Educational organizations — Management systems for educational

organizations — Requirements with guidance for use

Foreword

ISO (the International Organization for Standardization) is a worldwide federation of national

standards bodies (ISO member bodies). The work of preparing International Standards is
normally carried out through ISO technical committees. Each member body interested in a
subject for which a technical committee has been established has the right to be represented on
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ISO, also take part in the work. ISO collaborates closely with the International Electro technical
Commission (IEC) on all matters of electro technical standardization.

The procedures used to develop this document and those intended for its further maintenance
are described in the ISO/IEC Directives, Part 1. In particular the different approval criteria
needed for the different types of ISO documents should be noted. This document was drafted in
accordance with the editorial rules of the ISO/IEC Directives, Part 2
(see www.iso.org/directives).

Attention is drawn to the possibility that some of the elements of this document may be the
subject of patent rights. ISO shall not be held responsible for identifying any or all such patent
rights. Details of any patent rights identified during the development of the document will be in
the Introduction and/or on the ISO list of patent declarations received
(see www.iso.org/patents).

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does not constitute an endorsement.

For an explanation on the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to
the World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see the
following URL: www.iso.org/iso/foreword.html.

This document was prepared by Project Committee PC/288, Educational organizations

management systems - Requirements with guidance for use.

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Introduction

0.1   General

This document provides a common management tool for organizations providing educational
products and services capable of meeting learners' and other beneficiaries' requirements.

0.2   Relevance

There is a critical and continuous need for educational organizations to evaluate the degree to
which they meet the requirements of learners and other beneficiaries, as well as other relevant
interested parties and to improve their ability to continue to do so.

NOTE A classification of interested parties in educational organizations is provided in Annex C.

Although educational organizations and learners worldwide are the main beneficiaries of this
document, all interested parties will benefit from standardized management systems in
educational organizations.

EXAMPLE

Employers who sponsor and encourage staff to participate in educational services can also
benefit from this document.

The potential benefits to an organization of implementing a management system for educational

organizations (EOMS) based on this document are:

 a) better alignment of objectives and activities with policy (including mission and vision);
 b) enhanced social responsibility by providing inclusive and equitable quality education
for all;
 c) more personalized learning and effective response to all learners and particularly to
learners with special education needs, distance learners and lifelong learning
opportunities;
 d) consistent processes and evaluation tools to demonstrate and increase effectiveness
and efficiency;
 e) increased credibility of the organization;
 f) a means that enables educational organizations to demonstrate their commitment to
effective educational management practices;
 g) a culture for organizational improvement;
 h) harmonization of regional, national, open, proprietary, and other standards within an
international framework;
 i) widened participation of interested parties;
 j) stimulation of excellence and innovation.

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0.3   Relationship between this document and other International Standards

This document is a stand-alone management system standard, aligned with ISO 9001. It

focuses on the management systems of educational organizations as well as the impact of
these on learners and other relevant interested parties.

This document conforms to ISO’s requirements for management system standards. These
requirements include a high level structure, identical core text, and common terms with core
definitions, designed to benefit users implementing multiple ISO management system
standards.

This document can be implemented alongside regional, national, open, proprietary and other
standards or related documents.

NOTE Annex F provides an example of how to implement this document alongside the European Quality
Assurance Framework for Vocational Education and Training (EQAVET).

0.4   Principles for an EOMS

This EOMS entails the following management principles:

 a) focus on learners and other beneficiaries;

 b) visionary leadership;
 c) engagement of people;
 d) process approach;
 e) improvement;
 f) evidence-based decisions;
 g) relationship management;
 h) social responsibility;
 i) accessibility and equity;
 j) ethical conduct in education;
 k) data security and protection.

NOTE The details of these principles are analysed in Annex B.

0.5   Process approach

0.5.1   General

This document promotes the adoption of a process approach when developing, implementing
and improving the effectiveness of an EOMS, to enhance learner and other beneficiary
satisfaction by meeting learner and other beneficiary requirements. Specific requirements
considered essential to the adoption of a process approach are included in 4.4.

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Understanding and managing interrelated processes as a system contributes to the
organization’s effectiveness and efficiency in achieving its intended results. This approach
enables the organization to control the interrelationships and interdependencies among the
processes of the system, so that the overall performance of the organization can be enhanced.

The process approach involves the systematic definition and management of processes, and
their interactions, so as to achieve the intended results in accordance with the policy, objectives
and strategic plan of the organization. Management of the processes and the system as a whole
can be achieved using the PDCA cycle (see 0.5.2) with an overall focus on risk-based thinking
(see 0.5.3) aimed at taking advantage of opportunities and preventing undesirable results. The
application of the process approach in an EOMS enables:

 — understanding and consistency in meeting requirements;

 — the consideration of processes in terms of added value;
 — the achievement of effective process performance;
 — improvement of processes based on evaluation of data and information.

Figure 1 gives a schematic representation of any process and shows the interaction of its
elements. The monitoring and measuring check points, which are necessary for control, are
specific to each process and will vary depending on the related risks.

Figure 1 — Schematic representation of the elements of a single process (assessment of

the educational effectiveness process)

0.5.2   Plan-Do-Check-Act cycle

The Plan-Do-Check-Act (PDCA) cycle can be applied to all processes and to the EOMS as a
whole. Figure 2 illustrates how Clauses 4to 10 can be grouped in relation to the PDCA cycle.

Figure 2 — Representation of the structure of this document in the PDCA cycle

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NOTE Numbers in brackets refer to clauses in this document.

The PDCA cycle can be briefly described as follows:

 — Plan: establish the objectives of the system and its processes, and the resources
needed to deliver results in accordance with learners' and other beneficiaries'
requirements and the organization’s policies, and identify and address risks and
opportunities;
 — Do: implement what was planned;
 — Check: monitor and (where applicable) measure processes and the resulting
products and services against policies, objectives, requirements and planned activities,
and report the results;
 — Act: take actions to improve performance, as necessary.

0.5.3   Risk-based thinking

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Risk-based thinking is essential for achieving an effective EOMS. To conform to the
requirements of this document, an organization needs to plan and implement actions to address
risks and opportunities. Addressing both risks and opportunities establishes a basis for
increasing the effectiveness of the quality management system, achieving improved results and
preventing negative effects.

Opportunities can arise as a result of a situation favourable to achieving an intended result, e.g.
a set of circumstances that allow the organization to attract learners and other beneficiaries,
develop new products and services, reduce waste or improve productivity. Actions to address
opportunities can also include consideration of associated risks. Risk is the effect of uncertainty
and any such uncertainty can have positive or negative effects. A positive deviation arising from
a risk can provide an opportunity, but not all positive effects of risk result in opportunities.

0.6   Organizational mission, vision and strategy

Figure 3 illustrates EOMS strategy as related to mission and vision.

Figure 3 — EOMS strategy as related to mission and vision

The EOMS policy statements are framed by the organization’s culture (the complete set of
beliefs and values that condition its behaviour) and by the EOMS principles. In turn, the EOMS
policy statements provide the framework for the establishment of the EOMS objectives, which
are periodically revised to ensure the organization’s mission is effectively and efficiently
accomplished while walking the continuous path towards the achievement of the organization’s
vision. The articulation of these elements is usually called a strategy.

0.7   Additional requirements and guidance

Annex A specifies additional requirements for early childhood education for organizations that
provide this service.

Annex B outlines the principles for an EOMS.

Annex C provides a classification of interested parties.

Annex D provides guidelines for communication with interested parties.

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Annex E provides guidance on processes, measures and tools in educational organizations.

Annex F gives an example of mapping to regional standards.

Annex G outlines health and safety considerations for educational organizations.

1   Scope

This document specifies requirements for a management system for educational organizations
(EOMS) when such an organization:

 a) needs to demonstrate its ability to support the acquisition and development of

competence through teaching, learning or research;
 b) aims to enhance satisfaction of learners, other beneficiaries and staff through the
effective application of its EOMS, including processes for improvement of the system
and assurance of conformity to the requirements of learners and other beneficiaries.

All requirements of this document are generic and intended to be applicable to any organization
that uses a curriculum to support the development of competence through teaching, learning or
research, regardless of the type, size or method of delivery.

This document can be applied to educational organizations within larger organizations whose
core business is not education, such as professional training departments.

This document does not apply to organizations that only produce or manufacture educational
products.

2   Normative references

There are no normative references in this document.

3   Terms and definitions

For the purposes of this document, the following terms and definitions apply.

ISO and IEC maintain terminological databases for use in standardization at the following
addresses:

 — ISO Online browsing platform: available at https://www.iso.org/obp

 — IEC Electropedia: available at http://www.electropedia.org/

3.1
organization

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person (3.35) or group of people that has its own functions with responsibilities, authorities and
relationships to achieve its objectives(3.8)
Note 1 to entry: The concept of organization includes, but is not limited to sole-trader, company,
corporation, firm, enterprise, authority, partnership, charity or institution, or part or combination thereof,
whether incorporated or not, public or private.
3.2
interested party
stakeholder
person (3.35) or organization (3.1) that can affect, be affected by, or perceive itself to be affected by a
decision or activity
Note 1 to entry: Annex C gives a classification of interested parties in educational organizations (3.22).
3.3
requirement
need or expectation that is stated, generally implied or obligatory
Note 1 to entry: “Generally implied” means that it is custom or common practice for
the organization (3.1) and interested parties (3.2)that the need or expectation under consideration is
implied.
Note 2 to entry: A specified requirement is one that is stated, for example in documented
information (3.11).
3.4
management system
set of interrelated or interacting elements of an organization (3.1) to
establish policies (3.7) and objectives (3.8) and processes (3.12)to achieve those objectives
Note 1 to entry: A management system can address a single discipline or several disciplines.
Note 2 to entry: The system elements include the organization’s structure, roles and responsibilities,
planning and operation.
Note 3 to entry: The scope of a management system may include the whole of the organization, specific
and identified functions of the organization, specific and identified sections of the organization, or one or
more functions across a group of organizations.
3.5
top management
person (3.35) or group of people who directs and controls an organization (3.1) at the highest level
Note 1 to entry: Top management has the power to delegate authority and provide resources within the
organization.
Note 2 to entry: If the scope of the management system (3.4) covers only part of an organization, then
top management refers to those who direct and control that part of the organization.
3.6
effectiveness
extent to which planned activities are realized and planned results achieved
3.7

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policy
intentions and direction of an organization (3.1), as formally expressed by its top management (3.5)
3.8
objective
result to be achieved
Note 1 to entry: An objective can be strategic, tactical, or operational.
Note 2 to entry: Objectives can relate to different disciplines (such as educational, financial, health and
safety, and environmental goals) and can apply at different levels (such as strategic, organization-wide,
project, product and process (3.12)).
Note 3 to entry: An objective can be expressed in other ways, e.g. as an intended outcome, a purpose, an
operational criterion, as an EOMS objective, or by the use of other words with similar meaning (e.g. aim,
goal, or target).
Note 4 to entry: In the context of EOMS, EOMS objectives are set by the organization, consistent with the
EOMS policy (3.7), to achieve specific results.
3.9
risk
effect of uncertainty
Note 1 to entry: An effect is a deviation from the expected — positive or negative.
Note 2 to entry: Uncertainty is the state, even partial, of deficiency of information related to, understanding
or knowledge (3.42) of, an event, its consequence, or likelihood.
Note 3 to entry: Risk is often characterized by reference to potential “events” (as defined
in ISO Guide 73:2009, 3.5.1.3) and “consequences” (as defined in ISO Guide 73:2009, 3.6.1.3), or a
combination of these.
Note 4 to entry: Risk is often expressed in terms of a combination of the consequences of an event
(including changes in circumstances) and the associated “likelihood” (as defined in ISO Guide 73:2009,
3.6.1.1) of occurrence.
3.10
competence
ability to apply knowledge (3.42) and skills (3.41) to achieve intended results
Note 1 to entry: The ability to apply knowledge and skills means that the learner (3.25) demonstrates
appropriate attitudes and behaviour in different contexts or situations with responsibility and autonomy.
3.11
documented information
information required to be controlled and maintained by an organization (3.1) and the medium on which
it is contained
Note 1 to entry: Documented information can be in any format and media, and from any source.
Note 2 to entry: Documented information can refer to:

 — the management system (3.4), including related processes (3.12);

 — information created in order for the organization to operate (documentation);
 — evidence of results achieved (records).

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3.12
process
set of interrelated or interacting activities which transforms inputs into outputs
3.13
performance
measurable result
Note 1 to entry: Performance can relate either to quantitative or qualitative findings.
Note 2 to entry: Performance can relate to the management of activities, processes (3.12), products
(including services), systems ororganizations (3.1).
3.14
outsource (verb)
make an arrangement where an external organization (3.1) performs part of an organization’s function
or process (3.12)
Note 1 to entry: An external organization is outside the scope of the management system (3.4), although
the outsourced function or process is within the scope.
3.15
monitoring
determining the status of a system, a process (3.12) or an activity
Note 1 to entry: To determine the status, there may be a need to check, supervise or critically observe.
3.16
measurement
process (3.12) to determine a value
3.17
audit
systematic, independent and documented process (3.12) for obtaining audit evidence and evaluating it
objectively to determine the extent to which the audit criteria are fulfilled
Note 1 to entry: An audit can be an internal audit (first party) or an external audit (second party or third
party), and it can be a combined audit (combining two or more disciplines).
Note 2 to entry: An internal audit is conducted by the organization (3.1) itself, or by an external party on
its behalf.
Note 3 to entry: “Audit evidence” and “audit criteria” are defined in ISO 19011.
3.18
conformity
fulfilment of a requirement (3.3)
3.19
nonconformity
non-fulfilment of a requirement (3.3)
3.20
corrective action
action to eliminate the cause of a nonconformity (3.19) and to prevent recurrence

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3.21
continual improvement
recurring activity to enhance performance (3.13)
3.22
educational organization
organization (3.1) whose core business is the provision of educational
products (3.24) and educational services (3.23)
Note 1 to entry: This can include an educational organization within a larger organization whose core
business is not education, such as a professional training department.
3.23
educational service
process (3.12) that supports acquisition and development
of learners' (3.25)competence (3.10) through teaching (3.39), learning or research
3.24
educational product
learning resource
tangible or intangible goods used in pedagogical support of an educational service (3.23)
Note 1 to entry: Educational products can be either physical or digital and can include textbooks,
workbooks, worksheets, manipulatives (e.g. blocks, beads), flashcards, educator (3.27) workshops, non-
fiction, books, posters, educational games, applications, websites, software, online courses (3.33),
activity books, graphic novels, reference books, DVDs, CDs, magazines and periodicals, study guides,
educator guides, laboratories, models, movies, televisions shows, webcasts, podcasts, maps and atlases,
standards, technical specifications and case studies.
Note 2 to entry: Educational products can be produced by any parties, including learners (3.25).
3.25
learner
beneficiary (3.26) acquiring and developing competence (3.10) using an educational service (3.23)
3.26
beneficiary
person (3.35) or group of people benefiting from the products and services of an educational
organization (3.22) and whom the educational organization is obliged to serve by virtue of
its mission (3.31)
Note 1 to entry: Annex D includes a list of beneficiaries.
3.27
educator
person (3.35) who performs teaching (3.39) activities
Note 1 to entry: In different contexts, an educator is sometimes referred to as a teacher, a trainer, a
coach, a facilitator, a tutor, a consultant, an instructor, a lecturer or a mentor.
3.28
curriculum

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documented information (3.11) of what, why, how and how well learners (3.25) should learn in a
systematic and intentional way
Note 1 to entry: A curriculum can include, but is not limited to, the learning aims or objectives (3.8),
content, learning outcomes,teaching (3.39) and learning methods, performance (3.13) indicators,
assessment methods or research plan that are related to learning. It can also be referred to as
a competence (3.10) profile, competence referential, study programme (3.34) or teaching plan.
3.29
social responsibility
responsibility of an organization (3.1) for the impacts of its decisions and activities on society and the
environment, through transparent and ethical behaviour that

 — contributes to sustainable development, including health and the welfare of society;

 — takes into account the expectations of interested parties (3.2);
 — is in compliance with applicable law and consistent with international norms of behaviour; and
 — is integrated throughout the organization and practised in its relationships

Note 1 to entry: Activities include products, services and processes (3.12).

Note 2 to entry: Relationships refer to an organization's activities within its sphere of influence.
[SOURCE: ISO 26000:2010, 2.18, modified — The word “stakeholders” has been replaced by “interested
parties”.]
3.30
vision
aspirations of an organization (3.1) in relation to its desired future condition and duly aligned with
its mission (3.31)
3.31
mission
reason for being, mandate and scope of an organization (3.1), translated into the context in which it
operates
3.32
strategy
plan to accomplish the organization’s (3.1)mission (3.31) and achieve the organization’s vision (3.30)
3.33
course
distinct set of teaching (3.39) and learning activities, designed to meet defined
learning objectives (3.8) or learning outcomes
Note 1 to entry: A course is sometimes referred to as a credit-unit or a subject.
3.34
programme
consistent set of courses (3.33) designed to meet defined learning objectives (3.8) or learning
outcomes, and leading to recognition

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Note 1 to entry: Recognition can take the form of a degree, a certificate of completion, participation or
achievement, a badge, diploma and other forms.
3.35
person
individual
human being, i.e. a natural person, who acts as a distinct indivisible entity or is considered as such
[SOURCE: ISO/IEC 15944-1:2011, 3.28, modified — The preferred term “person” has been added above
the admitted term “individual”, and the words “person who is a” have been removed before “human being”
at the start of the definition.]
3.36
staff
persons (3.35) who work for and within an organization (3.1)
3.37
usability
extent to which a product, service, environment or facility can be used by specified users to achieve
specified goals with effectiveness(3.6), efficiency and satisfaction in a specified context of use
[SOURCE: ISO 9241-11:1998, 3.1, modified — The words “service, environment or facility” have been
added after “product”.]
3.38
accessibility
usability (3.37) of a product, service, environment, or facility by people within the widest range of
capabilities
[SOURCE: ISO/TS 13131:2014, 3.1.1, modified — The example has been removed.]
3.39
teaching
working with learners (3.25) to assist and support them with learning
Note 1 to entry: Working with learners implies designing, leading and following up learning activities.
Note 2 to entry: Teaching can combine different roles: content delivery, facilitation, mentorship,
community builder and, to a certain extent, counsellor and academic guidance provider.
3.40
lifelong learning
provision or use of learning opportunities throughout people's lives in order to foster their continuous
development
3.41
skill
set of know-how that allows a person (3.35) to master an activity and succeed in accomplishing a task
Note 1 to entry: Skill can be cognitive, emotional, social or psychomotor
3.42
knowledge
facts, information, principles or understanding acquired through experience, research or education

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[SOURCE: ISO/IEC TS 17027:2014, 2.56, modified — The word “truths” has been removed after
“information” and the word “research” has been added after “experience”.]
3.43
verification
confirmation, through the provision of objective evidence, that specified requirements have been fulfilled
[SOURCE: ISO 9000:2015, 3.8.12, modified — Notes to entry have been removed.]
3.44
validation
confirmation, through the provision of objective evidence, that the requirements for a specific intended
use or application have been fulfilled
[SOURCE: ISO 9000:2015, 3.8.13, modified — Notes to entry have been removed.]
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Foreword
Introduction
1 Scope
2 Normative references
3 Terms and definitions
4 Context of the organization
4.1 Understanding the organization and its context
4.2 Understanding the needs and expectations of interested parties
4.3 Determining the scope of the management system for educational organizations
4.4 Management system for educational organizations (EOMS)
5 Leadership
5.1 Leadership and commitment
5.2 Policy
5.3 Organizational roles, responsibilities and authorities

16
6 Planning
6.1 Actions to address risks and opportunities
6.2 Educational organization objectives and planning to achieve them
6.3 Planning of changes
7 Support
7.1 Resources

Figures

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