ISO DIS 21001 Educational organizations

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Educational organizations — Management systems

for educational organizations — Requirements with

guidance for use

Titre manque

ICS: 03.100.70; 03.180

ISO/PC 288 Secretariat: KATS

Voting begins on: Voting terminates on:

2017-03-27 2017-06-18

THIS DOCUMENT IS A DRAFT CIRCULATED FOR COMMENT AND APPROVAL. IT IS THEREFORE SUBJECT TO CHANGE AND MAY NOT BE REFERRED TO AS AN INTERNATIONAL STANDARD UNTIL PUBLISHED AS SUCH. IN ADDITION TO THEIR EVALUATION AS BEING ACCEPTABLE FOR INDUSTRIAL, TECHNOLOGICAL, COMMERCIAL AND USER PURPOSES, DRAFT INTERNATIONAL STANDARDS MAY ON OCCASION HAVE TO

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Foreword

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

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standards bodies (ISO member bodies). The work of preparing International Standards is normally

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carried out through ISO technical committees. Each member body interested in a subject for which a

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technical committee has been established has the right to be represented on that committee.

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International organizations, governmental and non-governmental, in liaison with ISO, also take part in

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the work. ISO collaborates closely with the International Electrotechnical Commission (IEC) on all

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matters of electrotechnical standardization.

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The procedures used to develop this document and those intended for its further maintenance are

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described in the ISO/IEC Directives, Part 1. In particular the different approval criteria needed for the

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different types of ISO documents should be noted. This document was drafted in accordance with the

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editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives).

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Attention is drawn to the possibility that some of the elements of this document may be the subject of

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patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of

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any patent rights identified during the development of the document will be in the Introduction and/or

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on the ISO list of patent declarations received (see www.iso.org/patents).

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Any trade name used in this document is information given for the convenience of users and does not

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constitute an endorsement.

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For an explanation on the meaning of ISO specific terms and expressions related to conformity

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assessment, as well as information about ISO's adherence to the World Trade Organization (WTO)

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principles in the Technical Barriers to Trade (TBT) see the following URL:

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www.iso.org/iso/foreword.html.

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The committee responsible for this document is ISO/PC288/WG1.

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Introduction

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0

Introduction

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General

0.1

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ISO 21001 provides a common management tool for organizations providing educational products and 209

services capable of meeting learners' and other beneficiaries' requirements. 210

Relevance

0.2

211

There is a critical and continuous need for educational organizations to evaluate the degree to which 212

they meet the requirements of learners and other beneficiaries, as well as other relevant interested 213

parties (for a classification of interested parties in educational organizations refer to Annex E) and to 214

improve their ability to continue to do so. 215

Although educational organizations and learners worldwide are the main beneficiaries of this 216

management system standard, all interested parties will benefit from standardized management 217

systems in educational organizations. 218

EXAMPLE Employers who sponsor and encourage staff to participate in educational services may also

219

benefit from the standard.

220

The potential benefits to an organization of implementing a Management System for Educational 221

Organizations (EOMS) based on this international standard are: 222

a) better alignment of policy (including mission and vision) with objectives and activities; 223

b) inclusive and equitable quality education for all; 224

c) facilitation of self-directed learning and lifelong learning opportunities; 225

d) more personalized learning and effective response to all learners and particularly to learners with 226

special education needs and distance learners; 227

e) consistent processes and evaluation tools to demonstrate and increase effectiveness and efficiency; 228

f) increased credibility of the organization; 229

g) a means that enables educational organizations to demonstrate their commitment to effective 230

quality management practices; 231

h) a culture for organizational improvement; 232

i) harmonization of national and proprietary standards within an international framework; 233

j) widened participation of interested parties; 234

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Relationship between ISO 21001 and other ISO Standards

0.3

236

ISO 21001 is a stand-alone management system standard, aligned with ISO 9001 (without being a 237

sector application). It focuses on the management systems of educational organizations as well as the 238

impact of these on learners and other relevant interested parties. 239

This international standard applies the high-level structure, identical subtitles, identical text, common 240

terms, and core definitions of Annex SL of ISO/IEC Directives, Part 1, Consolidated ISO Supplement, and 241

therefore maintains compatibility with other management system standards that have adopted the 242

Annex SL. This common approach defined in the Annex SL will be useful for those organizations that 243

choose to operate a single management system that meets the requirements of two or more 244

management system standards. 245

Principles for a Management System for Educational Organizations

0.4

246

This EOMS entails the following management principles: 247

a) focus on the needs of learners and other beneficiaries; 248

b) learning-centeredness; 249

c) visionary leadership; 250

d) engagement of learners and interested parties; 251

e) process approach; 252

f) improvement; 253

g) evidence-based decisions; 254

h) relationship management; 255

i) social responsibility; 256

j) accessibility and equity; 257

k) ethical conduct in education; 258

l) data security and protection; 259

m) holistic approach; 260

n) adaptability; 261

o) extensibility. 262

NOTE the details of these principles are analysed in Annex D.

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Process Approach

0.5

264

0.5.1 General 265

This International Standard promotes the adoption of a process approach when developing, 266

implementing and improving the effectiveness of a quality management system, to enhance learner and 267

other beneficiary satisfaction by meeting learner and other beneficiary requirements. Specific 268

requirements considered essential to the adoption of a process approach are included in 4.4. 269

Understanding and managing interrelated processes as a system contributes to the organization’s 270

effectiveness and efficiency in achieving its intended results. This approach enables the organization to 271

control the interrelationships and interdependencies among the processes of the system, so that the 272

overall performance of the organization can be enhanced. 273

The process approach involves the systematic definition and management of processes, and their 274

interactions, so as to achieve the intended results in accordance with the policy, objectives and strategic 275

plan of the organization. Management of the processes and the system as a whole can be achieved using 276

the PDCA cycle (see 0.5.2) with an overall focus on risk-based thinking (see 0.5.3) aimed at taking 277

advantage of opportunities and preventing undesirable results. The application of the process approach 278

in an EOMS enables: 279

— understanding and consistency in meeting requirements; 280

— the consideration of processes in terms of added value; 281

— the achievement of effective process performance; 282

— improvement of processes based on evaluation of data and information. 283

Figure 1 gives a schematic representation of any process and shows the interaction of its elements. The 284

monitoring and measuring check points, which are necessary for control, are specific to each process 285

and will vary depending on the related risks. 286

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Figure 1 — Schematic Representation of the Elements of a Single Process (Assessment of the

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Educational Effectiveness Process)

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0.5.2 Plan-Do-Check-Act Cycle

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The PDCA cycle can be applied to all processes and to the quality management system as a whole.

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Figure 2 illustrates how Clauses 4 to 10 can be grouped in relation to the PDCA cycle.

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NOTE Numbers in brackets refer to clauses in this international standard.

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Figure 2 — Representation of the structure of this International Standard in the PDCA cycle

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The PDCA cycle can be briefly described as follows:

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— Plan: establish the objectives of the system and its processes, and the resources needed to deliver

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results in accordance with learners' and other beneficiaries' requirements and the organization’s

298

policies, and identify and address risks and opportunities;

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— Do: implement what was planned;

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— Check: monitor and (where applicable) measure processes and the resulting products and services

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against policies, objectives, requirements and planned activities, and report the results;

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— Act: take actions to improve performance, as necessary

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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

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International Standard, an organization needs to plan and implement actions to address risks and

L e a rn e r a n d o th e r b e n e fi c ia ry r e q u ir e m e n ts

4.3 Determining the Scope of EOMS

R e s u lts o f th e EO M S (l e a rn e r a n d o th e r b e n e fic ia ry s a ti s fa c ti o n ; p ro d u c ts a n d s e rv ic e s ) 4 .2 U n d e rs ta n d in g th e n e e d s a n d e x p e c ta ti o n s o f in te re s te d p a rti e s 4 .4 T h e EO M S a n d i ts p ro c e s s e s

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opportunities. Addressing both risks and opportunities establishes a basis for increasing the

307

effectiveness of the quality management system, achieving improved results and preventing negative

308

effects.

309

Opportunities can arise as a result of a situation favourable to achieving an intended result, for

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example, a set of circumstances that allow the organization to attract learners and other beneficiaries,

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develop new products and services, reduce waste or improve productivity. Actions to address

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opportunities can also include consideration of associated risks. Risk is the effect of uncertainty and any

313

such uncertainty can have positive or negative effects. A positive deviation arising from a risk can

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provide an opportunity, but not all positive effects of risk result in opportunities.

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Organization Mission, Vision and Strategy

0.6

316

Figure 3 shows how the EOMS policy statements translate the strategy used to bring the organization's

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mission (reason of beaning) closer to its vision (ideal future):

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Figure 3 — EOMS policy statements as related to mission and vision

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The EOMS policy statements are framed by the organization’s culture (the complete set of beliefs and

320

values that condition its behaviour) and by the EOMS principles. By its turn, the EOMS Policy

321

statements provide the framework for the establishment of the EOMS objectives, which are periodically

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revised to assure the organization’s mission is effectively and efficiently accomplished while walking

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the continuous path towards the organization’s vision.

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Educational Organizations — Management System for

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Educational Organizations — Requirements with Guidance for

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Use

327

1

Scope

328

This International Standard specifies requirements for a management system for educational

329

organizations when such an organization:

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a) needs to demonstrate its ability to support the acquisition and development of knowledge, skills

331

and attitudes through teaching, learning or research, and

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b) aims to enhance satisfaction of learners, other beneficiaries, and staff through the effective

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application of its EOMS, including processes for improvement of the system and assurance of

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conformity to learners’ and other beneficiaries’ requirements.

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All requirements of this International Standard are generic and intended to be applicable to any

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organization which uses a curriculum to support the development of knowledge, skills and attitudes

337

through teaching, learning or research, regardless of type or size or methods of delivery.

338

This standard can be applied to educational organizations within larger organizations whose core

339

business is not education such as professional training departments.

340

This standard does not apply to organizations who only produce/manufacture educational products.

341

Additional specific requirements for:

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a) special needs education;

343

b) research; and

344

c) early childhood education

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are provided in normative Annexes A, B, and C respectively.

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2

Normative references

347

There are no normative references. This is included to maintain numbering alignment

348

with other ISO management system standards.

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3

Terms and definitions

350

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3.1 352

organization 353

person (3.36) or group of people that has its own functions with responsibilities, authorities and 354

relationships to achieve its objectives (3.8) 355

Note 1 to entry: The concept of organization includes, but is not limited to sole-trader, company, corporation,

356

firm, enterprise, authority, partnership, charity or institution, or part or combination thereof, whether

357

incorporated or not, public or private.

358

3.2 359

interested party (preferred term) 360

stakeholder (admitted term) 361

person (3.36) or organization (3.1) that can affect, be affected by, or perceive itself to be affected by a 362

decision or activity 363

Note 1 to entry: Refer to Annex E for a classification of interested parties in educational organizations (3.22). 364

3.3 365

requirement 366

need or expectation that is stated, generally implied or obligatory 367

Note 1 to entry: “Generally implied” means that it is custom or common practice for the organization and

368

interested parties that the need or expectation under consideration is implied.

369

Note 2 to entry: A specified requirement is one that is stated, for example in documented information.

370

3.4 371

management system 372

set of interrelated or interacting elements of an organization (3.1) to establish policies (3.7) and 373

objectives (3.8) and processes (3.12) to achieve those objectives 374

Note 1 to entry: A management system can address a single discipline or several disciplines.

375

Note 2 to entry: The system elements include the organization’s structure, roles and responsibilities, planning

376

and operation.

377

Note 3 to entry: The scope of a management system may include the whole of the organization, specific and

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identified functions of the organization, specific and identified sections of the organization, or one or more

379

functions across a group of organizations.

380

3.5 381

top management 382

person(3.36) or group of people who directs and controls an organization (3.1) at the highest level 383

Note 1 to entry: Top management has the power to delegate authority and provide resources within the

384

organization.

385

Note 2 to entry: If the scope of the management system (3.4) covers only part of an organization, then top

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management refers to those who direct and control that part of the organization.

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Note 1 to entry:

3.6 388

effectiveness 389

extent to which planned activities are realized and planned results achieved 390

3.7 391

policy 392

intentions and direction of an organization (3.1), as formally expressed by its top management (3.5) 393

3.8 394

objective 395

result to be achieved 396

Note 1 to entry: An objective can be strategic, tactical, or operational.

397

Note 2 to entry: Objectives can relate to different disciplines (such as educational, financial, health and safety,

398

and environmental goals) and can apply at different levels (such as strategic, organization-wide, project, product

399

and process (3.12)).

400

Note 3 to entry: An objective can be expressed in other ways, e.g. as an intended outcome, a purpose, an

401

operational criterion, as an EOMS objective, or by the use of other words with similar meaning (e.g. aim, goal, or

402

target).

403

Note 4 to entry: In the context of Management Systems for Educational Organizations, EOMS objectives are set

404

by the organization, consistent with the EOMS policy, to achieve specific results.

405

3.9 406

risk 407

effect of uncertainty 408

Note 1 to entry: An effect is a deviation from the expected — positive or negative.

409

Note 2 to entry: Uncertainty is the state, even partial, of deficiency of information related to, understanding or

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knowledge of, an event, its consequence, or likelihood.

411

Note 3 to entry: Risk is often characterized by reference to potential “events” (as defined in ISO Guide 73:2009,

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3.5.1.3) and “consequences” (as defined in ISO Guide 73:2009, 3.6.1.3), or a combination of these.

413

Note 4 to entry: Risk is often expressed in terms of a combination of the consequences of an event (including

414

changes in circumstances) and the associated “likelihood” (as defined in ISO Guide 73:2009, 3.6.1.1) of occurrence.

415

3.10 416

competence 417

ability to apply knowledge (3.48) and skills (3.47)to achieve intended results 418

3.11 419

documented information 420

information required to be controlled and maintained by an organization (3.1) and the medium on 421

which it is contained 422

Note 1 to entry: Documented information can be in any format and media, and from any source.

423

Note 2 to entry: Documented information can refer to:

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

425

— information created in order for the organization to operate (documentation);

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— evidence of results achieved (records).

427

3.12 428

process 429

set of interrelated or interacting activities which transforms inputs into outputs 430

3.13 431

performance 432

measurable result 433

Note 1 to entry: Performance can relate either to quantitative or qualitative findings.

434

Note 2 to entry: Performance can relate to the management of activities, processes (3.12), products (including

435

services), systems or organizations (3.1).

436

3.14 437

outsource (verb) 438

make an arrangement where an external organization (3.1) performs part of an organization’s function 439

or process (3.12) 440

Note 1 to entry: An external organization is outside the scope of the management system (3.4), although the

441

outsourced function or process is within the scope.

442

3.15 443

monitoring 444

determining the status of a system, a process (3.12) or an activity 445

Note 1 to entry: To determine the status, there may be a need to check, supervise or critically observe.

446

3.16 447

measurement 448

process (3.12) to determine a value 449

3.17 450

audit 451

systematic, independent and documented process (3.12) for obtaining audit evidence and evaluating it 452

objectively to determine the extent to which the audit criteria are fulfilled 453

Note 1 to entry: An audit can be an internal audit (first party) or an external audit (second party or third party),

454

and it can be a combined audit (combining two or more disciplines).

455

Note 2 to entry: An internal audit is conducted by the organization itself, or by an external party on its behalf.

456

Note 3 to entry: “Audit evidence” and “audit criteria” are defined in ISO 19011.

457

3.18 458

conformity 459

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3.19 461

nonconformity 462

non-fulfilment of a requirement (3.3) 463

3.20 464

corrective action 465

action to eliminate the cause of a nonconformity (3.19) and to prevent recurrence 466

3.21 467

continual improvement 468

recurring activity to enhance performance (3.13) 469

3.22

470

educational organization

471

organization (3.1) whose core business is the provision of educational products (3.24) and educational

472

services (3.23)

473

3.23

474

educational service

475

process (3.12) which supports acquisition and development of learners' (3.24) knowledge (3.48), skills

476

(3.47) and attitudes (3.49) through teaching, learning or research

477

3.24

478

educational product (preferred term)

479

learning resource (admitted term)

480

tangible or intangible good used in pedagogical support of an educational service (3.23)

481

Note 1 to entry: Educational products can include textbooks (print and digital), workbooks, worksheets, 482

manipulatives (blocks, beads, etc.), flashcards, educator workshops, non-fiction, books, posters, educational 483

games, apps, websites, software, online courses, activity books, graphic novels, reference books, DVDs, CDs, 484

magazines & periodicals, study guides, teacher guides, labs, models, movies, televisions shows, webcasts, podcasts, 485

maps & atlases. 486

Note 2 to entry: Educational products may be produced by any parties, including learners. 487

3.25

488

learner

489

beneficiary (3.36) acquiring and developing knowledge, skills and attitudes using an educational service

490

(3.23)

491

3.26

492

beneficiary

493

person (3.36) or group of persons benefiting from the products and services of an educational

494

organization, and whom the educational organization (3.22) is obliged to serve by virtue of its mission

495

(3.31)

496

Note 1 to entry: Refer to Annexe E for a list of beneficiaries.

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3.27

498

educator

499

person (3.36) who performs teaching (3.44) activities

500

Note 1 to entry: In different contexts, an educator may be referred to as a teacher, a trainer, a coach, a 501

facilitator, a tutor, a consultant, an instructor or a mentor. 502

3.28

503

curriculum

504

a description of what, why, how and how well learners should learn in a systematic and intentional way

505

Note 1 to entry: A curriculum can include, but is not limited to, the learning aims or objectives, content, learning 506

outcomes, teaching and learning methods, performance indicators, assessment procedures, that are related to 507

learning. It can also be referred to as a competence profile, competence referential, study programme or teaching 508

plan. 509

3.29

510

social responsibility

511

responsibility of an organization (3.1) for the impacts of its decisions and activities on society and the

512

environment, through transparent and ethical behaviour that

513

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

514

— takes into account the expectations of interested parties (3.2);

515

— is in compliance with applicable law and consistent with international norms of behaviour; and

516

— is integrated throughout the organization (3.1) and practiced in its relationships

517

Note 1 to entry: activities include products, services and processes (3.12). 518

Note 2 to entry: relationships refer to an organization's activities within its sphere of influence. 519

[SOURCE: ISO 26000:2010, 2.18]

520

3.30

521

vision

522

aspirations of an organization (3.1) in relation to its desired future condition and duly aligned with its

523

mission (3.31)

524

3.31

525

mission

526

reason for being, mandate and scope an organization (3.1), translated into the context in which it

527

operates

528

3.32

529

strategic plan

530

general approach to follow in achieving a mission (3.31) or objective, in line with the vision (3.30) of an

531

organization (3.1)

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3.33

533

course

534

distinct set of teaching and learning activities, designed to meet defined learning objectives (3.8)

535

Note 1 to entry: A course may be known as a credit-unit or as a subject. 536

3.34

537

programme

538

consistent set of courses (3.33) designed to meet defined learning objectives (3.8) and leading to

539

recognition

540

Note 1 to entry: Recognition can take the form of a degree, a certificate of completion, a certificate of 541

participation, a credit-point, a badge and other forms. 542

3.35

543

person (preferred term)

544

individual (admitted term)

545

human being, i.e. a natural person, who acts as a distinct indivisible entity or is considered as such

546

[SOURCE: ISO/IEC 15944-1:2002, 3.28]

547

3.36

548

staff

549

person(s) (3.35) who work for and within an organization (3.22).

550

3.37

551

usability

552

extent to which a product, service, environment, or facility can be used by specified users to achieve

553

specified goals, with effectiveness, efficiency and satisfaction, in a specified context of use

554

[SOURCE: ISO 9241-11:1998, 3.1]

555

3.38

556

accessibility

557

usability (3.37) of a product, service, environment, or facility by people within the widest range of

558

capabilities

559

[SOURCE: ISO/TS 13131:2014(en), 3.1.1]

560

3.39

561

distance education

562

mode of delivering education where the educator and learner are in different physical spaces

563

Note 1 to entry: distance education can apply to situations where a program is delivered, completely or partially, 564

using printed material and by online media and services. 565

3.40

566

educational delivery

567

delivery of an educational service (3.23) to learners

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Note 1 to entry: methods of educational delivery can include face-to-face communication in a classroom, using 569

online communication, physical distribution of printed material or hardware, broadcast media or a combination of 570

these. 571

3.41

572

library service

573

educational service by which an organization (3.1) maintains a repository of educational products

574

(3.24) and makes it available to learners (3.24) and educators (3.27)

575

3.42

576

didactics

577

science whose main object is methods of teaching specific subject content

578

Note 1 to entry: Method of teaching is related to what, when and how to teach a specific subject content. 579

3.43

580

pedagogy

581

science whose main object is education

582

Note 1 to entry: Pedagogy is related to different general aspect such as: learning, assessing difficulties, student 583

characteristics, curriculums and environment. 584

3.44

585

teaching

586

working with learners (3.24) to assist and support them with learning

587

Note 1 to entry: working with learners implies designing, leading and following up learning activities. 588

Note 2 to entry: teaching can combine different roles: content delivery, facilitation, mentorship, community 589

builder and to a certain extent counsellor and academic guidance provider. 590

3.45

591

self-directed learning

592

process in which individuals take the initiative with or without the help of others, in diagnosing their

593

learning needs, formulating learning goals, identifying resources for learning, choosing and

594

implementing learning strategies and/or evaluating learning

595

3.46

596

lifelong learning

597

provision or use of learning opportunities throughout people's lives in order to foster their continuous

598

development

599

3.47

600

skill

601

set of know-how that allows a person to master an activity and succeed in accomplishing a task

602

Note 1 to entry: skill can be cognitive, emotional, social or psychomotor 603

3.48

604

knowledge

605

facts, information, principles or understanding acquired through experience or education

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[ADAPTED FROM: ISO/IEC 17027:2014(en), 2.56]

607

3.49

608

attitude

609

manner of thinking, feeling or behaving

610

4

Context of the Organization

611

Understanding the organization and its context

4.1

612

The organization shall determine external and internal issues, that are relevant to its purpose, social

613

responsibility and its strategic direction and that affect its ability to achieve the intended results(s) of

614

its EOMS.

615

The organization shall monitor and review information about these external and internal issues.

616

NOTE 1 Issues can include positive and negative factors or conditions for consideration. 617

NOTE 2 Understanding the external context can be facilitated by considering issues arising from legal, 618

technological, competitive, market, cultural, social, political, economic and environmental factors, whether 619

international, national, regional or local. 620

NOTE 3 Understanding the internal context can be facilitated by considering issues related to values, culture, 621

knowledge and performance of the organization. 622

NOTE 4 Strategic direction can be expressed through documented information such as the organizational 623

mission or vision statement. 624

Understanding the needs and expectations of interested parties

4.2

625

Due to their effect or potential effect on the organization’s ability to consistently and sustainably

626

provide products and services, the organization shall determine: 627

a) the interested parties that are relevant to the EOMS;

628

b) the requirements of these interested parties that are relevant to the EOMS.

629

These interested parties shall include:

630

- learners;

631

- other beneficiaries;

632

- staff of the organization.

633

The organization shall monitor and review information about these interested parties and their

634

relevant requirements.

635

NOTE Refer to Annex E for a classification of interested parties in organizations. 636

Determining the scope of the EOMS

4.3

637

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When determining this scope, the organization shall consider: 639

a) the external and internal issues referred to in 4.1;

640

b) the requirements of relevant interested parties referred to in 4.2;

641

c) the products and services of the organization.

642

The organization shall apply all the requirements of this International Standard if they are applicable

643

within the determined scope of its EOMS.

644

The scope of the EOMS shall be available and be maintained as documented information. The scope

645

shall state the types of products and services covered, and provide justification for any requirement of

646

this International Standard that the organization determines is not applicable to its EOMS.

647

Conformity to this International Standard may only be claimed if the requirements determined as not

648

being applicable do not affect the organization’s ability or responsibility to ensure the conformity of its

649

products and services and the enhancement of learners' and other beneficiaries' satisfaction.

650

All products and services provided to learners by an educational organization shall be included within

651

the scope of this EOMS.

652

The

EOMS

and its processes

4.4

653

4.4.1 The organization shall establish, implement, maintain and continually improve an EOMS,

654

including the processes needed and their interactions, in accordance with the requirements of this 655

International Standard. 656

The organization shall determine processes for the EOMS and their application throughout the

657

organization and shall:

658

a) determine the inputs required and the outputs expected from these processes;

659

b) determine the sequence and interaction of these processes;

660

c) determine and apply the criteria and methods (including monitoring, measurement and related

661

performance indicators) needed to ensure the effective operation and control of these processes;

662

d) determine the resources needed for these processes and ensure their availability;

663

e) assign the responsibilities and authorities for these processes;

664

f) address the risks and opportunities as determined in accordance with the requirements of 6.1;

665

g) evaluate these processes and implement any changes needed to ensure that these processes

666

achieve their intended results;

667

h) improve the processes and the EOMS.

668

4.4.2 To the extent necessary, the organization shall:

669

a) maintain documented information to support the operation of its processes;

(23)

b) retain documented information to have confidence that the processes are being carried out as

671

planned.

672

5

Leadership

673

Leadership and commitment

5.1

674

5.1.1 General

675

Top management shall demonstrate leadership and commitment with respect to the EOMS by: 676

a) being accountable for the effectiveness of the EOMS;

677

b) ensuring that the organizational policy and organizational objectives are established for the

678

educational organization and are compatible with the context and strategic direction of the

679

organization; 680

c) ensuring the integration of the EOMS requirements into the organization’s business processes; 681

d) promoting the use of the process approach and risk-based thinking;

682

e) ensuring that the resources needed for the EOMS are available; 683

f) communicating the importance of effective organizational management and of conforming to the 684

EOMS requirements;

685

g) ensuring that the EOMS achieves its intended outcome(s); 686

h) engaging, directing and supporting persons to contribute to the effectiveness of the EOMS; 687

i) promoting continual improvement; 688

j) supporting other relevant management roles to demonstrate their leadership as it applies to their 689

areas of responsibility; 690

k) provide educational leadership to support the sustainable implementation of the educational vision

691

and related pedagogical and didactical concepts, and assign person(s) to assist such

692

implementation, as appropriate;

693

l) establishing and maintaining a strategic plan for the organization;

694

m) ensuring that learners' educational requirements including special needs are identified and

695

addressed.

696 697

Note: Annex A provides requirements on special needs education.

698

NOTE Reference to “business” in this International Standard can be interpreted broadly to mean those 699

activities that are core to the purposes of the organization’s existence; whether the organization is public, private, 700

(24)

5.1.2 Focus on Learners and Other Beneficiaries

702

Top management shall be directly responsible for ensuring that:

703

a) the needs and expectations of learners and other beneficiaries are determined, understood and

704

consistently met, as evidenced by monitoring their satisfaction and educational progress;

705

b) the risks and opportunities that can affect conformity of products and services and the ability to

706

enhance learner and other beneficiary satisfaction are determined and addressed;

707

Policy

5.2

708

5.2.1 Developing the organization's policy

709

Top management shall establish, review and maintain an organization's policy that: 710

a) supports the educational organization’s mission and vision;

711

b) is appropriate to the purpose and context of the organization;

712

c) provides a framework for setting the educational organization's objectives; 713

d) includes a commitment to satisfy applicable requirements; 714

e) includes a commitment to continual improvement of the EOMS;

715

f) takes into account relevant pedagogical, didactic, scientific and technical developments;

716

g) describes and includes a commitment to satisfy the organization's social responsibility;

717

h) describes and includes a commitment towards managing intellectual property;

718

The needs and expectations of relevant interested parties shall be considered in developing the

719

strategic direction of the organization.

720

5.2.2 Communicating the organization's policy

721

The organization's policy shall: 722

a) be available and be maintained as documented information;

723

b) be communicated, understood and applied within the organization;

724

c) be available to relevant interested parties, as appropriate.

725

Organization roles, responsibilities and authorities

5.3

726

Top management shall ensure that the responsibilities and authorities for relevant roles are assigned 727

and communicated within the educational organization. 728

(25)

a) ensuring that the EOMS conforms to the requirements of this International Standard;

730

b) ensuring that the educational organization's policy is understood and implemented;

731

c) ensuring that the processes of the EOMS are delivering their intended outputs;

732

d) reporting on the performance of the EOMS and on opportunities for improvement (see 10.1) to top 733

management (see 9.3.2); 734

e) ensuring the promotion of a focus on learners and other beneficiaries throughout the organization;

735

f) ensuring that the integrity of the EOMS is maintained when changes to the EOMS are planned and

736

implemented;

737

g) managing the organization's communications (see 7.4);

738

h) ensuring that all learning processes are integrated, regardless of method of delivery;

739

i) control of documented information (see 7.5)

740

j) managing the requirements of learners with special needs;

741

6

Planning

742

Actions to address risks and opportunities

6.1

743

6.1.1 When planning for the EOMS, the organization shall consider the issues referred to in 4.1 and the

744

requirements referred to in 4.2 and 4.4 and determine the risks and opportunities that need to be 745

addressed to:

746

a) give assurance that the EOMS can achieve its intended outcome(s);

747

b) enhance desirable effects;

748

c) prevent, mitigate or reduce, undesired effects;

749

d) achieve continual improvement.

750

6.1.2 The organization shall plan:

751

a) actions to address these risks and opportunities;

752

b) how to: 753

— integrate and implement the actions into its EOMS processes (see 8); 754

— evaluate the effectiveness of these actions. 755

Actions taken to address risks and opportunities shall be proportionate to the probability of occurrence

756

and potential impact on the conformity of products and services.

(26)

Educational

organization

's

objectives and planning to achieve them

6.2

758

6.2.1 The organization shall establish educational organization objectives at relevant functions,

759

levels and processes needed for theEOMS. 760

The Educational Organization 's objectives shall: 761

a) be consistent with the educational organization's policy,

762

b) be measurable (if practicable); 763

c) take into account applicable requirements; 764

d) be relevant to conformity of products and services and to the enhancement of learner and other

765

beneficiary satisfaction;

766

e) be continually monitored;

767

f) be communicated;

768

g) be updated as appropriate; 769

The organization shall maintain documented information on the organization's objectives. 770

6.2.2 When planning how to achieve its educational organization objectives, the organization shall

771

determine, and outline in its strategic plan: 772

- what will be done;

773

- what resources will be required;

774

- who will be responsible;

775

- when it will be completed;

776

- how the outcomes will be evaluated.

777

Planning of Changes

6.3

778

Where the organization determines the need for changes to the EOMS, the changes shall be carried out

779

in a planned manner (see 4.4).

780

The organization shall consider:

781

a) the purpose of the changes and their potential consequences;

782

b) the integrity of the educational management system;

783

c) the availability and readiness of internal resources;

784

d) the allocation or reallocation of responsibilities and authorities;

(27)

e) the availability and readiness of external providers needed to implement the change.

786

7

Support

787

Resources

7.1

788

7.1.1 General

789

The organization shall determine and provide the resources needed for the establishment, 790

implementation, maintenance and continual improvement of the EOMS, in such a way that they

791

sustainably enhance:

792

a) learner engagement and satisfaction through activities that improve learning and promote the

793

achievement of learning outcomes;

794

b) educator and staff engagement and satisfaction through activities to improve educator

795

competences to facilitate learning;

796

c) other beneficiary satisfaction, through activities that contribute to the social benefits of learning.

797

The organization shall determine and monitor which resources shall be provided by:

798

1) internal resources;

799

2) external providers;

800

The organization shall ensure that a variety of accessibility requirements are anticipated.

801

7.1.2 Human Resources

802

Human Resources shall include as applicable:

803

a) staff employed by the organization;

804

b) volunteers and interns working with or contributing to the organization;

805

c) staff of external providers working with or contributing to the organization.

806

The organization shall:

807

a) determine and provide the human resources necessary for the effective implementation of its EOMS

808

and for the operation and control of its processes;

809

b) determine, implement and publish recruitment or selection criteria, which shall be available to

810

relevant interested parties as appropriate;

811

c) maintain documented information on the process used for recruitment or selection and retain

812

documented information on the results of the recruitment.

813

7.1.3 Facilities

814

The facilities shall include, as applicable:

(28)

a) buildings, and grounds;

816

b) equipment including hardware and software;

817

c) utilities that meet learner requirements.

818

The organization shall:

819

a) determine, provide and maintain safe facilities:

820

1) suitable for human resources to support learners’ development of knowledge, skills and

821

attitudes;

822

2) that enhance learners’ development of knowledge, skills and attitudes;

823

b) ensure that the dimension of the facilities are adequate to the requirements of those utilising them.

824

These shall include, as appropriate, facilities for:

825

a) teaching;

826

b) self-learning;

827

c) conducting research;

828

d) implementing knowledge;

829

e) rest and recreation;

830

f) subsistence.

831

NOTE 1: Facilities can include digital spaces.

832

NOTE 2: Facilities can be indoor or outdoor

833

7.1.4 Environment for the operation of educational processes

834

The organization shall determine, provide and maintain a suitable environment to promote the overall

835

wellbeing of relevant interested parties, by considering:

836

a) psychosocial factors;

837

b) physical factors.

838

NOTE: Within an environment:

839

- psychosocial factors can include work demands, influence at work, possibilities for development, meaning of work,

840

commitment to the workplace, predictability, rewards, role clarity, quality of leadership, social support from supervisors,

841

satisfaction with work, work family conflict/balance, values in the workplace, stress, burnout, offensive behaviours (e.g.

842

bullying);

843

- physical factors can include temperature, heat, humidity, light, airflow, hygiene, noise.

(29)

7.1.5 Monitoring and measuring resources

845

7.1.5.1 General

846

The organization shall determine and provide the resources needed to ensure valid and reliable results

847

when monitoring or measuring is used to verify the conformity of products and services to

848

requirements.

849

The organization shall ensure that the resources provided:

850

a) are suitable for the specific type of monitoring and measurement activities being undertaken,

851

namely, adequate to the target, the type, method of educational delivery and duration of the

852

educational service;

853

b) are maintained to ensure their continued fitness for their purpose.

854

The organization shall retain appropriate documented information as evidence of fitness for purpose of

855

monitoring and measurement resources.

856

7.1.5.2 Measurement traceability

857

When measurement traceability is a requirement, or is considered by the organization to be an

858

essential part of providing confidence in the validity of measurement results, measuring resources shall

859

be:

860

a) verified or calibrated, or both, at specified intervals, or prior to use, against measurement standards

861

traceable to international or national measurement standards; when no such standards exist, the

862

basis used for calibration or verification shall be retained as documented information;

863

b) identified in order to determine their status;

864

c) safeguarded from adjustments, damage or deterioration that would invalidate the calibration status

865

and subsequent measurement results.

866

The organization shall determine if the validity of previous measurement results has been adversely

867

affected when measuring equipment is found to be unfit for its intended purpose, and shall take

868

appropriate action as necessary.

869

7.1.6 Organizational Knowledge

870

The organization shall determine the knowledge necessary for the operation of its processes and to

871

achieve conformity of products and services.

872

This knowledge shall be maintained, and made available to the extent necessary.

873

When addressing changing needs and trends, the organization shall consider its current knowledge and

874

determine how to acquire or access any necessary additional knowledge and required updates.

875

The organization shall encourage exchange of knowledge between all educators and staff, particularly

876

amongst peers.

(30)

NOTE 1 Organizational knowledge is knowledge specific to the organization; it is generally gained by 878

experience. It is information that is used and shared to achieve the organization’s objectives. 879

NOTE 2 Organizational knowledge can be based on: 880

— internal sources (e.g. intellectual property; knowledge gained from experience; lessons learned from failures and

881

successful projects; capturing and sharing undocumented knowledge and experience; the results of improvements in

882

processes, products and services);

883

— external sources (e.g. standards, academia, conferences, gathering knowledge from learners, other beneficiaries or

884

providers).

885

7.1.6.1

_{Learning Resources}

886

The organization shall provide learning resources as appropriate and make them available where and

887

when needed.

888

The learning resources shall:

889

a) reflect the needs and requirements of learners, other beneficiaries and educators;

890

b) be reviewed at planned intervals to ensure they are up to date;

891

c) be catalogued and referenced.

892

The organization shall respect intellectual property requirements and should encourage re-usability of

893

resources.

894

NOTE Where appropriate a meta-data standard such as ISO 15836 and ISO/IEC 19788 series can be used for 895

referencing. 896

Competence

7.2

897

The organization shall: 898

a) determine the necessary competence of person(s) doing work under its control that affects its 899

educational organization performance;

900

b) ensure that these persons are competent on the basis of appropriate education, training, or 901

experience; 902

c) establish and implement methods for evaluating the performance of staff;

903

d) where applicable, take actions to acquire the necessary up to date competence, and evaluate the 904

effectiveness of the actions taken; 905

e) take actions to support and ensure the continual development of relevant staff competence;

906

f) retain appropriate documented information as evidence of competence. 907

NOTE Applicable actions may include, for example: the provision of training to, the mentoring of, or the

re-908

assignment of currently employed persons; or the hiring or contracting of competent persons.

(31)

Awareness

7.3

910

The organization shall ensure that relevant persons doing work under the organization’s control are 911

aware of: 912

a) the organization's policy, objectives and strategic plan; 913

b) relevant EOMS objectives;

914

c) their contribution to the effectiveness of the EOMS, including the benefits of improved organization 915

performance; 916

d) the implications of not conforming with the EOMS requirements.

917

Communication

7.4

918

7.4.1 General

919

The organization shall determine the internal and external communications relevant to the EOMS, 920

including: 921

a) on what it will communicate;

922

b) why to communicate;

923

c) when to communicate;

924

d) with whom to communicate;

925

d) how to communicate;

926

e) who communicates.

927

7.4.2 Communication purposes

928

Internal and external communication shall have the purpose of:

929

a) seeking the opinion or consent of relevant interested parties;

930

b) conveying relevant, accurate and timely information, consistent with the organization's mission,

931

vision, strategy and policy, to interested parties;

932

c) collaborating and coordinating activities and processes with relevant interested parties within the

933

organization.

934

NOTE: The information conveyed should include information about the delivery of educational programmes, 935

intended learning outcomes, qualifications, innovations, new ideas, as well as scientific results, methods, 936

approaches and the underlying learning products and services. 937

7.4.3 Communication arrangements

938

The organization shall determine and implement effective arrangements for communicating with

939

learners and other interested parties in relation to

(32)

a) institutional policy, objectives and strategic plan;

941

b) design, content and delivery of educational products and services;

942

c) enquiries, application, admission, or registration;

943

d) learners' performance data, including results of formative and summative assessment; and

944

e) learner and interested parties’ feedback, including learner complaints and learners/interested

945

parties’ satisfaction surveys;

946

The organization shall inform their learners and other beneficiaries about external contact points in

947

case of unresolvable issues.

948

At planned intervals, the organization shall:

949

a) monitor the implementation of its communication efforts;

950

b) analyse and improve the communication plan based on the results of monitoring.

951

The organization shall retain documented information of the communication process.

952

NOTE 1 The organization may document communication plans and arrangements within the processes they 953

form part of. 954

NOTE 2 Th

ISO DIS 21001 Educational organizations

Educational organizations — Management systems

COPYRIGHT PROTECTED DOCUMENT

Contents

Foreword ... vii

1 Scope ...1

Leadership and commitment ... 11 5.1

Planning of Changes ... 14 6.3

7.5.3 Control of documented information ... 21

8.3.3 Design and development inputs ... 24

8.5.1 General ... 28

8.7.2 Preservation... 33

Internal audit ... 36 9.2

A.2.2 Additional requirements to 7.2 Competence ... 41

B.3 Provision of research principles and guidelines ... 43

C.7 Hygiene care ... 47

D.6 Improvement ... 49

F.1 Levels of Engagement ... 54

F.4 Receipt and handling feedback from Interested Parties ... 57

Foreword

Introduction

0

Relationship between ISO 21001 and other ISO Standards

Principles for a Management System for Educational Organizations

Process Approach

Figure 1 — Schematic Representation of the Elements of a Single Process (Assessment of the

Figure 2 — Representation of the structure of this International Standard in the PDCA cycle

0.5.3 Risk-based thinking

Organization Mission, Vision and Strategy

Figure 3 — EOMS policy statements as related to mission and vision

Mission

Normative references

educational organization

learner

educator

social responsibility

vision

course

person (preferred term)

accessibility

educational delivery

didactics

teaching

self-directed learning

skill

Context of the Organization

Understanding the needs and expectations of interested parties

Determining the scope of the EOMS

and its processes

Leadership

5.1.1 General

5.1.2 Focus on Learners and Other Beneficiaries

Policy

5.2.1 Developing the organization's policy

5.2.2 Communicating the organization's policy

Organization roles, responsibilities and authorities

Planning

Educational

Planning of Changes

Support

7.1.1 General

7.1.2 Human Resources

7.1.3 Facilities

7.1.4 Environment for the operation of educational processes

7.1.5 Monitoring and measuring resources

7.1.5.2 Measurement traceability

7.1.6 Organizational Knowledge

Competence

Awareness

Communication

7.4.1 General

7.4.3 Communication arrangements