ISO 9001 in Education and Training

While usually associated with manufacturing and service activities, ISO 9001 should be considered equally as effective as a management system for education and training programs. If we consider the desired outcome (learning), education and training is just another form of service; the product is the knowledge, skill and/or ability that is achieved by the program attendees. As with other services, the delivery of education and training incorporates the processes of design, development, verification, validation, delivery, subsequent correction and ongoing improvement. Therefore, when we try to apply the requirements of ISO 9001 to education and training activities, we find that it aligns exceptionally well with generally accepted practices.

A fundamental objective of any quality management system is to ensure that customer needs are met. In order to define these needs as they relate to education and training, we must first define the primary customer of this service - the program attendee. I’ve used the term “primary customer” in this discussion, as numerous ancillary customers may also be involved, including the parents of the attendee, the state which provides funding to the institution, and possibly even the country in which the activity is performed (as skill development contributes to the national economy). In the case of corporate training, we must also consider the needs of the individual’s employer, the industry they serve, as well as regulatory bodies or other interested parties. The list of potential customers can be as varied as the number of offerings that are available; identification of both primary and ancillary customers is a critical part of the initial needs assessment process, and is essential to the overall success of any education or training effort.

Once the above customers have been defined, their needs must be translated into terms that can be understood by the organization, and that can be further developed to serve as a measurement of an individual’s competency. Typically, these needs are reflected through the establishment of learning outcome statements, commonly referred to as learning objectives. Upon completion of specific portion of a program (or upon the completion of the program as a whole), the participant should be able to demonstrate a defined level of mastery of the course content, or be able to demonstrate the ability to perform a specific task or activity. To determine if these needs are satisfied, the participants performance throughout this entire process is monitored, and at defined intervals, the individual’s ability to meet a defined learning objective is measured against an established set of criteria (be it quizzes, examinations, demonstrations or other evaluation methods). Once the criteria established for competency is met, the objective is considered to be achieved. This process then continues until all established objectives have been met for the program, at which point a certificate or other form of recognition is awarded.

When considering what would be required to properly design, develop and document such a system to meet the requirements of ISO 9001, we find that there is very little difference between the approach needed to develop a system for this application, in comparison to approaches commonly used to develop systems which address manufacturing activities and other services. Proper design should begin with a review of the key processes used by the institution or organization, their ability to meet the customer needs established above and their overall degree of compliance with the requirements of the ISO 9001 standard.

System documentation required by the ISO 9001 standard, including a quality manual, and the six “system” procedures required by the ISO 9001 standard - the control of documents, the control of records, internal audits, the control of nonconformances, corrective action and preventative action all have a place in this system (as do the 19 types of records addressed in the ISO 9001 standard); they are just as relevant in this application as they are with their counterparts in other industries. Additional documentation, addressing the various activities performed by the organization will also be needed, as necessary to address the critical nature of the activities performed, as well as to ensure the customer needs defined above are met.

While the ISO 9001 standard does allow for an organization to take exclusion to the requirements found in Clause 7, there are relatively few instances where such exclusion would be justified. Typical education and training activities encompass Design and Development (instructional design), Purchasing (materials and services) Validation of Processes (pilot programs and peer reviews), Customer property (information) and even the Control of Measurement and Monitoring Devices (quizzes and examinations). While the specific processes used may vary between different organizations and offerings, almost every clause of ISO 9001 could conceivably apply.

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ISO 9001 - Design in Education

I decided several articles ago that, instead of trying to address issues that I thought were important, I would focus on questions posed to me during the course of my consulting activities. Of these, one of my favorite questions to date is:

Can ISO 9001:2000 design and development criteria be applied to training and educational programs?

The answer is a definite yes. While the ISO 9001 design and development model is usually associated with manufacturing activities, it’s important to realize that the intent of this criterion has much wider application. These requirements not only relate to the design of product, but the design of processes and services as well.

If we consider the design of training or educational programs, we find that the basic requirements specified in the ISO 9001 standard are by no means unique or foreign. In fact, these requirements can be applied quite easily to training and educational design, and are generally consistent with accepted design methodologies:

• Design Planning - includes project timelines, scope documents, and other information that defines the stages of design and development, design review, verification and validation activities, and design responsibilities.

• Interface Management - includes interested parties, such as the student, the learning institution, their instructors/teachers, representatives of industry, and even parents.

• Design Inputs - includes needs or requirements defined by the student, parents, institution, industry, state and other interested parties; technological developments, and feedback from past experiences could also be considered.

• Design Outputs - includes the resulting specifications that define the learning program. This covers learning objectives, course charts, instruction and/or lessons plans. Specifications for learning aids, equipment and/or materials needed, room requirements (e.g., room size, table size, number of chairs, etc.), and instructor qualification requirements would also fall into this category.

• Design Reviews - includes initial/kick-off meetings to review the design inputs, progress meetings to review the progression of the design to the design plan and final reviews to evaluate the completed program design for approval.

• Design Verification - includes the design reviews stated above, evaluation against similar programs and other activities.

• Design Validation - includes consideration of data obtained from pilot courses, course quizzes and exams, feedback from students (course critiques), feedback from employers and other interested parties including employers and industry.

• Change Control - includes control methods for reviewing and approving proposed changes to existing designs, as well as methods of interface management (such as involvement and notification of affected parties) and configuration control.

Needless to say, the examples above are not intended to be all-inclusive. The specific configuration and attributes of a design program should be based on the training or educational event being developed. Regardless of the specifics of the design program however, the basic framework laid out in the ISO 9001:2000 standard can be applied, and it can be used as an effective means of controlling the design and development process.

The answer is a definite yes.


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