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Wednesday, 28 January 2015 00:00 - - {{hitsCtrl.values.hits}}
The institute was initiated by Lord Leverhulme in 1919 in the United Kingdom, during a phase of rapid industrialisation and recovery from war.
“Post-industrial revolution saw many skilled workers but there was a dearth in professionals. Hence, it was around this time that many professional organisations were set up. The institute was born out of a necessity to have accountants who could do more than just count and account. Rapidly growing businesses as well as a rapidly growing economy needed the accountants to advise them on the future directions of the organisations,” said Bradley Emerson, Regional Director of CIMA for the Middle East, South Asia and North Africa.
Emphasis on relevance
CIMA places great emphasis on the relevance of the qualification in the present day and in the future as well. This is what leads the organisation to revise and review the guiding syllabi every five years. 
“So we spoke to thousands of employers from Seattle to Sydney and we asked what their expectations were of a CIMA qualified employee. Interestingly, in the past we always received comments based on education and knowledge, however, this time the main quality was that of competency,” said Emerson.
He added: “This is further supported by the McKinsey Education report, which stated that while there are more young people unemployed organisations say there are many vacancies available for which potential employees do not possess sufficient skills. This is a clear indication of a gap between skills delivered by the education system and skills required by the workforce.”
In this light CIMA analysed the responses of employers across the globe, Emerson said. “As a result CIMA analysed the responses to understand exactly what was meant by the trait of competency, in the context of these organisations. Primarily they required personnel who were able to apply their knowledge within a context of business, and they should also have a significant influencing ability at any level of work. So in a sentence they wanted individuals who had ‘the ability to apply technical skills in a context of business, influence people and lead where they are’.”
Technology to the fore
It was within this context that CIMA looked at how organisations work and possible ways of aligning future graduates with that style of work. Technology was the most evident tool in all businesses.
“Technology is an excellent communication tool and has enabled many businesses to grow in leaps and bounds. However, sometimes, it is the attitude towards technology that can cause issues. Today most major organisations have converted themselves to paper-less offices, and all work is handled via email. It is only fitting that in such a fast paced world, we too should provide CIMA candidates the technology-driven training,” said Emerson.
Hence, now all assessments are carried out online. Students receive and respond to the case studies via email. This also means that students can take exams at any time and do not need to wait for the bi-annual exam schedule.
“This gives them the possibility of being able to complete the CIMA qualification sooner. Students stand to benefit from the immediate feedback that they receive on the online exam, which highlights the areas they need to focus on to do better at the next stage,” added Emerson.
This drives students to familiarise themselves with the fast paced technology implemented in workplaces and the results it delivers.
Testing methods changed
Another major change with the CIMA syllabus revision in 2015 is that of the testing methods.
“Many educational institutions follow the same teaching style as that of the previous generation. But times have changed, the way in which people learn has changed. Today, we are more likely to learn a vast amount of information off the internet than through formal streams of education. The information is available, we just need to access it. The purpose of education is not to fill the mind, but to shape the mind of people. As a result, how we teach and what we teach needs to change with time to ensure that the qualification remains relevant to any industry. In that light, methods of assessment too should change. The industry wants employees who can apply their knowledge, so while testing for their memory we also need to test their understanding which is more important,” said Emerson.
As a result CIMA has moved towards the objective testing of skills in a simulated business environment. Emerson explained in greater detail: “The students receive a case study via email and their response should be shaped by the application of technical skills in the context of business and influence the sender’s decision. This solution has to be delivered in a convincing and articulate manner. Thus CIMA is very much a market-driven and work-oriented educations program.”
A new feature in CIMA is the introduction of case studies at each stage. So that progression through the stages of CIMA correlates to career progression as well. Those individuals who have completed any stage of CIMA successfully can move on to the next stage with the new syllabus. However, those who have a few subjects pending from one stage will be required to retake those subjects along with the case study relevant to that stage.
Certifying competency
In conclusion, Emerson added the following on the overall change of the CIMA syllabi, which is implemented with effect from January 2015: “The higher purpose of CIMA is that you and your skills stay relevant to the industry, that you get value for the money invested in us so that you are globally recognised. While we may be criticised by competitors for certain aspects of the changes made, we are focussed on producing people who are competent because that is what we certify. If you are competent you need to have a higher level of understanding than good memory; that is what we deliver.”
