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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Banking 
SAQA QUAL ID QUALIFICATION TITLE
20184  National Certificate: Banking 
ORIGINATOR ORIGINATING PROVIDER
SGB Banking and Micro Finance   
QUALITY ASSURING BODY NQF SUB-FRAMEWORK
BANKSETA - Banking Sector Education and Training Authority  OQSF - Occupational 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 3  NQF Level 03  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 0695/12  2012-07-01  2015-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
This qualification is intended to equip the learner to meet the demands of world-wide banking, now and in the future.

The introduction of new banking qualifications also provides recognition for the skills that the learner may already possess.

The purpose of the qualification is in line with the objectives of the National Qualifications Framework (Section 2 of the South African Qualifications Act, 58 of 1995). 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 qualification recognises the importance of equity. It should reflect all the skills a learner has, regardless of that learner`s previous educational background. This qualification is also able to reflect the unique sets of skills any learner has, and allows for individual needs, potential and talents.

In line with the needs and requirements of the banking industry, this qualification represents a planned combination of learning outcomes in the field of business, commerce and management studies and other related fields, and specifically the sub-field of banking. It will provide qualifying learners with competence and a basis for further learning. Because there are core, fundamental and elective unit standards, the qualification should enrich and add value to the learner by providing status and recognition by means of a recognised qualification.

The qualification also promotes the marketability and employability of learners. It should open roads to additional education and training. All of this will benefit society and the economy because people will be better educated, can become better citizens, and increase social and economic productivity. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners who want to do the NBC3 should have unit standards from the General Education and Training Certificate and a combination of competencies obtained in the Further Education and Training band.

See "Notes" for further details.


Role of recognition of prior learning:

The qualification is specifically designed to allow for a broad range of recognition of prior learning. The structure of the qualification and the rules for the combination of credits towards the qualification make this possible. The learner already has skills which are relevant and he/she will get credit for those. If he/she has skills that are not altogether relevant, these can be put into the elective category so he/she can get credit for those. The skills that learners have will differ from employee to employee and from bank to bank. This flexible approach will mean that any learner can get an appropriate qualification.

Skills development in banks will differ from one learner to another and this qualification will recognise whatever skills the learner will need to acquire now and in the future.

Portability means that it does not matter at what institution the learner got credit towards a particular qualification. Prior learning, for example, can occur through the formal education system so the qualification may contain up to fifty-nine credits which are transferred from formal schooling. The learner can also use any other appropriate credits towards this qualification which have already been used towards any other qualification.

This qualification is not likely to be a "whole" qualification. Every learner will plan his/her own progress toward the qualification by being assessed and getting credits towards the unit standards which he/she wants to include in the qualification. The recognition of prior learning will be important because it will make it possible for learners to get qualifications as far as possible from the recognition of prior learning.

In conclusion, the learner can get the qualification in whole or in part through the recognition of prior learning, which will include the learning outcomes from formal, informal and non-formal learning and work experience. 

RECOGNISE PREVIOUS LEARNING? 

QUALIFICATION RULES 
Any combination of banking unit standards may be used to make up the minimum total of credits required for the qualification subject to the approval of the relevant ETQA

To be awarded the Qualification learners are required to obtain a minimum of 120 credits as detailed below.

Fundamental Component:

All Unit Standards in the Fundamental Component comprising 36 credits are compulsory:
  • 20 credits from Communication Studies and Language at level 3;
  • 16 credits from Mathematics at level 3.

    Core Component:

    There are no compulsory Core Unit Standards.

    Elective Component:

    Learners are to choose Unit Standards to the value of 84 credits from the Unit standards listed as Electives. 

  • EXIT LEVEL OUTCOMES 
    1. Exit-level outcomes

    The exit-level outcomes of the qualification (i.e. once the qualification has been obtained) will be the total of the outcomes of all the unit standards forming the qualification. It is not possible to be more specific about the exit-level outcomes because the flexibility in the qualification makes many options 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.

    Any combination of unit standards complying with the minimum requirements for the qualification include all the critical cross-field outcomes, identified in various literature released by the South African Qualifications Authority. In this way, the qualification will have played a crucial role in promoting life-long learning.
    The sum of the specific outcomes of the unit standards in the qualification should make the learner competent for his/her job in banking, although no set 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 list the assessment criteria of all the unit standards which might form a part of the qualification. However, the assessment criteria important to the exit-level outcome of the qualification will be the assessment criteria associated with every individual unit standard making up the qualification. Exiting from the qualification is possible from every point, because the learner would keep the credit for every unit standard which he/she obtained credit. While it is not possible to be more specific than that about early exit outcomes, it is possible to guarantee that every learner will enjoy the benefit of the portability of unit standards. In other words, the learner can "bank" the credits that he/she has and use them at some other stage.

    If the learner does not want to complete the qualification or wants to carry on later at level two or higher, he/she can use the credits from the unit standards that he/she already has.


    2. Specific outcomes

    The NBC 3 is very flexible, because it allows for the combination of a wide range of unit standards. This flexibility is necessary because the banking sector changes rapidly and also reflects the fact that general education is valued in the banking sector. Learners can have as much opportunity as possible to use what they learn in and for the workplace in getting this qualification.

    However, because of the flexibility, it is not possible (and nor is it desirable) to list a narrow set of specific outcomes for this qualification. Instead, the specific outcomes of the qualification must always be seen as the total of the specific outcomes of all the unit standards.

    This means that different learners with this qualification may have different "totals of specific outcomes". This should not be a problem as long as learners and employers are aware that this qualification does not mean a single, unchanging set of specific outcomes. Learners should not see this qualification as the end to their learning but should continue learning towards further qualifications. As banking is such a wide environment with many career paths possible, it seems better to recognise the skills the learners possess, and to encourage them to build on these than to limit them to sets of specific outcomes.


    3. Critical cross-field outcomes

    The unit standards making up this qualification will include the appropriate critical cross-field outcomes.
    No matter what the unit standards are, the learner who acquires the qualification should be able:
  • To identify and solve problems by thinking and making responsible decisions;
  • To work with others as a member of a team;
  • To organise and manage him/herself and his/her activities responsibly and effectively;
  • To collect, analyse, organise and critically evaluate performance;
  • To communicate well using mathematical and language skills;
  • To demonstrate an understanding of the world as a set of related systems by recognising that problem-solving situations do not exist in isolation; and
  • To benefit by full personal development, thus contributing to the social and economic development of South African society at large. 

  • 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 alia 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 ...".

    Skills development in banking looks more and more at the individual. Learners will develop unique career paths so that they can cope in an environment that changes constantly and rapidly.

    This qualification intends to provide recognition for the skills which bank employees already possess even though the skills will differ from employee to employee and from bank to bank. Flexibility is important so that any bank employee can get a useful qualification. Qualifications in banking will be determined by the needs of learners and not by a prescribed formula.

    This qualification consists of unit standards from a wide range of fields. Each unit standards says what competent performance is and includes the assessment criteria. Learners will be assessed against those assessment criteria. Each unit standard is complete in itself.

    The assessment tools used include:
  • Written instruments (e.g. tests/case studies/projects);
  • in-situ (on-the-job) observations;
  • simulation;
  • role-play;
  • structured classroom discussions;
  • portfolio of evidence and
  • technology-based testing

    These methods must be carefully according to the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). There should be as many different methods as are necessary so that the assessor can have reliable and valid proof of competence and the necessary attitudes.

    If a portfolio of evidence is used, it must provide valid, reliable and authentic evidence of past achievements and experience. The portfolio should include:
  • written statements from reliable persons (for example current and/or previous employers, colleagues, peers, managers, and/or external customers) confirming the competence of the learner;
  • relevant certificates and/or awards;
  • previous assessment records; and/or
  • journals and/or logbooks. 

  • INTERNATIONAL COMPARABILITY 
    It is important to be able to compare unit standards and qualifications internationally. International benchmarking took place throughout the project in:
  • the standards writing approach;
  • the contents of the standards themselves and
  • the appropriateness of the chosen standards format.

    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 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 similar to the South African approach. It was therefore decided to use those two qualifications to determine our own international benchmark. 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 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. The qualifications allows for optional unit standards to be used to complete a full qualification. This approach is highly applicable to the current globalised banking industry and specifically to 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. 

  • MODERATION OPTIONS 
    Internal and external moderation of learner achievement is important for requirements of transparency, affordability, fairness, reliability and validity.

    Unit standards include specifications for the moderation of unit standards and these specifications must be adhered to totally. For that reason, there is no need for a second moderation process for the qualification itself.

    Any additional moderation requirements required 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 the unit standards making up the qualification. 

    NOTES 
    As per the SAQA decision, after consultation with the Quality Councils, to re-register all qualifications and part qualifications on the National Qualifications Framework that meet the criteria for re-registration, this qualification has been re-registered from 1 July 2012.
    Additional Notes:

    In section 8 (1) (b) of Regulation Gazette 6140 of 28 March 1998, it says 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?". No qualification can do these things in, on and of itself; there must be support to make sure that a qualification will provide status, and make a learner more marketable and employable, and make additional education and training possible. This is being done in the banking sector and some individual organisations have already started.

    Core learning in the new qualifications will be described only in general terms. It is not possible to be more specific about the learning required in situations contextually relevant to the particular qualification without excluding many of the diverse and evolving jobs in banking. Any core learning credit will be tested for relevance by the ETQA, but as long as an organisation says that a credit is relevant to work then the ETQA will accept the credit.

    Elective learning, which includes the additional credits for the qualification, will allow a wide choice suitable for particular jobs. If an elective learning credit is tested for relevance by the ETQA body, the interests of the employee will be most important. Nor will the range of fields and sub-fields from which elective credits are drawn be narrowed or specified.

    For this qualification, credits can 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:
  • For any school course in a language or in mathematics, a pass in grade 7, 8 or 9, or a standard grade pass in grade 10 will count twenty credits at level 2 per subject. For any other school course, a pass in grades 7,8 or 9 will count five credits at level 2 in that subject but a standard grade pass in grade 10 will count twenty level 2 credits per subject.
  • A higher-grade pass in grade 10 or 11 in any school course will count twenty level 3 credits per subject, and a standard grade pass in any subject in grade 11 or 12 will count twenty level 3 credits per subject.
  • A pass in the higher grade in grade 12 in any school course will count twenty level 4 credits per subject.
  • Double credits cannot be given for the same subject. For example, a candidate who passes both grade 10 and 11 English in the higher grade will get only twenty credits for communication studies and language, and not forty. However, a candidate who passes both English and Zulu (first or second language) in the higher grade in grade 12 will get forty level 4 credits for communication studies and language. Credit towards this qualification will be only for the highest level at which a school subject was passed. A learner who got a higher grade pass for grade 12 mathematics, for instance, may count only 20 level 4 credits in mathematics toward the qualification, not a further 20 level 3 credits in respect of his/her higher grade pass in standard 8, et cetera.
  • For any technikon or university course which has been registered with the South African Qualifications Authority, (except for e.g. academic support courses), the candidate will get credit for every course passed, regardless of whether categories are repeated, unless it is precisely the same subject at precisely the same level which has been repeated.
  • For a pass in any SAQA-registered first-, second- or third-year diploma course, or for any SAQA-registered first-year course for a bachelor`s degree, level five credits shall be awarded on the basis of fifteen credits per multiple of 120 tuition hours comprising the course.
  • For a pass in a SAQA-registered fourth-year diploma course or a SAQA-registered second-year course towards a bachelor`s degree, level 6 credits will be awarded on the basis of fifteen credits per multiple of 120 tuition hours comprising the course.
  • For a pass in any SAQA-registered fifth-year diploma course or a SAQA-registered third-year course towards a bachelor`s degree, level 7 credits shall be awarded on the basis of fifteen credits per multiple of 120 tuition hours.
  • For a pass in any SAQA-registered post-graduate course towards a higher degree, level eight credits shall be awarded on the basis of fifteen credits per multiple of 120 tuition hours.

    It is noted that all credits, in order to count towards this qualification, must be subject to a test of relevance. 

  • UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8971  Analyse and respond to a variety of literary texts  Level 3  NQF Level 03 
    Fundamental  9010  Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations  Level 3  NQF Level 03 
    Fundamental  9013  Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  9012  Investigate life and work related problems using data and probabilities  Level 3  NQF Level 03 
    Fundamental  7456  Use mathematics to investigate and monitor the financial aspects of personal, business and national issues  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Elective  7172  Adhere to the fundamental legal requirements when taking in and processing documents for opening and operating a banking account for an individual, sole proprietorship and a partnership  Level 3  NQF Level 03  12 
    Elective  7174  Adhere to the legal requirements relating to negotiable instruments in a banking environment  Level 3  NQF Level 03 
    Elective  114775  Adhere to the legal requirements relating to negotiable instruments in a banking environment  Level 3  NQF Level 03 
    Elective  114768  Administer and maintain a security information library in a banking environment  Level 3  NQF Level 03 
    Elective  7181  Administer applications for credit card products in a banking environment  Level 3  NQF Level 03  19 
    Elective  114778  Administer applications for new credit and debit card products  Level 3  NQF Level 03 
    Elective  7164  Administer instructions to instate or cancel insurance cover on a moveable asset based account in a banking environment  Level 3  NQF Level 03  21 
    Elective  7166  Administer instructions to release original securities from custodianship in a banking environment  Level 3  NQF Level 03  18 
    Elective  114765  Administer instructions to release original securities from custodianship in a banking environment  Level 3  NQF Level 03 
    Elective  114767  Administer requests to re-issue credit and debit cards in a banking environment  Level 3  NQF Level 03 
    Elective  7169  Administer requests to re-issue credit cards in a banking environment  Level 3  NQF Level 03  31 
    Elective  119153  Apply and implement corporate culture  Level 3  NQF Level 03 
    Elective  13884  Apply in-bound and out-bound Contact Centre operations within an emergency context  Level 3  NQF Level 03  16 
    Elective  13912  Apply knowledge of self and team in order to develop a plan to enhance team performance  Level 3  NQF Level 03 
    Elective  13883  Apply out-bound Contact Centre Operations within a commercial environment  Level 3  NQF Level 03 
    Elective  7145  Attempt to recover a banking-related loss from a customer  Level 3  NQF Level 03 
    Elective  7177  Attend to customer enquiries face-to-face and on the telephone in a banking environment  Level 3  NQF Level 03 
    Elective  7130  Attend to special clearance items within the banking environment  Level 3  NQF Level 03 
    Elective  7146  Authorise and release foreign exchange payments in a banking environment  Level 3  NQF Level 03 
    Elective  7105  Capture banking-related entries onto a system  Level 3  NQF Level 03 
    Elective  7150  Capture mortgage loan application details in a banking environment  Level 3  NQF Level 03  20 
    Elective  12753  Carry out asset based financing activities on the computer system  Level 3  NQF Level 03 
    Elective  7133  Check non-MICR (Magnetic Ink Character Recognition) customer vouchers in a banking environment  Level 3  NQF Level 03 
    Elective  7142  Contact a bank customer in the event of a possible loss  Level 3  NQF Level 03 
    Elective  7139  Control a suite of ATMs (Automated Teller Machines)  Level 3  NQF Level 03 
    Elective  114770  Control a suite of ATMs (Automated Teller Machines)  Level 3  NQF Level 03 
    Elective  114771  Control branch cash movements within a banking environment  Level 3  NQF Level 03 
    Elective  114754  Control bulk cash teller operations in a banking environment  Level 3  NQF Level 03 
    Elective  7125  Control bulk cash teller operations in a banking environment  Level 3  NQF Level 03 
    Elective  7119  Control note and specie orders and clearances within the banking environment  Level 3  NQF Level 03 
    Elective  7128  Control the processing of missing and rejected items within a banking environment  Level 3  NQF Level 03 
    Elective  114769  Control the processing of missing and rejected items within a banking environment  Level 3  NQF Level 03 
    Elective  12757  Demonstrate an understanding of the legal and professional requirements pertaining to the asset based financing environment  Level 3  NQF Level 03  12 
    Elective  13915  Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace  Level 3  NQF Level 03 
    Elective  13307  Demonstrate knowledge and understanding of the technical functionality of the sorting machinery and process  Level 3  NQF Level 03 
    Elective  13425  Demonstrate skill in note handling  Level 3  NQF Level 03  16 
    Elective  14918  Describe the principles of Computer Programming  Level 3  NQF Level 03 
    Elective  7155  Effect and finalise instructions to close finance accounts in a banking environment  Level 3  NQF Level 03  23 
    Elective  7170  Effect and Monitor the release of credit cards to cardholders in a banking environment  Level 3  NQF Level 03  31 
    Elective  114748  Effect and monitor the release of debit and credit cards to cardholders in a banking environment  Level 3  NQF Level 03 
    Elective  114752  Emboss and release credit and debit cards in a banking environment  Level 3  NQF Level 03 
    Elective  114773  Ensure and maintain the validity of securities in custodianship in a banking environment  Level 3  NQF Level 03 
    Elective  7167  Ensure and maintain the validity of securities in custodianship in a banking environment  Level 3  NQF Level 03  52 
    Elective  114774  Ensure the correctness of internal bank vouchers  Level 3  NQF Level 03 
    Elective  7116  Ensure the correctness of internal bank vouchers  Level 3  NQF Level 03 
    Elective  14913  Explain the principles of computer networks  Level 3  NQF Level 03 
    Elective  7143  Follow banking procedures to resolve a loss  Level 3  NQF Level 03  10 
    Elective  117808  Follow trading procedures in a treasury  Level 3  NQF Level 03 
    Elective  13886  Gather and provide relevant information to contribute to contact centre problem solving  Level 3  NQF Level 03 
    Elective  7109  Handle rejected money transfers in a banking environment  Level 3  NQF Level 03 
    Elective  114746  Handle rejected money transfers in a banking environment  Level 3  NQF Level 03 
    Elective  242814  Identify and explain the core and support functions of an organisation  Level 3  NQF Level 03 
    Elective  242812  Induct a member into a team  Level 3  NQF Level 03 
    Elective  14665  Interpret current affairs related to a specific business sector  Level 3  NQF Level 03  10 
    Elective  114751  Investigate banking-related claims on behalf of the branch  Level 3  NQF Level 03 
    Elective  7141  Investigate banking-related claims on behalf of the branch  Level 3  NQF Level 03  10 
    Elective  11235  Maintain effective working relationships with other members of staff  Level 3  NQF Level 03 
    Elective  242820  Maintain records for a team  Level 3  NQF Level 03 
    Elective  12760  Manage pre-legal collections in an asset based financing environment  Level 3  NQF Level 03 
    Elective  12750  Manage security documentation in an asset based financing environment  Level 3  NQF Level 03  12 
    Elective  12752  Manage the legal and administrative process for the collection of arrears within an asset banking environment  Level 3  NQF Level 03  10 
    Elective  13322  Operate a note sorting machine  Level 3  NQF Level 03  12 
    Elective  114762  Operate sort machinery within the banking environment  Level 3  NQF Level 03 
    Elective  7137  Operate sort machinery within the banking environment  Level 3  NQF Level 03 
    Elective  12758  Perform basic mathematical calculations in a banking environment  Level 3  NQF Level 03 
    Elective  7153  Prepare and finalise finance documentation for safekeeping in a banking environment  Level 3  NQF Level 03  48 
    Elective  12754  Prepare vehicle financing proposals and documentation  Level 3  NQF Level 03  10 
    Elective  12749  Process and administer financial applications for movable assets (personal)  Level 3  NQF Level 03  10 
    Elective  114772  Process banking transaction record reports  Level 3  NQF Level 03 
    Elective  7112  Process banking transaction record reports  Level 3  NQF Level 03 
    Elective  7118  Process cash requisitions from customers for salaries and wages in a banking environment  Level 3  NQF Level 03 
    Elective  7113  Process exceptions on value and data exception reports within the banking environment  Level 3  NQF Level 03 
    Elective  10125  Process forward exchange contracts  Level 3  NQF Level 03 
    Elective  10128  Process import letters of credit  Level 3  NQF Level 03  18 
    Elective  10119  Process reimbursement authorisation  Level 3  NQF Level 03 
    Elective  114757  Process rejected and missing banking-related items  Level 3  NQF Level 03 
    Elective  7127  Process rejected and missing banking-related items  Level 3  NQF Level 03 
    Elective  114776  Process unpaid, late unpaid and rejected cheques in a banking environment  Level 3  NQF Level 03 
    Elective  7131  Process unpaid, late unpaid and rejected cheques in a banking environment  Level 3  NQF Level 03 
    Elective  114747  Produce copies of bank statements on the customer's behalf  Level 3  NQF Level 03 
    Elective  7115  Produce copies of bank statements on the customer's behalf  Level 3  NQF Level 03 
    Elective  7179  Provide banking-related customer service in given situations  Level 3  NQF Level 03 
    Elective  7175  Provide customer service in a banking environment  Level 3  NQF Level 03 
    Elective  7152  Provide, on request, mortgage loan information in a banking environment  Level 3  NQF Level 03 
    Elective  117840  Reconcile Nostro accounts  Level 3  NQF Level 03 
    Elective  7147  Reconcile Nostro and Vostro accounts  Level 3  NQF Level 03  12 
    Elective  117827  Reconcile Vostro accounts  Level 3  NQF Level 03 
    Elective  7135  Scrutinise vouchers for banking-related technical irregularities within the banking environment  Level 3  NQF Level 03 
    Elective  114745  Scrutinise vouchers for banking-related technical irregularities within the banking environment  Level 3  NQF Level 03 
    Elective  7136  Sort and image cheques and vouchers in a banking environment  Level 3  NQF Level 03 
    Elective  114761  Sort and image cheques and vouchers in a banking environment  Level 3  NQF Level 03 
    Elective  7107  Trace banking-related entries on behalf of other parties  Level 3  NQF Level 03 
    Elective  114760  Trace banking-related entries on behalf of other parties  Level 3  NQF Level 03 
    Elective  114764  Transfer and Close Bank Accounts  Level 3  NQF Level 03 
    Elective  7121  Transfer monies to and from the treasury in a banking environment  Level 3  NQF Level 03 
    Elective  14917  Explain computer architecture concepts  Level 4  NQF Level 04 


    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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. Compuscan Academy 
    2. FirstRand Bank Group Finance Risk and Audit 
    3. Nedcor Group HRD 
    4. OnTrack Learning Solutions CC 
    5. thee Banking and Finacial Services Campus 



    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.