ISO/NP 21001

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

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SIST ISO 21001:2019

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SIST ISO 21001:2019
INTERNATIONAL ISO
STANDARD 21001
First edition
2018-05
Educational organizations —
Management systems for educational
organizations — Requirements with
guidance for use
Organismes d'éducation/formation — Systèmes de management des
organismes d'éducation/formation — Exigences et recommandations
pour leur application
Reference number
ISO 21001:2018(E)
©
ISO 2018

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SIST ISO 21001:2019
ISO 21001:2018(E)

COPYRIGHT PROTECTED DOCUMENT
© ISO 2018
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
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Email: copyright@iso.org
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Published in Switzerland
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Contents Page
Foreword .v
Introduction .vi
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Context of the organization . 7
4.1 Understanding the organization and its context . 7
4.2 Understanding the needs and expectations of interested parties . 7
4.3 Determining the scope of the management system for educational organizations . 8
4.4 Management system for educational organizations (EOMS) . 8
5 Leadership . 9
5.1 Leadership and commitment . 9
5.1.1 General. 9
5.1.2 Focus on learners and other beneficiaries . 9
5.1.3 Additional requirements for special needs education .10
5.2 Policy .10
5.2.1 Developing the policy .10
5.2.2 Communicating the policy .10
5.3 Organizational roles, responsibilities and authorities.10
6 Planning .11
6.1 Actions to address risks and opportunities .11
6.2 Educational organization objectives and planning to achieve them .12
6.3 Planning of changes .12
7 Support .13
7.1 Resources .13
7.1.1 General.13
7.1.2 Human resources.13
7.1.3 Facilities . .13
7.1.4 Environment for the operation of educational processes .14
7.1.5 Monitoring and measuring resources .14
7.1.6 Organizational knowledge .15
7.2 Competence .16
7.2.1 General.16
7.2.2 Additional requirements for special needs education .16
7.3 Awareness .16
7.4 Communication .17
7.4.1 General.17
7.4.2 Communication purposes .17
7.4.3 Communication arrangements .17
7.5 Documented information .18
7.5.1 General.18
7.5.2 Creating and updating .18
7.5.3 Control of documented information .18
8 Operation .19
8.1 Operational planning and control .19
8.1.1 General.19
8.1.2 Specific operational planning and control of educational products and services 20
8.1.3 Additional requirements for special needs education .20
8.2 Requirements for the educational products and services .20
8.2.1 Determining the requirements for the educational products and services .20
8.2.2 Communicating the requirements for the educational products and services .21
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8.2.3 Changes to requirements for the educational products and services.21
8.3 Design and development of the educational products and services .21
8.3.1 General.21
8.3.2 Design and development planning .22
8.3.3 Design and development inputs .22
8.3.4 Design and development controls .22
8.3.5 Design and development outputs .24
8.3.6 Design and development changes . .24
8.4 Control of externally provided processes, products and services .24
8.4.1 General.24
8.4.2 Type and extent of control .25
8.4.3 Information for external providers .25
8.5 Delivery of the educational products and services .26
8.5.1 Control of delivery of the educational products and services .26
8.5.2 Identification and traceability .28
8.5.3 Property belonging to interested parties .29
8.5.4 Preservation .29
8.5.5 Protection and transparency of learners’ data .29
8.5.6 Control of changes in the educational products and services .29
8.6 Release of the educational products and services .29
8.7 Control of the educational nonconforming outputs .30
9 Performance evaluation .30
9.1 Monitoring, measurement, analysis and evaluation .30
9.1.1 General.30
9.1.2 Satisfaction of learners, other beneficiaries and staff .31
9.1.3 Other monitoring and measuring needs .31
9.1.4 Methods for monitoring, measurement, analysis and evaluation .32
9.1.5 Analysis and evaluation .32
9.2 Internal audit .33
9.3 Management review .33
9.3.1 General.33
9.3.2 Management review inputs .33
9.3.3 Management review outputs .34
10 Improvement .34
10.1 Nonconformity and corrective action .34
10.2 Continual improvement .35
10.3 Opportunities for improvement .35
Annex A (normative) Additional requirements for early childhood education .36
Annex B (informative) Principles for an EOMS .39
Annex C (informative) Classification of interested parties in educational organizations .49
Annex D (informative) Guidelines for communication with interested parties .51
Annex E (informative) Processes, measures and tools in educational organizations .56
Annex F (informative) Example of mapping to regional standards .59
Annex G (informative) Health and safety considerations for educational organizations .62
Bibliography .63
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Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular the different approval criteria needed for the
different types of ISO documents should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www .iso .org/directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of
any patent rights identified during the development of the document will be in the Introduction and/or
on the ISO list of patent declarations received (see www .iso .org/patents).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation on the voluntary nature of standards, the meaning of ISO specific terms and
expressions related to conformity assessment, as well as information about ISO's adherence to the
World Trade Organization (WTO) principles in the Technical Barriers to Trade (TBT) see the following
URL: www .iso .org/iso/foreword .html.
This document was prepared by Project Committee PC/288, Educational organizations management
systems - Requirements with guidance for use.
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Introduction
0.1  General
This document provides a common management tool for organizations providing educational products
and services capable of meeting learners' and other beneficiaries' requirements.
0.2  Relevance
There is a critical and continuous need for educational organizations to evaluate the degree to which
they meet the requirements of learners and other beneficiaries, as well as other relevant interested
parties and to improve their ability to continue to do so.
NOTE A classification of interested parties in educational organizations is provided in Annex C.
Although educational organizations and learners worldwide are the main beneficiaries of this
document, all interested parties will benefit from standardized management systems in educational
organizations.
EXAMPLE Employers who sponsor and encourage staff to participate in educational services can also
benefit from this document.
The potential benefits to an organization of implementing a management system for educational
organizations (EOMS) based on this document are:
a) better alignment of objectives and activities with policy (including mission and vision);
b) enhanced social responsibility by providing inclusive and equitable quality education for all;
c) more personalized learning and effective response to all learners and particularly to learners with
special education needs, distance learners and lifelong learning opportunities;
d) consistent processes and evaluation tools to demonstrate and increase effectiveness and efficiency;
e) increased credibility of the organization;
f) a means that enables educational organizations to demonstrate their commitment to effective
educational management practices;
g) a culture for organizational improvement;
h) harmonization of regional, national, open, proprietary, and other standards within an international
framework;
i) widened participation of interested parties;
j) stimulation of excellence and innovation.
0.3  Relationship between this document and other International Standards
This document is a stand-alone management system standard, aligned with ISO 9001. It focuses on the
management systems of educational organizations as well as the impact of these on learners and other
relevant interested parties.
This document conforms to ISO’s requirements for management system standards. These requirements
include a high level structure, identical core text, and common terms with core definitions, designed to
benefit users implementing multiple ISO management system standards.
This document can be implemented alongside regional, national, open, proprietary and other standards
or related documents.
NOTE Annex F provides an example of how to implement this document alongside the European Quality
Assurance Framework for Vocational Education and Training (EQAVET).
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0.4  Principles for an EOMS
This EOMS entails the following management principles:
a) focus on learners and other beneficiaries;
b) visionary leadership;
c) engagement of people;
d) process approach;
e) improvement;
f) evidence-based decisions;
g) relationship management;
h) social responsibility;
i) accessibility and equity;
j) ethical conduct in education;
k) data security and protection.
NOTE The details of these principles are analysed in Annex B.
0.5  Process approach
0.5.1  General
This document promotes the adoption of a process approach when developing, implementing and
improving the effectiveness of an EOMS, to enhance learner and other beneficiary satisfaction by
meeting learner and other beneficiary requirements. Specific requirements considered essential to the
adoption of a process approach are included in 4.4.
Understanding and managing interrelated processes as a system contributes to the organization’s
effectiveness and efficiency in achieving its intended results. This approach enables the organization
to control the interrelationships and interdependencies among the processes of the system, so that the
overall performance of the organization can be enhanced.
The process approach involves the systematic definition and management of processes, and their
interactions, so as to achieve the intended results in accordance with the policy, objectives and strategic
plan of the organization. Management of the processes and the system as a whole can be achieved using
the PDCA cycle (see 0.5.2) with an overall focus on risk-based thinking (see 0.5.3) aimed at taking
advantage of opportunities and preventing undesirable results. The application of the process approach
in an EOMS enables:
— understanding and consistency in meeting requirements;
— the consideration of processes in terms of added value;
— the achievement of effective process performance;
— improvement of processes based on evaluation of data and information.
Figure 1 gives a schematic representation of any process and shows the interaction of its elements. The
monitoring and measuring check points, which are necessary for control, are specific to each process
and will vary depending on the related risks.
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Figure 1 — Schematic representation of the elements of a single process (assessment of the
educational effectiveness process)
0.5.2  Plan-Do-Check-Act cycle
The Plan-Do-Check-Act (PDCA) cycle can be applied to all processes and to the EOMS as a whole.
Figure 2 illustrates how Clauses 4 to 10 can be grouped in relation to the PDCA cycle.
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NOTE Numbers in brackets refer to clauses in this document.
Figure 2 — Representation of the structure of this document in the PDCA cycle
The PDCA cycle can be briefly described as follows:
— Plan: establish the objectives of the system and its processes, and the resources needed to deliver
results in accordance with learners' and other beneficiaries' requirements and the organization’s
policies, and identify and address risks and opportunities;
— Do: implement what was planned;
— Check: monitor and (where applicable) measure processes and the resulting products and services
against policies, objectives, requirements and planned activities, and report the results;
— Act: take actions to improve performance, as necessary.
0.5.3  Risk-based thinking
Risk-based thinking is essential for achieving an effective EOMS. To conform to the requirements of this
document, an organization needs to plan and implement actions to address risks and opportunities.
Addressing both risks and opportunities establishes a basis for increasing the effectiveness of the
quality management system, achieving improved results and preventing negative effects.
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Opportunities can arise as a result of a situation favourable to achieving an intended result, e.g. a set
of circumstances that allow the organization to attract learners and other beneficiaries, develop new
products and services, reduce waste or improve productivity. Actions to address opportunities can also
include consideration of associated risks. Risk is the effect of uncertainty and any such uncertainty can
have positive or negative effects. A positive deviation arising from a risk can provide an opportunity,
but not all positive effects of risk result in opportunities.
0.6  Organizational mission, vision and strategy
Figure 3 illustrates EOMS strategy as related to mission and vision.
Figure 3 — EOMS strategy as related to mission and vision
The EOMS policy statements are framed by the organization’s culture (the complete set of beliefs and
values that condition its behaviour) and by the EOMS principles. In turn, the EOMS policy statements
provide the framework for the establishment of the EOMS objectives, which are periodically revised
to ensure the organization’s mission is effectively and efficiently accomplished while walking the
continuous path towards the achievement of the organization’s vision. The articulation of these
elements is usually called a strategy.
0.7  Additional requirements and guidance
Annex A specifies additional requirements for early childhood education for organizations that provide
this service.
Annex B outlines the principles for an EOMS.
Annex C provides a classification of interested parties.
Annex D provides guidelines for communication with interested parties.
Annex E provides guidance on processes, measures and tools in educational organizations.
Annex F gives an example of mapping to regional standards.
Annex G outlines health and safety considerations for educational organizations.
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SIST ISO 21001:2019
INTERNATIONAL STANDARD ISO 21001:2018(E)
Educational organizations — Management systems
for educational organizations — Requirements with
guidance for use
1 Scope
This document specifies requirements for a management system for educational organizations (EOMS)
when such an organization:
a) needs to demonstr
...