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

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• 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 SkillsAuthority NSA

Sector Education &Training Authority(SETA)

StandardsGeneratingBodies(SGBs )

NationalStandardsBodiesNSBs (12)

Education &Training QualityAssurer (ETQA)

NationalSkillsFund

QualityAssurance

Accreditation

Providers / Moderators /Assessors

Employers

Department of Education Department of Labour

NationalQualificationsFramework(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

ΔFormally registered via a SETA ΔIntegrated learning programme, predetermined curriculum ΔStand-alone units ΔCould form building blocks in a learning path ΔMinimum requirements of 120 credits. ΔAt least 10 to 12 months to complete a Learnership, as 120 credits represent 1,200 notional hours of learning ΔA nationally registered qualification is awarded to successful learners ΔFormal Learnership Agreement ΔRelationship between and integration of institutional and workplace learning clearly set out

SKILLS PROGRAMMES

ΔSkills programmes formally registered or recorded by SETAs ΔNeed to comply with a clearly described structure, Unit Standard(s), outcomes, etc ΔStand-alone unitsΔComponents of a Learnership can be completed as Skills Programmes ΔLearners gain credits towards a Learnership by completing parts of Learnership as Skills Programmes ΔNumber of credits not specifiedΔCan also be cluster of Unit Standards that make up a skills cluster relevant to an occupation ΔDuration not fixed ΔCredits for Unit Standards successfully completed awarded ΔNo formal agreement is required ΔThe 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...

ΔLack educational component, quicker to implement

ΔSmaller in size

ΔEmphasize the skills aspect of learnership

ΔExit point largely prescribed by learner

ADVANTAGES OF SKILLS PROGRAMMES