THE NQF IN THE BANKING SECTOR 19th October 2004

Δ Module 1: The NQF in the context of FAIS Δ Module 2: The purpose and value of skills programmes Δ Module 3: Self study: tracking and support Δ Module 4: Assessment and moderation roles and responsibilities OVERVIEW

MODULE 1 THE NQF IN THE CONTEXT OF FAIS

Δ THE NQFPDM EXPERIENCE IN SKILLS DEVELOPMENT Δ THIS SLIDE INDICATED THAT WE NEED INFO FROM SARAH. Δ SHE CAN FILL THE NECESSARY INFO IN HERE. Δ TO KEEP IT CONSISTENT, PLEASE USE ARIAL FONT (SIZE 16). Δ I HAVE USED BOLD CASE FOR THE FIRST TWO WORDS IN EACH SENTENCE. Δ PLEASE CALL ME ON IF YOU NEED ANY OTHER INFO WHEN ADDING BITS. To create an integrated national framework of learning achievements To facilitate access to, & mobility & progression within education, training & career paths To enhance the quality of education & training To accelerate the redress of past discrimination in education, training & employment opportunities OBJECTIVES OF NATIONAL QUALIFICATIONS FRAMEWORK (NQF)

OBJECTIVES OF THE SKILLS DEVELOPMENT ACT Δ To strategically stimulate investment in education and training in and for the workplace Δ To increase the supply of skills and knowledge needed by the labour market Δ To link learning to the demands of the world of work Δ To develop the skills and knowledge of existing workers and enable employers to become more productive and competitive

Δ Skills Programmes are structures learning interventions consisting of theoretical and workplace-based components. Learners on skills programmes gain credit towards a specifically selected set of unit standards. Δ They serve to transfer skills needed to empower learners economically, while making sure learning can later be built on and expanded to attain an NQF qualification Δ Skills programmes are a practical attempt to regulate training and development in South Africa OBJECTIVES OF THE SKILLS DEVELOPMENT ACT (CONTINUED)

South African Qualification Authority Act (SAQA) Skills Development Act (SDA) National Skills Authority NSA Sector Education & Training Authority (SETA) Standards Generating Bodies (SGBs) National Standards Bodies NSBs (12) Education & Training Quality Assurer (ETQA) National Skills Fund Quality Assurance Accreditation Providers / Moderators / Assessors Employers Department of EducationDepartment of Labour National Qualifications Framework (NQF) NATIONAL QUALIFICATIONS FRAMEWORK

FINANCIAL INTELLIGENCE CENTER ACT (FICA) DEFINITION: “To establish a Financial Intelligence Centre and a Money Laundering Advisory Council in order to combat money laundering activities; to impose certain duties on institutions and other persons who might be used for money laundering purposes; to amend Prevention of Organised Crime Act, 1998 and the Promotion of Access to Information Act, 2000; and to provide for matters connected therewith.”

FINANCIAL SERVICES BOARD (FSB) Independent institution to oversee South African non- banking financial services industry in public interest

November 2002 To provide consumer protection in terms of financial products To enhance the integrity of the South African financial services industry FINANCIAL PRODUCTS COVERED INCLUDE: Investments Insurance Deposits Loans and credit agreements are excluded from the Act FINANCIAL ADVISORY AND INTERMEDIARY SERVICES ACT (FAIS)

Δ Act protects consumers against improper conduct by financial service providers (FSP) Δ Allows for FSP to employ representatives under contact, to render services or give advice Δ BUT representatives are required to comply with “fit and proper” requirements FAIS “FIT AND PROPER”

“FIT AND PROPER” REQUIREMENTS Honesty and integrity Competence and operational ability Sound financial base

MODULE 2 THE PURPOSE AND VALUE OF SKILLS PROGRAMMES

FAIS AND THE BANKING SECTOR

THE ROLE OF BANKSETA

UNIT STANDARDS, QUALIFICATIONS AND CREDITS A unit standard is a collection of knowledge, skills and attributes in which a candidate must prove competence (in a structured assessment) to gain credit on the NQF. A unit standard is not a course of study, but rather a small set of competencies that are complete on their own. A number of unit standards combined in a logical manner may form a skills programme or qualification.

“Recognition for prior learning (RPL) means the comparison of the previous learning and experience of a learner, howsoever obtained, to the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements”. Definition accepted by SAQA, Regulation 452, No 18787, March 1988 RECOGNITION OF PRIOR LEARNING (RPL)

Δ Skills Programmes are structured learning interventions consisting of theoretical and workplace-based components. Learners on skills programmes gain credit towards a specifically selected set of unit standards. Δ They serve to transfer skills needed to empower learners economically, while making sure learning can later be built on and expanded to attain an NQF qualification Δ Skills programmes are a practical attempt to regulate training and development in South Africa SKILLS PROGRAMMES

SKILLS PROGRAMMES AND LEARNERSHIPS DIFFER:

LEARNERSHIPS Δ Formally registered via a SETA Δ Integrated learning programme, predetermined curriculum Δ Stand-alone units Δ Could form building blocks in a learning path Δ Minimum requirements of 120 credits. Δ At least 10 to 12 months to complete a Learnership, as 120 credits represent 1,200 notional hours of learning Δ A nationally registered qualification is awarded to successful learners Δ Formal Learnership Agreement Δ Relationship between and integration of institutional and workplace learning clearly set out

SKILLS PROGRAMMES Δ Skills programmes formally registered or recorded by SETAs Δ Need to comply with a clearly described structure, Unit Standard(s), outcomes, etc Δ Stand-alone units Δ Components of a Learnership can be completed as Skills Programmes Δ Learners gain credits towards a Learnership by completing parts of Learnership as Skills Programmes Δ Number of credits not specified Δ Can also be cluster of Unit Standards that make up a skills cluster relevant to an occupation Δ Duration not fixed Δ Credits for Unit Standards successfully completed awarded Δ No formal agreement is required Δ The relationship between institutional and workplace learning is not formally described

TWO INTER-LINKED POINTS OF DEPARTURE: Δ SCOPE Δ ECONOMIC USE Δ RPL

Δ Vehicle that allows compliance, while following outcomes-based principles Δ Prevents long absences from work, i.e. less negative impact on business Δ Can accommodate market/ regulatory changes quickly as there is no need for lengthy registration and verification process SKILLS PROGRAMMES AND LEARNERSHIPS DIFFER... Δ Lack educational component, quicker to implement Δ Smaller in size Δ Emphasize the skills aspect of learnership Δ Exit point largely prescribed by learner ADVANTAGES OF SKILLS PROGRAMMES