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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Banking 
SAQA QUAL ID QUALIFICATION TITLE
61589  National Certificate: Banking 
ORIGINATOR
SGB Banking and Micro Finance 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.  SFAP - Sub-framework Assignment Pending 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level TBA: Pre-2009 was L5  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 06120/18  2018-07-01  2021-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2022-06-30   2025-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The South African Qualifications Authority Act, 38 of 1995, states that the objectives of the National Qualifications Framework are to "... to create an integrated national framework for learning achievements; ... facilitate access to, and mobility and progression within education, training and career paths; ... enhance the quality of education and training; ... accelerate the redress of past unfair discrimination in education, training and employment opportunities; and thereby ... contribute to the full personal development of each learner and the social and economic development of the nation at large." The postulation of this qualification is informed by the priority of equity. The qualification is intended to reflect the entirety of skills possessed by any particular learner, regardless of that learner's prior educational background. Moreover, it is in the interest of equity that this qualification is capable of reflecting the unique sets of skills of individual learners, and individual needs, potentialities and talents are accommodated by this qualification in the interest of equity.

In accordance with the terms of regulation 6140 and the needs and requirements of the specific banking industry the purpose of this qualification is to represent a planned combination of learning outcomes in the field of business, commerce and management studies and specifically the sub-field of banking which has the purpose to provide qualifying learners the competence and the basis for further learning.

In addressing the necessary core, fundamental and elective unit standards it plans to add value to the qualifying learner in terms of enrichment of the person through the provision of status, recognition, credentials and licensing.

It further promotes the enhancement and marketability and employability of learners and plans to open up the access routes to additional education and training through this process. It further has the purpose of providing benefits to society and the economy by enhancing citizenship, increasing social and economic productivity providing specifically skilled/professional people and transforming the redressing of legacies of inequity. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
A combination of competencies obtained in the Further Education and Training band will serve as a learning base to progress into the level 5 qualification.


Role of recognition of prior learning:

The qualification is specifically designed to accommodate a broad range of recognition of prior learning. This intention is reflected in the structure of the qualification and also in the rules for combination of credits towards the qualification. The intention is to provide recognition for all the relevant skills which learners already possess and even to provide recognition for skills which might not be absolutely relevant to the job through the elective category. It is recognised that these suites of skills will differ radically from learner to learner and from bank to bank. The philosophy of flexibility expressed elsewhere in this document arises from a desire not to unnecessarily deny access to an appropriate qualification to any learner.

Recognizing that skills development in banks will in any case be specific to specific learners, rather than rigid career paths, which in any case appear to be rapidly disappearing in banking, the same philosophy requires that this qualification will be so designed as to accommodate as far as possible recognition of whatever skills the learner will need to acquire both now and in the future.

The principle of portability is honoured in the qualification. It is viewed as irrelevant at what institution credit towards a particular qualification was acquired. Prior learning may for example occur through the formal education system. To accommodate appropriate recognition of this prior learning, the qualification may contain up to fifty-nine credits which are transferred from formal schooling. Nor is there any prohibition of using appropriate credits towards this qualification which have already been used towards any other qualification.

It is not envisaged that this qualification will ever be a "whole" qualification. It is not intended that evaluation towards any constituent unit standard will ever be subsumed in broader evaluation towards the qualification as a whole, in consequence. This arrangement particularly suits the contingencies of recognition for prior learning. It is expected that every learner will plan his/her own progress toward the qualification by obtaining assessment from an appropriate source towards the unit standards which he/she intends to incorporate in the qualification. Such a system will draw heavily on recognition of prior learning, and will enable learners to obtain qualifications as far as possible on the basis of recognition of prior learning.

In conclusion, the qualification may be achieved in whole or in any part through the recognition of prior learning, which will include the learning outcomes achieved through formal, informal and non-formal learning and work experience. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
To be awarded the Qualification learners are required to obtain a minimum of 120 credits as detailed below.

Fundamental Component:

All Unit Standards in the Fundamental Component comprising 35 credits are compulsory.

Core Component:

Core learning is represented by unit standards in banking. To obtain this qualification, the learner must obtain at least 40 credits on NQF Level 5 of this sort, but the precise unit standards are not specified, since the learner is expected to select and incorporate those most applicable to his/her job.

Elective Component:

Elective learning means a selection of 45 additional credits from the sub-field of banking or from a banking-related sub-field from which a choice may be made to ensure that the purpose of the qualification is achieved. This permits learners a wide selection of banking or banking-related standards, which would enrich their functioning in their particular job in their particular organization. The selection should accommodate the interests of the learner, but is subject to approved by the BANKSETA. 

EXIT LEVEL OUTCOMES 
1. Exit-level outcomes

The exit-level outcomes of the qualification will be the sum of the outcomes of all the unit standards constituting the qualification. It is not possible to be more specific about the exit-level outcomes because the flexibility envisaged in the qualification makes countless permutations of unit standards possible. This flexibility is desirable because it reflects the multi-disciplinary nature of banking work, and the fluidity of jobs and roles within the banking profession.

It has been established that all the critical cross-field outcomes identified in various literature released by the South African Qualifications Authority are achieved through any permutation of unit standards complying with the minimum requirements for the qualification. It may accordingly be concluded that, regardless of the permutation of constituent unit standards selected by the learner, the qualification will have played a crucial role in promoting life-long learning.

The sum of the specific outcomes of the unit standards comprising the qualification should make the learner competent for his/her job in banking, recognizing that no prescribed combination of unit standards will make the learner competent for all jobs in banking, even at a particular level of work.

It is not possible to catalogue the assessment criteria of all the unit standards which might form a part of the qualification. However, as it is envisaged, the assessment criteria pertinent to the exit-level outcome of the qualification will be the assessment criteria associated with every individual unit standard comprising the qualification. Exiting from the qualification is possible from every point, because the learner would retain credit in respect of every unit standard which he/she obtained credit for during the course of his/her engagement with the qualification. While it is not possible to be more specific than that about early exit outcomes, this approach makes it possible to guarantee that every learner will enjoy the promised benefit of portability of unit standards.

For the learner, who exits the qualification before completion the opportunity always remains to re-enter the qualification, or even to re-enter a qualification at a higher level, incorporating the applicable unit standards for which he/she already has credit. In any event, the specific and critical cross-field learning outcomes which are required for competence in terms of the qualification should be consistent with the requirements for effective performance in the job.


2. Specific outcomes

This qualification is highly flexible, in that it accommodates the combination of a wide range of unit standards. The need for this flexibility results from the dynamic environment of the banking sector and also reflects the fact that general education is valued in the banking sector. This qualification allows learners as much opportunity as possible to deploy what they learn in and for the workplace in obtaining this qualification.

However, because of the flexibility, it is not possible (and nor is it desirable) to state a narrow set of specific outcomes which will be associated with this qualification. Rather the specific outcomes of the qualification must always be seen as the sum of the specific outcomes of its constituent unit standards.

This means that different learners who possess this qualification may have achieved different "sums of specific outcomes", so to speak. This should not represent a problem as long as learners and employers are aware that this qualification does not imply a single, invariant set of specific outcomes. Moreover, it is hoped that learners will not see this qualification as an end-point in their learning but rather as a milestone and will continue learning towards further qualifications. As banking is such a wide, fluid environment and career paths in banking are so various and intermixed, it seems far less valuable to try to tie learners to rigid, predetermined sets of specific outcomes than it is to recognise the skills they possess, and to encourage them to expand on these.


3. Critical cross-field outcomes

The unit standards comprising this qualification will indicate the appropriate critical cross-field outcomes. Each unit standard is complete within itself and can be an exit level outcome enabling the learner to exit the qualification at any point. Credits achieved within the qualification are retained by the learner and are portable.

No matter what its constituent unit standards, providing that the minima that is prescribed are adhered to, the learner who acquires the qualification will be able:
  • To identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made;
  • To work effectively with others as a member of a team;
  • To organise and manage him/herself and his/her activities responsibly and effectively;
  • To collect, analyse, organise and critically evaluate performance;
  • To communicate effectively using mathematical and language skills;
  • To demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation; and
  • To benefit by full personal development, thus contributing to the social and economic development of South African society at large. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Section 8 of the Regulations under the South African Qualifications Authority Act of 1995, published in Regulation Gazette 6140 of 28 March 1998, provides a number of requirements for the registration of qualifications, inter alias that a qualification shall:

    (g) "... incorporate integrated assessment appropriately to ensure that the purpose of the qualification is achieved, and such assessment shall use a range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations ...".

    It is recognised that skills development within banking is more and more individually based. Individuals will develop unique career paths to equip themselves for an environment that changes constantly and rapidly.

    The intention in postulating this qualification is to provide recognition for the skills which bank employees already possess. It is recognised that the combination of skills will differ from employee to employee and from bank to bank. A philosophy of flexibility is required to ensure that appropriate qualifications are easily accessible to any bank employee. It follows that qualifications in banking will be determined by the needs of the individual and not by a prescribed formula.

    This qualification consists of unit standards drawn from a wide range of fields. Each unit standard is a self-contained exit level outcome. Each constituent unit standard contains its own assessment criteria, and it is not intended that admission to this qualification will be accorded on any basis than the granting of individual constituent unit standards on the basis of compliance with those assessment criteria. The unit standards prescribe competent performance and lay down the assessment criteria by which competence should be judged, as well as the range of circumstances in which competence should be demonstrated.

    The assessment tools used include:
  • Written instruments (e.g. tests/case studies/projects);
  • in-situ (on-the-job) observations;
  • simulation;
  • role-play;
  • structured classroom discussions;
  • portfolio of evidence and
  • technology-based testing

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). The assessment should as many different methods as are necessary to give the assessor reliable and valid proof of competence and evidence of required attitudes.

    The portfolio of evidence referred to in the previous paragraph, if used for assessment purposes, must provide valid, reliable and authentic evidence of past achievements and experience which served to supplement the assessment of applied competence. The portfolio should include:
  • written statements from reliable persons (for example current and/or previous employers, colleagues, peers, managers, and/or external customers) confirming the competence of the learner;
  • relevant certificates and/or awards;
  • previous assessment records; and/or
  • journals and/or logbooks.

    Because the qualification is not offered as a "whole" qualification, the question of formative and summative evaluation towards the qualification does not arise. Moreover, the question of formative evaluation does not arise in respect of credits awarded as recognition of prior learning. It is to be hoped that in respect of unit standards representing new learning by the learner the formative and summative evaluation will take place, in order to ensure integrated assessment results. 

  • INTERNATIONAL COMPARABILITY 
    The demands of worldwide banking, international comparability of unit standards and qualifications is essential. The following focus were the factors of international benchmarking, which occurred continuously throughout the project:
  • the standards writing approach;
  • contents of the standards themselves and
  • appropriateness of the chosen standards format.

    In terms of the South African approach to unit standards, the standards itself and the appropriateness of standards, international benchmarking has already been built in and has been taken care of by the time unit standards are accepted on the National Qualifications Framework.

    Benchmarking was done on the following qualifications: The NVQ from Britain, The SVQ from Scotland, Australian, New Zealand and German Qualifications. In terms of the Australian and New Zealand approach to qualifications the unit standards were to an extent non-existent and qualifications were very hard to find. The German approach to qualifications is very limited in that it actually pertains to job streaming and is not in line with the approach that the South African Qualification Authority or the National Qualifications Framework wants us to take in South Africa.

    The NVQ and the SVQ qualifications were to an extent similar to the South African approach. It was therefore decided to make use of those two qualifications to determine our own international benchmark throughout the process. The NVQ and SVQ qualifications designed in 1996, consist of four standards, plus a selection of any four optional unit standards from the remaining fourteen banking unit standards. The approach of unit standard writing from an NVQ, SVQ perspective leaves us with broad generic unit standards. This is not in line with the South African Qualifications Authority National Qualifications Framework approach for writing unit standards.

    The philosophy on standards generation from the NVQ SVQ allows for flexibility. This can be seen in that the qualifications allows for optional unit standards to be used in part to complete a full qualification. This approach is highly applicable to the current globalised banking industry and specifically on the South African environment. This concept for allowing flexibility in the generation of qualifications makes South Africa a trendsetter in the generation of banking qualifications. 

  • MODERATION OPTIONS 
    Internal and external moderation of learner achievement is essential to meet requirements of transparency, affordability, fairness, reliability and validity.

    Specifications relating to moderation of unit standards are included with the unit standards in question, and these specifications must of course be adhered to on a piecemeal basis. That being the case, there is no need for a second moderation process in respect of the qualification itself.

    Any additional moderation requirements stipulated by legislation, regulation and moderating bodies appointed by the South African Qualification Authority will naturally receive preference in the identification and implementation of moderation options in relation to this qualification, and severally constituent unit standards. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. 

    NOTES 
    Additional Notes:

    It is stated in section 8 (1) (b) of Regulation Gazette 6140 of 28 March 1998 that a qualification shall "... add value to the qualifying learner through the: provision of status, recognition, credentials and licensing; enhancement of marketability and employability; and opening up of access routes to additional education and training ...". It is noted that no qualification can do these things in, on and of itself; supporting initiatives are required to ensure that a qualification will provide status, will enhance the marketability and employability, and will open up access routes to additional education and training. It is noted that such initiatives are contemplated in the banking sector and many of them are already underway within individual organisations.

    It is consistent with the philosophy of this qualification that core learning in respect of any of the new qualifications being proposed will be specified only in general terms. This is because it is not possible to be more specific as to the learning required in situations contextually relevant to the particular qualification without excluding many of the diverse and evolving jobs in banking. Any credit undertaken under the category of core learning will be subject to a test of relevance administered by the sectoral education and training quality assurance body, but it is envisaged that as long as a member organisation can make a case for the relevance of any credit to work being undertaken in that organisation, or work which has been undertaken in that organisation, then it will not be the business of the relevant education and training quality assurance body to obstruct the inclusion of the elective credits in question in a banking qualification.

    Elective learning, comprising the additional credits acceptable for the qualification in question, will permit as broad a selection as may be necessary to capture the particular contingencies applicable to particular jobs in particular contexts within particular organisations. Whereas any credit undertaken under the category of elective learning will be subject to a test of relevance administered by the sectoral training and quality assurance body, such a test will not be stringent since the purpose of the elective component would be to accommodate the interests of the employee. Nor will the range of fields and sub-fields from which elective credits are drawn be narrowed or specified, subject only to the loose test of relevance already mentioned.

    This qualification presumes that credits may be transferred from formal schooling. Until and unless the South African Qualifications Authority provides another basis for doing so, and the application of this alternative basis for doing so carries mandatory and statutory force, the following principles shall apply:
  • In respect of any school course in a language or in mathematics, a pass in standard 5, 6 or 7, or a standard grade pass in standard 8, shall be deemed to confer twenty credits at level 2 per subject. In respect of any other school course than a language or mathematics, a pass in standards 5, 6 or 7 shall confer five credits at level 2 in that subject. However, in respect of any other school course than language or mathematics, a pass in the standard rate in standard 8 shall confer twenty level 2 credits per subject.
  • A higher grade pass in standard 8 or 9 in any school course shall confer twenty level 3 credits per subject, and a standard grade pass in any subject in standard 9 or standard 10 shall confer twenty level 3 credits per subject.
  • A pass in the higher grade in standard 10 in any school course shall confer twenty level 4 credits per subject.
  • In respect of all of the above credits, credits shall not be repeated within a particular subject category. For example, a candidate who passes both standard 8 and standard 9 English in the higher grade shall receive only twenty credits for communication studies and language, and not forty. However, a candidate who passes both English and Zulu (first or second language) in the higher grade in standard ten shall receive forty level 4 credits for communication studies and language. Credit towards this qualification shall be only in respect of the highest level at which a school course in any particular subject category was passed. A learner who obtained a higher grade pass for standard 10 mathematics, for instance, may count only 20 level 4 credits in mathematics toward the qualification, not a further 20 level 3 credits in respect of his/her higher grade pass in standard 8, et cetera.
  • For any technikon or university course which has been duly registered with the South African Qualifications Authority, and provided that the course is not designed to compensate for deficiencies in school education (e.g. academic support courses), the candidate shall obtain credit for every course passed, regardless of whether categories are repeated, unless it is precisely the same subject at precisely the same level which has been repeated.
  • For a pass in any SAQA-registered first-, second- or third-year diploma course, or for any SAQA-registered first-year course for a bachelor's degree, level five credits shall be awarded on the basis of fifteen credits per multiple of 120 tuition hours comprising the course.
  • For a pass in a SAQA-registered fourth-year diploma course or a SAQA-registered second-year course towards a bachelor's degree, level 6 credits will be awarded on the basis of fifteen credits per multiple of 120 tuition hours comprising the course.
  • For a pass in any SAQA-registered fifth-year diploma course or a SAQA-registered third-year course towards a bachelor's degree, level 7 credits shall be awarded on the basis of fifteen credits per multiple of 120 tuition hours.
  • For a pass in any SAQA-registered post-graduate course towards a higher degree, level eight credits shall be awarded on the basis of fifteen credits per multiple of 120 tuition hours.

    It is noted that all credits, in order to count towards this qualification, must be subject to a test of relevance. 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Fundamental  7345  Determine the banking-related financial needs of a business  Level 5  Level TBA: Pre-2009 was L5  20 
    Fundamental  7356  Provide sales related services within the banking sector  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  117766  Administer and manage scrip lending in terms of client mandates  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  246744  Administer disciplinary and grievance policy and procedure  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7272  Administer releases of units against a bonded property for development in a banking environment  Level 5  Level TBA: Pre-2009 was L5  39 
    Elective  7359  Apply banking-related direct selling techniques  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  115821  Apply business financial practices  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15236  Apply financial analysis  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115392  Apply principles of creating computer software by developing a complete programme to meet given business specifications  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  117812  Apply relevant models, theories and/or strategies in a treasury  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7363  Apply relevant models, theories and/or strategies in a treasury  Level 5  Level TBA: Pre-2009 was L5  24 
    Elective  115386  Apply the principles of creating batch and interactive computer programs using a procedural programming language  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  115365  Apply the principles of designing computer system inputs and outputs  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7336  Arrange and cancel insurance for bank-financed vehicles  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7343  Assess and finalise credit application for a corporate, club, association or trust in a banking environment  Level 5  Level TBA: Pre-2009 was L5  50 
    Elective  7344  Assess and finalise credit application for an individual, sole proprietorship and a partnership in a banking environment  Level 5  Level TBA: Pre-2009 was L5  45 
    Elective  12764  Assess Credit for a Floorplan facility in an Asset Based Financing environment  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7346  Assess the viability of a business banking opportunity  Level 5  Level TBA: Pre-2009 was L5  30 
    Elective  10126  Authorise and release an export letter of credit  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  10123  Authorise and release foreign finance loans  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  119148  Compute the estate duty liability in a deceased estate  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  10124  Consult to clients on trade related issues  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  117758  Define the mechanics and participants of the different trade cycles for all investment instrument types  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  13400  Demonstrate an understanding of the Principles of Project and Structured Finance  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115367  Demonstrate logical problem solving and error detection techniques  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7288  Distribute South African legal tender  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7316  Educate a customer on bank products and services  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7362  Enhance work practices within a treasury by the application of market knowledge in a banking environment  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  7292  Ensure the quality of South African legal tender  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  119135  Establish and manage a testamentary trust  Level 5  Level TBA: Pre-2009 was L5 
    Elective  119141  Establish and manage an inter vivos trust  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7305  Evaluate and respond to basic requests outside the ambit of exchange control rulings within a banking environment  Level 5  Level TBA: Pre-2009 was L5  54 
    Elective  13421  Evaluate the impact of changes to details after bond registration on the finance agreement  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  117775  Explain and apply accounting and valuation rules for investment instruments  Level 5  Level TBA: Pre-2009 was L5  25 
    Elective  117778  Explain Client requirements and Products that satisfy them  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117781  Explain legislative and regulatory requirements and their impacts  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  117782  Explain the functionality of Investment Administration systems  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  117769  Explain the Investment Process used to generate performance  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117773  Explain the structure and mechanics of Financial Markets  Level 5  Level TBA: Pre-2009 was L5  28 
    Elective  13302  Guide a borrower through application for a mortgage loan  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7342  Identify and manage security risks in a banking environment  Level 5  Level TBA: Pre-2009 was L5  30 
    Elective  10049  Identify financial implications for making decisions  Level 5  Level TBA: Pre-2009 was L5 
    Elective  10045  Identify product features, advantages and benefits to the customer  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7361  Implement personal selling strategies to achieve banking-related targeted results  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7304  Inspect and monitor basic foreign exchange transactions within the banking environment  Level 5  Level TBA: Pre-2009 was L5  54 
    Elective  119133  Interpret the will in a deceased estate  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  252029  Lead people development and talent management  Level 5  Level TBA: Pre-2009 was L5 
    Elective  119137  Liquidate a deceased estate  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  7313  Maintain the Automated Teller machine (ATM)  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117768  Manage and coordinate documentation and client investment mandates  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7340  Manage Business Continuity Risks in a banking environment  Level 5  Level TBA: Pre-2009 was L5  30 
    Elective  7308  Manage cash in till or under counter safe in a banking environment  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7341  Manage Human Resources Risks in a banking environment  Level 5  Level TBA: Pre-2009 was L5  25 
    Elective  7339  Manage marketing risks in a banking environment  Level 5  Level TBA: Pre-2009 was L5  30 
    Elective  7291  Manage new currency design  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  7294  Manage the prevention of counterfeiting of currency in a banking environment  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  117785  Manage trade confirmation and settlement processes  Level 5  Level TBA: Pre-2009 was L5 
    Elective  12762  Market and Prepare a Floorplan facility in an Asset Based Financing environment  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7286  Monitor and audit releases of units against a bonded property for development in a banking environment  Level 5  Level TBA: Pre-2009 was L5 
    Elective  117847  Monitor and Control Purchases and Sales of Exchange (BoP) in a banking environment  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  7320  Monitor and Control Purchases and Sales of Exchange (Form E & Form A) in a banking environment  Level 5  Level TBA: Pre-2009 was L5  18 
    Elective  7338  Monitor and manage information technology risks in a banking environment  Level 5  Level TBA: Pre-2009 was L5  35 
    Elective  117762  Monitor daily cash positions and cash flows to ensure settlement and maximise performance  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  117784  Operate Investment Administration systems  Level 5  Level TBA: Pre-2009 was L5  22 
    Elective  7334  Perform external sales process for a bank product  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7355  Prepare a banking-related business credit proposal for the relevant authority  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  119138  Prepare, lodge and advertise the liquidation and distribution account in a deceased estate  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  117763  Prepare, verify and distribute reports  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7396  Present a banking-related financial solution to a business client for consideration  Level 5  Level TBA: Pre-2009 was L5 
    Elective  13300  Present the factual requirements of mortgage finance options  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  117832  Price units and maintain unit registers for participating clients in pooled products  Level 5  Level TBA: Pre-2009 was L5  32 
    Elective  7318  Process and Control Non-Resident and Emigrants Bank Accounts/Assets  Level 5  Level TBA: Pre-2009 was L5  18 
    Elective  117843  Process and Control Non-Residents' and Emigrants' Bank Accounts/Assets  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  7337  Process banking customer service requests for moveable asset based accounts  Level 5  Level TBA: Pre-2009 was L5  14 
    Elective  7306  Process banking transactions  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7325  Process cards for fleet management services in a banking environment  Level 5  Level TBA: Pre-2009 was L5  10 
    Elective  7333  Process customer requests for cheque books, counter cheques and bank cheques  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7357  Produce and present banking-related sales solutions  Level 5  Level TBA: Pre-2009 was L5  15 
    Elective  115388  Produce documentation for a computer program to agreed standards  Level 5  Level TBA: Pre-2009 was L5 
    Elective  15221  Provide information and advice regarding skills development and related issues  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7310  Purchase Foreign Instruments from a customer in a banking environment  Level 5  Level TBA: Pre-2009 was L5  12 
    Elective  117759  Reconcile cash and holding accounts  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  7301  Review, formulate and initiate exchange control policies and rules  Level 5  Level TBA: Pre-2009 was L5  54 
    Elective  7311  Sell Foreign Instruments to a customer in a banking environment  Level 5  Level TBA: Pre-2009 was L5  17 
    Elective  7321  Set and maintain service level agreements for Fleet Management Services in a banking environment  Level 5  Level TBA: Pre-2009 was L5  30 
    Elective  7352  Structure a banking-related asset-based solution to meet a business need  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7351  Structure a banking-related debtor finance or factoring solution to meet a business need  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7353  Structure a banking-related financial solution involving fleet management  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7349  Structure a banking-related financial solution to meet an agricultural business need  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  7348  Structure a banking-related property finance solution to meet a business need  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7350  Structure a banking-related solution to meet a financial need involving foreign exchange  Level 5  Level TBA: Pre-2009 was L5  20 
    Elective  7347  Structure a financial solution to meet a business banking need  Level 5  Level TBA: Pre-2009 was L5  16 
    Elective  7324  Take in and control safe custody items in a banking environment  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7327  Transfer and close bank accounts  Level 5  Level TBA: Pre-2009 was L5 
    Elective  7335  Update customer records for moveable asset based bank accounts  Level 5  Level TBA: Pre-2009 was L5 
    Elective  115387  Apply the principles of creating a computer program using a procedural programming language in a GUI environment  Level 6  Level TBA: Pre-2009 was L6  14 
    Elective  10985  Conduct a disciplinary hearing  Level 6  Level TBA: Pre-2009 was L6 
    Elective  230021  Conduct evaluations, inspections and visits for the purpose of assessing compliance and ensuring improvement of service  Level 6  Level TBA: Pre-2009 was L6 
    Elective  255994  Enhance the performance of employees  Level 6  Level TBA: Pre-2009 was L6 
    Elective  116365  Evaluate the financial practices of a business  Level 6  Level TBA: Pre-2009 was L6 
    Elective  7880  Prepare, implement, manage and control budgets  Level 6  Level TBA: Pre-2009 was L6  10 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    LP ID Learning Programme Title Originator Pre-2009
    NQF Level
    NQF Level Min Credits Learning Prog End Date Quality
    Assurance
    Functionary
    NQF Sub-Framework
    20186  National Certificate: Banking  Generic Provider - Field 03  Level 5  Level TBA: Pre-2009 was L5  120     BANKSETA  OQSF 
    57639  National Certificate: Banking (Financial Services)  Damelin  Level 5  Level TBA: Pre-2009 was L5  120     CHE  HEQSF 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    LP ID Learning Programme Title Accredited Provider
    20186  National Certificate: Banking  1. Absa Learning & Development
    2. Amandla Obunye Training Academy
    3. Bidvest Bank
    4. Chartall Business College
    5. Felix Risk Training Consultants
    6. Full Value Financial Services (Pty) Ltd
    7. Guarantee Trust Institute of Business
    8. PEOPLE SOLUTIONS
    9. Plumb Line Risk Alignment
    10. Production Management Institute of Southern Africa (PMI)
    11. Safin Bank Limited
    12. SIGNA ACADEMY PTY LTD
    13. The Facilitation Workshop  
    57639  National Certificate: Banking (Financial Services)  Damelin  



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