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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Further Education and Training Certificate: Long-Term Risk Assessment 
SAQA QUAL ID QUALIFICATION TITLE
49529  Further Education and Training Certificate: Long-Term Risk Assessment 
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
Further Ed and Training Cert  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  150  Level 4  NQF Level 04  Regular-Unit Stds Based 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Reregistered  SAQA 10105/14  2015-07-01  2018-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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
20774  National Certificate: Insurance: Long Term: Risk Assessment  Level 4  NQF Level 04  120  Complete 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purpose of the Qualification is to build knowledge and skill required by employees in Long-term insurance who have had schooling at or below NQF level 4. It serves as a bridging Qualification into Long-term risk assessment as learners will not have acquired the necessary knowledge as part of the school curriculum. It is intended to empower learners to acquire the knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work in the financial services industry. It should add value to the qualifying learner in terms of enrichment of the person, status and recognition.

As a Qualification that covers Long-term insurance related learning, it provides a framework for learners to develop competencies that will give them insight into the Long-term Insurance sub sector, which includes life, reinsurance, Healthcare Benefits Administration and pension/retirement benefits. It introduces a basic understanding of the key terms, rules, concepts and principles of the field that will enable learners to be informed workers in the industry. It provides a balanced learning experience that allows flexible access to life-long learning, higher education and to productive employment in Long-term insurance. It provides an opportunity for learners to learn and apply academic skills in relation to the workplace, allow for multi-skilling and forms part of a learnership.

The FETC: Long-term Risk Assessment allows the individual to work towards a nationally recognised Qualification. It is flexible enough to accommodate both learners in formal education and learners already employed in the Long-term insurance sector. The focus is on basic information gathering, analysis, presentation and the ability to apply knowledge of the field to solve routine problems within given frameworks.

Qualifying learners should be knowledgeable about and competent in:
  • Carrying out basic research, information gathering and analysis.
  • Interpreting current affairs and their influence on Long-term insurance.
  • Applying knowledge of anatomy and physiology and related impairments to assess risk.
  • Underwriting Long-term insurance policies or assessing Long-term claims to a limited level of authority.
  • Explaining Long-term products including group retirement benefits, life and healthcare.
  • Communication and mathematical literacy at a level that allows them to operate effectively in the financial services industry.
  • Behaviour and ethics in a work environment.
  • Risk exposure, the relationship between Life Style Measurement (LSM) categories and Long-term insurance and the early identification of intended fraud.
  • The risk related policies and procedures of a specific insurer.
  • Managing aspects of personal finances.
  • The application of the law of contract in Long-term insurance.

    These Unit Standards are intended as building blocks for the further development of skills that will make the learner a more fulfilled, informed, efficient and cost effective worker in the industry. This should result, in turn, in more effective and efficient service to the consumer and should make the industry more competitive in the global market.

    Rationale:

    FETC: Long-Term Risk Assessment replaces the National Certificate in Insurance: Long-term: NQF Level 4: Risk Assessment that was registered in 2001 to meet the needs of Long-term insurance underwriters and claims assessors. It provided an introduction to the underwriting and the assessing of Long-term claims, an area where there were no existing Qualifications. Learners were trained in-house by the different insurers and reinsurers and then spent many years acquiring the necessary expertise. The Qualification has been reviewed and is replaced by the FETC: Long-term Risk Assessment.

    The proposed Qualification is more focused and fit for purpose than the registered National Certificate in Insurance: Long-term: NQF Level 4: Risk Assessment. It is critical for Long-term Underwriters and Claims Assessors and will be useful for
  • Learners in actuarial support functions who determine needs and products.
  • Product developers who need to have an idea of how the products that they develop will work, and who need to be able to communicate with their peers on different disorders in order to price a product.
  • Learners who work with lifestyle measurements and need a fundamental knowledge of medical conditions and impairments to interpret statistics of a techno-medical nature.
  • Learners who need a detailed understanding of what the different Long-term products cover and therefore need to understand the terminology, risk and how the products evolved in order to discuss the products with underwriters, claims assessors and medical practitioners in the course of their work.
  • Learners with medical and paramedical Qualifications who wish to move into underwriting and claims assessing in Long-term insurance.

    The FETC: Long-term Risk Assessment provides an introduction to underwriting and the assessing of claims in Long-term Insurance and reinsurance and is the first step on a career path for learners who
  • Have attained the National Certificate in Insurance: Level 3 and wish to continue on a path of life-long learning.
  • Have worked in the Long-term insurance sub sector for many years, but have no formal Qualifications in underwriting, reinsurance or claims assessing.
  • Are in a learnership agreement in the Long-term Insurance sub sector.
  • Have recently taken up a position in underwriting, reinsurance or claims assessing in Long-term Insurance.

    Learners employed as underwriters and Long-term claims assessors at this level do work that requires an understanding of the Long-term sub-sector within the context of the Financial Services industry and a fundamental knowledge of the anatomy and physiology of the body and related impairments. They are required to interpret medical information in order to assess a Long-term risk that may require an adjustment of an application of Underwriting or Scheme rules. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are competent in
  • Communication at NQF Level 3
  • Mathematical Literacy at NQF Level 3
  • Computer Literacy at NQF Level 3

    Recognition of prior learning:
  • The FETC: Long-term Risk Assessment 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 standard 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 
    The Qualification consists of a Fundamental, a Core and an Elective Component.

    To be awarded the Qualification, learners are required to obtain a minimum of 150 credits as detailed below.

    Fundamental Component:

    The Fundamental Component consists of Unit Standards in:
  • Mathematical Literacy at NQF Level 4 to the value of 16 credits.
  • Communication at NQF Level 4 in a First South African Language to the value of 20 credits.
  • Communication in a Second South African Language at NQF Level 3 to the value of 20 credits.
  • Financial Literacy at NQF Level 4 to the value of 12 credits.

    It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3.

    For the purpose of this Qualification twelve credits are also required for Financial Literacy at NQF Level 4.

    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 finances.

    All Unit Standards in the Fundamental Component are compulsory.

    Core Component:

    The Core Component consists of Unit Standards to the value of 61 credits all of which are compulsory.

    Elective Component:

    The Elective Component consists of Unit Standards in a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and Elective Unit Standards at least to the value of 21 credits.

    There is a set of electives that is particularly appropriate to underwriters and a set that applies more specifically to claims assessors. Underwriters and claims assessors are strongly advised to select electives from these sets. The grouping of the Electives does not imply that learners should select Electives from only one specific category. Electives selected may relate directly to the learner's work role in an organisation or may be life skills to enhance employability. The Electives have been grouped under the headings:
  • Underwriting. Underwriters should do the following electives to ensure that the qualification is fit for purpose.
  • Underwrite a standard risk in Long-term insurance.
  • Explain insurable risk.
  • Long-term Claims Assessing. Long-term claims assessors should do the following electives to ensure that the qualification is fit for purpose.
  • Assess a Long-term claim.
  • Describe the control of fraud in Long-term insurance.
  • Administer a Long-term claim.
  • General Long-term Insurance:
    > Legislation.
    > Personal Development.

    Unit Standards for Trustees of Retirement Funds and Medical Schemes, including fiduciary duties have been included as learners could be elected to such positions and need to know what these positions entail. The Department of Finance and the Financial Services Board have identified trustee training as a national necessity.

    Life Skills unit standards that serve as a means of personal development for learners in a democratic South Africa have also been included as Electives. 

  • EXIT LEVEL OUTCOMES 
    The FETC: Long-term Risk Assessment is intended for personnel already employed in the industry or learners in learnerships. The focus is on fundamental medical knowledge, the understanding and application of Long-term risk factors and an ability to apply appropriate processes and procedures to solve problems in a familiar context, to adjust applications when required and to motivate the change. Learners are required to apply literacy and numeracy skills to different Underwriting and Long-term Claims Assessing contexts. They are expected to gather, analyse and evaluate information from a range of sources and to present and communicate information reliably and accurately, both verbally and in writing.

    Learners should have the capacity to take responsibility for their own learning within a supervised environment and should be able to evaluate their own performance and address their shortcomings.

    1. Carry out basic research tasks and applying literacy and numeracy skills to analyse, interpret and evaluate information from a range of sources related to Long-term insurance or reinsurance and the assessment of risk.
    2. Manage personal finances and risk.
    3. Apply knowledge of legislation, ethics, compliance and fraud in the assessment of Long-term risk.
    4. Apply knowledge of anatomy, physiology and related impairments to assess risk.

    Exit Level Outcomes for the Critical Cross-Field Outcomes

    The learner can demonstrate ability to:
  • Identify and solve problems in which responses show that responsible decisions using critical thinking have been made in underwriting a standard life at ordinary rates or making a claims decision about a Long-term death, disability or impairment claim.
  • Work effectively with others as a member of a team, group, organisation or community.
  • Organise and manage oneself and one's 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 allocated tasks responsibly in the work environment. Work output is in line with an agreed mandate, relevant service agreements and an organisation's customer service standards applicable to underwriters or claims assessors within a Long-term insurance environment. The learner is required to complete research assignments timeously and to apply knowledge of different aspects of Long-term insurance.
  • 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 analyse information from the media.
  • Communicate effectively using visual, mathematical 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.
  • Use science and technology effectively and critically showing responsibility towards the environment and the health of others in that the insurance industry is technology driven and very few activities take place without the application of technology. The learner is also expected to access information from electronic media and use a computerised database.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation and that relevant references are made to the learners' part in: The big picture; issues of compliance and how the learner's actions have implications for others in the system.

    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 own knowledge gaps in order to plan own learning schedule to acquire the knowledge to progress to the next level of authority within an underwriting or claims assessing department.
  • 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.
  • Participating as a responsible citizen in the life of local, national and global communities by accepting responsibility for own financial wellness and income tax.

    The following shows the spread of Critical Cross-field Outcomes across the Unit Standards that are classified as Core and Financial Literacy in the FETC: Long-term Risk Assessment and the specified underwriting and claims electives.

    Core and Financial Literacy

    Describe and apply the basic principles of personal income tax.
  • Solve problems/ Make decisions
  • Organisation
  • Communicate

    Interpret basic financial statements.
  • Solve problems/ Make decisions
  • Organisation
  • Communicate

    Analyse impairments related to blood disorders and the associated impact on the assessment of risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Related systems

    Analyse impairments related to the endocrine system and their impact on the assessment of Long-term risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Related systems

    Analyse impairments related to the digestive and urinary systems and their impact on the assessment of Long-term risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Related systems

    Analyse impairments of the reproductive system and their impact on the assessment of Long-term risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology

    Analyse cardiovascular related impairments and their impact on the assessment of Long-term risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Personal Development

    Analyse respiratory related impairments and their impact on the assessment of Long-term risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Personal Development

    Analyse cancer as impairment and the associated impact on the assessment of risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Personal Development

    Analyse psychological and psychiatric impairments and the associated impact on the assessment of risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Personal Development

    Analyse neurological related impairments and the associated impact on risk assessment.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Personal Development

    Analyse musculo-skeletal related impairments and their impact on the assessment of Long-term risk.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Technology
  • Related systems

    Explain and apply ethical conduct in a business environment.
  • Solve problems/ Make decisions
  • Team work
  • Information
  • Communicate
  • Related systems
  • Personal Development

    Analyse new developments reported in the media that could impact on Long-term insurance.
  • Solve problems/ Make decisions
  • Organisation
  • Information
  • Communicate
  • Technology
  • Related systems
  • Personal Development

    Identify and explain trends and issues in the Long-term insurance market that present an abnormal risk.
  • Solve problems/ Make decisions
  • Information
  • Related systems

    Analyse the different products available in the Long-term insurance industry and the benefits of each.
  • Information
  • Communicate

    Demonstrate knowledge and application of the relationships between Life Style Measurements (LSM) and Long-term insurance.
  • Information
  • Communicate
  • Related systems

    Describe life insurance.
  • Technology
  • Related systems
  • Personal Development

    Apply the law of contract to insurance.
  • Solve problems/ Make decisions
  • Information
  • Communicate

    Determine risk exposure in order to manage the risk in a specific situation.
  • Solve problems/ Make decisions
  • Information
  • Communicate

    Underwrite a standard risk in Long-term insurance.
  • Solve problems/ Make decisions
  • Team work
  • Organisation
  • Information
  • Communicate
  • Related systems

    Explain insurable risk.
  • Solve problems/ Make decisions
  • Information
  • Communicate
  • Related systems

    Explain the roles of actuaries, underwriters, claims assessors and reinsurers in Long-term insurance.
  • Information
  • Related systems

    Assess a Long-term claim.
  • Solve problems/ Make decisions
  • Organisation
  • Communicate
  • Technology
  • Related systems

    Describe the control of fraud in Long-term insurance.
  • Solve problems/ Make decisions
  • Information
  • Communicate
  • Technology
  • Related systems

    Administer a Long-term claim.
  • Solve problems/ Make decisions
  • Organisation
  • Information
  • Communicate
  • Technology
  • Personal Development

    Exit points for learners who do not complete a Qualification
  • Learners will be credited with unit standards in which they have proved competence.
  • Learners who complete individual unit standards but do not complete this Qualification retain their credits. However, should the substance of the unit standards change, the validity of the credits towards the Qualification is subject to review.
  • Learners who change their provider or learning site before completing the Qualification may transfer their credits to the new learning site.
  • An authorised, original NLRD record of learning is required as proof of learning before the learner is officially transferred to the new learning site. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    1.
  • Current events and developments that could impact on Long-term Insurance are analysed and discussed and a personal point of view is offered in the discussion indicating ability to anticipate or predict future trends.
  • Knowledge learnt in various unit standards and current events as they occur is integrated with a developing understanding of the Long-term environment in general, and the assessment of risk in particular, so that knowledge of the industry is applied in authentic situations.
  • Information is gathered, analysed, summarised, interpreted from a range of sources and presented reliably and accurately. Positions taken are motivated and substantiated.
  • Different Long-term products are analysed to determine cover.
  • Life Style Measurements are applied to the assessment of risk in Long-term insurance.
  • Risk exposure in a specific situation is identified, qualified and managed from an underwriting or claims perspective.

    Associated Unit Standards
  • Analyse new developments reported in the media that could impact on Long-term insurance.
  • Analyse the different products available in the Long-term insurance industry and the benefits of each.
  • Demonstrate knowledge and application of the relationship s between Life Style Measurements (LSM) and Long-term insurance.
  • Describe life insurance.
  • Determine risk exposure in order to manage the risk in a specific situation.
  • Explain the roles of actuaries, underwriters, claims assessors and reinsurers in Long- term insurance.

    2.
  • The basic principles and different forms of individual income tax are explained with reference to an individual's liability and duty to pay tax.
  • Basic financial statements are analysed and used to make a personal financial decision.
  • Financial risk in own life is analysed and ways to reduce own financial risk are investigated for different types of risk.

    Associated Unit Standards
  • Describe and apply the basic principles of personal income tax.
  • Interpret basic financial statements.
  • Investigate ways of managing financial risk in own lives.

    3.
  • Methods, procedures and techniques of underwriting and/or Long-term claims assessing are explained with reference to specific company policy, legislative requirements and industry practices.
  • Information is gathered, analysed, evaluated, interpreted, recorded and presented and decisions are explained within own authority limits or mandate and with due regard for compliance.
  • The concept of ethics is explained with reference to an organisations code of conduct and an individual's personal and property rights.
  • Own professional behaviour is assessed to determine gaps in own knowledge and the learning required to achieve an extended authority limit.
  • Knowledge of legislation is applied to the assessment Long-term risk.
  • Trends and issues in Long-term insurance that present an abnormal risk are interpreted to anticipate fraud.

    Associated Unit Standards
  • Explain and apply ethical conduct in a business environment.
  • Apply the law of contract to insurance.
  • Identify and explain trends and issues in the Long-term insurance market that present an abnormal risk.
  • Underwrite a standard risk in Long-term insurance and Explain insurable risk, or
  • Assess a Long-term claim and describe the control of fraud in Long-term Insurance and Administer a Long-term claim.

    4.
  • Knowledge of the major systems of the body is applied to assess a risk.
  • The diagnosis and treatment of cancer and blood disorders is explained and applied to assess a risk.
  • Knowledge of HIV/AIDS is applied to the major systems of the body to identify the impact on underwriting and claims.

    Associated Unit Standards
  • Analyse impairments related to blood disorders and the associated impact on the assessment of risk.
  • Analyse impairments related to the endocrine system and their impact on the assessment of Long-term risk.
  • Analyse impairments related to the digestive and urinary systems and their impact on the assessment of Long-term risk.
  • Analyse impairments of the reproductive system and their impact on the assessment of Long-term risk.
  • Analyse cardiovascular related impairments and their impact on the assessment of Long-term risk.
  • Analyse respiratory related impairments and their impact on the assessment of Long-term risk.
  • Analyse cancer as impairment and the associated impact on the assessment of risk.
  • Analyse psychological and psychiatric impairments and the associated impact on the assessment of risk.
  • Analyse neurological related impairments and the associated impact on risk assessment.
  • Analyse musculo-skeletal related impairments and their impact on the assessment of Long-term risk.

    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 are able to 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 FETC: Long-term Risk Assessment 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 
    Traditionally, the larger insurers and reinsurers did in-house training of Long Term Underwriters and Claims Assessors in South Africa, and expertise was accumulated through experience. There were no providers in formal education that offered courses specifically in long term underwriting and claims assessing and there was no way of comparing the merit of the various in-house courses. In terms of current SAQA definitions most of the long term underwriting and claims assessing courses available in South Africa would be classified as short courses or skills programmes rather than Qualifications. The National Certificate in Insurance: Long Term: NQF Level 4: Risk Assessment provided a structure for training long term underwriters and claims assessors in South Africa. It is not offered at any formal institution, but has provided a standard for the training of underwriters and claims assessors within the industry. At the time of registration it was not compared to specific international Qualifications.

    This comparison is based on the following Qualifications:

    United Kingdom (UK)
  • Skills Council for Financial Services National Standards: Underwriting Group, registered on NVQ.
    Unfortunately, the Underwriting Group of Standards registered through the Skills Council for Financial Services National Standards are only at levels 2 and 3. The document only indicates the core standards. The difficulties experienced finding an equivalent UK national Qualification can be explained by the findings of the INSETA task group during a visit to the UK and Ireland. It was found that consultants developed the standards for the Insurance industry without input from industry stakeholders. There has not been buy-in for NVQ insurance Qualifications from the industry and Qualifications and standards are owned by the providers that developed the Qualifications. This makes it difficult to access the standards and Qualifications.
  • Chartered Insurance Institute (UK) Elective Module: Life and Disability Underwriting
    The CII provides an advanced diploma in Insurance, which is set at a UK degree level. One of the units in the advanced diploma is Life and Disability Underwriting. This is a unit of study comprising 120 hours of learning, roughly equivalent to 12 credits on the South African NQF at level 6. The CII provided the SGB with an overview of the unit, which enabled the SGB to compare the Core Unit Standards and outcomes in the FETC: Long Term Risk Assessment with the unit at a broad level although the advanced diploma is at a higher cognitive level.

    The UK National standards are at a lower level than the South African Unit Standards. A wider search led to contact with Hank George, founder of the International Underwriting Congress, former President of the Home Office Life Underwriters Association. He is an active member of the Association of Home Office Underwriters, the Canadian Institute of Underwriters, the Institute of Caribbean Home Office Underwriters and the American Academy of Insurance Medicine, and involved in the investigation of the accreditation of Long term Risk Assessors in the USA and Canada. This did not provide Qualifications or standards for comparison. What this indicates however is the professionalism and the standards of competencies required of Life Underwriters internationally, through training and education obtained in-house and through universities and professional associations and Continuing Education Points (CPE).

    Australia
  • Certificate IV in Financial Services, registered on AQF. For this comparison Standards were obtained from draft documentation as the standards are still in the registration process in Australia. Some of the Unit Standards in the South African Qualification are electives in the Certificate III and Diploma in Financial Services so relevant units have also been sourced from these Qualifications.

    Sites researched / Organizations contacted:

    USA and Canada

    A site for Life Underwriters called lifeunderwriting.com led to contact with a Hank George, FALU, CLU, FLM, hankgeorge@aol.com. Hank advised that Underwriters are not officially accredited against a national curriculum or standard. They have a programme of exams, by underwriters and for underwriters, organised by the US and Canadian national underwriting associations, leading to the designation Fellow of The Academy of Life Underwriting (FALU). The sites of Associations, Providers and Universities that provide the exams leading to the professional designation were researched and where possible contacted, but none provided an overview of their outcomes for a comparison.
  • Association for Advanced Life Underwriting (AALU): The mission of AALU is to monitor, develop and present legislation and regulation in the areas of advanced life insurance planning, to serve the best interests of its members and the public. It is also the mission of AALU to provide education and leadership in sustaining and improving the business environment for those engaged in advanced life insurance planning. http://www.aalu.org/
  • The National Alliance for Insurance Education and Research: Provide practical continuing education programmes for all involved in insurance and risk management. More than 75,000 participants attend at least one of 1,900 programmes per year, conducted in all 50 US states and throughout the Caribbean. The web site provides an overview of the Certified Risk Managers course leading to a professional designation. However the course is more generic that Life Risk Assessment, and is not applicable for the comparison. The Alliance was requested to supply an overview of the Life modules but did not respond. http://www.scic.com/index.htm
  • Society of Insurance Trainers and Educators: The Society of Insurance Trainers and Educators provides performance improvement opportunities to Society members through programmes, networking, and services. This site indicated that there are over 85 designations within the insurance industry. However, the designations and learning pathways to accreditation are only available for members. The organisation was contacted through the web link and a Lois Markovich replied that he did not have the information required. Through the web links site the SGB contacted http://www.insurancetrainers.org/
  • American Risk and Insurance Association: ARIA is a professional association of insurance and risk management scholars and professionals. Through ARIA, members receive many tools and opportunities for growth and education. They offer member Conferences, research papers, and recognition. Their goals include the expansion and improvement of academic instruction to students of risk management and insurance. Providers including Georgia State University, The University of Charlotte, The University of Texas, and WebCE that provide mainly university courses in Life Underwriting or leading to the designation of FALU were contacted through the web links page of the ARIA site, to ascertain whether there are common outcomes with the South African Qualification. They did not respond to the request for information. Research on http://www.aria.org/ indicates the relevance of Continuing Education Points (CPE) in maintaining Qualifications / designations.

    UK
  • Qualification and Curriculum Authority (UK): The Qualification and Curriculum Authority (QCA) in the United Kingdom are responsible for standards in education and training. Their site covers the schools curriculum, accreditation and monitoring of Qualifications in schools, colleges and work, as well as research and statistics. http://www.qca.org.uk
  • Financial Services Skills Council - UK: The Financial Services Skills Council is licensed by the UK government to work in partnership with employers to provide strategic and responsible leadership for training, education and development for the financial services industry in the UK. http://www.fsnto.org.uk
  • The Charted Insurance Institute (CII) is a professional provider organisation for employees working in the insurance and financial services industry. It provides access to relevant Qualifications for employees at all levels and across all sectors of the industry. The CII provides an elective module (555) called Life and disability underwriting, which is part of their Advanced Diploma in Insurance. The SGB received cooperation from the CII and have used this unit for the comparison that follows. http://www.cii.co.uk

    AUSTRALIA
  • Australian Qualifications Authority: http://www.aqf.edu.au
  • The National Training Information Service (Australia): The Australian Government's National Training Information Service web site provides information on the Qualifications, Qualification structures and the Unit Standards registered on the AQF. http://www.ntis.gov.au
  • National Finance Industry Training Advisor: The SGB made contact with the project team responsible for scoping and rewriting the Financial Services Training Package. A training package is an integrated set of nationally endorsed competency standards, assessment guidelines and AQF Qualifications for a specific industry, industry sector or enterprise. http://www.nfitab.com.au

    AFRICA
  • Botswana Training Authority (BOTA) BOTA has registered 164 Unit Standards for 3 sectors (trainers and assessors (practice standards), wholesale and retail and Information and Communications Technology), but has not yet registered standards for their financial services industry. http://www.bota.org.bw

    OTHER

    Previous comparisons for Financial Services Qualifications at Levels 2 and 3 established that a comparison in a country with an emerging economy is not possible at present. This is 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 web sites considered for these comparisons are:
  • 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/.


    Countries for comparison with the Qualification FETC: LONG TERM RISK ASSESSMENT

    Level Descriptors: (The fundamental unit standards for this comparison are against level 4 descriptors in spite of the lower level core competencies)

    UK: Competence at level 4 involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.

    Australia: Competence at level 4 involves:
  • Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts
  • Apply solutions to a defined range of unpredictable problems.
  • Identify and apply skill and knowledge areas to a wide variety of contexts with depth in some cases.
  • Identify, analyse and evaluate information from a variety of sources.
  • Take responsibility for own outputs in relation to specified quality standards.
  • Take limited responsibility for the quantity and quality of the output of others.

    Detailed comparisons

    FUNDAMENTALS

    Mathematical Literacy:

    UK: The UK's Key skill Unit Application of Number - Level 4 has three elements (Specific outcomes)
    1. Develop a strategy for using application of number skills over an extended period of time.
    2. Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving:
  • Deductive and inferential reasoning
  • Algebraic modeling.
    3. Evaluate your overall strategy and present the outcomes from your work, including use of charts, graphs and diagrams to illustrate complex data.

    The UK standard is similar to the SA standards in that the use of Mathematics is applied to a work or life problem. A hypothesis is stated, and maths is used to research and evaluate a work related problem. The UK standard is broader than the three SA standards as it does not state which mathematical strategy or methodology (statistics, algebra, geometry) the learner should use for the problem. It would seem that any of these methods (depending on the research problem) is acceptable whereas the SA learner will have to be competent against a range of mathematical methods.

    Communication:

    UK: The Key Skills Unit Communication Level 4 involves:
    1. Develop a strategy for using communication skills over an extended period of time.
    2. Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving at least:
  • One group discussion about a complex subject
  • One document of 1,000 words or more about a complex subject.
    3. Evaluate your overall strategy and present the outcomes from your work, using at least one formal oral presentation. Include a variety of verbal, visual and other techniques to illustrate your points.

    There are some synergies with the contextualised communication Unit Standard: Use the writing process to compose texts required in a business environment. The UK standard requires the additional competencies of making a business presentation.

    AUSTRALIA (AQF): Communicate in the workplace the level 4 Unit Standard is not available on the web site at present so it is difficult to gauge how accurately the outcomes of the two standards correspond.

    Financial Literacy:

    The financial literacy Unit Standards in the FETC: Long Term Risk Assessment introduce entry-level financial related competencies for learners, and ensure that individuals are able to apply the financial literacy concepts in 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.

    UK: There were no similar Unit Standards in insurance Qualifications on the NVQ however financial literacy competencies are embedded in other Unit Standard across the UK Qualification although the application of these competencies does not appear to extend to learners own lives.

    AQF: Previous comparisons with the Australian Qualifications indicated that Financial Literacy concepts are embedded in the core units but do not extend to application in the learners own lives. This is no longer the case as new standards to assist learners to manage finances in their own lives as well as educate clients on relevant financial concepts are soon to be registered on the AQF. The draft units (standards) have been categorised as elective standards in the Australian Qualification. The standards cover topics and outcomes similar to those in the South African Financial Literacy standards at Levels 2 to 4; however, the SA Qualification has no obvious emphasis on consumer education, as this is not an industry requirement for insurance workers. Standards with competencies that may be compared to the Financial Literacy Unit Standards in the FETC: Long Term Risk Assessment are:
  • Develop understanding of debt and consumer credit covers the skills and knowledge to promote customer awareness of basic financial literacy skills necessary for beginning to make informed financial decisions. It covers the need and purpose of bank accounts, basic savings and investment principles, risk and return, and the role of insurance and superannuation.
  • Facilitate customer understanding of personal financial statements covers the skills and knowledge to educate customers in understanding and interpreting information contained in personal financial statements. It covers a range of statements including bank and credit card statements.

    Conclusion (Fundemantals)

    The UK has four other key skills units that do not have SA fundamental counterparts but are covered by South Africa's critical cross-field outcomes either across the Qualification or by the core and elective Unit Standards. These are:
  • Information and Communication Technology - Level 4
  • Improving own learning and Performance - Level 4
  • Problem Solving - Level 4
  • Working with Others - Level 4
    All the key skills units follow generic formulae: Develop a strategy using the specific competencies, monitor their progress, evaluate and present their objectives using their new skills.

    The Australian industry core standards at certificate 4 level for the AQF are fundamental and must be demonstrated at diploma or advanced diploma level.
  • Apply principles of professional practice to work in the financial services industry.
  • Communicate in the workplace.
  • Use technology in the workplace.
  • Apply health and safety practices in the workplace.

    Core

    The following South African core standards:
  • Analyse impairments related to the digestive and urinary systems and their impact on the assessment of long term risk.
  • Analyse impairments related to the reproductive system and their impact on the assessment of long term risk.
  • Analyse cardiovascular related impairments and their impact on the assessment of long term risk.
  • Analyse respiratory related impairments and their impact on the assessment of long term risk.
  • Analyse cancer as impairment and the associated impact on the assessment of risk.
  • Analyse psychological and psychiatric impairments and the associated impact on the assessment of risk.
  • Analyse neurological related impairments and the associated impact on risk assessment.
  • Analyse musculo-skeletal related impairments and their impact on the assessment of long term risk.
  • Apply knowledge of blood disorders to assess risk.
  • Analyse new developments reported in the media that could impact on long term insurance.

    Correlated to:
  • The CII Anatomy and Physiology and Disorders and Disease units. There are various synergies and gaps between the CII modules and the SA Unit Standards but this can be explained by the lower level of the SA standard (L4) to the Diploma level of the CII module. Some of the outcomes include:
  • Functions of the main body systems, their structure and interrelationship, including body cells, musculo-skeletal, cardiovascular, respiratory, digestive, genito-urinary and nervous systems and the endocrine glands.
  • Eyes, ears, heart, blood vessels, vitamins and the skin.
  • Main causes of diseases.
  • Diseases resulting from vitamin deficiency and their underwriting implications.
  • Abnormal skin reactions, skin manifestations of systemic disorder, skin diseases including malignancy and their underwriting implications.
  • Major disorders affecting the eyes and ears and their underwriting implications.
  • Pregnancy and diseases of the breast and their underwriting implications.
  • Genito-urinary disorders and sexually transmitted diseases, their investigation and underwriting implications.
  • Basic principles of genetics and underwriting implications.
  • Types and control of organisms that cause disease.
  • Disorders due to infections, tropical diseases and infestations and their underwriting implications.
  • Impact of lifestyle on mortality and morbidity with particular reference to smoking and use of alcohol and drugs.
  • Explain and apply ethical conduct in a business environment.
  • CII: Ethics and Confidentiality unit which is part of the underwriting Life and Disability Risks Module correlates, although this is specific to underwriting as opposed to generic business practices of the SA standard.
  • Analyse the different products available in the long term insurance industry and the benefits of each.
  • CII: Various types of policies in relation to life and disability underwriting and their application to the provision of health care is a corresponding outcome for the South African Unit Standard.
  • AQF: The Product Skills Stream has three Unit Standards that are relevant: Develop and maintain in depth knowledge of products and services used by your organisation or sector; Match financial products to customer needs; Tailor a product/service to meet customer needs.
  • Describe life insurance.
  • CII: These competencies are covered in the Diploma in Insurance module Long-term business at certificate level rather than the Advanced Diploma, which has been used for this comparison.
  • Apply the law of contract to insurance.
  • CII: A separate compulsory module in the Advanced Diploma: Company and Contract Law, has similar outcomes to the above standard.
  • Determine risk exposure in order to manage the risk in a specific situation.
  • Although not part of the Underwriting Module Risk and Insurance, (compulsory module) and Risk Management comprising the Advanced Diploma in Insurance, would likely cover the above outcomes.
  • Explain the roles of actuaries, underwriters, claims assessors and reinsures in long term insurance
  • CII: The Financial Risk Assessment unit contains outcomes relating to Main objectives of financial underwriting, including anti-selection and fraud, and the Underwriting - Life and Disability Risks unit contains an outcome relating to the Structure of an underwriting department and the Role of the Chief Medical Officer. Without access to a standard or course content, it is difficult to determine whether the CII outcomes include actuarial and external reinsurance roles. The SA standard does not include specific reference to the Chief Medical Officer, although the AC: 2.3 The ways in which underwriters protect an organisation against anti-selection are explained with examples, and could include the role of the CMO in protecting the organisation.

    No corresponding standards were found in the 3 Qualifications/learning streams researched for the following SA standards:
  • Demonstrate knowledge and application of the relationships between Life Style Measurements (LSM) and long term insurance.
  • Identify and explain trends and issues in the long term insurance market that present an abnormal risk.

    Underwriting
  • Underwrite a standard risk in long term insurance and Explain Insurable risk
  • CII - Mechanics of Underwriting unit has the following outcomes with outcomes similar to those in the South African Standard: Supporting medical evidence with particular reference to the private medical attendant's report medical examiner's report and questionnaires; AIDS questions on examination form; Basic concepts of life underwriting; Assessing the risk; Selection against life offices; Classification of life risks; Numerical systems of rating and Structure of the full and short proposal forms
  • UK: Skills Council for Financial Services - Decide if applications are acceptable and rate them by technical underwriting, Assess and underwrite alterations; Assess and underwrite renewals correlate with the competencies of underwriting a standard risk, although the level of competence at level 3 is lower than the SA standard.
  • AQF: The Life Insurance stream has an elective called Undertake life insurance risk assessment with corresponding outcomes at Certificate Level 4.

    Long term claims assessing
  • Assess a long term claim; Administer a long term claim; Describe the control of fraud in Long Term insurance.
  • CII Claims Unit comprises the following outcomes: Admission of death claims on individual policies, with particular reference to non-disclosure, cause of death not covered and overseas deaths; Validity of critical illness claims; Assessment of permanent health insurance claims, including evidence required and policy conditions; Assessment of permanent and total disability claims. Without access to the specific outcomes and/or content of the CII outcomes, it is difficult to say how accurately the outcomes correlate to the SA outcomes.

    General long term insurance (life and pension funds)
  • Apply knowledge of basic accounting principles to financial services.
  • AQF: There are 7 standards available on the Accounting Stream. However, it is unlikely that a Risk Assessor would do these in addition to the Risk Assessment standards, as they only need to select 9 electives from the Qualification.
  • Describe group insured benefits; Analyse different group retirement products; Demonstrate knowledge and understanding of the role, functions and duties of trustees of medical schemes; Demonstrate knowledge and understanding of the role, functions and duties of trustees of retirement funds.
  • Learners can elect a superannuation stream, which has corresponding competencies across the 8 standards comprising the stream.

    No corresponding standards were found with the 3 Qualifications/learning streams researched for the following standards (Previous comparisons indicate that some of these may well exist, but they have not been packaged for the Qualifications researched):
  • Use an electronic system as a tool in a financial services context.
  • Indicate the scope of life insurance in South Africa.
  • Explain credit life insurance.
  • Describe funeral insurance.
  • Describe disability insurance solutions in the context of financial planning.
  • Investigate dread disease products and their place in wealth management.
  • Demonstrate ability to use and interpret texts that apply to the role and responsibilities of trustees of retirement funds.
  • Explain fiduciary responsibilities and the associated risks.

    Legislation

    As regulation is specific to a country the Legislation Unit Standards cannot be compared standard for standard. All Qualifications do however put value on acquisition of competencies relating to the legal environment:
  • CII: Underwriting - Life and disability risks: Social and legislative constraints on underwriting practice; Ethics and confidentiality; European Data Protection Directive 1999; Practical procedures in connection with the Access to Medical Reports Act 1988; Access to Medical Records Act 1990; Regulation by the Ombudsman, and The ABI Code of Practice 1999 in relation to the above matters, are the outcomes relating to legislation and regulation in the CII unit: Life and Disability Underwriting. Various other modules in the Advanced Diploma in Insurance also have legal outcomes.
  • AQF: The Compliance standards Conduct individual work within a compliance framework and Facilitate compliance with statutory, legislative and regulatory requirements via staff education refer to competencies required to adhere and comply with the law.

    Personal development
  • Investigate the need to provide financially for own retirement.
  • AQF: Develop understanding of superannuation -registered as financial literacy.
  • Manage personal expenditure.
  • AQF: Financial Literacy modules have some overlaps: Develop and use a personal budget; Develop and use a savings plan; Develop understanding of debt and consumer credit.

    No corresponding standards were found within the 3 Qualifications/learning streams researched for the following standards, (Previous comparisons indicate that some of these exist, but they have not been included in the Qualifications researched):
  • Manage risk in own work/business environment.
  • Research costs associated with marriage, birth, divorce and death in own circumstances.
  • Describe how to manage workplace relationships.
  • Apply problem-solving techniques to make a decision or solve a problem in a real life context.
  • Manage own work performance in relation to an organisation's performance management system.
  • Manage time effectively to enhance productivity and enable a balanced lifestyle.
  • Explain the impact of personal wellness on work performance.
  • Apply knowledge of self and own situation to manage the risks resulting from change in the workplace.
  • Explain how to manage diversity in the workplace.
  • Identify causes of stress and techniques to manage it in the workplace.
  • Describe how to support employees who are affected by a dread disease.
  • Explain the concept of disability and the associated challenges for an organisation.
  • Describe how to manage anxiety and depression in the workplace.
  • Apply knowledge of HIV/AIDS to a specific business sector and a workplace.
  • Investigate quality and control mechanisms in a business unit.

    International comparability: conclusion

    The standards in the Financial Services Qualifications in Long Term Risk Assessment at Level 4 on the AQF and CII have similar outcomes to the proposed South African Qualification. Unfortunately, not enough information is provided in the source document regarding the packaging of the NVQ Qualification, but the core function of underwriting has cross synergies. However:
  • There appear to be more personal development and management standards available as electives in the South African basket.
  • The AQF Qualification is not specific to long term risk assessment, but is a general financial services Qualification, which includes all sectors such as banking, retail financial services, etc. (As these standards have not been relevant for the comparison, they have been omitted).
  • There are additional competencies in the CII module not covered in the South African Qualification that intentionally covers only the assessment of a standard risk in long term insurance. This is because the CII Qualification is at UK degree level. South African Unit Standards that deal with these competencies will be developed as part of the proposed National Certificate in Long Term Risk Assessment and National Diploma in Long Term Risk Assessment at Level 5, which will focus on above average risk. The standards not covered in the SA Qualification are:
  • Assessment of extra risk.
  • Nature of extra risks.
  • Methods of treating under-average lives and extra risks.
  • Imposition of additional premiums or restrictions on cover provided.
  • Mechanism of loading.
  • Financial Risk Assessment.
  • Range and underwriting of key person insurance.
  • Business loans cover and the evidence required.
  • Underwriting - Life and Disability Risks.
  • Underwriting implications of advances in genetics.
  • Non-Medical Risk Factors.
  • Increased mortality and morbidity for residential risks.
  • Geographical risk factors for major continents.

    Underwriters and Long-term Risk Assessors have a critical role in managing risk for an insurance organisation. There are many international professional associations that provide information, education (online and workshop) and conferences to ensure that these role-player's competencies are current. While there are many professional designations for underwriters (indicating professional standards), the SGB's research did not identify any clear trend towards national standards for achieving these titles. Even the Australian Qualifications do not have a clear career path for Underwriters (the competencies are part of a more generic Qualification) and do not indicate how the national Qualification aligns with professional (and possibly more industry recognised) accreditation.

    It therefore seems safe to assume that as a complete National Qualification, the FETC: Long Term Risk Assessment at Level 4 is unique and could lead the way for the Underwriting and Long Term Risk Assessment industry worldwide. 

  • ARTICULATION OPTIONS 
    This Qualification articulates horizontally with:
  • The FETC: Long-term Insurance.
  • The FETC: Medical Claims Assessing.
  • The National Certificate in Wealth Management: Level 4.
  • The National Certificate in Long-term insurance: Level 4.
  • The National Certificate in Insurance: Long-term: NQF Level 4: Risk Assessment.
  • The National Certificate in Financial Services Management: Level 4.

    It articulates vertically with:
  • The National Certificate in Wealth Management: Level 5.
  • The National Certificate in Long-term Risk Assessment: Level 5.
  • The National Diploma in Long-term Risk Assessment and Management: Level 5.

    Note: Vertical articulation is subject to the admission requirements of the provider or Higher Education Institution. 

  • 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.
  • Providers of the Qualification must be accredited as providers with a relevant accredited ETQA.
  • Assessors should be in possession of a relevant insurance Qualification at NQF level 5 or higher. 

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

    NOTES 
    This qualification replaces qualification 20774, which is "National Certificate: Insurance: Long Term: Risk Assessment", Level 4, 120 credits.
    .
    Additional unit standards on general aspects of the Long-term Insurance at NQF Level 3 and 4 have been included. These provide the space for learners to tailor the Qualification to their specific work role. 

    UNIT STANDARDS: 
      ID UNIT STANDARD TITLE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
    Core  114983  Describe life insurance  Level 3  NQF Level 03 
    Core  118016  Analyse cancer as an impairment and the associated impact on the assessment of risk  Level 4  NQF Level 04 
    Core  118015  Analyse cardiovascular related impairments and their impact on the assessment of long- term risk  Level 4  NQF Level 04 
    Core  118004  Analyse impairments of the reproductive system and their impact on the assessment of long-term risk  Level 4  NQF Level 04 
    Core  118013  Analyse impairments related to blood disorders and the associated impact on the assessment of risk  Level 4  NQF Level 04 
    Core  118017  Analyse impairments related to the digestive and urinary systems and their impact on the assessment of long-term risk  Level 4  NQF Level 04 
    Core  118009  Analyse impairments related to the endocrine system and their impact on the assessment of long-term risk  Level 4  NQF Level 04 
    Core  118003  Analyse musculo-skeletal related impairments and their impact on the assessment of long-term risk  Level 4  NQF Level 04 
    Core  118007  Analyse neurological related impairments and the associated impact on risk assessment  Level 4  NQF Level 04 
    Core  118006  Analyse psychological and psychiatric impairments and the associated impact on the assessment of risk  Level 4  NQF Level 04 
    Core  118008  Analyse respiratory related impairments and their impact on the assessment of long-term risk  Level 4  NQF Level 04 
    Core  119478  Analyse the different products available in the Long-term Insurance industry and the benefits of each  Level 4  NQF Level 04 
    Core  118011  Analyze new developments reported in the media that could impact on long-term insurance  Level 4  NQF Level 04  10 
    Core  14991  Apply the law of contract to insurance  Level 4  NQF Level 04 
    Core  13940  Demonstrate knowledge and application of ethical conduct in a business environment  Level 4  NQF Level 04 
    Core  119262  Demonstrate knowledge and application of the relationship between Life Style Measurement (LSM) and Long-term insurance  Level 4  NQF Level 04 
    Core  15008  Determine risk exposure in order to manage the risk in a specific situation  Level 4  NQF Level 04 
    Core  119259  Explain the roles of actuaries, underwriters, claims assessors and reinsurers in Long-term insurance  Level 4  NQF Level 04 
    Core  119264  Identify and explain trends and issues in the Long-term insurance market that present an abnormal risk  Level 4  NQF Level 04 
    Fundamental  8968  Accommodate audience and context needs in oral communication  Level 3  NQF Level 03 
    Fundamental  8969  Interpret and use information from texts  Level 3  NQF Level 03 
    Fundamental  8973  Use language and communication in occupational learning programmes  Level 3  NQF Level 03 
    Fundamental  8970  Write texts for a range of communicative contexts  Level 3  NQF Level 03 
    Fundamental  12155  Apply comprehension skills to engage written texts in a business environment  Level 4  NQF Level 04 
    Fundamental  9015  Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems  Level 4  NQF Level 04 
    Fundamental  117127  Describe and apply the basic principles of personal income tax  Level 4  NQF Level 04 
    Fundamental  8974  Engage in sustained oral communication and evaluate spoken texts  Level 4  NQF Level 04 
    Fundamental  117156  Interpret basic financial statements  Level 4  NQF Level 04 
    Fundamental  117158  Investigate ways of managing financial risk in own lives  Level 4  NQF Level 04 
    Fundamental  8975  Read analyse and respond to a variety of texts  Level 4  NQF Level 04 
    Fundamental  9016  Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts  Level 4  NQF Level 04 
    Fundamental  8979  Use language and communication in occupational learning programmes  Level 4  NQF Level 04 
    Fundamental  7468  Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues  Level 4  NQF Level 04 
    Fundamental  12153  Use the writing process to compose texts required in the business environment  Level 4  NQF Level 04 
    Fundamental  8976  Write for a wide range of contexts  Level 4  NQF Level 04 
    Elective  117104  Administer a long term insurance claim  Level 3  NQF Level 03 
    Elective  117111  Apply knowledge of basic accounting principles to financial services  Level 3  NQF Level 03 
    Elective  114941  Apply knowledge of HIV/AIDS to a specific business sector and a workplace  Level 3  NQF Level 03 
    Elective  116966  Apply knowledge of self and own situation to manage risks resulting from change in the workplace  Level 3  NQF Level 03 
    Elective  114952  Apply problem-solving techniques to make a decision or solve a problem in a real life context  Level 3  NQF Level 03 
    Elective  12548  Demonstrate ability to use and interpret texts that apply to the role and responsibilities of trustees of Retirement Funds  Level 3  NQF Level 03 
    Elective  244568  Demonstrate knowledge and understanding of effective study methods and techniques  Level 3  NQF Level 03 
    Elective  12550  Demonstrate knowledge and understanding of the role functions and responsibilities of Trustees of Medical Schemes  Level 3  NQF Level 03 
    Elective  12547  Demonstrate knowledge and understanding of the role, functions and duties of trustees of Retirement Funds  Level 3  NQF Level 03 
    Elective  114956  Describe funeral insurance  Level 3  NQF Level 03 
    Elective  114938  Describe how to manage anxiety and depression in the workplace  Level 3  NQF Level 03 
    Elective  114943  Describe how to manage workplace relationships  Level 3  NQF Level 03 
    Elective  114948  Describe how to support employees who are affected by a dread disease  Level 3  NQF Level 03 
    Elective  114932  Explain how to manage diversity in the workplace  Level 3  NQF Level 03 
    Elective  114934  Explain the concept of disability and the associated challenges for an organisation  Level 3  NQF Level 03 
    Elective  113907  Explain the impact of personal wellness on work performance  Level 3  NQF Level 03 
    Elective  114966  Explain the types of compulsory statutory insurance in South Africa  Level 3  NQF Level 03 
    Elective  114946  Identify causes of stress and techniques to manage it in the workplace  Level 3  NQF Level 03 
    Elective  117146  Indicate the scope of life insurance in South Africa  Level 3  NQF Level 03 
    Elective  114960  Investigate the need to provide financially for own retirement  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  119915  Manage personal expenditure  Level 3  NQF Level 03 
    Elective  117171  Manage time effectively to enhance productivity and enable a balanced lifestyle  Level 3  NQF Level 03 
    Elective  119681  Research costs associated with marriage, birth, divorce and death in own circumstances  Level 3  NQF Level 03 
    Elective  113911  Use an electronic system as a tool in a financial services context  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  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  117129  Apply the regulations for disclosure that are required as part of the financial sales process  Level 4  NQF Level 04 
    Elective  119263  Assess a Long-term insurance claim  Level 4  NQF Level 04 
    Elective  14315  Demonstrate knowledge and insight into the Income Tax Act (58 of 1962 and the accompanying regulations) as amended as it applies to insurance and investment products  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  14994  Demonstrate knowledge and understanding of insurable risk  Level 4  NQF Level 04 
    Elective  113910  Describe disability insurance solutions in the context of financial planning  Level 4  NQF Level 04 
    Elective  117137  Describe group insured benefits  Level 4  NQF Level 04 
    Elective  119261  Describe the control of fraud in Long-term Insurance  Level 4  NQF Level 04 
    Elective  119260  Explain credit life insurance  Level 4  NQF Level 04 
    Elective  113923  Explain fiduciary responsibilities and the associated risks  Level 4  NQF Level 04 
    Elective  14506  Explain the Finance Intelligence Centre Act, Act 38 of 2001 and its implications for client relations  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  113913  Investigate dread disease products and their place in wealth management  Level 4  NQF Level 04 
    Elective  118005  Investigate quality and control mechanisms in a business unit  Level 4  NQF Level 04 
    Elective  119265  Manage risk in own work environment  Level 4  NQF Level 04 
    Elective  119266  Underwrite a standard risk in Long-term insurance  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. Direct Axis 
    3. Faisit (Pty) Ltd 
    4. Intec College 
    5. Isambulela Group Administrator Pty Ltd 
    6. RJM Educational Consulting PTY LTD 
    7. The Institute of Health Risk Managers (Pty) Ltd 



    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.