qualifications are designed, and continually reviewed to ensure they are up-to-date and relevant to the needs of the profession, taking into account the views of employers, members, students and (where appropriate) relevant changes in legislation and public policy. Further, research is commissioned and analysed to ensure that qualifications also reflect the latest academic and policy developments within the discipline. The relevance of the qualifications to employers is also increased through the requirement for individuals to obtain substantial professional experience 19 The remit and the Assessment Framework are taken from UKCES (2008) Empowering SSCs – Employer driven skills reform across the UK, A Re-licensing Framework for Sector Skills Councils, UK Commission for Employment and Skills. London Economics December 2008 16
Section 3 The contribution of the CCPMO to the UK skills base (generally three years) before becoming eligible for full membership of the professional body. The success of these measures is evidenced by the high level of employer demand – indicated by the fact that the majority of qualifications undertaken by students are funded by employers, and the fact that the vast majority of students undertake qualifications while in employment. The majority of the professional bodies have also been involved in the development of occupational standards within their profession, including in many cases the development of NOS. In keeping with their public interest remit to be the pre-eminent source of knowledge in relation to their profession, the capacity of the bodies in this regard is unquestionable. In addition, the professional bodies also maintain codes of conduct for their professions, supporting them through robust disciplinary procedures. The qualifications provided by the professional bodies are quality-assured in two ways. First, as mentioned above, the content of the qualifications is continually reviewed. Second, the quality of delivery is ensured through the availability of accreditation processes for the learning providers that supply the qualifications, based on inspection visits and other methods. 3.3.2 Raising employer ambition and investment in skills The reforms set out in the Skills Strategy have emphasised the importance of giving employers a “voice” to influence the qualifications and other training provided. This has been the primary rationale underpinning the creation of the UKCES and the SSCs. The relevant key tests from the re-licensing framework are: 1) The SSC can demonstrate that it has the confidence and support of employers in its sector. 2) The SSC’s Governance structure is employer led, is representative of the diverse nature of the sector and of the UK wide context. 3) The SSC has developed a range of sector specific solutions which add economic value for employers and address priority skills issues in the sector which are based on evidenced employer and learner need. 4) The SSC must demonstrate a robust strategic and business planning process which is driven by employers, grounded in the skills needs of the sector and connects to sector and geographic economic development policies. 5) The SSC is driven by a clear understanding of its customer/employer base including stakeholders and has robust and fit for purpose systems for measuring customer/employer and staff satisfaction. London Economics December 2008 17
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