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
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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
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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
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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;
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— 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 exchange of learner achievement information
among student information systems (SIS) (also known as student management information systems),
as well as the aggregation of information by third party suppliers.
In addition, this document defines refinements to the learner mobility achievement award (LMAI)
model for representing the digital diploma supplement (DDS).
NOTE The proposed model proposed is not intended to define the representation of the entire spectrum
of learner mobility information but to define the formally structured representation of official, institutionally
attested achievement information for learners engaged in formal learning processes, in order to facilitate its
recording and subsequent exchange within any international area within which learner mobility is possible.
Achievement information structured and presented in compliance with this document could, of course, be used
for other purposes, for instance, to provide descriptions of achievement to enrich a learner-owned report in an
e-portfolio. However, guidance on the document and the organisation of information for purposes other than the
representation of formal achievement reports is outside the scope of this document.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— IEC Electropedia: available at http: //www .electropedia .org/
— ISO Online browsing platform: available at https: //www .iso .org/obp.
3.1
assessment result
recorded outcome of a process used to evaluate, measure and document the progress of a learner
3.2
awarding body
organization that gives credit (3.3) or qualifications (3.19)
Note 1 to entry: The same organization may also be a learning opportunity provider (3.14) or an issuer (3.10).
3.3
credit
unit of learning or study that counts towards a qualification (3.19), such as a degree or diploma (3.6)
3.4
credit scheme
framework (3.6) that defines units of learning or study that can be accumulated by learners and
transferred from an educational organization or programme of study to another
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3.5
credit value
particular amount of credit
3.6
diploma
official documentary record of the awarding of a qualification
3.7
diploma supplement
LMAI report (3.8) that contains digital diploma supplement information
3.8
LMAI report
learning mobility achievement information report
document that contains achievement information for a single learner within a formal educational setting
3.9
framework
system of concepts, definitions and provisions through which educational practices are ordered, related
and articulated
Note 1 to entry: A credit scheme (3.4) is a specific example of a framework.
3.10
issuer
body that creates and distributes the LMAI report (3.8)
Note 1 to entry: The same body may also be a learning opportunity provider or an awarding body.
3.11
learner
student
entity that learns
Note 1 to entry: A learner for the purposes of this document can be more specifically defined as an individual
currently or formerly enrolled in a formal learning opportunity, where the learning opportunity (3.12) may be a
part or whole programme of study, a seminar, work experience, a single course, etc.
3.12
learning opportunity
formally specified education or training process
3.13
learning opportunity instance
single presentation of a learning opportunity (3.12)
3.14
learning opportunity provider
organization that validates or advertises learning opportunity specifications, or that runs learning
opportunity instances (3.13)
Note 1 to entry: A learning opportunity provider is a kind of LET institution or a type of learning service provider.
LET institution is defined in ISO/IEC/TR 24763:2011, E.7.
Note 2 to entry: The same organization may also be an issuer (3.10) or an awarding body.
3.15
learning opportunity specification
description of a learning opportunity (3.12), consisting of information that will be consistent across
multiple instances of the learning opportunity
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3.16
level
educational level
one of a set of terms, properly defined within a framework (3.9) or a credit scheme (3.4), applied to an
entity in order to group it together with other entities relevant to the same stage of education
3.17
module
course unit in a system in which each course unit carries the same number of credits (3.3) or a
multiple thereof
3.18
programme
set of learning opportunities (3.12) for successful completion of which the learner (3.11) can be awarded
a specified qualification (3.19)
3.19
qualification
status awarded to or conferred on a learner by an awarding body
3.20
transcript
collection of information, represented in a learner mobility achievement report, about learning
opportunity instances taken by a learner, including any available associated results for that learner
4 Abbreviated terms
AP application profile
DCAM Dublin Core Abstract Model
DCMI Dublin Core Metadata Initiative
DDS digital diploma supplement
DS diploma supplement
DSP description set profile
LM learner mobility
LMAI learner mobility achievement information
MLO-AD metadata for learning opportunities - advertising
PURL persistent uniform resource locator
QF qualifications framework
RDF resource description framework
SF Singapore Framework
SIS student information system
SMIS student management information system
UML unified modelling language
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URI uniform resource identifier
URL uniform resource locator
W3C world wide web consortium
5 Conventions
Base URIs for classes and properties defined in this document are introduced with the “lm:”. Base URIs
for classes and properties that are used to describe learning opportunities are introduced with the
“mlo:” prefix.
NOTE 1 The URN Identifier will neither take into account the edition number of the document nor the
language, and thus will designate the current edition in English. The general format, conformant to RFC 5141 will
be the following:
PURL: shttps: //purl .iso .org/iso -iec/19479/Element which has its resolution as PURL Resolver Target: http:
//standards .iso .org/iso -iec/19479/Element .html
NOTE 2 The namespaces for classes and properties defined in this document are currently https: //purl .iso
.org/iso -iec/19479/lm (prefix “lm:”).
NOTE 3 The namespaces for classes and properties defined in this document are currently https: //purl .iso
.org/iso -iec/19479/mlo (prefix “mlo:”).
6 Conformance
6.1 Conforming instances
A strictly conforming instance is a set of structured information constituted only of objects and
statements defined by the classes and properties of this document and fully qualified refinements of
the properties defined in this document.
A fully qualified refinement is defined for the purpose of conformance as a property that explicitly
extends a property defined by this document. A fully qualified refinement shall be capable of being
processed according to the semantics of the property it extends.
A conforming instance may contain additional objects and properties.
6.2 Conforming bindings
A strictly conforming binding is constituted only of bindings to an exchange format of the classes and
properties defined by this document and fully qualified refinements of the properties defined in this
document.
A conforming binding may contain additional properties that do not necessarily extend or map to the
properties defined in this document.
Both strictly conforming bindings and conforming bindings shall be capable of generating and validating
instances that can be automatically converted to a strictly conforming instance of this document.
Both strictly conforming bindings and conforming bindings may impose additional constraints upon
the values of properties defined in this document.
Both strictly conforming bindings and conforming bindings may impose cardinality constraints on
properties defined in this document.
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6.3 Conforming applications
A conforming application shall have at least one of the following capabilities:
— generating instances that conform to a conforming binding;
— processing instances that conform to a conforming binding.
7 Learner mobility achievement information model
7.1 General
This document has been developed following the principles of the Singapore Framework (SF)
[13][14]
methodology for application profiles defined by the Dublin Core Metadata Initiative (DCMI) The
LMAI model is defined in terms of:
— a conceptual model (see Annex B), aiming at the description of the semantics of the achievement
information field through the representation of the participating entities and a series of assertions
about its inherent processes, and
— a domain model (see 7.2), providing a detailed description of the LMAI instance (report) resources
and their associations.
7.2 Domain model
The LMAI model is concerned with specific sets of learner achievement information arising from the
different administrative processes carried out at the institutions throughout the implementation of
educational practice, as well as with the associations amongst them. It builds upon:
— information about the learner currently or formerly enrolled in a formal learning opportunity;
— information about the issuer of the report (institution attesting the learner's achievements and/or
awarding the learner with a qualification);
— information about the learning opportunity the learner has taken, any associated results obtained,
and the qualification possibly achieved;
— information about the components studied as well as the result and credits in those components; and
— other achievement information.
This subclause defines the domain model of the framework LMAI model. More specifically, it defines a
LMAI instance (report) as an assemblage pattern of such information, namely:
— a Learner instance, representing the individual enrolled in a formal learning opportunity (part or
full programme of study, course, work experience, etc.);
— an Issuer instance, representing the authority that awards credits and/or qualifications and/
or attests learner participation in the described learning opportunities including any associated
results gained;
— at least one Learning Opportunity Specification instance, which, depending on its function and level,
may comprise any or all of the following information:
— description of a learning opportunity or period of learning the learner currently or formerly
enrolled in (with reference to provider and – if specified – to related credit information), and in
case of successful completion, of the qualification achieved, including the actual result for the
specific learner;
— description of possible component units (each of which may contain provider, credit, and result
information for the specific learner);
© ISO/IEC 2019 – All rights reserved 5

— and optionally, a set of additional information properties.
Figure 1 — Domain model of the LMAI framework
[18]
Figure 1 illustrates the domain model in UML . Attention is drawn to the UML class diagram
specification for an explanation of the underlying semantics of this diagram. Each box in the diagram
relates to a Class. Each named association (line with label) in the diagram represents an Association
Property. The Resources of this model are either defined in this specification or in other standards
referred to in the following subclauses. Attribute Properties from other relevant standards have
also been reused. Arrows on named associations indicate the direction in which traversal between
instances can occur. No cardinality is specified for any association. Lines with an unfilled diamond
shape represent an association with an aggregation relationship, indicating that one class is a part of
another class.
The LMAI model follows an application profile approach. Application profiles can be defined as schemas
which consist of elements drawn from one or more namespaces, combined together and optimised for
particular applications.
7.3 LMAI Resources
7.3.1 Classes
The following classes are defined for LMAI. They require permanent URLs (see NOTE 1 in Clause 5).
URI: lm: Learner
PURL: https: //purl .iso .org/iso -iec/19479/lm: Learner
Label: Learner
Type: Class
Definition: Individual currently or formerly enrolled in a formal learning opportunity
Comments: For example, part of or full programme of study, seminar, work experience, single course,
etc.
6 © ISO/IEC 2019 – All rights reserved

URI: lm: Issuer
PURL: https: //purl .iso .org/iso -iec/19479/lm: Issuer
Label: Issuer
Type: Class
Definition: The body that issues the LMAI report
U R I: m lo: L ea r n i n g O pp or t u n it y P r ov ider
PURL: https: //purl .iso .org/iso -iec/19479/mlo: LearningOpportunityProvider
Label: Learning Opportunity Provider
Type: Class
Definition: An agent (person or organization) that provides learning opportunities.
URI: mlo: LearningOpportunitySpecification
PURL: https: //purl .iso .org/iso -iec/19479/mlo: LearningOpportunitySpecification
Label: Learning Opportunity Specification
Type: Class
Definition: An abstract description of a learning opportunity, consisting of information that will be
consistent across multiple instances of the learning opportunity.
U R I: m lo: L ea r n i n g O pp or t u n it y I n s t a nc e
PURL: https: //purl .iso .org/iso -iec/19479/mlo: LearningOpportunityInstance
Label: Learning Opportunity Instance
Type: Class
Definition: A single occurrence of a learning opportunity. Unlike a Learning Opportunity Specification, a
Learning Opportunity Instance is not abstract, may be bound to particular dates or locations, and may
be applied for or participated in by learners.
7.3.2 Association Properties
The following association properties are applicable within the LMAI domain. They require permanent
URLs (see NOTE 1 in Clause 5).
URI: mlo: offeredAt
PURL: https: //purl .iso .org/iso -iec/19479/mlo: offeredAt
Label: Offered At
URI: mlo: hasPart
PURL: https: //purl .iso .org/iso -iec/19479/mlo: hasPart
Label: Has Part
URI: mlo: specifies
PURL: https: //purl .iso .org/iso -iec/19479/mlo: specifies
Label: Specifies
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7.3.3 Attribute Properties
The following attribute properties are defined for LMAI. They require permanent URLs (see NOTE 1 in
Clause 5).
URI: lm: result
PURL: https: //purl .iso .org/iso -iec/19479/lm: result
Label: Result
Domain: https: //www .w3 .org/2000/01/rdf -schema #Resource
Range: https: //www .w3 .org/2000/01/rdf -schema #Resource
Definition: The actual outcome of a learning opportunity for a learner as stated by a provider or issuer
Comments:
URI: lm: gradingScheme
PURL: https: //purl .iso .org/iso -iec/19479/lm: gradingScheme
Label: Grading Scheme
Domain: https: //www .w3 .org/2000/01/rdf -schema #Resource
Range: https: //www .w3 .org/2000/01/rdf -schema #Resource
Definition: Information on the grading scheme used for the assessment of a learning opportunity
Comments:
URI: lm: languageOfAssessment
PURL: https: //purl .iso .org/iso -iec/19479/lm: languageOfAssessment
Label: Language of Assessment
Domain: ht
...