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THE NQF IN THE BANKING SECTOR 19th October 2004

THE NQF IN THE BANKING SECTOR 19th October 2004. OVERVIEW. Module 1: The NQF in the context of FAIS Module 2: The purpose and value of skills programmes Module 3: Self study: tracking and support Module 4: Assessment and moderation roles and responsibilities.

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THE NQF IN THE BANKING SECTOR 19th October 2004

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  1. THE NQF IN THE BANKING SECTOR 19th October 2004

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

  3. MODULE 1 THE NQF IN THE CONTEXT OF FAIS

  4. OBJECTIVESOF NATIONAL QUALIFICATIONS FRAMEWORK (NQF) • 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 • THE NQFPDM EXPERIENCE IN SKILLS DEVELOPMENT • THIS SLIDE INDICATED THAT WE NEED INFO FROM SARAH. • SHE CAN FILL THE NECESSARY INFO IN HERE. • TO KEEP IT CONSISTENT, PLEASE USE ARIAL FONT (SIZE 16). • I HAVE USED BOLD CASE FOR THE FIRST TWO WORDS IN EACH SENTENCE. • PLEASE CALL ME ON 083 686 1316 IF YOU NEED ANY OTHER INFO WHEN ADDING BITS.

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

  6. OBJECTIVES OF THE SKILLS DEVELOPMENT ACT (CONTINUED) • 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. • 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 • Skills programmes are a practical attempt to regulate training and development in South Africa

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

  8. 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.”

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

  10. FINANCIAL ADVISORY AND INTERMEDIARY SERVICES ACT (FAIS) • 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

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

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

  13. MODULE 2 THE PURPOSE AND VALUE OF SKILLS PROGRAMMES

  14. FAIS AND THE BANKING SECTOR

  15. THE ROLE OF BANKSETA

  16. 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.

  17. RECOGNITION OF PRIOR LEARNING (RPL) “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

  18. SKILLS PROGRAMMES • 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. • 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 • Skills programmes are a practical attempt to regulate training and development in South Africa

  19. SKILLS PROGRAMMES AND LEARNERSHIPS DIFFER:

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

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

  22. TWO INTER-LINKED POINTS OF DEPARTURE: • SCOPE • ECONOMIC USE • RPL

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

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