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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|National Certificate: Financial Services|
|SAQA QUAL ID||QUALIFICATION TITLE|
|48783||National Certificate: Financial Services|
|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|
|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 2||NQF Level 02||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 to build the knowledge and skills required by entry-level employees in the industry and learners in learnerships as part of the implementation of the Financial Services Charter. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as workers in the South African financial services community and to respond to the challenges specific to the financial services environment and the changing world of work in the industry. It will be useful for:
The Qualification provides a balanced learning experience that allows flexible access to further education, lifelong learning and to productive employment in the financial services sector or other industries.
Rationale for the qualification:
The National Certificate in Insurance Administration: Level 2, NLRD no: 14657, was registered in 2001 to meet the needs of multiple work roles, organisational requirements and the changing technological nature of the insurance industry. It provides entry-level access and serves as a bridging Qualification for entrants into the insurance industry.
The financial services environment has changed substantially since 2001. The introduction of The Financial Advisory and Intermediary Services Act , Act 37 of 2002 (FAIS) and the Finance Intelligence Centre Act, Act 38 of 2001 (FICA) has raised awareness about issues of compliance. In addition, The Fit and Proper registration requirements of the Financial Services Board (FSB) require intermediaries to hold certain educational Qualifications. The industry has determined that the Qualification for Category A intermediaries who market assistance policies should be at NQF
Level 2. The industry therefore requested that The National Certificate in Insurance Administration: Level 2 be expanded to make it relevant for intermediaries in Category A. As intermediaries in this category are not necessarily employed in insurance organisations it was agreed that a Qualification entitled The National Certificate in Financial Services: Level 2 would be more appropriate and could be used across the Financial Services Sector.
The National Certificate in Financial Services: Level 2 therefore replaces the National Certificate in Insurance Administration: Level 2 when it reaches the end of its registration period.
The Financial Charter was adopted in 2003. As part of the Charter, the Financial Services Industry undertook to offer a number of learnerships in Financial Services to unemployed youth. The number of employees in the sector continues to shrink and it is unlikely that the industry will be able to offer employment to the number of people it is required to train in learnerships. In consultations with the Department of Labour it was agreed that the industry should offer learnerships towards a financial services Qualification and provide the opportunity for unskilled and unemployed youth to acquire skills and work experience. It was agreed that the required Qualification should include life skills and entrepreneurship so that the learners are able to seek employment in another sector or start their own businesses. This will help to address the skills shortage in the country and provide opportunities for people who, at present, do not have marketable skills and experience. The proposed National Certificate in Financial Services: Level 2 will enable the industry to fulfill its learnership obligations and a number of Unit Standards that focus on life skills have been included to ensure that the Qualification is fit for purpose.
The National Certificate in Financial Services: Level 2 allows the individual to work towards a nationally recognised Qualification. It is flexible enough to be offered in formal education and as occupational-directed workplace based training for learners already employed in the financial services industry and for learners in learnership programmes. It aims to develop informed and multi-skilled workers who are employable in the financial services and other industries. Skills, knowledge, values and attitudes reflected in the Qualification are building blocks that are developed further at NQF level 3 and 4 in other registered industry Qualifications. The intention is:
Qualifying learners should be knowledgeable about and competent in:
|LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING|
|It is assumed that learners are competent in Communication and Mathematical Literacy at NQF Level 1.
Recognition of prior learning
|RECOGNISE PREVIOUS LEARNING?|
|The Certificate is made up of a planned combination of learning outcomes that have a defined purpose and will provide qualifying learners with applied competence and a basis for further training. It is a building block for The National Certificate in Financial Services Level 3.
The Qualification is made up of Unit Standards that are classified as Fundamental, Core and Elective. A minimum of 120 credits is required to complete the Qualification.
Motivation for the number of credits assigned to the Fundamental, Core and Elective Components
There are twenty credits allocated to Communication and 16 credits to Mathematical Literacy at the level of the Qualification, in compliance with SAQA requirements. For the purpose of this Qualification 11 credits are also required for Financial Literacy at level 2. Although this is not a SAQA requirement, the industry believes that if learners are to function in a field that manages people's money, they should be able to manage their own money. At this level decisions are based on management of own finances including responsibility for dependents.
This means that Unit Standards to the value of 47 credits have been included in the Fundamental component. They will add value to learners both socially and economically in terms of
All the Mathematical Literacy, Communication and Financial Literacy Unit Standards at Level 2 designated as Fundamental are compulsory.
Sixty-four credits have been allocated to Unit Standards designated as Core for the purpose of this Qualification. The Unit Standards classified as Core provide the basic knowledge and skills that all workers need to know about the Financial Services industry. They provide an opportunity for learners to achieve knowledge and skills relating to ethics, customer service and professional behaviour in a business environment. They provide an opportunity to develop knowledge of the industry through research and the application of study skills and ensure that the Qualification has a strong Financial Services focus.
HIV/AIDS is a National concern and many Life Policies require mandatory HIV testing. The Life Offices Association (LOA) has a protocol dealing with issues around HIV/AIDS and intermediaries in Category A are required to provide information on HIV/AIDS, mandatory test procedures and pre and post test counseling. A Unit Standard on HIV/AIDS and the effect of the pandemic on the individual and the industry has therefore been included in this Qualification.
A Unit Standard on health and safety in an office workplace has been included in the Qualification to comply with the training requirements for employees prescribed by the Occupational Health and Safety Act (OHSA). The Unit Standard on FAIS focuses on inadvertently giving financial advice and the Unit Standard on money laundering highlights the responsibility of all individuals under the Financial Intelligence Centre Act (FICA). FAIS and FICA have major implications for financial services organisations and all learners in the industry should be aware of the consequences of non-compliance.
As the National Certificate in Financial Services: Level 2 is envisaged as the entry Qualification to the industry, life skills that act as an induction into the world of work have been included in the Core Component.
Learners are required to select Electives that add up to at least nine credits. The Electives have been grouped under the headings:
Unit Standards may be selected from the allocated list of Electives. 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 as life skills to enhance employability.
This reflects the multi-lingual nature of South African society. Ability to communicate in more than one South African language is an advantage in many roles within the sector. The inclusion of an additional official South African language in insurance Qualifications will lead to better customer service in a growing market sector.
The Elective Unit Standards for a second South African language have not been listed in the Qualification. However learners may choose any of the registered Communication Unit Standards from levels 1 to 4 that suit their needs.
|EXIT LEVEL OUTCOMES|
|The National Certificate in Financial Services: Level 2 is intended for personnel already employed in the industry and other learners who intend to follow a career in the financial services sector or a business environment. The focus is on basic operational knowledge, an understanding of the financial services environment and an ability to follow clearly defined industry processes and procedures. Learners are required to apply literacy and numeracy skills to a range of different but familiar financial services contexts and to use their knowledge to select and apply known solutions to well-defined routine problems. They are expected to have a basic ability to collect, organise and report information clearly and accurately and to express an opinion on given information clearly in spoken and written form.
Learners should have the capacity to work and learn in a disciplined manner in a well-structured and supervised environment. They should be able to manage their time effectively and have the ability to develop sound working relationships and to work effectively as part of a group
The Exit Level Outcomes and their Associated Assessment Criteria are the following, which means that the learner will be capable of:
1. Carrying out simple research tasks and applying literacy and numeracy skills within the structure of a financial services organisation and the context of the financial services sector.
2. Managing personal finances.
3. Performing administrative functions and providing customer service by selecting and applying known solutions to well-defined routine problems within own level of authority as a member of a business unit.
4. Explaining the implications and consequences of non-compliance with FAIS and FICA legislation.
5. Explaining compulsory, statutory insurance and the role of the individual in contributing to the health and safety of a financial services workplace.
6. Applying basic business ethics in a work environment.
7. Applying knowledge of self to inform personal goals.
Exit Level Outcomes for the Critical Cross-Field Outcomes
The learner can demonstrate ability to:
In addition this Qualification contributes to the full personal development of each learner and the social and economic development of society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of:
|ASSOCIATED ASSESSMENT CRITERIA|
Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged. Learners who wish to be assessed against the competencies in the Qualification and/or associated Unit Standards should direct enquiries to the relevant ETQA.
The focus of assessment must be on the assessment of the learning outcomes rather than learning outputs. The Specific Outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.
Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values indicated in the various Unit Standards should be integrated. Assessment in communication, mathematical literacy and financial literacy should use authentic workplace contexts wherever practical.
Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learners' skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner's needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, he/she has achieved the outcomes.
Assessment should also have a summative component. Summative assessment may be used on completion of a Unit Standard, but should not be the only form of assessment.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.
Integration implies that theoretical and practical components should, where possible, be assessed together. Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight.
Assessment should ensure that all Specific Outcomes, embedded knowledge and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the Specific Outcomes. The Critical Cross-Field Outcomes are implicit in some Unit Standards and programmes should be designed to extend and further reflect the integration.
Before The National Certificate in Financial Services: Level 2 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.
|South Africa has a world class and highly sophisticated financial services sector. Issues of development, access and sustainability are challenges for the sector that are not as evident in developed economies. In selecting countries for international comparison it is important to consider countries where the economic context in which the Qualification is to be used is similar to the South African context. Ideally, South African financial services Qualifications should be compared to Qualifications from a country with a developed economy and a second developing country with an emerging economy in order to include contexts that have similarities to the South African situation. The UK and Malaysia would have been appropriate choices. There are strong links between South African financial services institutions and the UK and in many cases the only Qualifications available to the financial services sector in the past were informed by or recognised by institutions in the UK. Malaysia has a strong financial services sector and would be useful as a comparison of an emerging player in the world economic environment.
In an attempt to do a comparison with a country with an emerging economy, the following international accrediting bodies were investigated using the internet:
Regrettably, the South African Qualification could not be compared to a Qualification in a country with an emerging economy because the web sites of the countries considered are either not presented in English or their accreditation systems are based on internal quality management systems and audits and not on alignment with national standards:
Study teams for Inseta visited the UK, Ireland and Australia in 2002 and 2003. People from the insurance and investment industry who they met in all three countries were most impressed by the work done by SAQA and the Unit Standards and Qualifications developed for the insurance and investment sector. In all three countries, people consulted indicated that they had nothing to compare with the South African Qualifications and that they would like to benchmark their Qualifications against the South African Qualifications in about three year's time.
The National Certificate in Financial Services: Level 2 was compared to two international Qualifications in order to identify whether they achieve the same outcomes. The Qualifications are registered on
The following Internet sites were consulted
The Qualification and Curriculum Authority (QCA) in the United Kingdom is responsible for standards in education and training. Their site covers the schools curriculum, accreditation and monitoring of Qualifications in schools, colleges and work, plus research and statistics. It provides a list of Qualifications and the awarding bodies but unlike the SAQA site does not provide access to the full Unit Standards. The FS NTO appears to be the UK equivalent of South Africa's Insurance Sector Training and Education Authority. While the standards are not posted on their site, they have published an apprenticeship (learnership) framework, which details the learning pathways of the Qualifications and National Occupational Standard titles for the apprenticeship. The elements (specific outcomes) and Performance (assessment) criteria of these standards were sourced by cross referencing the National Occupational Standards against one of the UK's leading accredited provider's, EDEXEL's Qualifications.
The National Certificate in Financial Services: Level 2 was compared against the NVQ apprenticeship at level 2 because it has similar level descriptors. Competence at level 2 (UK) involves the:
Application of knowledge in a significant range of varied work activities, performed in a variety of contexts. Some of these activities are complex or non-routine and there is some individual responsibility or autonomy. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement.
The Qualification and Curriculum Authority (QCA) and the FS NTO were contacted electronically in an attempt to source the full version of the UK Unit Standards. Neither organisation has responded to the request and the SGB has therefore compared the title, element (specific outcomes) and in some cases the performance criteria (assessment criteria) which were sourced form the web sites of the various accredited bodies.
The Australian Government's National Training Information Service website provides information on the Qualifications, Qualification Structures and the Unit Standards used. The National Certificate in Financial Services: Level 2 was compared to:
The Australian level descriptors are very similar to the South African descriptors. The two Qualifications provide bridging opportunities for entrants to Financial Services and are similar to the SA National Certificate in Financial Services: Level 2. A comparison of the exit outcomes of the South African and Australian Qualifications indicates that Certificate 2 on the AQF has similar outcomes to NQF level 2 in that competencies at Certificate 2 level enable competent learners to:
The Australian level 3 Certificate has also been included in the comparison because:
Learners acquiring the level 3 certificate are able to:
The role of fundamental learning in the UK and Australian Qualification structures.
Fundamentals are referred to as Key Skill Units on the NVQ. There is no evidence of a fundamental component in the design of the Australian certificate.
1) Mathematical Literacy
On the NVQ there is an equivalent to the SA mathematical literacy standards called "Application of Number Level 2". The performance criteria call for work-based evidence, but the outcomes are not contextualised for the insurance environment.
Unit Standards in the Australian certificate (both core and electives) have mathematical literacy as embedded knowledge in some of the standards, e.g. Balance cash holdings and Process claims payments.
The key skill unit under the UK framework Communication Level 2 aligns with the outcomes of the South African standards. It is not as contextualised to business, in general and insurance in particular. The set of South African communications Unit Standards for level 2 has an option that allows for contextualisation in a business or workplace environment.
As indicated, the Australian framework does not have a fundamental component but some of their core and elective standards have communication outcomes that correspond to the SA communications Unit Standards in the Financial Services Qualification. These include but are not limited to listening, questioning, reading and writing skills.
3) Financial Literacy
There is no evidence of standards with similar outcomes being included on the NVQ or AQF, although financial literacy concepts are implicit in the underpinning knowledge skills of various Unit Standards.
In the UK there are three streams of learning at level 2:
The core units for these learning pathways are described as mandatory units, and cross reference to the National Certificate in Financial Services: Level 2 in that they:
On the AQF there are 5 standards that are core to certificates 2 and 3 and an additional sixth Unit Standard that is core in certificate 3.
While all the UK and Australian standards can be mapped to a South African equivalent, there are no equivalents for the following SA standards:
Comparison of Electives in the three Qualifications
The NVQ requires that key skills, including information technology be included in the NVQ's. In addition there is a compulsory core IT unit that all learners must do to obtain the level 2 Qualification. There are further optional units (depending on the learning pathway) that test competence of various computer knowledge and skills. There are equivalent NVQ standards for all the South African Standards in the National Certificate in Financial Services: Level 2.
On the AQF there is one Unit Standard in the core for use of technology which is very broad, and covers a range of the SA outcomes. These include, but are not limited to, selecting appropriate technology, ability to operate various software packages, legislation around information and confidentiality and care of equipment.
A learner who meets the outcomes of the South African standards will have the same competencies as learners achieving competence on either the UK or Australian standards.
Administration and Call Centres
On the NVQ apprenticeship there is a pathway in customer service with a number of units relating to competencies for dealing with customer service aspects in the financial services environment. For all the South African standards there is an equivalent NVQ standard. However there are various customer service outcomes that are not implicitly addressed in the SA Qualification.
The SA Unit Standards can be correlated with those on the AQF with the exception of Receive, distribute and dispatch mail in a financial services environment for which there is no Australian equivalent. As in the UK the Australians have a number of customer services related standards that cover interpersonal and communication skills, covered by the South African Unit Standards.
The combined outcomes of the UK and Australian customer services standards (which appear to be imported from another standard setting body) that are comparable to the South African Unit Standards are:
The following Outcomes are not evident in the Level 2 South African Unit Standards. This is because the National Certificate in Financial Services: Level 2 does not have a strong customer services focus as this is addressed in the Level 3 Qualification:
Financial Services Related Personal Development
There is no evidence of correlating standards on the NVQ or AQF meeting the same outcomes as those in standards grouped as financial services related personal development in the National Certificate in Financial Services: Level 2.
Giving financial information and intermediaries (Category A
The UK and Australia have licensing requirements of their own for intermediaries. The UK licensing requirements are not clear. In Australia they refer to ASIC compliance. The following SA Unit Standards can be mapped to the AQF ASIC compliance standards:
In terms of transferring credits and Qualifications to the UK and Australia, there may be further licensing requirements for certification.
The SA Unit Standard titles also focus on the competencies involved around the servicing, administration and distribution of the products marketed by insurance and investment companies. The NVQ and AQF have corresponding Unit Standards with titles that are written as tasks or activities in an insurance or investment environment. There are synergies in outcomes in terms of product understanding, legislation, and marketing of the products. The International standards additionally refer to the processing of the product, although South Africans view this as an organisational function which is included in the Level 3 Qualification.
The NVQ and AQF do not refer to funeral and health care or medical aid benefits in their Qualification. There are no separate Qualifications covering these areas and it could be that the South African classification of assistance policies (funeral and medical schemes) under long term insurance is unusual. Intermediaries who market assistance policies require registration in Category A with the Financial Services Board. The AQF's Qualification includes learning pathways for learners in the banking sub-sectors.
Of the fifteen life skills Unit Standards in the National Certificate in Financial Services: Level 2, only two correlate with on standards on the NVQ. These are:
There are no life skills standards on the AQF level 2 or level 3 Qualifications that can be used for comparison.
The proposed National Certificate in Financial Services: Level 2 can be confidently compared to the UK's Level 2 professional Qualification for modern apprenticeship in national traineeship and the Australian Certificates 2 and 3 in Financial Services.
There are two Unit Standards on customer service skills in the South African Qualification, but in general, customer service receives less attention in the South African Qualification when compared to both international standards (i.e. specific customer service related standards and not generic interpersonal and communication skills).
The AQF Qualification also includes a number of competencies for individuals in the banking sectors. Both the NVQ and AQF standards focus on steps in the processes in an insurance environment such as Pay a claim, and Process a new business proposal. The competency-based nature of the SA Unit Standards makes them more sustainable, as processes can become outdated.
The South African Qualification has more combinations and pathways for learners to select from in terms of:
On the whole, the learners exiting any of the three Qualifications compared will have similar competencies at similar levels to the learner exiting with this South African Qualification.
|This Qualification articulates vertically with:
The Fundamental Competencies gained in Communication and Mathematical Literacy in this Qualification will enable the learner to access any Qualification at NQF Level 3 in which he/she shows an interest.
|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.
|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.
|As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||113924||Apply basic business ethics in a work environment||Level 2||NQF Level 02||2|
|Core||11813||Apply knowledge of self in order to make a life decision||Level 2||NQF Level 02||3|
|Core||114974||Apply the basic skills of customer service||Level 2||NQF Level 02||2|
|Core||114959||Behave in a professional manner in a business environment||Level 2||NQF Level 02||4|
|Core||114957||Contribute to the health, safety and security of a financial services workplace||Level 2||NQF Level 02||2|
|Core||114961||Explain HIV/AIDS and the effects on the insurance industry and workplace, and indicate own role in creating a caring work environment||Level 2||NQF Level 02||5|
|Core||113904||Explain how money laundering legislation impacts on monetary transactions in South Africa||Level 2||NQF Level 02||2|
|Core||113918||Explain the implications of the Financial Advisors and Intermediaries Services` Act, (FAIS) for employees in financial services organisations||Level 2||NQF Level 02||2|
|Core||114954||Explain the structure of the insurance and investment sub-sector in South Africa||Level 2||NQF Level 02||5|
|Core||114973||Identify the types of records required in the financial services industry and indicate why it is necessary to create evidence||Level 2||NQF Level 02||2|
|Core||114955||Indicate the sub-sectors of the Financial Services industry and the role of insurance and investment in the industry||Level 2||NQF Level 02||5|
|Core||114953||Investigate the nature of the financial services market in South Africa||Level 2||NQF Level 02||5|
|Core||114962||Investigate the structure of a financial services workplace||Level 2||NQF Level 02||3|
|Core||114969||Keep informed about current affairs related to a business sector or industry||Level 2||NQF Level 02||10|
|Core||114971||Maintain an existing information system in a financial services environment||Level 2||NQF Level 02||2|
|Core||14342||Manage time and work processes within a business environment||Level 2||NQF Level 02||4|
|Core||114936||Participate effectively in a team or group||Level 2||NQF Level 02||2|
|Core||115772||Use time management techniques to manage time in a financial services environment||Level 2||NQF Level 02||2|
|Core||114966||Explain the types of compulsory statutory insurance in South Africa||Level 3||NQF Level 03||2|
|Fundamental||8963||Access and use information from texts||Level 2||NQF Level 02||5|
|Fundamental||9009||Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems||Level 2||NQF Level 02||3|
|Fundamental||7480||Demonstrate understanding of rational and irrational numbers and number systems||Level 2||NQF Level 02||3|
|Fundamental||10717||Examine the applications of the Basic Conditions of Employment Act and its effect on earnings in own contract||Level 2||NQF Level 02||2|
|Fundamental||10716||Examine the costs and benefits of using banking institutions for the managing of personal finances||Level 2||NQF Level 02||3|
|Fundamental||9008||Identify, describe, compare, classify, explore shape and motion in 2-and 3-dimensional shapes in different contexts||Level 2||NQF Level 02||3|
|Fundamental||10715||Investigate credit in own circumstances||Level 2||NQF Level 02||3|
|Fundamental||8962||Maintain and adapt oral communication||Level 2||NQF Level 02||5|
|Fundamental||10718||Use a personal budget to manage own money||Level 2||NQF Level 02||3|
|Fundamental||8967||Use language and communication in occupational learning programmes||Level 2||NQF Level 02||5|
|Fundamental||7469||Use mathematics to investigate and monitor the financial aspects of personal and community life||Level 2||NQF Level 02||2|
|Fundamental||9007||Work with a range of patterns and functions and solve problems||Level 2||NQF Level 02||5|
|Fundamental||8964||Write for a defined context||Level 2||NQF Level 02||5|
|Elective||123418||Demonstrate knowledge and understanding of the individual's basic rights and responsibilities under a medical scheme||Level 1||NQF Level 01||1|
|Elective||123416||Demonstrate knowledge and understanding of the individual's basic rights and responsibilities under a retirement fund||Level 1||NQF Level 01||1|
|Elective||12546||Demonstrate knowledge and understanding of the individual`s basic rights and responsibilities under a group retirement fund||Level 1||NQF Level 01||1|
|Elective||12549||Demonstrate knowledge and understanding of the individual`s basic rights and responsibilities under a medical scheme||Level 1||NQF Level 01||1|
|Elective||114950||Apply ways of leading in different situations||Level 2||NQF Level 02||3|
|Elective||114981||Capture numerical and text information on an electronic database||Level 2||NQF Level 02||2|
|Elective||11816||Demonstrate knowledge and understanding of the rights and responsibilities of the individual under the South African Constitution||Level 2||NQF Level 02||2|
|Elective||11817||Demonstrate knowledge and understanding of the structures that reinforce and support human rights in South Africa||Level 2||NQF Level 02||3|
|Elective||119916||Explain the application of the Basic Conditions of Employment Act and its effect on earnings in own contract||Level 2||NQF Level 02||2|
|Elective||114939||Identify causes of stress in own life and indicate techniques to manage it||Level 2||NQF Level 02||2|
|Elective||114949||Identify oneself in a situation of abuse and develop coping mechanisms||Level 2||NQF Level 02||2|
|Elective||114940||Identify risks associated with substance abuse and dependency in own life||Level 2||NQF Level 02||2|
|Elective||244567||Identify the risks associated with disability in own life||Level 2||NQF Level 02||2|
|Elective||114933||Identify the risks associated with disability in own life||Level 2||NQF Level 02||2|
|Elective||114945||Identify ways of managing relationships in own life||Level 2||NQF Level 02||2|
|Elective||114944||Identify ways to manage anxiety and depression in own life situation||Level 2||NQF Level 02||2|
|Elective||11818||Investigate work opportunities in order to make a personal career/employment decision||Level 2||NQF Level 02||2|
|Elective||114958||Market an assistance policy||Level 2||NQF Level 02||3|
|Elective||114976||Operate and take care of equipment in an office environment||Level 2||NQF Level 02||2|
|Elective||114982||Receive, distribute and dispatch mail||Level 2||NQF Level 02||2|
|Elective||113929||Render basic first aid in an office workplace||Level 2||NQF Level 02||4|
|Elective||9302||Access information in order to respond to client enquiries in a financial services environment||Level 3||NQF Level 03||2|
|Elective||116966||Apply knowledge of self and own situation to manage risks resulting from change in the workplace||Level 3||NQF Level 03||3|
|Elective||114952||Apply problem-solving techniques to make a decision or solve a problem in a real life context||Level 3||NQF Level 03||2|
|Elective||9303||Communicate verbally with clients in a financial environment||Level 3||NQF Level 03||3|
|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||4|
|Elective||12550||Demonstrate knowledge and understanding of the role functions and responsibilities of Trustees of Medical Schemes||Level 3||NQF Level 03||4|
|Elective||12547||Demonstrate knowledge and understanding of the role, functions and duties of trustees of Retirement Funds||Level 3||NQF Level 03||4|
|Elective||8990||Describe collective investment schemes||Level 3||NQF Level 03||2|
|Elective||114956||Describe funeral insurance||Level 3||NQF Level 03||2|
|Elective||114935||Describe how to manage risks and reactions associated with abuse in the workplace||Level 3||NQF Level 03||3|
|Elective||114983||Describe life insurance||Level 3||NQF Level 03||3|
|Elective||114964||Describe short term insurance||Level 3||NQF Level 03||3|
|Elective||114947||Design ways in which individuals in a community can contribute towards creating a caring environment for people who are vulnerable||Level 3||NQF Level 03||3|
|Elective||114937||Explain and apply ways of contributing towards community development||Level 3||NQF Level 03||5|
|Elective||114972||Explain healthcare benefits administration in South Africa||Level 3||NQF Level 03||2|
|Elective||114932||Explain how to manage diversity in the workplace||Level 3||NQF Level 03||2|
|Elective||113907||Explain the impact of personal wellness on work performance||Level 3||NQF Level 03||2|
|Elective||10713||Identify possible ways of improving employment prospects||Level 3||NQF Level 03||3|
|Elective||114985||Indicate how different needs lead to the development of different Financial Service products||Level 3||NQF Level 03||4|
|Elective||114960||Investigate the need to provide financially for own retirement||Level 3||NQF Level 03||3|
|Elective||114984||Manage electronic mail in a business environment||Level 3||NQF Level 03||2|
|Elective||10712||Manage personal expenditure||Level 3||NQF Level 03||3|
|Elective||114970||Manage risk in own life||Level 3||NQF Level 03||3|
|Elective||114979||Operate a computer workstation in a business environment||Level 3||NQF Level 03||2|
|Elective||10714||Research costs associated with marriage, birth, divorce and death in own circumstances||Level 3||NQF Level 03||4|
|Elective||114980||Use a presentation package to produce business documents||Level 3||NQF Level 03||3|
|Elective||114977||Use a spreadsheet package to produce and manage business documents||Level 3||NQF Level 03||3|
|Elective||114975||Use a web browser in a business environment||Level 3||NQF Level 03||3|
|Elective||114978||Use a word processing package to produce business documents||Level 3||NQF Level 03||3|
|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.||African Resources & Financial Training (Pty) Ltd|
|2.||CA College SA (Pty) Ltd|
|3.||Faisit (Pty) Ltd|
|4.||Indwe Risk Services (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.|