| National Banking Level 2 Certificate |
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| Introduction |
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| Included within this document are the specifications for this qualification. |
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| The qualification described reflects the needs of the Industry both now and
into the future. It is characterized by an approach that allows accessibility
and the maximum flexibility for the learner and the employer. This flexibility
also extends to the fact that not all standards need be completed, as the
decision can be made to complete a group of standards, which together provide a
workable and employable competence. This level of flexibility reflects the
multiple job roles, organizational requirements and changing technological
nature of the industry, whilst also allowing the individual to work towards a
full nationally recognized qualification. |
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| History |
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| With South Africa being, so to speak, "a world unto itself" during
the apartheid years, people development happened in a standardized and somewhat
dysfunctional manner, with the educator rather that the learner or the
organization at the center of the process. Assessment practices varied widely,
and were of a very limited sort. Banking, however, was at the lead of a
movement in organizations to counteract the apartheid legacy, since well before
the end of apartheid. In consequence, since the late 1980's the banks have been
importing learning development methodologies from other developing and
developed countries, and these have had a growing impact on education and
training in South African banks, so that by 1995 many of the leading banks were
changing to a new approach to training and education. |
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| Instead of cost-inefficient learning interventions, by which learners are led
lockstep through narrow curricular, much of the education and training in banks
is now delivered through modern technology, which increasingly allows learners
to interact with facilitators, experts and one another, and to learn at their
own pace. Moreover, the modern technology makes learning available on demand.
This means that learners no longer gather in classrooms, but "tap
into" a learning technology at their own disposal, and as they need to
undertake learning. The effect has been that needs analysis has become a more
learner-driven process, and in many cases is accomplished organically within
the context of the job. |
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| By 1995 the leading banks were making large investments in the technology
required for "on-demand", free-access training approaches. The
investment is of a very different type from traditional classroom training and
education, because considerable cost- efficiencies can be achieved when large
numbers of learners are passed through the system. Since 1995, the leading
banks have invested greatly in modernizing these systems, to make them more
interactive, and to ensure that learning is absolutely appropriate to the
working context. The approach has changed the face of developmental planning.
Increasingly, the trend in banking is to move away from central budgeting and
planning, and to devolve developmental budgets to operating level. This trend
is reinforced by the fact that the new approach has made it far easier to
quantify the operational value of training. Unfortunately, however, one of the
other consequences of the new approach was that in many of the leading banks
track was lost of the planning and education investment in any one particular
employee. It is of course true that this kind of tracking is not strictly
necessary, for the technology investment is made "up-front", the time
investment is made on a convenience basis according to workplace contingency,
and the usage made by any individual employee of the learning opportunities at
his/her disposal poses at best only a slight cost implication. |
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| It is true to say that in the leading banks training is not random, but has
the appearance of randomness owing to the organic availability achieved through
the modern technology. Training and education is closely aligned with
individual performance contingencies, and access is as a rule available to
every employee. A great deal of investment is being made, and has been made, in
the modernization of training programmes, and this investment has been
unavoidable because changing technology, processes and the systems in banking
result in training becoming obsolete at a tremendous rate. |
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| It is therefore considered that this qualification will play an absolutely
vital role in the industry in helping to track the learning of the individual,
and to ensure that the individual obtains and retains credit for what is after
all a considerable investment of organizational resource in him/her. |
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| With the promulgation of the 1995 South African Qualifications Act, a review
was done of the qualifications available in banking. A considerable suite of
banking qualifications is already in place, some being offered through tertiary
institutions, some through professional institutions, and many through other
sources. However, the exercise revealed gaps. There are no qualifications for
the lowest levels of banking employees. |
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| The qualification being put forward for registration in this documentation is
one of a suite specifically intended to rectify that deficiency, as well as
pulling together and formalizing the learning of every individual employee. The
possibility of devising qualifications for lower levels of banking employees
which will be exactly equivalent to those used overseas was also considered.
However, it was found that the overseas qualifications vary from country to
country at this level, and that most overseas banks have found that the
existing qualifications have already become obsolete, owing to their lack of
flexibility. The qualifications proposed herein are especially designed to be
flexible, recognizing on the one hand the skills already obtained by employees,
and recognizing on the other hand that there is no way of predicting the skills
that will be required of employees in the medium term, which of course is the
term most relevant for the planning of training and education. There is also a
sense that rigid qualifications have no place in an industry which is
increasingly typified by a fluid workplace and revolutionizing technology and
process. |
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| Action for Progress
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| This process started under the auspices of National Standards Body 03,
Business, Commerce and Management Sciences as well as the Standards Generating
Body for Financial Services. This process started with initial plenary sessions
where a majority of stakeholders mandated to generate unit standards and
qualifications for the Banking Industry. For this group an Interbank plenary
has been established as a project team representing the business and to drive
the process. The outcome of this initiative resulted in the generation of +/-
200 unit standards and +/- 4 qualifications supporting the Banking Industry.
Various actions were taken during the process numerous initiatives were taken
to involve and inform stakeholders including:
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the establishment of an Interbank Website where stakeholders could give
feedback on the process
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regularly plenary sessions were held to inform stakeholders or to gain approval
of the work in progress
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to gain buy in for future projects and to
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generally inform regarding the continuation of the process
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| This project has led to a growing awareness of the benefits to be derived
from vocational education and training reforms in the South African context as
envisaged in the South African Qualifications Authority Act, the Skills
Development Act and the Skills Development Levies Act. |
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| Alignment with the National Qualifications Framework |
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| The Standard Generating Project Team for the Banking Sector has implemented a
structured process to ensure that the banking qualifications are aligned with
the principles and objectives of the National Qualifications Framework which
are to: |
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Create an integrated national framework for learning achievements
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Facilitate access to education and training
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Enhance the quality of education and training
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Accelerate the redress of past unfair discrimination in education, training and
employment opportunities, and hereby
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Contribute to the full personal development of each learner and the social and
economic development of the nation at large
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| The standard generating project team for the banking sector has implemented a
structured process to ensure that the banking qualifications are aligned with
the principles and objectives of the National Qualifications Framework. |
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The standards express applied competence - an enriched notion of competence
that seeks to reflect the essential integration of practical competence,
foundational and reflective competence. The Standard Generating Project are
convinced that this notion of competence leads to enhanced quality of the
standards themselves
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The Project Team has been extremely diligent in the recording of "Learning
Assumed to be in place". Every effort has been made to ensure that there
are no unnecessary "prerequisites of learning " for every standard.
There are no barriers in place for a learner who wishes to attain applied
competence in terms of a particular standard, as the "Learning assumed to
be in place" is only an indication of what would greatly assist in
acquiring the applied competence reflected in the standard at hand.
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The consistent use of level descriptors and national and international
benchmarking ensure that the qualifications are designed in such a way as to
articulate with qualifications at other levels on the National Qualifications
Framework.
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The standards and qualifications are written in such a manner that it makes
provision for recognition of prior learning, thereby ensuring that competencies
obtained through formal and informal training in the financial services sector
and related fields are recognized.
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The standards and qualifications are structured to provide for multiple entry
and exit points, thereby contributing to the personal development of learners
through the mobility and progression within and between career paths.
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Qualification design ensures access to a broad population and maximum
portability within the financial services sector and related fields
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The flexibility of the qualifications allows learners to pursue personal
objectives and thereby contributing to full personal development and growth as
well as social and economic development at large
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The standards have been written to promote the development of both the
individual and the industry. The qualifications are made up of standards, which
in turn reflect competencies which will greatly benefit the learner in the
management of his own affairs, and which will lead to enhanced productivity in
the workplace.
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| Utilization of national qualifications |
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| Following the spirit of the National Qualifications Framework, as it is
understood in the banking sector, the qualification described in this document
will provide a framework on the basis of which providers of education and
training may design courseware in respect of each unit standard or in respect
of combinations of unit standards. It is specifically not envisaged that
courseware will be designed for the qualification as a whole, for that would
undo the flexibility accommodated in the qualification. As flexibility is seen
as a crucial mechanism for accommodating the portability of unit standards, for
ensuring recognition of prior learning, and for ensuring that the qualification
will always be relevant to the job, and therefore to the sector, such and
outcome would be undesirable. The qualification described in this document is
made up of nationally-registered unit standards, each situated on the National
Qualifications Framework, and each detailing the precise knowledge and skills
which the learner must demonstrate in order to be deemed competent. |
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| The constituent unit standards are also written in a manner which will
provide the learner with an indication of what is expected of him/her rather
than a list of modules to be covered, in accordance with the broad philosophy
of outcomes-based education. This is in itself transformational in nature,
firstly because it empowers the learner to manage his/her own education, and
secondly because it fixes the goalposts from the learner's point of view in a
way which can only be to the benefit of both the learner and of the provider
organization. |
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| It will be immediately apparent to the reader that the qualification
described in this document reflects a refreshing difference from the
traditional, curriculum-based uniform approach. The reader should therefore not
be surprised to find an entirely different assessment approach being
implemented in respect of this qualification. In the first place, there will be
no clearly theoretical assessments; far more emphasis than in the past will
fall on practical, workplace assessment. In the second place, assessment will
occur when the learner is ready, and not in accordance with a traditional
examinations roster. In the third place, the detail of assessment practices in
respect of every unit standard will vary from environment to environment to
ensure that practice is at all times entirely appropriate.
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| For the learner, the outcome will be formal recognition of his/her skills.
This is seen as a crucial outcome for learners in a volatile economy in which
employees might, through no fault of their own, find themselves needing to
apply for new jobs. It is also an important outcome for learners who, owing to
deficiencies in the education system, both now and in apartheid times, have
been denied other opportunities to gain access to formal qualifications.
Moreover, it is expected that learners will be able to use their National
Banking Level 2 Certificates to gain admission to qualifications at higher
levels and in this way both equity is served and talent is given the
opportunity to make itself noticed, and potential to be realized. |
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| Stakeholder involvement |
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| The details of those individuals who have been involved in the process of
generating national banking unit standards and the design of qualifications
appear below. The list does not include those individuals/organizations who
were invited to participate but were unable to do so, and the role holders,
managers and subject matter experts that were involved in the standards
generating process. |
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| Data Collection |
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| Data collection was managed through the involvement of three levels of
participants: |
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Stakeholder participation: high level representatives to give political
legitimacy to the project. These representatives have high credibility in the
banking industry, and sanctioned the involvement of experts from their
companies/industries. These were also the persons who fulfilled the role of a
Project Steering Committee, to whom ongoing evaluation of the Project was
reported
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Industry experts: these representatives were the core Project Team who accessed
data from their respective companies/industries and who underwent capacity
building for the generation of standards and qualifications
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Role players: these persons were clerical staff, supervisors, managers or any
other role holders in the Banking Sector from whom data was obtained for the
purposes of the Project
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Other sources: international standards, the Internet, libraries, Banking
publications, acts, Regulations sourced by the Expert Team
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| Strategic Priorities |
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| The Inter-bank initiative responsible for proposing this qualification was
informed by four strategic criteria: compliance with legislation, particularly
the South African Qualifications Act, 58 of 1995, and all related legislation,
the principle of equity, the principle of sufficiency, and the principle of
long-term applicability. |
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| It was noted that in the SAQA Act the objectives of the National
Qualifications Framework are given as being 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
initiative took particular note of the regulations under the South African
Qualifications Authority Act, 58 1995 in particular those published in
Regulation Gazette 6140 of 28 March 1998. Particular attention was paid to
sections 8 and 9 of the aforementioned regulations. |
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| The strategic priority of equity informed the need to provide qualifications
at lower level, and to ensure that this qualification would be capable of
reflecting the entirety of skills possessed by any particular learner.
Moreover, it is in the interest of equity that the unique skills sets of the
individual learner are recognized in this qualification. Individual needs,
potentialities and talent must crucially be accommodated if the interests of
equity are to be served, and the qualification described in this document makes
every endeavour to accommodate this reality. |
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| The sufficiency of qualifications likewise is served by the qualification
described in this document. This qualification fills a gap in the banking
sector and ensures that there is no employee for whom there is not a
qualification which would be appropriate and accessible. It is envisaged that
in the future further qualifications will be added, and of course in due course
that initiative will receive every support in the banking sector. In the
meantime, however, the strategic priority of sufficiency will have been
attended to as proposed here. |
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| The long-term appropriateness of this qualification is assured by its
flexibility. It is recognized that several years will elapse before a body of
unit standards has been produced which adequately covers every aspect of every
job in banks. Moreover, as the work of banks changes, be it structurally or
technologically, unit standards will become obsolete, and needs for new unit
standards will arise. The flexibility of the qualification proposed herein
ensures, on one hand, that no employee will ever forego credit for past
learning, while on the other hand necessary future learning will always take
the individual learner closer to a qualification. |
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| Quality Assurance and Evaluation Of Project |
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| The process was initiated by the Interbank Steering Committee duly mandated
by their stakeholders to steer the process in accordance with the National
Standards Body and South African Qualifications Authority requirements. The
Steering Committee in turn presented the initial documentation emphasizing that
the process will be steered in accordance with the South African Qualifications
Authority principles to the stakeholders and this was accepted. |
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| The unit standards were generated under the auspices of the Financial
Services Standards Generating Body and all unit standards generated adhere to
the principle of fitness for purpose. This entails that qualifications are
generated according to Industry needs and will be relevant to the Banking
sector. |
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| The Standards Generating Body compiled a guidance document for unit standard
generation, to enable unit standard writers to implement South African
Qualifications Authority requirements when generating unit standards. |
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| This document will be used as a guide by the Standards Generating Body to
verify whether South African Qualification Authority requirements were applied
when delivering the unit standards at the Standards Generating Body. |
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| The completed unit standards were accepted by the Standards Generating Body
in accordance to the procedure set out by the Standards Generating Body in
their manual as described in paragraph ii. |
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| The Standard Generating Body forward the unit standards and qualifications to
the Education and Training Quality Assurance body for quality control and
approval |
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| Any changes or improvements that are deemed necessary for the acceptance of
the document will be incorporated in the document. |
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| Conclusion |
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| The standards generating project team are satisfied that a transparent and
comprehensive composition of stakeholder grouping was involved throughout the
entire process. The composition included among others, employer groupings,
employee organizations, professional associations and providers. |
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| This broad representivity ensured that consensus was achieved within the
industry regarding principles and objectives reflected in the design of the
unit standards and qualifications. Stakeholders are furthermore satisfied that
the standards and qualifications have been developed in line with the
following:
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Identify the generic applied competence required
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Maximize portability
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Maximize efficiency and cost effectiveness
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Reflect the needs of the industry into which learners will be / are employed
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Are formally structured and adhere to the requirements of South African
Qualification Authority
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| The above was achieved through a process of ongoing consultation with South
African Qualifications Authority. The outcomes of the project team would not
have been as successful and fruitful had it not been for their continual
support and guidance throughout the process. |
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| What also contributed to the success of this project is that it was driven by
a sense of urgency and excitement, for the positive effect it could have on the
development of human resources in the financial services sector. The success
was enhanced by the driving force ensuring that participants could rise above
own interests and thereby provide an atmosphere, which facilitated the
groundbreaking work within the industry. |
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| Cognisance is taken that although the work completed may address present
industry requirements, changes in the industry will necessitate ongoing
revision to ensure relevance.
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| TITLE OF QUALIFICATION |
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| This qualification is intended to equip the learner to meet the demands of
worldwide banking, now and in the future. |
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| The introduction of new banking qualifications also provides recognition for
the skills that the learner may already possess. |
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| This qualification is positioned on the National Qualifications Framework
Qualifications Map as a "Certificate" comprising of 120 credits. |
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| LEVEL OF QUALIFICATION |
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| As the qualification is not a "whole qualification" (as described
in Regulation Gazette 6140 of 28 March1998), but rather represents a
compilation entirely constructed from otherwise discrete unit standards, the
level of the qualification is determined, in accordance with the aforementioned
regulation gazette, by the highest level of 72 of the constituent credits.
Accordingly, the level of the qualification is predetermined by the level of
the constituent unit standards. Since the level of each of the constituent unit
standards is determined with reference to the complexity of learning involved,
it follows that the qualification will likewise accurately reflect the
complexity of learning. From the point of view of the learning
pathway leading from this qualification, it is intended that the prescription
of level in respect of key core and fundamental learning components should have
the effect of preparing the learner to move on to the equivalent level 3
qualification, namely the National Banking Level 3 Certificate
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| PURPOSE OF QUALIFICATION |
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| The purpose of the qualification is consistent with the objectives of the
National Qualifications Framework as postulated in Section 2 of the South
African Qualifications Act, 58 of 1995. It is encapsulated in the few strategic
priorities discussed in the section of this document headed "Strategic
priorities" and required no further expansion. |
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| In accordance with Regulation 6140 of 1998 and the needs and requirements of
the specific banking industry, the purpose of this qualification is to
represent a planned combination of learning outcomes in the field of business,
commerce and management studies and other related fields, and specifically the
sub-field of banking, which has the further purpose to provide qualifying
learners with competence and a basis for further learning. |
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| In addressing the necessary core, fundamental and elective unit standards it
plans to add value to the qualifying learner in terms of enrichment of the
person through the provision of status, recognition, credentials and licensing. |
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| It further proposes the enhancement, marketability and employability of
learners and plans to open up the access routes to additional education and
training through this process. Added to this is the purpose of providing
benefits to society and the economy by enhancing citizenship, increasing social
and economic productivity providing specifically skilled/professional people
and transforming the redressing of legacies of inequity. |
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| LEARNING ASSUMED TO BE IN PLACE |
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| The GETC will serve as the learning base to progress into the level 2
qualification. |
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| RANGE STATEMENT |
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| The context of this qualification is within the national banking environment
and related fields. Competencies are achieved both within the learning and work
environments. |
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| The level assigned to this qualification is appropriate because the
demonstration of competence focuses primarily on identification of relevant
information and the understanding of it. |
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| MOTIVATION OF CONSTITUENT CREDITS |
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| According to Regulation Gazette 6140 of 28 March 1998, a level 2
qualification requires that a minimum of 72 credits must be at or above the
level at which the certificate was awarded. The fundamental learning component,
in accordance with the aforementioned regulation, must comprise 20 credits from
the field of communications and language studies and 16 credits from the
sub-field of mathematics. As these areas have particular value in the banking
industry, it has been stipulated that these minimum credits in the fundamental
learning category shall be at or above level 2. Any further credits which the
learner elects to undertake in communication and language studies and/or in
mathematics will fall into the category of fundamental learning, but will not
need to be at or above level 2. |
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| The core learning component must contain at least 24 level 2 credits, of
which 10 must be drawn specifically from the sub-field of banking and a further
14 must be drawn from specific sub-fields related to banking, namely business,
commerce and management studies, law, military science and security, and/or
physical, mathematical, computer and life sciences. This distribution of
credits recognizes that work in the banking sector calls for multi-disciplinary
applications, and accommodates the broad range from which such applications are
drawn. |
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| Provided that the learner meets the minima for fundamental and elective
learning, he/she may cover more than the minimum number of credits in the
category of core learning. |
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| It is not made specific which further unit standards should be of level 2 or
higher, as long as 72 credits are at or above level 2, of which 36 at least
must be in respect of fundamental learning and 24 in respect of core learning. |
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| The accommodation of elective learning complies with the provision in the
aforementioned gazette to the effect that "… the range of additional
credits shall be broad enough to enable learners to pursue some of their own
learning interests". The learner is not precluded from drawing on credits
from the same areas as those prescribed for core learning as his/her elective
learning component. |
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| It is noted that Regulation Gazette 6140 of 28 March 1998 is not specific as
to the number of credits assigned in each category of core, elective and
fundamental learning, provided that the prescribed minima are met. This
qualification follows that broad principle, and it does not confine the learner
beyond the minima per category and the requirement that the overall
qualification should of comprise 120 credits, of which 72 shall be at or above
level 2. |
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| A2 |
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B2 |
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C 2 |
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D2 |
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E |
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| CORE |
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TOTAL |
10 credits from banking at level
2+
14 credits from banking related fields at level 2+ |
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ˇ up to 28 further core credits,
any part of which may be assigned to the elective category if learner chooses |
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ˇ up to 8 further core credits,
any part of which may be assigned to the fundamental or elective category if
the learner chooses |
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| FUNDAMENTAL |
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ˇ20 credits from communication
studies and language at level 2+
ˇ16 credits from mathematics at level 2+ |
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ˇ up to 8 further fundamental
credits, any part of which may be assigned to the core or elective category if
the learner chooses
|
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| ELECTIVE |
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|
|
|
|
|
|
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ˇ 24 credits from fields of
learner's choice |
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ˇ up to 28 further elective
credits, any part of which may be assigned to the core category if the learner
chooses |
|
ˇ up to 8 further elective
credits, any part of which may be assigned to the core or fundamental category,
if the learner chooses |
|
|
| TOTAL: 60 |
|
TOTAL: 24 |
|
TOTAL: 28 |
|
TOTAL: 8 |
|
TOTAL: 120 |
|
|
| In addition to those credits specified in column a, a further 12 credits in
any category or combination of categories must be at level 2 or higher. |
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| CREDIT ASSIGNED TO THE QUALIFICATION |
|
| Credits need to be assigned to the qualification as is required in terms of
Regulation Gazette 6140 of 28 March 1998. The matrix provided under the section
"Motivation of Constituent Credits" for this level summarizes the
credit allocation option per category being a national certificate, this
qualification comprises the mandatory 120 credits. |
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| SITUATION OF QUALIFICATION IN SUB FIELD AND ORGANIZING FIELD
INDICATED |
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| This qualification is appropriate uniquely in the Banking sector. |
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| The Banking industry is characterized by the use of high technology and a
wide range of banking and many other specific competencies. |
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| JUSTIFICATION FOR QUALIFICATION APPLYING TO MORE THAN ONE
SUB-FIELD OR ORGANIZING FIELD |
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| This qualification enables learners to draw unit standards from a wide range
of fields and sub-fields. |
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| It is recognized that there are very few bankers in the traditional sense of
the word. |
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| Specialization within the process of banking has grown. However, it is also
recognized that these specializations do not constrain actual career paths. |
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| It is deemed desirable that qualifications should not constrain career paths
in Banking. |
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| In consequence highly specialized qualifications would also be inappropriate
since they would be inaccessible to many learners. |
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| The changing face of modern Banking and the effect of globalization will make
this issue even more pertinent in the years to come, and we have the
opportunity in South Africa at his moment to take charge of process and be seen
as a leader in the field. |
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This is what this qualification aims to achieve.
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| EXIT-LEVEL OUTCOMES |
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| The exit-level outcomes of the qualification will be the sum of the outcomes
of all the unit standards constituting the qualification. It is not possible to
be more specific about the exit-level outcomes because the flexibility
envisaged in the qualification makes countless permutations of unit standards
possible. This flexibility is desirable, because it reflects the
multi-disciplinary nature of banking work, and the fluidity of jobs and roles
within the banking profession. |
|
| It has been established that all the critical cross-field outcomes identified
in various literature released by the South African Qualifications Authority
are achieved through any permutation of unit standards complying with the
minimum requirements for the qualification. It may accordingly be concluded
that, regardless of the permutation of constituent unit standards selected by
the learner, the qualification will have played a crucial role in promoting
life-long learning. |
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| The sum of the specific outcomes of the unit standards comprising the
qualification should make the learner competent for his/her job in banking,
recognizing that no prescribed combination of unit standards will make the
learner competent for all jobs in banking, even at a particular level of work. |
|
| It is not possible to catalogue the assessment criteria of all the unit
standards which might form a part of the qualification. However, as it is
envisaged, the assessment criteria pertinent to the exit-level outcome of the
qualification will be the assessment criteria associated with every individual
unit standard comprising the qualification. Exiting from the qualification is
possible from every point, because the learner would retain credit for every
unit standard which he/she obtained credit for during the course of his/her
engagement with the qualification. While it is not possible to be more specific
than that about early exit outcomes, this approach makes it possible to
guarantee that every learner will enjoy the promised benefit of portability of
unit standards. |
|
| For the learner who exits the qualification before completion, the
opportunity always remains to re-enter the qualification, or even to re-enter a
qualification at a higher level, incorporating the applicable unit standards
for which he/she already has credit. In any event, the specific and critical
cross-field learning outcomes which are required for competence in terms of the
qualification should be consistent with the requirements for effective
performance in the job. |
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| SPECIFIC OUTCOMES |
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| The Banking industry is a highly dynamic environment, which necessitates
flexibility in learning for all. This allows learners the flexibility to select
a composition of unit standards in line with the qualification matrix. The
achievement of the specific outcomes in each individual unit standard will
contribute to the attainment of the purpose of the qualification. Due to the
flexible nature of the banking industry and their resultant qualifications, it
is considered sufficient for a learner to achieve the sum total of the specific
outcomes of the selected unit standards. |
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| CRITICAL CROSS-FIELD OUTCOMES |
|
| The unit standards comprising this qualification will indicate and assess the
appropriate critical cross-field outcomes. Each unit standard is complete
within itself and can be an exit level outcome enabling the learner to exit the
qualification at any point. Credits achieved within the qualification are
retained by the learner and are portable. |
|
| No matter what its constituent unit standards, providing that the minima that
is prescribed are adhered to, the learner who acquires the qualification will
be able to identify and solve problems in which responses display that
responsible decisions using critical and creative thinking have been made, work
effectively with others as a member of a team, organize and manage him/herself
and his/her activities responsibly and effectively, collect, analyze, organize
and critically evaluate performance, communicate effectively using mathematical
and language skills, demonstrate an understanding of the world and as a set of
operated systems by recognizing that problem-solving contexts do not exist in
isolation, and benefit by full personal development, thus contributing to the
social and economic development of South African society at large. |
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| FUNDAMENTAL STANDARDS COMPRISING THE QUALIFICATION |
|
| Fundamental learning is represented by unit standards in language and
communication and in mathematics. To obtain this qualification, the learner
must obtain at least 36 credits of this sort, but the precise unit standards
are not specified, since the concern is with several rather than specific
knowledge and skill in these areas. |
|
| CORE STANDARDS COMPRISING THE QUALIFICATION |
|
| Core learning is represented by unit standards in banking and in fields
related to banking and applicable to work in banks. To obtain this
qualification, the learner must obtain at least 24 level 2 credits of this
sort, but the precise unit standards are not specified, since the learner is
expected to select and incorporate those most applicable to his/her job. |
|
| ELECTIVE STANDARDS COMPRISING THE QUALIFICATION |
|
| Elective learning means a selection of additional credits from which a choice
may be made to ensure that the purpose of the qualification is achieved. This
permits learners a wide selection of standards, which would enrich their
functioning in their particular job in their particular organization. The
selection should accommodate the interests of the learner, but should be
subject to a loose test of relevance. |
|
| RULES OF COMBINATION |
|
| A2 |
|
B2 |
|
C2
|
|
D2 |
|
E |
|
| CORE |
|
|
|
|
|
|
|
TOTAL |
10 credits from banking at level
2+
14 credits from banking related fields at level 2+ |
|
|
|
ˇ up to 28 further core credits,
any part of which may be assigned to the elective category if learner chooses |
|
ˇ up to 8 further core credits,
any part of which may be assigned to the fundamental or elective category if
the learner chooses |
|
|
| FUNDAMENTAL |
|
|
|
|
|
|
|
|
ˇ20 credits from communication
studies and language at level 2+
ˇ16 credits from mathematics at level 2+ |
|
|
|
|
|
ˇ up to 8 further fundamental
credits, any part of which may be assigned to the core or elective category if
the learner chooses
|
|
|
| ELECTIVE |
|
|
|
|
|
|
|
|
|
|
ˇ 24 credits from fields of
learner's choice |
|
ˇ up to 28 further elective
credits, any part of which may be assigned to the core category if the learner
chooses |
|
ˇ up to 8 further elective
credits, any part of which may be assigned to the core or fundamental category,
if the learner chooses |
|
|
| TOTAL: 60 |
|
TOTAL: 24 |
|
TOTAL: 28 |
|
TOTAL: 8 |
|
TOTAL: 120 |
|
|
| In addition to those credits specified in column a, a further 12 credits in
any category or combination of categories must be at level 2 or higher |
|
Please refer to diagram above. This qualification is composed of a combination
of fundamental, core and elective credits.
|
|
| Fundamental credits |
|
| Fundamental learning means that learning which form the grounding or basis
needed to undertake the education, training or further learning required in the
obtaining of a qualification. |
|
Prescribed credits
36 at level 2 or above. 36 credits are to comprise at least 20 credits drawn
from the field of communication studies and language and at least 16 credits
from the sub-field of mathematics Options: 8 credits
Up to 8 further fundamental credits or any part thereof may be assigned to the
core of elective category.
|
| Core Credits |
|
| Core learning means that compulsory learning required in situations
contextually relevant to the particular qualification. |
|
Prescribed credits
24 at level 2 or above. 10 credits must be drawn from the sub-field of Banking.
A further 14 credits must be drawn either from the sub-field of Banking or from
Banking related fields, which may include the fields of:
-
Business, Commerce and Management studies
-
Law
-
Military, Science and Security
-
Physical, Mathematical, Computer and Life Sciences
Options: 36 credits
A maximum of 28 further credits, core or any part thereof may be assigned to
the elective category. A maximum of 8 further core credits, or any part
thereof, may be assigned to the fundamental or elective category.
|
| Elective credits |
|
| Elective learning means a selection of additional credits at the level of the
National Qualifications Framework specified, from which a choice may be made to
ensure that the purpose of the qualification is achieved. |
|
Prescribed credits: 24
24 credits may be derived from the fields of the learner's choice Options:
36 credits
A maximum of 28 elective credits, or any part thereof, may be assigned to the
core category. A maximum of a further elective credits, or any part thereof,
may be assigned to the core or fundamental category
|
| Further guiding principles |
-
This qualification will comprise 120 credits of which 72 credits must derive
from unit standards of level 2 or higher.
-
Credits may be transferred from any other qualification held by the learner.
However, no more that 59 credits may be transferred from formal schooling.
-
Should 60 or more credits be drawn from the same banking-related field, the
qualification shall be known as the "National Banking Level 2 Certificate
specializing in (the name of the field from which 60 or more credits are
drawn)". (e.g. National Banking Level 2 Certificate specializing in
Information Technology)
-
Should 60 or more credits be drawn from the Banking sub-field, the
qualification shall be known as the "National Banking Level 2 Certificate
specializing in (Name of area of specialization within Banking)". (E.g.
National Banking Level2 Certificate specializing in Banking Operations
support.)
-
The choice of unit standards will be guided by the operational ability of
organizations to train and assess towards those unit standards comprising this
qualification.
|
|
ASSESSMENT CRITERIA |
|
| The regulations under the South African Qualifications Authority Act of 1995
states: |
|
| Requirements for the registration of qualifications |
|
8. (1) A qualification shall:
(g) "… incorporate integrated assessment appropriately to ensure that
the purpose of the qualification as achieved, and such assessment shall use a
range of formative and summative assessment methods such as portfolios,
simulations, work-place assessments, written and oral examinations…" |
|
| It is recognized that skills development within banking is more and more
individually based. Individuals will develop unique career paths to equip
themselves for an environment that changes constantly and rapidly. |
|
| The intention in postulation of new banking qualifications is to provide
recognition for the skills which bank employees already possess. It is
recognized that the combination of skills will differ from employee to employee
and from bank to bank. A philosophy of flexibility is required to ensure that
appropriate qualifications are easily accessible to any bank employee. |
|
| It follows that qualifications in banking will be determined by the needs of
the individual and not by a prescribed formula. |
|
| Banking qualifications comprise of unit standards drawn from a wide range of
fields. Each unit standard is a self-contained exit level outcome. |
|
| The standards describe competent performance, which lay down the assessment
criteria by which competence should be judged, as well as the range of
circumstances in which competence should be demonstrated. |
|
| The assessment tools used include:
|
-
Written (e.g. tests/case studies/projects)
-
In-situ (on-the-job) observations
-
Simulation
-
Role-play/structured classroom discussions
-
Portfolio of evidence
-
Technology based testing
|
| These methods must be carefully selected based on the purpose of the
assessment (For example, the written method of assessing knowledge or on-job
demonstration of practical competence). The assessment must integrate a number
of different methods (no less than three) in order to give the assessor
reliable and valid proof of competence and evidence of required attitudes. |
|
The following tools may be used to supplement the above minimum assessment
methods:
Valid, reliable and authentic evidence (presented as a portfolio of evidence)
from past achievements and experience which serves to supplement the assessment
of applied competence. The portfolio should include: |
-
Written statements from persons (e.g. current and/or previous employer,
colleague, peer, manager, external customers) confirming competence of the
learner
-
Relevant certificates or awards
-
Previous assessment records
-
Journals/logbook
|
| Throughout the qualification use is made of both formative and summative
assessment methods, to ensure integrated assessment results. |
|
| INTERNATIONAL COMPARABILITY |
|
| The demands of worldwide banking, international comparability of unit
standards and qualifications is essential. The following focus were the factors
of international benchmarking, which occurred continuously throughout the
project: |
-
The standards writing approach
-
Contents of the standards themselves
-
Appropriateness of the chosen standardsformat
|
|
In terms of the South African approach to unit standards, the standards
itself and the appropriateness of standards, international benchmarking has
already been built in and has been taken care of by the time unit standards are
accepted on the National Qualifications Framework. |
|
|
|
Benchmarking were done on the following qualifications: The NVQ from Britain,
The SVQ from Scotland, Australian, New Zealand and German Qualifications. In
terms of the Australian and New Zealand approach to qualifications the unit
standards were to an extent non-existent and qualifications were very hard to
find. The qualifications that were available were of no use in terms of an
international benchmarking process. The German approach to qualifications is
very limited in that it actually pertains to job streaming and is not in line
with the approach that the South African Qualification Authority or the
National Qualifications Framework wants us to take in South Africa. The NVQ and
the SVQ qualifications were to an extent similar to our processes. It was
therefore decided to make use of those two qualifications to determine our own
international benchmark throughout the process. The NVQ and SVQ qualifications
designed in 1996 consist of standards four of them plus a selection of any four
optional units from the remaining fourteen banking unit standards. The approach
of unit standard writing from an NVQ SVQ perspective leaves us with broad
generic unit standards. This is not in line with the South African
Qualifications Authority National Qualifications Framework approach for South
Africa. The philosophy on standards generation from the NVQ SVQ allows for
flexibility. This is seen that optional unit standards are used to complete a
full qualification. This approach is highly applicable to the current
globalized banking industry and specifically on the South African environment.
This concept for allowing flexibility in the generation of qualifications makes
South Africa a trendsetter in the generation of banking qualifications. |
|
|
|
ROLE OF RECOGNITION OF PRIOR LEARNING
|
|
|
|
The qualification is specifically designed to accommodate a broad range of
recognition of prior learning. This intention is reflected in the structure of
the qualification and also in the rules for combination of credits towards the
qualification. The intention is to provide recognition for all the relevant
skills which learners already possess and even to provide recognition for
skills which might not be absolutely relevant to the job through the elective
category. It is recognized that these suites of skills will differ radically
from employee to employee and from bank to bank. The philosophy of flexibility
expressed elsewhere in this document arises from a desire not to unnecessarily
deny access to an appropriate qualification to any learner. |
|
|
|
Recognizing that skills development in banks will in any case be specific to
specific learners, rather than rigid career paths, which appear to be rapidly
disappearing in banking, the same philosophy requires that this qualification
will be so designed as to accommodate as far as possible recognition of
whatever skills the learner will need to acquire both now and in the future. |
|
|
|
The principle of portability is honored in this way in the qualification. It
is viewed as irrelevant at what institution credit towards a particular
qualification was acquired. |
|
|
|
Prior learning may occur through the formal education system. To accommodate
appropriate recognition of this prior learning, the qualification may contain
up to fifty-nine credits which are transferred from formal schooling. |
|
|
|
It is not envisaged that this qualification will ever be a "whole"
qualification. It is not intended that evaluation towards any constituent unit
standard will ever be subsumed in broader evaluation towards the qualification
as a whole, in consequence. This arrangement particularly suits the
contingencies of recognition for prior learning. It is expected that learners
will plan their own progress toward the qualification by obtaining assessment
from an appropriate source towards the unit standards which he/she intends to
incorporate in the qualification. Such a system will draw heavily on
recognition of prior learning, and will enable learners to obtain
qualifications as far as possible on the basis of recognition of prior
learning. |
|
|
|
In conclusion, the qualification may be achieved in whole or in part through
the recognition of prior learning, which will include the learning outcomes
achieved through formal, informal and non-formal learning and work experience. |
|
|
|
MODERATION OPTIONS |
|
|
|
Internal and external moderation of learner achievement is essential to meet
requirements of transparency, affordability, fairness, reliability and
validity. |
|
|
|
The moderation process will support the professional and educational
development needs in the Banking sector. Moderation of the qualification will
occur through the process of moderation established for individual unit
standards. In essence this will imply that separate moderation action for this
qualification is not necessary.
|
|
|
|
All other types of moderation required by acts, regulations and moderating
bodies, will supercede existing moderation as stated above and will obtain
preference. |
|
|
|
CERTIFICATION |
|
|
|
Learners who have successfully completed sufficient unit standards (refer
item 26 Rules of Combination) making up the National Qualification may apply to
the Banking Sector Education and Training Authority's Education and Training
Quality Assurance body to be awarded a National Banking Level 2 Certificate |
|
|
|
Should 60 or more credits be drawn from the same Banking related field then
the learner may apply for a National Banking Level 2 Certificate, the title of
which will indicate the area of specialization (e.g. National Banking Level 2
Certificate specializing in Information Technology) |
|
|
|
However, should 60 or more credits be drawn from the field of Banking itself
then the title of the Certificate will reflect the area of specialization
within banking (e.g. National Banking Level 2 Certificate specializing in
Banking Operations Support) |
|
|
|
The Banking Sector Education and Training Authority's Education and Training
Quality Assurance body will not track the progress of individual learners in
attaining banking qualifications. The responsibility for collecting and
presenting the required evidence of completion of the unit standards comprising
the qualification lies with the individual learner. (Learners should refer to
the Banking Sector Education and Training Authority's Education and Training
Quality Assurance body guidelines for making application for certificates). |
|
|
|
NOTES |
|
|
|
Stated in section 8 (1) (b) of Regulation Gazette 6140 of 28 March 1998 that
a qualification shall "… ad value to the qualifying learner through
the: provision of status, recognition, credentials and licensing; enhancement
of marketability and employability; and opening up of access routes to
additional education and training…" it is noted that no qualification
can do these things in on and of itself; supporting initiatives are required to
ensure that a qualification will provide status, will enhance the marketability
and employability, and will open up access routes to additional education and
training. It was noted that such initiatives are contemplated in the banking
sector and many of them are already underway within individual organizations. |
|
|
|
It is consistent with the philosophy of this position paper that core
learning in respect of any of the new qualifications being proposed will be
specified only in general terms. This is because it is not possible to be more
specific as to the learning required in situations contextually relevant to the
particular qualification without excluding many of the diverse and evolving
jobs in banking. Any credit undertaken under the category of core learning will
be subject to a test of relevance administered by the sectoral education and
training quality assurance body, but it is envisaged that as long as a member
organization can make a case for the relevance of any credit to work being
undertaken in that organization, or work which has been undertaken in that
organization, then it will not be the business of the relevant education and
training quality assurance body to obstruct the inclusion of the elective
credits in question in a banking qualification. |
|
|
|
Elective learning, comprising the additional credits acceptable for the
qualification in question, will permit as broad a selection as may be necessary
to capture the particular contingencies applicable to particular jobs in
particular contexts within particular organizations. Whereas any credit
undertaken under the category of elective learning will be subject to a test of
relevance administered by the sectoral training and quality assurance body,
such a test will not be stringent since the purpose of the elective component
would be to accommodate the interests of the employee. Nor will the range of
fields and sub-fields from which elective credits are drawn be narrowed or
specified, subject only to the loose test of relevance already mentioned.
|
