All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. |
SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: |
National Certificate: Banking |
SAQA QUAL ID | QUALIFICATION TITLE | |||
20184 | National Certificate: Banking | |||
ORIGINATOR | ||||
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 | |||
QUALIFICATION TYPE | FIELD | SUBFIELD | ||
National Certificate | Field 03 - Business, Commerce and Management Studies | Finance, Economics and Accounting | ||
ABET BAND | MINIMUM CREDITS | PRE-2009 NQF LEVEL | NQF LEVEL | QUAL CLASS |
Undefined | 120 | Level 3 | NQF Level 03 | Regular-Unit Stds Based |
REGISTRATION STATUS | SAQA DECISION NUMBER | REGISTRATION START DATE | REGISTRATION END DATE | |
Passed the End Date - Status was "Reregistered" |
SAQA 06120/18 | 2018-07-01 | 2023-06-30 | |
LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
2024-06-30 | 2027-06-30 |
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 |
This qualification is intended to equip the learner to meet the demands of world-wide banking, now and in the future.
The introduction of new banking qualifications also provides recognition for the skills that the learner may already possess. The purpose of the qualification is in line with the objectives of the National Qualifications Framework (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 qualification recognises the importance of equity. It should reflect all the skills a learner has, regardless of that learner`s previous educational background. This qualification is also able to reflect the unique sets of skills any learner has, and allows for individual needs, potential and talents. In line with the needs and requirements of the banking industry, this qualification represents 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. It will provide qualifying learners with competence and a basis for further learning. Because there are core, fundamental and elective unit standards, the qualification should enrich and add value to the learner by providing status and recognition by means of a recognised qualification. The qualification also promotes the marketability and employability of learners. It should open roads to additional education and training. All of this will benefit society and the economy because people will be better educated, can become better citizens, and increase social and economic productivity. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Learners who want to do the NBC3 should have unit standards from the General Education and Training Certificate and a combination of competencies obtained in the Further Education and Training band.
See "Notes" for further details. Role of recognition of prior learning: The qualification is specifically designed to allow for a broad range of recognition of prior learning. The structure of the qualification and the rules for the combination of credits towards the qualification make this possible. The learner already has skills which are relevant and he/she will get credit for those. If he/she has skills that are not altogether relevant, these can be put into the elective category so he/she can get credit for those. The skills that learners have will differ from employee to employee and from bank to bank. This flexible approach will mean that any learner can get an appropriate qualification. Skills development in banks will differ from one learner to another and this qualification will recognise whatever skills the learner will need to acquire now and in the future. Portability means that it does not matter at what institution the learner got credit towards a particular qualification. Prior learning, for example, can occur through the formal education system so the qualification may contain up to fifty-nine credits which are transferred from formal schooling. The learner can also use any other appropriate credits towards this qualification which have already been used towards any other qualification. This qualification is not likely to be a "whole" qualification. Every learner will plan his/her own progress toward the qualification by being assessed and getting credits towards the unit standards which he/she wants to include in the qualification. The recognition of prior learning will be important because it will make it possible for learners to get qualifications as far as possible from the recognition of prior learning. In conclusion, the learner can get the qualification in whole or in part through the recognition of prior learning, which will include the learning outcomes from formal, informal and non-formal learning and work experience. |
RECOGNISE PREVIOUS LEARNING? |
Y |
QUALIFICATION RULES |
Any combination of banking unit standards may be used to make up the minimum total of credits required for the qualification subject to the approval of the relevant ETQA
To be awarded the Qualification learners are required to obtain a minimum of 120 credits as detailed below. Fundamental Component: All Unit Standards in the Fundamental Component comprising 36 credits are compulsory: Core Component: There are no compulsory Core Unit Standards. Elective Component: Learners are to choose Unit Standards to the value of 84 credits from the Unit standards listed as Electives. |
EXIT LEVEL OUTCOMES |
1. Exit-level outcomes
The exit-level outcomes of the qualification (i.e. once the qualification has been obtained) will be the total of the outcomes of all the unit standards forming the qualification. It is not possible to be more specific about the exit-level outcomes because the flexibility in the qualification makes many options 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. Any combination of unit standards complying with the minimum requirements for the qualification include all the critical cross-field outcomes, identified in various literature released by the South African Qualifications Authority. In this way, the qualification will have played a crucial role in promoting life-long learning. The sum of the specific outcomes of the unit standards in the qualification should make the learner competent for his/her job in banking, although no set 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 list the assessment criteria of all the unit standards which might form a part of the qualification. However, the assessment criteria important to the exit-level outcome of the qualification will be the assessment criteria associated with every individual unit standard making up the qualification. Exiting from the qualification is possible from every point, because the learner would keep the credit for every unit standard which he/she obtained credit. While it is not possible to be more specific than that about early exit outcomes, it is possible to guarantee that every learner will enjoy the benefit of the portability of unit standards. In other words, the learner can "bank" the credits that he/she has and use them at some other stage. If the learner does not want to complete the qualification or wants to carry on later at level two or higher, he/she can use the credits from the unit standards that he/she already has. 2. Specific outcomes The NBC 3 is very flexible, because it allows for the combination of a wide range of unit standards. This flexibility is necessary because the banking sector changes rapidly and also reflects the fact that general education is valued in the banking sector. Learners can have as much opportunity as possible to use what they learn in and for the workplace in getting this qualification. However, because of the flexibility, it is not possible (and nor is it desirable) to list a narrow set of specific outcomes for this qualification. Instead, the specific outcomes of the qualification must always be seen as the total of the specific outcomes of all the unit standards. This means that different learners with this qualification may have different "totals of specific outcomes". This should not be a problem as long as learners and employers are aware that this qualification does not mean a single, unchanging set of specific outcomes. Learners should not see this qualification as the end to their learning but should continue learning towards further qualifications. As banking is such a wide environment with many career paths possible, it seems better to recognise the skills the learners possess, and to encourage them to build on these than to limit them to sets of specific outcomes. 3. Critical cross-field outcomes The unit standards making up this qualification will include the appropriate critical cross-field outcomes. No matter what the unit standards are, the learner who acquires the qualification should 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 ...". Skills development in banking looks more and more at the individual. Learners will develop unique career paths so that they can cope in an environment that changes constantly and rapidly. This qualification intends to provide recognition for the skills which bank employees already possess even though the skills will differ from employee to employee and from bank to bank. Flexibility is important so that any bank employee can get a useful qualification. Qualifications in banking will be determined by the needs of learners and not by a prescribed formula. This qualification consists of unit standards from a wide range of fields. Each unit standards says what competent performance is and includes the assessment criteria. Learners will be assessed against those assessment criteria. Each unit standard is complete in itself. The assessment tools used include: These methods must be carefully according to the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). There should be as many different methods as are necessary so that the assessor can have reliable and valid proof of competence and the necessary attitudes. If a portfolio of evidence is used, it must provide valid, reliable and authentic evidence of past achievements and experience. The portfolio should include: |
INTERNATIONAL COMPARABILITY |
It is important to be able to compare unit standards and qualifications internationally. International benchmarking took place throughout the project in:
Benchmarking was 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 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 similar to the South African approach. It was therefore decided to use those two qualifications to determine our own international benchmark. 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 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. The qualifications allows for optional unit standards to be used to complete a full qualification. This approach is highly applicable to the current globalised banking industry and specifically to 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. |
MODERATION OPTIONS |
Internal and external moderation of learner achievement is important for requirements of transparency, affordability, fairness, reliability and validity.
Unit standards include specifications for the moderation of unit standards and these specifications must be adhered to totally. For that reason, there is no need for a second moderation process for the qualification itself. Any additional moderation requirements required 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 the unit standards making up the qualification. |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2012; 2015. |
NOTES |
Additional Notes:
In section 8 (1) (b) of Regulation Gazette 6140 of 28 March 1998, it says 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?". No qualification can do these things in, on and of itself; there must be support to make sure that a qualification will provide status, and make a learner more marketable and employable, and make additional education and training possible. This is being done in the banking sector and some individual organisations have already started. Core learning in the new qualifications will be described only in general terms. It is not possible to be more specific about the learning required in situations contextually relevant to the particular qualification without excluding many of the diverse and evolving jobs in banking. Any core learning credit will be tested for relevance by the ETQA, but as long as an organisation says that a credit is relevant to work then the ETQA will accept the credit. Elective learning, which includes the additional credits for the qualification, will allow a wide choice suitable for particular jobs. If an elective learning credit is tested for relevance by the ETQA body, the interests of the employee will be most important. Nor will the range of fields and sub-fields from which elective credits are drawn be narrowed or specified. For this qualification, credits can 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. |
UNIT STANDARDS: |
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 | 8971 | Analyse and respond to a variety of literary texts | Level 3 | NQF Level 03 | 5 |
Fundamental | 9010 | Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations | Level 3 | NQF Level 03 | 2 |
Fundamental | 9013 | Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts | Level 3 | NQF Level 03 | 4 |
Fundamental | 8969 | Interpret and use information from texts | Level 3 | NQF Level 03 | 5 |
Fundamental | 9012 | Investigate life and work related problems using data and probabilities | Level 3 | NQF Level 03 | 5 |
Fundamental | 7456 | Use mathematics to investigate and monitor the financial aspects of personal, business and national issues | Level 3 | NQF Level 03 | 5 |
Fundamental | 8970 | Write texts for a range of communicative contexts | Level 3 | NQF Level 03 | 5 |
Elective | 7172 | Adhere to the fundamental legal requirements when taking in and processing documents for opening and operating a banking account for an individual, sole proprietorship and a partnership | Level 3 | NQF Level 03 | 12 |
Elective | 114775 | Adhere to the legal requirements relating to negotiable instruments in a banking environment | Level 3 | NQF Level 03 | 6 |
Elective | 7174 | Adhere to the legal requirements relating to negotiable instruments in a banking environment | Level 3 | NQF Level 03 | 8 |
Elective | 114768 | Administer and maintain a security information library in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 7181 | Administer applications for credit card products in a banking environment | Level 3 | NQF Level 03 | 19 |
Elective | 114778 | Administer applications for new credit and debit card products | Level 3 | NQF Level 03 | 6 |
Elective | 7164 | Administer instructions to instate or cancel insurance cover on a moveable asset based account in a banking environment | Level 3 | NQF Level 03 | 21 |
Elective | 7166 | Administer instructions to release original securities from custodianship in a banking environment | Level 3 | NQF Level 03 | 18 |
Elective | 114765 | Administer instructions to release original securities from custodianship in a banking environment | Level 3 | NQF Level 03 | 8 |
Elective | 114767 | Administer requests to re-issue credit and debit cards in a banking environment | Level 3 | NQF Level 03 | 8 |
Elective | 7169 | Administer requests to re-issue credit cards in a banking environment | Level 3 | NQF Level 03 | 31 |
Elective | 119153 | Apply and implement corporate culture | Level 3 | NQF Level 03 | 2 |
Elective | 13884 | Apply in-bound and out-bound Contact Centre operations within an emergency context | Level 3 | NQF Level 03 | 16 |
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 | 13883 | Apply out-bound Contact Centre Operations within a commercial environment | Level 3 | NQF Level 03 | 8 |
Elective | 7145 | Attempt to recover a banking-related loss from a customer | Level 3 | NQF Level 03 | 5 |
Elective | 7177 | Attend to customer enquiries face-to-face and on the telephone in a banking environment | Level 3 | NQF Level 03 | 4 |
Elective | 7130 | Attend to special clearance items within the banking environment | Level 3 | NQF Level 03 | 4 |
Elective | 7146 | Authorise and release foreign exchange payments in a banking environment | Level 3 | NQF Level 03 | 5 |
Elective | 7105 | Capture banking-related entries onto a system | Level 3 | NQF Level 03 | 4 |
Elective | 7150 | Capture mortgage loan application details in a banking environment | Level 3 | NQF Level 03 | 20 |
Elective | 12753 | Carry out asset based financing activities on the computer system | Level 3 | NQF Level 03 | 5 |
Elective | 7133 | Check non-MICR (Magnetic Ink Character Recognition) customer vouchers in a banking environment | Level 3 | NQF Level 03 | 2 |
Elective | 7142 | Contact a bank customer in the event of a possible loss | Level 3 | NQF Level 03 | 2 |
Elective | 7139 | Control a suite of ATMs (Automated Teller Machines) | Level 3 | NQF Level 03 | 5 |
Elective | 114770 | Control a suite of ATMs (Automated Teller Machines) | Level 3 | NQF Level 03 | 5 |
Elective | 114771 | Control branch cash movements within a banking environment | Level 3 | NQF Level 03 | 2 |
Elective | 7125 | Control bulk cash teller operations in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 114754 | Control bulk cash teller operations in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 7119 | Control note and specie orders and clearances within the banking environment | Level 3 | NQF Level 03 | 2 |
Elective | 114769 | Control the processing of missing and rejected items within a banking environment | Level 3 | NQF Level 03 | 5 |
Elective | 7128 | Control the processing of missing and rejected items within a banking environment | Level 3 | NQF Level 03 | 5 |
Elective | 12757 | Demonstrate an understanding of the legal and professional requirements pertaining to the asset based financing environment | Level 3 | NQF Level 03 | 12 |
Elective | 13915 | Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace | Level 3 | NQF Level 03 | 4 |
Elective | 13307 | Demonstrate knowledge and understanding of the technical functionality of the sorting machinery and process | Level 3 | NQF Level 03 | 8 |
Elective | 13425 | Demonstrate skill in note handling | Level 3 | NQF Level 03 | 16 |
Elective | 14918 | Describe the principles of Computer Programming | Level 3 | NQF Level 03 | 5 |
Elective | 7155 | Effect and finalise instructions to close finance accounts in a banking environment | Level 3 | NQF Level 03 | 23 |
Elective | 7170 | Effect and Monitor the release of credit cards to cardholders in a banking environment | Level 3 | NQF Level 03 | 31 |
Elective | 114748 | Effect and monitor the release of debit and credit cards to cardholders in a banking environment | Level 3 | NQF Level 03 | 6 |
Elective | 114752 | Emboss and release credit and debit cards in a banking environment | Level 3 | NQF Level 03 | 5 |
Elective | 7167 | Ensure and maintain the validity of securities in custodianship in a banking environment | Level 3 | NQF Level 03 | 52 |
Elective | 114773 | Ensure and maintain the validity of securities in custodianship in a banking environment | Level 3 | NQF Level 03 | 5 |
Elective | 114774 | Ensure the correctness of internal bank vouchers | Level 3 | NQF Level 03 | 2 |
Elective | 7116 | Ensure the correctness of internal bank vouchers | Level 3 | NQF Level 03 | 2 |
Elective | 14913 | Explain the principles of computer networks | Level 3 | NQF Level 03 | 5 |
Elective | 7143 | Follow banking procedures to resolve a loss | Level 3 | NQF Level 03 | 10 |
Elective | 117808 | Follow trading procedures in a treasury | Level 3 | NQF Level 03 | 6 |
Elective | 13886 | Gather and provide relevant information to contribute to contact centre problem solving | Level 3 | NQF Level 03 | 5 |
Elective | 114746 | Handle rejected money transfers in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 7109 | Handle rejected money transfers in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 242814 | Identify and explain the core and support functions of an organisation | Level 3 | NQF Level 03 | 6 |
Elective | 242812 | Induct a member into a team | Level 3 | NQF Level 03 | 4 |
Elective | 14665 | Interpret current affairs related to a specific business sector | Level 3 | NQF Level 03 | 10 |
Elective | 7141 | Investigate banking-related claims on behalf of the branch | Level 3 | NQF Level 03 | 10 |
Elective | 114751 | Investigate banking-related claims on behalf of the branch | Level 3 | NQF Level 03 | 8 |
Elective | 11235 | Maintain effective working relationships with other members of staff | Level 3 | NQF Level 03 | 1 |
Elective | 242820 | Maintain records for a team | Level 3 | NQF Level 03 | 4 |
Elective | 12760 | Manage pre-legal collections in an asset based financing environment | Level 3 | NQF Level 03 | 8 |
Elective | 12750 | Manage security documentation in an asset based financing environment | Level 3 | NQF Level 03 | 12 |
Elective | 12752 | Manage the legal and administrative process for the collection of arrears within an asset banking environment | Level 3 | NQF Level 03 | 10 |
Elective | 13322 | Operate a note sorting machine | Level 3 | NQF Level 03 | 12 |
Elective | 114762 | Operate sort machinery within the banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 7137 | Operate sort machinery within the banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 12758 | Perform basic mathematical calculations in a banking environment | Level 3 | NQF Level 03 | 4 |
Elective | 7153 | Prepare and finalise finance documentation for safekeeping in a banking environment | Level 3 | NQF Level 03 | 48 |
Elective | 12754 | Prepare vehicle financing proposals and documentation | Level 3 | NQF Level 03 | 10 |
Elective | 12749 | Process and administer financial applications for movable assets (personal) | Level 3 | NQF Level 03 | 10 |
Elective | 7112 | Process banking transaction record reports | Level 3 | NQF Level 03 | 6 |
Elective | 114772 | Process banking transaction record reports | Level 3 | NQF Level 03 | 6 |
Elective | 7118 | Process cash requisitions from customers for salaries and wages in a banking environment | Level 3 | NQF Level 03 | 2 |
Elective | 7113 | Process exceptions on value and data exception reports within the banking environment | Level 3 | NQF Level 03 | 5 |
Elective | 10125 | Process forward exchange contracts | Level 3 | NQF Level 03 | 5 |
Elective | 10128 | Process import letters of credit | Level 3 | NQF Level 03 | 18 |
Elective | 10119 | Process reimbursement authorisation | Level 3 | NQF Level 03 | 4 |
Elective | 7127 | Process rejected and missing banking-related items | Level 3 | NQF Level 03 | 2 |
Elective | 114757 | Process rejected and missing banking-related items | Level 3 | NQF Level 03 | 2 |
Elective | 7131 | Process unpaid, late unpaid and rejected cheques in a banking environment | Level 3 | NQF Level 03 | 4 |
Elective | 114776 | Process unpaid, late unpaid and rejected cheques in a banking environment | Level 3 | NQF Level 03 | 4 |
Elective | 114747 | Produce copies of bank statements on the customer's behalf | Level 3 | NQF Level 03 | 1 |
Elective | 7115 | Produce copies of bank statements on the customer's behalf | Level 3 | NQF Level 03 | 1 |
Elective | 7179 | Provide banking-related customer service in given situations | Level 3 | NQF Level 03 | 5 |
Elective | 7175 | Provide customer service in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 7152 | Provide, on request, mortgage loan information in a banking environment | Level 3 | NQF Level 03 | 9 |
Elective | 117840 | Reconcile Nostro accounts | Level 3 | NQF Level 03 | 8 |
Elective | 7147 | Reconcile Nostro and Vostro accounts | Level 3 | NQF Level 03 | 12 |
Elective | 117827 | Reconcile Vostro accounts | Level 3 | NQF Level 03 | 8 |
Elective | 7135 | Scrutinise vouchers for banking-related technical irregularities within the banking environment | Level 3 | NQF Level 03 | 2 |
Elective | 114745 | Scrutinise vouchers for banking-related technical irregularities within the banking environment | Level 3 | NQF Level 03 | 2 |
Elective | 7136 | Sort and image cheques and vouchers in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 114761 | Sort and image cheques and vouchers in a banking environment | Level 3 | NQF Level 03 | 3 |
Elective | 114760 | Trace banking-related entries on behalf of other parties | Level 3 | NQF Level 03 | 4 |
Elective | 7107 | Trace banking-related entries on behalf of other parties | Level 3 | NQF Level 03 | 4 |
Elective | 114764 | Transfer and Close Bank Accounts | Level 3 | NQF Level 03 | 5 |
Elective | 7121 | Transfer monies to and from the treasury in a banking environment | Level 3 | NQF Level 03 | 4 |
Elective | 14917 | Explain computer architecture concepts | Level 4 | NQF Level 04 | 7 |
LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: |
NONE |
PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: |
This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here. |
1. | Fachs Business Consulting and Training |
2. | Octomate Education Pty Ltd |
3. | SIGNA ACADEMY (PTY) LTD |
4. | Trainers Without Borders |
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. |