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 THAT HAS PASSED THE END DATE: 

Diploma: Banking 
SAQA QUAL ID QUALIFICATION TITLE
14373  Diploma: Banking 
ORIGINATOR
University of South Africa 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  384  Level 5  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 091/21  2021-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2028-06-30  

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 primary purpose of the qualification is to provide qualifiers with diploma-level knowledge, specific skills and applied competence that provide opportunities for continued personal intellectual growth, gainful economic activity and valuable contributions to society in the fields traditionally associated with financial services and local and international banking.

The second purpose of the qualification is to provide South Africa (and other countries) with persons who have adequate knowledge and skills in the fields of local and international banking to ensure that the leadership base of innovative and knowledge-based economic and banking activity is widened.

A further purpose of the qualification is to provide South Africa (and other countries) with people who can understand the constructive role they need to play as intellectual leaders in the banking and commercial sectors. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who register for this qualification can:
  • Perform mathematical calculations at level 4.
  • Learn from predominantly written material.
  • Communicate what they have learnt comprehensibly in the medium of instruction.
  • With guided support, take responsibility for their own progress.


    Recognition of prior learning:

    This qualification recognises:
  • Formal prior learning

    Students' prior accredited learning at tertiary level in relevant domains, which constitute credit-bearing units, is recognised. Students in possession of a Senior Certificate may register for Unisa's access modules [Economic and Management Environment (INM101-3 and INM102-4) as well as an access examination, [Language and Learning (LSK011-9)]

    They may also register for one access module and two first-year modules to gain access. Once the students have passed these access courses, they may register for the Dip.Banking.
  • Non-formal and informal prior experiential learning

    The law currently requires students to have formal qualifications for admission to university. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The qualification may be awarded in part or as whole through the recognition of prior learning (RPL) Current legislation requires that students complete 50% of their qualification at the institution which issues these certification so for now up to 50% of the diploma maybe awarded through RPL. When it is legally possible to award a whole diploma through RPL, we shall do.

    Students will be given RPL for individual modules if they can produce a portfolio of evidence that shows that they meet the outcomes and associated assessment criteria specified for that module. 

    EXIT LEVEL OUTCOMES 
    Critical Cross-field:

    All critical cross-field outcomes will be embedded appropriately in the modules, which constitute the programmes that lead up to the qualification. They will be assessed within the context of the programmes. The distance education context has particular challenges, which we try to meet below:

    1. The Dip.Banking graduate can identify, analyse, formulate, and serve the needs of individuals and society.

    2. The Dip.Banking graduate can work effectively with others as a member of a team, group, organisation, community, and contribute to the group output in tasks growing out of the Business, Commerce and Management fields.

    3. The Dip.Banking graduate can manage and organise her or his activities and life responsibly and effectively, including her or his studies within the distance context.

    4. The Dip.Banking graduate can collect, analyse, organise and critically evaluate information, as required in the pursuit of the Dip.Banking.

    5. The Dip.Banking graduate can communicate effectively using visual, mathematical and / or language skills in the modes of oral and / or written presentation in often-extensive pieces of sustained discourse.

    6. The Dip.Banking graduate can use science and technology effectively and critically, showing responsibility towards the environment and health and well being of others, in community, national and global contexts.

    7. The Dip.Banking graduate can demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation, and by acknowledging their responsibilities to those in the local and broader community.


    Developmental:

    In order to contribute to the full personal development of each learner and the social and economic development of the society at large, it is the intention of the Dip. Banking to make an individual aware of the importance of the following developmental outcomes:

    1. The Dip.Banking graduate can reflect on and explore a variety of strategies to learn more effectively

    2. The Dip.Banking graduate can participate as a responsible citizen in the life of local and national communities

    3. The Dip.Banking graduate can be culturally and aesthetically sensitive across a range of social contexts

    4. The Dip.Banking graduate can explore education and career opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification

    5. The Dip.Banking graduate can develop entrepreneurial opportunities by drawing on the various knowledge, skills and attitudes acquired in the accomplishment of this qualification.


    Specific:


    A Dip. Banking student is actively engaged in becoming a well-rounded, educated person and in preparing for further, more specific study or the work environment. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the SAQA fields of Business, Commerce and Management Studies 03: and to a lesser degree in the fields of Law, Military Science and Security 08 and Physical, Mathematical, Computer and Life Sciences 10.

    1. The Dip.Banking graduate can engage in critical, creative and contextual thinking so as to enable him or her to resolve problems, and to create and identify opportunities in the financial services industry.

    2. The Dip.Banking graduate can apply ethics pertinent to the financial services industry

    3. The Dip.Banking graduate can engage in critical and creative thinking

    4. The Dip.Banking graduate can perform a social critical role in society

    5. The Dip.Banking graduate can apply basic treasury management theories and principles in the financial services environment

    6. The Dip.Banking graduate can manage risk in the banking environment.

    7. The Dip.Banking graduate can manage the basic financial aspects of international trade

    8. The Dip.Banking graduate can apply legal principles to the banking industry. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Critical Cross-field:

    Evidence in the form of tasks in study materials, written assignments, portfolio tasks, projects, case studies and examinations, will show that learners:

    1.
  • Identify needs by means of exploring and critically evaluating abstract and personal situations.
  • Solve problems by generating alternative strategies for dealing with those problems.
  • Overcome communication problems creatively.
  • Critically evaluate various viewpoints and compare them to own views.
  • Offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
  • Identify needs and opportunities in their own lives.
  • Identify needs and opportunities in the financial services industry by use of case studies, primary research projects, etc.
  • Identify and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the fields of Business, Commerce and Management.
  • Identify and solve concrete and abstract problems by drawing upon their own experience base.
  • Identify and propose ways to serve the needs of the Financial Services industry in a variety of routine and non-routine contexts within broad parameters of the Business Commerce and Management fields.
  • Use their knowledge and experience to offer suggestions for solving problems at a community and national level.
  • Analyse the global, national and local community in terms of problems, needs, and opportunities.

    2.
  • Show evidence of 'people skills' (tolerance, empathy, listening skills, etc) in-group situations.
  • Demonstrate respect for the opinion of others through reporting without bias.
  • Demonstrate tolerance of diversity through reporting without bias.
  • Undertake projects and provide evidence of successful interaction with others.
  • Use effective communication skills within the group.
  • Be a supportive follower and group participant.
    Organise themselves and others into effective working groups.
  • Communicate the evidence of these group interactions through reporting.

    3.
  • Demonstrate the requisite study skills and learning strategies.
  • Organize their study plans.
  • Use creative and various learning strategies, which suit their personal situations and contexts.
  • Cope with the self-discipline necessary for distance learning.
  • Think independently, and offer evidence to support their decisions.
  • Assess their own strengths and weaknesses and develop coping strategies

    NOTE: These outcomes and assessment criteria may be entry competences for many distance learners who are already working in the job market and have definite goals.

    4.
  • Demonstrate incipient research skills.
  • Use library and other resources effectively to suit their individual needs.
  • Use library and other resources effectively to suit the needs of the particular areas of research.
  • Integrate information from a variety of sources.
  • Act responsibly as a researcher and scholar (e.g, appropriate referencing, avoiding plagiarism, etc).
  • Show awareness of the conventions of scholarship in the various disciplines under study.
  • Demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
  • Critically analyse theories, examples, experiences, etc.
  • Argue appropriately within the relevant discourse community.

    5.
  • Communicate their ideas and provide supporting evidence in a sustained manner.
  • Responsibly use others' ideas in support of their own (without plagiarism, etc).
  • Identify conclusions and premises in academic arguments.
  • Follow the language conventions of written use in the respective disciplines
  • Use appropriate models of organisation and presentation as required in the respective disciplines.
  • Use statistics appropriately and responsibly in support of their ideas.
  • Create and use visuals appropriately to support their ideas.
  • Recognise own communication limitations and problems and seek help appropriately.
  • Identify and illustrate jargon used in the financial services industry.
  • See, describe and interpret what they come across in appropriate ways.
  • Use language to critically analyse, evaluate and critique others' ideas.

    6.
  • Demonstrate an appropriate attitude towards scholarship and technology.
  • Use the scientific method of investigation, testing and evaluation.
  • Select appropriate technology to suit the needs of the individual or group.
  • Use other technology (computers, internet, etc) where appropriate and feasible.
  • Use natural resources in a sustainable way.
  • Show respect for and a responsible attitude towards science and technology.
  • Show concern for health issues of others in community and larger society.
  • Demonstrate a consideration of the ethics involved in science and technology issues.
  • Show respect and openness towards the psychological, health and physical environment of others.

    7.
  • Demonstrate their prior knowledge and experience of their individual situations.
  • Connect the abstract knowledge of theory to the reality of their individual personal contexts.
  • Draw upon their prior knowledge (personal and abstract), personal experience as appropriate when investigating and analysing the world around them.
  • Look beyond and across traditional disciplinary boundaries for possible solutions.
  • Follow an integrated approach to learning and studying.
  • Choose and follow appropriate pathways.

    NOTE: Some Foundation Courses overtly teach and practise these skills.


    Developmental:

    1.
  • Learn by means other than rote learning.
  • Explain what they know in their own words.
  • Follow academic conventions regarding referencing and avoid plagiarism.
  • Use help-seeking strategies to further their own learning.
  • Apply what they study in different contexts, both personal and public, real and simulated.
  • Display self-awareness of learning preferences and strategies to suit their needs.
  • Show evidence of effective study skills (e.g. note-taking, summarising, analysis and synthesis).

    2.
  • Display tolerance of diversity and other opinions.
  • Show willingness to participate in groups.
  • Demonstrate willingness to take risks in-group situations.
  • Apply what they know and study in culturally diverse contexts.
  • Apply what they know and study at different levels, from personal to academic contexts.

    3.
  • Show awareness of cultural diversity.
  • Demonstrate awareness of own culture and background.
  • Demonstrate tolerance of diversity and others' opinions.
  • Use various skills to draw out the cultural accomplishments and contexts of others (e.g., listening skills, empathy, sympathy, open-mindedness, etc).
  • Illustrate the value of open-mindedness and tolerance to self and others.

    4.
  • Illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the Dip. Banking and those of the community at large (in routine and some non-routine contexts).
  • Make connections from theoretical knowledge to practical application in the real world.
  • Identify the Dip. Banking skills, which are highly valued in the workplace, across the disciplines and sectors of society.
  • Use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
  • Deal effectively with unknown problems within a variety of routine and non-routine contexts (but not in complex, variable, unpredictable and highly specialised context) and tasks set them on the job, in the real world, by drawing upon the skills from the Dip. Banking (critical thinking, problem-solving, conflict resolution, etc).
  • Demonstrate a personal sense of work ethic.

    5.
  • Create job opportunities in whatever situation they find themselves.
  • Have a realistic view of their own worth and value to contribute to their local community and global society.
  • Communicate that value to others in the real world (CV writing skills, oral communication skills, etc).
  • Demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the Dip. Banking qualification.
  • Deal with various unknown situations with flexibility and adaptability.


    Specific:

    Evidence in the form of tasks in study materials, written assignments, portfolio tasks, projects, case studies and examinations, will show that learners:

    1.
  • Display problem solving abilities by applying the knowledge and skills from financial, risk management and related fields of study in practice
  • Analyse banking practices to optimise services, processes and procedures in her or his own working environment.
  • Interpret legislation and the effect thereof on her or his own working environment

    2.
  • Explain the need to act professionally and ethically
  • Take responsibility within the limits of his/her own competence
  • Exercise judgement commensurate with knowledge and experience
  • Identify unethical behaviour and deal with it in a responsible manner

    3.
  • Provide alternative operational strategies, which would contribute to the development or improvement of her or his own working environment.
  • Identify and develop effective operational processes and procedures

    4.
  • Use disciplinary and interdisciplinary information to provide clients with sound financial advice commensurate with her or his level of knowledge and experience
  • Use this information to advise clients on basic aspects of international trade

    5.
  • Apply the basic functions associated with the treasury department in the banking environment
  • Compile reserve bank returns
  • Perform basic funding and dealing operations

    6.
  • Identify, assess and manage financial and operational risks in her or his working environment

    7.
  • Advise clients on the basic funding and financial risks associated with international trade
  • Assist clients regarding basic aspects of exchange control regulations

    8.
  • Exercise sound legal judgement in dealing with clients and other financial institution commensurate with their knowledge and experience.


    Integrated assessment:
  • Formative assessment: Learning and assessment are integrated. The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments, which may be self-assessed based on the learning material, and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes
  • Summative assessment: Examinations, or equivalent assessment such as portfolio of evidence assess a representative selection of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module. 
    		•

    INTERNATIONAL COMPARABILITY 
    Unisa forms part of an internationally recognised accreditation system whereby university qualifications are evaluated against international comparators and accredited accordingly, for example Unisa's qualifications are accredited in the International Handbook of Universities and in the Commonwealth Universities' Yearbook. 

    ARTICULATION OPTIONS 
    1. The qualification will articulate with other universities and other qualifications. For example: recognition will be given to modules completed at other tertiary institutions and the relationship will be reciprocal.

    2. Upon completion of the Dip.Banking, students may proceed to complete the BBanking degree.

    3. It would be possible but not compulsory to build in exit levels to the Dip.Banking which would articulate with the full diploma and whose outcomes would be a function of the most advanced outcomes of the qualification.
  • National Certificate: After completing 168 credits in a required configuration, students could be awarded a National Certificate if they wished to leave the programme at that point. One recommended configuration is at least 4 modules at the second-level in the major subjects of the Dip.Banking. 
    		•

    MODERATION OPTIONS 
    1. Within Unisa, first examiners set and assess assignments and examinations. In the case of assignments, the quality is checked by course co-ordinators or team leaders and by the head of department. In the case of examinations, a system of internal second examiners is used to moderate question papers, the marking process and marked scripts. Such second examiners are senior members of staff.

    2. In addition, external examiners act as moderators of examination papers and marked scripts for Unisa third-level modules.

    3. In instances where professional or statutory bodies have a say in determining the curriculum, they could be involved in moderation as well. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    1. Our own staff will be used as assessors in a manner which fits into the quality management system of Unisa. This will also apply to the appointment of outside persons. A system of workplace assessment may be initiated for some learning programmes leading to the Dip.Banking.

    2. The quality management system:
  • Qualifications:
    The minimum requirement for appointment as a lecturer or external marker at Unisa is an Honours degree and appropriate experience. In the case of workplace assessment, appropriate professional criteria will be drawn up for each discipline.
  • Mentorship:
    All junior and new members of staff are mentored by senior members as they work together in teams. All assessment done by external markers is quality-controlled by internal staff.
  • Training:
    All new members of staff undergo an orientation session with the Bureau for University Teaching. All members of staff have access to the Bureau of University Teaching's website on assessment and may apply for special training in aspects of assessment at any time. External markers attend markers' meetings prior to assessing assignments or examinations and are given clear guidelines on how to assess particular pieces of work. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015. 

    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. University of South Africa 


    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.