This document specifies a metadata structure to store, present and exchange online learning facilitator (OLF) information by specifying the data elements and their attributes to describe facilitator’s information on various kinds of online education platforms. This document provides a generic information model of OLF to describe relevant information that applies to the facilitation and training services provided online, and includes information about the person offering facilitation, the affiliation of the person, facilitation ability, facilitation practices, the facilitation service offered, learners’ reviews and testimonies, and related social network information. The conceptual data model allows the linguistic diversity of OLF information attributes and offers a flexible metadata schema to describe them. NOTE 1   Although this document provides suggestions on how to designate metadata elements that require privacy protection, it does not provide detailed methods or techniques for how to implement privacy protection measures. NOTE 2   For metadata with privacy, the application profile in ISO/IEC 19788-1 can be used to tag data elements concerning privacy and define them with conditions. OLF information privacy protection methods and techniques, such as privacy-by-design, can be selected and applied as needed by implementers.

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This document is the source document for the terms and definitions of ISO/TC 232, Education and learning services. This document is intended to provide a reference for standards users and developers, as well as to facilitate communication and common understanding of the terms within the field of education and learning services and the scope of ISO/TC 232.

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This document specifies requirements for distance learning services not specified in ISOÂ 29993. It is applicable to any distance learning services that are addressed to learners themselves as well as to sponsors who are acquiring the services on behalf of the learners. In cases where the distance learning services are provided by an organization that delivers other methods of learning services, this document only applies to distance learning services.

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This document specifies requirements for operational practices in care settings when a provider wishes to demonstrate its ability to consistently provide and improve healthcare education or training that meets the learning requirements of educational organizations. All the requirements in this document are intended to be applicable to any provider, regardless of its type, size or the healthcare services it offers.

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This document provides a powerful decision-making tool for persons that either have clear professional development goals or have uncertainties related to the progression of their career paths, including minimum education and training requirements for a given occupation so that candidates can take the necessary steps to meet their goals. This document seeks to assist professionals in (or those who would like to enter) the maritime sector, on board or ashore, in determining what they would like to achieve professionally, establishing how to get there through this proactive tool, taking into consideration — personal circumstances and academic background, — previous work experiences, knowledge and skills, — short, medium and long-term ambitions, — changing education and training requirements resulting from continual industry evolution, — current and future job opportunities, — impact of technology, and — shifting personal interests, attitudes, abilities and goals. This document helps identify potential jobs within the maritime industry, on board and ashore, in order to provide alternative career paths.

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This document specifies requirements for language-learning services. These include any language-learning services that are addressed to language learners themselves as well as to interested parties who are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction may be delivered face-to-face, be mediated by technology or be a blend of both. In cases where the language-learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language-learning services, this document only applies to language-learning services.

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This document specifies guidelines for mapping between different learning analytics data representations. Using xAPI and IMS Caliper as reference specifications, this document introduces data API regarding learning analytics as well as guidelines to use the APIs, which can be generalized to other contexts. Both syntactic and semantic mappings are in scope.

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This document specifies privacy and data protection requirements and attributes to inform design of learning analytics systems and learning analytics practices in schools, universities, workplace learning and blended learning settings.

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This document provides guidance on the planning, development, implementation and review of assessments of the outcomes [knowledge, competence, performance] of learning services. It is intended for use by organizations providing learning services and organizations selecting, using or developing assessments. This document is applicable to the development and use of assessments for the measurement of individual learners' outcomes and the use of assessments for determinations of learner progress. The document does not apply to the direct evaluation of programs of instruction or the evaluation of learning service providers. It also excludes the technology requirements for the delivery of assessments.

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ISO 21001:2018 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 ISO 21001:2018 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. ISO 21001:2018 can be applied to educational organizations within larger organizations whose core business is not education, such as professional training departments. ISO 21001:2018 does not apply to organizations that only produce or manufacture educational products.

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ISO/IEC TR 20748-2:2017 specifies system requirements for learning analytics systems and services. Learning analytics systems and services are assumed to be composed of independent processes and applications having diverse purposes. To improve efficiency for communication and operation between systems and/or services, the system requirements identify each system's role, capability and recommended performance, etc. The system requirements are based on ISO/IEC TR 20748‑1 and additional use cases came from the National Bodies and Liaison Organizations (NBLOs).

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ISO 29993:2017 specifies requirements for learning services outside formal education, including all types of life-long learning (e.g. vocational training and in-company training, either outsourced or in-house). These include any learning services provided by a learning service provider (LSP) that are addressed to learners themselves, as well as to sponsors who are acquiring the services on behalf of the learners. The key features of these kinds of services are that the goals of learning are defined and the services are evaluated, and that they involve interaction with the learner. The learning can be face-to-face, mediated by technology, or a blend of both. In cases where the learning service provider is part of an organization that delivers products (i.e. goods and services) in addition to learning services, ISO 29993:2017 only applies to learning services. ISO 29993:2017 is not aimed at schools, colleges and universities providing learning services as part of a formal education system, but it can be useful to them as a tool for reflection and self-evaluation.

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ISO/IEC TR 20748-1:2016 specifies a reference model that identifies the diverse IT system requirements of learning analytics interoperability. The reference model identifies relevant terminology, user requirements, workflow and a reference architecture for learning analytics.

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The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. This part of ISO/IEC 19788 provides principles, rules and structures for the specification of the description of a learning resource; it identifies and specifies the attributes of a data element as well as the rules governing their use. The key principles stated in this part of ISO/IEC 19788 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective. This part of ISO/IEC 19788 is information-technology-neutral and defines a set of common approaches, i.e. methodologies and constructs, which apply to the development of the subsequent parts of ISO/IEC 19788.

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ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record. This part of ISO/IEC 19788 provides a base-level data element set for the description of learning resources, from the ISO 15836:2009 Dublin Core metadata element set, using the framework provided in ISO/IEC 19788-1. This provides interoperability at the time of expressing existing Dublin Core records within MLR. These elements can later be combined with other descriptive elements, including those from other type 1 parts of ISO/IEC 19788 or other standards, including Dublin Core refinements and IEEE 1484.12.1-2002, in order to address more specific topics such as technical or educational information.

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The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes. ISO/IEC 19788 provides data elements for the description of learning resources and resources directly related to learning resources. This part of ISO/IEC 19788 is designed to help implementers with a starting point for adopting ISO/IEC 19788, defining an application profile that specifies, through adding constraints to the use of some data elements, how the ISO/IEC 19788-2 element set can be used.

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EN-ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes. These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record. This part of ISO/IEC 19788 specifies, using the framework specified in ISO/IEC 19788-1, educational aspects of learning resources across various educational, cultural and linguistic settings.

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This European Standard specifies a model for the recording and exchange of learner achievement information among student management information systems, as well as the aggregation of information by third party suppliers. The model proposed within this European Standard is not intended to define the representation of the entire spectrum of Learner Mobility information - the scope of the standard is restricted to the definition of the electronic representation of official, institutionally attested achievement information for learners engaged in formal learning processes, in order to facilitate its recording and subsequent exchange within the European education area. Achievement Information structured and presented in compliance with this standard may, of course, be used for other purposes - for instance, to provide descriptions of achievement to enrich a learner-owned report, in terms of an e-portfolio. However, guidance on the specification and the organisation of information for purposes other than the representation of formal achievement reports is outside the scope of this European Standard. In addition, this European Standard defines refinements to the EuroLMAI model for representing the Europass DS. The Europass Diploma Supplement Application Profile of EuroLMAI, in full compliance with the Europass requirements, focuses on the expression of information regarding the qualification awarded to a learner upon completion of a formal educational programme. The proposed profile is needed for the general purposes of: - the exploitation of academic achievements abroad: in continuing education or in seeking job opportunities; - the admission of students or graduates in home and European universities: acknowledgment of credits or transfer of credits accumulated in home institutions moving from one university to another; - the expression of the level, content and nature of qualifications to potential employers both nationally and at a European level; - the enhancement of internal and European student mobility, from a university to another, or from one branch of studies to another; - the proper integration of foreign workers into a country's employment setting; - the normalisation of higher education qualifications, either in academic or non-academic paths; - the establishment of good practices in the recognition procedures of qualifications among Higher Education Institutions.

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This European Standard specifies a model for the recording and exchange of learner achievement information among student management information systems, as well as the aggregation of information by third party suppliers. The model proposed within this European Standard is not intended to define the representation of the entire spectrum of Learner Mobility information - the scope of the standard is restricted to the definition of the electronic representation of official, institutionally attested achievement information for learners engaged in formal learning processes, in order to facilitate its recording and subsequent exchange within the European education area. Achievement Information structured and presented in compliance with this standard may, of course, be used for other purposes - for instance, to provide descriptions of achievement to enrich a learner-owned report, in terms of an e-portfolio. However, guidance on the specification and the organisation of information for purposes other than the representation of formal achievement reports is outside the scope of this European Standard. In addition, this European Standard defines refinements to the EuroLMAI model for representing the Europass DS. The Europass Diploma Supplement Application Profile of EuroLMAI, in full compliance with the Europass requirements, focuses on the expression of information regarding the qualification awarded to a learner upon completion of a formal educational programme. The proposed profile is needed for the general purposes of: - the exploitation of academic achievements abroad: in continuing education or in seeking job opportunities; - the admission of students or graduates in home and European universities: acknowledgment of credits or transfer of credits accumulated in home institutions moving from one university to another; - the expression of the level, content and nature of qualifications to potential employers both nationally and at a European level; - the enhancement of internal and European student mobility, from a university to another, or from one branch of studies to another; - the proper integration of foreign workers into a country's employment setting; - the normalisation of higher education qualifications, either in academic or non-academic paths; - the establishment of good practices in the recognition procedures of qualifications among Higher Education Institutions.

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This European Standard specifies ergonomic, technical and safety requirements for wall mounted and freestanding writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc. It is intended to prevent serious injury through normal functional use, as well as misuse that might reasonably be expected to occur. This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included. Requirements concerning electrical safety are not included. Annex A (normative) includes an assessment scale for the ability to write and erase. Annex B (informative) includes terminology for display writing boards. Annex C (informative) includes significant technical differences between this document and EN 14434:2004.

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This European Standard specifies ergonomic, technical and safety requirements for wall mounted and free-standing writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc.
It is intended to prevent serious injury through normal functional use, as well as misuse that might reasonably be expected to occur.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
Requirements concerning electrical safety are not included.
Annex A (normative) includes an assessment scale for the ability to write and erase.
Annex B (informative) includes terminology for display writing boards.
Annex C (informative) includes significant technical differences between this document and EN 14434:2004.

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This European Standard specifies requirements for language study tour providers, including schools, tour operators and agents.
In particular, this European Standard specifies quality service levels for classroom based face-to-face language teaching abroad, and any related services, including accommodation, leisure programme and travel services, that can make up language study programmes.

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This European Standard specifies requirements for language study tour providers, including schools, tour operators and agents.
In particular, this European Standard specifies quality service levels for classroom based face-to-face language teaching abroad, and any related services, including accommodation, leisure programme and travel services, that can make up language study programmes.

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This document specifies ergonomic, technical and safety requirements for wall mounted and free-standing writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
This document does not apply to technical aspects of connected hardware, such as computers, speakers, video cameras.
Requirements concerning electrical safety are not included.
Annex A (normative) includes an assessment scale for the ability to write and erase.
Annex B (normative) Requirements for Projecting White boards.
Annex C (informative) Requirements for Projecting White boards.
Annex D (normative) Requirements for interactive systems.
Annex E (informative) Requirements for interactive systems.
Annex F (normative) Requirements for interactive screens.
Annex G (informative) Requirements for interactive screens.
Annex H (normative) Surface flatness test.
Annex I (informative) Vibration test.

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This document specifies ergonomic, technical and safety requirements for wall mounted and free-standing writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
This document does not apply to technical aspects of connected hardware, such as computers, speakers, video cameras.
Requirements concerning electrical safety are not included.
Annex A (normative) includes an assessment scale for the ability to write and erase.
Annex B (normative) Requirements for Projecting White boards.
Annex C (informative) Requirements for Projecting White boards.
Annex D (normative) Requirements for interactive systems.
Annex E (informative) Requirements for interactive systems.
Annex F (normative) Requirements for interactive screens.
Annex G (informative) Requirements for interactive screens.
Annex H (normative) Surface flatness test.
Annex I (informative) Vibration test.

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ISO 29991:2014 specifies requirements for language learning services outside formal education. These include any language learning services that are addressed to language learners themselves, as well as to interested parties that are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction can be delivered face-to-face or mediated by technology, or it can be a blend of both. Entities interested in using ISO 29991:2014 will include language learning service providers of all kinds and sizes, as well as associations or consortia of language learning service providers. In cases where the language learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language learning services, ISO 29991:2014 only applies to language learning services. ISO 29991:2014 is not specifically aimed at schools, colleges and universities which provide language learning as part of a formal educational system but may be useful to them as a tool for reflection and self-evaluation.

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ISO 29990:2010 specifies basic requirements for providers of learning services in non-formal education and training.

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TC - Small corrections in Table 6 and 10.2 d)

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This document specifies ergonomic, technical and safety requirements for wall mounted and free-standing writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities etc.
It is intended to prevent serious injury through normal functional use, as well as misuse that might reasonably be expected to occur.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
Requirements concerning electrical safety are not included.
Annex A (normative) includes an assessment scale for the ability to write and erase.
Annex B (informative) includes a terminology for display writing boards.

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TC - Small corrections in Table 6 and 10.2 d)

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This document specifies ergonomic, technical and safety requirements for wall mounted and free-standing writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities etc.
It is intended to prevent serious injury through normal functional use, as well as misuse that might reasonably be expected to occur.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
Requirements concerning electrical safety are not included.
Annex A (normative) includes an assessment scale for the ability to write and erase.
Annex B (informative) includes a terminology for display writing boards.

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International Workshop Agreement IWA 2:2003 provides guidelines for the application of ISO 9001:2000 in educational organizations providing educational products.  
These guidelines do not add to, change or modify the requirements of ISO 9001:2000, and are not intended for use in contracts for compliance assessments or for certification.
Each clause of ISO 9001:2000 is included before the corresponding text of IWA 2:2003. The whole text of ISO 9004:2000 is also included to provide a complete vision of the continual performance improvement of organizations.

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  • Technical specification – translation
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This International Workshop Agreement provides guidance for a quality management system in educational organizations. The guidelines contained within this International Workshop Agreement do not add to, change or otherwise modify the requirements of ISO 9001:2000, and are not intended for use in contracts for conformity assessment or for certification. Annex A provides a self-assessment questionnaire for educational organizations. Annex B lists examples of educational processes, measures, records and tools.

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