ISO/IEC 19479:2019

INTERNATIONAL ISO/IEC
STANDARD 19479
First edition
2019-02
Information technology for learning,
education, and training — Learner
mobility achievement information
(LMAI)
Technologies de l'information — Éducation, formation et
apprentissage — Informations pour la réalisation de la mobilité des
apprenants
Reference number
©
ISO/IEC 2019
© ISO/IEC 2019
All rights reserved. Unless otherwise specified, or required in the context of its implementation, no part of this publication may
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Published in Switzerland
ii © ISO/IEC 2019 – All rights reserved

Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Abbreviated terms . 3
5 Conventions . 4
6 Conformance . 4
6.1 Conforming instances . 4
6.2 Conforming bindings . 4
6.3 Conforming applications . 5
7 Learner mobility achievement information model . 5
7.1 General . 5
7.2 Domain model . 5
7.3 LMAI Resources . 6
7.3.1 Classes . 6
7.3.2 Association Properties . 7
7.3.3 Attribute Properties . 8
8 The LMAI description set profile . 9
8.1 General . 9
8.2 LMAI report .10
8.3 Learner.10
8.4 Issuer .10
8.5 Learning Opportunity Specification .11
8.6 Learning Opportunity Instance .11
8.7 Qualification .12
8.8 Credit .12
Annex A (informative) Illustrative uses of the EuroLMAI Model and the Europass DS
Application Profile .13
Annex B (informative) The LMAI conceptual model .18
Annex C (informative) Digital diploma supplement models .21
Annex D (informative) Application profiling .24
Annex E (informative) The relationship of LMAI to other organizations’ works .26
Bibliography .27
© ISO/IEC 2019 – All rights reserved iii

Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that
are members of ISO or IEC participate in the development of International Standards through
technical committees established by the respective organization to deal with particular fields of
technical activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other
international organizations, governmental and non-governmental, in liaison with ISO and IEC, also
take part in the work.
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 document 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 and IEC 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) or the IEC
list of patent declarations received (see http: //patents .iec .ch).
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expressions related to conformity assessment, as well as information about ISO's adherence to the
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.org/iso/foreword .html.
This document was prepared by Joint Technical Committee ISO/IEC JTC 1, Information technology,
Subcommittee SC 36, Information technology for learning, education and training.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www .iso .org/members .html.
iv © ISO/IEC 2019 – All rights reserved

Introduction
Global education has reached a level of maturity where the demand for the recording and exchange of
learner mobility information needs to be efficiently supported by technical interoperability standards.
Several relevant standardization efforts relating to this work were identified and significant national
expertise has been developed to date. However, harmonization was deemed necessary towards
an international solution, in order to provide viable support for emerging international student
management information systems and dissuade service providers from developing proprietary services
and platforms.
The results of the current and future work about learner mobility aspire to support the development of a
new generation of technology-enhanced services for learners (learning and employment opportunities
exploration), higher education institutions (certification or augmentation of learner information),
employers (workplace descriptions, recruiting and development of learners' competences) and
other stakeholders of learning, education, and training internationally, the national bodies and their
governments and ministries, etc. For the purposes of this document, learner mobility means the
movement of learners from one region or country to another.
The learner mobility achievement information (LMAI) model directly addresses the international
requirement for rapid implementation and dissemination of the institution-owned transparency
information tools internationally. It has been developed as a generic model for representing the
institution attested achievements of a learner within a formal learning setting, resulting from the
learner's participation in one or more learning opportunity instances and including any available
associated results.
This document specifies a framework of the generic LMAI model that supports the expression of
institution-owned learner achievement information and the formation of official achievement reports
(e.g. the learner's transcript of records) and transparency documents (e.g. digital diploma supplement).
The framework model supports additional learner mobility achievement structures and tools. It
standardizes additional information entities (e.g., intended learning outcomes, assessment processes,
etc.). Related standardization activities are underway to provide other important extensions to LMAI.
The LMAI model has been developed to be:
— lightweight: taking into consideration existing and emerging educational practice processes and
the relevant educational policies
— easy-to-implement: in order to ensure a rapid uptake by stakeholders of learning, education
and training throughout the world (higher education institutions, learners, employers, service
providers, etc.)
The accompanying proposed digital diploma supplement application profile meets the general
purposes of:
— the use of academic achievements abroad: in continuing education or in seeking job opportunities;
— the admission of students or graduates in domestic institutions and educational organizations and
those abroad: acknowledgment of credits or transfer of credits accumulated in domestic institutions
moving from one institution/educational organization to another;
— the expression of the level, content and nature of qualifications to potential employers both
nationally and at an international level;
— the enhancement of internal and international student mobility, from one educational organization
to another, or from one branch of studies to another;
— the proper integration of foreign workers into a country's employment setting;
— the standardization of higher education qualifications, either in academic or non-academic paths;
© ISO/IEC 2019 – All rights reserved v

— the establishment of good practices in the recognition procedures of qualifications among higher
education institutions.
NOTE 2 The DDS application profile of LMAI focuses on the expression of information regarding the
qualification awarded to a learner upon completion of a formal educational programme.
vi © ISO/IEC 2019 – All rights reserved

INTERNATIONAL STANDARD ISO/IEC 19479:2019(E)
Information technology for learning, education, and
training — Learner mobility achievement information
(LMAI)
1 Scope
This document defines a model for the recording and exc
...