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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Banking|
|SAQA QUAL ID||QUALIFICATION TITLE|
|20185||Further Education and Training Certificate: Banking|
|SGB Banking and Micro Finance|
|PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY||NQF SUB-FRAMEWORK|
|BANKSETA - Banking Sector Education and Training Authority||OQSF - Occupational Qualifications Sub-framework|
|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||120||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|LAST DATE FOR ENROLMENT||LAST DATE FOR ACHIEVEMENT|
|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|
|The purpose of the qualification is consistent with the objectives of the National Qualifications Framework as postulated in Section 2 of the South African Qualifications Act, 58 of 1995. The South African Qualifications Authority Act, 38 of 1995, states that the objectives of the National Qualifications Framework are to "... to create an integrated national framework for learning achievements; ... facilitate access to, and mobility and progression within education, training and career paths; ... enhance the quality of education and training; ... accelerate the redress of past unfair discrimination in education, training and employment opportunities; and thereby ... contribute to the full personal development of each learner and the social and economic development of the nation at large." The postulation of this qualification is informed by the priority of equity. The qualification is intended to reflect the entirety of skills possessed by any particular learner, regardless of that learner`s prior educational background. Moreover, it is in the interest of equity that this qualification is capable of reflecting the unique sets of skills of individual learners, and individual needs, potentialities and talents are accommodated by this qualification in the interest of equity.
In accordance with the terms of Regulation 6140 of 1998 and the needs and requirements of the specific banking industry, the purpose of this qualification is to represent a planned combination of learning outcomes in the field of business, commerce and management studies and other related fields, and specifically the sub-field of banking, which has the further purpose to provide qualifying learners with competence and a basis for further learning.
In addressing the necessary core, fundamental and elective unit standards it plans to add value to the qualifying learner in terms of enrichment of the person through the provision of status, recognition, credentials and licensing.
It further promotes the enhancement, marketability and employability of learners and plans to open up the access routes to additional education and training through this process. Added to this is the purpose of providing benefits to society and the economy by enhancing citizenship, increasing social and economic productivity providing specifically skilled/professional people and transforming the redressing of legacies of inequity.
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|Unit standards from the General Education and Training Certificate and a combination of competencies obtained in the Further Education and Training band will serve as a learning base to progress into the level 4 qualification.
Role of recognition of prior learning:
The qualification is specifically designed to accommodate a broad range of recognition of prior learning. This intention is reflected in the structure of the qualification and also in the rules for combination of credits towards the qualification. The intention is to provide recognition for all the relevant skills which learners already possess and even to provide recognition for skills which might not be absolutely relevant to the job through the elective category. It is recognised that these suites of skills will differ radically from learner to learner and from bank to bank. The philosophy of flexibility expressed elsewhere in this document arises from a desire not to unnecessarily deny access to an appropriate qualification to any learner.
Recognizing that skills development in banks will in any case be specific to specific learners, rather than rigid career paths, which in any case appear to be rapidly disappearing in banking, the same philosophy requires that this qualification will be so designed as to accommodate as far as possible recognition of whatever skills the learner will need to acquire both now and in the future.
The principle of portability is honoured in the qualification. It is viewed as irrelevant at what institution credit towards a particular qualification was acquired. Prior learning for example may occur through the formal education system. To accommodate appropriate recognition of this prior learning, the qualification may contain up to fifty-nine credits which are transferred from formal schooling. Nor is there any prohibition of using appropriate credits towards this qualification which have already been used towards any other qualification.
It is not envisaged that this qualification will ever be a "whole" qualification. It is not intended that evaluation towards any constituent unit standard will ever be subsumed in broader evaluation towards the qualification as a whole, in consequence. This arrangement particularly suits the contingencies of recognition for prior learning. It is expected that every learner will plan his/her own progress toward the qualification by obtaining assessment from an appropriate source towards the unit standards which he/she intends to incorporate in the qualification. Such a system will draw heavily on recognition of prior learning, and will enable learners to obtain qualifications as far as possible on the basis of recognition of prior learning.
In conclusion, the qualification may be achieved in whole or in any part through the recognition of prior learning, which will include the learning outcomes achieved through formal, informal and non-formal learning and work experience.
|RECOGNISE PREVIOUS LEARNING?|
|To be awarded the Qualification learners are required to obtain a minimum of 120 credits as detailed below.
The Fundamental Component consists of Unit Standards in:
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.
All Unit Standards in the Fundamental Component comprising 56 credits are compulsory.
Core learning is represented by unit standards in banking. To obtain this qualification, the learner must obtain at least 40 credits on NQF Level 4 of this sort, but the precise unit standards are not specified, since the learner is expected to select and incorporate those most applicable to his/her job.
Elective learning means a selection of 24 additional credits from the sub-field of banking or from a banking-related sub-field from which a choice may be made to ensure that the purpose of the qualification is achieved. This permits learners a wide selection of banking or banking-related standards, which would enrich their functioning in their particular job in their particular organization. The selection should accommodate the interests of the learner, but is subject to approved by the BANKSETA.
|EXIT LEVEL OUTCOMES|
|1. Exit-level outcomes
The exit-level outcomes of the qualification will be the sum of the outcomes of all the unit standards constituting the qualification. It is not possible to be more specific about the exit-level outcomes because the flexibility envisaged in the qualification makes countless permutations of unit standards possible. This flexibility is desirable because it reflects the multi-disciplinary nature of banking work, and the fluidity of jobs and roles within the banking profession.
It has been established that all the critical cross-field outcomes identified in various literature released by the South African Qualifications Authority are achieved through any permutation of unit standards complying with the minimum requirements for the qualification. It may accordingly be concluded that, regardless of the permutation of constituent unit standards selected by the learner, the qualification will have played a crucial role in promoting life-long learning.
The sum of the specific outcomes of the unit standards comprising the qualification should make the learner competent for his/her job in banking, recognizing that no prescribed combination of unit standards will make the learner competent for all jobs in banking, even at a particular level of work.
It is not possible to catalogue the assessment criteria of all the unit standards which might form a part of the qualification. However, as it is envisaged, the assessment criteria pertinent to the exit-level outcome of the qualification will be the assessment criteria associated with every individual unit standard comprising the qualification. Exiting from the qualification is possible from every point, because the learner would retain credit in respect of every unit standard which he/she obtained credit for during the course of his/her engagement with the qualification. While it is not possible to be more specific than that about early exit outcomes, this approach makes it possible to guarantee that every learner will enjoy the promised benefit of portability of unit standards.
For the learner who exits the qualification before completion, the opportunity always remains to re-enter the qualification, or even to re-enter a qualification at a higher level, incorporating the applicable unit standards for which he/she already has credit. In any event, the specific and critical cross-field learning outcomes which are required for competence in terms of the qualification should be consistent with the requirements for effective performance in the job.
2. Specific outcomes
This qualification is highly flexible, in that it accommodates the combination of a wide range of unit standards. The need for this flexibility results from the dynamic environment of the banking sector and also reflects the fact that general education are valued in the banking sector. This qualification allows learners as much opportunity as possible to deploy what they learn in and for the workplace in obtaining this qualification.
However, because of the flexibility, it is not possible (and nor is it desirable) to state a narrow set of specific outcomes which will be associated with this qualification. Rather the specific outcomes of the qualification must always be seen as the sum of the specific outcomes of its constituent unit standards.
This means that different learners who possess this qualification may have achieved different "sums of specific outcomes", so to speak. This should not represent a problem as long as learners and employers are aware that this qualification does not imply a single, invariant set of specific outcomes. Moreover, it is hoped that learners will not see this qualification as an end-point in their learning but rather as a milestone and will continue learning towards further qualifications. As banking is such a wide, fluid environment and career paths in banking are so various and intermixed, it seems far less valuable to try to tie learners to rigid, predetermined sets of specific outcomes than it is to recognise the skills they possess, and to encourage them to expand on these.
3. Critical cross-field outcomes
The unit standards comprising this qualification will indicate the appropriate critical cross-field outcomes. Each unit standard is complete within itself and can be an exit level outcome enabling the learner to exit the qualification at any point. Credits achieved within the qualification are retained by the learner and are portable.
No matter what its constituent unit standards, providing that the minima that is prescribed are adhered to, the learner who acquires the qualification will be able:
|ASSOCIATED ASSESSMENT CRITERIA|
|Section 8 of the Regulations under the South African Qualifications Authority Act of 1995, published in Regulation Gazette 6140 of 28 March 1998, provides a number of requirements for the registration of qualifications, inter alia that a qualification shall:
(g) "... incorporate integrated assessment appropriately to ensure that the purpose of the qualification is achieved, and such assessment shall use a range of formative and summative assessment methods such as portfolios, simulations, work-place assessments, written and oral examinations ...".
It is recognised that skills development within banking is more and more individually based. Individuals will develop unique career paths to equip themselves for an environment that changes constantly and rapidly.
The intention in postulating this qualification is to provide recognition for the skills which bank employees already possess. It is recognised that the combination of skills will differ from employee to employee and from bank to bank. A philosophy of flexibility is required to ensure that appropriate qualifications are easily accessible to any bank employee. It follows that qualifications in banking will be determined by the needs of the individual and not by a prescribed formula.
This qualification consists of unit standards drawn from a wide range of fields. Each unit standard is a self-contained exit level outcome. Each constituent unit standard contains its own assessment criteria, and it is not intended that admission to this qualification will be accorded on any basis than the granting of individual constituent unit standards on the basis of compliance with those assessment criteria. The unit standards prescribe competent performance and lay down the assessment criteria by which competence should be judged, as well as the range of circumstances in which competence should be demonstrated.
The assessment tools used include:
These methods must be carefully selected based on the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). The assessment should as many different methods as are necessary to give the assessor reliable and valid proof of competence and evidence of required attitudes.
The portfolio of evidence referred to in the previous paragraph, if used for assessment purposes, must provide valid, reliable and authentic evidence of past achievements and experience which served to supplement the assessment of applied competence. The portfolio should include:
Because the qualification is not offered as a "whole" qualification, the question of formative and summative evaluation towards the qualification does not arise. Moreover, the question of formative evaluation does not arise in respect of credits awarded as recognition of prior learning. It is to be hoped that in respect of unit standards representing new learning by the learner the formative and summative evaluation will take place, in order to ensure integrated assessment results.
|The demands of worldwide banking, international comparability of unit standards and qualifications are essential. The following focus were the factors of international benchmarking, which occurred continuously throughout the project:
In terms of the South African approach to unit standards, the standards itself and the appropriateness of standards, international benchmarking has already been built in and has been taken care of by the time unit standards are accepted on the National Qualifications Framework.
Benchmarking were done on the following qualifications: The NVQ from Britain, The SVQ from Scotland, Australian, New Zealand and German Qualifications. In terms of the Australian and New Zealand approach to qualifications the unit standards were to an extent non-existent and qualifications were very hard to find. The German approach to qualifications is very limited in that it actually pertains to job streaming and is not in line with the approach that the South African Qualification Authority or the National Qualifications Framework wants us to take in South Africa.
The NVQ and the SVQ qualifications were to an extent similar to the South African approach. It was therefore decided to make use of those two qualifications to determine our own international benchmark throughout the process. The NVQ and SVQ qualifications designed in 1996, consist of four standards, plus a selection of any four optional unit standards from the remaining fourteen banking unit standards. The approach of unit standard writing from an NVQ, SVQ perspective leaves us with broad generic unit standards. This is not in line with the South African Qualifications Authority National Qualifications Framework approach for writing unit standards.
The philosophy on standards generation from the NVQ SVQ allows for flexibility. This can be seen in that the qualifications allows for optional unit standards to be used in part to complete a full qualification. This approach is highly applicable to the current globalised banking industry and specifically on the South African environment. This concept for allowing flexibility in the generation of qualifications makes South Africa a trendsetter in the generation of banking qualifications.
|Internal and external moderation of learner achievement is essential to meet requirements of transparency, affordability, fairness, reliability and validity.
Specifications relating to moderation of unit standards are included with the unit standards in question, and these specifications must of course be adhered to on a piecemeal basis. That being the case, there is no need for a second moderation process in respect of the qualification itself.
Any additional moderation requirements stipulated by legislation, regulation and moderating bodies appointed by the South African Qualification Authority will naturally receive preference in the identification and implementation of moderation options in relation to this qualification, and severally constituent unit standards.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
It is stated in section 8 (1) (b) of Regulation Gazette 6140 of 28 March 1998 that a qualification shall "? add value to the qualifying learner through the: provision of status, recognition, credentials and licensing; enhancement of marketability and employability; and opening up of access routes to additional education and training?". It is noted that no qualification can do these things in, on and of itself; supporting initiatives are required to ensure that a qualification will provide status, will enhance the marketability and employability, and will open up access routes to additional education and training. It is noted that such initiatives are contemplated in the banking sector and many of them are already underway within individual organisations.
It is consistent with the philosophy of this qualification that core learning in respect of any of the new qualifications being proposed will be specified only in general terms. This is because it is not possible to be more specific as to the learning required in situations contextually relevant to the particular qualification without excluding many of the diverse and evolving jobs in banking. Any credit undertaken under the category of core learning will be subject to a test of relevance administered by the sectoral education and training quality assurance body, but it is envisaged that as long as a member organisation can make a case for the relevance of any credit to work being undertaken in that organisation, or work which has been undertaken in that organisation, then it will not be the business of the relevant education and training quality assurance body to obstruct the inclusion of the elective credits in question in a banking qualification.
Elective learning, comprising the additional credits acceptable for the qualification in question, will permit as broad a selection as may be necessary to capture the particular contingencies applicable to particular jobs in particular contexts within particular organisations. Whereas any credit undertaken under the category of elective learning will be subject to a test of relevance administered by the sectoral training and quality assurance body, such a test will not be stringent since the purpose of the elective component would be to accommodate the interests of the employee. Nor will the range of fields and sub-fields from which elective credits are drawn be narrowed or specified, subject only to the loose test of relevance already mentioned.
This qualification presumes that credits may be transferred from formal schooling. Until and unless the South African Qualifications Authority provides another basis for doing so, and the application of this alternative basis for doing so carries mandatory and statutory force, the following principles shall apply:
It is noted that all credits, in order to count towards this qualification, must be subject to a test of relevance.
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8972||Interpret a variety of literary texts||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8970||Write texts for a range of communicative contexts||Level 3||NQF Level 03||5|
|Fundamental||9015||Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems||Level 4||NQF Level 04||6|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||8977||Evaluate literary texts||Level 4||NQF Level 04||5|
|Fundamental||8975||Read analyse and respond to a variety of texts||Level 4||NQF Level 04||5|
|Fundamental||9016||Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts||Level 4||NQF Level 04||4|
|Fundamental||7468||Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues||Level 4||NQF Level 04||6|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||7204||Adhere to the fundamental legal requirements when taking in and processing documents for opening and operating a banking account for a Corporate||Level 4||NQF Level 04||25|
|Elective||7205||Adhere to the legal requirements when taking in and processing documents for opening and operating a banking account for a Club or Association or Trust||Level 4||NQF Level 04||25|
|Elective||12763||Administer a Floorplan facility and Inspections in an Asset Based Financing environment||Level 4||NQF Level 04||5|
|Elective||7201||Administer amendments to finance accounts in a banking environment||Level 4||NQF Level 04||43|
|Elective||7189||Administer payment of the proceeds of a mortgage loan in a banking environment||Level 4||NQF Level 04||59|
|Elective||7196||Administer post-registration changes to a mortgaged property in a banking environment||Level 4||NQF Level 04||23|
|Elective||13943||Analyse new developments reported in the media that could impact on a business sector or industry||Level 4||NQF Level 04||10|
|Elective||15082||Apply and administer real estate systems, policies and procedures||Level 4||NQF Level 04||6|
|Elective||14910||Apply the principles of Computer Programming||Level 4||NQF Level 04||8|
|Elective||10029||Attend briefing and return work on deadline||Level 4||NQF Level 04||7|
|Elective||10129||Authorise and release an import letter of credit/amendment||Level 4||NQF Level 04||16|
|Elective||10122||Authorise and release forward exchange contracts||Level 4||NQF Level 04||12|
|Elective||10121||Authorise and release reimbursement payments||Level 4||NQF Level 04||16|
|Elective||7190||Authorise mortgage loan payments in a banking environment||Level 4||NQF Level 04||16|
|Elective||12741||Calculate advance against offer of invoices presented for discounting||Level 4||NQF Level 04||8|
|Elective||13379||Calculate Interest using the Basic Mathematics of Interest Rates||Level 4||NQF Level 04||6|
|Elective||7255||Communicate banking product information and provide product support to sales clients||Level 4||NQF Level 04||10|
|Elective||10017||Comply with legal requirements and understand implications||Level 4||NQF Level 04||4|
|Elective||10022||Comply with organisational ethics||Level 4||NQF Level 04||4|
|Elective||114759||Conduct an analysis of a personal banking customer's financial position||Level 4||NQF Level 04||8|
|Elective||7234||Conduct an analysis of a personal banking customer's financial position||Level 4||NQF Level 04||12|
|Elective||7225||Control and manage cash and security documents in the branch of a bank||Level 4||NQF Level 04||25|
|Elective||10018||Deal with brand, product and service promotions||Level 4||NQF Level 04||4|
|Elective||12742||Demonstrate a knowledge and understanding of the requirements of import and export factoring for discounting||Level 4||NQF Level 04||9|
|Elective||12737||Demonstrate a knowledge and understanding of the specific risks related to factoring as a lending vehicle||Level 4||NQF Level 04||9|
|Elective||10034||Demonstrate an understanding of and define integrated marketing communications and its role||Level 4||NQF Level 04||6|
|Elective||10032||Demonstrate an understanding of and define the nature, role and history of marketing communication||Level 4||NQF Level 04||3|
|Elective||10033||Demonstrate an understanding of ethical, cultural and legal issues in marketing communication||Level 4||NQF Level 04||3|
|Elective||14924||Demonstrate an understanding of information systems analysis||Level 4||NQF Level 04||3|
|Elective||10016||Demonstrate an understanding of product positioning||Level 4||NQF Level 04||4|
|Elective||14908||Demonstrate an understanding of testing IT systems against given specifications||Level 4||NQF Level 04||6|
|Elective||10020||Demonstrate an understanding of the competitive environment||Level 4||NQF Level 04||4|
|Elective||13398||Demonstrate an understanding of the concepts and conventions of the foreign exchange market||Level 4||NQF Level 04||10|
|Elective||13397||Demonstrate an understanding of the core concepts of the bond market||Level 4||NQF Level 04||10|
|Elective||13381||Demonstrate an understanding of the core concepts of the equities market||Level 4||NQF Level 04||10|
|Elective||13376||Demonstrate an understanding of the core concepts of the money market||Level 4||NQF Level 04||8|
|Elective||115359||Demonstrate an understanding of the handling of error in a computer programming environment||Level 4||NQF Level 04||2|
|Elective||10019||Demonstrate an understanding of the target market||Level 4||NQF Level 04||4|
|Elective||12743||Demonstrate knowledge and understanding of a factoring agreement||Level 4||NQF Level 04||4|
|Elective||13418||Demonstrate knowledge and understanding of a mortgage bond as a form of debt security||Level 4||NQF Level 04||6|
|Elective||12745||Demonstrate knowledge and understanding of accounting practice and procedures associated with the collection of debts||Level 4||NQF Level 04||6|
|Elective||12736||Demonstrate knowledge and understanding of factoring as a lending vehicle||Level 4||NQF Level 04||10|
|Elective||13415||Demonstrate knowledge and understanding of ownership of property relevant to mortgage finance||Level 4||NQF Level 04||4|
|Elective||13429||Demonstrate knowledge and understanding of production efficiency in note processing||Level 4||NQF Level 04||10|
|Elective||13403||Demonstrate knowledge and understanding of property concepts associated with mortgage finance||Level 4||NQF Level 04||4|
|Elective||13416||Demonstrate knowledge and understanding of the basics of security for finance||Level 4||NQF Level 04||6|
|Elective||13420||Demonstrate knowledge and understanding of the bond registration process||Level 4||NQF Level 04||6|
|Elective||13433||Demonstrate understanding of risk management policy and procedure in note processing||Level 4||NQF Level 04||6|
|Elective||14667||Describe and apply the management functions of an organization||Level 4||NQF Level 04||10|
|Elective||10014||Describe features, advantages and benefits of a range of products||Level 4||NQF Level 04||6|
|Elective||14926||Describe information systems departments in business organisations||Level 4||NQF Level 04||3|
|Elective||14909||Describe the difference between programming in Object Orientated and Procedural Languages||Level 4||NQF Level 04||4|
|Elective||14921||Describe the types of computer systems and associated hardware configurations||Level 4||NQF Level 04||6|
|Elective||14915||Design a computer program according to given specifications||Level 4||NQF Level 04||8|
|Elective||243947||Develop self within the job role||Level 4||NQF Level 04||4|
|Elective||13430||Drive daily note processing production||Level 4||NQF Level 04||10|
|Elective||10031||Edit, Code and Capture data||Level 4||NQF Level 04||5|
|Elective||7192||Effect and finalise mortgage loan cancellation instructions in a banking environment||Level 4||NQF Level 04||21|
|Elective||117805||Enhance work practices within the trading environment by the application of foreign exchange and trading knowledge||Level 4||NQF Level 04||15|
|Elective||117807||Enhance work practices within trading by the application of market knowledge||Level 4||NQF Level 04||15|
|Elective||7231||Establish a personal banking customer's financial situation||Level 4||NQF Level 04||3|
|Elective||7254||Establish and develop banking sales client relationships||Level 4||NQF Level 04||15|
|Elective||12738||Establish the collectable value of a business` debtor`s book||Level 4||NQF Level 04||15|
|Elective||12735||Establish the security cover over the factoring liability provided by debtors in factoring||Level 4||NQF Level 04||15|
|Elective||13436||Evaluate the application of risk management policy and procedure in note processing||Level 4||NQF Level 04||12|
|Elective||14917||Explain computer architecture concepts||Level 4||NQF Level 04||7|
|Elective||10028||Follow sampling requirements||Level 4||NQF Level 04||9|
|Elective||10025||Handle a range of customer complaints||Level 4||NQF Level 04||4|
|Elective||13873||Handle a range of customer complaints in Contact Centres||Level 4||NQF Level 04||4|
|Elective||15086||Identify and apply basic property principles in real estate practice||Level 4||NQF Level 04||8|
|Elective||13380||Identify and explain different types of derivatives||Level 4||NQF Level 04||8|
|Elective||10013||Identify and utilise marketing resources to meet objectives||Level 4||NQF Level 04||4|
|Elective||7226||Identify credit risks when preparing and recommending new proposals in a banking environment||Level 4||NQF Level 04||25|
|Elective||10015||Identify customers of the business||Level 4||NQF Level 04||4|
|Elective||10026||Identify expertise and resources||Level 4||NQF Level 04||3|
|Elective||12744||Identify factorable invoices||Level 4||NQF Level 04||4|
|Elective||10023||Identify internal and external stakeholders||Level 4||NQF Level 04||4|
|Elective||15081||Identify, gather and act on financial information in a real estate business||Level 4||NQF Level 04||6|
|Elective||114755||Install an ATM (Automated Teller Machine)||Level 4||NQF Level 04||5|
|Elective||13872||Instil in myself a personal Contact Centre culture||Level 4||NQF Level 04||4|
|Elective||10021||Instil in myself a personal marketing culture||Level 4||NQF Level 04||4|
|Elective||7203||Investigate and resolve irregularities on finance records in a banking environment||Level 4||NQF Level 04||36|
|Elective||7258||Issue certificates of balances and tax certificate in a banking environment||Level 4||NQF Level 04||2|
|Elective||10024||Liaise with a range of customers of a business||Level 4||NQF Level 04||4|
|Elective||114749||Maintain an Automated Teller Machine (ATM)||Level 4||NQF Level 04||4|
|Elective||7222||Maintain and monitor investment bank accounts||Level 4||NQF Level 04||2|
|Elective||114763||Manage cash in till or under counter safe in a banking environment||Level 4||NQF Level 04||5|
|Elective||114766||Manage contractors in credit and debit card distribution||Level 4||NQF Level 04||6|
|Elective||10120||Manage Foreign Currency Accounts||Level 4||NQF Level 04||20|
|Elective||7224||Manage physical security risks during branch operations in a banking environment||Level 4||NQF Level 04||25|
|Elective||12746||Manage the operational aspects of the factoring relationship with supplier||Level 4||NQF Level 04||8|
|Elective||10012||Meet marketing performance standards||Level 4||NQF Level 04||4|
|Elective||114753||Monitor cash centre reports and accounts in a banking environment||Level 4||NQF Level 04||5|
|Elective||7184||Monitor cash centre reports and accounts in a banking environment||Level 4||NQF Level 04||5|
|Elective||10027||Monitor marketing information flow and collect process marketing data||Level 4||NQF Level 04||4|
|Elective||7236||Open a savings or transmission account for a personal banking customer||Level 4||NQF Level 04||2|
|Elective||7257||Operate systems to accommodate the defined situation within a treasury within a banking environment||Level 4||NQF Level 04||8|
|Elective||117817||Operate systems to accommodate the defined situation within a treasury within a banking environment||Level 4||NQF Level 04||8|
|Elective||117809||Operate systems to accommodate the defined situations within a trading environment||Level 4||NQF Level 04||18|
|Elective||13375||Perform basic forex market calculations||Level 4||NQF Level 04||8|
|Elective||13396||Perform basic money market calculations||Level 4||NQF Level 04||6|
|Elective||13399||Perform bond market calculations||Level 4||NQF Level 04||8|
|Elective||242811||Prioritise time and work for self and team||Level 4||NQF Level 04||5|
|Elective||12756||Process and administer financial applications for movable assets (corporate)||Level 4||NQF Level 04||15|
|Elective||114756||Process Banking Transactions||Level 4||NQF Level 04||5|
|Elective||114744||Process customer ATM (Automated Teller Machine) card requests||Level 4||NQF Level 04||2|
|Elective||7221||Process customer ATM (Automated Teller Machine) card requests||Level 4||NQF Level 04||2|
|Elective||114750||Process customer requests for cheque books, counter cheques and bank cheques||Level 4||NQF Level 04||5|
|Elective||7182||Process electronic banking-related reports||Level 4||NQF Level 04||6|
|Elective||10130||Process export letters of credit||Level 4||NQF Level 04||28|
|Elective||10127||Process Foreign Finance Loans||Level 4||NQF Level 04||18|
|Elective||117850||Process Inward Foreign Documentary Collections (FBC'S) in a banking environment||Level 4||NQF Level 04||7|
|Elective||117852||Process Outward Foreign Documentary Collections (FBC's) in a banking environment||Level 4||NQF Level 04||8|
|Elective||7246||Provide a banking-related basic financial solution involving foreign exchange||Level 4||NQF Level 04||11|
|Elective||117831||Provide a banking-related financial solution involving foreign exchange||Level 4||NQF Level 04||7|
|Elective||7247||Provide a banking-related standard credit-based solution to meet a small to medium business need||Level 4||NQF Level 04||16|
|Elective||7250||Provide a banking-related standard investment solution to meet a small to medium business need||Level 4||NQF Level 04||16|
|Elective||7237||Provide a standard credit-based solution for a personal banking customer||Level 4||NQF Level 04||10|
|Elective||7244||Provide a standard investment solution for a personal banking customer||Level 4||NQF Level 04||10|
|Elective||12759||Provide after-sales customer service in an Asset Based Financing environment||Level 4||NQF Level 04||9|
|Elective||7223||Provide banking-related information services||Level 4||NQF Level 04||4|
|Elective||7240||Provide standard home loan finance for a personal banking customer||Level 4||NQF Level 04||12|
|Elective||7242||Provide the personal banking customer with a standard, asset-based financial solution||Level 4||NQF Level 04||8|
|Elective||117838||Purchase Foreign Instruments from a customer in a banking environment||Level 4||NQF Level 04||9|
|Elective||15088||Recognise and comply with legal requirements and records in a real estate business||Level 4||NQF Level 04||12|
|Elective||10030||Record raw data||Level 4||NQF Level 04||3|
|Elective||7193||Rectify irregularities on mortgage loan records in a banking environment||Level 4||NQF Level 04||36|
|Elective||12740||Report findings of debtor administration review to inform future credit decisions||Level 4||NQF Level 04||12|
|Elective||7187||Resolve rejected foreign exchange items and SWIFT (Society for World-wide Inter-bank Financial Telecommunication) messages||Level 4||NQF Level 04||15|
|Elective||117829||Resolve rejected foreign exchange items and SWIFT (Society for World-wide Inter-institution Financial Telecommunication) messages||Level 4||NQF Level 04||5|
|Elective||7219||Respond to customer requests in a banking environment||Level 4||NQF Level 04||3|
|Elective||117814||Sell Foreign Instruments to a customer in a banking environment||Level 4||NQF Level 04||10|
|Elective||13427||Solve note-processing operating problems to maintain efficiency of production process||Level 4||NQF Level 04||8|
|Elective||12747||Take on a business' debtor's book in full||Level 4||NQF Level 04||12|
|Elective||12755||Terminate and refinance leases in an asset based banking environment||Level 4||NQF Level 04||7|
|Elective||13439||Train operators of note sorting machinery on the job||Level 4||NQF Level 04||16|
|Elective||117815||Understand and keep abreast of daily economic market influences in a treasury in a banking environment||Level 4||NQF Level 04||20|
|Elective||7252||Understand and keep abreast of daily economic market influences in a treasury in a banking environment||Level 4||NQF Level 04||24|
|Elective||13874||Work as a member of a Contact Centre Team||Level 4||NQF Level 04||5|
|Elective||10011||Work as a member of a marketing team||Level 4||NQF Level 04||5|
|Elective||15064||Analyse and interpret real estate principles, practice, information in the real estate environment||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||117810||Enhance work practices within trading by the application of technical analysis||Level 5||Level TBA: Pre-2009 was L5||30|
|Elective||15336||Evaluate viability and performance of real estate portfolio||Level 5||Level TBA: Pre-2009 was L5||4|
|Elective||15068||Implement and control administration of real estate systems, policies and procedures||Level 5||Level TBA: Pre-2009 was L5||10|
|Elective||15061||Implement and maintain legal requirements within a real estate business||Level 5||Level TBA: Pre-2009 was L5||8|
|Elective||117806||Manage risk within a forex trading environment||Level 5||Level TBA: Pre-2009 was L5||18|
|Elective||15054||Manage the marketing, selling and leasing of residential properties||Level 5||Level TBA: Pre-2009 was L5||12|
|Elective||13304||Present options to a borrower concerning affordability of mortgage finance||Level 5||Level TBA: Pre-2009 was L5||10|
|LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:|
|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.||AAR Trading and Projects (Pty) Ltd|
|2.||Absa Learning & Development|
|3.||Advanced Assessments and Training|
|5.||Big Idea Corporate Training and Consulting Services (Pty) Ltd|
|6.||Chartall Business College|
|8.||Cornerstone Performance Solutions (Pty) Ltd|
|9.||DC Dali Debt Counsellors|
|10.||Delmas Development Centre|
|11.||Fachs Business Consulting and Training|
|12.||Felix Risk Training Consultants|
|13.||Fungi Business Consulting (Pty) Ltd|
|15.||Jumpstart Your Career|
|16.||LA-GUNA GUEST HOUSE (PTY)LTD|
|17.||Lablab Agri Professionals|
|18.||Legal Practice Academy|
|19.||Mabele NKL Holdings Investments|
|20.||Magala Accountants (Pty) Ltd|
|21.||MAT 007 (PTY) LTD|
|22.||Ndiwatendi General Enterprise (PTY) Ltd|
|24.||Newdeal credit Bereaux Solutions and Trainings|
|25.||Octomate (Pty) Ltd|
|26.||Octopus Training Solutions|
|27.||Olwazini Communications and Projects|
|28.||Production Management Institute of Southern Africa|
|30.||Riaphathutshedza (PTY) LTD|
|31.||Roma Training Institute (Pty) Ltd|
|32.||Standard Bank Personal and Business Banking|
|33.||The Facilitation Workshop|
|34.||UCS Education and Training Services (Pty) Ltd|
|35.||Welltec Academy (Pty) LTD|
|36.||XPL Skills Development 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.|