03.180 - Education
ICS 03.180 Details
Education
Bildung. Erziehung
Éducation
Vzgoja in izobraževanje
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This document provides a framework that applies to all resources and specifies how to describe resources. It includes rules governing the way in which descriptions are made.
This document provides principles, rules and structures for specifying the description of any type of resource; it identifies and establishes attributes for specifying properties, resources classes, vocabularies and application profiles and the rules governing their use. The key principles set out in this document are framed in a user-centric context and aim to meet the requirements of multilingual and cultural adaptability from a global perspective.
This document can be used for the specification of metadata describing any type of resource (not only learning resources). This document is information-technology-neutral and defines a set of common approaches.
This document specifies generic properties, generic resource classes and predefined rule sets for content value rules. These generic elements are proposed in such a way that they can be widely reused, thereby promoting interoperability.
This document is applicable to the development of:
— application profiles based on the ISO/IEC 19788 series but not part of it or any other document based on it,
— standards consisting of the description of resources (in a broad sense), whether they belong to the domain of education or to any other domain.
- Standard90 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies requirements and provides guidance 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 educational organization that uses a curriculum to support the development of competence through teaching, learning, training 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 also provides guidance for the use of a EOMS.
This document does not apply to organizations that only produce or manufacture educational products.
- Standard73 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard63 pagesEnglish languagesale 15% off
- Standard68 pagesFrench languagesale 15% off
This document specifies requirements and provides guidance 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 educational organization that uses a curriculum to support the development of competence through teaching, learning, training 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 also provides guidance for the use of a EOMS. This document does not apply to organizations that only produce or manufacture educational products.
- Standard73 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard63 pagesEnglish languagesale 15% off
- Standard68 pagesFrench languagesale 15% off
This document gives guidance on managing risk for youth and school trips for both domestic and international travel with specific attention to minors.
This document is applicable to any organization, institution or group that provides activities, visits or trips for children and youth outside of their usual place of operation. These include, but are not limited to:
— educational institutions (schools, colleges and universities);
— children’s homes (including foster care provision);
— residential tutorial centres (summer schools and language colleges);
— community-based youth groups (scouts, guides, cadet units and youth clubs);
— faith-based groups;
— youth sports clubs;
— youth arts clubs (music, drama, painting and literature);
— adventurous activity centres (day visits and residential);
— commercial and non-commercial providers of visits abroad (offshore sailing, cultural tours, sports, community projects, adventure activities and expeditions);
— tourist attractions, tour operators and other service providers.
This document is applicable to trips of any duration, from day trips visiting local points of interest to months-long trips to other continents. These trips can be for purposes such as excursions, fieldwork, expeditions and adventurous or cultural activities undertaken for educational, research, training or recreational purposes.
This document is applicable any sort of travel under the auspices of an organization, be it one person travelling for an internship or dozens travelling for a sporting match.
This document is applicable to the physical movement between locations, as well as to the events and activities associated with the objectives of the trip.
This document provides good practices to address typical risks arising from activities related to trips. It also includes guidance for creating an emergency response plan.
This document does not apply to groups of vulnerable adults per se. However, some aspects of the guidance can also be relevant to the management of trips for vulnerable adults.
This document does not apply to situations such as minors travelling with their families, as well as how to organize such trips.
This document does not apply to virtual travel, although some parts of it can be relevant.
- Standard54 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard47 pagesEnglish languagesale 15% off
- Standard51 pagesFrench languagesale 15% off
- Standard51 pagesFrench languagesale 15% off
This document specifies requirements and recommendations for the core competences taught in training programmes in community interpreting.
This document also identifies the core competences of educators who deliver training programmes in community interpreting.
This document is applicable to signed languages and spoken languages, and addresses consecutive interpreting and simultaneous interpreting, including whispered interpreting, as well as sight translation.
- Technical specification19 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical specification14 pagesEnglish languagesale 15% off
- Technical specification15 pagesFrench languagesale 15% off
- Technical specification15 pagesFrench languagesale 15% off
This document specifies requirements and recommendations for the core competences taught in training programmes in community interpreting. This document also identifies the core competences of educators who deliver training programmes in community interpreting. This document is applicable to signed languages and spoken languages, and addresses consecutive interpreting and simultaneous interpreting, including whispered interpreting, as well as sight translation.
- Technical specification19 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical specification14 pagesEnglish languagesale 15% off
- Technical specification15 pagesFrench languagesale 15% off
- Technical specification15 pagesFrench languagesale 15% off
- Standard1 pageEnglish languagesale 15% off
- Standard1 pageFrench languagesale 15% off
- Standard1 pageFrench languagesale 15% off
This document provides real cases, situational understanding and practical solutions to apply the related contents of ISO 29992, ISO 29993 and ISO 29994 in the scenario of DDLS. This document can be used as a reference and/or inspiration for DDLSP analysing and improving their DDLS, and pursuing quality DDLS, by applying ISO 29992, ISO 29993 and ISO 29994.
- Technical report19 pagesEnglish languagesale 15% off
This document specifies ergonomic, technical and safety requirements for wall-mounted and free standing writing boards, white projecting boards, interactive systems and interactive screens for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall-mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
This document does not apply to technical aspects of connected hardware, such as computers, speakers, video cameras.
Requirements concerning electrical safety are not included.
Annex A (normative) Assessment scale for the ability to write – Five levels chalk scale
Annex B (normative) Test methods and requirements for white projecting boards
Annex C (informative) Additional test methods and requirements for white projecting boards
Annex D (normative) Test methods and requirements for interactive systems
Annex E (informative) Additional test methods and requirements for interactive systems
Annex F (normative) Test methods and requirements for interactive screens
Annex G (informative) Additional test methods and requirements for interactive screens
Annex H (normative) Surface flatness test
Annex I (informative) Vibration test
- Standard41 pagesEnglish languagesale 10% offe-Library read for1 day
This document provides a powerful decision-making tool for persons that either have clear professional development goals or uncertainties related to the progression of their career paths, including minimum education and training requirements for many of the maritime-related occupations. It aims to assist candidates to take the necessary steps to meet their goals. This document seeks to assist professionals in (or those who would like to enter) the maritime sector, on board or ashore, in determining their professional goals, establishing how to achieve them through this proactive tool, taking into consideration: — personal circumstances and academic background; — previous work experience, knowledge and skills; — short, medium and long-term ambitions; — changing education and training requirements resulting from continual industry evolution; — current and future job opportunities, — impact of technology, and — shifting personal interests, attitudes, abilities, and goals. This document helps identify many of the potential jobs within the maritime industry, on board and ashore, in order to provide alternative career paths.
- Standard17 pagesEnglish languagesale 15% off
This document defines the rules applicable to the audit and certification of educational organization management systems (EOMS) conforming to the requirements given in ISO 21001 (or other sets of specified EOMS requirements). It also provides the necessary information and confidence to customers about the way certification of their suppliers has been granted.
Certification of EOMS is a third-party conformity assessment activity (as described in ISO/IEC 17000:2020, 4.5), and bodies performing this activity are third-party conformity assessment bodies.
NOTE 1 This document can be used as a criteria document for the accreditation or peer assessment of certification bodies which seek to be recognized as being competent to certify that an EOMS conforms to ISO 21001. It is also intended to be used as a criteria document by regulatory authorities and industry consortia which engage in direct recognition of certification bodies to certify that an EOMS conforms to ISO 21001. Some of its requirements could also be useful to other parties involved in the conformity assessment of such certification bodies, and in the conformity assessment of bodies that undertake to certify the compliance of EOMS with criteria additional to, or other than, those in ISO 21001.
NOTE 2 Certification of an EOMS according to ISO 21001 is a management system certification, not a product certification.
NOTE 3 ISO 21001 is a standalone management system standard, not a sector application of ISO 9001.
- Technical specification27 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical specification22 pagesEnglish languagesale 15% off
This document specifies ergonomic, technical and safety requirements for wall-mounted and free standing writing boards, white projecting boards, interactive systems and interactive screens for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall-mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
This document does not apply to technical aspects of connected hardware, such as computers, speakers, video cameras.
Requirements concerning electrical safety are not included.
Annex A (normative) Assessment scale for the ability to write – Five levels chalk scale
Annex B (normative) Test methods and requirements for white projecting boards
Annex C (informative) Additional test methods and requirements for white projecting boards
Annex D (normative) Test methods and requirements for interactive systems
Annex E (informative) Additional test methods and requirements for interactive systems
Annex F (normative) Test methods and requirements for interactive screens
Annex G (informative) Additional test methods and requirements for interactive screens
Annex H (normative) Surface flatness test
Annex I (informative) Vibration test
- Standard41 pagesEnglish languagesale 10% offe-Library read for1 day
This document defines the rules applicable to the audit and certification of educational organization management systems (EOMS) conforming to the requirements given in ISO 21001 (or other sets of specified EOMS requirements). It also provides the necessary information and confidence to customers about the way certification of their suppliers has been granted. Certification of EOMS is a third-party conformity assessment activity (as described in ISO/IEC 17000:2020, 4.5), and bodies performing this activity are third-party conformity assessment bodies. NOTE 1 This document can be used as a criteria document for the accreditation or peer assessment of certification bodies which seek to be recognized as being competent to certify that an EOMS conforms to ISO 21001. It is also intended to be used as a criteria document by regulatory authorities and industry consortia which engage in direct recognition of certification bodies to certify that an EOMS conforms to ISO 21001. Some of its requirements could also be useful to other parties involved in the conformity assessment of such certification bodies, and in the conformity assessment of bodies that undertake to certify the compliance of EOMS with criteria additional to, or other than, those in ISO 21001. NOTE 2 Certification of an EOMS according to ISO 21001 is a management system certification, not a product certification. NOTE 3 ISO 21001 is a standalone management system standard, not a sector application of ISO 9001.
- Technical specification27 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical specification22 pagesEnglish languagesale 15% off
This document gives guidance for universities, business partners and other interested parties on using the 12 principles of collaborative business relationships provided in ISO/TR 44000 to improve their capability in university-business collaboration (UBC).
- Technical specification16 pagesEnglish languagesale 15% off
This document gives practical recommendations for implementation of career-tracking surveys. The current guidelines are meant for universities wishing to set up an institutional career-tracking survey.
These surveys can be set up by higher education institutions, grant funding agencies or national statistics bodies, with the purpose to improve doctoral education and/or assess its quality and impact at an institutional or national level. It includes among others, surveys that trace back doctorate holders’ careers over several years, cohort studies at several moments in time or longitudinal surveys (based on the definition of career tracking of researchers, European Science Foundation, 2012 [3]; definition of tracking in EUA’s “Tracking Learners’ and Graduates’ Progression Paths” project [4]).
- Technical report33 pagesEnglish languagesale 10% offe-Library read for1 day
This document gives practical recommendations for implementation of career-tracking surveys. The current guidelines are meant for universities wishing to set up an institutional career-tracking survey.
These surveys can be set up by higher education institutions, grant funding agencies or national statistics bodies, with the purpose to improve doctoral education and/or assess its quality and impact at an institutional or national level. It includes among others, surveys that trace back doctorate holders’ careers over several years, cohort studies at several moments in time or longitudinal surveys (based on the definition of career tracking of researchers, European Science Foundation, 2012 [3]; definition of tracking in EUA’s “Tracking Learners’ and Graduates’ Progression Paths” project [4]).
- Technical report33 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies requirements for distance learning services not specified in ISO 29993.
It is applicable to any distance learning services that are addressed to learners themselves as well as to sponsors who are acquiring the services on behalf of the learners.
In cases where the distance learning services are provided by an organization that delivers other methods of learning services, this document only applies to distance learning services.
- Standard12 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard7 pagesEnglish languagesale 15% off
- Standard8 pagesFrench languagesale 15% off
This document specifies requirements for language-learning services. These include any language-learning services that are addressed to language learners themselves as well as to interested parties who are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction may be delivered face-to-face, be mediated by technology or be a blend of both.
In cases where the language-learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language-learning services, this document only applies to language-learning services.
- Standard18 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard13 pagesEnglish languagesale 15% off
- Standard14 pagesFrench languagesale 15% off
This CWA defines quality criteria and guidelines for an effective dual training. The document aims at simplifying the dual training process for every kind of structure and includes examples of best practices related to different country-specific or sector-specific experiences. It also includes two annexes: the first one will target the code of conducts for enterprises and the second one will define training contract’s general principles .
- Standardization document25 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical report25 pagesEnglish languagesale 10% offe-Library read for1 day
This CWA defines quality criteria and guidelines for an effective dual training. The document aims at simplifying the dual training process for every kind of structure and includes examples of best practices related to different country-specific or sector-specific experiences. It also includes two annexes: the first one will target the code of conducts for enterprises and the second one will define training contract’s general principles .
- Standardization document25 pagesEnglish languagesale 10% offe-Library read for1 day
- Technical report25 pagesEnglish languagesale 10% offe-Library read for1 day
This document gives guidance and recommendations for reducing the crime risk and antisocial behaviour against people and property in schools through planning and design stage by preventative risk management.
This document is usable for public and private schools and educational institutions. This document can be used particularly but not exclusively for the security risks. Proposal and implementation of crime prevention measures work with risk management. It is essential to consider changing social and cultural unwished behaviours in school and educational premises with preventive risk management.
This document is not addressed to universities. However, it can be used as methodology for crime prevention and risk management as well as to ensure the level of physical protection in universities as well.
- Technical specification43 pagesEnglish languagesale 10% offe-Library read for1 day
This document specifies a metadata structure to store, present and exchange online learning facilitator (OLF) information by specifying the data elements and their attributes to describe facilitator’s information on various kinds of online education platforms. This document provides a generic information model of OLF to describe relevant information that applies to the facilitation and training services provided online, and includes information about the person offering facilitation, the affiliation of the person, facilitation ability, facilitation practices, the facilitation service offered, learners’ reviews and testimonies, and related social network information. The conceptual data model allows the linguistic diversity of OLF information attributes and offers a flexible metadata schema to describe them. NOTE 1 Although this document provides suggestions on how to designate metadata elements that require privacy protection, it does not provide detailed methods or techniques for how to implement privacy protection measures. NOTE 2 For metadata with privacy, the application profile in ISO/IEC 19788-1 can be used to tag data elements concerning privacy and define them with conditions. OLF information privacy protection methods and techniques, such as privacy-by-design, can be selected and applied as needed by implementers.
- Standard11 pagesEnglish languagesale 15% off
This document is the source document for the terms and definitions of ISO/TC 232, Education and learning services. This document is intended to provide a reference for standards users and developers, as well as to facilitate communication and common understanding of the terms within the field of education and learning services and the scope of ISO/TC 232.
- Standard16 pagesEnglish languagesale 15% off
- Standard16 pagesFrench languagesale 15% off
This document specifies requirements for distance learning services not specified in ISO 29993. It is applicable to any distance learning services that are addressed to learners themselves as well as to sponsors who are acquiring the services on behalf of the learners. In cases where the distance learning services are provided by an organization that delivers other methods of learning services, this document only applies to distance learning services.
- Standard12 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard7 pagesEnglish languagesale 15% off
- Standard8 pagesFrench languagesale 15% off
This document specifies requirements for operational practices in care settings when a provider wishes to demonstrate its ability to consistently provide and improve healthcare education or training that meets the learning requirements of educational organizations. All the requirements in this document are intended to be applicable to any provider, regardless of its type, size or the healthcare services it offers.
- Standard12 pagesEnglish languagesale 15% off
- Standardization document12 pagesEnglish languagesale 15% off
This document specifies requirements for language-learning services. These include any language-learning services that are addressed to language learners themselves as well as to interested parties who are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction may be delivered face-to-face, be mediated by technology or be a blend of both. In cases where the language-learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language-learning services, this document only applies to language-learning services.
- Standard18 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard13 pagesEnglish languagesale 15% off
- Standard14 pagesFrench languagesale 15% off
This document specifies guidelines for mapping between different learning analytics data representations. Using xAPI and IMS Caliper as reference specifications, this document introduces data API regarding learning analytics as well as guidelines to use the APIs, which can be generalized to other contexts. Both syntactic and semantic mappings are in scope.
- Technical specification41 pagesEnglish languagesale 15% off
This document specifies privacy and data protection requirements and attributes to inform design of learning analytics systems and learning analytics practices in schools, universities, workplace learning and blended learning settings.
- Technical specification20 pagesEnglish languagesale 15% off
This document provides guidance on the planning, development, implementation and review of assessments of the outcomes [knowledge, competence, performance] of learning services. It is intended for use by organizations providing learning services and organizations selecting, using or developing assessments. This document is applicable to the development and use of assessments for the measurement of individual learners' outcomes and the use of assessments for determinations of learner progress. The document does not apply to the direct evaluation of programs of instruction or the evaluation of learning service providers. It also excludes the technology requirements for the delivery of assessments.
- Standard15 pagesEnglish languagesale 15% off
- Standard15 pagesFrench languagesale 15% off
ISO 21001:2018 specifies requirements for a management system for educational organizations (EOMS) when such an organization: a) needs to demonstrate its ability to support the acquisition and development of competence through teaching, learning or research; b) aims to enhance satisfaction of learners, other beneficiaries and staff through the effective application of its EOMS, including processes for improvement of the system and assurance of conformity to the requirements of learners and other beneficiaries. All requirements of ISO 21001:2018 are generic and intended to be applicable to any organization that uses a curriculum to support the development of competence through teaching, learning or research, regardless of the type, size or method of delivery. ISO 21001:2018 can be applied to educational organizations within larger organizations whose core business is not education, such as professional training departments. ISO 21001:2018 does not apply to organizations that only produce or manufacture educational products.
- Standard63 pagesEnglish languagesale 15% off
- Standard67 pagesFrench languagesale 15% off
- Standard67 pagesSpanish languagesale 15% off
ISO/IEC TR 20748-2:2017 specifies system requirements for learning analytics systems and services. Learning analytics systems and services are assumed to be composed of independent processes and applications having diverse purposes. To improve efficiency for communication and operation between systems and/or services, the system requirements identify each system's role, capability and recommended performance, etc. The system requirements are based on ISO/IEC TR 20748‑1 and additional use cases came from the National Bodies and Liaison Organizations (NBLOs).
- Technical report13 pagesEnglish languagesale 15% off
ISO 29993:2017 specifies requirements for learning services outside formal education, including all types of life-long learning (e.g. vocational training and in-company training, either outsourced or in-house). These include any learning services provided by a learning service provider (LSP) that are addressed to learners themselves, as well as to sponsors who are acquiring the services on behalf of the learners. The key features of these kinds of services are that the goals of learning are defined and the services are evaluated, and that they involve interaction with the learner. The learning can be face-to-face, mediated by technology, or a blend of both. In cases where the learning service provider is part of an organization that delivers products (i.e. goods and services) in addition to learning services, ISO 29993:2017 only applies to learning services. ISO 29993:2017 is not aimed at schools, colleges and universities providing learning services as part of a formal education system, but it can be useful to them as a tool for reflection and self-evaluation.
- Standard10 pagesEnglish languagesale 15% off
- Standard10 pagesFrench languagesale 15% off
ISO/IEC TR 20748-1:2016 specifies a reference model that identifies the diverse IT system requirements of learning analytics interoperability. The reference model identifies relevant terminology, user requirements, workflow and a reference architecture for learning analytics.
- Technical report31 pagesEnglish languagesale 15% off
ISO/IEC 19788 specifies metadata elements and their attributes for the description of learning resources. ISO/IEC 19788-2:2011 provides a base-level data element set for the description of learning resources, from the ISO 15836:2009 Dublin Core metadata element set, using the framework provided in ISO/IEC 19788-1:2011. Those data elements being cast into the metadata learning resources framework can be used with data elements defined in other parts, in order to address specific user communities' needs for extensions, modularization or refinement.
- Standard27 pagesEnglish languagesale 10% offe-Library read for1 day
ISO/IEC 19788 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes.
These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record.
ISO/IEC 19788-5:2012 specifies, using the framework specified in ISO/IEC 19788-1, educational aspects of learning resources across various educational, cultural and linguistic settings.
- Standard43 pagesEnglish languagesale 10% offe-Library read for1 day
The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
ISO/IEC 19788 provides data elements for the description of learning resources and resources directly related to learning resources.
ISO/IEC 19788-3:2011 is designed to help implementers with a starting point for adopting ISO/IEC 19788, defining an application profile that specifies, through adding constraints to the use of some data elements, how the ISO/IEC 19788-2 element set can be used.
- Standard36 pagesEnglish languagesale 10% offe-Library read for1 day
This European Standard specifies a model for the recording and exchange of learner achievement information among student management information systems, as well as the aggregation of information by third party suppliers. The model proposed within this European Standard is not intended to define the representation of the entire spectrum of Learner Mobility information - the scope of the standard is restricted to the definition of the electronic representation of official, institutionally attested achievement information for learners engaged in formal learning processes, in order to facilitate its recording and subsequent exchange within the European education area. Achievement Information structured and presented in compliance with this standard may, of course, be used for other purposes - for instance, to provide descriptions of achievement to enrich a learner-owned report, in terms of an e-portfolio. However, guidance on the specification and the organisation of information for purposes other than the representation of formal achievement reports is outside the scope of this European Standard. In addition, this European Standard defines refinements to the EuroLMAI model for representing the Europass DS. The Europass Diploma Supplement Application Profile of EuroLMAI, in full compliance with the Europass requirements, focuses on the expression of information regarding the qualification awarded to a learner upon completion of a formal educational programme. The proposed profile is needed for the general purposes of: - the exploitation of academic achievements abroad: in continuing education or in seeking job opportunities; - the admission of students or graduates in home and European universities: acknowledgment of credits or transfer of credits accumulated in home institutions moving from one university to another; - the expression of the level, content and nature of qualifications to potential employers both nationally and at a European level; - the enhancement of internal and European student mobility, from a university to another, or from one branch of studies to another; - the proper integration of foreign workers into a country's employment setting; - the normalisation of higher education qualifications, either in academic or non-academic paths; - the establishment of good practices in the recognition procedures of qualifications among Higher Education Institutions.
- Corrigendum2 pagesEnglish languagesale 10% offe-Library read for1 day
This European Standard specifies a model for the recording and exchange of learner achievement information among student management information systems, as well as the aggregation of information by third party suppliers.
The model proposed within this European Standard is not intended to define the representation of the entire spectrum of Learner Mobility information - the scope of the standard is restricted to the definition of the electronic representation of official, institutionally attested achievement information for learners engaged in formal learning processes, in order to facilitate its recording and subsequent exchange within the European education area.
Achievement Information structured and presented in compliance with this standard may, of course, be used for other purposes - for instance, to provide descriptions of achievement to enrich a learner-owned report, in terms of an e-portfolio. However, guidance on the specification and the organisation of information for purposes other than the representation of formal achievement reports is outside the scope of this European Standard.
In addition, this European Standard defines refinements to the EuroLMAI model for representing the Europass DS.
The Europass Diploma Supplement Application Profile of EuroLMAI, in full compliance with the Europass requirements, focuses on the expression of information regarding the qualification awarded to a learner upon completion of a formal educational programme. The proposed profile is needed for the general purposes of:
- the exploitation of academic achievements abroad: in continuing education or in seeking job opportunities;
- the admission of students or graduates in home and European universities: acknowledgment of credits or transfer of credits accumulated in home institutions moving from one university to another;
- the expression of the level, content and nature of qualifications to potential employers both nationally and at a European level;
..............
- Standard43 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard73 pagesEnglish languagesale 10% offe-Library read for1 day
This European Standard specifies requirements for language study tour providers, including schools, tour operators and agents.
In particular, this European Standard specifies quality service levels for classroom based face-to-face language teaching abroad, and any related services, including accommodation, leisure programme and travel services, that can make up language study programmes.
- Standard17 pagesEnglish languagesale 10% offe-Library read for1 day
This European Standard specifies requirements for language study tour providers, including schools, tour operators and agents.
In particular, this European Standard specifies quality service levels for classroom based face-to-face language teaching abroad, and any related services, including accommodation, leisure programme and travel services, that can make up language study programmes.
- Standard17 pagesEnglish languagesale 10% offe-Library read for1 day
ISO/IEC 19788 specifies metadata elements and their attributes for the description of learning resources. ISO/IEC 19788-2:2011 provides a base-level data element set for the description of learning resources, from the ISO 15836:2009 Dublin Core metadata element set, using the framework provided in ISO/IEC 19788-1:2011. Those data elements being cast into the metadata learning resources framework can be used with data elements defined in other parts, in order to address specific user communities' needs for extensions, modularization or refinement.
- Draft25 pagesEnglish languagesale 10% offe-Library read for1 day
The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
ISO/IEC 19788-1:2011 provides data elements for the description of learning resources and resources directly related to learning resources.
ISO/IEC 19788-1:2011 provides principles, rules and structures for the specification of the description of a learning resource; it identifies and specifies the attributes of a data element as well as the rules governing their use. The key principles stated in ISO/IEC 19788-1:2011 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective.
ISO/IEC 19788-1:2011 is information-technology-neutral and defines a set of common approaches, i.e. methodologies and constructs, which apply to the development of the subsequent parts of ISO/IEC 19788.
- Standard64 pagesEnglish languagesale 10% offe-Library read for1 day
- Standard73 pagesEnglish languagesale 10% offe-Library read for1 day
This European Standard specifies ergonomic, technical and safety requirements for wall mounted and free-standing writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc.
It is intended to prevent serious injury through normal functional use, as well as misuse that might reasonably be expected to occur.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
Requirements concerning electrical safety are not included.
Annex A (normative) includes an assessment scale for the ability to write and erase.
Annex B (informative) includes terminology for display writing boards.
Annex C (informative) includes significant technical differences between this document and EN 14434:2004.
- Standard31 pagesEnglish languagesale 10% offe-Library read for1 day
This European Standard specifies ergonomic, technical and safety requirements for wall mounted and free-standing writing boards for use in rooms for educational and training purposes, e.g. classrooms, lecture theatres for schools, universities, etc.
It is intended to prevent serious injury through normal functional use, as well as misuse that might reasonably be expected to occur.
This document applies to units after installation. Safety depending on the structure of the building is not included, e.g. the strength of wall mounted boards includes only the board and its parts. The wall and the wall attachment are not included.
Requirements concerning electrical safety are not included.
Annex A (normative) includes an assessment scale for the ability to write and erase.
Annex B (informative) includes terminology for display writing boards.
Annex C (informative) includes significant technical differences between this document and EN 14434:2004.
- Standard31 pagesEnglish languagesale 10% offe-Library read for1 day
This document provides a powerful decision-making tool for persons that either have clear professional development goals or have uncertainties related to the progression of their career paths, including minimum education and training requirements for a given occupation so that candidates can take the necessary steps to meet their goals. This document seeks to assist professionals in (or those who would like to enter) the maritime sector, on board or ashore, in determining what they would like to achieve professionally, establishing how to get there through this proactive tool, taking into consideration — personal circumstances and academic background, — previous work experiences, knowledge and skills, — short, medium and long-term ambitions, — changing education and training requirements resulting from continual industry evolution, — current and future job opportunities, — impact of technology, and — shifting personal interests, attitudes, abilities and goals. This document helps identify potential jobs within the maritime industry, on board and ashore, in order to provide alternative career paths.
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ISO 29991:2014 specifies requirements for language learning services outside formal education. These include any language learning services that are addressed to language learners themselves, as well as to interested parties that are acquiring the services for the benefit of learners. The key features of any such service are that the goals of learning are defined and evaluated, and that it involves interaction with the learner. The instruction can be delivered face-to-face or mediated by technology, or it can be a blend of both. Entities interested in using ISO 29991:2014 will include language learning service providers of all kinds and sizes, as well as associations or consortia of language learning service providers. In cases where the language learning services are provided by an organization that delivers products (goods and services) or other learning services in addition to language learning services, ISO 29991:2014 only applies to language learning services. ISO 29991:2014 is not specifically aimed at schools, colleges and universities which provide language learning as part of a formal educational system but may be useful to them as a tool for reflection and self-evaluation.
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ISO 29990:2010 specifies basic requirements for providers of learning services in non-formal education and training.
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TC - Small corrections in Table 6 and 10.2 d)
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