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All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED QUALIFICATION: |
| Advanced Certificate in Banking Practice in the Digital Age |
| SAQA QUAL ID | QUALIFICATION TITLE | |||
| 124894 | Advanced Certificate in Banking Practice in the Digital Age | |||
| ORIGINATOR | ||||
| Chartall Business College | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | NQF SUB-FRAMEWORK | |||
| - | HEQSF - Higher Education Qualifications Sub-framework | |||
| QUALIFICATION TYPE | FIELD | SUBFIELD | ||
| Advanced 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 | Not Applicable | NQF Level 06 | Regular-Provider-ELOAC |
| REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
| Registered | EXCO 0535/25 | 2025-10-02 | 2028-10-02 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2029-10-02 | 2032-10-02 | |||
| In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. |
This qualification does not replace any other qualification and is not replaced by any other qualification. |
| PURPOSE AND RATIONALE OF THE QUALIFICATION |
| Purpose:
The Advanced Certificate in Banking Practice in the Digital Age is designed to provide both existing bank employees, as well as new banking entrants, with an understanding of advanced banking concepts, digital platforms, and challenges within a typical bank. This qualification has been designed to meet the regulatory requirements of the Financial Services Conduct Authority (FSCA) for advisors and intermediaries in the banking industry, thereby maximising its relevance for learners. In addition to the FSCA requirements, the qualification also meets the Institute of Bankers' requirements for professional registration as a Certified Associate of the Institute of Bankers in South Africa. The main purpose of the qualification is to develop the competencies, knowledge, and skills required for people to operate effectively at mid-levels in a bank in the digital age, either as a manager or as a technical specialist. The qualification will enable the learner to plan, perform, and coordinate banking functions and operations, while at the same time carrying out mid-level management roles such as supervision of an operational team or the management of a specialist area. The qualification is broad-based and covers banking from different perspectives, such as operations, digitalisation, investments and ESG and Socially Responsible (SR) investment. It exposes the learner to a range of related business knowledge areas such as economics, behavioural economics, cyber security and digital transformation, all of which are key competencies in a banking environment as well as in other sectors. A common thread is the synergy of banking strategy and digital technology for operational efficiency and sustainability considering the latest trends in investment, digital money and private or commercial banking. The range of topics included in this qualification gives the learner a holistic understanding of both business and banking practice in the digital age, as well as the vital links between them. The qualification will enable learners to proceed to higher levels of learning in banking and/or financial services in both the higher education and the occupational learning fields. Rationale: The banking sector is a large employer in the South African economy and has a well-established and wide learning pathway with a variety of specialisations to equip people for the large range of banking roles and jobs in the sector. The banking learning pathway is continually evolving as society and clients' needs change. The digital and electronic revolution over the last decade has had a tremendous impact on banking, with new skill sets and approaches needed by bankers to meet the ongoing and new service needs of their clients, with whom they have very few face-to-face interactions. The digital revolution requires a new specialisation in the banking learning pathway to enable bankers to be competent, efficient, and effective in the digital age. This qualification is the second qualification in the digital banking learning pathway. It builds on the Higher Certificate in Banking Practice in the Digital Age, Level 5, and can provide access to a Diploma, Level 6 or a bachelor's degree, Level 7, in banking and financial management. As before, the banking sector still needs sound corporate governance, ethical staff members who are both competent bank managers and bank administrators, strong security measures, workable transformation procedures and processes and approaches that ensure the sustainability of the organisation. In addition, banks need staff at all levels who function competently in the digital era. This qualification will teach learners to manage a banking unit while understanding the impact of digitalisation, Environmental, Social, and Governance (ESG) investing, cyber security and banking-crime prevention. These are critical areas to ensure operational success in a modern-day bank. This qualification provides learners with an integrated knowledge of banking business processes, technology, strategic thinking, ethics, and digital stakeholder engagement and sales. It explores the future of both digital banking and behavioural economics as they are applied to the financial sector, customer service, investment decision making, and sales. The Sector Skills Plan for the banking sector reflects a need for skilled banking staff who understand information technology (including digitalisation), credit and business risk analysis, financial sector regulatory compliance, commercial, retail and private banking, as well as bank management and leadership. The qualification develops all these requisite competencies for the scarce and critical banking sector jobs. It also develops the knowledge and skills required for new and emerging trends in banking, such as environmental, social, and governance (ESG) investing, blockchain and digital money, and behavioural economics. The qualification is of most value to a learner who is already working in a bank and wants to build on his/her cognate NQF Level 5 qualification. Alternatively, it would also suit a full-time learner who has completed a cognate NQF Level 5 qualification and who wants to gain more learning and knowledge in various banking disciplines before entering a bank. The qualification gives access to multiple job roles and careers in the banking and financial services sector. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Recognition of Prior Learning (RPL):
RPL for access: RPL for exemption of modules: Entry Requirements: The minimum entry requirements for this qualification is: Or |
| RECOGNISE PREVIOUS LEARNING? |
| Y |
| QUALIFICATION RULES |
| The qualification consists of compulsory and elective modules at NQF Level 6 totalling 124 credits.
Compulsory modules, NQF Level 6, 100 credits: Elective Modules, NQF Level 6, 24 Credits (Choose two modules). |
| EXIT LEVEL OUTCOMES |
| 1. Analyse the evolving landscape of banking technologies and their impact on banking operations in the digital age and formulate future-driven strategies for the organisation.
2. Examine and develop cybersecurity strategies to protect businesses (including banks), by analysing threats and their potential impact and developing preventative strategies in the digital business environment. 3. Analyse and apply ethical principles to guide the professional conduct of banking professionals, particularly in the context of digital banking, Environmental, Social and Governance (ESG) Investing, and Social Responsibility Investing (SRI). 4. Evaluate the factors that influence the client's general and financial decision making, including cultural differences, behavioural biases, economic conditions, and other relevant factors, and apply this knowledge to provide tailored financial advice and services. 5. Evaluate the principles and practices of Environmental, Social, and Governance (ESG) Investing, and Social Responsibility Investing (SRI), and propose strategies to integrate them into banking and financial services. 6. Analyse and apply specialised knowledge in any two selected areas of banking (such as private banking, investments and securities, blockchain and digital money, or business risk analysis for commercial banking) and synthesise this knowledge to offer informed recommendations or solutions. |
| ASSOCIATED ASSESSMENT CRITERIA |
| Associated Assessment Criteria for Exit Level Outcome 1:
Associated Assessment Criteria for Exit Level Outcome 2: Associated Assessment Criteria for Exit Level Outcome 3: Associated Assessment Criteria for Exit Level Outcome 4: Associated Assessment Criteria for Exit Level Outcome 5: Associated Assessment Criteria for Exit Level Outcome 6: Integrated Assessment The educational philosophy motivating the qualification content, structure, and delivery is essentially a holistic one, seeking to equip the learner for employment opportunities upon graduation and progressively developing the learner's intellectual, creative, technological, and perceptual abilities, thereby allowing for increasing competence and independence. The following principles apply: Assessment Practices are of three kinds: Formative Assessment: Formative assessment to give learners feedback on the progress they are making. This feedback takes the form of marking schedules, critiques of learner work or written feedback on essays, assignments, and projects. Summative Assessment: Summative assessment to establish what a learner has achieved at the end of each project, subject, and programme of study. It is used to determine competence in the subject outcomes and in the exit level outcomes of the qualification as an integrated whole. Workplace Integrated Learning assessment: Workplace integrated learning assessment, which assesses the learner's ability to: |
| INTERNATIONAL COMPARABILITY |
| This qualification was compared with the following international qualifications.
Country: United Kingdom Institution: The Chartered Banker Institute Qualification title: Professional and Responsible Banking in a Digital Age Certificate NQF Level: SCQF Level 7 Purpose/Rationale: This qualification aims to develop the learner's knowledge, understanding and skills relating to banking in a digital age. A study of core banking principles and practice is combined with learning about the forces that are transforming the way we bank, and how banks are responding to meet the changing expectations of customers in an increasingly competitive environment. Key themes include responsible and sustainable banking and what it means to be a professional in banking in the current environment. By applying these principles, learners will be able to help their bank deliver its strategy, perform well at work, and serve customers, communities, and the wider environment well. This is for all bank employees in the UK and internationally. Particularly those new to banking, regardless of their own specialism, who want to expand their knowledge and understanding of the business they are in - the business of banking - and have that knowledge and understanding recognised through the award of a professional banking qualification. Upon completion of this qualification, a learner will be able to: The key models of the qualification are: Similarities: Differences: Country: Germany Institution: Frankfurt School of Finance and Management Qualification title: Certified Expert in Digital Finance Duration: 6 months Purpose/Rationale: In this qualification, the learner will learn about the emerging digital landscape as well as the new market participants and products that have disrupted the market. By taking the qualification, the learner will be enabled to successfully deploy digital technologies in the institution and leverage digital financial services (DFS) in the target markets. Upon successful completion of this qualification, participants will have profound knowledge and practical skills around the following topics: The qualification modules: Similarities: Differences: Conclusion: The Advanced Certificate in Banking in the Digital Age compares well with The Chartered Banker Institute's certificate and the Frankfurt School of Finance and Management qualifications detailed above, as they all offer similar modules, learning outcomes, and content focusing on digitisation risks, regulations, ethics, and professionalisation and customer service in a banking environment. They are both designed to accommodate learners who are in employment or full-time learners. |
| ARTICULATION OPTIONS |
| This qualification allows possibilities for horizontal vertical and diagonal articulation.
Horizontal Articulation: Vertical Articulation: Diagonal Articulation: |
| MODERATION OPTIONS |
| N/A |
| CRITERIA FOR THE REGISTRATION OF ASSESSORS |
| N/A |
| NOTES |
| N/A |
| 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. |
| NONE |
| 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. |