|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|
|National Certificate: Banking|
|SAQA QUAL ID||QUALIFICATION TITLE|
|61589||National Certificate: Banking|
|SGB Banking and Micro Finance|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|The individual Primary or Delegated Quality Assurance Functionary for each Learning Programme recorded against this qualification is shown in the table at the end of this report.||SFAP - Sub-framework Assignment Pending|
|National Certificate||Field 03 - Business, Commerce and Management Studies||Finance, Economics and Accounting|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||120||Level 5||Level TBA: Pre-2009 was L5||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.|
This qualification does not replace any other qualification and is not replaced by any other qualification.
|PURPOSE AND RATIONALE OF THE QUALIFICATION|
|The South African Qualifications Authority Act, 38 of 1995, states that the objectives of the National Qualifications Framework are to "... to create an integrated national framework for learning achievements; ... facilitate access to, and mobility and progression within education, training and career paths; ... enhance the quality of education and training; ... accelerate the redress of past unfair discrimination in education, training and employment opportunities; and thereby ... contribute to the full personal development of each learner and the social and economic development of the nation at large." The postulation of this qualification is informed by the priority of equity. The qualification is intended to reflect the entirety of skills possessed by any particular learner, regardless of that learner's prior educational background. Moreover, it is in the interest of equity that this qualification is capable of reflecting the unique sets of skills of individual learners, and individual needs, potentialities and talents are accommodated by this qualification in the interest of equity.
In accordance with the terms of regulation 6140 and the needs and requirements of the specific banking industry the purpose of this qualification is to represent a planned combination of learning outcomes in the field of business, commerce and management studies and specifically the sub-field of banking which has the purpose to provide qualifying learners the competence and the basis for further learning.
In addressing the necessary core, fundamental and elective unit standards it plans to add value to the qualifying learner in terms of enrichment of the person through the provision of status, recognition, credentials and licensing.
It further promotes the enhancement and marketability and employability of learners and plans to open up the access routes to additional education and training through this process. It further has the purpose of providing benefits to society and the economy by enhancing citizenship, increasing social and economic productivity providing specifically skilled/professional people and transforming the redressing of legacies of inequity.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|A combination of competencies obtained in the Further Education and Training band will serve as a learning base to progress into the level 5 qualification.
Role of recognition of prior learning:
The qualification is specifically designed to accommodate a broad range of recognition of prior learning. This intention is reflected in the structure of the qualification and also in the rules for combination of credits towards the qualification. The intention is to provide recognition for all the relevant skills which learners already possess and even to provide recognition for skills which might not be absolutely relevant to the job through the elective category. It is recognised that these suites of skills will differ radically from learner to learner and from bank to bank. The philosophy of flexibility expressed elsewhere in this document arises from a desire not to unnecessarily deny access to an appropriate qualification to any learner.
Recognizing that skills development in banks will in any case be specific to specific learners, rather than rigid career paths, which in any case appear to be rapidly disappearing in banking, the same philosophy requires that this qualification will be so designed as to accommodate as far as possible recognition of whatever skills the learner will need to acquire both now and in the future.
The principle of portability is honoured in the qualification. It is viewed as irrelevant at what institution credit towards a particular qualification was acquired. Prior learning may for example occur through the formal education system. To accommodate appropriate recognition of this prior learning, the qualification may contain up to fifty-nine credits which are transferred from formal schooling. Nor is there any prohibition of using appropriate credits towards this qualification which have already been used towards any other qualification.
It is not envisaged that this qualification will ever be a "whole" qualification. It is not intended that evaluation towards any constituent unit standard will ever be subsumed in broader evaluation towards the qualification as a whole, in consequence. This arrangement particularly suits the contingencies of recognition for prior learning. It is expected that every learner will plan his/her own progress toward the qualification by obtaining assessment from an appropriate source towards the unit standards which he/she intends to incorporate in the qualification. Such a system will draw heavily on recognition of prior learning, and will enable learners to obtain qualifications as far as possible on the basis of recognition of prior learning.
In conclusion, the qualification may be achieved in whole or in any part through the recognition of prior learning, which will include the learning outcomes achieved through formal, informal and non-formal learning and work experience.
|RECOGNISE PREVIOUS LEARNING?|
|To be awarded the Qualification learners are required to obtain a minimum of 120 credits as detailed below.
All Unit Standards in the Fundamental Component comprising 35 credits are compulsory.
Core learning is represented by unit standards in banking. To obtain this qualification, the learner must obtain at least 40 credits on NQF Level 5 of this sort, but the precise unit standards are not specified, since the learner is expected to select and incorporate those most applicable to his/her job.
Elective learning means a selection of 45 additional credits from the sub-field of banking or from a banking-related sub-field from which a choice may be made to ensure that the purpose of the qualification is achieved. This permits learners a wide selection of banking or banking-related standards, which would enrich their functioning in their particular job in their particular organization. The selection should accommodate the interests of the learner, but is subject to approved by the BANKSETA.
|EXIT LEVEL OUTCOMES|
|1. Exit-level outcomes
The exit-level outcomes of the qualification will be the sum of the outcomes of all the unit standards constituting the qualification. It is not possible to be more specific about the exit-level outcomes because the flexibility envisaged in the qualification makes countless permutations of unit standards possible. This flexibility is desirable because it reflects the multi-disciplinary nature of banking work, and the fluidity of jobs and roles within the banking profession.
It has been established that all the critical cross-field outcomes identified in various literature released by the South African Qualifications Authority are achieved through any permutation of unit standards complying with the minimum requirements for the qualification. It may accordingly be concluded that, regardless of the permutation of constituent unit standards selected by the learner, the qualification will have played a crucial role in promoting life-long learning.
The sum of the specific outcomes of the unit standards comprising the qualification should make the learner competent for his/her job in banking, recognizing that no prescribed combination of unit standards will make the learner competent for all jobs in banking, even at a particular level of work.
It is not possible to catalogue the assessment criteria of all the unit standards which might form a part of the qualification. However, as it is envisaged, the assessment criteria pertinent to the exit-level outcome of the qualification will be the assessment criteria associated with every individual unit standard comprising the qualification. Exiting from the qualification is possible from every point, because the learner would retain credit in respect of every unit standard which he/she obtained credit for during the course of his/her engagement with the qualification. While it is not possible to be more specific than that about early exit outcomes, this approach makes it possible to guarantee that every learner will enjoy the promised benefit of portability of unit standards.
For the learner, who exits the qualification before completion the opportunity always remains to re-enter the qualification, or even to re-enter a qualification at a higher level, incorporating the applicable unit standards for which he/she already has credit. In any event, the specific and critical cross-field learning outcomes which are required for competence in terms of the qualification should be consistent with the requirements for effective performance in the job.
2. Specific outcomes
This qualification is highly flexible, in that it accommodates the combination of a wide range of unit standards. The need for this flexibility results from the dynamic environment of the banking sector and also reflects the fact that general education is valued in the banking sector. This qualification allows learners as much opportunity as possible to deploy what they learn in and for the workplace in obtaining this qualification.
However, because of the flexibility, it is not possible (and nor is it desirable) to state a narrow set of specific outcomes which will be associated with this qualification. Rather the specific outcomes of the qualification must always be seen as the sum of the specific outcomes of its constituent unit standards.
This means that different learners who possess this qualification may have achieved different "sums of specific outcomes", so to speak. This should not represent a problem as long as learners and employers are aware that this qualification does not imply a single, invariant set of specific outcomes. Moreover, it is hoped that learners will not see this qualification as an end-point in their learning but rather as a milestone and will continue learning towards further qualifications. As banking is such a wide, fluid environment and career paths in banking are so various and intermixed, it seems far less valuable to try to tie learners to rigid, predetermined sets of specific outcomes than it is to recognise the skills they possess, and to encourage them to expand on these.
3. Critical cross-field outcomes
The unit standards comprising this qualification will indicate the appropriate critical cross-field outcomes. Each unit standard is complete within itself and can be an exit level outcome enabling the learner to exit the qualification at any point. Credits achieved within the qualification are retained by the learner and are portable.
No matter what its constituent unit standards, providing that the minima that is prescribed are adhered to, the learner who acquires the qualification will be able:
|ASSOCIATED ASSESSMENT CRITERIA|
|Section 8 of the Regulations under the South African Qualifications Authority Act of 1995, published in Regulation Gazette 6140 of 28 March 1998, provides a number of requirements for the registration of qualifications, inter alias that a qualification shall:
(g) "... incorporate integrated assessment appropriately to ensure that the purpose of the qualification is achieved, and such assessment shall use a range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations ...".
It is recognised that skills development within banking is more and more individually based. Individuals will develop unique career paths to equip themselves for an environment that changes constantly and rapidly.
The intention in postulating this qualification is to provide recognition for the skills which bank employees already possess. It is recognised that the combination of skills will differ from employee to employee and from bank to bank. A philosophy of flexibility is required to ensure that appropriate qualifications are easily accessible to any bank employee. It follows that qualifications in banking will be determined by the needs of the individual and not by a prescribed formula.
This qualification consists of unit standards drawn from a wide range of fields. Each unit standard is a self-contained exit level outcome. Each constituent unit standard contains its own assessment criteria, and it is not intended that admission to this qualification will be accorded on any basis than the granting of individual constituent unit standards on the basis of compliance with those assessment criteria. The unit standards prescribe competent performance and lay down the assessment criteria by which competence should be judged, as well as the range of circumstances in which competence should be demonstrated.
The assessment tools used include:
These methods must be carefully selected based on the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). The assessment should as many different methods as are necessary to give the assessor reliable and valid proof of competence and evidence of required attitudes.
The portfolio of evidence referred to in the previous paragraph, if used for assessment purposes, must provide valid, reliable and authentic evidence of past achievements and experience which served to supplement the assessment of applied competence. The portfolio should include:
Because the qualification is not offered as a "whole" qualification, the question of formative and summative evaluation towards the qualification does not arise. Moreover, the question of formative evaluation does not arise in respect of credits awarded as recognition of prior learning. It is to be hoped that in respect of unit standards representing new learning by the learner the formative and summative evaluation will take place, in order to ensure integrated assessment results.
|The demands of worldwide banking, international comparability of unit standards and qualifications is essential. The following focus were the factors of international benchmarking, which occurred continuously throughout the project:
In terms of the South African approach to unit standards, the standards itself and the appropriateness of standards, international benchmarking has already been built in and has been taken care of by the time unit standards are accepted on the National Qualifications Framework.
Benchmarking was done on the following qualifications: The NVQ from Britain, The SVQ from Scotland, Australian, New Zealand and German Qualifications. In terms of the Australian and New Zealand approach to qualifications the unit standards were to an extent non-existent and qualifications were very hard to find. The German approach to qualifications is very limited in that it actually pertains to job streaming and is not in line with the approach that the South African Qualification Authority or the National Qualifications Framework wants us to take in South Africa.
The NVQ and the SVQ qualifications were to an extent similar to the South African approach. It was therefore decided to make use of those two qualifications to determine our own international benchmark throughout the process. The NVQ and SVQ qualifications designed in 1996, consist of four standards, plus a selection of any four optional unit standards from the remaining fourteen banking unit standards. The approach of unit standard writing from an NVQ, SVQ perspective leaves us with broad generic unit standards. This is not in line with the South African Qualifications Authority National Qualifications Framework approach for writing unit standards.
The philosophy on standards generation from the NVQ SVQ allows for flexibility. This can be seen in that the qualifications allows for optional unit standards to be used in part to complete a full qualification. This approach is highly applicable to the current globalised banking industry and specifically on the South African environment. This concept for allowing flexibility in the generation of qualifications makes South Africa a trendsetter in the generation of banking qualifications.
|Internal and external moderation of learner achievement is essential to meet requirements of transparency, affordability, fairness, reliability and validity.
Specifications relating to moderation of unit standards are included with the unit standards in question, and these specifications must of course be adhered to on a piecemeal basis. That being the case, there is no need for a second moderation process in respect of the qualification itself.
Any additional moderation requirements stipulated by legislation, regulation and moderating bodies appointed by the South African Qualification Authority will naturally receive preference in the identification and implementation of moderation options in relation to this qualification, and severally constituent unit standards.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
It is stated in section 8 (1) (b) of Regulation Gazette 6140 of 28 March 1998 that a qualification shall "... add value to the qualifying learner through the: provision of status, recognition, credentials and licensing; enhancement of marketability and employability; and opening up of access routes to additional education and training ...". It is noted that no qualification can do these things in, on and of itself; supporting initiatives are required to ensure that a qualification will provide status, will enhance the marketability and employability, and will open up access routes to additional education and training. It is noted that such initiatives are contemplated in the banking sector and many of them are already underway within individual organisations.
It is consistent with the philosophy of this qualification that core learning in respect of any of the new qualifications being proposed will be specified only in general terms. This is because it is not possible to be more specific as to the learning required in situations contextually relevant to the particular qualification without excluding many of the diverse and evolving jobs in banking. Any credit undertaken under the category of core learning will be subject to a test of relevance administered by the sectoral education and training quality assurance body, but it is envisaged that as long as a member organisation can make a case for the relevance of any credit to work being undertaken in that organisation, or work which has been undertaken in that organisation, then it will not be the business of the relevant education and training quality assurance body to obstruct the inclusion of the elective credits in question in a banking qualification.
Elective learning, comprising the additional credits acceptable for the qualification in question, will permit as broad a selection as may be necessary to capture the particular contingencies applicable to particular jobs in particular contexts within particular organisations. Whereas any credit undertaken under the category of elective learning will be subject to a test of relevance administered by the sectoral training and quality assurance body, such a test will not be stringent since the purpose of the elective component would be to accommodate the interests of the employee. Nor will the range of fields and sub-fields from which elective credits are drawn be narrowed or specified, subject only to the loose test of relevance already mentioned.
This qualification presumes that credits may be transferred from formal schooling. Until and unless the South African Qualifications Authority provides another basis for doing so, and the application of this alternative basis for doing so carries mandatory and statutory force, the following principles shall apply:
It is noted that all credits, in order to count towards this qualification, must be subject to a test of relevance.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Fundamental||7345||Determine the banking-related financial needs of a business||Level 5||Level TBA: Pre-2009 was L5||20|
|Fundamental||7356||Provide sales related services within the banking sector||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||117766||Administer and manage scrip lending in terms of client mandates||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||246744||Administer disciplinary and grievance policy and procedure||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||7272||Administer releases of units against a bonded property for development in a banking environment||Level 5||Level TBA: Pre-2009 was L5||39|
|Elective||7359||Apply banking-related direct selling techniques||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||115821||Apply business financial practices||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15236||Apply financial analysis||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||115392||Apply principles of creating computer software by developing a complete programme to meet given business specifications||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||117812||Apply relevant models, theories and/or strategies in a treasury||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7363||Apply relevant models, theories and/or strategies in a treasury||Level 5||Level TBA: Pre-2009 was L5||24|
|Elective||115386||Apply the principles of creating batch and interactive computer programs using a procedural programming language||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||115365||Apply the principles of designing computer system inputs and outputs||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||7336||Arrange and cancel insurance for bank-financed vehicles||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||7343||Assess and finalise credit application for a corporate, club, association or trust in a banking environment||Level 5||Level TBA: Pre-2009 was L5||50|
|Elective||7344||Assess and finalise credit application for an individual, sole proprietorship and a partnership in a banking environment||Level 5||Level TBA: Pre-2009 was L5||45|
|Elective||12764||Assess Credit for a Floorplan facility in an Asset Based Financing environment||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||7346||Assess the viability of a business banking opportunity||Level 5||Level TBA: Pre-2009 was L5||30|
|Elective||10126||Authorise and release an export letter of credit||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||10123||Authorise and release foreign finance loans||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||119148||Compute the estate duty liability in a deceased estate||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||10124||Consult to clients on trade related issues||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||117758||Define the mechanics and participants of the different trade cycles for all investment instrument types||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||13400||Demonstrate an understanding of the Principles of Project and Structured Finance||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||115367||Demonstrate logical problem solving and error detection techniques||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||7288||Distribute South African legal tender||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7316||Educate a customer on bank products and services||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||7362||Enhance work practices within a treasury by the application of market knowledge in a banking environment||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||7292||Ensure the quality of South African legal tender||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||119135||Establish and manage a testamentary trust||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||119141||Establish and manage an inter vivos trust||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||7305||Evaluate and respond to basic requests outside the ambit of exchange control rulings within a banking environment||Level 5||Level TBA: Pre-2009 was L5||54|
|Elective||13421||Evaluate the impact of changes to details after bond registration on the finance agreement||Level 5||Level TBA: Pre-2009 was L5||14|
|Elective||117775||Explain and apply accounting and valuation rules for investment instruments||Level 5||Level TBA: Pre-2009 was L5||25|
|Elective||117778||Explain Client requirements and Products that satisfy them||Level 5||Level TBA: Pre-2009 was L5||9|
|Elective||117781||Explain legislative and regulatory requirements and their impacts||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||117782||Explain the functionality of Investment Administration systems||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||117769||Explain the Investment Process used to generate performance||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||117773||Explain the structure and mechanics of Financial Markets||Level 5||Level TBA: Pre-2009 was L5||28|
|Elective||13302||Guide a borrower through application for a mortgage loan||Level 5||Level TBA: Pre-2009 was L5||6|
|Elective||7342||Identify and manage security risks in a banking environment||Level 5||Level TBA: Pre-2009 was L5||30|
|Elective||10049||Identify financial implications for making decisions||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||10045||Identify product features, advantages and benefits to the customer||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||7361||Implement personal selling strategies to achieve banking-related targeted results||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||7304||Inspect and monitor basic foreign exchange transactions within the banking environment||Level 5||Level TBA: Pre-2009 was L5||54|
|Elective||119133||Interpret the will in a deceased estate||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||252029||Lead people development and talent management||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||119137||Liquidate a deceased estate||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||7313||Maintain the Automated Teller machine (ATM)||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||117768||Manage and coordinate documentation and client investment mandates||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||7340||Manage Business Continuity Risks in a banking environment||Level 5||Level TBA: Pre-2009 was L5||30|
|Elective||7308||Manage cash in till or under counter safe in a banking environment||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||7341||Manage Human Resources Risks in a banking environment||Level 5||Level TBA: Pre-2009 was L5||25|
|Elective||7339||Manage marketing risks in a banking environment||Level 5||Level TBA: Pre-2009 was L5||30|
|Elective||7291||Manage new currency design||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||7294||Manage the prevention of counterfeiting of currency in a banking environment||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||117785||Manage trade confirmation and settlement processes||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||12762||Market and Prepare a Floorplan facility in an Asset Based Financing environment||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||7286||Monitor and audit releases of units against a bonded property for development in a banking environment||Level 5||Level TBA: Pre-2009 was L5||7|
|Elective||117847||Monitor and Control Purchases and Sales of Exchange (BoP) in a banking environment||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||7320||Monitor and Control Purchases and Sales of Exchange (Form E & Form A) in a banking environment||Level 5||Level TBA: Pre-2009 was L5||18|
|Elective||7338||Monitor and manage information technology risks in a banking environment||Level 5||Level TBA: Pre-2009 was L5||35|
|Elective||117762||Monitor daily cash positions and cash flows to ensure settlement and maximise performance||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||117784||Operate Investment Administration systems||Level 5||Level TBA: Pre-2009 was L5||22|
|Elective||7334||Perform external sales process for a bank product||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||7355||Prepare a banking-related business credit proposal for the relevant authority||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||119138||Prepare, lodge and advertise the liquidation and distribution account in a deceased estate||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||117763||Prepare, verify and distribute reports||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7396||Present a banking-related financial solution to a business client for consideration||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||13300||Present the factual requirements of mortgage finance options||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||117832||Price units and maintain unit registers for participating clients in pooled products||Level 5||Level TBA: Pre-2009 was L5||32|
|Elective||7318||Process and Control Non-Resident and Emigrants Bank Accounts/Assets||Level 5||Level TBA: Pre-2009 was L5||18|
|Elective||117843||Process and Control Non-Residents' and Emigrants' Bank Accounts/Assets||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||7337||Process banking customer service requests for moveable asset based accounts||Level 5||Level TBA: Pre-2009 was L5||14|
|Elective||7306||Process banking transactions||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||7325||Process cards for fleet management services in a banking environment||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||7333||Process customer requests for cheque books, counter cheques and bank cheques||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||7357||Produce and present banking-related sales solutions||Level 5||Level TBA: Pre-2009 was L5||15|
|Elective||115388||Produce documentation for a computer program to agreed standards||Level 5||Level TBA: Pre-2009 was L5||3|
|Elective||15221||Provide information and advice regarding skills development and related issues||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||7310||Purchase Foreign Instruments from a customer in a banking environment||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||117759||Reconcile cash and holding accounts||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||7301||Review, formulate and initiate exchange control policies and rules||Level 5||Level TBA: Pre-2009 was L5||54|
|Elective||7311||Sell Foreign Instruments to a customer in a banking environment||Level 5||Level TBA: Pre-2009 was L5||17|
|Elective||7321||Set and maintain service level agreements for Fleet Management Services in a banking environment||Level 5||Level TBA: Pre-2009 was L5||30|
|Elective||7352||Structure a banking-related asset-based solution to meet a business need||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7351||Structure a banking-related debtor finance or factoring solution to meet a business need||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7353||Structure a banking-related financial solution involving fleet management||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7349||Structure a banking-related financial solution to meet an agricultural business need||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||7348||Structure a banking-related property finance solution to meet a business need||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7350||Structure a banking-related solution to meet a financial need involving foreign exchange||Level 5||Level TBA: Pre-2009 was L5||20|
|Elective||7347||Structure a financial solution to meet a business banking need||Level 5||Level TBA: Pre-2009 was L5||16|
|Elective||7324||Take in and control safe custody items in a banking environment||Level 5||Level TBA: Pre-2009 was L5||2|
|Elective||7327||Transfer and close bank accounts||Level 5||Level TBA: Pre-2009 was L5||5|
|Elective||7335||Update customer records for moveable asset based bank accounts||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||115387||Apply the principles of creating a computer program using a procedural programming language in a GUI environment||Level 6||Level TBA: Pre-2009 was L6||14|
|Elective||10985||Conduct a disciplinary hearing||Level 6||Level TBA: Pre-2009 was L6||5|
|Elective||230021||Conduct evaluations, inspections and visits for the purpose of assessing compliance and ensuring improvement of service||Level 6||Level TBA: Pre-2009 was L6||8|
|Elective||255994||Enhance the performance of employees||Level 6||Level TBA: Pre-2009 was L6||9|
|Elective||116365||Evaluate the financial practices of a business||Level 6||Level TBA: Pre-2009 was L6||9|
|Elective||7880||Prepare, implement, manage and control budgets||Level 6||Level TBA: Pre-2009 was L6||10|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|LP ID||Learning Programme Title||Originator||Pre-2009
|NQF Level||Min Credits||Learning Prog End Date||Quality
|20186||National Certificate: Banking||Generic Provider - Field 03||Level 5||Level TBA: Pre-2009 was L5||120||BANKSETA||OQSF|
|57639||National Certificate: Banking (Financial Services)||Damelin||Level 5||Level TBA: Pre-2009 was L5||120||CHE||HEQSF|
|PROVIDERS CURRENTLY ACCREDITED TO OFFER THESE LEARNING PROGRAMMES:|
|This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
|LP ID||Learning Programme Title||Accredited Provider|
|20186||National Certificate: Banking||
1. Absa Learning & Development
2. ADVANCED ASSESSMENTS AND TRAINING PTY LTD
3. Amandla Obunye Training Academy
4. Bidvest Bank
5. Chartall Business College
6. Felix Risk Training Consultants
7. Full Value Financial Services (Pty) Ltd
9. Guarantee Trust Institute of Business
10. Octopus Training Solutions
11. UCS Education and Training Services (Pty) Ltd
12. Welltec Academy (Pty) LTD
|57639||National Certificate: Banking (Financial Services)||Damelin|