ISO/NP 21001

Quality management systems - Requirements for the application of ISO 9001:2008 educational organizations

Titre manque

Izobraževalne organizacije - Sistemi vodenja za izobraževalne organizacije - Zahteve z napotki za uporabo

Ta dokument določa zahteve za sistem vodenja za izobraževalne organizacije (EOMS). Uporablja se, kadar takšna organizacija:
a) dokazuje svojo sposobnost, da podpira pridobivanje in razvoj kompetenc s poučevanjem, učenjem oziroma raziskovanjem;
b) namerava izboljšati zadovoljstvo udeležencev izobraževanja, drugih upravičencev in osebja z učinkovito uporabo lastnega sistema vodenja za izobraževalne organizacije, vključno s procesi za stalno izboljševanje sistema ter zagotavljanje skladnosti z zahtevami udeležencev izobraževanja in drugih upravičencev. Vse zahteve tega dokumenta so splošne in so namenjene vsem organizacijam, ki s pomočjo izobraževalnega programa podpirajo razvoj kompetenc s poučevanjem, učenjem oziroma raziskovanjem, ne glede na vrsto, velikost ali način izvajanja programa. Ta dokument je mogoče uporabiti za izobraževalne organizacije v večjih organizacijah, katerih osnovna dejavnost ni izobraževanje (npr. oddelki, ki izvajajo strokovno usposabljanje). Ta dokument se ne uporablja za organizacije, ki se ukvarjajo samo s proizvodnjo izdelkov za izobraževalne namene.

General Information

• Status: Published
• ICS: 03.120.10 - Quality management and quality assurance
• ICS: 03.180 - Education
• Technical Committee: ISO/PC 288 - Educational organizations management systems - Requirements with guidance for use
• Drafting Committee: ISO/PC 288 - Educational organizations management systems - Requirements with guidance for use
• Current Stage: 1098 - New project rejected
• Start Date: 07-Mar-2014
• Completion Date: 30-Oct-2025
• Ref Project: SIST ISO 21001:2019 - Educational organizations - Management systems for educational organizations - Requirements with guidance for use

Overview

ISO 21001:2018 - Management systems for educational organizations - defines requirements and guidance for an Educational Organization Management System (EOMS). Published by ISO and adopted nationally (e.g., SIST ISO 21001:2019), the standard provides a structured management-system approach tailored to organizations that deliver educational products and services. It is organized using the common ISO management-system framework (clauses 4–10) and focuses on improving learner outcomes, stakeholder satisfaction and organizational effectiveness.

Key Topics and Requirements

ISO 21001 covers the lifecycle of an educational management system with substantive technical topics and requirements, including:

• Context of the organization: understanding internal/external factors and the needs of interested parties (learners, staff, beneficiaries).
• Leadership: leadership commitment, learner focus and policy development.
• Planning: actions to address risks and opportunities, objectives and change planning.
• Support: resources (human, facilities, environment), competence, awareness, communication and documented information.
• Operation: planning and control of educational products and services, design and development, control of external providers, delivery, protection of learners’ data and handling nonconforming outputs.
• Performance evaluation: monitoring, measurement, satisfaction surveys, internal audits and management review.
• Improvement: nonconformity, corrective action and continual improvement.
• Special topics and annexes: additional requirements for early childhood and special needs education, principles for EOMS, stakeholder classification, communication guidelines, processes/measures/tools, mapping to regional standards and health & safety considerations.

Practical Applications

ISO 21001 is intended for any organization that provides educational products or services, including:

• Schools, colleges and universities
• Vocational and technical training providers
• Corporate learning & development units
• Non-formal education and community education organizations
• Educational program designers, quality assurance and accreditation bodies

Practical benefits include clearer governance of educational delivery, demonstrable focus on learner outcomes, improved internal processes (design, delivery and assessment), better stakeholder communication and systematic handling of data privacy and special-needs requirements.

Related Standards

• ISO 9001 - Quality management systems (relevant for quality principles and process-based approaches)
• ISO management-system framework (Annex SL / common structure referenced in ISO guidance)
• National adoptions (e.g., SIST ISO 21001:2019)

Keywords: ISO 21001, educational organizations, management systems, EOMS, learner-focused quality, education quality standard, ISO educational management.

Standards Content (Sample)

SLOVENSKI STANDARD
01-december-2019
Izobraževalne organizacije - Sistemi vodenja za izobraževalne organizacije -
Zahteve z napotki za uporabo
Educational organizations - Management systems for educational organizations -
Requirements with guidance for use
Organismes d'éducation/formation - Systèmes de management des organismes
d'éducation/formation - Exigences et recommandations pour leur application
Ta slovenski standard je istoveten z: ISO 21001:2018
ICS:
03.100.70 Sistemi vodenja Management systems
03.180 Vzgoja in izobraževanje Education
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

INTERNATIONAL ISO
STANDARD 21001
First edition
2018-05
Educational organizations —
Management systems for educational
organizations — Requirements with
guidance for use
Organismes d'éducation/formation — Systèmes de management des
organismes d'éducation/formation — Exigences et recommandations
pour leur application
Reference number
ISO 21001:2018(E)
©
ISO 2018
ISO 21001:2018(E)
© ISO 2018
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
be reproduced or utilized otherwise in any form or by any means, electronic or mechanical, including photocopying, or posting
on the internet or an intranet, without prior written permission. Permission can be requested from either ISO at the address
below or ISO’s member body in the country of the requester.
ISO copyright office
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Website: www.iso.org
Published in Switzerland
ii © ISO 2018 – All rights reserved

ISO 21001:2018(E)
Contents Page
Foreword .v
Introduction .vi
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Context of the organization . 7
4.1 Understanding the organization and its context . 7
4.2 Understanding the needs and expectations of interested parties . 7
4.3 Determining the scope of the management system for educational organizations . 8
4.4 Management system for educational organizations (EOMS) . 8
5 Leadership . 9
5.1 Leadership and commitment . 9
5.1.1 General. 9
5.1.2 Focus on learners and other beneficiaries . 9
5.1.3 Additional requirements for special needs education .10
5.2 Policy .10
5.2.1 Developing the policy .10
5.2.2 Communicating the policy .10
5.3 Organizational roles, responsibilities and authorities.10
6 Planning .11
6.1 Actions to address risks and opportunities .11
6.2 Educational organization objectives and planning to achieve them .12
6.3 Planning of changes .12
7 Support .13
7.1 Resources .13
7.1.1 General.13
7.1.2 Human resources.13
7.1.3 Facilities . .13
7.1.4 Environment for the operation of educational processes .14
7.1.5 Monitoring and measuring resources .14
7.1.6 Organizational knowledge .15
7.2 Competence .16
7.2.1 General.16
7.2.2 Additional requirements for special needs education .16
7.3 Awareness .16
7.4 Communication .17
7.4.1 General.17
7.4.2 Communication purposes .17
7.4.3 Communication arrangements .17
7.5 Documented information .18
7.5.1 General.18
7.5.2 Creating and updating .18
7.5.3 Control of documented information .18
8 Operation .19
8.1 Operational planning and control .19
8.1.1 General.19
8.1.2 Specific operational planning and control of educational products and services 20
8.1.3 Additional requirements for special needs education .20
8.2 Requirements for the educational products and services .20
8.2.1 Determining the requirements for the educational products and services .20
8.2.2 Communicating the requirements for the educational products and services .21
ISO 21001:2018(E)
8.2.3 Changes to requirements for the educational products and services.21
8.3 Design and development of the educational products and services .21
8.3.1 General.21
8.3.2 Design and development planning .22
8.3.3 Design and development inputs .22
8.3.4 Design and development controls .22
8.3.5 Design and development outputs .24
8.3.6 Design and development changes . .24
8.4 Control of externally provided processes, products and services .24
8.4.1 General.24
8.4.2 Type and extent of control .25
8.4.3 Information for external providers .25
8.5 Delivery of the educational products and services .26
8.5.1 Control of delivery of the educational products and services .26
8.5.2 Identification and traceability .28
8.5.3 Property belonging to interested parties .29
8.5.4 Preservation .29
8.5.5 Protection and transparency of learners’ data .29
8.5.6 Control of changes in the educational products and services .29
8.6 Release of the educational products and services .29
8.7 Control of the educational nonconforming outputs .30
9 Performance evaluation .30
9.1 Monitoring, measurement, analysis and evaluation .30
9.1.1 General.30
9.1.2 Satisfaction of learners, other beneficiaries and staff .31
9.1.3 Other monitoring and measuring needs .31
9.1.4 Methods for monitoring, measurement, analysis and evaluation .32
9.1.5 Analysis and evaluation .32
9.2 Internal audit .33
9.3 Management review .33
9.3.1 General.33
9.3.2 Management review inputs .33
9.3.3 Management review outputs .34
10 Improvement .34
10.1 Nonconformity and corrective action .34
10.2 Continual improvement .35
10.3 Opportunities for improvement .35
Annex A (normative) Additional requirements for early childhood education .36
Annex B (informative) Principles for an EOMS .39
Annex C (informative) Classification of interested parties in educational organizations .49
Annex D (informative) Guidelines for communication with interested parties .51
Annex E (informative) Processes, measures and tools in educational organizations .56
Annex F (informative) Example of mapping to regional standards .59
Annex G (informative) Health and safety considerations for educational organizations .62
Bibliography .63
iv © ISO 2018 – All rights reserved

ISO 21001:2018(E)
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 that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical 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).
Any trade name used in this document is information given for the convenience of users and 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.
ISO 21001:2018(E)
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.
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).
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ISO 21001:2018(E)
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.
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.
ISO 21001:2018(E)
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 4 to 10 can be grouped in relation to the PDCA cycle.
viii © ISO 2018 – All rights reserved

ISO 21001:2018(E)
NOTE Numbers in brackets refer to clauses in this document.
Figure 2 — Representation of the structure of this document in the PDCA cycle
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
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.
ISO 21001:2018(E)
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.
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.
x © ISO 2018 – All rights reserved

INTERNATIONAL STANDARD ISO 21001:2018(E)
Educational organizations — Management systems
for educational organizations — Requirements with
guidance for use
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
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).
ISO 21001:2018(E)
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
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.
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ISO 21001:2018(E)
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).
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 or organizations (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
ISO 21001:2018(E)
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
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)
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ISO 21001:2018(E)
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
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)
ISO 21001:2018(E)
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
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
6 © ISO 2018 – All rights reserved

ISO 21001:2018(E)
3.42
knowledge
facts, information, principles or understanding acquired through experience, research or education
[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
...