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|SOUTH AFRICAN QUALIFICATIONS AUTHORITY|
|Further Education and Training Certificate: Medical Claims Assessing|
|SAQA QUAL ID||QUALIFICATION TITLE|
|49356||Further Education and Training Certificate: Medical Claims Assessing|
|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|
|Further Ed and Training Cert||Field 03 - Business, Commerce and Management Studies||Finance, Economics and Accounting|
|ABET BAND||MINIMUM CREDITS||PRE-2009 NQF LEVEL||NQF LEVEL||QUAL CLASS|
|Undefined||150||Level 4||NQF Level 04||Regular-Unit Stds Based|
|REGISTRATION STATUS||SAQA DECISION NUMBER||REGISTRATION START DATE||REGISTRATION END DATE|
|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 specialised knowledge and skill required by employees of Medical Schemes who have had schooling at or below NQF level 4 and those who have a professional medical qualification but lack industry and administrative experience. It is intended to empower learners to acquire knowledge, skills, attitudes and values required to operate confidently as individuals in the South African community and to respond to the challenges of the economic environment and changing world of work in the highly regulated Medical Scheme industry. It should add value to the qualifying learner in terms of enrichment of the person, status and recognition. The focus is on basic information gathering, analysis, presentation and the ability to apply knowledge of the field to adjust possible solutions to problems within given parameters and to substantiate the change.
The FETC allows the individual to work towards a nationally recognised qualification. It is flexible enough to accommodate both learners in formal education and learners already employed in the Healthcare Benefits Administration sub-sector. The qualification at this level is the start of a career path in Medical Claims Assessing.
Qualifying learners should be knowledgeable about and competent in:
The National Certificate in Healthcare Benefits Administration: Claims Assessing: Level 4 was registered in 2001 to meet the needs of medical aid assessors and people in call centres within the Healthcare Benefits Administration sub-sector. The qualification has been reviewed and the FETC replaces the National Certificate in Healthcare Benefits Administration: Claims Assessing: Level 4.
The proposed qualification is more focused and fit for purpose than the registered National Certificate in Healthcare Benefits Administration: Claims Assessing: Level 4. It is intended specifically for Medical Claims Assessors and for people who require industry, administrative and medical knowledge in order to assess medical claims or to give advice on medical claims assessment decisions in a Medical Scheme Administrator. It will be useful as a bridging qualification for learners with medical and paramedical qualifications who wish to move into administrative positions in Healthcare Benefits Administration. It could also be useful for learners in call or service centres that are required to respond to queries arising out of medical claims.
The FETC is intended for learners who:
Learners employed as medical claims assessors at this level do work that requires an understanding of the Healthcare Benefits Administration sub-sector within the context of the Financial Services industry and a fundamental knowledge of legislation that applies to Medical Schemes. They require medical knowledge at a fundamental level and are required to interpret medical information in order to assess medical claims that may require an adjustment of an application of Scheme rules.
|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 3.
Recognition of Prior Learning
|RECOGNISE PREVIOUS LEARNING?|
|The Qualification consists of a Fundamental, a Core and an Elective Component.
To be awarded the Qualification, learners are required to obtain a minimum of 140 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 are compulsory.
The Core Component consists of Unit Standards to the value of 62 credits all of which are compulsory.
The Elective Component consists of Unit Standards to the value of 126credits in a number of specializations each with its own set of Unit Standards. Learners are to choose a specialization area and Elective Unit Standards at least to the value of 20 credits from the Unit standards listed under that specialization.
Electives that add up to at least 20 credits should be selected from the allocated list of Electives. This is to allow for the holistic development of the learner and to ensure that the qualification is fit for purpose. The grouping of the Electives does not imply that learners should select Electives from only one specific category. Electives selected may relate directly to the learner's work role in an organisation or may be life skills to enhance employability.
The Electives cover the following fields:
There are electives that cover the major systems of the body and related impairments. These are intended for assessors who do not have medical qualifications and are required to apply medical knowledge to assess medical claims.
Unit Standards for Trustees of Retirement Funds and Medical Schemes, including fiduciary duties have been included as learners could be elected to such positions and need to know what these positions entail. Trustee training has been identified as a national necessity by the Department of Finance and the Financial Services Board.
Unit Standards from life skills that serve as a means of personal development for learners in a democratic South Africa have also been included as Electives.
A number of management unit standards have been included as electives as learners may be team leaders or supervisors. The standards will add value to the qualification and ensure that learners in these positions are able to perform their management functions. They will be particularly relevant for learners who have medical or para-medical qualifications and require administrative and management skills.
The Unit Standard on the use of codes in Healthcare Benefits Administration has been aligned to the International ICD10 codes to be introduced in South Africa in 2005. It will be the basis for training all medical practitioners and administrators in the use of the codes at an introductory level. Medical assessors will apply knowledge of the codes to assess medical claims.
|EXIT LEVEL OUTCOMES|
|The FETC is intended for personnel already employed in the industry and medical personnel who intend to follow a career in Healthcare Benefits Administration. The focus is on fundamental medical knowledge, an understanding of the Healthcare Benefits environment and an ability to apply appropriate processes and procedures to solve problems in a familiar context, to adjust applications when required and to motivate the change. Learners are required to apply literacy and numeracy skills to different Medical Claims Assessing contexts. They are expected to gather, analyse and evaluate information from a range of sources and to present and communicate information reliably and accurately verbally and in writing.
Learners should have the capacity to take responsibility for their own learning within a supervised environment and should be able to evaluate their own performance and address their shortcomings.
The learner will be capable of:
1. Carrying out basic research tasks and applying literacy and numeracy skills to analyse, interpret and evaluate information from a range of sources within the structure of a Medical Scheme Administrator and the context of Healthcare Benefits Administration.
2. Managing personal finances and risk.
3. Applying knowledge of legislation, ethics, compliance and fraud in Medical Schemes Administration
4. Applying the methods, procedures and techniques of medical claims assessing.
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 the society at large, by making it the underlying intention of any programme of learning to make the individual aware of the importance of
The spread of Critical Cross-Field Outcomes across the Unit Standards that are classified as Core and Financial Literacy:
Describe and apply the basic principles of personal income tax.
Interpret basic financial statements.
Investigate ways of managing financial risk in own lives.
Explain the cycle of a medical claim.
Analyse new developments reported in the media that could impact on long-term insurance.
Explain and apply ethical conduct in a business environment.
Assess a medical claim.
Explain the use of coding in Healthcare Benefits Administration.
Describe the control of fraud in Healthcare Benefits Administration.
Explain the Medicines and Related Substances Control Amendment Act, 59 of 2003 as it impacts on medical
Apply knowledge of the current Medical Schemes Act and the accompanying regulations.
Describe healthcare cover in South Africa.
Describe managed care as it is applied in Medical Scheme Administration in South Africa.
Research the Medical Scheme Administrator sub-sector in South Africa.
Describe issues of compliance and/or non-activity that could result in civil or criminal liability in terms of business law.
Use an electronic system as a tool in a financial services context.
Apply knowledge of HIV/AIDS to a specific business sector and a workplace.
Exit points for learners who do not complete the Qualification
|ASSOCIATED ASSESSMENT CRITERIA|
|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 FETC 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.
|Traditionally, the training of Medical Aid Claims Assessors in South Africa was done in-house by the larger medical schemes and expertise was accumulated through experience. There were no providers in formal education that offered courses in medical claims assessing and training varied greatly from scheme to scheme.
The National Certificate in Healthcare Benefits: Claims Assessing: Level 4 provided a structure for training medical claims assessors in South Africa. It is not offered at any formal institution, but has provided a standard for the training of medical claims assessors within the industry.
Different models for medical schemes are used in different countries depending on the availability of public medical facilities and National Health Systems within each country. The Board of Healthcare Funders in Johannesburg confirmed that the South African model is used only in the USA. This made the USA an obvious choice for comparison and severely restricted attempts at international comparison. The recent move into the US market by Discovery confirms the use of the South African model in the USA. Discovery has recently announced a move into the UK market but it is too early for this to have influenced the UK model.
Representatives from one of the large reinsurers recently visited the USA to learn from their systems. After a few hours it became evident that institutions in the USA could learn more from South Africa than the study team could learn from American systems. The South African Medical Scheme environment is sophisticated and highly regulated and therefore requires specialist qualifications. There is no evidence of specialist medical claims assessing qualifications in the USA or of organisations offering specialist in house training in medical claims assessing.
Comparing the FETC to international equivalents posed an enormous challenge. As indicated the USA was an obvious choice, but it was not possible to access American qualifications for medical claims assessors. There appears to be a different understanding of medical schemes in the USA. The SGB therefore decided to select countries based on an Internet search. In the end it was only possible to compare the FETC to broad Financial Services qualifications in The UK and Australia.
Sites researched / organizations contacted
Research on a number of sites suggests that medical claims assessing is probably done as in-house training without a standard or formal curriculum. It appears that in USA, Australia and UK medical scheme type activity may be more closely aligned to the medical rather than the financial services industry. The following organisations, providers and company web sites were browsed to research how their claims assessors are accredited. As the web sites provided limited or no information regarding training and education of medical assessors, the SGB contacted most of the organisations via the website contact sites to ask for co-operation in comparing standards, and received replies from USA, UK and Australia. These countries therefore became the countries for international comparison by default rather than choice. The sites have been grouped per country.
UK and Ireland
Australia and New Zealand
Medical claims assessing does not appear to be a specialised function in Australia and New Zealand and there are no specialised qualifications indicated in the two countries.
Previous comparisons for Financial Services qualifications at Levels 2 and 3 established that a comparison in a country with an emerging economy is not possible at present. This is because the websites of the countries considered are either not presented in English or their accreditation systems are based on internal quality management systems and audits and not on alignment with national standards. The websites considered for these comparisons are:
Background and rationale for the choice of countries for comparison with the FETC
Qualifications used for this comparison:
As there do not appear to be specialist qualifications for medical claims assessors in other countries it was not possible to compare the FETC as a whole, and we have therefore compared discrete Unit Standards in the FETC against comparable unit standards registered for financial services qualifications on the NVQ in the United Kingdom and AQF in Australia.
There are very few standards on the NVQ and AQF that can be compared to the Core Unit Standards FETC: Medical Claims Assessing. We have therefore compared the fundamental and elective Unit Standards to standards registered for the financial services learning pathways in the UK and Australia.
The financial services certificates and qualifications are currently under review in Australia. Industry Units are currently in the editorial stage of the Financial Services Review. This is a formal stage undertaken prior to endorsement of the units. The industry has endorsed 15 new qualifications and 116 new units of competency. These units are not currently available on the website. This comparison is therefore based on the existing units registered on the website.
Gina Hockley (firstname.lastname@example.org), who is project managing the revision of the financial services training package kindly provided the SGB with draft documentation to assist in the comparison. This sets out the qualification's pathways and map of unit standards. Unfortunately, the full standards are not available in the documentation.
A request for information also drew a response form Chris Kennedy at the Charted Insurance Institute (CII) in the UK (email@example.com). The CII provides an advanced diploma in Insurance, which is set at a UK degree level. One of the units in the advanced diploma is Private medical insurance (PMI). This is a unit of study comprising 120 hours of learning, roughly equivalent to 12 credits on the South African NQF at level 6. The CII provided the SGB with an overview of the PMI unit, which enabled the SGB to compare the Core Unit Standards and outcomes in the FETC with their units at a broad level although the advanced diploma is at a higher cognitive level than the FETC.
UK: Competence at level 4 involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.
Australia: Competence at level 4 involves the following:
Detailed comparison of fundamentals, core and electives
UK: The UK's Key skill Unit Application of Number - Level 4 has three elements (Specific outcomes)
1. Develop a strategy for using application of number skills over an extended period of time.
2. Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving:
> Deductive and inferential reasoning
> Algebraic modelling.
3. Evaluate your overall strategy and present the outcomes from your work, including use of charts, graphs and diagrams to illustrate complex data.
The UK standard is similar to the SA standards in that the use of Mathematics is applied to a work or life problem. A hypothesis is stated, and maths is used to research and evaluate a work-related problem. The UK standard is broader than the three SA standards as it does not state which mathematical strategy or methodology (statistics, algebra, geometry) the learner should use for the problem. It would seem that any of these methods (depending on the research problem) is acceptable whereas the SA learner will have to be competent against a range of mathematical methods.
UK: The Key Skills Unit Communication Level 4 involves:
1. Develop a strategy for using communication skills over an extended period of time.
2. Monitor progress and adapt your strategy, as necessary, to achieve the quality of outcomes required in work involving at least:
> one group discussion about a complex subject
> one document of 1,000 words or more about a complex subject.
3. Evaluate your overall strategy and present the outcomes from your work, using at least one formal oral presentation. Include a variety of verbal, visual and other techniques to illustrate your points.
There are some synergies with the contextualized communication unit standard - Use the writing process to compose texts required in a business environment. The UK standard requires the additional competencies of making a business presentation.
AUSTRALIA (AQF): Communicate in the workplace, the level 4 unit standard is not available on the web site at present so it is difficult to gauge how accurately the outcomes of the two standards correspond.
The financial literacy unit standards in the FETC introduce entry-level financial related competencies for learners, and ensure that individuals are able to apply the financial literacy concepts in their own lives to be financially responsible and therefore more productive and responsible employees. I.e. the industry requires financially responsible and empowered employees to work with their client's money and investments. While there are no similar unit standards on the NVQ or AQF, financial literacy competencies are embedded in the unit standards that comprise their certificates. However, the application of these competencies does not extend to learners' own lives. Examples: Completion of own income tax forms and managing the risk in their own lives in the SA qualification.
The UK has four other key skills units (see below) that do not have SA fundamental counterparts but are covered by SA's Critical Cross-Field Outcomes either across the qualification or by the core and elective unit standards:
All the key skills units follow generic formulae: Develop a strategy using the specific competencies, monitor their progress, evaluate and present their objectives using their new skills.
The Australian industry core standards at certificate 4 level for the AQF are fundamental and must be demonstrated at diploma or advanced diploma level.
There are no equivalent international qualifications for the Core component of the FETC. There are, however, various discrete units in the financial services career streams on the NVQ and AQF, which can used for comparison:
Matches were found for the following SA core unit standards. Learners competent in the SA standards would have similar competencies to their UK and Australian counterparts (except for specific contextual information (e.g. legislation, organisational standards, etc)
Administration and Claims - Charted Insurance Institute CII, has some correlations with the SA unit standard at Level 6.
The following outcomes correlate with the SA unit standard
> Principles and practices of claims arising under PMI policies
> Pre-authorisation of claims
> Customer service function and benefits of claims help line facilities
Private medical insurance products and principles - CII, Benefit Design outcome. (Note: The outcomes differ. However competent learners from either qualification will understand the private healthcare market in their respective countries.)
Administration and Claims - Charted Insurance Institute CII, elements of the SA outcomes are reflected in this unit
Related Issues - Charted Insurance Institute CII covers the need for, and methods of reinsuring private medical insurance business, healthcare trusts, the relationship between HHS and private healthcare provision and the impact of the EU on the PMI market and vice versa.
Administration and Claims" - Charted Insurance Institute CII, elements of this unit are reflected in the SA standard.
Related Issues - Charted Insurance Institute CII. This unit has an outcome relating to the need for and methods of, reinsuring, private medical insurance business" which correlates broadly with the SA standards.
Administration and Claims" - Charted Insurance Institute CII
Administration and Claims - Charted Insurance Institute CII Specifically the unit: Contribution, third party recoveries
Data processing: NVQ: Pensions Level 3 (the South African standard is pegged at the same level).
Process sales support administration - NVQ: life offices level 3
Enter and retrieve information using a computer system - NVQ: call handling operations level 2
Reconcile Accounts: NVQ: Insurance (General and Intermediaries) Level 2. The NVQ unit standard focuses on the process, but has the embedded knowledge of accounting principles in order to apply the task of reconciling accounts
Apply principles of professional practice to work in the financial services industry - AQF - Industry core standard. The title of the AQF standard indicates a similar outcome, since professionalism usually infers ethical behaviour. The Financial Services Industry in Australia is currently reviewing their financial qualifications, and therefore the standard is currently not available on The National Training Information Service's (Australia) website at present. It is therefore difficult to gauge how accurately the outcomes of the two standards correspond.
Personal development related electives
There are comparable units for the Unit Standards:
Management related electives
The CII provided a copy of their assessment for the PMI unit, Medical underwriting. Knowledge of the impairments is similar to that required in the SA standards:
For most electives in the FETC there are equivalent standards on the NVQ and AQF. Where outcomes differ or are missing in the South African standards these outcomes are met through the Critical Cross-Field Outcomes in the SA standards.
In addition to the medical Claims and Healthcare, related standards there do not appear to be NVQ and AQF standards or CII Private Medical Insurance outcomes that correlate with the following SA standards:
There is more focus on personal development and empowerment of the learner in the South African Standards i.e. the focus is increasing competency of the learner as a whole person rather than work based competencies only.
The NVQ and AQF standards such as Reconcile an account and Implement operational plans to achieve strategic targets focus on steps in the processes in an insurance environment. The competency-based nature of the SA Unit Standards makes them more sustainable, as processes can become outdated.
The standards that comprise the Financial Services Qualifications in Insurance at Level 4 on both the NVQ and AQF have similar outcomes to those in the FETC
In conclusion there does not appear to be an international counterpart for the proposed FETC: Medical Claims Assessing Level 4. It therefore seems safe to assume that as a complete qualification, the South African Qualification in medical claims assessing, is unique and could lead the way for the private health care industry worldwide.
|This Qualification articulates horizontally with:
It articulates vertically with:
|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.|
|Additional Unit Standards on aspects of the Financial Services Industry at NQF Level 3 have been included. These are intended particularly for learners with medical related qualifications who require industry knowledge in order to operate effectively.|
|ID||UNIT STANDARD TITLE||PRE-2009 NQF LEVEL||NQF LEVEL||CREDITS|
|Core||114941||Apply knowledge of HIV/AIDS to a specific business sector and a workplace||Level 3||NQF Level 03||4|
|Core||117141||Describe healthcare cover in South Africa||Level 3||NQF Level 03||2|
|Core||113911||Use an electronic system as a tool in a financial services context||Level 3||NQF Level 03||2|
|Core||118011||Analyze new developments reported in the media that could impact on long-term insurance||Level 4||NQF Level 04||10|
|Core||117118||Apply knowledge of the current Medical Schemes Act and the accompanying regulations||Level 4||NQF Level 04||3|
|Core||118010||Assess a medical claim||Level 4||NQF Level 04||8|
|Core||13940||Demonstrate knowledge and application of ethical conduct in a business environment||Level 4||NQF Level 04||4|
|Core||14979||Describe issues of compliance or non-activity that could result in civil or criminal liability in terms of business law||Level 4||NQF Level 04||2|
|Core||118019||Describe managed care as it is applied in Medical Scheme Administration in South Africa||Level 4||NQF Level 04||6|
|Core||118018||Describe the control of fraud in Healthcare Benefits Administration||Level 4||NQF Level 04||8|
|Core||118014||Explain the cycle of a medical claim||Level 4||NQF Level 04||2|
|Core||113932||Explain the Medicines and Related Substances Control Amendment Act, 59 of 2003, as it impacts on medical schemes||Level 4||NQF Level 04||2|
|Core||117215||Explain the use of coding in Healthcare Benefits Administration||Level 4||NQF Level 04||4|
|Core||118012||Research the Medical Scheme Administration sub-sector in South Africa||Level 4||NQF Level 04||5|
|Fundamental||8968||Accommodate audience and context needs in oral communication||Level 3||NQF Level 03||5|
|Fundamental||8969||Interpret and use information from texts||Level 3||NQF Level 03||5|
|Fundamental||8973||Use language and communication in occupational learning programmes||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||117127||Describe and apply the basic principles of personal income tax||Level 4||NQF Level 04||3|
|Fundamental||8974||Engage in sustained oral communication and evaluate spoken texts||Level 4||NQF Level 04||5|
|Fundamental||117156||Interpret basic financial statements||Level 4||NQF Level 04||4|
|Fundamental||117158||Investigate ways of managing financial risk in own lives||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||12153||Use the writing process to compose texts required in the business environment||Level 4||NQF Level 04||5|
|Fundamental||8976||Write for a wide range of contexts||Level 4||NQF Level 04||5|
|Elective||9302||Access information in order to respond to client enquiries in a financial services environment||Level 3||NQF Level 03||2|
|Elective||117136||Administer long term employee benefits and medical scheme membership||Level 3||NQF Level 03||3|
|Elective||117111||Apply knowledge of basic accounting principles to financial services||Level 3||NQF Level 03||4|
|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||13912||Apply knowledge of self and team in order to develop a plan to enhance team performance||Level 3||NQF Level 03||5|
|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||113909||Coach a team member in order to enhance individual performance in work environment||Level 3||NQF Level 03||5|
|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||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||114966||Explain the types of compulsory statutory insurance in South Africa||Level 3||NQF Level 03||2|
|Elective||114985||Indicate how different needs lead to the development of different Financial Service products||Level 3||NQF Level 03||4|
|Elective||13917||Indicate the role of a team leader ensuring that a team meets an organisation`s standards||Level 3||NQF Level 03||6|
|Elective||13911||Induct a new member into a team||Level 3||NQF Level 03||3|
|Elective||114960||Investigate the need to provide financially for own retirement||Level 3||NQF Level 03||3|
|Elective||117133||Manage own work performance in relation to an organisation's performance management system||Level 3||NQF Level 03||2|
|Elective||117171||Manage time effectively to enhance productivity and enable a balanced lifestyle||Level 3||NQF Level 03||2|
|Elective||118016||Analyse cancer as an impairment and the associated impact on the assessment of risk||Level 4||NQF Level 04||2|
|Elective||118015||Analyse cardiovascular related impairments and their impact on the assessment of long- term risk||Level 4||NQF Level 04||5|
|Elective||118004||Analyse impairments of the reproductive system and their impact on the assessment of long-term risk||Level 4||NQF Level 04||2|
|Elective||118013||Analyse impairments related to blood disorders and the associated impact on the assessment of risk||Level 4||NQF Level 04||1|
|Elective||118017||Analyse impairments related to the digestive and urinary systems and their impact on the assessment of long-term risk||Level 4||NQF Level 04||2|
|Elective||118009||Analyse impairments related to the endocrine system and their impact on the assessment of long-term risk||Level 4||NQF Level 04||2|
|Elective||118003||Analyse musculo-skeletal related impairments and their impact on the assessment of long-term risk||Level 4||NQF Level 04||2|
|Elective||118007||Analyse neurological related impairments and the associated impact on risk assessment||Level 4||NQF Level 04||2|
|Elective||118006||Analyse psychological and psychiatric impairments and the associated impact on the assessment of risk||Level 4||NQF Level 04||2|
|Elective||118008||Analyse respiratory related impairments and their impact on the assessment of long-term risk||Level 4||NQF Level 04||2|
|Elective||113927||Analyse the proposed National Health policy as a means of providing healthcare for the nation||Level 4||NQF Level 04||4|
|Elective||114209||Apply Return on Investment (ROI) theory and practice to a business unit||Level 4||NQF Level 04||6|
|Elective||13949||Apply technical knowledge and skill to align business unit performance to business goals||Level 4||NQF Level 04||5|
|Elective||13953||Apply the principles of situational leadership to a business unit||Level 4||NQF Level 04||5|
|Elective||113923||Explain fiduciary responsibilities and the associated risks||Level 4||NQF Level 04||1|
|Elective||118005||Investigate quality and control mechanisms in a business unit||Level 4||NQF Level 04||2|
|Elective||13954||Manage risk in own work/business environment||Level 4||NQF Level 04||5|
|Elective||114215||Mentor a colleague to enhance the individual`s knowledge, skills, values and attitudes in a selected career path||Level 4||NQF Level 04||3|
|Elective||13947||Motivate a team||Level 4||NQF Level 04||6|
|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.||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.|