SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Banking Practice in the Digital Age 
SAQA QUAL ID QUALIFICATION TITLE
124588  Higher Certificate in Banking Practice in the Digital Age 
ORIGINATOR
Chartall Business College 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher 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  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0633/25  2025-07-10  2028-07-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2029-07-10   2032-07-10  

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 
Purpose:
The purpose of the Higher Certificate in Digital Banking Practice is to develop the competencies, knowledge and skills required for people to operate effectively at entry to mid-levels in a bank in the digital banking. It is particularly suitable for learners attempting higher education learning for the first time. The qualification will enable the learner to plan, perform and coordinate banking functions and operations. It also introduces the learner to management concepts and provides them with appropriate skills to equip them for possible junior management roles, such as supervision of teams and groups of bank workers.

The qualification is designed as the first step on the banking learning pathway. It is designed to provide both existing bank employees as well as new banking entrants with an understanding of the essential disciplines within a typical bank. It has been designed to meet the FAIS Fit and Proper generic requirements for Categories I and IV of the Financial Services Conduct Authority (FSCA) for advisors and intermediaries in the banking industry, thereby maximising relevance for learners. In addition to the FSCA requirements, the qualification also meets the Institute of Bankers requirements for professional registration for the Licentiate (LIB[SA]).

The qualification is broad-based and does not focus solely on banking. Instead, it also exposes the learner to a range of related business functions such as financial management, relationship marketing, management, and business communication, all of which are key competencies in a banking environment as well as in other areas of business. From this solid base in general business, the learner will build core banking knowledge and skills, with a focus on how these have evolved with digitalisation. A common thread is the synergy of banking management and digital technology for operational efficiency and sustainability, also considering the latest trends in digital transformation, credit risk management and private or commercial banking.

The range of topics included in this qualification gives the learner a holistic understanding of both business and banking practice in the digital age, as well as the vital links between them. The qualification will also enable learners to proceed to higher levels of learning in banking and/or financial services in both the higher education and the occupational learning fields.

Rationale:
The focus today in the banking sector is on sound corporate governance, digital and social transformation, and sustainability. Central to each of these is ethical staff members who are both competent bank managers and bank administrators. This qualification will teach learners to recognise that the operational success of any bank requires the application of strong organisational management and administration processes based on informed banking-sector knowledge and digital awareness. For employees to be successful, they must not only have the banking skills to do their work well but also have the underpinning sector knowledge to understand why things are done as they are in the bank. Coupled with these, aspiring bankers also need to understand how banking is evolving in the digital age.

Many school leavers obtain a National Senior Certificate, which only grants them access to Higher Certificate study at the higher education level; hence, there is an increased need for this qualification to equip school leavers for employment and for possible further learning. The qualification is designed to fit both of these needs. This qualification may also be used by existing banking staff who did not study straight after school. The qualification will provide learners with an integrated knowledge of banking business processes in several operational areas, as well as an understanding of what the future may be as digital banking and more high-touch customer service become more prominent.

The Sector Skills Plan of the banking sector reflects a need for skilled banking staff members who understand information technology (including digitisation), credit and risk management, financial sector regulatory compliance, commercial, retail and private banking, as well as bank management and leadership. This qualification develops all the requisite competencies required in the banking sector, especially for entry-level positions. It will also suit existing staff members, giving them the opportunity to grow in their area of speciality - be that private or commercial banking or credit risk management or digital banking itself.

The qualification is also of value to the school leaver who is studying in the higher education environment for the first time, as it is part of a well-defined learning pathway in banking management or banking administration. The qualification will give access to multiple job roles and careers in the banking and financial services sector. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Recognition of Prior Learning (RPL):
RPL is done in terms of the RPL policy and procedures of the institution and the Regulations of the Council on Higher Education.

RPL is used to:
  • Grant access to the qualification to a learner who does not meet the criteria for admission.
  • Grant exemptions to learners for prior learning that is aligned to the content, NQF level and credit value of the modules in this qualification.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

    RPL for exemption of modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    Entry Requirements:
    The minimum entry requirement for this qualification is:
  • A National Senior Certificate, NQF Level 4, granting access to Higher Certificate studies.
    Or
  • A Senior Certificate, NQF Level 4 without endorsement.
    Or
    National Certificate (Vocational), NQF Level 4, granting access to Higher Certificate studies.
    Or
  • Further Education and Training Certificate in a cognate field, NQF Level 4.
    Or
  • Occupational Certificate, NQF Level 4 or Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, totalling 124 Credits.

    Compulsory Modules, Level 5,112 Credits:
  • Retail Banking, 20 Credits.
  • Banks and Banking in a Digital Age, 20 Credits.
  • Financial Services Legislation and Regulation, 12 credits.
  • Communication for Business, 12 Credits.
  • Business Statistics, 12 credits.
  • Financial Accounting, 12 Credits.
  • Business Management in the Digital Age, 12 Credits.
  • Relationship Marketing, 12 Credits.

    Elective Modules, Level 5, 48 Credits (select one Module):
  • Private Banking, 12 Credits.
  • Commercial Banking, 12 credits.
  • Credit Risk Management in Developing Countries, 12 Credits.
  • Islamic Banking, 12 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    Exit Level Outcomes
    1. Demonstrate and apply informed knowledge of, and skills in, retail banking administration and management in the digital age.
    2. Demonstrate an understanding of the digital evolution of the banking sector and reflect on how these have impacted the operations within every aspect of the banking sector.
    3. Demonstrate and apply informed knowledge of the various Acts and Regulations governing the banking sector, and the financial services sector in general, as well as the related ethical codes of conduct.
    4. Communicate work-related information to internal and external clients orally, in writing and through social media using professional language and concepts and formats appropriate to the audience and context.
    5. Use the techniques of financial management and computerised business statistics to advise banking clients in accordance with relevant banking legislation and regulations.
    6. Demonstrate an informed understanding of banking management relationship marketing principles to show how each of these functions in the banking sector contributes to furthering the sector's strategic and social objectives.
    7. Demonstrate informed understanding of the latest trends, digital transformations, and operations in any one of private banking, commercial banking, Islamic banking and/or credit risk management. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Describe the financial services sector and the role that banks play in the economy.
  • Summarise the key types of banking (retail, private, business, investment, Islamic, etc.) and understand how each is regulated.
  • Provide an informed description of the various delivery channels and delivery models in Retail Banking.
  • Identify the products, services and operations of banks and related financial services and highlight innovative products and providers and explain how each is regulated.
  • Explain the concept of banking risk and its management.
  • Evaluate the importance of service standards and performance management for Retail Banking, and the use of technology in Retail Banking.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Explain the evolution and growth of retail banking and banking in general in the 21st century.
  • Describe a range of technological innovations in banks and banking, and their implications for what is meant by being a professional in banking and their impact on regulation.
  • Provide an informed description of the place of retail banking in the local and global economy.
  • Identify and explain the role of the various role players in the banking sector.
  • Explain the financial crisis and its impact on the global economy and banking in particular.
  • Explain the cost-to-income dichotomy facing banks and the drive to contain operational costs.
  • Explain how retail banking services have been made available to clients through such agencies as ATMs, contact centres, online, supermarkets, etc.
  • Describe the disruptions in banking, such as online banking, bots, robo advisers, Video conferencing, mobile phones, supermarkets, etc.
  • Evaluate the service offered by the omni-channel and multi-channel retail bank from both the perspective of the client and the banker.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe the legislation and regulations governing banking in South Africa.
  • Explain how to apply the banking codes of ethics and conduct in all dealings with customers.
  • Explain the process of the registration of banks and the auditing of banks.
  • Describe the corporate governance of banks.
  • Evaluate the role and successes of banks in preventing money laundering.
  • Analyse the role of the Banking Association of South Africa.
  • Explain the premises underpinning the contractual relationship between banks and their clients.
  • Report on the rise of electronic banking in SA and the legislation that governs it.
  • Explain the basics of the National Credit Act and evaluate its impact on the banking sector.
  • Explain how criminal law and proceedings apply to banking.
  • Explain the principles and purpose of the Consumer Protection Act.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Communicate effectively, professionally, and proactively using appropriate media, graphics, tone and conventions suited to the chosen audience using a range of media and techniques.
  • Carry out minor research into a selected banking issue, report on findings and make recommendations using appropriate language conventions, graphics and correct referencing.
  • Create a hypothesis and explain how to test it.
  • Demonstrate an informed understanding of the basics of body language and non-verbal communication.
  • Organise, structure, and draft a technical text.
  • Work with and analyse data using a spreadsheet.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Draft and analyse a simple income statement and balance sheet for a company and/or private banking client.
  • Calculate selected liquidity, efficiency and profitability ratios and interpret their results.
  • Demonstrate an informed understanding of budgeting and cash flow projections.
  • Use the accounting principles to assess income and expenses, client lifestyle, assets and liabilities, and value of assets for a commercial or private banking client.
  • Identify typical business problems that can be tackled with data analysis and statistics.
  • Gather and prepare data for analysis.
  • Use correlations and regression analysis, time series models and forecasting to research and understand a specific business challenge.
  • Explain how statistics can be used for quality control.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Provide an informed overview of the leadership function focusing on the nature and principles of planning, organising, leading, motivating and controlling efficient business and banking administration to achieve organisational goals.
  • Describe the difficulties with managing working from home staff in a volatile, uncertain, complex and ambiguous (VUCA) world.
  • Detail the elements and characteristics of an effective control system.
  • Detail the basics of corporate social responsibility in SA and globally.
  • Explain the move from transactional selling to relationship banking in modern banking.
  • Describe customer behaviour and its impact on banking services.
  • Link product features to the client's needs and present a product or service using need-feature links.
  • Develop a practical Customer Retention Plan using relationship marketing.
  • Link customer service to relationship profitability and overall banking profitability.
  • Develop a conceptual model of Service Quality.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Describe the emergence of selected banking sectors and their role in global, African and South African banking.
  • Describe the various products and services offered in a selected banking segment.
  • Debate the potential sources of risk in banking.
  • Conduct a risk profile and life cycle analysis of a client in a selected banking segment.
  • Describe and evaluate various risk management approaches and systems for a selected banking segment.
  • Analyse and explain the financial risk in a selected banking segment.
  • Identify and analyse the financial service needs of business clients in the selected banking segment.

    INTEGRATED ASSESSMENT
    The educational philosophy motivating the course content, structure and delivery is essentially a holistic one, seeking to equip the learner for employment opportunities upon graduation and progressively developing the learner's intellectual, creative, technological and perceptual abilities, thereby allowing for increasing competence and independence.

    The following principles apply:
  • Assessments are valid: they are designed to measure what they intend to measure. Thus, an assignment which requires logical deductions is not assessed for creativity.
  • Assessments are reliable: they are not subjective opinions without any relation to standards of quality accepted by a broader educational framework.
  • Assessments are transparent: it is clear how they relate to the aims and learning outcomes of the course and are easily understood by learners, staff, external examiners, etc.
  • Assessments are diverse: different abilities require different methods of assessment. An examination, which requires an ability to memorise data, may not be the best vehicle for assessing the ability to synthesise varying ideas.

    Three kinds of assessment practices are as follows:
  • Formative assessment to give learners feedback on the progress they are making. This feedback takes the form of marking schedules, critiques of learner work or written feedback on essays, assignments and projects.
  • Summative assessment to establish what a learner has achieved at the end of each project, subject and qualification of study. It is used to determine competence in the subject outcomes and in the exit level outcomes of the qualification as an integrated whole.
  • Workplace integrated learning assessment, which assesses the learner's ability to:
  • recognise where and how the theory and principles are understood and mastered in the formal academic learning situations can be applied to real-world business contexts,
    apply theory and principles in a work situation to improve own and business performance. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is an entry-level qualification for the financial services sector. It is designed to meet the requirements of both banking sector employers and the South African financial services regulator (FSCA). However, there are few entry-level qualifications in digital banking around the world, but training institutions and banking professional associations offer a range of shorter qualifications to up-skill existing banking staff. The qualifications include aspects of digitisation, customer service, banking management, etc.

    Country: United Kingdom (UK)
    Institution: The London Institute of Banking and Finance
    Qualification title: Certificate in Retail and Digital Banking
    Level: Level 3 in the United Kingdom European Qualifications Framework (EQF) Level 4
    Duration: 12 months
    Entry Requirements:
  • There are no entry requirements; however, applicants need to be able to study in English at this level

    Purpose:
    The Certificate in Retail and Digital Banking is an online certificate designed to teach the concepts of digital transformation in the banking sector and how it impacts customer service and banking operations. This qualification addresses these new challenges and approaches the future of retail banking by expanding your knowledge of regulatory requirements, digital banking, automation, products and services.

    The qualification covers the following topics:
  • New and evolving bank business models, retail products and services
  • Changes in customer expectations and behaviour.
  • Digital innovation in retail banking and its impact on customer services.
  • The impact of enabling technologies on bank processes, e.g. credit assessments.
  • Digital influences in financial services regulation and legislation.

    Assessments:
  • Unit 1 - 50 stand-alone multiple-choice questions.
  • Unit 2 - six case studies with five multiple-choice questions linking to each case study.

    Similarities:
  • The London Institute of Banking and Finance (LIBF) and the South African (SA) qualifications are offered over one year.
  • The purpose of LIBF and the SA qualifications is to equip learners with essential knowledge of the financial services environment.
  • Both qualifications will address a need for skilled banking staff members who understand information technology, including digitisation, credit and risk management, financial sector regulatory compliance, commercial, retail and private banking, as well as bank management and leadership.

    Differences:
  • The LIBF qualification is registered at Level 3 in the UK, whereas the SA qualification is registered at Level 5 on the SA NQF.
  • The SA qualification has 13 credits while the LIBF qualification has 124 credits.
  • The LIBF qualification has no entry requirements, whereas the SA qualification requires a National Senior Certificate as an entry requirement.

    Country: India
    Institution: Indian Institute of Banking and Finance
    Qualification Title: Certificate in Digital Banking

    Purpose:
    The Certificate in Digital Banking is intended to provide practising bankers and finance
    professionals a sound foundation in the digital banking products such as Cards, ATMs, Mobile and Internet Banking and POS. This will make them familiar with relevant aspects, such that they could help in rendering improved customer service and will help them in properly guiding the customers as and when needed.

    Development of self-paced e-learning is an attempt by IIBF to provide a more conducive
    learning environment for professionals employed in the banking and finance sectors. Under this approach, which harnesses technology to an optimal extent, a candidate will have the flexibility to register for the exam in Digital Banking, learn at his/ her own pace, and finally take an examination from his/ her place.

    Entry Requirements:
  • Members and Non-Members of the Institute
  • Candidates must have passed the 12th standard examination in any discipline or its equivalent.

    Modules:
  • Digital Banking Products comparable to Banks and Banking in a Digital Age.
  • Cards.
  • EMV Technology.
  • ATMS.
  • Cash Deposit Machines.
  • Cash Re-Cyclers.
  • Mobile Banking.
  • Internet Banking.
  • Branchless Banking.
  • Marketing Of Digital Banking Products.
  • Payment Systems.
  • New Developments in Digital Banking.
  • Marketing of Digital Banking Products comparable to Banks and Banking in a Digital Age
  • Payment Systems
  • New Developments in Digital Banking comparable to Banks and Banking in a Digital Age

    Similarities
  • The Indian Institute of Banking and Finance (IIBF) and the South African (SA) qualifications accept applicants who have completed the 12th grade of the secondary school qualification.
  • Both qualifications are intended to provide practising bankers and finance professionals with a sound foundation in the digital banking products.

    Differences:
  • The IIBF qualification is self-paced and offered online (e-learning), whereas the SA qualification is offered in distance mode
  • The SA qualification consists of compulsory and elective modules, whereas the IIBF qualification consists of compulsory modules and no electives.

    Conclusion:
    This South African qualification aligns with the foreign qualification outlined above, as they both aim to equip bankers with the skills and knowledge required to function in the banking sector in the digital age. They focus particularly on digitisation of the sector, ethics, sound corporate governance and customer service. The UK qualification does not include learning related to social transformation, which is a focus in South Africa. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
  • Higher Certificate: Banking, NQF Level 5.
  • Higher Certificate: Banking Services, NQF Level 5.
  • Higher Certificate in Business Management in Credit Banking, NQF Level 5.
  • Higher Certificate in Business Management, NQF Level 5.
  • Higher Certificate in Business Management Practice, NQF Level 5.
  • Higher Certificate in Management, NQF Level 5.
  • Higher Occupational Certificate: Business Banking Officer, NQF Level 5.

    Vertical Articulation:
  • Advanced Certificate in Banking Services, NQF Level 6.
  • Advanced Certificate in Business Management in Risk Management, NQF Level 6.
  • Advanced Certificate in Financial Planning, NQF Level 6.
  • Diploma in Banking, NQF Level 6.
  • Diploma in Digital Marketing, NQF Level 6.
  • Diploma in Financial Services Operations, NQF Level 6.
  • Bachelor of Business Administration, Level 7.

    Diagonal Articulation:
  • Advanced Occupational Diploma: Business Banker, NQF Level 7. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.
     
    1. Chartall Business College 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.