Transcript The Skills Framework

THE NQF IN THE BANKING SECTOR
19th October 2004
OVERVIEW
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Module 1: The NQF in the context of FAIS
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Module 2: The purpose and value of skills
programmes
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Module 3: Self study: tracking and support
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Module 4: Assessment and moderation roles
and responsibilities
MODULE 1
THE NQF IN THE CONTEXT
OF FAIS
OBJECTIVES OF NATIONAL
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THE NQFPDM EXPERIENCE
IN SKILLS
QUALIFICATIONS
FRAMEWORK
(NQF)
DEVELOPMENT
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To create an integrated national framework of
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learning
achievements
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To facilitate access to, & mobility & progression
within
education,
training
& career paths
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INFO IN
HERE.
To enhance the quality of education & training
To accelerate the redress of past discrimination
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KEEP IT CONSISTENT,
PLEASE USE
in education,
training & employment
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opportunities
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OBJECTIVES OF THE SKILLS
DEVELOPMENT ACT
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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
OBJECTIVES OF THE SKILLS
DEVELOPMENT ACT (CONTINUED)
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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
NATIONAL QUALIFICATIONS FRAMEWORK
Department of Education
Department of Labour
South African Qualification Authority Act (SAQA)
Skills Development Act (SDA)
National Skills
Authority NSA
National
Qualifications
Framework
(NQF)
National
Standards
Bodies
NSBs (12)
Education &
Training Quality
Assurer
(ETQA)
Sector Education &
Training Authority
(SETA)
Quality
Assurance
Accreditation
Standards
Generating
Bodies
( SGBs )
Providers / Moderators /
Assessors
Employers
National
Skills
Fund
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 nonbanking financial services industry in public interest
FINANCIAL ADVISORY AND
INTERMEDIARY SERVICES ACT (FAIS)
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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
FAIS “FIT AND PROPER”
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Act protects consumers against improper
conduct by financial service providers (FSP)
Allows for FSP to employ representatives
under contact, to render services or give
advice
BUT representatives are required to comply
with “fit and proper” requirements
“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 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
SKILLS PROGRAMMES
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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.
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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 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 units
ΔComponents 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 specified
ΔCan 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:
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SCOPE
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ECONOMIC USE
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RPL
SKILLS PROGRAMMES
AND LEARNERSHIPS
DIFFER...
ΔLack
ADVANTAGES OF SKILLS PROGRAMMES
educational component,
quicker to implement
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Vehicle that allows compliance, while
following outcomes-based principles
ΔSmaller
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Prevents long absences from work, i.e. less
negative impact on business
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Can accommodate market/ regulatory
changes quickly as there is no need for
lengthy registration and verification process
in size
ΔEmphasize
the skills aspect of
learnership
ΔExit
point largely prescribed by
learner