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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

National Certificate: Financial Services 
SAQA QUAL ID QUALIFICATION TITLE
49089  National Certificate: Financial Services 
ORIGINATOR
SGB Insurance and Investment 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
INSETA - Insurance 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 06120/18  2018-07-01  2023-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 replaces: 
Qual ID Qualification Title Pre-2009 NQF Level NQF Level Min Credits Replacement Status
20177  National Certificate: Insurance  Level 3  NQF Level 03  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the Qualification is to build the knowledge and skills required by multi-skilled employees in administrative and sales positions in the industry and learners in learnerships as part of the implementation of the Financial Services Charter. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as workers in the South African Financial Services Community and to respond to the challenges specific to the Financial Services environment and the changing world of work in the industry. It will open career opportunities for learners in more specialised positions in the different sub sectors at Level 4. It will be useful for:
  • General Administration Clerks.
  • Claims Clerks
  • Administrators
  • Internal Brokers
  • Pension Fund, Retirement Fund, Medical Scheme and Employee Benefits Administration Clerks.
  • Administrators in a Collective Investment Scheme Manager
  • Client Service Clerks
  • Financial Services Call Centre Agents
  • Human Resources Personnel
  • Account clerks - Debtors, Creditors, Premium Collection, General Ledger and Third Party Claims Clerks
  • Company representatives (Category B)
  • Intermediaries (Category B)
  • Learners in learnerships, particularly 18.2 category learners (Unemployed Learners)
  • Case Management Clerks
  • First time administrative Personnel in the financial Services Sector.

    The Qualification provides a balanced, holistic learning experience that allows flexible access to further education, lifelong learning and to productive employment in the financial services sector or other industries.

    Rationale for the qualification:

    The National Certificate in Insurance Administration: Level 3 NLRD No 20177 was registered in 2001 to meet the needs of multiple work roles, organisational requirements and the changing technological nature of the insurance industry. It provided a broad knowledge of the insurance industry and progress along a career path for learners in the insurance industry.

    The financial services environment has changed substantially since 2001. The introduction of The Financial Advisory and Intermediary Services Act , (Act 37 of 2002 (FAIS) and the Finance Intelligence Centre Act, (Act 38 of 2001 (FICA) has raised awareness about issues of compliance. In addition, The Fit and Proper registration requirements of the Financial Services Board (FSB) require intermediaries to hold certain educational Qualifications. The risk to Financial Service Businesses across the sector if Administrative Personnel are not aware of compliance issues is now of major concern to the industry. Administrative work in the industry, in general, is at Level 3.

    The Financial Charter was adopted in 2003. As part of the Charter, the Financial Services Industry undertook to offer a number of learnerships in Financial Services to Unemployed Youth. The number of employees in the sector continues to shrink and it is unlikely that the industry will be able to offer employment to the number of people it is required to train in learnerships. In consultations with the Department of Labour it was agreed that the industry should offer learnerships towards a financial services Qualification and provide the opportunity for unskilled and unemployed youth to acquire skills and work experience. It was agreed that the required Qualification should include Life Skills and Entrepreneurship so that the learners are able to seek employment in another sector or start their own businesses. This will help to address the skills shortage in the country and provide opportunities for people who, at present, do not have marketable skills and experience. The proposed National Certificate: Financial Services: Level 3 will enable the industry to fulfill its learnership obligations, A number of Unit Standards that focus on life skills have been included to ensure that the Qualification is fit for purpose.

    The National Certificate: Financial Services: Level 3 will replace the National Certificate in Insurance: Level 3 when the National Certificate in Insurance: Level 3 reaches the end of its registration period.

    The proposed qualification has a broader focus than the registered Level 3 Insurance qualification. It is intended for people who work in administrative positions in the Financial Services sector and who require both industry and administrative knowledge and skill in order to operate as skilled workers in a knowledge based industry.

    It is also intended for intermediaries who market long term products with fixed monthly premiums that provide cover in respect of death, disability and health events and Retirement Annuities with recurring premiums that guarantee a minimum annuity (excluding single premiums). These learners require registration in Category B in terms of FAIS.

    The National Certificate: Financial Services: Level 3 is flexible enough to be offered in formal education and as occupational-directed workplace based training for learners already employed in the financial services industry and for learners in learnership programmes. The changing nature of the financial services industry requires cross-selling and knowledge of broad based products is therefore essential. The qualification at this level is generic so as to allow maximum mobility between the different sub-sectors of the industry. Learning paths are not indicated although the electives selected will indicate an interest in a possible learning pathway at level 4. The intention is:
  • To provide a general knowledge of the Financial Services industry's key concepts and knowledge for people in administrative positions who are required to select appropriate procedures to solve problems within given parameters and who operate within clearly defined contexts.
  • To provide a qualification with a broad base that accommodates learners who sell insurance, banking, and other financial services products and who require a qualification at NQF Level 3 to meet the Fit and Proper qualification requirements of the Financial Services Board (FSB) as part of a career path in wealth management.
  • To form the basis for learnerships in the financial services sector particularly in response to the undertakings in the Financial Services Charter.

    Qualifying learners should be knowledgeable about and competent in:
  • Communication and mathematical literacy at a level that allows them to operate effectively in the financial services industry.
  • The structure and context of the financial services industry in general and a specific sub-sector in particular, the nature of the financial services market, the policies and procedures of a specific organisation and the potential impact of current events on the sector.
  • The implications and consequences of non-compliance with FAIS, FICA and other relevant legislation.
  • Behaviour and ethics in a work environment.
  • The basics of customer service and administration in a financial services environment.
  • Managing aspects of own performance, time and personal finances.
  • Operating a computer workstation in a selected work environment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in Communication and Mathematical Literacy at NQF Level 2.

    Recognition of prior learning:
  • The National Certificate: Financial Services: Level 3 allows open access. Provision has been made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. Application for Recognition of Prior Learning (RPL) should be made to a relevant accredited ETQA.
  • Credit towards a Unit Standards is subject to quality assurance by a relevant accredited ETQA and is conducted by a workplace assessor.
  • This Qualification can be obtained in part or in whole through Recognition of Prior Learning
  • RPL will be done using a range of assessment tools and techniques that have been jointly decided upon by the learner and the assessor.
  • The same principles that apply to assessment of the Qualification and its associated Unit Standards apply to RPL. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    Level, credits and learning components assigned to the qualification:

    The Certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence and a basis for further training. It is a building block for specialised FETC qualifications at Level 4.

    The Qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective. A minimum of 120 credits is required to complete the Qualification.

    In this Qualification the credits are allocated as follows
  • Fundamental: 46 credits
  • Core: 54 credits
  • Electives: 20 credits
  • Total: 120 credits

    With regards to fundamental credits, the following options is applicable:
  • 8973 - Use language and communication in occupational learning programmes

    OR
  • 9302 - Access information to respond to client enquiries in a financial services environement; AND
  • 9303 - Communicate verbally with clients in a financial environment


    Motivation for the number of credits assigned to the Fundamental, Core and Elective Components

    Fundamental Component

    There are twenty credits allocated to Communication and sixteen credits to Mathematical Literacy at the level of the Qualification, in compliance with SAQA requirements. For the purpose of this Qualification ten credits are also required for Financial Literacy at Level 3. Although this is not a SAQA requirement, the industry believes that if learners are to function in a field that manages people's money, they should be able to manage their own money. At this level decisions are based on management of own finances including responsibility for dependents.

    This means that Unit Standards to the value of forty six credits have been included in the Fundamental component. They will add value to learners both socially and economically in terms of
  • Their ability to manage their own finances.
  • Their ability to operate as literate, numerate and financially literate workers in a global economy.
  • An awareness of the need to avoid the debt spiral that undermines the economy of South Africa.

    Twenty new communication credits are required to ensure that there is a 60% difference between the two qualifications: the National Certificate: Financial Services: Level 3 in the National Certificate: Financial Services: Level 2. The two optional industry contextualised communications Unit standards at Level 3 may therefore may not be offered as fundamental Unit Standards in the National Certificate: Financial Services: Level 3 if they were credited as electives in the National Certificate: Financial Services: Level 2.
  • Access information to respond to client enquiries in a financial services environment (9302) and
  • Communicate verbally with clients in a financial services environment. (9303).

    All the Mathematical Literacy and Financial Literacy Unit Standards at Level 3 designated as Fundamental are compulsory. Three Communication standards are compulsory:
  • Accommodate audience and context needs in oral communication.
  • Interpret and use information from texts.
  • Write texts for a range of communicative contexts.

    Core Component

    Fifty four credits have been allocated to Unit Standards designated as Core for the purpose of this Qualification. The Unit Standards classified as Core provide the basic knowledge and skills that all workers need to know about the Financial Services industry. They include building blocks for financial services related concepts such as risk, the need for retirement funding, ethics, customer service, relationships, the relationship between needs and products, the implications of current events for the financial services industry, decision making, and time management that are further developed at level 4 and above. They provide an opportunity to develop knowledge of the industry through research and the application of study skills and ensure that the Qualification has a strong Financial Services focus. All the Unit Standards indicated as Core are compulsory.

    There are five unit standards carrying eleven credits in total that are also Core in the National Certificate: Financial Services: Level 2. This is because it cannot be assumed that all learners will complete the level 2 qualification and learners at level 3 also require competence in these unit standards.

    There is a Unit Standard on FAIS that focuses on inadvertently giving financial advice and a Unit Standard on money laundering that highlights the responsibility of all individuals under the Financial Intelligence Centre Act (FICA). FAIS and FICA have major implications for financial services organisations and all learners in the industry should be aware of the consequences of non-compliance.

    As the National Certificate: Financial Services: Level 3 is a generic qualification across the industry and has the potential for application in other work environments Unit Standards that focus on life skills in the world of work have been included in the Core Component.

    Eleven credits that are core in this qualification are also core in the National Certificate: Financial Services: Level 2. The communications (20) and financial literacy (10) and 43 credits for Level 3 in Core ensure that there is a 60% difference between the National Certificate: Financial Services: Level 2 and National Certificate: Financial Services: Level 3.

    Elective Component

    Learners are required to select Electives that add up to at least twenty credits. The Electives have been grouped under the headings:
  • General Industry and Administration.
  • Computer literacy.
  • Bookkeeping and Accounting.
  • General Long Term (Group Retirement Benefits, Life and Healthcare Benefits Administration).
  • Healthcare Benefits Administration.
  • Collective Investments.
  • Short Term.
  • Legislation.
  • Sales and Marketing.
  • Financial Services Related Personal Development.
  • Additional Financial Literacy at Level 2 and 4.
  • Management.

    Unit Standards may be selected from the allocated list of Electives. 

  • EXIT LEVEL OUTCOMES 
    The National Certificate: Financial Services: Level 3 is intended for personnel already employed in the industry and other learners who intend to follow a career in the financial services sector or a business environment. The focus is on basic operational knowledge, an understanding of the financial services environment and an ability to select appropriate processes and procedures to solve problems and make decisions within clearly defined contexts. Learners are required to apply literacy and numeracy skills to a range of different financial services contexts. They are expected to collect, organise, summarise, interpret and report information from a range of sources and to take a position on available information, discuss issues and explain their standpoints coherently in spoken and written form.

    Learners should have the capacity to work within a managed environment. They should be able to manage their time effectively and have the capacity to contribute actively to a team's effectiveness.

    The Exit Level Outcomes and their Associated Assessment Criteria are the following, which means that the learner will be capable of:

    1. Carrying out basic research tasks and applying literacy and numeracy skills to summarise and interpret information from a range of sources within the structure of a financial services organisation and the context of the financial services sector.

    2. Managing personal finances and risk.

    3. Managing the interrelationship between personal and professional relationships and selecting appropriate procedures and processes to solve problems or make decisions within own level of mandate in performing work related functions and providing customer service in a professional and ethical manner.

    4. Explaining the implications and consequences of non-compliance with FAIS and FICA legislation.

    5. Applying the basics of computer literacy in a work environment.

    Exit Level Outcomes for the Critical Cross-Field Outcomes

    The learner is can demonstrate ability to:
  • Identify and solve problems related to his/her own life and work, in which responses show that responsible decisions have been made within given parameters of own level of authority and mandate.
  • Work effectively with others as a member of a team, group, organisation or community in managing workplace relationships and customer service within an organisation's code of conduct and human resource policies. As the qualification is intended to be part of a learnership it is unlikely that the learner would work alone.
  • Organise and manage him/herself and his/her activities responsibly and effectively in that it is expected that the learner will be responsible for his/her own learning and for organising his/her own work output in line with an agreed mandate, relevant service agreements and an organisation's customer service standards in a managed work environment. The learner is required to manage time effectively to enhance productivity and enable a balanced lifestyle.
  • Collect, organise and critically evaluate information. These competencies are built into the assessment criteria in many of the unit standards and the learner is required to do research projects and compare information from the main and financial sections of a daily or weekly newspaper.
  • Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations. These competencies are an integral part of all the unit standards and are built into the assessment criteria. Learners are required to summarise and interpret information, discuss issues and explain positions taken.
  • Use science and technology effectively and critically showing responsibility towards the environment and the health of others in that the insurance environment is technology driven and very few activities take place without the application of technology. The inclusion of computer literacy standards ensures that this Critical Cross Field Outcome receives attention.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation in that references are made wherever applicable to the learners' part in the big picture, the implications and consequences of non-compliance in the highly regulated in a financial services environment and how his/her actions have implications up and down the line. The integration of current events and knowledge learnt in various Unit Standards should facilitate the development of and understanding of relationships within financial services industry and a selected sub sector so that knowledge of the industry is applied in authentic situations.

    In addition this qualification contributes to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively in order to become an informed worker in the insurance industry.
  • Participating as a responsible citizen in the life of local, national and global communities by accepting own responsibility for wellness, including financial wellness, a balance lifestyle, and understanding the application of FICA to citizens of South Africa.
  • Being culturally and aesthetically sensitive across a range of social contexts in dealing with diverse people in the workplace including customers, co-workers and people who are surveyed or interviewed. The inclusion of an additional official South African language further supports this outcome.
  • Exploring education and career opportunities in investigating ways of improving own employment prospects through training and career pathing.


    Table showing the spread of Critical Cross-field Outcomes across the Unit Standards that are classified as Core and Financial Literacy 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Current events and developments related to financial services in general, and the insurance or investment sub sectors in particular, are interpreted and discussed in terms of the possible implications for the financial services sector and a personal point of view is offered in the discussion.
  • Knowledge learnt in various Unit Standards and current events as they occur are integrated with a developing understanding of the financial services industry and a selected sub sector so that knowledge of the industry is applied in authentic situations.
  • The key concepts and knowledge of financial services industry are explained with reference to the history and structure of the industry in South Africa, the structure of a financial services workplace and the needs of clients and the market.
  • The core business and support functions in a selected financial services organisation are outlined and an indication is given of the contribution of an individual and a selected business unit to the effectiveness of the organisation and the affect of FAIS on the specific business unit at a basic level of understanding.
  • Information is gathered, analysed, summarised, interpreted from a range of sources and presented coherently. Positions taken are explained and supported.

    Associated Unit Standards
  • Explain the structure of the Financial Services Industry in South Africa.
  • Research the history of the Financial Services industry in South Africa.
  • Indicate how different needs lead to the development of different financial services products.
  • Interpret current affairs related to a specific business sub sector.
  • Investigate the structure of a financial services workplace.
  • Explain the implications of the Financial Advisors and Intermediaries Services Act, (FAIS) for employees in financial services organisations.

    2.
  • The financial implications of a work offer and a salary package are evaluated and the financial impact of improving own skills and output through training and career path planning are explained with examples related to the learner's own position.
  • Personal bank and creditor statements are reconciled as a means of managing own finances and an indication is given of the impact of a change in interest rates and inflation on the individual.
  • Marriage, birth, divorce, retirement and death in own circumstances are researched in terms of the associated financial implications.
  • Risk in own life is identified and ways to manage the risk are suggested for both the upside and downside risk.

    Associated Unit Standards
  • Identify ways of improving employment prospects.
  • Manage personal expenditure.
  • Research costs associated with marriage, birth, divorce and death in own circumstances.
  • Investigate the need to provide financially for own retirement.
  • Manage risk in own life.

    3.
  • Work output is in line with an agreed mandate, relevant service agreements and an organisation's customer service standards applicable to a clearly defined work role within a financial services environment.
  • Methods, procedures and techniques of a clearly defined work role are applied consistently in terms of specific company policy, legislative requirements and standard industry practices.
  • Information is gathered, analysed summarised, interpreted, recorded and presented and decisions are explained according to the requirements of a specific work role and with due regard for compliance.
  • Own professional behaviour is assessed against an organisation's code of conduct and own performance agreement.
  • Time is managed to meet deadlines and enhance own productivity and lifestyle.

    Associated Unit Standards
  • Apply basic business ethics in a work environment.
  • Describe how to manage workplace relationships.
  • Apply problem-solving techniques to make a decision or solve a problem in a real life context.
  • Manage time effectively to enhance productivity and enable a balanced lifestyle.
  • Apply the basic skills of customer service.

    4.
  • Legislation that impacts on a team or business unit is explained for a specific business unit in a financial services environment.
  • The consequences of non-compliance are clearly indicated for practices required in a specific work role in a financial services environment.

    Associated Unit Standards:
  • Explain how money laundering legislation impacts on monetary transactions in South Africa.
  • Explain the implications of the Financial Advisors and Intermediaries Services Act, (FAIS) for employees in financial services organisations.

    5.
  • A computer workstation is operated and maintained using an operating system.
  • Basic etiquette, conventions and compliance issues relating to electronic communications are observed in using an electronic communication facility.

    Associated Unit Standards:
  • Operate a computer workstation in a business environment.
  • Manage electronic mail in a business environment.

    Integrated assessment:

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

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

    Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values indicated in the various Unit Standards should be integrated. Assessment in communication, mathematical literacy and financial literacy should use authentic workplace contexts wherever practical.

    Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learners' skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner's needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, he/she has achieved the outcomes.

    Assessment should also have a summative component. Summative assessment may be used on completion of a Unit Standard, but should not be the only form of assessment.

    A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.

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

    Assessment should ensure that all Specific Outcomes, embedded knowledge and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in some Unit Standards and programmes should be designed to extend and further reflect the integration.

    Before The National Certificate: Financial Services: Level 3 is awarded, learners are required to demonstrate competence in the required Unit Standards and complete a summative assessment based on the exit outcomes of the Qualification. 

  • INTERNATIONAL COMPARABILITY 
    South Africa has a world class and highly sophisticated financial services sector. Issues of development, access and sustainability are challenges for the sector that are not as evident in developed economies. In selecting countries for international comparison it is important to consider countries where the economic context in which the Qualification is to be used is similar to the South African context. Ideally, South African financial services Qualifications should be compared to Qualifications from a country with a developed economy and a second developing country with an emerging economy in order to include contexts that have similarities to the South African situation. The UK and Malaysia would have been appropriate choices. There are strong links between South African financial services institutions and the UK and in many cases the only Qualifications available to the financial services sector in the past were informed by or recognised by institutions in the UK. Malaysia has a strong financial services sector and would be useful as a comparison of an emerging player in the world economic environment.

    In an attempt to do a comparison with a country with an emerging economy, the following international accrediting bodies were investigated using the internet:
  • Malaysian Accrediting Body: Lenbaga Akreditasi Negara: http://www:/lan.gov.my/english/index2eng.htm (English version).
  • Mexican Accrediting Body: COPAES: http://www.copaes.org.mx.
  • National Assessment and Accreditation Council (India): http://www.naac-india.com/

    Regrettably, the South African Qualification could not be compared to a Qualification in a country with an emerging economy because the web sites of the countries considered are either not presented in English or their accreditation systems are based on internal quality management systems and audits and not on alignment with national standards:
  • The bodies providing accreditation of universities and higher education courses in Malaysia (Lenbaga Akreditasi Negara) and India (The National Assessment and Accreditation Council) do not appear to use Unit Standards for accreditation. They have internal moderating systems to ensure quality. Both Lenbaga Akreditasi Negara (Malaysia) and The National Assessment and Accreditation Council (India) were contacted via the web site contact sites to ask for co-operation in comparing standards, but neither has responded to the request.
  • COPAES is the only body validated by the Mexican Department of Education to award official accreditation in Mexico and recognise organisations offering academic education at higher education level. The site is written in Spanish/Mexican and no Unit Standards were found for comparison.

    Study teams for Inseta visited the UK, Ireland and Australia in 2002 and 2003. People from the insurance and investment industry who they met in all three countries were most impressed by the work done by SAQA and the Unit Standards and Qualifications developed for the insurance and investment sector. In all three countries, people consulted indicated that they had nothing to compare with the South African Qualifications and that they would like to benchmark their Qualifications against the South African Qualifications in about three year's time.

    The National Certificate: Financial Services: Level 3 was compared to two international Qualifications in order to identify whether they achieve the same outcomes. The Qualifications are registered on
  • United Kingdom's National Vocational Qualifications (NVQ)
  • The Australian Qualification Framework (AQF).

    The following Internet sites were consulted
  • Qualification and Curriculum Authority (UK) http://www.qca.org.uk
  • Financial Services Skills Council (UK): http://www.fsnto.org.uk
  • Qualifications Awarding Body (UK) http://www.edexcel.org.uk
  • Australian Qualifications Authority: http://www.aqf.edu.au
  • National Training Information Service (Australia) http://www.ntis.gov.au
  • The National Finance Industry Training Advisory Body Ltd (NFITAB): http://www.nfitab.com.au

    United Kingdom

    The Qualification and Curriculum Authority (QCA) in the United Kingdom is responsible for standards in education and training. Their site covers the schools curriculum, accreditation and monitoring of Qualifications in schools, colleges and work, plus research and statistics. It provides a list of Qualifications and the awarding bodies but unlike the SAQA site does not provide access to the full Unit Standards. The FS NTO appears to be the UK equivalent of South Africa's Insurance Sector Training and Education Authority. While the standards are not posted on their site, they have published an apprenticeship (learnership) framework, which details the learning pathways of the Qualifications and National Occupational Standard titles for the apprenticeship. The elements (specific outcomes) and Performance (assessment) criteria of these standards were sourced by cross referencing the National Occupational Standards against one of the UK's leading accredited provider's, EDEXEL's Qualifications.

    The National Certificate: Financial Services: Level 3 was compared against the NVQ Advanced Modern Apprenticeship at level 3 because it has similar level descriptors. Competence at level 3 (UK) involves the:

    Competencies which involve the application of knowledge and skills in a broad range of varied work activities performed in a wide variety of contexts, most of which are complex and non-routine. There is considerable responsibility ad autonomy and control or guidance of others is often required.

    There are two learnerships provided by the FS NTO:

    1. An Advanced Modern Apprenticeship (England) and Modern Apprenticeship (Wales)
    2. An Advanced Modern Apprenticeship for Providing Financial Services (England) and Modern Apprenticeship for Providing Financial Services (Wales) (Banks and Building Societies)

    These provide new entrants to commerce and industry (Insurance and Banking) with the opportunity to gain a broad base of high quality knowledge and skills relevant to their chosen career. It is also designed to assist young people already working within industry, with the opportunity of a vocational training route towards further industry-relevant qualifications. There are five apprenticeships at level 3:

    Apprenticeship available on the learning streams

    An Advanced Modern Apprenticeship (England) and Modern Apprenticeship (Wales)

    The Advanced Modern Apprenticeship for Providing Financial Services (England) and Modern Apprenticeship for Providing Financial Services (Wales) (Banks and Building Societies).

    5 specialist streams-4 specialist streams
  • Insurance General and Intermediaries.
  • Insurance Life Offices.
  • Customer Service.
  • Administration.
  • Providing Financial Advice (excluding direct investment)-Providing Financial Services.
  • Customer Service.
  • Administration.
  • Providing Financial Advice.

    Australia

    The Australian Government's National Training Information Service website provides information on the Qualifications, Qualification Structures and the Unit Standards used. The National Certificate: Financial Services: Level 3 was compared to the three learning pathways available on the AQF level 3 framework:
  • AQF Certificate 3 in Financial Services.
  • AQF Certificate 3 in Financial Services (General Insurance)
  • AQF Certificate 3 in Financial Services (Accounts Clerical)

    The level descriptors on the Australian level 3 have similar outcomes to the SA descriptors, as follows:
  • Demonstrate some relevant theoretical knowledge.
  • Apply a range of well-developed skills.
  • Apply known solutions to a variety of predictable problems.
  • Perform processes that require a range of well developed skills where some discretion and judgment is required.
  • Interpret available information, using discretion and judgment.
  • Take responsibility for own outputs in work and learning.
  • Take limited responsibility for the output of others.

    Note: The financial services certificates and qualifications are currently under review in Australia. Industry Units are currently in the editorial stage of the Financial Services Review. This is a formal stage undertaken prior to endorsement of the units. The industry has endorsed 15 new qualifications and 116 new units of competency for all the units (standards). The review of their units is currently with their relevant government body for sign off - see process below for current status of review. However, these units are currently not available on the web site. Therefore the units for the purpose of this comparison are based on the existing units comprising the three abovementioned Level 3 certificates.

    Current Status (AQF financial standards)
  • Research.
  • Development.
  • Review.
  • Industry endorsement.
  • Government editing.
  • State, territory and federal education review.
  • National endorsement.

    Comparison / findings

    1. Fundamentals:

    UK: Fundamentals are referred to as Key Skill Units on the NVQ, and are certified separately. For both specialist streams, only one key skill is accredited at level 3.

    Key Skills (England and Wales)
    An Advanced Modern Apprenticeship (England) and Modern Apprenticeship (Wales)-The Advanced Modern Apprenticeship for Providing Financial Services (England) and Modern Apprenticeship for Providing Financial Services (Wales) (Banks and Building Societies)
  • Communication: Level 3
  • Application of Number: Level 2
  • Information Technology: Level 2
  • Problem Solving: Level 2-Communication: Level 3
  • Application of Number: Level 2
  • Information Technology: Level 1

    There is no evidence of a fundamental component in the design of the Australian certificate, although their Industry core standards are differentiated from their core standards, and could thus indicate that they are viewed as we view our fundamentals.
  • Mathematical Literacy

    On the NVQ learners need to achieve "Application of Number Level 2". The performance criteria call for work-based evidence, but the outcomes are not contextualised for the insurance environment. The SA level descriptors indicate a higher level of competence than those required of a learner competent on the NVQ. The Application of number level 2 on the NVQ is about applying number skills in a substantial activity that involves a series of straightforward tasks.
  • Interpret information from different sources;
  • Carry out calculations;
  • Interpret results and present findings.

    Unit Standards in the Australian certificate (both core and electives) have mathematical literacy as embedded knowledge (units of competency) in some of the standards, e.g. Balance cash holdings and Process claims payments.
  • Communication.

    The key skill unit under the UK framework Communication Level 3 includes the following outcomes:
  • Take part in a group discussion.
  • Make a formal presentation.
  • Read and synthesise information from at least two extended documents.
  • Write two types of document giving different information about complex subjects.

    There are also further mandatory units that include communication outcomes:
  • Develop and maintain positive relationships with members of staff.
  • Improve the customer relationship.
  • Monitor and solve customer relationship problems.

    And under the optional units the following have communication components:
  • Furnish the customer with any information they require about the products and services.
  • Advise customers as an insurance intermediary.
  • Advise other intermediaries.

    The South African communication Unit Standards for level 3 have an option that allows for communication to be contextualised in a business or workplace environment.

    As indicated, the Australian framework does not have a fundamental component but some of their core and elective standards have communication outcomes that correspond to the SA communications Unit Standards in the Financial Services Qualification. These include but are not limited to listening, questioning, reading and writing skills. Furthermore one of their industry core units is: "communicate in the workplace", which has verbal, listening and written components.
  • Financial Literacy.

    The financial literacy unit standards on the SA qualification ensure entry level financial related competencies for learners, and also ensure that individuals are able to apply the financial literacy concepts to their own lives to be financially responsible and therefore more productive and responsible employees. I.e. the industry requires financially responsible and empowered employees to work with their client's money and investments. Whilst there are no similar unit standards on the NVQ or AQF, financial literacy competencies are embedded in the unit standards that comprise their certificates. However, the application of these competencies does not extend to learners own life.

    Core learning

    In the UK there are nine streams of learning within the two apprenticeships at level 3:
  • Level 3 NVQ certificate in Insurance General and Intermediaries
  • Level 3 NVQ certificate in Insurance Life Offices
  • Level 3 NVQ certificate in Customer Service
  • Level 3 NVQ certificate in Administration
  • Level 3 NVQ certificate in Providing Financial Advice
  • Level 3 NVQ certificate in Providing Financial Services
  • Level 3 NVQ certificate in Customer Service
  • Level 3 NVQ certificate in Administration (For providing Financial services apprenticeship)
  • Level 3 NVQ certificate in Providing Financial Advice

    The core units for these learning pathways are described as mandatory units, and cross reference to the National Certificate: Financial Services: Level 3 in that they:
  • Cover similar outcomes but are sometimes classified differently, for example the SA Qualification classifies some of the communication outcomes as fundamental standards.
  • Cover knowledge of legislation relevant to financial services industry.

    In Australia there are three streams of learning at level 3:
  • AQF Certificate 3 in Financial Services.
  • AQF Certificate 3 in Financial Services - General Insurance)
  • AQF Certificate 3 in Financial Services - Accounts Clerical)

    All three streams have six industry core units that correlate to some of the proposed SA Insurance fundamental, and some of the Financial Services related personal development standards:

    These units are:
  • Work within a financial services context
  • Communicate in the workplace
  • Work as part of a team
  • Use technology in the workplace
  • Apply health and safety practices in the workplace
  • Resolve customer complaints

    Core standards on the SA framework for which there are no matches on the two international frameworks:
  • Interpret current affairs related to a specific business sub sector.
  • Identify ways of improving employment prospects.
  • Manage personal expenditure.
  • Research costs associated with marriage, birth, divorce and death in own circumstances.
  • Investigate the need to provide financially for own retirement.
  • Manage risk in own life.

    Comparison of Electives in the three Qualifications
  • General Administration and industry knowledge:

    Both international frameworks have standards that have synergies with the outcomes of the SA units.
  • Computer Literacy

    The NVQ requires that key skills, including information technology be included in the NVQ's. In addition there is a compulsory core IT unit that all learners must do to obtain the level 3 Qualification. There are further optional units (depending on the learning pathway) that test competence of various computer knowledge and skills. There are equivalent NVQ standards for all the South African Standards in the National Certificate: Financial Services: Level 3.

    On the AQF there is one Unit Standard in the core for use of technology which is very broad, and covers a range of the SA outcomes. These include, but are not limited to, selecting appropriate technology, ability to operate various software packages, legislation around information and confidentiality and care of equipment.
  • Bookkeeping and accounting:

    Bookkeeping and accounting competencies are included in the UK Administration stream of learning and the elective units of the certificate 3 on financial services and the core units of the certificate 3 financial services (accounts clerical) on the AQF.
  • General long term, GB and HBA

    Long term concepts and competencies correlate across the three frameworks adequately relating to Life offices and Group benefits. However there are no standards for Healthcare benefits, Medical Aid and funeral insurance.
  • Collective Investment Schemes

    UK: The QCA has a qualification listed on its database with the Chartered Insurance Institute called: Financial Planning Certificate. One of its units is "Protection, savings and investment products", which may cover some of the investment outcomes of the SA qualification. (The standards are not freely available for viewing)

    Australia: There are no standards in the qualifications researched for competencies around Collective Investment Schemes
  • Short term

    Short term concepts correlate across the three frameworks adequately.
  • Legislation:

    There are not separate standards for competencies regarding legislation in the international standards, but legislation is indicated as the qualifiers or measures of performance for their performance criteria or elements (assessment criteria). i.e. learners would have to apply knowledge of legislation to meet the outcomes.
  • Sales and Marketing

    There are specialist streams on both international frameworks for Sales and marketing and providing financial advice. As with FAIS compliance they have strict licensing requirements for any person providing financial advice or planning. In terms of transferring SA credits and qualifications to the UK and Australia, there may be further licensing requirements for certification.
  • Financial Services Related Personal Development

    There are more electives to choose from in this category in the SA qualification.

    The NVQ has the following standards that correlate:
  • Manage yourself
  • Develop and maintain positive working relationships with other members of staff
  • Monitor and maintain a healthy, safe and secure workplace

    There is no evidence of correlating standards on the AQF meeting the same outcomes as those in standards grouped as financial services related personal development in the National Certificate: Financial Services: Level 3.
  • Management

    On the NVQ there is one optional standard: "Lead the Work of Teams and Individuals to achieve their Objectives" resulting in leadership competencies for the competent learner. There are no leadership standards in the learning pathways for the level 3 qualifications on the AQF. The SA qualification acknowledges that there are employees who are responsible for the output for others, operating at level 3 by providing a broader selection of leadership standards.

    Conclusion

    The proposed National Certificate: Financial Services: Level 3 can be confidently compared to the UK's Level 3 Advanced Modern Apprenticeship and the Australian Certificates 3 in Financial Services, with the exception of funeral and health care or medical aid benefits which are not included in the international qualifications. There are no separate Qualifications covering these areas and it could be that the South African classification of assistance policies (funeral and medical schemes) under long term insurance is unusual.

    The International qualifications includes learning pathways and/or for learners in the banking sub-sectors. The SA qualification offers more flexibility in the choice of standards and learning pathways, as the NVQ and AQF streams are very structured with little choice when it comes to the optional standards.

    Both the NVQ and AQF standards focus on steps in the processes in an insurance environment such as Pay a claim, and Process a new business proposal. The competency-based nature of the SA Unit Standards makes them more sustainable, as processes can become outdated.

    There is also more focus on personal development and empowerment of the learner in the South African Qualification. i.e. the focus in not limited to work based competencies, but to increasing competency of the learner as a whole person.

    On the whole, the learners exiting any of the three Qualifications compared will have similar core competencies at similar levels to the learner exiting with this South African Qualification. However, the specialisation of the different UK and Australian fields of learning make the certificates more rigid and there may be a few gaps in terms of specialisation knowledge. 

  • ARTICULATION OPTIONS 
    This Qualification articulates horizontally with:
  • The National Certificate in Insurance: Level 3.
  • The National Certificate in Business Administration Services: Level 3.
  • The National Certificate in Financial Services Management Level 3.

    It articulates vertically with:
  • The National Certificate in Long Term Insurance: Level 4
  • The National Certificate in Long Term Risk Assessment: Level 4
  • The National Certificate in Healthcare Benefits: Claims Assessing: Level 4
  • The National Certificate in Short Term Insurance: Level 4
  • The National Certificate in Collective Investments (to be withdrawn in 2004)
  • The National Certificate in Financial Services Management: Level 4.
  • The National Certificate in Risk Management: Level 4.
  • The National Certificate in Wealth Management: Level 4.

    Fundamental Competencies gained in Communication and Mathematical Literacy in this Qualification will enable the learner to access any Qualification at NQF Level 4 in which he/she shows an interest. 

  • MODERATION OPTIONS 
    This Qualification will be internally assessed and externally moderated by a moderator registered by a relevant accredited ETQA or an ETQA that has a Memorandum of Understanding with the relevant accredited ETQA.
  • Moderators, competent at the level of the Qualification, are registered by a relevant accredited ETQA to ensure that the standard across assessors is consistent.
  • Moderators must be registered as assessors with the relevant ETQA.
  • Moderators are required to report to a relevant accredited ETQA.
  • A relevant accredited ETQA will monitor and quality assure moderation and assessment according to guidelines in the Qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    This Qualification will be internally assessed by the provider and moderated by a moderator registered by a relevant accredited ETQA or an ETQA that has a Memorandum of Understanding with the relevant accredited ETQA.
  • Assessors must be registered as assessors with a relevant accredited ETQA.
  • Moderators, competent at the level of the Qualification are registered by a relevant accredited ETQA to ensure that the standard across assessors is consistent.
  • Achievement of the National Certificate: Financial Services: Level 3 must be accredited as providers with a relevant accredited ETQA.
  • Assessors should be inn possession of an insurance qualification at NQF level 3 or higher. 

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

    NOTES 
    This Qualification has replaced 20177 'National Certificate: Insurance', Level 3, Credits 120. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  113924  Apply basic business ethics in a work environment  Level 2  NQF Level 02 
    Core  114974  Apply the basic skills of customer service  Level 2  NQF Level 02 
    Core  113904  Explain how money laundering legislation impacts on monetary transactions in South Africa  Level 2  NQF Level 02 
    Core  113918  Explain the implications of the Financial Advisors and Intermediaries Services` Act, (FAIS) for employees in financial services organisations  Level 2  NQF Level 02 
    Core  114962  Investigate the structure of a financial services workplace  Level 2  NQF Level 02 
    Core  114952  Apply problem-solving techniques to make a decision or solve a problem in a real life context  Level 3  NQF Level 03 
    Core  114943  Describe how to manage workplace relationships  Level 3  NQF Level 03 
    Core  113922  Explain the structure of the financial services industry in South Africa  Level 3  NQF Level 03 
    Core  114985  Indicate how different needs lead to the development of different Financial Service products  Level 3  NQF Level 03 
    Core  117125  Interpret current affairs related a selected business sub sector  Level 3  NQF Level 03  10 
    Core  114960  Investigate the need to provide financially for own retirement  Level 3  NQF Level 03 
    Core  114984  Manage electronic mail in a business environment  Level 3  NQF Level 03 
    Core  114970  Manage risk in own life  Level 3  NQF Level 03 
    Core  117171  Manage time effectively to enhance productivity and enable a balanced lifestyle  Level 3  NQF Level 03 
    Core  114979  Operate a computer workstation in a business environment  Level 3  NQF Level 03 
    Core  8986  Research the history of the Financial Services Industry in South Africa  Level 3  NQF Level 03  10 
    Fundamental  9302  Access information in order to respond to client enquiries in a financial services environment  Level 3  NQF Level 03 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  9303  Communicate verbally with clients in a financial environment  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  10713  Identify possible ways of improving employment prospects  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  10712  Manage personal expenditure  Level 3  NQF Level 03 
    Fundamental  10714  Research costs associated with marriage, birth, divorce and death in own circumstances  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  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  114957  Contribute to the health, safety and security of a financial services workplace  Level 2  NQF Level 02 
    Elective  11816  Demonstrate knowledge and understanding of the rights and responsibilities of the individual under the South African Constitution  Level 2  NQF Level 02 
    Elective  11817  Demonstrate knowledge and understanding of the structures that reinforce and support human rights in South Africa  Level 2  NQF Level 02 
    Elective  114973  Identify the types of records required in the financial services industry and indicate why it is necessary to create evidence  Level 2  NQF Level 02 
    Elective  119912  Investigate credit in own circumstances  Level 2  NQF Level 02 
    Elective  114971  Maintain an existing information system in a financial services environment  Level 2  NQF Level 02 
    Elective  119913  Use a personal budget to manage own money  Level 2  NQF Level 02 
    Elective  117104  Administer a long term insurance claim  Level 3  NQF Level 03 
    Elective  117108  Administer basic asset related transactions  Level 3  NQF Level 03 
    Elective  117124  Administer basic asset related transactions in a Retirement Fund  Level 3  NQF Level 03 
    Elective  117116  Administer basic client related transactions in a Collective Investment Scheme Manager or Linked Investment Service Provider (LISP)  Level 3  NQF Level 03  10 
    Elective  117423  Administer credit purchase transactions  Level 3  NQF Level 03 
    Elective  117422  Administer credit sales transactions  Level 3  NQF Level 03 
    Elective  117419  Administer income and receipts  Level 3  NQF Level 03 
    Elective  117136  Administer long term employee benefits and medical scheme membership  Level 3  NQF Level 03 
    Elective  117420  Administer payments and expenses  Level 3  NQF Level 03 
    Elective  117111  Apply knowledge of basic accounting principles to financial services  Level 3  NQF Level 03 
    Elective  117424  Calculate and record value added tax transactions  Level 3  NQF Level 03 
    Elective  117425  Compile reconciliation statements  Level 3  NQF Level 03 
    Elective  117421  Demonstrate basic accounting concepts  Level 3  NQF Level 03  12 
    Elective  117141  Describe healthcare cover in South Africa  Level 3  NQF Level 03 
    Elective  114983  Describe life insurance  Level 3  NQF Level 03 
    Elective  117130  Explain aviation insurance  Level 3  NQF Level 03 
    Elective  117132  Explain basic economics  Level 3  NQF Level 03 
    Elective  117135  Explain insurance transactions specific to Lloyd's of London  Level 3  NQF Level 03 
    Elective  117146  Indicate the scope of life insurance in South Africa  Level 3  NQF Level 03 
    Elective  117134  Indicate the scope of short term insurance in South Africa  Level 3  NQF Level 03 
    Elective  117128  Investigate the upside and downside business risk in hand held electronic devices.  Level 3  NQF Level 03 
    Elective  117133  Manage own work performance in relation to an organisation's performance management system  Level 3  NQF Level 03 
    Elective  117427  Prepare general ledger accounts and initial trial balance  Level 3  NQF Level 03 
    Elective  117418  Understand the Petty Cash system  Level 3  NQF Level 03 
    Elective  117123  Analyse different group retirement products  Level 4  NQF Level 04 
    Elective  117120  Analyse the Pension Funds Act as it applies to the administration of retirement funds  Level 4  NQF Level 04 
    Elective  117122  Analyse the role of group retirement benefits in the insurance industry  Level 4  NQF Level 04 
    Elective  117126  Apply knowledge and insight into aspects of the Long Term Insurance Act, Act 52 of 1998  Level 4  NQF Level 04 
    Elective  117121  Apply knowledge and insight into the Short Term Insurance Act (No 53 of 1998) and the accompanying regulations  Level 4  NQF Level 04 
    Elective  117149  Apply knowledge and insight into the statutory cover afforded under the Compensation for Occupational Injuries and Diseases Act, 130 of 1993, as amended (COIDA)  Level 4  NQF Level 04 
    Elective  117118  Apply knowledge of the current Medical Schemes Act and the accompanying regulations  Level 4  NQF Level 04 
    Elective  113921  Apply knowledge of the sales cycle in wealth management  Level 4  NQF Level 04 
    Elective  117129  Apply the regulations for disclosure that are required as part of the financial sales process  Level 4  NQF Level 04 
    Elective  12164  Demonstrate knowledge and insight of the Financial Advisory and Intermediary Services Act (FAIS) (Act 37 of 2002)  Level 4  NQF Level 04 
    Elective  117127  Describe and apply the basic principles of personal income tax  Level 4  NQF Level 04 
    Elective  117137  Describe group insured benefits  Level 4  NQF Level 04 
    Elective  117117  Describe standard insurance cover in terms of SASRIA  Level 4  NQF Level 04 
    Elective  117241  Develop a business plan for a small business  Level 4  NQF Level 04 
    Elective  117131  Explain the legislation relating to marriage, divorce and maintenance as it applies to retirement benefits  Level 4  NQF Level 04 
    Elective  117155  Explain the scope of the Compensation for Occupational Injuries and Diseases Act 130 of 1993 (COIDA)  Level 4  NQF Level 04 
    Elective  117215  Explain the use of coding in Healthcare Benefits Administration  Level 4  NQF Level 04 
    Elective  117156  Interpret basic financial statements  Level 4  NQF Level 04 
    Elective  117244  Investigate the possibilities of establishing and running a small business enterprise (SMME)  Level 4  NQF Level 04 
    Elective  117158  Investigate ways of managing financial risk in own lives  Level 4  NQF Level 04 


    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
    When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced 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. African Resources & Financial Training (Pty) Ltd 
    2. Boston School Of Finance 
    3. CKP Development Agency (Pty) Ltd. 
    4. Faisit (Pty) Ltd 
    5. Indwe Risk Services (Pty) Ltd 
    6. RJM Educational Consulting PTY LTD 
    7. Sanlam Life Insurance Ltd 
    8. Sanlam Life Insurance Ltd. 
    9. Workers Academy of Insurance 



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