• the establishment of an Interbank Website where stakeholders could give feedback on the process
• regularly plenary sessions were held to inform stakeholders or to gain approval of the work in progress
• to gain buy in for future projects and to
• generally inform regarding the continuation of the process

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.

Alignment with the National Qualifications Framework

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:

• Create an integrated national framework for learning achievements
• Facilitate access to education and training
• Enhance the quality of education and training
• Accelerate the redress of past unfair discrimination in education, training and employment opportunities, and hereby
• Contribute to the full personal development of each learner and the social and economic development of the nation at large

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.

• 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
• 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.
• 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.
• 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.
• 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.
• Qualification design ensures access to a broad population and maximum portability within the financial services sector and related fields
• 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
• 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.

Utilization of national qualifications

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.

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.

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.

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.

Stakeholder involvement

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.

Data Collection

Data collection was managed through the involvement of three levels of participants:

• 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
• 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
• 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
• Other sources: international standards, the Internet, libraries, Banking publications, acts, Regulations sourced by the Expert Team

Strategic Priorities

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.

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.

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 endeavor to accommodate this reality.

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.

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.

Quality Assurance and Evaluation Of Project

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.

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.

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.

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.

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.

The Standard Generating Body forward the unit standards and qualifications to the Education and Training Quality Assurance body for quality control and approval

Any changes or improvements that are deemed necessary for the acceptance of the document will be incorporated in the document.

Conclusion

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.

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:

• Identify the generic applied competence required
• Maximize portability
• Maximize efficiency and cost effectiveness
• Reflect the needs of the industry into which learners will be / are employed
• Are formally structured and adhere to the requirements of South African Qualification Authority

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.

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.

Cognisance is taken that although the work completed may address present industry requirements, changes in the industry will necessitate ongoing revision to ensure relevance.

TITLE OF QUALIFICATION

This qualification should be positioned on the National Qualifications Framework Qualification Map as a "Diploma". However, this qualification is positioned on the National Qualifications Framework qualifications map as a certificate comprising of 120 credits. The reason for this is that this qualification provides a gateway to further higher education and training.

The Institute of Bankers offers qualifications that are positioned on the National Qualifications Framework Qualifications Map as "Diplomas".

This qualification makes the Institute of Bankers qualifications more easily accessible to learners in banking.

LEVEL OF QUALIFICATION

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 4 qualification, namely the National Banking Level 4 Certificate

PURPOSE OF QUALIFICATION

In accordance with regulation 6140 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 specifically the sub-field of banking which has the purpose to provide qualifying learners the competence and the basis for further learning. In addressing the necessary core, fundamental and elective unit standards it plans to add value to the qualifying learner in terms of enrichment of the person through the provision of status, recognition, credentials and licensing. It further proposes the enhancement and marketability and employability of learners and plans to open up the access routes to additional education and training through this process. It further has the purpose of providing benefits to society and the economy by enhancing citizenship, increasing social and economic productivity providing specifically skilled/professional people and transforming the redressing of legacies of inequity.

LEARNING ASSUMED TO BE IN PLACE

A combination of competencies obtained in the FET band will serve as a learning base to progress into the level 5 qualification.

RANGE STATEMENT

The context of this qualification is within the national and international banking environment. Competencies are achieved both within the learning and work environments.

The level assigned to this qualification is appropriate because the demonstration of competence focuses primarily on the evaluation and interpretation of relevant information.

MOTIVATION OF CONSTITUENT CREDITS

According to Regulation Gazette 6140 of 28 March 1998, a level 5 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 5. 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 5.

The core learning component must contain at least 24 level 5 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.

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.

It is not made specific which further unit standards should be of level 5 or higher, as long as 72 credits are at or above level 5, of which 36 at least must be in respect of fundamental learning and 24 in respect of core learning.

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.

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 5.

In addition to those credits specified in column a, a further 20 credits in any category or combination of categories must be at level 5 or higher

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.

SITUATION OF QUALIFICATION IN SUB FIELD AND ORGANIZING FIELD INDICATED

This qualification is appropriate uniquely in the Banking sector.

The Banking industry is characterized by the use of high technology and a wide range of banking and many other specific competencies.

JUSTIFICATION FOR QUALIFICATION APPLYING TO MORE THAN ONE SUB-FIELD OR ORGANIZING FIELD

This qualification enables learners to draw unit standards from a wide range of fields and sub-fields.

It is recognized that there are very few bankers in the traditional sense of the word.

Specialization within the process of banking has grown. However, it is also recognized that these specializations do not constrain actual career paths.

It is deemed desirable that qualifications should not constrain career paths in Banking.

In consequence highly specialized qualifications would also be inappropriate since they would be inaccessible to many learners.

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.

This is what this qualification aims to achieve.

EXIT  LEVEL OUTCOMES

The exit-level outcomes of the qualification will be the sum of the outcomes of all the unit standards constituting the qualification. It is not possible to be more specific about the exit-level outcomes because the flexibility envisaged in the qualification makes countless permutations of unit standards possible. This flexibility is desirable, because it reflects the multi-disciplinary nature of banking work, and the fluidity of jobs and roles within the banking profession.

It has been established that all the critical cross-field outcomes identified in various literature released by the South African Qualifications Authority are achieved through any permutation of unit standards complying with the minimum requirements for the qualification. It may accordingly be concluded that, regardless of the permutation of constituent unit standards selected by the learner, the qualification will have played a crucial role in promoting life-long learning.

The sum of the specific outcomes of the unit standards comprising the qualification should make the learner competent for his/her job in banking, recognizing that no prescribed combination of unit standards will make the learner competent for all jobs in banking, even at a particular level of work.

It is not possible to catalogue the assessment criteria of all the unit standards which might form a part of the qualification. However, as it is envisaged, the assessment criteria pertinent to the exit-level outcome of the qualification will be the assessment criteria associated with every individual unit standard comprising the qualification. Exiting from the qualification is possible from every point, because the learner would retain credit 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.

SPECIFIC OUTCOMES

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.

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.

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 5 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

In addition to those credits specified in column a, a further 20 credits in any category or combination of categories must be at level 5 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.

36 credits are to comprise at least 20 credits drawn from the field of Communication Studies and Language (at level 4 or above) and at least 16 credits from the sub-field of Mathematics (at least level 4 or above.)

Core Credits

Core learning means that compulsory learning required in situations contextually relevant to the particular qualification.

• 32 credits must be drawn from one or more of the following fields at level 5:
• Business, commerce and Management Studies
• Law
• Military, Science and Security
• Physical, Mathematical, Computer and Life Sciences
• 10 credits must be drawn from the sub-field of Banking
• 10 credits must be drawn from any of the sub-fields associated with Management

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.

• Maximum of 32 credits at level 5 from the fields of learner's choice.
• Further guiding principles
  • This qualification will comprise 120 credits of which 72 credits must derive from unit standards of level 5 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 5 Certificate specializing in (the name of the field from which 60 or more credits are drawn)". (e.g. National Banking Level 5 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 5 Certificate specializing in (Name of area of specialization within Banking)". (E.g. National Banking Level 5 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 standards format

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 5 Certificate

Should 60 or more credits be drawn from the same Banking related field then the learner may apply for a National Banking Level 5 Certificate, the title of which will indicate the area of specialization (e.g. National Banking Level 5 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 5 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.