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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: |
| National Occupational Certificate: Professional Banking Officer |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 125261 | National Occupational Certificate: Professional Banking Officer | |||
| ORIGINATOR | ||||
| Development Quality Partner - FASSET | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| QCTO - Quality Council for Trades and Occupations | OQSF - Occupational Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| National Occupational Cert | Field 03 - Business, Commerce and Management Studies | Finance, Economics and Accounting | ||
| ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
| Undefined | 125 | Not Applicable | NQF Level 04 | Regular-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0537/26 | 2026-01-30 | 2031-01-30 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2032-01-30 | 2035-01-30 | |||
| 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 replaces: |
| Qual ID | Qualification Title | Pre-2009 NQF Level | NQF Level | Min Credits | Replacement Status |
| 20184 | National Certificate: Banking | Level 3 | NQF Level 03 | 120 | Complete |
| 20185 | Further Education and Training Certificate: Banking | Level 4 | NQF Level 04 | 120 | Complete |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose
Completing a Professional Banking Officer entry-level qualification offers significant benefits for learners, enhancing their career prospects and personal development. This qualification equips them with essential skills and knowledge required for effective performance in the banking sector, making them more attractive to potential employers and increasing their chances of securing entry-level positions. Learners gain practical skills in client engagement, fintech tools, and basic financial analysis, which build their confidence and adaptability in a fast-paced financial environment. Additionally, the programme improves their financial literacy, enabling them to manage personal finances more effectively and make informed financial decisions. Moreover, the emphasis on ethical standards and compliance fosters a responsible approach to banking, encouraging integrity and trust in their professional conduct. The purpose of this qualification is to prepare a learner to function as a Professional Banking Officer. A Professional Banking Officer deliver essential banking services, support client needs, and apply basic risk management and compliance practices under supervision. A qualified learner will be able to: A qualified learner will demonstrate the following key attributes: Rationale: The National Occupational Certificate: Professional Banking Officer is necessary to ensure skilled banking officers who effectively deliver essential banking services, support clients, and monitor risks in a compliant and efficient manner. This qualification equips learners with the necessary skills to handle routine banking tasks, apply foundational financial concepts, and adhere to ethical standards and regulatory requirements under supervision in a rapidly evolving banking industry. Similar Qualification(s) already NQF registered/ QCTO approved: The Professional Banking Officer entry-level qualification significantly enhances the banking sector by improving service delivery. Trained professionals will be equipped to engage with clients, assisting with providing banking solutions that address their routine banking needs. This not only fosters customer satisfaction and loyalty but also creates a standardised approach to banking practices. Additionally, by adhering to ethical standards and compliance protocols, banking officers can help monitor operational risks, enhancing the overall stability of financial institutions, which is critical in today's regulatory environment. The societal benefits of this qualification are equally important, particularly in terms of financial literacy and community development. Banking officers trained to apply fundamental financial concepts can educate clients on personal finance management, empowering them to make informed decisions. Moreover, by enhancing accessibility to banking services, especially for underserved populations, the qualification promotes financial inclusion. This, in turn, helps build trust in the financial system and provides clients with the necessary financial tools and guidance, ultimately contributing to community economic growth. From an economic perspective, the implementation of this qualification can lead to increased stability and sustainable growth. Additionally, as banks expand their services and improve operational efficiency through trained personnel, job creation in the sector will rise, providing more career opportunities for individuals. Overall, this entry-level qualification not only strengthens the banking industry but also fosters a more resilient economy that benefits all stakeholders involved. Typical learners include people who are already working within the Banking environment and those who wish to enter the field. This qualification was developed in collaboration with the relevant bankers, commercial banks, skills development providers, the banking professional body and the Financial Services Regulator. The typical occupation in which the qualifying learner will operate is Banking Officer. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for Access to Training Learners may use the RPL process to gain access to training opportunities for a or qualification if they do not meet the formal, minimum entry requirements for admission. RPL assessment provides an alternative access route into a qualification. Such an RPL assessment may be developed, moderated, and conducted by the accredited Skills Development Provider which offers that specific qualification. Such an assessment must ensure that the learner is able to display the equivalent level of competencies required for access, based on the NQF level descriptors. RPL for exemption from modules: For exemption from modules through RPL, learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal or nonformal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. RPL for Access to the External Integrated Summative Assessment (EISA): Learners who have gained the stipulated competencies of the modules of a qualification through any means of formal, informal or non-formal learning and/or work experience, may be awarded credits towards relevant modules, and gaps identified for training, which is then concluded. A valid Statement of Results is required for admission to the EISA in which confirmation of achievement is provided that all internal assessment criteria for all modules in the related curriculum document have been achieved. Upon successful completion of the EISA, RPL learners will be issued with the QCTO certificate for the qualification. Quality Partners are responsible for ensuring the RPL mechanism and process for qualifications is approved by the QCTO. Entry Requirements An NQF Level 3 qualification. |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| This qualification is made up of compulsory Knowledge, Practical Skill and Work Experience Modules:
Knowledge Modules Total number of credits for Knowledge Modules: 50 Practical Skill Modules Total number of credits for Practical Skill Modules: 45 Work Experience Modules Total number of credits for Work Experience Modules: 30 |
| EXIT LEVEL OUTCOMES |
| 1. Address client needs for standard banking products.
2. Monitor client, banking governance and risk issues. 3. Provide banking solutions to clients. 4. Apply basic financial concepts for personal finance decisions. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
ELO 1: Address client needs for standard banking products. Associated Assessment Criteria for Exit Level Outcome 2: ELO 2: Monitor client, banking governance and risk issues. Associated Assessment Criteria for Exit Level Outcome 3: ELO 3: Provide banking solutions to clients. Associated Assessment Criteria for Exit Level Outcome 4: ELO 4: Apply basic financial concepts for personal finance decisions. Integrated Assessment: Formative Assessments Formative assessments are conducted throughout the training of learners. A range of formal, non-formal, and informal ongoing assessment activities are used to focus on teaching and learning outcomes to improve learner attainment. Formative assessments are conducted continuously by the facilitator to feed into further learning, to identify strengths and weakness, and to ensure the learner's ability to apply knowledge, skills and workplace experience gained. Formative Assessments are conducted by the accredited Skills Development Provider (SDP), and a variety of ongoing assessment methods may be used, for example, quizzes, assignments, tests, scenarios, role play, interviews. Continuous feedback must be provided. Summative Assessments Integrated Assessment involves all the different types of assessment tasks required for a particular qualification, such as written assessment of theory and practical demonstration of competence. To achieve this, the Internal Assessment Criteria (IAC) for all modules as found in the QCTO curriculum document must be followed. An accredited SDP should implement a well-designed, formal, relevant, final internal Summative Assessment strategy for all modules to prepare learners for the EISA. These assessments evaluate learning achievements relating to the achievement of each module of the relevant components of the qualification. Internal Summative Assessments are developed, moderated and conducted by the SDP at the end of each module or after integration of relevant modules, e.g., applied knowledge tests, workplace tasks, practical demonstrations, simulated tasks/demonstrations, projects, case studies, etc. The results of these final formal summative assessments must be recorded. These results, which include the Statement of Work Experience results, where applicable, contribute to the Statement of Results (SoR) that is a requirement for admission to the EISA. An SoR, using the template provided by the Quality Partner, is issued by the accredited SDP for qualifications. The SDP must produce a valid Statement of Results for each learner, indicating the final result and the date on which the competence in each module, of each component, was achieved. Learners are required to produce this SoR, together with their ID document or alternative ID document, at the point of the EISA. External Integrated Summative Assessment (EISA) The Quality Partner is responsible for the management, conduct and implementation of the External Integrated Summative Assessment (EISA), in accordance with QCTO set standards. Competence in the EISA is a requirement for certificating a learner. For entrance into the EISA, the learner requires a valid Statement of Results issued by the accredited institution indicating the attainment of all modules for the Knowledge, Practical and Work Experience modules. |
| INTERNATIONAL COMPARABILITY |
| The qualification was compared to similar qualifications offered in the United Kingdom and Australia.
United Kingdom The London Institute of Banking and Finance offers a 12-month Certificate in Banking Conduct of Business. It is designed for those entering the banking sector, focusing on essential skills and knowledge for effective banking operations. The entry requirement for the qualification is basic education qualification such as General Certificate in Secondary Education. Qualification content scope covers the following: Similarities Both qualifications have emphasis on customer services, compliance, banking fundamentals and risk with one year duration. Both qualifications require year 11 of qualification as entry requirement, which is NQF Level 03 and Level 02 in South Africa and United Kingdom respectively, which are equivalent. Differences The National Occupational Certificate: Professional Banking Officer require covers personal finances. The United Kingdom qualification is without Practical and Work Experience Module components. Australia TAFE Queensland offers a 12-months Certificate III in Banking Services. The programme provides foundational skills and knowledge necessary for entry-level roles in banking. The qualification is available to individuals who have completed Year 10 or possess relevant work experience. The qualification covered the following scope: Similarities Both qualifications focus on foundational competencies relevant to customer service, banking products and services, regulatory requirements and banking operations. Differences The Australian qualification places a higher emphasis on office administration. The National Occupational Certificate: Professional Banking Officer qualification has development of personal finances application and higher qualification framework level of complexity. Entry requirement for South African qualification is higher than the Australian qualification, they require school year 11 and year 10 respectively. Conclusion The National Occupational Certificate: Professional Banking Officer qualification compares favourably with the United Kingdom's Certificate in Banking Conduct of Business and the Australian Certificate III in Banking Services in terms of scope (banking services, regulatory framework, banking products, risk, require school year 11 qualification as entry requirements, duration, focus on regulatory requirements and all three prepares individuals for entry-level positions in the banking industry. |
| ARTICULATION OPTIONS |
| This qualification provides opportunities for horizontal, vertical and diagonal articulation options.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| MODERATION OPTIONS |
| N/A. |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A. |
| NOTES |
| Additional Legal or Physical Entry Requirements:
Criteria for the accreditation of providers: Accreditation requirements, against which Skills Development Providers (SDP) and Assessment Centres, will be accredited, are found in the Curriculum Document, as listed below. The curriculum title and code are: National Occupational Certificate: Professional Banking Officer: 421102-001-00-00. Encompassed Trade: This is not a trade qualification. Assessment Quality Partner (AQP) |
| LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
| When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. |
| NONE |
| 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. |