International Project Management Association, abbreviated IPMA, is an international organisation with approximately fifty national member organisations.
International Project Management Association, abbreviated IPMA, is an international organisation with approximately fifty national member organisations. In Sweden IPMA is represented by the Svenskt Projektforum association. IPMA works actively to promote and develop projects as a form of work.
IPMA’s requirements for certification are based on the Nordic Competence Baseline (NCB) standard, which is a Scandinavian adaptation of the international IPMA Competence Baseline. NCB constitutes a reference framework for evaluating project management skills and competencies. It is therefore not a textbook, but specifies the skills and competencies required for project managers. IPMA focuses on experience, behavioural skills and reflection.
Certification at levels A, B or C requires documented experience of project management and, in addition to the knowledge test, also covers interviews, audits and reports.
Relevant courses
PPS recommendation for supporting an IPMA certification for the different levels for project management is that you conduct the following PPS trainings:
In addition to this self-study, experience and reflection are also required in order to be certified. If you would like more support prior to certification, we can also recommend that you request the support of an experience mentor from Tieto PPS.
Certification for programme and portfolio managers is divide up into two levels
PPS recommendation for supporting an IPMA certification for the different levels for program and portfolio management is that you conduct the following PPS trainings:
Read more about IPMA certification at https://projektforum.se/certification/
PPS project management courses correspond to the NCB requirements. IPMA has certified (IPMA registration) our basic course, PPS Step1 – Basic project management. As an approved training provider we have passed IPMA’s quality requirements regarding content, the teachers’ skills and abilities and the pedagogical set-up.