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:

Higher Diploma: Banking

SAQA QUAL ID	QUALIFICATION TITLE
62814	Higher Diploma: Banking
ORIGINATOR
Milpark Education (Pty) Ltd
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 Higher 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	240	Level 6	Level N/A: Pre-2009 was L6	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 general purpose of this Higher Diploma programme is to afford students the opportunity to develop particular skills and aligned applied proficiencies in various subjects, such as: The economic environment, risk management, business accounting & taxation and financial concepts. The qualification also affords students the opportunity to specialise in an area of expertise through the provision of core electives and specialisation subjects.

The overall purpose of the Higher Diploma in Banking: NQF Level 6 is:

To facilitate the development of knowledge and skills that are required in the Banking industry.

To stimulate the potential of both existing bankers and prospective bankers.

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

To provide opportunities for life-long learning for bankers.

In addition, the Higher Diploma in Banking: NQF Level 6 aims to provide and equip students with an in-depth understanding, rigorous knowledge and relevant skills to comply with and be effective in the Banking environment. Thus, features of the programme as well as requirements of the sector were taken into account in the design of the programme, purposely the qualification ensures that students' understanding of the specialisation areas are advanced to satisfy the needs of the sector students study theoretical and practical components in order to show proficiency required by the sector. This will ensure that South Africa is provided with a pool of competent qualifying graduates in the fields of local and international Banking and ensure that the foundations of innovative and knowledge-based economic and banking leadership is widened.

In terms of this, the qualification also aims to provide graduates with the key competencies and skills necessary to apply the essential principles of Banking to the operations of any segment of the financial services sector to the benefit of the local economy. The qualification will empower students to acquire these skills, attitudes and values required to operate responsibly in the Banking sector. In this regard, knowledge gained through the Higher Diploma programme attempts to equip students with the attitudes and abilities necessary for making sense of the discipline as well as the world of work in a way that enhances opportunities for ongoing personal and intellectual development as well as financially viable activities; such outcomes are intended to encourage lifelong learning.

The focus is on information gathering, analysis, evaluation, presentation, and the ability to apply knowledge of the specialist core to solve problems within familiar context.

Qualifying students will be capable of:

Carrying out research, information gathering and analysis.

Interpreting current affairs and their influence on the financial sector.

Managing risk in their own lives.

Operating a calculator for business purposes.

Understanding the nature and scope of the financial sector.

Applying legislation that regulates the financial sector.

Understanding the relationship between needs and financial products.

Understanding the different products marketed or are available from the sector.

Understanding the role of the financial sector in the business environment.

Understanding the legal implications in the financial sector environment.

In addition, upon successful completion, a qualifying student will have a detailed understanding of the chosen specialist core principles as well as fundamental economic, business accounting and risk management used in the Banking environment.

Essentially, the qualification aims to provide students with fundamental understanding, knowledge and intermediary skills to negotiate Banking activities effectively by equipping them with skills and competencies to effectively manage their working environment through studying subjects like business management and the intricacies of advanced aspects of legislation.

This qualification is designed to contribute to the student's employability and marketability in the Banking sector as well as having applicability in the commercial sector thereby contributing to the economic and social up-skilling of the South African workforce.

Since the banking industry is highly specialised, it requires a labour pool of honest, hard working, attentive workers with a high work ethic with the specific knowledge, skills, and qualities needed in the Banking sector. This Higher Diploma aims to develop students into this category of personnel and to successfully perform the functions they are required to within the workplace.

Lastly, the qualification also prepares students for further learning - it is intended to empower students to acquire knowledge, skills, attitudes, and values required to operate confidently in the South African Banking community and to respond to the challenges of the economic environment and changing world of work in the industry. It should add value to the qualifying student in terms of enrichment of person, status, and recognition.

Rationale:

This academic programme offers a unique combination of quality educational provision in terms of the exit level outcomes and mix of subjects and specialisations. The programme focus is aligned to 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 programme meets national requirements associated with programmes designed and developed in alignment with the NQF.

The Higher Diploma in Banking: NQF Level 6 has its origination in the Institute of Bankers' (IOB) qualifications and studies leading to the award of the CAIB: This has been used as a primary source in the compilation of the Higher Diploma in Banking: Level 6.

Importantly, this Higher Diploma in Banking: NQF Level 6 will facilitate access to membership with the Institute of Bankers in terms of its prestigious CAIB (Certified Associate of the Institute of Bankers of South Africa) award. The CAIB (SA) award is well recognised and supported by the financial sector. In time the Institute may require students to also write a Board exam.

Institutions, such as the IOB, operate in both the academic and workplace environments with direct contact to the sectors they serve. Consequently, the learning programme is in line with market requirements and in addition, meet the needs of the sector and organizations within it by attending to the transformational goals of the sector and providers of higher education institution; it is also aligned to the strategic goals of the sector and the institution; there is commitment to the learning programme by senior management of the institution as well as in industry. Further the academic programme provides a comparative advantage and allows for the re-organisation of curricula in terms of growth areas. In addition, the academic programme shows commitment to NQF execution and academic coherence and integrity and is sustainable in that it has the ability to attract students, generate income, and devise meaningful and salient career pathways for students.

Further, the qualification aims to enhance the constructive role individuals need to play as intellectual leaders in the Banking and commercial sectors in South Africa. The motivation for this qualification is to present appropriate and salient learning outcomes in the field of business management and commerce and specifically the sub-field of Banking.

The programme is based on the understanding that one of the major objectives of the sector as well as the institution is creating value for all stakeholders (clients, students, staff, communities, Government and shareholders). Accordingly, exit-level outcomes meet national and labour market requirements and various stakeholders, including academics external to the institution, personnel from the Banking and Financial Planning sector and professional bodies, such as the Institute of Bankers, are consultants to the programme.

External feedback has recognized how necessary such a qualification is to the South African Banking sector especially as it advances best practice and world-class business models. In line with such practices this learning programme is cognizant of South African students as well as prospective students from Africa and the global environment. The various internal and external environments in which banks operate and the subsequent effects on the financial industry obviously influence the practice of bank operating and management. The Higher Diploma in Banking: NQF Level 6 incorporates seven core specialist areas that are predominant areas of functioning in the Banking industry. The qualification is designed to meet the needs of students in a variety of positions in the Banking industry. Further, the exit-level, specific and critical cross-field outcomes, elective specialisations, teaching and learning approaches, nuances and prescriptors around distance and contact education, learning materials and minimum and maximum duration periods sufficiently provide for the learning needs of the student-body. Specifically, anticipated proficiencies are made clear to students wanting to qualify with a Higher Diploma in Banking: NQF Level 6.

The qualification aims to develop informed and skilled qualifying students and is sufficiently flexible to accommodate students already employed in the Banking sector. The qualification is a continuation and further development of a career path in the Banking sector: Skills, knowledge, values, and attitudes acquired in the course of completing this qualification are building blocks necessary for employment and advancement in the Banking arena or for further graduate or postgraduate studies.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Students who register for this qualification are assumed to have completed a NQF Level 5 Certificate or appropriate, equivalent that will have provided them with the required literacy, numerical ability, and competence to undertake studies at NQF Level 6.

Students with the following (minimum) profile will be admitted onto the programme:

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

Numeracy (Mathematics or Accountancy) at NQF Level 4 or equivalent knowledge.

Competence, proficiency and knowledge consistent with the National Certificate in Banking Services Advice (NQF Level 5) or National Certificate in Banking [Financial Services] (NQF Level 5) or Certificate in Financial Services (NQF level 5 - Institute of Bankers).

Recognised Prior Learning:

The Higher Diploma in Banking: NQF Level 6 allows open access if a student is able to demonstrate competence in skills, values, and attitudes implicit in this qualification.

Thus the qualification may be achieved in part or whole 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 student, including the following:
> Observation of a task.
> Questioning the student about the task.
> Written evidence that the student is able to undertake the task in terms of previous work experience.

Indirect evidence: Evidence produced by the student 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 student 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 student 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 or whole 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 students credit for programmes or modules. This means that even though a student may not have the more usual formal qualifications, s/he still stands a chance of entering academic programmes 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 student to gain admission to a study programme and/or permission to shorten a programme 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 student as well as for the institution, employers and the community. Students 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 students have to apply according to a specific format. If selected for the RPL programme, students 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 student's knowledge and skills match the criteria of the module or programme, 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 students who have knowledge and some practical experience in the financial services industry within the Banking field of learning, particularly those that wish to advance themselves within this specialized learning pathway/s.

The qualification will accommodate students (those who have relevant workplace experience as well as those who are currently working within the Banking field of study) who hold an HET (at NQF Level 5) qualification or equivalent knowledge.

For admission to the Higher Diploma in Banking: Level 6 applicants must be in possession of:

The Certificate in Banking (Financial Services) (NQF Level 5).

The Institute of Bankers Certificate in Banking, NQF Level 5.

An appropriate, accredited NQF Level 5 equivalent.

An appropriate, accredited Bachelor's degree NQF Level 6 (e.g. commerce, law).

Applicants may also be considered on the basis of a Recognition of Prior Learning (RPL) assessment. Applicants wishing to apply via RPL are to contact the campus for further information.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

Credits:

Fundamental:

NQF Level 6: 72 Credits.

Core:

NQF Level 6: 108 Credits.

Electives:

NQF Level 6: 60 Credit.

Total: 240 Credits.

EXIT LEVEL OUTCOMES

The Higher Diploma in Banking: NQF Level 6 programme exit level outcomes, and the associated assessment criteria which the student must meet to demonstrate competence in the knowledge, skills, attitudes and values implicit are as follows:

1. Development of work related skills and an understanding of practical topics to meet today's needs in the Banking sector.

2. Knowledge and understanding of the Banking industry and the environment in which they operate.

3. Knowledge and understanding is demonstrated in terms of any of the following core specialist areas: Credit, Marketing, Treasury and International Banking, Estate and Trust, Property, Central Banking and Financial Planning.

4. General knowledge and understanding of compliance and the regulatory system.

5. Possess a base for further learning and ongoing study.

Critical Cross-Field Outcomes:

1. 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.

2. 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.

3. Collect, analyse, 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.

4. 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.

5. 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).

6. 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:

Examples of changes or advancements in knowledge and understanding in the relevant field is described and explained.

The core concepts and principles are applied to standard problems.

Tasks related to various computer programme applications and tools are performed.

Effective time management is demonstrated, e.g. by completing tasks/assignments to deadlines, using specialised tools or skills in practical exercises.

Associated Assessment Criteria for Exit-Level Outcome 2:

The core concepts and principles of relevant subjects are identified, described and explained.

The relationships among the core concepts and principles are demonstrated.

The range and limits of applicability of the core concepts and principles are identified.

Associated Assessment Criteria for Exit-Level Outcome 3:

Develop an understanding of contemporary issues.

Demonstrate a comprehensive understanding of various policies and operating theories in relation to Banking and Financial Services.

Demonstrate a coherent and critical understanding of the hypotheses and academic construct applicable to a specialist area.

Display awareness of the rationale and effectiveness of various conjectures within a specialist area.

Associated Assessment Criteria for Exit-Level Outcome 4:

The socio-economic impact of products in society is identified.

The validity of solutions is critically assessed.

Knowledge is applied for the intended benefit of others.

Understand ethics, corporate social responsibility and corporate governance.

Associated Assessment Criteria for Exit-Level Outcome 5:

Appropriate study skills are demonstrated (e.g. learning from text or note-taking, summarising, analysis and synthesis).

Effective learning strategies which suit personal needs and contexts are developed and used (this includes use of both summative and formative assessment procedures).

Integrated Assessment:

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

Students are required to complete a formative assignment on each module which will contribute 30% towards the final promotion mark.

Students 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.

The quality of the assessment is vital in order to provide credible certification and recognition of achievement. The institution makes every effort to ensure credibility in assessment by encouraging assessment through certain procedures and practices. These procedures and practices are controlled by the principles of fairness, validity, reliability and practicability. By implementing these principles, all parties concerned (including students, employers and learning institutions) are assured of the credibility of the assessment process. It is in this way that accurate information about the student can be provided.

INTERNATIONAL COMPARABILITY

Benchmarking was done by comparison of outcomes, credits and duration of programmes against:

New Zealand and Australian Qualifications:

In both countries the Institute of Bankers recognises the following qualifications offered by a number of Universities and Colleges in the countries:

Graduate Certificate in Banking which is designed for the banker who wishes to undertake formal banking study to satisfy their career development requirements. Entry into the Certificate is a minimum of a Form 6 or a Form 7, which is the equivalent of South Africa's Grade 12 with or without Matric exemption. The credit value of the certificate is 100 credits and is conducted mainly on a distance-learning basis with a 4-hour exam and no other forms of assessment. The certificate must be completed via distance learning within two years or in one year via contact learning. The subjects offered in this certificate, which bear resemblance to subject offered by the institution, are the following:
> Banking law.
> Financial management.
> Structured lending in the banking sector.
> Bank management.

Following on this is the Graduate Diploma in Banking and Finance: Upon completion the student qualifies for membership with the Australian Institute of Banking and Finance award (AIBF). This award is similar to the CAIB award of the SA Institute of Bankers. The credit value is 200 credits and can be done via contact or distance learning. The outcome of the Diploma is for students to develop an understanding of the basic functional areas of business, commerce or economics by focusing on banking and finance subjects. The main subjects in this Diploma which bear resemblance to the institution's subject offerings are:
> Lending.
> Bank management.
> Banking law.
> Financial management.
> Corporate banking.
> International banking.
> Finance: Instruments.
> Finance: Principles.

On completion of this diploma the student can then apply for admission to the graduate programme on Banking and Finance which is highly lauded in the Australian and New Zealand Banking sectors and which can be followed up with a post graduate diploma in Banking and finance which is similar to an honours degree in South Africa.

United Kingdom:

The Institute of Bankers in Ireland has set the standard for banking education not only in Ireland but also across the European continent. The Institute offers 26 individual courses ranging from Certificate to Degree programmes that include not only Banking but Financial Services modules as well. The programmes are divided into a Specialist Certificate Programme and Professional Programmes that on completion have a credit accumulation towards the MBA or professional certification from the Institute.

The certificate programmes are built into the Joint Financial Services Diploma that is similar to a NQF Level 6 qualification carrying 240 credits. Every specialist certificate equals 1 module of the Diploma with a maximum of 7 modules: The student must pass the other 9 modules to qualify for the diploma which in-turn equals the NQF Level 1 of the degree in Financial Services offered by a large number of universities not only in the UK but also in Europe. The subjects offered in the certificate depend on the specialist area selected, however the remainder of the subject correlate well with the institution's subject offerings:
> Finance.
> Investment.
> Lending Assessment.
> Treasury and Risk Management.
> Law.
> Business Policy and Strategy.
> Management of Financial Institutions.
> Strategic Human Resources Management.

The Bankers Association in the UK and Wales fulfills a similar role and all qualifications offered have more or less similar outcomes, specialist areas, credit values, and the admission requirements are also very similar to this qualification.

United States of America:

Accredited US Colleges and Universities offer noticeably similar programmes. The main reason for the similarity is that the subject choices and structure are generic to the Banking and Financial Services industry. The Certificates vary from 100-120 credits offered on distance learning while the diploma varies from 200-260 credits all with the outcome to equip the modern banker with specific knowledge and skills.

Boston University offers a similar Diploma in Banking with the following, similar, specialist areas:
> Financial Theory and Policy: General Credit and Consumer Credit Guidelines.
> Quantitative Analysis for Business.
> Capital Markets and Institutions.
> Introduction to Investment Management.
> Investment Banking and Valuation.
> Banking and Financial Services Marketing.

Massey University also offers a similar diploma however obvious differences exist between the South African and American Banking Systems: In spite of this, this Diploma in Banking is suited to members of the banking industry seeking to advance their understanding of the theory and practice of Banking or to gain a professional qualification respected within the industry, aligned to this offering. The Diploma provides specialist-banking training with a strong practical emphasis for bank employees looking to complement or enhance their job-specific skills. This is a 260 credit diploma and on completion the student receives exemption of six modules towards the Bank and Finance Degree.

Middle East:

The Institute of Banking Studies (IBS) in Kuwait is a central organising structure of Kuwaiti Banks. It provides Banking Education, Professional Bank Training, English Language Training, Applied Research, Information, and Consultation Services to its members and other Financial Institutions. The similarity of this higher diploma and the programmes offered by the IBS are very close: This demonstrates that the higher diploma addresses core, financial services education needs. The IBS offers Certificates and Diplomas in Banking Management pegged on 100 and 200 credits respectively, they closely follow the Australasian model and have a close association with Victoria University.

This University offers a two year diploma programme via distance learning with a credit value of 200. The specialist diplomas are as follows:
> Bank Marketing.
> Credit Risk Management.
> Bank Performance Analysis.
> Economics.
> Money Markets and Banking.
> Bank Investments.
> Leading and Managing.
> Small Business Services.

They all carry a credit value for exemption in the degree programme and focus on the needs of the banking specialist. These programmes are accredited by the New England College of Finance that is accredited by the FMS: Financial Managers Society.

Africa and SADEC Countries:

The Institute of Bankers in Botswana follows the curriculum of the Institute of Bankers' South African programme with some generic changes to it regarding tax and legislation.

The Pan American Management Institute attracts students from West Africa and offers a Certificate and a Diploma from the Institute of Bankers in Malaysia. They have a certified Credit Professional programme which is a specialist professional certification that demonstrates achievement of the minimum professional standard of core competency for credit personnel in the Banking and Finance industry. They also offer a specialist elective: Consumer credit or business credit. The entry requirement is a recognised secondary level achievement which is equivalent to South Africa's Grade 12 matric certificate. The number of credits that the qualification carries is 100, it is a one-year full time and 2 years part time qualification and has the following subjects:
> Credit risk.
> Interest risk.
> Lending.
> Principles of credit.
> Consumer credit.
> Business credit.

In Zimbabwe, training is done via South African Institutions and varies from credit certificates and diplomas to bank management certificates or diplomas. Not all the qualifications are credit bearing however those investigated were in the region of 120 credits and offered as short courses.

From the above it is evident that this Higher Diploma, as proposed, is comparable in the international arena in terms of providing opportunities to further competencies, knowledge, and careers in the Banking sector. Based on the research conducted, the institution is convinced that the programme incorporates the latest trends, best practices in the discipline while well-qualified academics, and appropriately qualified industry practitioners act as external examiners and moderators of the programme. The institution has no reason to doubt that the quality and content of this programme meets international standards and this Higher Diploma is comparable with a number of institutions internationally.

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

ARTICULATION OPTIONS

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

Vertical articulation:

The Higher Diploma in Banking: NQF Level 6 provides a sound basis in Banking for those students who wish to progress to the CAIB (SA) award. On successful completion of the Higher Diploma in Banking: NQF Level 6 the student will be eligible to apply for admission to the B-Com Banking Management or the B-Banking (with certain exemptions).

The student should be granted access to any discipline-related offerings where admission criteria are relevant or aligned NQF Level 6 qualifications.

B-Com Banking Management: If the student has completed the Higher Diploma and wants to complete the B-Com the student can apply for credit exemptions under the institution's credits policy.

B-Banking: This Higher Diploma should qualify students for a number of credits on the B-Banking degree which is a 4-year degree programme.

From research conducted on international comparability, it is clear that commonalities exist between curricula and so articulation would seemingly be possible to international programmes.

Therefore, with regard to vertical articulation, a student who wishes to proceed to further studies at another institution, having completed the Higher Diploma in Banking: NQF Level 6 should be able to do so based on the knowledge and skills acquired during the course of the programme, provided, of course, that his/her academic performance has been of the required standard.

Horizontal articulation:

A student who transfers to another programme within an institution will be given credit for relevant modules successfully completed towards the Higher Diploma.
Students, who, having completed certain modules of the Higher Diploma at the institution and wish to transfer to another tertiary level institution, are able to apply for exemption from relevant modules based on modules passed.

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 student against this Qualification must be appropriately qualified and hold a qualification at least 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 student 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 student 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 students 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

N/A

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.

1.	Milpark Education (Pty) Ltd