The document outlines an upcoming training on management systems for educational organizations based on ISO 21001:2018. It discusses the objectives, sessions, methodology, assessment and certification for the training. The training will cover basic concepts of educational organizations and management systems, introduce ISO 21001, and explore principles such as a focus on learners, leadership, engagement, improvement and more.
A key change in the 2015 revision is to establish a systematic approach to risk, rather than treating it as a single component of a quality management system.
This document provides an overview of an ISO 9001:2015 Awareness Program. The purpose of the program is to increase awareness of ISO 9001:2015 and promote self-improvement and improvements to an organization's quality management system. The program covers background information on ISO, the ISO family of standards, quality management principles, ISO 9001:2015 requirements, and more. Key topics include the process approach, management principles like customer focus and continual improvement, ISO 9001 clauses, documentation requirements, and the PDCA cycle used in ISO management systems. The program aims to help participants better understand ISO 9001:2015 and how to implement or improve their organization's quality management system.
The document compares the structure and quality principles of ISO 9001:2008 and ISO 9001:2015 quality management system standards. ISO 9001:2015 restructures the standard into 10 sections including leadership, planning, support, operations, performance evaluation, and improvement. It also updates some of the quality principles, such as replacing "factual approach to decision making" with "evidence-based decision making" and "mutually beneficial supplier relationships" with "relationship management".
ISO 9001-2015 Revision Training PresentationDQS Inc.
ISO 9001 is a great tool that is used for managing an organization and implementing continuous improvement. More than one million organizations worldwide are certified to ISO 9001 in order to help ensure that good quality products and services are provided to customers.
Get an in-depth overview of the upcoming changes to ISO 9001:2015, including:
- Revision timing and roll out
- Details on structure change
- In-depth review of changes including risk assessment
- Transitioning from ISO 9001:2008 to ISO 9001:2015 timing and requirements
- and more.
The document provides an overview of the upcoming revisions to the ISO 9001 standard, which will be published in 2015. Some of the main changes include adopting the High Level Structure used in other ISO management standards, revising the quality management principles, introducing a new process-based structure, and focusing more on risk-based thinking. Organizations will have a three-year transition period after publication to migrate their quality management systems to the new standard. The revisions aim to make ISO 9001 more compatible with other standards and responsive to current business needs and trends.
The document provides guidance for internal auditors on ISO 9001:2015. It discusses planning an audit, conducting an opening and closing meeting, asking open-ended questions, documenting findings, and validating findings. The purpose of internal audits is to measure performance and determine conformance. Auditors should be prepared, conduct themselves professionally, and focus on continuous improvement opportunities.
Presented for ASQ India on 3/22/2016 7PM - 8PM IST (6.30 AM -7.30AM PST). Govind will briefly discuss key changes, new requirements and a high level transition plan. The new standard is more aligned with business than ever. However this new standard also bring challenges for auditing. As a QMS manager, auditor or even a practitioner you will be expected to apply this management system standard at work.
A key change in the 2015 revision is to establish a systematic approach to risk, rather than treating it as a single component of a quality management system.
This document provides an overview of an ISO 9001:2015 Awareness Program. The purpose of the program is to increase awareness of ISO 9001:2015 and promote self-improvement and improvements to an organization's quality management system. The program covers background information on ISO, the ISO family of standards, quality management principles, ISO 9001:2015 requirements, and more. Key topics include the process approach, management principles like customer focus and continual improvement, ISO 9001 clauses, documentation requirements, and the PDCA cycle used in ISO management systems. The program aims to help participants better understand ISO 9001:2015 and how to implement or improve their organization's quality management system.
The document compares the structure and quality principles of ISO 9001:2008 and ISO 9001:2015 quality management system standards. ISO 9001:2015 restructures the standard into 10 sections including leadership, planning, support, operations, performance evaluation, and improvement. It also updates some of the quality principles, such as replacing "factual approach to decision making" with "evidence-based decision making" and "mutually beneficial supplier relationships" with "relationship management".
ISO 9001-2015 Revision Training PresentationDQS Inc.
ISO 9001 is a great tool that is used for managing an organization and implementing continuous improvement. More than one million organizations worldwide are certified to ISO 9001 in order to help ensure that good quality products and services are provided to customers.
Get an in-depth overview of the upcoming changes to ISO 9001:2015, including:
- Revision timing and roll out
- Details on structure change
- In-depth review of changes including risk assessment
- Transitioning from ISO 9001:2008 to ISO 9001:2015 timing and requirements
- and more.
The document provides an overview of the upcoming revisions to the ISO 9001 standard, which will be published in 2015. Some of the main changes include adopting the High Level Structure used in other ISO management standards, revising the quality management principles, introducing a new process-based structure, and focusing more on risk-based thinking. Organizations will have a three-year transition period after publication to migrate their quality management systems to the new standard. The revisions aim to make ISO 9001 more compatible with other standards and responsive to current business needs and trends.
The document provides guidance for internal auditors on ISO 9001:2015. It discusses planning an audit, conducting an opening and closing meeting, asking open-ended questions, documenting findings, and validating findings. The purpose of internal audits is to measure performance and determine conformance. Auditors should be prepared, conduct themselves professionally, and focus on continuous improvement opportunities.
Presented for ASQ India on 3/22/2016 7PM - 8PM IST (6.30 AM -7.30AM PST). Govind will briefly discuss key changes, new requirements and a high level transition plan. The new standard is more aligned with business than ever. However this new standard also bring challenges for auditing. As a QMS manager, auditor or even a practitioner you will be expected to apply this management system standard at work.
This document discusses risk and opportunity analysis according to ISO 9001:2015. It defines risk as uncertainty that can have a negative impact, while opportunity can have a positive impact. It outlines the clauses in ISO 9001:2015 that address determining risks and opportunities based on understanding the organization's context, interested parties' needs and expectations, and quality management system processes. Actions to address risks and opportunities must be planned, implemented, and evaluated for effectiveness.
ISO 9001 is defined as the international standard that specifies requirements for a quality management system (QMS). Organizations use the standard to demonstrate the ability to consistently provide products and services that meet customer and regulatory requirements. It is the most popular standard in the ISO 9000 series and the only standard in the series to which organizations can certify.
ISO 9001 was first published in 1987 by the International Organization for Standardization (ISO), an international agency composed of the national standards bodies of more than 160 countries. The current version of ISO 9001 was released in September 2015.
1) The document discusses leadership requirements in ISO 9001:2015, including demonstrating leadership commitment, establishing a quality policy, and defining organizational roles and responsibilities.
2) Top management must ensure the quality management system is effective and integrated, that resources are available, and that quality objectives align with strategic goals. Customer focus and satisfaction must also be promoted.
3) The quality policy provides a framework for quality objectives and commits the organization to satisfying requirements and continual improvement. It must be communicated and available as documented information.
Global Manager Group provides presentation on IMS auditor training that helps organization to learn how effective auditing of integrated management system as per ISO 9001, ISO 14001 and ISO 45001 requirements which gives you maximum benefits and increase health safety efficiency in the organization with IMS Certification.
For more information visit https://www.globalmanagergroup.com/
ISO 9001 is an international standard for quality management systems. It was first published in 1987 and has been revised several times since to keep up with changes in business and quality practices. The latest version, ISO 9001:2015, includes several changes from previous versions, including a new annex called Annex SL that establishes a common framework for all ISO management system standards. This high level structure includes elements like scope, leadership responsibilities, planning, support, operations, performance evaluation, and improvement. The standard emphasizes risk-based thinking, organizational context, leadership involvement, and flexibility over documentation requirements. It aims to help organizations better meet customer and regulatory requirements through an effective quality management approach.
This document provides an overview of ISO 9001:2015. It discusses what ISO means, the benefits of ISO standards, quality management principles, the PDCA cycle, and the structure and requirements of ISO 9001:2015. The key points are that ISO establishes internationally recognized standards, ISO 9001 specifies requirements for quality management systems, and the standard comprises 11 clauses that cover the PDCA cycle of plan, do, check, act for continuous improvement.
This document provides an overview of ISO 9001:2015 quality management system standard. It discusses the key principles such as customer focus, leadership, process approach, and continual improvement. The main clauses of ISO 9001:2015 are summarized, including context of the organization, leadership, planning, support, operation, performance evaluation, and improvement. Planning addresses risk management, quality objectives, and managing changes. Support covers resources, competence, awareness, communication, and documented information. The document emphasizes that ISO 9001 employs the PDCA cycle and risk-based thinking for continual improvement of processes and meeting customer requirements.
The most valuable Helpful PDF file that extremely can boost your ability to understand well the New version of QMS in accordance to ISO 9001:2015 as well as ease the documentation transition process toward ISO 9001:2015
The document provides an overview of the upcoming changes to ISO 9001 standards that will go into effect in September 2015. It discusses the transition to a new structure that emphasizes risk-based thinking and process approaches. Key changes include a greater focus on customer requirements, flexibility in documentation, and considering risks and opportunities at all stages from planning to performance reviews. Timelines and resources for understanding the transition are also presented.
Quality Management System awareness for all ANUPAM RAY
I covered benefit and utilization ISO 9001:2015 standard, 8 quality principle, Root cause analysis, what is ISO, and basic auditing principle. Kindly comment and let me know how I can improve this.
ISO Implementation Roadmap- By Motaharul IslamMotaharul Islam
The document outlines the steps for implementing ISO standards within an organization. It discusses establishing top management commitment, forming an implementation team to conduct awareness programs and training. An initial status survey and gap analysis is then performed. Documentation is developed according to the standards, including policies, procedures and a manual. Documentation control is established. Internal audits are conducted to verify conformance and identify gaps, which are then closed. Management reviews are held to monitor performance and recommend improvements. The process typically takes 4-6 months depending on the organization's scope. A timeline is provided showing activities mapped across a 4 month period.
The document outlines the key clauses of the ISO 9001:2015 quality management standard. It discusses the standard's scope and references in clauses 1-3. Clause 4 covers understanding the organization's context and interested parties. Clause 5 addresses leadership and management commitment. Clause 6 discusses quality planning. Clause 7 covers resource management and documentation. Clause 8 focuses on operational planning, design, and control of outputs. Clause 9 is about performance evaluation through monitoring, measurement, and management review. Finally, clause 10 covers improvement through nonconformity handling and continual improvement.
Integrated Management System training,awareness,safetyG Rajan Kumar
The document discusses an integrated management system (IMS) that combines elements of multiple management systems into a single unified system. It describes the benefits of an IMS, including reduced costs, improved training and communication, and recognition. The key standards that can be integrated are also outlined, including ISO 14001 for environmental management and OHSAS 18001 for occupational health and safety. A four-step approach is provided for implementing an IMS that includes awareness training, policy and objective development, documentation and process design, and corrective actions.
This document provides an overview of the key changes between ISO 9001:2008 and ISO 9001:2015. It notes that organizations have until September 2018 to transition to the new 2015 standard. The main changes include a new High Level Structure, greater emphasis on risk-based thinking and organizational context, and replacing "documents and records" with "documented information." It lists the mandatory documents and records required by ISO 9001:2015, as well as some common non-mandatory documents used for implementation.
Over a million organizations in 170 countries have adopted ISO 9001:2015 as their quality management standard. Many more are pursuing this certification. Why? Because ISO 9001 helps your company assure quality, save money and customers expect it. ISO 9001 applies to all types of organizations.
This presentation can be used to brief your employees, new hires and potential auditees so as to create awareness of the ISO 9001:2015 standard. Alternatively, the presentation may be used to supplement your materials for the training of QA professionals and internal auditors.
It covers the what and why of ISO 9001, the QMS clause structure, the audit approach and also offers practical tips on how to handle an audit session. When you are done teaching this material to your employees, they will be much more informed and comfortable with ISO 9001.
LEARNING OBJECTIVES
1. Provide background knowledge on ISO 9001
2. Gain an overview of ISO 9001 structure and the certification process
3. Understand the audit approach
4. Gather useful tips on handling an audit session
CONTENTS
1. Overview of ISO 9001
2. ISO 9001 Structure
3. ISO 9001 Certification Process
4. Audit Approach
5. Handling an Audit Session
To download this complete presentation, please go to: https://www.oeconsulting.com.sg
The document discusses the upcoming changes to the ISO 9001 standard in its 2015 version. It provides an overview of the history and revisions of ISO 9001 since 1987. The key changes in ISO 9001:2015 include a revised set of seven quality management principles, reorganization of the clauses into ten sections, and terminology changes. The presentation encourages organizations to prepare for the changes coming in ISO 9001:2015.
The document provides an overview of a Quality Management System (QMS). It explains that a QMS is a system that can be adopted by any organization to meet customer requirements and enhance customer satisfaction. It also describes the key parts of a QMS including processes, objectives, policies, leadership, support/operation, performance evaluation, and planning. Finally, it discusses measuring customer satisfaction, process conformance, and performance to identify areas for improvement.
Benchmarking Institutional Readiness for Technology Enhanced LearningHelen Carter
Presentation on the ACODE Benchmarks at the 2015 Blended Learning Conference in Sydney, Australia. The ACODE benchmarks have been developed to assist institutions in their practice of delivering a quality technology enhanced learning experience for students and staff. See http://www.acode.edu.au/course/view.php?id=16
This document discusses risk and opportunity analysis according to ISO 9001:2015. It defines risk as uncertainty that can have a negative impact, while opportunity can have a positive impact. It outlines the clauses in ISO 9001:2015 that address determining risks and opportunities based on understanding the organization's context, interested parties' needs and expectations, and quality management system processes. Actions to address risks and opportunities must be planned, implemented, and evaluated for effectiveness.
ISO 9001 is defined as the international standard that specifies requirements for a quality management system (QMS). Organizations use the standard to demonstrate the ability to consistently provide products and services that meet customer and regulatory requirements. It is the most popular standard in the ISO 9000 series and the only standard in the series to which organizations can certify.
ISO 9001 was first published in 1987 by the International Organization for Standardization (ISO), an international agency composed of the national standards bodies of more than 160 countries. The current version of ISO 9001 was released in September 2015.
1) The document discusses leadership requirements in ISO 9001:2015, including demonstrating leadership commitment, establishing a quality policy, and defining organizational roles and responsibilities.
2) Top management must ensure the quality management system is effective and integrated, that resources are available, and that quality objectives align with strategic goals. Customer focus and satisfaction must also be promoted.
3) The quality policy provides a framework for quality objectives and commits the organization to satisfying requirements and continual improvement. It must be communicated and available as documented information.
Global Manager Group provides presentation on IMS auditor training that helps organization to learn how effective auditing of integrated management system as per ISO 9001, ISO 14001 and ISO 45001 requirements which gives you maximum benefits and increase health safety efficiency in the organization with IMS Certification.
For more information visit https://www.globalmanagergroup.com/
ISO 9001 is an international standard for quality management systems. It was first published in 1987 and has been revised several times since to keep up with changes in business and quality practices. The latest version, ISO 9001:2015, includes several changes from previous versions, including a new annex called Annex SL that establishes a common framework for all ISO management system standards. This high level structure includes elements like scope, leadership responsibilities, planning, support, operations, performance evaluation, and improvement. The standard emphasizes risk-based thinking, organizational context, leadership involvement, and flexibility over documentation requirements. It aims to help organizations better meet customer and regulatory requirements through an effective quality management approach.
This document provides an overview of ISO 9001:2015. It discusses what ISO means, the benefits of ISO standards, quality management principles, the PDCA cycle, and the structure and requirements of ISO 9001:2015. The key points are that ISO establishes internationally recognized standards, ISO 9001 specifies requirements for quality management systems, and the standard comprises 11 clauses that cover the PDCA cycle of plan, do, check, act for continuous improvement.
This document provides an overview of ISO 9001:2015 quality management system standard. It discusses the key principles such as customer focus, leadership, process approach, and continual improvement. The main clauses of ISO 9001:2015 are summarized, including context of the organization, leadership, planning, support, operation, performance evaluation, and improvement. Planning addresses risk management, quality objectives, and managing changes. Support covers resources, competence, awareness, communication, and documented information. The document emphasizes that ISO 9001 employs the PDCA cycle and risk-based thinking for continual improvement of processes and meeting customer requirements.
The most valuable Helpful PDF file that extremely can boost your ability to understand well the New version of QMS in accordance to ISO 9001:2015 as well as ease the documentation transition process toward ISO 9001:2015
The document provides an overview of the upcoming changes to ISO 9001 standards that will go into effect in September 2015. It discusses the transition to a new structure that emphasizes risk-based thinking and process approaches. Key changes include a greater focus on customer requirements, flexibility in documentation, and considering risks and opportunities at all stages from planning to performance reviews. Timelines and resources for understanding the transition are also presented.
Quality Management System awareness for all ANUPAM RAY
I covered benefit and utilization ISO 9001:2015 standard, 8 quality principle, Root cause analysis, what is ISO, and basic auditing principle. Kindly comment and let me know how I can improve this.
ISO Implementation Roadmap- By Motaharul IslamMotaharul Islam
The document outlines the steps for implementing ISO standards within an organization. It discusses establishing top management commitment, forming an implementation team to conduct awareness programs and training. An initial status survey and gap analysis is then performed. Documentation is developed according to the standards, including policies, procedures and a manual. Documentation control is established. Internal audits are conducted to verify conformance and identify gaps, which are then closed. Management reviews are held to monitor performance and recommend improvements. The process typically takes 4-6 months depending on the organization's scope. A timeline is provided showing activities mapped across a 4 month period.
The document outlines the key clauses of the ISO 9001:2015 quality management standard. It discusses the standard's scope and references in clauses 1-3. Clause 4 covers understanding the organization's context and interested parties. Clause 5 addresses leadership and management commitment. Clause 6 discusses quality planning. Clause 7 covers resource management and documentation. Clause 8 focuses on operational planning, design, and control of outputs. Clause 9 is about performance evaluation through monitoring, measurement, and management review. Finally, clause 10 covers improvement through nonconformity handling and continual improvement.
Integrated Management System training,awareness,safetyG Rajan Kumar
The document discusses an integrated management system (IMS) that combines elements of multiple management systems into a single unified system. It describes the benefits of an IMS, including reduced costs, improved training and communication, and recognition. The key standards that can be integrated are also outlined, including ISO 14001 for environmental management and OHSAS 18001 for occupational health and safety. A four-step approach is provided for implementing an IMS that includes awareness training, policy and objective development, documentation and process design, and corrective actions.
This document provides an overview of the key changes between ISO 9001:2008 and ISO 9001:2015. It notes that organizations have until September 2018 to transition to the new 2015 standard. The main changes include a new High Level Structure, greater emphasis on risk-based thinking and organizational context, and replacing "documents and records" with "documented information." It lists the mandatory documents and records required by ISO 9001:2015, as well as some common non-mandatory documents used for implementation.
Over a million organizations in 170 countries have adopted ISO 9001:2015 as their quality management standard. Many more are pursuing this certification. Why? Because ISO 9001 helps your company assure quality, save money and customers expect it. ISO 9001 applies to all types of organizations.
This presentation can be used to brief your employees, new hires and potential auditees so as to create awareness of the ISO 9001:2015 standard. Alternatively, the presentation may be used to supplement your materials for the training of QA professionals and internal auditors.
It covers the what and why of ISO 9001, the QMS clause structure, the audit approach and also offers practical tips on how to handle an audit session. When you are done teaching this material to your employees, they will be much more informed and comfortable with ISO 9001.
LEARNING OBJECTIVES
1. Provide background knowledge on ISO 9001
2. Gain an overview of ISO 9001 structure and the certification process
3. Understand the audit approach
4. Gather useful tips on handling an audit session
CONTENTS
1. Overview of ISO 9001
2. ISO 9001 Structure
3. ISO 9001 Certification Process
4. Audit Approach
5. Handling an Audit Session
To download this complete presentation, please go to: https://www.oeconsulting.com.sg
The document discusses the upcoming changes to the ISO 9001 standard in its 2015 version. It provides an overview of the history and revisions of ISO 9001 since 1987. The key changes in ISO 9001:2015 include a revised set of seven quality management principles, reorganization of the clauses into ten sections, and terminology changes. The presentation encourages organizations to prepare for the changes coming in ISO 9001:2015.
The document provides an overview of a Quality Management System (QMS). It explains that a QMS is a system that can be adopted by any organization to meet customer requirements and enhance customer satisfaction. It also describes the key parts of a QMS including processes, objectives, policies, leadership, support/operation, performance evaluation, and planning. Finally, it discusses measuring customer satisfaction, process conformance, and performance to identify areas for improvement.
Benchmarking Institutional Readiness for Technology Enhanced LearningHelen Carter
Presentation on the ACODE Benchmarks at the 2015 Blended Learning Conference in Sydney, Australia. The ACODE benchmarks have been developed to assist institutions in their practice of delivering a quality technology enhanced learning experience for students and staff. See http://www.acode.edu.au/course/view.php?id=16
This document outlines an agenda for a two-day conference on life science compliance training. The conference will feature presentations and panels on developing effective compliance training programs that ensure knowledge retention. Topics will include using scenario-based and blended learning, addressing challenges for global training programs, and measuring the effectiveness of training. The goal is to provide compliance training executives with strategies to instill the importance of compliance across their organizations.
The Development Management Institute (DMI) was established in 2014 to empower grassroots development through education and research. DMI offers a 2-year Post Graduate Program in Development Management to train professionals, provides competency enhancement programs, and establishes research centers. Its goal is to promote just, equitable and sustainable development in Bihar through empowering local communities and collaborating with state organizations.
The document outlines steps for implementing PRME (Principles for Responsible Management Education) in business schools. The first step is top-down commitment from leadership. This means securing commitment from the highest executives, such as the Dean or President. Their commitment is crucial for PRME to become a strategic priority rather than just a peripheral activity. The document discusses how to gain leadership buy-in, such as appealing to existing values of social responsibility. It also provides an example of Glasgow Caledonian University making PRME a university-wide priority with executive support.
Professional Pathways: The Cpd ContinuumGTC Scotland
The document discusses professional development pathways for teachers, including:
1) Training should help teachers reflect on their own practice, develop other staff, and work in teams to respond to uncertainty and act as agents of change.
2) High-performing school systems have teachers regularly observe each other to share knowledge and encourage improvement.
3) Quality teaching is the most important school-based factor for student achievement, and teacher training can increase test scores more than other reforms.
This document discusses learning and development activities. It begins by outlining how legislative factors like compulsory audit rotation in the UK influence the design of learning activities within firms. It then discusses how organizational factors like top management commitment and line manager involvement shape the design of learning initiatives. Finally, it examines different learning principles like pedagogy and andragogy, as well as common training methods used in learning activities like e-learning, lectures, coaching, and case studies. The goal of learning activities is to help trainees acquire skills, learn at their convenience, learn new procedures and technologies, and enhance knowledge transfer.
The document provides the syllabus for the course Organizational Development (HRM 211) offered at the University of Eastern Philippines. It outlines the course description, learning outcomes, topics, assessment methods and grading rubrics. Over the course of the semester, students will learn about key concepts in organizational development including its history and theories of change. They will also explore the organizational development process and different interventions. Assessment will include exams, assignments, projects and class participation. The goal is for students to understand how to effectively manage organizational change and development.
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
A presentation created by Kansas Learning First Alliance (klfa.org) for member organizations to use when talking about professional learning in education today.
Case study: MOOCs for professional development in global eye healthSally Parsley
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
3A - Effective evaluation of the impact of CPD - What does research tell usSandra Wharton
Myscience manages the national network of Science Learning Centres and the National STEM Centre in the UK to support STEM education. Effective evaluation of professional development (CPD) programs requires assessing impact on both teacher development and student outcomes over time. Research shows CPD is more effective when it is collaborative, sustained, explores evidence from practice, and involves 49 or more hours per year. Evaluations should assess planning, implementation and outcomes to improve CPD practices.
The document discusses developing learning outcomes for outcome-based education. It emphasizes that learning outcomes should be specific, measurable, achievable, relevant and timed. Learning outcomes can be defined at different levels, including program objectives, program outcomes, course outcomes and weekly outcomes. Developing learning outcomes involves mapping them to learning activities and assessing their achievement. Stakeholders such as students, academics and employers should be involved in preparing learning outcomes. Periodic review and improvement of learning outcomes is also discussed.
Accreditation AdvancED is the world's largest education community, representing 23,000 schools in 30 states and 65 countries serving 15 million students. Accreditation is a process of quality assurance that evaluates, verifies, and improves an institution's quality that has been used by American universities and high schools for over 100 years. Schools must meet AdvancED standards, engage in continuous improvement, and demonstrate quality assurance through internal and external reviews to become accredited.
This document discusses using research on effective schools to improve student learning. It begins by acknowledging that schools are aligned to achieve their current results and were not designed to teach all students high standards. It then discusses the challenges schools face with higher standards, more challenging students, and fewer resources. Several perspectives on school improvement are provided, including changing people, systems, and using planned change. The document emphasizes using proven research from effective schools and continuous improvement. It provides definitions of effective and improving schools and discusses the correlates of effective schools, including safe environment, clear mission, high expectations, opportunity to learn, monitoring progress, home-school relations, instructional leadership, and more.
AoC Beacon Awards 2014-15 - Learning Consortium Award for Improvement in Teac...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
AoC Beacon Awards 2014-15 prospectus - The Learning Consortium Award for Impr...Association of Colleges
The Learning Consortium Award for Improvement in Teaching and Learning through Peer Coaching recognizes colleges that have effectively used peer coaching to significantly impact learners and learning. Assessors will look for evidence that peer coaching has created a focus on learning outcomes and innovative teaching approaches. Successful applications will demonstrate organizational commitment to developing teaching skills through peer coaching, changes to teaching practice that have enhanced the learning experience and led to quantifiable improvements in learner achievement and satisfaction.
This document discusses the early implementation of Achieving the Dream's OER Degree Initiative. It provides an overview of the initiative's goals of launching OER degree programs at community colleges and conducting research on their outcomes. Key points include that the initiative aims to offer at least one OER degree pathway at each college, share educational materials publicly, and ensure support for low-income and minority students. The document also discusses timelines, participating colleges and faculty, approaches to course development and sustainability considerations.
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
About Potato, The scientific name of the plant is Solanum tuberosum (L).Christina Parmionova
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
1. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS 1
Ethiopian Standards Agency (ESA)
Date : July. 2021
Wel-come!
Training On
Management systems for educational
organizations — Requirements with
guidance for use
Based on ISO 21001 :2018
Name of presenter: ALEMAYEHU SETEGN
Title of presenter: MS Std. Imp. Expert
3. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
Delegates Presentation
Full Name
Organization
Qualification
Job Position/Title
Previous knowledge of the course
Expectations from this course,
3
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BASIC CONCEPTS OF EOMS
Objectives
Understand basic concepts of Educational
organizations & Management systems for
educational organizations & new
terminologies;
Understand the requirements of ISO
21001:2018 Quality Management
Systems
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ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
Training Program Sessions
Morning 09:00 - 12:30
Afternoon 02:00 – 05:00
Health Breaks
Morning 10:30 – 11:00
Lunch 12:30 – 02:00
Afternoon 03:30 – 04:00
6. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
Methodology
Presentation by facilitators
(power point slides)
Discussion & feedbacks
Syndicate Exercises & Case Studies
7. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
Assessment
Continual Assessment
Syndicate Exercises on each sessions
Examination (50%)
Multiple Choice, 25 questions
7
8. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
Certificate
Successful Completion
Attendance or
None; depending upon the criteria met.
8
9. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
Materials:
Training material/handout
Writing pad & pen
9
10. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
Training Evaluation
Training Participants Feedback Gathering
Form to be completed by participants
10
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ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
Rules :
11
Side Talking
Active Participation Encouraged
Be punctual
During breaks
( if any)
Control your
mobile
12. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
Have a nice week!
.
12
13. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
BASIC CONCEPTS OF
Management systems
for educational
organizations(EOMS)
14. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
Standards in education are not a new thing. For
decades now there have been:
teacher standards,
standards of achievement,
standardized curricula,
learning standards,
standardized tests and so on.
Why EOMS?
15. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
The development of ISO 21001:
was carried out by the ISO/PC 288 team.
The work was led by the Korean Agency for
Technology and Standards (KATS)
has working group of eighty-six cross-sectoral
experts from 39 Countries,
with the added participation of stakeholder
organizations from various educational sectors.
16. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
16
Generally
This document provides a common management
tool for organizations providing educational
products and services capable of meeting
learners' and other beneficiaries' requirements.
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BASIC CONCEPTS OF EOMS
EOMS strategy as related to mission and vision
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BASIC CONCEPTS OF EOMS
The layout of ISO 21001:2018
1 Scope
2 Normative References
3 Terms and definitions
4 Context of the organization
5 Leadership
6 Planning
7 Support
8 Operation
9 Performance evaluation
10 Improvement
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BASIC CONCEPTS OF EOMS
Driving Forces?
ጠንካራ ውድድር
ደንበኛ
ገደቦች
የውጤታማነት
ችግር
ለስኬታማ
ነ
ት
ያለ
ጠንካራ
ፍላጎት
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ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
20
Benefits of Implementing EOMS
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;
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BASIC CONCEPTS OF EOMS
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;
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BASIC CONCEPTS OF EOMS
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.
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BASIC CONCEPTS OF EOMS
Define the following in your own words:
Organization
Competence
Educational Organization
Educational product
Educational service
Educator
Curriculum
Lifelong Learning
Process
Brainstorming
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BASIC CONCEPTS OF EOMS
Organization
person (3.35) or group of people that has its own
functions with responsibilities, authorities and
relationships to achieve its objectives (3.8).
Competence
ability to apply knowledge (3.42) and skills (3.41)
to achieve intended results
24
Terminologies
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BASIC CONCEPTS OF EOMS
educational service
process (3.12) that supports acquisition and
development of learners' (3.25) competence (3.10)
through teaching (3.39), learning or research
educational product
learning resource
tangible or intangible goods used in pedagogical
support of an educational service (3.23)
25
Terminologies
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BASIC CONCEPTS OF EOMS
Lifelong Learning
lifelong learning provision or use of learning
opportunities throughout people's lives in order to foster
their continuous development
Educator
person (3.35) who performs teaching (3.39) activities
Curriculum
documented information (3.11) of what, why, how and
how well learners (3.25) should learn in a systematic and
intentional way
26
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BASIC CONCEPTS OF EOMS
PROCESS
set of interrelated or interacting activities that
use inputs to deliver an intended result
Processes should be Value adding !
27
PROCESS
INPUT OUTPUT
Resources
Controls
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BASIC CONCEPTS OF EOMS
Principles of EOMS
1. Focus on learners and other beneficiaries
The primary focus of the EOMS is to meet learner
and other beneficiary requirements and to exceed
their expectations.
2. Visionary leadership
Visionary leadership is to engage all learners and
other beneficiaries in creating, writing, and
implementing the organization mission, vision and
29. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
3. Engagement of people
It is essential for the organization that all individuals involved
are competent, empowered and engaged in delivering value.
4. Process approach
Consistent and predictable results are achieved more
effectively and efficiently when activities are understood and
managed as interrelated processes that function as a coherent
system, including input and output.
5. Improvement
Successful organizations have an ongoing focus on
improvement.
30. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
6. Evidence-based decisions
Decisions and curricula based on the analysis and
evaluation of data and information are more likely to
produce desired results.
7. Relationship management
For sustained success, organizations manage their
relationships with interested parties, such as providers.
31. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
31
BASIC CONCEPTS OF EOMS
8. Social responsibility
Socially responsible organizations are
sustainable and ensure long-term success.
9. Accessibility and equity
Successful organizations are inclusive, flexible,
transparent and accountable, in order to address
learners’ individual and special needs, interests,
abilities and backgrounds.
32. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
10. Ethical conduct in education
Ethical conduct relates to the ability of the
organization to create an ethical professional
environment where all interested parties are
dealt with equitably, conflicts of interests are
avoided, and activities are conducted for the
benefit of the society.
33. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
33
BASIC CONCEPTS OF EOMS
11. Data security and protection
The organization creates an environment where
all interested parties can interact with the
educational organization in full confidence that
they maintain control over the use of their own
data, and that the educational organization will
treat their data with appropriate care and
confidentiality.
34. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
process approach
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.
35. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
35
Plan ( P )
Do ( D )
Check ( C )
Act ( A )
PDCA
(Deming Cycle)
PDCA Cycle: Model for managing processes
The Plan-Do-Check-Act (PDCA) cycle can be applied to all processes and to
the EOMS as a whole.
36. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
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;
37. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
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.
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BASIC CONCEPTS OF EOMS
Representation of the structure of ISO
21001: 2018 in the PDCA cycle
38
39. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
Relationship with other International Standards
It is a stand-alone MS standard, aligned with ISO 9001.
It focuses on the MS of educational organizations.
conforms to ISO’s requirements for MS standards.
Include a high level structure, identical core text, and
common terms with core definitions, designed to benefit
users implementing multiple ISO management system
standards.
Can be implemented alongside regional, national, open,
proprietary and other standards or related documents.
40. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
SYNDICATE EXERCISE 1
40
1. Discuss the needs to implement EOMS in
your organization.
2. Discuss principles of EOMS.
3. What are the main challenges of
implementing EOMS in your Org.
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BASIC CONCEPTS OF EOMS
EOMS - Requirements with
guidance for use
43. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
This document 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;
1 Scope
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BASIC CONCEPTS OF EOMS
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.
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BASIC CONCEPTS OF EOMS
All requirements of this document are generic
and applicable to any organization regardless of
the type, size or method of delivery.
can be applied to educational organizations
within larger organizations whose core business
is not education, such as professional training
departments.
does not apply to organizations that only
produce or manufacture educational products.
46. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
2. Normative references
There are no normative references in this document.
47. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
3. Termsand 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:
ISO Online browsing platform: available at https://www .iso
.
IEC Electropedia: available at http://www .electropedia
.org/
48. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
In this International Standard, the following verbal
forms are used:
— “shall” indicates a requirement;
— “should” indicates a recommendation;
— “may” indicates a permission;
— “can” indicates a possibility or a capability.
49. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
4 Context of the organization
4.1 Understanding the organization and its
context
The organization shall determine external and
internal issues that are relevant to its purpose, its
social responsibility and its strategic direction,
and that affect its ability to achieve the intended
outcomes of its EOMS.
50. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
The organization shall monitor and review
information about these external and internal
issues.
Issues can include positive and negative
factors or conditions for consideration.
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BASIC CONCEPTS OF EOMS
external context can be facilitated by
considering issues arising from
technological, competitive, market,
cultural, social, political, economic and
environmental factors, whether
international, national, regional or local.
52. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
internal context can be facilitated by
considering issues related to values,
culture, knowledge and performance of
the organization.
53. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
4.2 Understanding the needs and expectations
of interested parties
Due to their effect or potential effect on the
organization’s ability to consistently and
sustainably provide educational products and
services, the organization shall determine:
a) the interested parties that are relevant to the
EOMS;
b) the relevant requirements of these interested
parties.
54. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
These interested parties shall include:
learners;
other beneficiaries;
staff of the organization.
55. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
The organization shall monitor and review
information about these interested parties and
their relevant requirements.
56. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
4.3 Determining the scope of the EOMS
The organization shall determine the boundaries
and applicability of the EOMS to establish its
scope. When determining this scope, the
organization shall consider:
a) the external and internal issues referred to in
4.1;
b) the requirements of relevant interested parties
referred to in 4.2;
c) the products and services of the organization.
57. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
The organization shall apply all the
requirements of this document if they are
applicable within the determined scope of
its EOMS.
58. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
The scope of the EOMS shall be available and be
maintained as documented information.
The scope shall state the types of products and
services covered, and provide justification for any
requirement of this document that the organization
determines is not applicable to its EOMS.
59. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
Conformity to this document may only be
claimed if the requirements determined as not
being applicable do not affect the
organization’s ability or responsibility to
ensure the conformity of its products and
services and the enhancement of learners' and
other beneficiaries' satisfaction.
60. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
All products and services provided to
learners by an educational organization shall
be included within the scope of this EOMS.
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4.4 Management system for educational organizations
(EOMS)
4.4.1 The organization shall establish, implement,
maintain and continually improve an EOMS,
including the processes needed and their
interactions, in accordance with the requirements of
this document.
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The organization shall determine processes for the
EOMS and their application throughout the
organization and shall:
a) determine the inputs required and the outputs
expected from these processes;
b) determine the sequence and interaction of these
processes;
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BASIC CONCEPTS OF EOMS
c) determine and apply the criteria and methods
(including monitoring, measurement and related
performance indicators) needed to ensure the
effective operation and control of these
processes;
d) determine the resources needed for these
processes and ensure their availability;
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e) assign the responsibilities and authorities for
these processes;
f) address the risks and opportunities as determined
in accordance with the requirements of 6.1;
g) evaluate these processes and implement any
changes needed to ensure that these processes
achieve their intended results;
h) improve the processes and the EOMS.
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BASIC CONCEPTS OF EOMS
Processes in educational organizations can include but
not limited those for :
o providing adequate resources;
o recruiting, selecting and registering applicants;
o managing and maintaining the necessary educational
infrastructure (including classrooms, laboratories,
study-spaces, libraries);
o scheduling, designing, managing and evaluating
courses;
o evaluation of staff performance;
o evaluation of learners' performance;
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BASIC CONCEPTS OF EOMS
Educational organizations can implement measures for,
but not limited:
dropout rate;
literacy rate;
learner satisfaction;
attendance and/or engagement rate of learners;
satisfaction of other beneficiaries;
graduation rate (as percentage of original
admissions);
length of time for completion of programme;
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BASIC CONCEPTS OF EOMS
Tools for evaluation in educational organizations can include
but not limited:
cost analysis;
satisfaction surveys;
suggestion schemes;
complaint and appeal systems;
impact evaluation;
needs analysis;
statistical data analysis;
focus groups;
self-assessment;
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BASIC CONCEPTS OF EOMS
4.4.2 To the extent necessary, the organization shall:
a) maintain documented information to support the
operation of its processes;
b) retain documented information to have
confidence that the processes are being carried
out as planned.
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SYNDICATE EXERCISE 2
69
1. Identify the gaps or fulfillment of your
organization context and how you address it,
briefly explain?
2. Identify interested parties that are relevant
to the EOMS of your organization and
determine the relevant requirements of each
interested party.
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5.1 Leadership and commitment
5.1.1 General
5.1.2 Focus on learners and other
beneficiaries
5.1.3 Additional requirements for special
needs education
5 Leadership
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5.2 Policy
5.2.1 Developing the policy
5.2.2 Communicating the policy
5.3 Organizational roles, responsibilities
and authorities
5 Leadership
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5.1 Leadership and commitment
5.1.1 General
Top management shall demonstrate leadership
and commitment with respect to the EOMS by:
a)being accountable for the effectiveness of
the EOMS ;
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BASIC CONCEPTS OF EOMS
b) ensuring that the educational organization policy
and educational organization objectives are
established and are compatible with the context
and strategic direction of the organization;
c) ensuring the integration of the EOMS
requirements into the organization’s business
processes;
5.1.1 General…
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BASIC CONCEPTS OF EOMS
d) promoting the use of the process approach and
risk-based thinking;
e) ensuring that the resources needed for the
EOMS are available;
f) communicating the importance of effective
educational organization management and of
conforming to the EOMS requirements;
5.1.1 General…
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BASIC CONCEPTS OF EOMS
g) Ensuring that the EOMS achieves its
intended outcome(s);
h) engaging, directing and supporting persons
to contribute to the effectiveness of the
EOMS;
i) promoting continual improvement;
5.1.1 General…
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BASIC CONCEPTS OF EOMS
j) supporting other relevant management roles
to demonstrate their leadership as it applies
to their areas of responsibility;
k) supporting the sustainable implementation of
the educational vision and related
educational concepts;
5.1.1 General…
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BASIC CONCEPTS OF EOMS
l) establishing, developing and maintaining a
strategic plan for the organization;
m) Ensuring that learners' educational
requirements, including special needs, are
identified and addressed;
n) Considering principles of social responsibility.
5.1.1 General…
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BASIC CONCEPTS OF EOMS
Note :
Reference to “business” in this document can
be interpreted broadly to mean those activities
that are core to the purposes of the
organization’s existence, whether the
organization is public, private, voluntary, for
profit or non-profit.
5.1.1 General…
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BASIC CONCEPTS OF EOMS
5.1.2 Focus on learners and
other beneficiaries
Top management shall be directly responsible
for ensuring that:
a) the needs and expectations of learners and
other beneficiaries are determined,
understood and consistently met, as
evidenced by monitoring their satisfaction
and educational progress;
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BASIC CONCEPTS OF EOMS
b) the risks and opportunities that can affect
conformity of products and services and the
ability to enhance learner and other
beneficiary satisfaction are determined and
addressed.
5.1.2 Focus on learners and
other beneficiaries
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BASIC CONCEPTS OF EOMS
5.1.3 Additional requirements for special needs
education
A special needs learner is someone who might
have educational needs that cannot be met
through regular instruction and assessment
practices (e.g. exceptionalities such as :
• behavioral,
• Communicational
• intellectual
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BASIC CONCEPTS OF EOMS
• Physical
• giftedness,
• or other learner needs for special education;
learners can have more than one
exceptionality).
5.1.3 Additional requirements for special needs
education
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BASIC CONCEPTS OF EOMS
This implies the need to ensure the
existence of communication channels so the
interested parties can receive the
information they need for their activity.
5.1.3 Additional requirements for special needs
education
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BASIC CONCEPTS OF EOMS
Top management shall ensure that:
resources and training are in place to support
accessibility in learning environments;
reasonable accommodation is provided for
learners with special needs to promote an
equitable access to facilities and the educational
environments as other learners.
5.1.3 Additional requirements for
special needs education
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BASIC CONCEPTS OF EOMS
5.2 Policy
5.2.1 Developing the policy
Top management shall establish, review and
maintain an educational organization policy
that:
a) supports the educational organization
mission and vision;
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BASIC CONCEPTS OF EOMS
5.2.1 Developing the policy…
b) is appropriate to the purpose and context of
the organization;
c) provides a framework for setting educational
organization objectives;
d) includes a commitment to satisfy applicable
requirements;
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BASIC CONCEPTS OF EOMS
e) includes a commitment to continual
improvement of the EOMS;
f) takes into account relevant educational,
scientific and technical developments;
g) includes a commitment to satisfy the
organization's social responsibility;
5.2.1 Developing the policy…
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BASIC CONCEPTS OF EOMS
h) describes and includes a commitment
towards managing intellectual property;
i) considers the needs and expectations of
relevant interested parties.
5.2.1 Developing the policy…
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BASIC CONCEPTS OF EOMS
5.2.2 Communicating the policy
The educational organization policy shall:
a) be available and be maintained as
documented information;
b) be communicated, understood and applied
within the organization;
c) be available to relevant interested parties,
as appropriate.
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BASIC CONCEPTS OF EOMS
Note :
Guidelines for communication with interested
parties are provided in Annex D.
5.2.2 Communicating the policy…
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BASIC CONCEPTS OF EOMS
5.3 Organizational roles, responsibilities and
authorities
Top management shall ensure that the
responsibilities and authorities for relevant
roles are assigned and communicated within
the organization.
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BASIC CONCEPTS OF EOMS
Top management shall assign the
responsibility and authority for:
a) ensuring that the EOMS conforms to the
requirements of this document;
b) ensuring that the educational organization
policy is understood and implemented;
5.3 Organizational roles, responsibilities and
authorities
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BASIC CONCEPTS OF EOMS
c) ensuring that the processes of the EOMS
deliver their intended outputs;
d) reporting on the performance of the EOMS
and on opportunities for improvement (see
10.1) to top management (see 9.3.2);
5.3 Organizational roles, responsibilities and
authorities
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BASIC CONCEPTS OF EOMS
e) ensuring the promotion of a focus on learners
and other beneficiaries throughout the
organization;
f) ensuring that the integrity of the EOMS is
maintained when changes to the EOMS are
planned and implemented;
5.3 Organizational roles, responsibilities and
authorities
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BASIC CONCEPTS OF EOMS
g) Managing the organization's
communications (see 7.4);
h) ensuring that all learning processes are
integrated, regardless of method of delivery;
i) Control of documented information (see
7.5);
5.3 Organizational roles, responsibilities and
authorities
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BASIC CONCEPTS OF EOMS
j) managing the requirements of learners with
special needs.
5.3 Organizational roles, responsibilities and
authorities
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BASIC CONCEPTS OF EOMS
Clause 6
planning
6.1 Actions to address risks and
opportunities
6.2 Educational organization objectives and
planning to achieve them
6.3 Planning of changes
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BASIC CONCEPTS OF EOMS
6.1 Actions to address risks and opportunities
6.1.1 When planning for the EOMS, the
organization shall consider the issues referred
to in 4.1 and the requirements referred to in
4.2 and 4.4 and determine the risks and
opportunities that need to be addressed to:
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BASIC CONCEPTS OF EOMS
a) give assurance that the EOMS can achieve
its intended outcome(s);
b) enhance desirable effects;
c) prevent, mitigate or reduce, undesired
effects;
d) achieve continual improvement.
6.1 Actions to address risks and opportunities…
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BASIC CONCEPTS OF EOMS
6.1.2 The organization shall plan:
a) actions to address these risks and
opportunities;
b) how to:
integrate and implement the actions into
its EOMS processes (see Clause 8);
evaluate the effectiveness of these actions.
6.1 Actions to address risks and opportunities…
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BASIC CONCEPTS OF EOMS
Actions taken to address risks and
opportunities shall be proportionate to the
probability of occurrence and potential impact
on the conformity of products and services.
6.1 Actions to address risks and opportunities…
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BASIC CONCEPTS OF EOMS
Note 1 :
Options to address risks can include
avoiding risk, taking risk in order to pursue
an opportunity, eliminating the risk source,
changing the likelihood or consequences,
sharing the risk, or retaining risk by informed
decision.
6.1 Actions to address risks and opportunities…
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BASIC CONCEPTS OF EOMS
Note 2 :
Opportunities can lead to the adoption of new
practices, launching new educational products or
educational services, opening new markets, addressing
new learners and other beneficiaries, building
partnerships, using new technology and other desirable
and viable possibilities to address the needs of the
organization or of its learners or of other beneficiaries.
6.1 Actions to address risks and opportunities…
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BASIC CONCEPTS OF EOMS
6.2 Educational organization objectives and
planning to achieve them
6.2.1 The organization shall establish
educational organization objectives at
relevant functions, levels and
processes needed for the EOMS.
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BASIC CONCEPTS OF EOMS
The educational organization objectives shall:
a) be consistent with the educational
organization policy;
b) be measurable (if practicable);
c) take into account applicable requirements;
6.2 Educational organization objectives and
planning to achieve them
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BASIC CONCEPTS OF EOMS
d) be relevant to conformity of products and
services and to the enhancement of learner,
staff and other beneficiary satisfaction;
e) be continually monitored;
f) be communicated;
g) be updated as appropriate.
6.2 Educational organization objectives and
planning to achieve them
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BASIC CONCEPTS OF EOMS
The organization shall maintain and retain
documented information on the educational
organization objectives and the
achievement of them.
6.2 Educational organization objectives and
planning to achieve them
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BASIC CONCEPTS OF EOMS
6.2.2 When planning how to achieve its
educational organization objectives, the
organization shall determine, and outline in
its strategic plan:
a) what will be done;
b) what resources will be required;
c) who will be responsible;
6.2 Educational organization objectives and
planning to achieve them
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BASIC CONCEPTS OF EOMS
d) when it will be completed;
e) how the results will be evaluated.
6.2 Educational organization objectives and
planning to achieve them
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BASIC CONCEPTS OF EOMS
6.3 Planning of changes
Where the organization determines the need
for changes to the EOMS, the changes shall
be carried out in a planned manner (see 4.4).
The organization shall consider:
a) the purpose of the changes and their
potential consequences;
b) the integrity of the EOMS;
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c) the availability and readiness of internal
resources;
d) the allocation or reallocation of
responsibilities and authorities;
e) the availability and readiness of external
providers needed to implement the change.
6.3 Planning of changes
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7.1 Resources
7.1.1 General
7.1.1.1 The organization shall determine and
provide the resources needed for the
establishment, implementation, maintenance
and continual improvement of the EOMS, in
such a way that they sustainably enhance:
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7.1.1 General…
a) learner engagement and satisfaction
through activities that improve learning and
promote the achievement of learning
outcomes;
b) staff engagement and satisfaction through
activities to improve staff competences to
facilitate learning;
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BASIC CONCEPTS OF EOMS
c) other beneficiary satisfaction, through
activities that contribute to the social
benefits of learning.
7.1.1 General…
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BASIC CONCEPTS OF EOMS
7.1.1.2 The organization shall determine and monitor
which resources shall be provided by:
a) the organization;
b) external providers.
The organization shall take into account the needs
of learners with special needs and shall ensure
that a variety of accessibility requirements are
anticipated.
7.1.1 General…
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7.1.2 Human resources
7.1.2.1 Human resources shall include as
applicable:
a) staff employed by the organization;
b) volunteers and interns working with or
contributing to the organization;
c) staff of external providers working with
or contributing to the organization.
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7.1.2.2 The organization shall:
a) determine and provide the human resources
necessary for the effective implementation
of its EOMS and for the operation and
control of its processes;
b) determine, implement and publish
recruitment or selection criteria, which shall
be available to relevant interested parties;
7.1.2 Human resources
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c) maintain documented information on the
process used for recruitment or selection, and
retain documented information on the results
of the recruitment.
7.1.2 Human resources
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7.1.3 Facilities
7.1.3.1 The facilities shall include, as
applicable, the following facilities that meet
learner requirements:
a) buildings, and grounds;
b) equipment including hardware and
software;
c) utilities.
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7.1.3.2 The organization shall:
a) determine, provide and maintain safe
facilities:
1) that are suitable for human resources to
support learners’ development of
competence;
2) that enhance learners’ development of
competence;
7.1.3 Facilities…
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b) ensure that the dimensions of the facilities
are adequate to the requirements of those
using them.
7.1.3.3 As appropriate, there shall be facilities
for:
a) teaching;
b) self-learning;
7.1.3 Facilities…
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c) implementing knowledge;
d) rest and recreation;
e) subsistence.
NOTE 1:
Facilities can include digital spaces.
NOTE 2:
Facilities can be indoor or outdoor.
7.1.3 Facilities…
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7.1.4 Environment for the operation of educational
processes
The organization shall determine, provide
and maintain a suitable environment to
promote the overall wellbeing of relevant
interested parties, by considering:
a) psychosocial factors;
b) physical factors.
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NOTE 1:
Within an environment, psychosocial factors can include
work demands, influence at work, possibilities for
development, meaning of work, commitment to the
workplace, predictability, rewards, role clarity, quality of
leadership, social support from supervisors, satisfaction
with work, work family conflict/balance, values in the
workplace, stress, burnout, offensive behaviour (e.g.
bullying).
7.1.4 Environment for the operation of educational
processes
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NOTE 2 :
Within an environment, physical factors can
include temperature, heat, humidity, light,
airflow, hygiene and noise, as well as the
ergonomics of equipment and furniture.
7.1.4 Environment for the operation of educational
processes
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7.1.5 Monitoring and measuring resources
7.1.5.1 General
The organization shall determine and provide
the resources needed to ensure valid and
reliable results when monitoring or
measuring is used to verify the conformity of
products and services to requirements.
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7.1.5.1 General
The organization shall ensure that the resources
provided:
a) are suitable for the specific type of monitoring
and measurement activities being undertaken,
i.e. adequate to the target, the type, method of
educational delivery and duration of the
educational service;
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b) are maintained to ensure their continued
fitness for their purpose.
The organization shall retain appropriate
documented information as evidence of fitness
for purpose of monitoring and measurement
resources.
7.1.5.1 General…
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NOTE :
Methods of educational delivery can include
spoken communication in a physical space,
online communication, physical or digital
distribution of material, communication using
broadcast media, or a combination of these.
7.1.5.1 General…
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7.1.5.2 Measurement traceability
When measurement traceability is a
requirement, or is considered by the
organization to be an essential part of
providing confidence in the validity of
measurement results, measuring resources
shall be:
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a) verified or calibrated, or both, at specified
intervals, or prior to use, against measurement
standards traceable to international or national
measurement standards; when no such standards
exist, the basis used for calibration or
verification shall be retained as documented
information;
7.1.5.2 Measurement traceability…
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b) identified in order to determine their status;
c) safeguarded from adjustments, damage or
deterioration that would invalidate the
calibration status and subsequent
measurement results.
7.1.5.2 Measurement traceability…
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The organization shall determine if the
validity of previous measurement results has
been adversely affected when measuring
equipment is found to be unfit for its
intended purpose, and shall take appropriate
action as necessary.
7.1.5.2 Measurement traceability…
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7.1.6 Organizational knowledge
7.1.6.1 General
The organization shall determine the
knowledge necessary for the operation of its
processes and to achieve conformity of
products and services.
This knowledge shall be maintained, and
made available to the extent necessary.
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When addressing changing needs and trends, the
organization shall consider its current knowledge
and determine how to acquire or access any
necessary additional knowledge and required
updates.
The organization shall encourage exchange of
knowledge between all educators and staff,
particularly amongst peers.
7.1.6 Organizational knowledge
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NOTE 1 :
Organizational knowledge is knowledge
specific to the organization and is generally
gained by experience.
It is information that is used and shared to
achieve the organization’s objectives.
7.1.6 Organizational knowledge
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NOTE 2 :
Organizational knowledge can be based on:
a) internal sources (e.g. intellectual property;
knowledge gained from experience; lessons
learned from failures and successful projects;
capturing and sharing undocumented knowledge
and experience; the results of improvements in
processes, products and services);
7.1.6 Organizational knowledge
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b) external sources (e.g. standards, academia,
conferences, gathering knowledge from learners,
other beneficiaries or providers).
7.1.6.2 Learning resources
The organization shall provide learning
resources, as appropriate, and shall make them
available where and when needed.
7.1.6 Organizational knowledge
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The learning resources shall:
a) reflect the needs and requirements of
learners, other beneficiaries and
educators;
b) be reviewed at planned intervals to ensure
they are up to date;
7.1.6 Organizational knowledge
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c) be catalogued and referenced.
The organization shall respect intellectual property
requirements and should encourage reusability of
resources.
NOTE :
Where appropriate, a meta-data standard (e.g. ISO
15836 or ISO/IEC 19788) can be used for
referencing.
7.1.6 Organizational knowledge…
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7.2 Competence
7.2.1 general
7.2.2 Additional
requirements for
special needs
educatio
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7.2 Competence
7.2.1 General
The organization shall:
a) determine the necessary competence of person(s)
doing work under its control that affects its
educational organization performance;
b) ensure that these persons are competent on the
basis of appropriate education, training, or
experience;
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7.2.1 General…
c) establish and implement methods for evaluating
the performance of staff;
d) where applicable, take actions to acquire the
necessary up to date competence, and evaluate the
effectiveness of the actions taken;
e) take actions to support and ensure the continual
development of relevant staff competence;
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f) retain appropriate documented information as
evidence of competence.
NOTE :
Applicable actions can include, for example, the
provision of training to, the mentoring of, or the
reassignment of currently employed persons; or the
hiring or contracting of competent persons.
7.2.1 General…
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7.2.2 Additional requirements for
special needs education
The organization shall supply resources to
support educators by:
a) ensuring that all educators and staff having
contact with learners with special needs
have appropriate specialized training, which
can include:
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1) meeting the learning needs of learners
who have different requirements;
2) differentiated instruction and
assessment;
3) instructional scaffolding;
b) providing access to a network of specialists.
7.2.2 Additional requirements for
special needs education…
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Note 1:
Specialized training can include training in
differentiated instruction so as to meet the needs
of learners with different requirements.
Note 2:
Specialists can include psychologists, learning and
development specialists and speech therapists.
7.2.2 Additional requirements for
special needs education…
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7.3 Awareness
The organization shall ensure that relevant persons
doing work under the organization’s control shall be
aware of:
a) vision, mission and values
b) Quality policy
c) Relevant EOMS objectives
d) Organizational policy and procedures
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e) Their contribution to the effectiveness of the
EOMS, including the benefits of improved
university performance
f) The implications of not conforming with the
EOMS requirement
7.3 Awareness
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7.4 Communication
7.4.1 General
The organization shall determine the internal
and external communications relevant to the
EOMS, including:
a) on what it will communicate;
b) why to communicate;
c) when to communicate;
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d) with whom to communicate;
d) how to communicate;
e) who communicates.
7.4 Communication…
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7.4.2 Communication purposes
Internal and external communication shall have the
purpose of:
a) seeking the opinion or consent of relevant
interested parties;
b) conveying to interested parties relevant,
accurate and timely information, consistent with
the organization's mission, vision, strategy and
policy;
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c) collaborating and coordinating activities
and processes with relevant interested
parties within the organization.
7.4.2 Communication purposes
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NOTE :
The information conveyed can include
information about the delivery of educational
programmes, intended learning outcomes,
qualifications, innovations, new ideas, as well
as scientific results, methods, approaches and
the underlying learning products and services.
7.4.2 Communication purposes
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7.4.3 Communication arrangements
7.4.3.1 The organization shall determine and
implement effective arrangements for
communicating with learners and other
interested parties in relation to:
a) organizational policy and strategic plan;
b) design, content and delivery of educational
products and services;
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c) enquiries, application, admission, or registration;
d) learners' performance data, including results of
formative and summative assessment;
e) learner and interested parties’ feedback,
including learner complaints and
learners/interested parties’ satisfaction surveys.
7.4.3 Communication arrangements
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The organization shall inform their learners
and other beneficiaries about external
contact points in case of unresolved issues.
7.4.3 Communication arrangements
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BASIC CONCEPTS OF EOMS
7.4.3.2 At planned intervals, the organization
shall:
a) monitor the implementation of its
communication efforts;
b) analyze and improve the communication plan
based on the results of monitoring.
7.4.3 Communication arrangements
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The organization shall retain documented information of
the communication process.
Note 1:
The organization can document communication plans
and arrangements within the processes they form part
of.
Note 2:
The organization can implement methods to ensure
traceability of communications, where appropriate.
7.4.3 Communication arrangements
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Note 3:
The external contact points can be persons
or organizations such as mediators, litigators,
governmental bodies, ombudsmen,
protectors, learner representatives or other
third parties.
7.4.3 Communication arrangements
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7.5 Documented information
7.5.1 General
The organization’s EOMS shall include:
a) documented information required by this
document;
b) documented information determined by the
organization as being necessary for the
effectiveness of the EOMS.
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NOTE 1 The extent of documented information for
an EOMS can differ from one organization to
another due to:
the size of organization and its type of
activities, processes, products and services,
the complexity of processes and their
interactions;
the competence of persons.
7.5 Documented information
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Note 2 : The documentation can be in any form
or type of medium.
Note 3 : Documented information can include:
academic calendar, access to records;
core curriculum, course catalogue;
grades, scoring and evaluation;
code of conduct and code of ethics.
7.5 Documented information
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7.5.2 Creating and updating
When creating and updating documented information,
the organization shall ensure appropriate:
a) identification and description (e.g. a title, date,
author, or reference number);
b) format (e.g. language, software version, graphics) and
media (e.g. paper, electronic), taking into account the
accessibility requirements of persons with special
needs;
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c) review and approval for suitability and
adequacy.
7.5.3 Control of documented information
7.5.3.1 Documented information required by the
EOMS and by this document shall be controlled
to ensure:
7.5.2 Creating and updating..
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7.5.3 Control of documented information
a) it is available and suitable for use, where
and when it is needed;
b) it is adequately protected (e.g. from loss of
confidentiality, improper use, or loss of
integrity, or unintended alterations).
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7.5.3.2 For the control of documented
information, the organization shall address the
following activities, as applicable:
a) distribution, access, retrieval and use;
b)protection and security, including
redundancy;
c)storage and preservation, including
preservation of legibility;
7.5.3 Control of documented information
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BASIC CONCEPTS OF EOMS
d) control of changes (e.g. version control);
e) retention and disposition;
f) ensuring confidentiality;
g) prevention of the unintended use of
obsolete documented information.
7.5.3 Control of documented information…
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BASIC CONCEPTS OF EOMS
Documented information of external origin
determined by the organization to be
necessary for the planning and effective
operation of the EOMS shall be identified,
as appropriate, and controlled.
The controls established shall be
maintained as documented information .
7.5.3 Control of documented information…
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Note 1:
Access can imply a decision regarding the
permission to view the documented
information only, or the permission and
authority to view and change the documented
information.
7.5.3 Control of documented information…
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Note 2 :
The preservation of legibility includes ensuring
integrity during transfer of data between media
or formats.
7.5.3 Control of documented information…
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8.1 Operational planning and control
8.2 Requirements for educational products
and services
8.3 Design and development of educational
products and services
8.4 Control of externally provided processes,
products and services
CLAUSE 8- OPERATION
173
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8.5 Delivery of educational product and
service
8.6 Release of educational product and
service
8.7 Control of the educational non
conforming outputs
CLAUSE 8- OPERATION
174
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BASIC CONCEPTS OF EOMS
8.1 Operational planning and control
The organization shall plan, implement and control
the processes needed to meet the requirements for the
provision of educational products and services, and
to implement
the actions determined in Clause 6, by:
a) determining the requirements for the products and
services;
1
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CLAUSE 8 - OPERATION
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BASIC CONCEPTS OF EOMS
8.1 Operational planning and control …
b)establishing criteria for:
1) the processes;
2) the acceptance of products and services;
c) determining the resources needed to achieve
conformity to the product and service
requirements;
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CLAUSE 8 - OPERATION
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8.1 Operational planning….
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CLAUSE 8 - OPERATION
d) implementing control of the processes
in accordance with the criteria;
e) determining and keeping documented
information to the extent necessary:
1) to have confidence that the processes have
been carried out as planned;
2) to demonstrate the conformity of products and
services to their requirements.
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8.1 Operational planning …
NOTE “Keeping” implies both the maintaining and the
retaining of documented information for specified
time periods.
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CLAUSE 8 - OPERATION
The output of this planning shall be suitable for the
organization’s operations.
The organization shall control planned changes and review the
consequences of unintended changes , taking action to mitigate
any adverse effects, as necessary.
The organization shall ensure that outsourced processes are
controlled.
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BASIC CONCEPTS OF EOMS
8.1.2 Specific operational planning and control of
educational products and services
1
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CLAUSE 8 - OPERATION
The organization shall plan the design, development
and expected outcomes of the educational products
and services, including:
a) learning outcomes;
b) ensuring appropriate and accessible teaching
methods and learning environments;
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8.1.2 Specific operational planning and control of
educational products and services
1
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c) defining criteria for learning assessment;
d) conducting learning assessment;
e) defining and conducting improvement methods;
f) providing support services.
181. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.1.3 Additional requirements for special needs
education
1
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The organization should:
a) show flexibility to support the learner co-
construction of the learning process based on
skills, abilities and interest, including approaches
such as:
1) adaptive instruction;
182. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.1.3 Additional requirements for special needs
education
1
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2) accelerated or enriched content;
3) allowing enrolment in two distinct programmes
or educational organizations;
4) individually tailored measures;
183. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.1.3 Additional requirements for special needs
education
1
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5) curriculum adjustment or modification of the
education programme to match the learner
specific profile, above or below the default age-
appropriate grade or level expectations for a
particular subject or course;
184. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.1.3 Additional requirements for special needs
education
1
8
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6) recognition of prior learning and experience;
b) facilitate a team environment with adequate
resources to support individual learners to meet
their optimal potential;
185. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.1.3 Additional requirements for special needs
education
1
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c) provide linkages to workplace opportunities;
d) ensure the provision of healthy and nutritious
meals as necessary
186. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2 Requirements for educational products and services
1
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8.2.1 Determining the requirements for the educational
products and services
When determining the requirements for the educational
products and services to be offered to learners and other
beneficiaries,
187. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.1 Determining the requirements for the educational
products and services
1
8
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the organization shall ensure that the requirements
for the educational products and services are
defined, including
a) those considered necessary by the organization
due to its policy and strategic plan;
188. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
8.2.1 Determining the requirements for the educational
products and services
1
8
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b) those resulting from needs analysis that is
performed to determine requirements of
(current and potential future) learners and
other beneficiaries, in particular those with
special needs;
189. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.1 Determining the requirements for the educational
products and services
1
8
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b) those resulting from needs analysis that is
performed to determine requirements of
(current and potential future) learners and
other beneficiaries, in particular those with
special needs;
190. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.2 Communicating the requirements for the
educational products and services
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Commencing with, or prior to the delivery of the
educational products and services, the
organization shall notify the learners and other
relevant interested parties, and where
appropriate, check their understanding of:
191. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.2 Communicating the requirements for the
educational products and services
1
9
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a) The purpose(s), format and content of the
educational products and services being
provided , including the instruments and
criteria to be used for evaluation;
b) the commitments, responsibilities and
expectations placed on the learners and
other beneficiaries;
192. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.2 Communicating the requirements for the
educational products and services
1
9
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c) the means by which the learning achieved
and assessed will be recognized and
retained as
documented information;
d) the methods to be used in case of interested
party dissatisfaction or disagreement
between any interested party and the
193. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.2 Communicating the requirements for the educational
products and services
1
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e) who will support learning and evaluation, and
how it will be supported;
194. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.2 Communicating the requirements for the educational
products and services
1
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f) any costs involved, such as tuition fees,
examination fees, and the purchase of learning
materials;
g) any prerequisites, such as required skills
(including ICT skills), qualifications and
professional experience.
195. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.2.4 Changes to requirements for educational
products and services
The organization shall ensure that relevant
documented information is amended, and that
interested parties are made aware of the changed
requirements, when the requirements for
educational products and services are changed.
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196. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3 Design and development of educational
products and services
8.3.1 General
The organization shall establish, implement and
maintain a design and development process that is
appropriate to ensure the subsequent provision of
educational products and services.
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BASIC CONCEPTS OF EOMS
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BASIC CONCEPTS OF EOMS
8.3.2 Design and development planning
In determining the stages and controls for design
and development, the organization shall consider:
a) the nature, duration and complexity
of the design and development activities;
b) the required process stages, including
applicable design and development reviews;
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199. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.2 Design and development planning …
c) the required design and development
verification and validation activities;
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d) the responsibilities and authorities involved
in the design and development process;
200. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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200
BASIC CONCEPTS OF EOMS
8.3.2 Design and development planning …
e) the internal and external resource needs for the
design and development of products and services;
f) the need to control interfaces between persons
involved in the design and development process;
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201. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.2 Design and ….
g) the need for involvement of customers and
users in the design and development process;
h) the requirements for subsequent provision of
educational products and services;
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202. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.2 Design and development planning …
i) the level of control expected for the design and
development process by learners, other beneficiaries
and other relevant interested parties;
j) the documented information needed to
demonstrate that design and development
requirements have been met.
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203. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.2 Design and development planning …
k) the documented information needed to demonstrate that
design and development requirements
have been met;
h) the evidence-based approach;
m) the extent to which learners require
individualized learning pathways, based on their
skills, interests and aptitudes;
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204. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.2 Design and development planning …
n) the need for reusability, accessibility,
interchangeability and durability in course
authoring,
production and delivery tools.
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205. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.3 Design and development inputs
The organization shall determine the
requirements essential for the specific types of
educational products and services to be
designed and developed. The organization shall
consider:
a) functional and performance requirements;
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206. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.3 Design and development inputs
b) information derived from previous similar
design and development activities;
c) standards or codes of practice that the
organization has committed to implement;
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207. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.3 Design and development inputs
d) potential consequences of failure due to the
nature of the educational products and
services.
Inputs shall be complete, unambiguous and
adequate for design and development
purposes.
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208. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.3 Design and development inputs
The organization shall retain documented
information on design and development inputs.
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209. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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209
BASIC CONCEPTS OF EOMS
8.3.4 Design and development controls
The organization shall apply controls to the design and
development process to ensure that:
a) the results to be achieved are defined;
b) reviews are conducted to evaluate the ability of
the results of design and development to meet
requirements;
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210. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4 Design and development controls…
c) verification activities are conducted
to ensure that the design and
development outputs meet the input
requirements;
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211. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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211
BASIC CONCEPTS OF EOMS
8.3.4 Design and development controls…
d) validation activities are conducted to ensure that
the resulting educational products and services
meet the requirements for the specified application
or intended use;
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212. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4 Design and development controls…
e) any necessary actions are taken on problems
determined during the reviews, or verification
and validation activities;
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213. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4 Design and development controls…
8.3.4.1.2 The organization shall retain
documented information, as applicable, on:
a) the results of any reviews, verification and
validation activities;
b) any new requirements for the educational
products and services.
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214. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4 Design and development controls…
f) documented information of these
activities is retained.
NOTE: Design and development reviews,
verification and validation have distinct purposes.
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215. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
They can be conducted separately or in any
combination, as is suitable for the products and
services of the organization.
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217. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4.2 Educational service design and
development controls
The controls applied to the design and
development process shall ensure that:
a) the purpose and scope of the course or
programme is defined with a view to learners’
requirements for further study or work;
b) the prerequisites (if any) are specified;
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218. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
218
BASIC CONCEPTS OF EOMS
8.3.4.2 Educational service design and
development controls
b) the prerequisites (if any) are specified;
c) the characteristics of the learners are defined;
d) the requirements of further study or work are
known;
CLAUSE 8 - OPERATION
219. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4.2 Educational service design and
development controls
e) the educational service can meet the requirements
of the purpose and scope, taking into account the
characteristics of the learners;
f) the characteristics of the graduate profile are
defined.;
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220. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4.3 Curriculum design and development
controls
The controls applied to the design and
development process shall ensure that:
a) learning outcomes:
1) are consistent with the scope of the course or
programme;
2) are described in terms of the competences
learners should acquire by completing the
curriculum;
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221. STANDARDS FOR SUSTAINABLE DEVELOPMENT
ደረጃዎች ለዘላቂ ልማት
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BASIC CONCEPTS OF EOMS
8.3.4.3 Curriculum design and development
controls
3) include an indication of the level to which the
competences will be achieved;
4) are specific, measurable, achievable, relevant
and time-bound;
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BASIC CONCEPTS OF EOMS
8.3.4.3 Curriculum design and development
controls
b) learning activities:
1) are suitable to the method of educational
delivery;
2) are appropriate for ensuring achievement of the
learning outcomes;
3) are specific, measurable, achievable, relevant
and time-bound
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223. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4.3 Curriculum design and development
controls
c) all resources necessary to successfully
complete the learning activities are defined;
d) adequate opportunities are included in the
learning design:
1) for learners to take an active role in creating
the learning process;
2) for formative assessment and feedback.
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224. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.3.4.4 Summative assessment design and
development controls
The controls applied to the design and
development process of summative assessment
shall ensure that:
a) a clear link can be demonstrated between the
assessment design and the learning
outcomes it is intended to assess, and where
appropriate, the learning activities it is based
on;
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BASIC CONCEPTS OF EOMS
8.3.4.4 Summative assessment design and
development controls
b) activities are conducted taking into account
the principles of transparency, accessibility,
respect to the learner, and fairness, especially
with respect to grading;
c) the grading system is defined and validated.
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BASIC CONCEPTS OF EOMS
8.3.5 Design and development
outputs
The organization shall ensure that design and
development outputs:
a) meet the input requirements;
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BASIC CONCEPTS OF EOMS
8.3.5 Design and development
outputs…
b) are adequate for the subsequent processes for the
provision of products and services;
c) include or reference monitoring and measuring
requirements, as appropriate, and acceptance
criteria;
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BASIC CONCEPTS OF EOMS
8.3.5 Design and development
outputs…
d) specify the characteristics of the
educational products and services that are
essential for their intended purpose
and their safe and proper provision.
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BASIC CONCEPTS OF EOMS
8.3.5 Design and development
outputs…
The organization shall retain documented
information on design and development outputs.
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BASIC CONCEPTS OF EOMS
8.3.6 Design and development
changes
The organization shall identify, review and control
changes made during, or subsequent to, the design
and development of educational products and
services,
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BASIC CONCEPTS OF EOMS
8.3.6 Design and development
changes…
to the extent necessary to ensure that there is no
adverse impact on conformity to requirements or result
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BASIC CONCEPTS OF EOMS
8.3.6 Design and development changes
The organization shall retain documented informatio
on: a) design and development changes;
b) the results of reviews;
c) the authorization of the changes;
d) the actions taken to prevent adverse impacts.
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BASIC CONCEPTS OF EOMS
8.4 Control of externally provided
processes, products and services
8.4.1 General
The organization shall ensure that externally
provided processes, products and services conform
to requirements.
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BASIC CONCEPTS OF EOMS
8.4 Control of externally provided
processes, products and services
8.4.1 General…
The organization shall determine the controls to be
applied to externally provided processes, products
and services when:
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BASIC CONCEPTS OF EOMS
8.4.1 General…
a) products and services from external providers are
intended for incorporation into the organization’s
own products and services;
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BASIC CONCEPTS OF EOMS
8.4.1 General…
b) products and services are provided directly to the
customer(s) by external providers on behalf of
the organization;
c) a process, or part of a process, is provided by an
external provider as a result of a decision by the
organization.
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BASIC CONCEPTS OF EOMS
8.4.1 General…
The organization shall determine and apply criteria
for the evaluation, selection, monitoring of
performance, and re-evaluation of external
providers, based on their ability to provide
processes or products and services in accordance
with requirements.
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238. STANDARDS FOR SUSTAINABLE DEVELOPMENT
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BASIC CONCEPTS OF EOMS
8.4.1 General…
The organization shall retain documented
information of these activities and any necessary
actions arising from the evaluations.
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BASIC CONCEPTS OF EOMS
8.4.2 Type and extent of control
The organization shall ensure that externally
provided processes , products and services do not
adversely affect the organization’s ability to
consistently deliver conforming products and
services to its customers.
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BASIC CONCEPTS OF EOMS
8.4.2 Type and extent of control…
The organization shall:
a) ensure that externally provided processes remain
within the control of its quality management
system;
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BASIC CONCEPTS OF EOMS
8.4.2 Type and extent of control…
b) define both the controls that it intends to apply to
an external provider and those it intends to
apply to the resulting output;
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BASIC CONCEPTS OF EOMS
8.4.2 Type and extent of control…
c) take into consideration:
1) the potential impact of the externally provided
processes, products and services on the
organization’s ability to consistently meet
learner and other beneficiary requirements
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BASIC CONCEPTS OF EOMS
8.4.2 Type and extent of control…
2) the effectiveness of the controls applied by the
external provider;
d) determine the verification, or other activities,
necessary to ensure that the externally provided
processes , products and services meet
requirements.
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BASIC CONCEPTS OF EOMS
8.4.3 Information for external
providers
The organization shall ensure the adequacy of
requirements prior to their communication to the
external provider.
The organization shall communicate to external
providers its requirements for:
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BASIC CONCEPTS OF EOMS
8.4.3 Information for external
providers…
a) the processes, products and services to be provided;
b) the approval of:
1) products and services;
2) methods, processes and
equipment;
3) the release of products and services;
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BASIC CONCEPTS OF EOMS
8.4.3 Information for external
providers…
c) competence, including any required of persons;
d) the external providers’ interactions with the
organization;
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BASIC CONCEPTS OF EOMS
8.4.3 Information for external
providers…
e) control and monitoring of the external providers’
performance to be applied by the organization;
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BASIC CONCEPTS OF EOMS
8.4.3 Information for external
providers…
f) verification or validation activities that the
organization, or its learners and other
beneficiaries, , intends to perform at
the external providers’ premises.
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BASIC CONCEPTS OF EOMS
8.5 Delivery of educational Product and service
8.5.1 Control of delivery of the educational
products and services
The organization shall implement production and
service provision under controlled conditions.
Controlled conditions shall include, as applicable:
a) the availability of documented
information that defines:
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BASIC CONCEPTS OF EOMS
8.5.1 Control of production and service …
1) the characteristics of the products to be produced,
the services to be provided, or the activities to be
performed;
2) the results to be achieved;
b) the availability and use of suitable monitoring
and measuring resources;
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BASIC CONCEPTS OF EOMS
8.5.1 Control of production and service …
c) the implementation of monitoring and
measurement activities, including the consideration
of complaints, other feedback and the results of
formative assessment at appropriate stages, in order
to verify that criteria for control of processes or
outputs and acceptance criteria for educational
products and services have been met
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BASIC CONCEPTS OF EOMS
8.5.1 Control of production and service …
d) the use of suitable infrastructure and environment
for the operation of processes;
e) the appointment of competent persons , including any
required qualification;
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BASIC CONCEPTS OF EOMS
8.5.1 Control of production and service …
f) the validation, and periodic revalidation, of the
ability to achieve planned results of the processes
for production and service provision, where the
resulting output cannot be verified by subsequent
monitoring or measurement;
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BASIC CONCEPTS OF EOMS
8.5.1 Control of production and service …
g) the implementation of actions to prevent human
error;
h) the implementation of release , delivery and
post- delivery activities.
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BASIC CONCEPTS OF EOMS
8.5.1.2 Admission of learners
8.5.1.2.1 Pre-admission information
The educational organization shall ensure that
before learners are admitted, they are provided
with:
a) adequate information that takes into account
organizational requirements and
professional requirements, as well as the
organization’s commitment to social
responsibility;
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BASIC CONCEPTS OF EOMS
8.5.1.2 Admission of learners
8.5.1.2.1 Pre-admission information
b) adequate and clear information about:
1) the intended learning outcomes, career
perspectives, educational approach;
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BASIC CONCEPTS OF EOMS
8.5.1.2 Admission of learners
8.5.1.2.1 Pre-admission information
2) the participation of learners, and other
beneficiaries as appropriate, in their educational
process;
3) the admission criteria and costs of the
educational product or service.
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BASIC CONCEPTS OF EOMS
8.5.1.2.2 Conditions for admission
The organization shall establish a process for the
admission of learners. In addition to the
requirements in 4.4.1, the process shall:
a) establish admission criteria that conform to:
1) organizational requirements;
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BASIC CONCEPTS OF EOMS
8.5.1.2.2 Conditions for admission
2) requirements from the professional field;
3) requirements due to the content of the
programme and/or pedagogical approach;
b) ensure that admission criteria and
processes are applied uniformly for all
learners;
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BASIC CONCEPTS OF EOMS
8.5.1.2.2 Conditions for admission
c) be maintained as documented information;
d) be publicly available;
e) ensure the traceability of each admission decision;
f) retain documented information as evidence of admission
decisions.
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BASIC CONCEPTS OF EOMS
8.5.1.3 Delivery of educational products and
services
The organization shall establish processes for:
a) teaching;
b) facilitation of learning;
c) administrative support of learning.
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8.5.1.4 Summative assessment
The organization shall:
a) ensure that methods to detect plagiarism
and other malpractices are in place and are
communicated to learners;
b) ensure the traceability of grades, such that
an objective connection can be identified
between learner work presented and the grade
assigned;
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BASIC CONCEPTS OF EOMS
8.5.1.4 Summative assessment
c) retain documented information of the assessment
as evidence of the grades assigned;
d) make the retention period of such documented
information publicly available.
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BASIC CONCEPTS OF EOMS
8.5.1.5 Recognition of assessed learning
Organizations shall ensure that, after
summative assessments:
a) learners are informed of the outcomes of the
assessment activity and grade;
b) learners are given the opportunity to appeal
or ask for rectification of the outcomes of the
assessment activity and grade;
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BASIC CONCEPTS OF EOMS
8.5.1.5 Recognition of assessed learning
c) learners have full access to their work and its
detailed assessment, as well as opportunities for
feedback;
d) evidence of the outcomes of the assessment is
issued to the learner as documented information;
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