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CAS Update

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CAS Update

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  1. CAS Update Southwest Actuarial Forum December 3, 2004

  2. Agenda • CAS Centennial Goal • Two Important Task Forces • Basic Education Initiatives • Research Working Parties • Continuing Education • Your Input

  3. CAS Centennial Goal The CAS will be globally recognized as the preeminent resource in educating casualty actuaries and conducting research in casualty actuarial science. CAS members will be recognized as the leading experts in the evaluation of hazard risk and the integration of hazard risk with strategic, financial and operational risk

  4. Implementing the Centennial Goal • Centennial Goal Implementation Task Force • Subcommittee of Long Range Planning Committee • Working with Vice Presidents and Committee Chairs in setting goals.

  5. Implementing the Centennial Goal • Centennial Goal Implementation Task Force • Subcommittee of Long Range Planning Committee • Working with Vice Presidents and Committee Chairs in setting goals. • SAM Goals • Significant, Attainable, Measurable • Interim milestones to help gauge progress towards the Centennial Goal.

  6. Two Important Task Forces • Task Force on the ACAS Vote • Task Force on Classes of Membership

  7. Historical Perspective of Associates • Since 1914, two classes of membership. • Associate/Fellow designations have changed over the years: • Initially, based on company responsibilities. • Beginning in 1915, based on exams: • Number and content of exams has varied. • Currently a two exam educational difference. • Currently little distinction between FCAS and ACAS in the ability to perform professional actuarial services.

  8. Task Force on ACAS Vote Why are we considering this issue? • Voting rights have not changed since inception and represent a time when there was a much clearer distinction between Fellows and Associates.

  9. Task Force on ACAS Vote Why are we considering this issue? • Voting rights have not changed since inception and represent a time when there was a much clearer distinction between Fellows and Associates. • A significant minority (25-30%) of Associates have stopped taking exams. We need to recognize the career Associates.

  10. Task Force on ACAS Vote Why are we considering this issue? • Voting rights have not changed since inception and represent a time when there was a much clearer distinction between Fellows and Associates. • A significant minority (25-30%) of Associates have stopped taking exams. We need to recognize the career Associates. • Lack of true representation for Associates, despite the fact that they pay full dues and contribute significantly to committees, research etc.

  11. Task Force on ACAS Vote Why are we considering this issue? • Voting rights have not changed since inception and represent a time when there was a much clearer distinction between Fellows and Associates. • A significant minority (25-30%) of Associates have stopped taking exams. We need to recognize the career Associates. • Lack of true representation for Associates, despite the fact that they pay full dues and contribute significantly to committees, research etc. • Approval of Mutual Recognition.

  12. Task Force on ACAS Vote • Right to vote should be given to members upon attainment of Fellowship or five years after they are recognized as Associates, whichever comes first. Right to vote should be unrestricted. • All voting members should be allowed to stand for election to the Board of Directors. • Voting Associates may hold all officer positions, with the exception of: • President / President Elect • Vice President - Admissions • Committee membership is to remain restricted to Fellows for Discipline, Education Policy, Syllabus.

  13. Task Force on Classes of Membership Why are we considering this issue? • Current structure reflects a time when there was a much clearer distinction between FCAS and ACAS.

  14. Task Force on Classes of Membership Why are we considering this issue? • Current structure reflects a time when there was a much clearer distinction between FCAS and ACAS. • Educational differences do not restrict an ACAS from completing assignments like those done by a FCAS in the US. • Associate designation connotes lesser standing, even though the ACAS is fully qualified to sign statements of actuarial opinion. • Two designations that each mean a fully qualified actuary is confusing.

  15. Task Force on Classes of Membership Why are we considering this issue? • Current structure reflects a time when there was a much clearer distinction between FCAS and ACAS. • Educational differences do not restrict an ACAS from completing assignments like those done by a FCAS in the US. • Associate designation connotes lesser standing, even though the ACAS is fully qualified to sign statements of actuarial opinion. • Two designations that each mean a fully qualified actuary is confusing. • ACAS not considered qualified outside the US.

  16. Task Force on Classes of Membership Why are we considering this issue? • Current structure reflects a time when there was a much clearer distinction between FCAS and ACAS. • Educational differences do not restrict an ACAS from completing assignments like those done by a FCAS in the US. • Associate designation connotes lesser standing, even though the ACAS is fully qualified to sign statements of actuarial opinion. • Two designations that each mean a fully qualified actuary is confusing. • ACAS not considered qualified outside the US. • ACAS does not meet IAA “fully qualified actuary” criteria. • Not enough finance – even though far above in other areas. • This is an issue for the AAA (single membership class).

  17. Task Force on Classes of Membership The Task Force recommended (May): • Only one class of membership - Fellow. • Certificate of Achievement in Casualty Actuarial Science. • All candidates under the Code of Professional Conduct. • ACAS continue to be awarded for a limited time. • Existing ACAS’s awarded FCAS after completing exams or after five additional years have passed. • Task Force was split on this issue. • Ideal number of exams for Fellowship is eight; necessary material can be reorganized to fit.

  18. Task Force on Classes of Membership • In May 2004, the Board discussed the various transition options in the Task Force Report. • Options ranged from • Immediately granting FCAS to ACAS and discontinuing ACAS • Completion of additional requirements • Discontinuing ACAS after a transition period and putting the ACAS into run-off. • Under no circumstances would current Associates lose their status as members of the CAS.

  19. Task Force on Classes of Membership • Additional information was collected for the Board’s consideration during the discussion at September 2004 Board Meeting. • Survey of the Membership Advisory Panel (MAP). • Feedback from Regional Affiliate Presentations. • Interviews with recruiters on the effects of one class of membership on attracting candidates. • Interviews with actuarial science professors. • Feedback submitted by members.

  20. Task Force on Classes of Membership • Summary of additional feedback received: • Over two-thirds (70%) of the MAP agreed with TF recommendation of one class. • More than three-fourths (77%) disagreed with the TF recommendation to grant all ACAS the FCAS designation without additional requirements. • Most of the feedback has indicated that one class of membership will not create a competitive disadvantage for students. • Actuarial Science professors may disagree.

  21. Task Force on Classes of Membership Board Motions at September Board Meeting: • That the Board instruct the Executive Council to establish a TF to propose within the next year a set of learning objectives by which FCAS can be attained: • with less material than the current exams, • with fewer than the current 9 exams, • while meeting the requirements of the IAA, • while being consistent with the Centennial Goal.

  22. Task Force on Classes of Membership Board Motions at September Board Meeting: • That the Board instruct the Executive Council to establish a TF to propose within the next year a set of learning objectives by which FCAS can be attained: • with less material than the current exams, • with fewer than the current 9 exams, • while meeting the requirements of the IAA, • while being consistent with the Centennial Goal. • It is the Board’s sense that this can be accomplished with eight exams (or seven exams with a workshop or seminar).

  23. Task Force on Classes of Membership Board Motions at September Board Meeting: • Inform the CAS membership of the foregoing action, with an indication that the Board supports a move to an eventual single class of credentialed membership, with no more new Associates, concurrent with the movement to a shorter syllabus; and will seek membership reaction to this plan. (It is expected that the then-current Associates will either complete their remaining exams and become Fellows, or remain Associates until they cease their membership in the CAS.)

  24. Membership Involvement • Board is committed to obtaining member input. • Granting voting rights requires an amendment to the Constitution approved by Fellows, however, the Board agreed to postpone further action on the ACAS Vote, pending resolution of the Classes of Membership issue. • Moving to one class of credentialed member may not require a change to the Constitution, but there will be a thorough exchange of ideas.

  25. Changes to Preliminary Education • Current • Prerequisites: Linear Algebra and Statistics • Exam 1: Calculus and Probability (4 hours) • Exam 2: Interest, Economics, Finance (4 hours) • Exam 3: Actuarial Models– NOT JOINT (4 hours) • Exam 4: Actuarial Modeling (including applied stats) (4 hours)

  26. Changes to Preliminary Education Approved March 2004 Board Meeting • Starting Spring 2005 • Prerequisites: Linear Algebra and Calculus • Exam 1: Probability with Calculus (3 hours) • Exam 2: Interest (2 hours) • Exam 3: Actuarial Models & Statistics (4 hours) • Exam 4: Actuarial Modeling (4 hours) • Validation by Educational Experience: Economics, Finance, Applied Stats

  27. Validation by Educational Experience • Option 1: Submit a course syllabus for approval, and then a grade of B- or better in the course. • Micro and Macro Economics • Intermediate Corporate Finance • Regression and Time Series (could be separate courses)

  28. Validation by Educational Experience • Option 1: Submit a course syllabus for approval, and then a grade of B- or better in the course. • Micro and Macro Economics • Intermediate Corporate Finance • Regression and Time Series (could be separate courses) • Option 2: Pass an acceptable exam, such as the AP exams for Micro and Macroeconomics, CFA exams, etc.

  29. Validation by Educational Experience • Option 1: Submit a course syllabus for approval, and then a grade of B- or better in the course. • Micro and Macro Economics • Intermediate Corporate Finance • Regression and Time Series (could be separate courses) • Option 2: Pass an acceptable exam, such as the AP exams for Micro and Macroeconomics, CFA exams, etc. • Option 3: Pass exams offered by the CAS. CAS committed to offering these for at least 2 years.

  30. Validation by Educational Experience • Option 1: Submit a course syllabus for approval, and then a grade of B- or better in the course. • Micro and Macro Economics • Intermediate Corporate Finance • Regression and Time Series (could be separate courses) • Option 2: Pass an acceptable exam, such as the AP exams for Micro and Macroeconomics, CFA exams, etc. • Option 3: Pass exams offered by the CAS. CAS committed to offering these for at least 2 years. • Option 4: Other experiences. • Courses/seminars designed specifically for VEE credit

  31. Transition • 2000 Syllabus • Exam 1  Exam 1 • Exam 2  Exam 2 + VEE for Econ & Finance • Exam 3  Exam 3 • Exam 4  Exam 4 + VEE for Applied Stats • Pre-2000 Syllabus • Part 3A  VEE for Applied Stats • Part 4A  Exam 2 • Part 4B  Exam 4 • Part 5A  VEE for Economics • Part 5B  VEE for Finance

  32. Why VEE? • Most candidates take Econ and/or Finance • No need to examine topics that require background but not mastery. • But verification is needed to meet international standards. • Test questions for Applied Stats stress memorization rather than application. • Our candidates need to learn how to appropriately apply regression and time series models to real data. • This competency cannot easily be validated in a timed paper-and-pencil exam.

  33. Impact on Travel Time • Actuarial Science majors currently graduate with exams. • Unlikely to have much effect on these candidates. • Other majors who take VEE courses in school benefit from learning experience. • Candidates who did not have VEE courses in school: • Can tackle VEE while studying for Interest exam. • Or between exam “seasons.” • VEE pass rates on first attempt should be very high.

  34. Computer-Based Testing • Computer-Based Testing • Targeting 2005 pilot for Exam 1. • Expand to 4-6 computer-based administrations in 2006. • Candidate will receive preliminary results immediately (by the end of 2006). • Intent is to expand to other exams if successful. • Approved by both CAS and SOA Boards.

  35. Modeling Workshop • Education in risk integration techniques is consistent with Centennial Goal. • DFA added to Syllabus in 2000. • DFA taken off Part 8 in 2003 due to inability to test in a paper-and-pencil environment. • Modeling Workshop Task Force established. • Pilot a hands-on workshop experience in early 2005. • Consider adding this as a future FCAS requirement and/or continuing education opportunity.

  36. Research Working Parties • Research task forces charged to produce a research product over a short timeframe.

  37. Research Working Parties • Research task forces charged to produce a research product over a short timeframe. • Should produce more cohesive, accessible material in a consistent format, through the collective, managed nature of the process.

  38. Research Working Parties • Research task forces charged to produce a research product over a short timeframe. • Should produce more cohesive, accessible material in a consistent format, through the collective, managed nature of the process. • Should help the CAS effectively address long-standing research problems, and harness the research energy of individual researchers.

  39. Research Working Parties • Research task forces charged to produce a research product over a short timeframe. • Should produce more cohesive, accessible material in a consistent format, through the collective, managed nature of the process. • Should help the CAS effectively address long-standing research problems, and harness the research energy of individual researchers. • Have proven to be effective research mechanisms for GIRO, the general insurance research organization of the Faculty and Institute of Actuaries (UK).

  40. Research Working Parties 2003-04 • Correlations and Dependencies Among All Risk Sources • Executive-Level Decision-Making Using Dynamic Risk Modeling • Elicitation and Elucidation of Risk Preferences • Quantifying Variability in Reserves Estimates

  41. Research Working Parties 2004-05 • Dynamic Risk Modeling Handbook • Public-Access DFA Model • Bornhuetter-Ferguson - Initial Expected Losses • Tail Factors

  42. Continuing Education AAA Exposure Draft recommends that the Qualification Standards apply to all “statements of actuarial opinion” defined as follows: … an opinion expressed by an actuary based upon actuarial considerations, and intended by the actuary to be relied upon by the outside person or organization to whom the opinion is addressed. The phrase “outside” person or organization refers to persons or organizations other than the actuary’s direct employer. A statement of actuarial opinion, although usually conveyed in writing, may also be conveyed orally.

  43. 2005 Calendar of Events • Seminar on RatemakingMarch 10-11, 2005, New Orleans, LA • ERM SymposiumMay 1-3, 2005, Chicago, IL • CAS Spring MeetingMay 15-18, 2005, Phoenix, AZ • Seminar on ReinsuranceJune 6-7, 2005, Hamilton, Bermuda • Casualty Loss Reserve SeminarSeptember 12-13, 2005, Boston, MA • CAS Annual MeetingNovember 13-16, 2005, Baltimore, MD

  44. I welcome your input regarding . . . • CAS Centennial Goal • ACAS Task Forces • Basic Education Initiatives • Research and Publications • Continuing Education • International Issues • Green Bay Packers • CAS Role Outside Traditional P/C Insurance • What’s On Your Mind? • Questions?

  45. Thank You!