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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Certificate: Sales: Banking Services 
SAQA QUAL ID QUALIFICATION TITLE
65170  Certificate: Sales: Banking Services 
ORIGINATOR
Milpark Education (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 03 - Business, Commerce and Management Studies  Finance, Economics and Accounting 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Level 5  Level N/A: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 06120/18  2018-07-01  2018-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-12-31   2022-12-31  

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

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

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose and Rationale:

In discussions with the Banking Services sector it was established that a need exists for a dedicated sales qualification for this sector. This qualification needs to equip sales staff, as well as staff wishing to move into a sales environment, with effective tools to carry out their daily responsibilities in this niche environment. The Banking Services sector has undergone a radical metamorphosis over the past decade and staff employed with a traditional accounting and mathematical background are now expected to fulfill sales and service roles.

As a result, staff members fulfilling sales functions in an organisation often find themselves in these roles by default, having moved into an industry which originally had intensive administration/operational requirements but which has now transformed into a full sales and service offering business. Consequently, they may struggle to understand the sales process and its inter-relatedness/dependencies with other functions within the Banking Services sector (for example, the relationship between sales and credit) and the aim of this qualification is to equip them to deal with these areas.

Further to the above, training for these roles has been limited and has relied heavily on internal training programmes with limited success. Where Banks have embraced external Consultants, the purchasing of international material has proven costly and the results have not always been spectacular.

To date players in the Banking Services sector have relied on a two pronged approach to attract sales staff. This approach has been as follows:
  • Recruit suitably qualified sales staff from other Banks within the sector (many of these are staff who have managed to make the transition).
  • Recruit suitably qualified staff from retail industries outside of the Banking Services Sector (often these staff struggle with the banking skill requirements commensurate with the position).

    To overcome these shortfalls various innovative schemes have been attempted. An example of this is the appointment of Sales and Service Coaches within the various Banks to guide staff in the sales arena.

    It is our belief that the introduction of a sales qualification aimed specifically at staff employed within the sector, or individuals wishing to enter the sector, will ensure greater portability of skills across and within the sector, and increased effectiveness for those obtaining the qualification.

    Students completing this programme will become more employable within the industry and together with existing staff, which have completed the programme, will have the possibility of studying further for a Banking Certificate, Diploma or a Bachelors degree in Banking Management. These latter qualifications would equip them with more technical banking skills.

    Banking sales staff are further faced with a myriad of legislative and regulatory requirements and knowledge of these requirements is essential. It is of paramount importance that this training be factored into the qualification to ensure that students do not have to study numerous programmes. Completion of this sales programme will ensure that they are well equipped to deal with the requirements facing a Bank Sales representative. Merely attending in-house training programmes will not have the same effect as staff completing this sales programme. Completion of the programme will also provide staff with the added advantage of having a formal qualification which will stand them in good stead within the sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The minimum level of learning required for a learner to enter and complete successfully the Certificate in Sales (Banking Services) programme is a level equivalent to that required for successful completion of the South African Grade 12 examination.

    Further, given that the language of instruction is English, a learner entering the programme must be competent in the use of English at NQF Level 4 or equivalent.

    Recognition of Prior Learning:

    The Certificate in Sales (Banking Services) allows for open access and applicants may be admitted through Recognition of Prior Learning (RPL). 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.

    Prior learning is recognised in the following ways:
  • A student who has completed a specific module/subject at Damelin School of Banking and Insurance/Milpark Business School may apply for credit for that module/subject.
  • A student who has completed the equivalent of a specific module/subject either at a recognised education institution may apply for exemption from that module/subject.
  • In the case of a practically orientated module/subject, a student who is able to demonstrate appropriate competence may be granted exemption from that module/subject.

    Damelin School of Banking and Insurance (DSBI) now Milpark Business School (MBS) has prepared a system to recognize previous experiential learning and therefore, recognizes prior learning. Indeed, the great majority of MBS students are mature learners who have been in the work place for several years and who have learned on the job through attending local or international conferences and informal (in-house) courses, working with experts or even doing volunteer work after hours in the community. Milpark Business School acknowledges the value of this non-formal learning and has implemented a system to recognize experiential learning, we believe in giving educational opportunities to as many suitable candidates as possible - we therefore support and practice RPL. Further we assert that our RPL policy assists in addressing past inequities.

    It is therefore stated that whilst a qualification may be recognized in part or whole through the mechanism of RPL, it will be a comprehensive process for the applicant in that a thorough demonstration of capability and knowledge will be required. Assessment will take place through the preparation of a demanding Portfolio of Evidence and/or a challenge examination/s. It is understood that it will be in rare circumstances that applicants are awarded a qualification in whole through RPL, although it is stated that this is a possibility and incorporated as such into our RPL Policy.

    Assessment instrument/s ensure that the evaluation of the students meets the stringent requirements of Damelin School of Banking and Insurance's Assessment Policy. Any RPL assessments conducted are measured against the Specific Outcomes of the particular module and/or programme. Lastly, students are permitted to appeal against the outcome of an RPL assessment.

    Recognition of prior learning will then be based on various criteria:

    Direct evidence - actual evidence produced by the learner, including the following:
  • Observation of a task.
  • Questioning the learner about the task.
  • Written evidence that the learner is able to undertake the task in terms of previous work experience.

    Indirect evidence - evidence produced by the learner from another source (descriptions of performance from a third party), including the following:
  • Verification of completed work.
  • Performance appraisals.
  • Training records.
  • Testimonials.
  • Work-based learning.
  • Short courses.
  • Reviews and commendations.
  • Certificates and qualifications.

    Historical evidence - informs the assessor what the learner was capable of doing in the past and may require additional evidence of corroboration.

    This could include, but is not limited to:
  • Observation of the task for which RPL is required.
  • Performance appraisal.
  • Questioning the learner about the task.
  • Verification of completed work.
  • Training records.
  • Testimonials.
  • Work-based learning.
  • Short courses.
  • Workshops attended.
  • Reviews and commendations.
  • Interviews.
  • Projects undertaken. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    N/A 

    EXIT LEVEL OUTCOMES 
    Programme Outcomes:
  • Demonstrate an understanding of the selling process within the Banking Services sector and how the external environment affects this.
  • Demonstrate an understanding of how to make a sale by demonstrating capability with the product offering and matching this to the customers needs.
  • Understand how to set personal selling objectives and goals.
  • Demonstrate an understanding of customer service and how this impacts upon the sales process.
  • Demonstrate an understanding of how to manage and motivate a sales force.
  • Demonstrate an understanding of customer relationship management and the economic value for the organisation.

    Fundamental Modules (15 credits each):

    Sales Excellence in Banking:

    Specific Outcomes:
  • Discuss the nature of personal selling, the ethics involved and what makes sales people successful.
  • Understand why people buy and discuss the importance of matching the needs of the client to the product.
  • Understand and explain how to set sales objectives in a services environment.
  • Demonstrate an understanding of how to develop and present sales proposals.
  • Understand how to assess the competitor environment.
  • Discuss the importance of empathy and time management as tools.
  • Understand the importance of communication in talking to clients and assessing their overall satisfaction.
  • Discuss the challenges of telesales in the services environment.

    Customer Service:

    Specific Outcomes:
  • Discuss the customer and customer service.
  • Understand the organisation's responsibilities towards a customer.
  • Discuss appropriate behaviour when interacting with clients.
  • Understand the customer interface and telephone usage.
  • Discuss and understand the nature of customer complaints, difficult customers and causes of poor service.
  • Understand customer differentiation.
  • Service excellence in the financial services industry.
  • Matching relationship managers to client contacts.

    Core (20 credits each):

    Selling Techniques for Bankers:

    Specific Outcomes:
  • Demonstrate an understanding of how to set personal selling objectives and goals.
  • Demonstrate an understanding of personal selling techniques and the ability to adjust them to varying circumstances.
  • Demonstrate an understanding of how to identify potential buyers and the impact of cultural circumstances.
  • Understand how to uncover client needs by asking appropriate situational diagnostic/probing questions.
  • Demonstrate a critical understanding of the sales process.

    Sales & Service Management:

    Specific Outcomes:
  • Demonstrate a coherent understanding of the Personal Selling Function.
  • Be able to develop and motivate a Sales Force.
  • Demonstrate an understanding of directing and managing a Sales Force.
  • Demonstrate an understanding of Sales Force effectiveness and Performance.
  • Understand service and the characteristics of delivering top quality service.

    Customer Relationship Management:

    Specific Outcomes:
  • Demonstrate an understanding of the principles of customer relationship management.
  • Demonstrate expertise in maintaining and managing client relationships.
  • Display an appreciation for the value of relationship management.
  • Understand the principle of segmenting relationships in terms of economic value.
  • Demonstrate an ability to conduct a service audit.

    Elective Modules (30 credits each):

    Principles of Marketing:

    Specific Outcomes:
  • Demonstrate a knowledge of the nature of marketing.
  • Demonstrate a sound knowledge of the marketing environment.
  • Demonstrate an understanding of market segmentation, market targeting and product positioning.
  • Demonstrate a knowledge of the marketing mix.
  • Understand market research and information.

    Bank Credit Principles:

    Specific Outcomes:
  • Demonstrate an understanding of borrowers and how a business works.
  • Understand how to assess borrowers needs within an acceptable risk framework.
  • Demonstrate an understanding of the different risk categories.
  • Demonstrate an understanding of credit facilities offered by Banks.
  • Demonstrate an ability to read and interpret Financial Statements, Budget and Cash Flow Forecasts.
  • Demonstrate the importance of annual financial statements and GAAP.
  • Demonstrate an understanding of security requirements and their applicability to credit facilities.

    Deposits:

    Specific Outcomes:
  • Demonstrate knowledge and insight of the FAIS Act 37 of 2002.
  • Demonstrate an understanding of banking related information services.
  • Demonstrate the ability to establish a client's financial situation.
  • Conduct an analysis of a personal banking customer's financial position.
  • Open savings and transmissions accounts for personal banking clients.
  • Provide standard investment solutions for personal banking customers.

    Retail 1 (FAIS):

    Specific Outcomes:
  • Demonstrate knowledge and insight of the FAIS Acts.
  • Apply the law of contract to insurance.
  • Explain FICA and it's implications for client relations.
  • Describe short term insurance.
  • Apply the regulations for disclosures required as part of the financial sales process.
  • Explain credit life insurance.
  • Demonstrate skills and techniques required to build a relationship with a client in a financial services environment.
  • Manage own work performance in relation to an organisations performance management system.
  • Apply financial knowledge and skill to compile a finance agreement.
  • Describe life insurance.
  • Explain and apply ethical conduct in a business environment.
  • Manage time effectively to enhance productivity and enable a balanced lifestyle.
  • Manage risk in own work/business environment. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamental:

    1.
  • The nature of personal selling, the ethics involved and what makes sales people successful is discussed.
  • Why people buy is understood and the importance of matching the needs of the client to the product is discussed.
  • How to set sales objectives in a services environment is explained.
  • An understanding of how to develop and present sales proposals is demonstrated.
  • Assessing the competitor environment is understood.
  • The importance of empathy and time management as tools is understood.
  • The importance of communication in talking to clients and assessing their overall satisfaction is understood.
  • The challenges of telesales in the services environment is demonstrated.

    2.
  • The customer and customer service is discussed.
  • The organisation's responsibilities towards a customer is understood.
  • Appropriate behaviour when interacting with clients is demonstrated.
  • The customer interface and telephone usage is understood.
  • The nature of customer complaints, difficult customers and causes of poor service is discussed.
  • Customer differentiation is understood.
  • Service excellence in the financial services industry is explained.
  • Relationship managers are matched to client contacts.

    Core:

    1.
  • An understanding of how to set personal selling objectives and goals is demonstrated.
  • An understanding of personal selling techniques and the ability to adjust them to varying circumstances is demonstrated.
  • An understanding of how to identify potential buyers and the impact of cultural circumstances is demonstrated.
  • Discovering client needs by asking appropriate situational diagnostic/probing questions is understood.
  • A critical understanding of the sales process is demonstrated.

    2.
  • A coherent understanding of the Personal Selling Function is demonstrated.
  • The development and motivation of a Sales Force is understood.
  • An understanding of directing and managing a Sales Force is demonstrated.
  • An understanding of Sales Force effectiveness and performance is shown.
  • Service and the characteristics of delivering top quality service is explained.

    3.
  • An understanding of the principles of customer relationship management is demonstrated.
  • Expertise in maintaining and managing client relationships is demonstrated.
  • An appreciation for the value of relationship management is displayed.
  • The principle of segmenting relationships in terms of economic value is demonstrated.
  • An ability to conduct a service audit is demonstrated.

    Elective:

    1.
  • Knowledge of the nature of marketing is demonstrated.
  • A sound knowledge of the marketing environment is shown.
  • An understanding of market segmentation, market targeting and product positioning is displayed.
  • Knowledge of the marketing mix is demonstrated.
  • Market research and information is appreciated.

    2.
  • An understanding of borrowers and how a business works is demonstrated.
  • How to assess borrowers needs within an acceptable risk framework is understood.
  • An understanding of the different risk categories is displayed.
  • An understanding of credit facilities offered by Banks is demonstrated.
  • An ability to read and interpret Financial Statements, Budget and Cash Flow Forecasts is shown.
  • The importance of annual financial statements and GAAP is displayed.
  • An understanding of security requirements and their applicability to credit facilities is demonstrated.

    3.
  • Knowledge and insight of the FAIS Act 37 of 2002 is demonstrated.
  • An understanding of banking related information services is demonstrated.
  • The ability to establish a client's financial situation is demonstrated.
  • An analysis of a personal banking customer's financial position is conducted.
  • Savings and transmissions accounts for personal banking clients is explained.
  • Standard investment solutions for personal banking customers is provided.

    4.
  • The law of contract to insurance is applied.
  • FICA and it's implications for client relations is explained.
  • Short term insurance is described.
  • The regulations for disclosures required as part of the financial sales process is explained.
  • Credit life insurance is explained.
  • Skills and techniques required to build a relationship with a client in a financial services environment are demonstrated.
  • Own work performance in relation to an organisations performance management system is managed.
  • Financial knowledge and skill to compile a finance agreement is applied.
  • Life insurance is described.
  • Ethical conduct in a business environment is explained and applied.
  • Time is managed effectively to enhance productivity and enable a balanced lifestyle.
  • Risk in own work/business environment is managed.

    Integrated Assessment:

    Damelin School of Banking and Insurance/Milpark Business School practices an integrated system of assessment, in terms of which learners are assessed on an ongoing basis. Both formative and summative assessment methods are used.

    Continual formative assessment is employed in study material so that learners can assess their progress, in the achievement of specific learning outcomes, including feedback. The formative assessment tasks can be found with each component of the study material in the form of one of the following:
  • A short questions test.
  • Construction of concept maps.
  • Short practical tasks.
  • Typical questions.

    Summative assessment is concerned with the judgment of the learning in relation to the exit-level outcomes of the qualification. Such judgment includes integrated assessment(s) which test the learners' ability to integrate the larger body of knowledge, skills and attitudes that are represented by the exit-level outcomes as a whole. In terms of, the Certificate: Sales - Banking Services at MBS/DSBI, summative assessment takes the form of a final examination in each module. The marks attained in these activities constitute the learners` final mark for the module. The components of the final mark are determined separately for each module.

    DSBI/MBS acknowledges that at this time feedback on formative assessments on the Certificate: Sales - Banking Services appear in the form of suggested, ideal answers that enable the learner to see a more robust and whole answer to the question. The learner is then able to compare their answer with the `more correct` answer. The feedback system ensures that in addition to a memorandum of correct responses, learners also have their marked assignment returned to them with specific comments that will attempt to indicate to the learner their shortcomings and areas for growth.

    Damelin School of Banking and Insurance/Milpark Business School then practices an integrated system of assessment, in terms of which learners are assessed on an ongoing basis. Formative assessment methods are employed within the courseware and, in addition, a specific and practical formative assignment (30%) is compulsory and counts towards the learner's final summative mark, while a summative assessment (70%) in the form of an examination completes the assessment cycle of the learner in a particular module. For the formative assessment, a learner will receive timely feedback on his or her assignment. Such formative and summative assessment measures are appropriate for the mode of study, the nature of the discipline as well as the assessment criteria. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification has not been benchmarked against international qualifications as no exact qualification has been implemented in the United Kingdom or Australia - this is related to the fact that the motivation for this qualification is compliance with specific legislation in South Africa relating to the Financial Services sector in general. It is felt that this qualification is equal in standard and would equate well with any similar qualification internationally were such a qualification developed. Moreover, given that:
  • The curriculum incorporates the latest trends and practices in the disciplines included.
  • Well-qualified academics and industry practitioners act as external examiners and moderators of the programme.

    We have no reason to doubt that the quality and content of our programme would meet international standards.

    Furthermore, the design of the curriculum has been influenced by contemporary developments in Banking and Financial Planning as well as distance education.

    This is an ongoing process that requires constant familiarisation with current practices and legislation in the Financial Services sector. In order to ensure that the Certificate keeps apace with developments curriculum relevance is constantly reassessed and enhanced for maximum effectiveness.

    In spite of no exact comparisons, the comparative process undertaken by the DSBI/MBS involved comparing this qualification with similar international qualifications and certifications, particularly as this qualification forms an important part of the requirement to service the Financial Services sector. In some cases the programmes investigated are thinner in terms of their offerings than this qualification and in other cases somewhat more comprehensive. DSBI/MBS however, tried to ensure that our qualification covers areas of overlap continually being mindful of suitability for the South African Financial Services sector. Generally however, in conducting such research around the comparability of the qualification to other learning institutions and universities offering similar courses in sales in the Financial Services, it was established that Damelin School of Banking and Insurance's Certificate: Sales - Banking Services fared extremely well.

    Extensive internet based research was undertaken to ascertain comparability of the Certificate in Sales (Banking Services) with other similar or related programmes offered internationally.

    In the United Kingdom, Rhema runs training and skills development programmes for management and leadership. They offer a Foundation programme through their Sales Academy comprising three compulsory modules and two optional modules. The three compulsory modules are:
  • Creating Sales in the eBanking Environment.
  • Increasing Sales through Consultative Selling Skills.
  • Cross Selling for Sales Sustainability.

    Whilst the optional modules are:
  • A Best Practice Workshop.
  • A Strategic Sales Planning Workshop.

    The American Institute of Bankers (AIB) offers a Bank Marketing Diploma which covers the following courses:
  • Principles of Banking.
  • Dealing Effectively with Co-Workers.
  • Economics for Bankers.
  • Ethical Issues for Bankers.
  • Event Based Selling.
  • Financial and Business Planning for Bank Marketers.
  • Managing Time at Work.
  • Marketing Financial Services.
  • Project Management Fundamentals.
  • Successful Sales Campaigns.

    Other similar AIB Programmes are offered by the Oregon Bankers Association, North Carolina Bankers Association and the California Bankers Association.

    Again, very little was found internationally that compares to the programme being registered. It is believed that our programme offering is unique in its composition and make-up and is geared specifically to the South African Banking environment.

    Based on the research done, the programme incorporates the latest standards and practices in the discipline while well-qualified academics and industry practitioners act as external examiners and moderators of the programme.

    The institution has no reason to doubt that the quality and content of this programme meets international standards.

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

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

    Vertical articulation:
  • The Certificate: Sales - Banking Services provides a sound basis in Sales, Service and Customer Relationship Management for those students who wish to progress to the Higher Diploma in Banking.
  • In addition, vertical articulation is possible with the following South African qualifications:
    > B-Com Banking Management (DSBI/MBS).
    > UNISA, University of Johannesburg and University of Stellenbosch: B-Com. Degree.

    Horizontal articulation:
  • A student who transfers to another programme within the institution will be given credit for relevant modules successfully completed towards the Certificate: Sales - Banking Services. Students who having completed certain modules and wish to transfer to another tertiary level Institution, are able to apply for exemption from relevant modules on the basis of modules passed.

    One of the objectives of rigorous external moderation and examination procedures, and of the ongoing interaction with academic staff of other tertiary level institutions and the industry, is to ensure that the content and standard of the curriculum is such that the students will have the opportunity for both vertical and horizontal articulation, both within and outside of the institution. 
    		•

    MODERATION OPTIONS 
    Internal moderation:

    The academic/s responsible for a particular module are appointed as internal examiner/s for that module. Internal examiners are responsible for the marking of assessments related to the module for which they are responsible.

    External moderation:

    All final assessments at all levels of the curriculum are moderated by academic staff of public higher education institutions or by appropriately qualified industry practitioners.

    Good practice in the selection and appointment of assessors or external examiners is achieved by both academic and administrative involvement in approving the appointment of external examiners within Damelin. This ensures that all staff members involved in appointments understand the criteria for the appointment of external examiners as well as that appointees are assessed effectively and rigorously.

    An external examiner is appointed in respect of each module or subject at all levels. Overall, all external examiners must have the following attributes:
  • Appropriate academic qualifications and/or practical experience Subject expertise in the field in question.
  • Previous experience as an examiner in an equivalent programme.

    Academic staff from various departments are sources of recommendation for the appointment of external examiners. The criteria, which are employed in the selection of external examiners, are:
  • Individuals having suitable experience and who have had some prior experience of external examining.
  • Have available sufficient time for the proper performance of function.
  • External examiners from outside the education system, for example from industry are appropriate in certain situations. The academic and/or professional standing of such examiners will be vetted by the Dean and/or Deputy Dean of the Faculty.

    External examiners who are Academics at other public universities must meet the following requirements:
  • A minimum of an honours Programme academic qualification in the subject concerned.
  • A minimum of 3 years teaching experience in the module he/she will moderate.
  • Previous experience as an examiner in an equivalent module.

    External examiners who are from Industry must meet the following requirements:
  • An appropriate academic qualification.
  • Considerable work experience in the field.
  • A reputation in the industry.

    External examiners are appointed for final assessments at every level of study. Prior to each examination session, a copy of each examination paper, together with a marking memorandum and course outline, is sent to the relevant external examiner for moderation. Once the internal examiner has marked the examination papers, a sample pack for each module is sent to the relevant external examiner. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Milpark Education (Pty) Ltd 


    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.