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:

Certificate: Bank Credit

SAQA QUAL ID	QUALIFICATION TITLE
59829	Certificate: Bank Credit
ORIGINATOR
Damelin
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 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-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 06120/18	2018-07-01	2018-12-31
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2019-12-31		2022-12-31

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 overall purpose of this qualification is:

To promote the development of knowledge and skills that are required in the Financial Services Industry.

To unleash the potential of learners in the Financial Services Industry.

To enhance opportunities for both existing and prospective learners' career progression.

To provide opportunities for life-long learning for individuals in the Financial Services Industry.

This qualification offers a unique combination of quality educational provision in terms of the exit level outcomes and mix of subjects. The qualification focus is thus on industry demands and imperatives and teaching, facilitation and course development and design are driven by leading, industry experts who understand and are familiar with the nature of knowledge, skills and processes required. Further, the qualification meets national requirements associated with qualifications designed and developed in alignment with the NQF.

The qualification also equips learners with the specialist skills and competencies required to assess and understand the intricacies involved with Bank Credit and the related aspects of legislation and accounting. Upon successful completion, a qualifying learner will have a detailed understanding of all these principles.

Thus the purpose of the qualification is to build knowledge and skills required by staff in the Financial Services Industry and to prepare them for further learning. It is intended to empower learners to acquire knowledge, skills, attitudes, and values required to operate confidently and respond to the challenges of the South African economic environment. It should add value to the qualifying learner in terms of enrichment of person, status, and recognition:

This qualification provides a framework for learners to develop competencies that will give them insight into the Credit and Risk Management function of a Bank.

The qualification introduces a fundamental understanding of the key terms, rules concepts, and principles that will enable learners to be informed workers in the sector.

The qualification provides a balanced learning experience that allows flexible access to life long learning, higher education, and gainful employment in Financial Services Industry.

This qualification provides an opportunity for learners to learn and apply academic skills in relation to the workplace and will allow for multi-skilling. As such it is a qualification for learners who look to further their career as Bankers or in the workplace as Credit Specialists.

The qualification aims to give learners fundamental understanding, knowledge, and basic skills to carry out credit related activities effectively.

Upon successful completion, a qualifying learner will have a detailed understanding of Credit and Risk Management within a Bank as well as fundamental legal concepts related to these activities.

Rationale:

The Certificate in Bank Credit: NQF Level 5 is designed to meet the needs of learners in a variety of positions in the Financial Services Industry. One of the main functions of a Bank is to grant credit to its clients. This qualification is aimed at giving staff an overview of credit and an insight into the related functions that have an impact on credit. Whilst catering predominantly for staff who desire to specialise in credit, the qualification gives a basic insight into this critical area of Financial Services. The qualification will also be extremely useful for staff not specialising in credit but wishing to gain a greater understanding of this function.

The Certificate in Bank Credit: NQF Level 5 is a complete qualification in itself but does allow for the learner to progress towards a Higher Diploma in Banking or a Bachelor of Commerce Degree in Bank Management. Both these qualifications are at a NQF Level 6.

The qualification aims to develop informed and skilled qualifying learners and is sufficiently flexible to accommodate learners not only employed in credit within the Banks but covers a wide range of disciplines within the Financial Services Industry. The qualification is a continuation and further development of a career path in the Financial Services Industry - skills, knowledge, values, and attitudes acquired in the course of completing this qualification are building blocks necessary for employment and advancement in the Industry or for further graduate or postgraduate studies.

This qualification is designed to contribute to the learner's employability and marketability both in the formal, financial services sector as well as related industries thereby contributing to the economic and social up-skilling of the South African workforce.

Since the Financial Services industry is highly specialised, it demands a labour pool of honest, hard working, attentive workers with a high work ethic with the specific knowledge, skills and qualities needed.

This Certificate aims to develop learners to successfully perform the functions they are required to within the workplace in ethical and appropriate ways. This qualification provides an opportunity for learners to learn and apply academic skills in relation to the workplace and will allow for multi-skilling. As such it is a qualification for learners who look to further their career in the Financial Services Industry. The qualification aims to give learners fundamental understanding, knowledge, and basic skills to conduct a range of credit related activities effectively.

The core focus of the Certificate is the legal aspects and fundamental principles surrounding Bank Credit as well as Risk and Bank Credit Management. These principles are explored in detail giving the learners a sound understanding of all facets of Bank Credit. Sound theories of accounting for bankers are established enabling the learner to fully integrate a comprehensive skill set and make sound credit related decisions.

Qualifying learners will be able to:

Apply the National Credit Act where applicable.

Discuss the applications of Basel II.

Demonstrate an understanding of the Companies Act.

Discuss Corporate Governance.

Understand King II.

Understand and discuss FICA.

Understand and discuss the Insolvency Act.

Discuss specific introductory aspects to accounting.

Understand and discuss the bookkeeping process.

Apply accounting principles for VAT.

Apply and demonstrate the first book of entry.

Apply and demonstrate the general ledger and control accounts.

Apply and demonstrate bank reconciliations.

Apply and discuss year-end adjustments.

Identify and describe the preparation of financial statements.

Demonstrate an understanding of the basic disclosure requirements.

Understand the types of borrowers and know how a business works.

Discuss borrowing needs and sources of business finance.

Understand and apply risk management.

Understand and apply credit facilities.

Discuss the importance of annual financial statements and GAAP.

Understand income statement and balance sheet terminology.

Understand cash flow statement terminology.

Read and understand annual financial statements.

Discuss budgets and cash flow forecasts.

Understand the principles of credit lending and good security.

Discuss the business environment in South Africa.

Demonstrate an understanding of the borrowing needs and sources of business finance.

Discuss risk management.

Discuss relationship management.

Understand SME credit guidelines.

Discuss and understand the elements of a good credit proposal.

Understand the different types of securities.

Discuss and identify what constitutes a troubled lending.

Understand the fundamental principles of risk management.

Understand the concept of risk.

Discuss decision making under conditions of risk and uncertainty.

Discuss corporate governance and enterprise risk management.

Identify and evaluate risk.

Understand risk financing.

Understand risk retention.

Discuss an understand captive insurance companies.

Apply credit risk management principles according to Basel II.

Understand the risks in the financial services environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners who register for this qualification are assumed to have completed a NQF Level 4 Certificate or appropriate, equivalent that will have provided them with the required literacy, numerical ability, and competence to undertake studies at NQF Level 5.

Learners with the following (minimum) profile will be admitted onto the qualification:

English proficiency: Literacy and communication at NQF Level 4 or equivalent knowledge.

Recognition of Prior Learning:

The Certificate in Bank Credit: NQF Level 5 allows open access if a learner is able to demonstrate competence in skills, values, and attitudes implicit in this qualification.

Thus the qualification may be achieved in part through the recognition of prior learning, i.e. learning outcomes achieved through formal, informal and non-formal learning and work experience.

Recognition of prior learning will then be based on various criteria:

Direct evidence: Actual evidence produced by the learner, including the following:

Observation of a task.

Questioning the learner about the task.

Written evidence that the learner is able to undertake the task in terms of previous work experience.

Indirect evidence: Evidence produced by the learner from another source (descriptions of performance from a third party), including the following:

Verification of completed work.

Performance appraisals.

Training records.

Testimonials.

Work-based learning.

Short courses.

Reviews and commendations.

Certificates and qualifications.

Historical Evidence: Informs the assessor what the learner was capable of doing in the past and may require additional evidence of corroboration.

This could include, but is not limited to:

Observation of the task for which RPL is required.

Performance appraisal.

Questioning the learner about the task.

Verification of completed work.

Training records.

Testimonials.

Work-based learning.

Short courses.

Workshops attended.

Reviews and commendations.

Interviews.

Projects undertaken.

It should be noted that whilst a qualification may be recognized in part through the mechanism of RPL, it will be a challenging process for the applicant in that a comprehensive demonstration of capability and knowledge will be required. Assessment will take place through the preparation of a demanding Portfolio of Evidence and/or a challenge examination/s.

RPL is a way of assessing skills and competencies, and granting learners credit for qualifications or modules. This means that even though a learner may not have the more usual formal qualifications, s/he still stands a chance of entering academic qualifications at an advanced level, provided that s/he meets the required specific outcomes and/or competency standards. RPL is used by the institution to assist a learner to gain admission to a study qualification and/or permission to shorten a qualification and/or to gain the whole qualification because s/he has already developed skills and competencies in the workplace or in the community that are worthy of credit and recognition.

RPL has many benefits for the learner as well as for the institution, employers and the community. Learners will receive acknowledgement for their prior knowledge and skills and will not have to duplicate or repeat their studies. They will be able to complete their studies in a shorter time, which will save study fees and allow them to enter the job market at a higher level. This will directly benefit both employers and the community.

RPL is a whole process. Prospective learners have to apply according to a specific format. If selected for the RPL programme, learners have to prepare for a challenge examination and/or compile an RPL portfolio with evidence of their knowledge and skills or in certain instances, both an assessment and portfolio.

The institution's academic staff will assess this and if they find that the learner's knowledge and skills match the criteria of the module or qualification, and are at the level that is expected, then RPL credit/s will be awarded for that module or possibly even for the whole qualification.

Access to the Qualification:

This qualification is aimed at learners who wish to:

Advance themselves within the Financial Services Industry.

Specialise in Credit and Risk Management within the Financial Services Industry.

For admission to the Certificate in Bank Credit: Level 5, learners must be in possession of:

A Matriculation (Grade 12) certificate, or.

An appropriate, accredited NQF Level 4 equivalent.

Learners may also be considered on the basis of a Recognition of Prior Learning (RPL) assessment. Applicants must be able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification. Applicants wishing to apply via RPL are to contact the campus for further information.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Category; Credits; NQF Levels:

Fundamental; 30 Credits; NQF Level 5.

Core; 60 Credits; NQF Level 5.

Electives; 30 Credits; NQF Level 5.

Total: 120 Credits.

EXIT LEVEL OUTCOMES

The Certificate in Bank Credit: Level 5 exit level outcomes, which the learner must meet to demonstrate competence in the knowledge, skills, attitudes and values implicit in the qualification, are as follows:

1. Application of the legislation that relates to Bank Credit and Risk Management.

2. Application of accounting principles that relate to Bank Credit and Risk Management.

3. Application of Bank Credit principles.

4. Application of Risk Management Principles.

5. Application of Bank Credit Management.

Critical Cross-Field Outcomes:

Identify, systematically examine, critically evaluates and solves problems in which responses display that responsible decisions have been made, using critical and creative thinking:

Solve problems by methodically exploring the issues and reflecting on given data to establish a variety of solutions by also considering the current and alternative circumstances in which problems should be solved.

Interpret complex data within strict regulations and apply problem solving skills (using mathematical, communication and industry specific skills) to resolve and correct data and/or situation.

Organize and manage oneself and one's activities responsibly and effectively:

Activities are clearly planned and organized to achieve learning outcomes within specified timeframes.

Applies a high attention to detail in carrying out tasks methodically and in a well ordered manner.

Achieves set deadlines through the effective use of available and allocated resources.

Collects, analyses, organizes and critically evaluates information:

Data and information is accurately evaluated for purpose, clarification and understanding.

Data and information is analysed in order to effectively identify key facts and/or elements.

Critical and reflective thinking is used to interpret and organize information and data appropriately.

Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation:

Behaviour and actions are sensitive to the various cultures, working environments and sectors.

Actions are conducted with honesty and integrity through the adherence of a code of conduct.

Accountable to own actions.

Self manage skills development from the range of experiences and learning opportunities available:

Opportunities are maximized to gain learning and understanding from others.

Tasks, assignments, activities and the learning experience is maximized for personal benefit (completion of this qualification).

Transfer skills and continuous learning to organizational setting:

Successful application of knowledge, understanding and inference of information into the workplace/practical environment, activities and processes.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Demonstrates an understanding of the, National Credit Act, Companies Act, Insolvency Act and Financial Intelligence Centre Act.

Demonstrates an understanding of Corporate Governance.

Understands the applications of King II and Basel II.

Demonstrate an understanding the Financial Intelligence Centre Act.

Understand the implications of the Insolvency Act.

Associated Assessment Criteria for Exit Level Outcome 2:

Demonstrates a comprehensive understanding of the accounting processes and principles up to and including the preparation of financial statements.

Applies the accounting principles relative to VAT.

Apply and demonstrate the first book of entry together with the general ledger and control accounts.

Apply and demonstrate understanding of year end adjustments.

Demonstrates an understanding of Bank Reconciliations.

Apply and demonstrate the preparation of financial statements.

Demonstrates an understanding of the basic disclosure requirements.

Associated Assessment Criteria for Exit Level Outcome 3:

Demonstrates an understanding of borrowers and how a business works.

Demonstrates an understanding of the South African business environment.

Apply and demonstrate an ability to assess borrowing needs and sources of business finance.

Applies the fundamental principles necessary to assess borrowers needs within an acceptable risk framework.

Demonstrates an understanding of the different risk categories.

Demonstrates an understanding of credit facilities offered by Banks.

Demonstrates an ability to read and interpret Financial Statements, Budget and Cash Flow Forecasts.

Demonstrate the importance of annual financial statements and GAAP.

Demonstrates an understanding of budgets and cash flow terminology.

Demonstrates an understanding of security requirements and their applicability to securing credit facilities.

Associated Assessment Criteria for Exit Level Outcome 4:

Identify and evaluate risk and the insurance thereof.

Demonstrates an understanding of the concept of risk and the related principles of risk management.

Demonstrates an ability to make decisions under conditions of risk and uncertainty.

Demonstrates an understanding of Credit Risk Management, Corporate Governance and Basel II requirements.

Understand and apply risk management principles.

Understand the risks in the financial services environment.

Demonstrate and understand risk financing and risk retention.

Associated Assessment Criteria for Exit Level Outcome 5:

Understand the business environment in South Africa.

Demonstrate an understanding of the borrowing needs and sources of business finance.

Discuss and understand the elements of a good credit proposal.

Understand Small Medium Enterprise credit guidelines.

Discuss and identify what constitutes a troubled lending.

Discuss relationship management.

Integrated Assessment:

Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged. (Learners who wish to be assessed against the competencies in the Qualification and/or associated Unit Standards should direct enquiries to the HEQC).

The focus of assessment is on the assessment of the learning outcomes rather than learning outputs. The Specific Outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations present a wide range of options. Applications require significant choices from a wide range of procedures and in a number of contexts.

Learning, teaching and assessment are inextricably linked. Where appropriate and appropriately applicable, assessment of knowledge, skills, attitudes and values indicated in the various Specific Outcomes are integrated.

An integrated system of assessment is practiced, in terms of which learners are assessed on an ongoing basis. Learners are required to complete the self-assessment tests where model answers are supplied in the study-guide and progress tests for formative assessment purposes.

Assessment has a formative monitoring function. Formative assessment is used to assess gaps in the learners' skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it guides the learner and the lecturer and/or trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner's needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, he/she has achieved the outcomes. Within this qualification, learners are required to complete a formative assignment on each module which will contribute 30% towards the final promotion mark.

Assessment also has a summative component. Summative assessment may be used on completion of a learning module (and if appropriate Unit Standard), but is not be the only form of assessment.

A variety of methods are used in assessment and tools and activities are appropriate to the context in which the learner is working. Assessment takes place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques are used to provide a context appropriate to the assessment. Learners are required to write a 3-hour summative examination per module, which complies with all the rules, and criteria set for a higher educational institution. The weighting will count 70% towards the final promotion mark.

Integration implies that theoretical and practical components are, where possible, be assessed together. Integrative techniques are used to assess applied competence. Learners are required to demonstrate that they can perform the outcomes with understanding and insight.

Assessment ensures that all Specific Outcomes, embedded knowledge and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes is integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in learning modules and the programme is designed to extend and further reflect the integration.

Before the Certificate in Bank Credit: NQF Level 5 is awarded, learners are required to demonstrate competence in the required learning modules and complete a summative assessment based on the Exit Level Outcomes of the Qualification.

INTERNATIONAL COMPARABILITY

Benchmarking was done by comparison of outcomes, credits & duration of qualifications against qualifications from:

Accredited colleges and universities in the United States.

Singapore.

The SW Graduate School of Banking Foundation, Southern Methodist University, Dallas, offers a carefully crafted and executed approach to graduate banking education. The qualification offered is divided into three integrated two week resident sessions and is guided by the industry's top consultants and educators. The first session is aimed at gaining a thorough understanding of banking essentials, including the following aspects:

Asset Liability Management.

Banking Finance.

Bank Investments, Financial Economics.

Bank Regulation, Operations and Technology.

Credit Analysis (intermediate and advanced).

The second session builds on these essentials and places a stronger emphasis on management and leadership. The third session focuses on strategic positioning and planning, covering strategic risk management.

Further to the above an extensive choice of electives is offered.

The curriculum of the subjects offered at the SW Graduate School of Banking Foundation and the proposed qualification shows some degree of similarity with some unique differences due to the South African environment.

The ABA National Commercial Lending School and ABA Graduate Commercial Lending School offer a curriculum covering areas of specialisation as well as fundamentals of banking. These are considered to be the leading commercial lending schools in the USA.

The ABA National Commercial Lending School offers comprehensive instruction in the following areas:

Understanding the true importance of cash flow.

Loan structuring.

Building business and banking partnerships.

Negotiating skills.

Bank loan simulation, which combines case studies of actual loans with financial reports to create decision making situations that leaders might face at their banks.

The ABA Graduate Commercial Lending School takes the experience up a notch and focuses on leadership and loan quality management. Their curriculum offers:

Banking and the economy.

Banking and credit outlook.

Leadership and management skills.

Loan quality management.

Portfolio and credit risk management.

The ABA Commercial Lending Schools offer a state of the art performance based curricula, designed and delivered by the nation's top commercial lending professionals.

Whilst this qualification is not identical to the proposed qualification it does cater for credit specialists and overlap between these qualifications is evident.

The Graduate School of Credit and Financial Management from New Hampshire offer almost the same as the proposed qualification. This qualification is held on the campus of Dartmouth College, located in Hanover, New Hampshire.

They deliver quality, application-based continuing education for the Banking, Credit and Financial Professional. This program delivers high quality instruction in a setting designed for Managers responsible for Credit and Financial Management in the Banking Sector.

The qualification incorporates:

Financial Analysis.

Business Ethics.

Legal Environment of Credit.

Finance and Treasury Functions.

Corporate Strategy.

Credit Policy.

International Finance and Credit.

Negotiation Skills.

Presentation Skills.

In Singapore the Institute of Banking and Finance is a non-profit professional institution dedicated to providing training programs to help employees in the Banking and Financial Industry to remain employable and adaptable in a constantly evolving business environment.

Over the years, the financial landscape has undergone rapid and dramatic changes. Financial Institutions now carry out a vastly more complex range of activities, and the skills and capabilities they demand continue to evolve. In view of this trend, the Institute of Banking and Finance Council embarked on a fundamental review of the Institute's direction and strategies in late 2000, to ensure that it remains relevant and adds value to the industry. As a result, they took a deliberate step to undertake a wider and more strategic role in identifying new challenges and addressing training gaps in the Financial Industry outside the countries boundaries, rather than its original role as a training provider.

In line with the introduction of a new licensing framework under the Securities and Futures Act the Monetary Authorities of Singapore have launched a new modular examination structure, known as the Capital Markets and Financial Advisory Services Examination. This examination comprises the following modules:

Rules and regulations for dealing in securities.

Rules and regulations for trading in futures contracts.

Rules and regulations for fund management.

Rules and regulations for advising on corporate finance.

Rules and regulations for financial advisory services.

Securities products and analysis.

Futures products and analysis.

Collective investment schemes.

Life insurance and investment linked policies.

The Singapore Institute of Management offers a diploma in Financial Services and is aimed at equipping those employed in the industry. The qualification content is as follows:

The financial services industry.

Financial statements (A).

Workplace skills.

Financial services customer helping skills.

Macroeconomics.

Manage client services.

Commercial Law.

Financial planning.

Risk management and insurance planning.

Financial statements (B).

Investment management.

Financial plan construction and professional responsibilities.

Singapore, like South Africa, operates in a highly regulated banking environment. Some overlap is present between these qualifications and the one to be offered.

In Africa we find more in-house training of Bankers taking place than the use of academically developed programs by academic institutions. Some private institutions are offering selective credit management programs, however it is not structured in a formal qualification as proposed.

From the research conducted, it is evident that no similar qualification exists. Whilst generalities between the qualifications are evident the bulk of credit training appears to be incorporated in more generic qualifications. Our market based research in South Africa has revealed a definite need for a more specialised qualification which can be of use to learners wishing to specialise as well as those wishing to use this is a base to launch a career in banking.

The institution has offered the following modules as stand alones on Level 4:

Basic credit principles.

Bank credit management.

Advanced bank credit management.

The acceptance of these three modules was well received and fulfilled a definite need in the banking sector. However, it was internally realised that a more structured qualification should be put together in order to offer a qualification to the learners for which they can get recognition on a wider front than the banking sector but also will articulate with other qualifications. This was investigated internally by the institution's academics and the qualification was compiled.

Based on the research done, the qualification incorporates the latest standards and practices in the discipline while well-qualified academics and industry practitioners act as external examiners and moderators of the qualification.

The institution has no reason to doubt that the quality and content of this qualification meets international standards.

This qualification will be subject to regular review given the needs of the financial services industry which by definition is subject to global trends and competition.

ARTICULATION OPTIONS

The design of this qualification offers educational and career pathways to learners with opportunities for articulation with other qualifications within and across institutions, where possible.

Vertical articulation:

The Certificate in Bank Credit: NQF Level 5 provides a sound basis in Credit and Risk Management for those learners who wish to progress to the Higher Diploma in Banking (Damelin School of Banking and Insurance).

In addition, vertical articulation is possible with the following South African qualifications:

B-Com Banking Management (Damelin School of Banking and Insurance).

UNISA, University of Johannesburg and University of Stellenbosch: B-Com.

Horizontal articulation:

A learner who transfers to another qualification within the institution will be given credit for relevant modules successfully completed towards the Certificate in Bank Credit: NQF Level 5. Learners, who, having completed certain modules in the Certificate in Bank Credit: NQF Level 5 wish to transfer to another tertiary level institution, are able to apply successfully for exemption from relevant modules on the basis of modules passed.

Learners are able to transfer to the following programmes:

National Certificate: Banking Services Advice, NQF Level 5, 131 credits.

National Certificate: Banking (Financial Services), NQF Level 5, 120 credits.

Certificate in Financial Planning, NQF Level 5, 120 credits.

One of the objectives of rigorous external moderation and examination procedures, and of the ongoing interaction with academic staff of other tertiary level institutions and the industry, is to ensure that the content and standard of the curriculum is such that the learners will have the opportunity for both vertical and horizontal articulation, both within and outside of the institution.

MODERATION OPTIONS

Examiners/Assessors must develop suitable assessment instruments that adhere to the basic principles of assessment, assessment criteria and adequately cover the Exit-Level Outcomes in relation to the purpose of the qualification. This is a whole qualification and the summative assessment takes the form of a national written examination as well as a formative assignment. Examinations are scheduled twice a year and new examination and assignment papers are set per sitting.

Anyone moderating the assessment of a learner against this qualification must be appropriately qualified and hold a qualification at least at NQF Level 7 in financial planning (1 NQF Level higher as well as be practically experienced in the sector).

The institution's marking and moderation policy is as follows:

Formative and Summative Assessment:

Contact Learning.

Assignments and exam papers:

All assignments and exam papers must be marked centrally.

Full-Time academic staff must moderate a sample of at least 10% of the marked scripts internally.

External moderators are required to assess at least 20% percent of the scripts per module written.

Completed external moderator reports are returned for sign-off.

Any deviations should be referred to an Academic Forum for discussion and decision-making.

The marking and moderation of scripts must be completed within 4 weeks from the date of assessment.

Results must be released within 5 to 6 weeks from the date of assessment.

The marked assignment and a copy of the marking memorandum must be sent to the learner at least one week prior to the exam sitting.

Distance Learning: Assignments and exam papers:

All assignments and examination papers must be marked centrally.

Full-Time academic staff must moderate a sample of at least 10% of the marked scripts internally.

External moderators are required to assess at least 20% percent of the scripts per subject written.

Completed external moderator reports are returned for sign-off.

The marking and moderation of scripts must be completed within 4 weeks from the date of assessment.

Results must be released within 5 to 6 weeks from the date of assessment.

The marked assignment and a copy of the marking memorandum must be sent to the learner at least one week prior to the exam sitting.

One of the objectives of rigorous external moderation and examination procedures, and of the ongoing interaction with academic staff of other tertiary level institutions and the industry, is to ensure that the content and standard of the curriculum is such that the learners will have the opportunity for both vertical and horizontal articulation, both within and outside the institution.

All final assessments of all modules of the curriculum are moderated by external examiners: Academic staff of public higher education institutions or appropriately qualified industry practitioners.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Not applicable as this is a whole qualification. Academic staff members act as assessors and their assessment is quality assured. Lecturers are required to have a minimum of one NQF Level higher than the programme they are assessing and/or appropriate industry experience, as appropriate.

Where workplace assessment is required, the appropriately qualified and skilled person is sought and appointed. Workplace assessments are quality assured. Appropriate industry criteria for workplace assessment are provided for qualification.

External examiners are selected on the basis of their credibility as members of either academic institutions, or industry, as determined by the outcomes of the module/qualification. The work carried out by the external examiners is quality assured.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 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.

Damelin