INTERNATIONAL ISO

STANDARD 29990

First edition
2010-09-01

Learning services for non-formal

education and training — Basic
requirements for service providers
Services de formation dans le cadre de l'éducation et de la formation
non formelles — Exigences de base pour les prestataires de services

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Reference number
ISO 29990:2010(E)

© ISO 2010
ISO 29990:2010(E)

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 ISO 29990:2010(E)

Contents Page

Foreword ............................................................................................................................................................iv
Introduction.........................................................................................................................................................v
1 Scope ......................................................................................................................................................1
2 Terms and definitions ...........................................................................................................................1
3 Learning services ..................................................................................................................................3
3.1 Determining learning needs .................................................................................................................3
3.2 Design of the learning services ...........................................................................................................4
3.3 Provision of learning services .............................................................................................................4
3.4 Monitoring the delivery of the learning services ...............................................................................5
3.5 Evaluation carried out by learning service providers .......................................................................5
4 Management of the learning service provider....................................................................................6
4.1 General management requirements ....................................................................................................6
4.2 Strategy and business management...................................................................................................7
4.3 Management review ..............................................................................................................................7
4.4 Preventive actions and corrective actions .........................................................................................7
4.5 Financial management and risk management ...................................................................................7
4.6
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Human resources management...........................................................................................................7
4.7 Communication management (internal/external)...............................................................................8
4.8
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Allocation of resources.........................................................................................................................8
4.9 Internal audits ........................................................................................................................................8
4.10 ISO 29990:2010
Feedback from interested parties........................................................................................................9
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Annex A (informative) Business plan3baf93b4fd6a/iso-29990-2010
content ...............................................................................................10
Annex B (informative) Information for management system reviews .........................................................11
Annex C (informative) Preventive actions and corrective actions ..............................................................12
Annex D (informative) Examples of core competencies for learning service providers...........................13
Annex E (informative) Correspondence between ISO 29990:2010 and ISO 9001:2008 .............................15
Bibliography......................................................................................................................................................18

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ISO 29990:2010(E)

Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards bodies
(ISO member bodies). The work of preparing International Standards is normally carried out through ISO
technical committees. Each member body interested in a subject for which a technical committee has been
established has the right to be represented on that committee. International organizations, governmental and
non-governmental, in liaison with ISO, also take part in the work. ISO collaborates closely with the
International Electrotechnical Commission (IEC) on all matters of electrotechnical standardization.

International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2.

The main task of technical committees is to prepare International Standards. Draft International Standards
adopted by the technical committees are circulated to the member bodies for voting. Publication as an
International Standard requires approval by at least 75 % of the member bodies casting a vote.

Attention is drawn to the possibility that some of the elements of this document may be the subject of patent
rights. ISO shall not be held responsible for identifying any or all such patent rights.

ISO 29990 was prepared by Technical Committee ISO/TC 232, Learning services for non-formal education
and training.
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Introduction
The objective of this International Standard is to provide a generic model for quality professional practice and
performance, and a common reference for learning service providers (LSPs) and their clients in the design,
development and delivery of non-formal education, training and development. This International Standard
uses the term “learning services” rather than “training” in order to encourage a focus on the learner and the
results of the process, and to emphasize the full range of options available for delivering learning services.

This International Standard focuses on the competency of LSPs. It is intended to assist organizations and
individuals to select an LSP who will meet the organization's needs and expectations for competency and
capability development and can be used to certify LSPs.

This International Standard shares some similarities with many of the management system standards
published by ISO, particularly ISO 9001. As an example, a comparison of the content of this International
Standard with that of ISO 9001:2008 is given in Annex E.

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INTERNATIONAL STANDARD ISO 29990:2010(E)

Learning services for non-formal education and training —

Basic requirements for service providers

1 Scope
This International Standard specifies basic requirements for providers of learning services in non-formal
education and training.

NOTE 1 In cases where the learning service provider is part of an organization that delivers products (goods and
services) in addition to learning services, this International Standard only applies to the unit providing the learning
services.

NOTE 2 Examples of non-formal education and training could include vocational training, life-long learning and in-
company training (either outsourced or in-house).

2 Terms and definitions

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For the purposes of this document, the following terms and definitions apply.
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2.1
associate ISO 29990:2010
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〈learning services〉 entity or person not employed by the learning service provider, but working under its
auspices to provide learning services 3baf93b4fd6a/iso-29990-2010

NOTE An associate is not a staff member of the learning service provider.

EXAMPLE Organizations or independent contractors, such as instructors, instructional designers, evaluators, project
managers, or career counsellors.

2.2
award
〈learning services〉 designation given by a learning service provider to a learner, in order to indicate a level of
performance or attainment, or the completion of a learning programme

2.3
business plan
plan of action designed to achieve business goals

2.4
competency
〈learning services〉 knowledge, understanding, skill or attitude that is observable or measurable, or both
observable and measurable, which is applied and mastered in a given work situation and in professional
development or in personal development, or in both professional and personal development

2.5
continuous professional development
intentional enhancement of professional knowledge or of professional competency

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2.6
curriculum
〈learning services〉 plan of study prepared by the learning service provider which describes the aims, content,
learning outcomes, teaching and learning methods, assessment processes, etc., relating to a learning service

2.7
evaluation of learning
normative approach to analysing the learning process, or learning outcomes measured against the learning
goals

2.8
facilitator
〈learning services〉 person who works with learners to assist them with learning

NOTE A facilitator is also often referred to as a teacher, a trainer, a coach, a tutor or a mentor.

2.9
interested party
〈learning services〉 individual, group or organization with a direct or indirect interest in the learning service,
including its management and outcomes, or the processes involved, or both

2.10
key process
〈learning services〉 process essential to the learning service and the management of it

2.11
learner
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person engaged in learning (standards.iteh.ai)
2.12 ISO 29990:2010
learning https://standards.iteh.ai/catalog/standards/sist/e210771b-303d-433a-98c0-
acquiring knowledge, behaviour, skills, values,3baf93b4fd6a/iso-29990-2010
preferences or understanding

2.13
learning service
processes or sequence of activities designed to enable learning

2.14
learning service provider
LSP
organization of any size or an individual providing learning services in the field of non-formal education and
training, including all associates involved in the provision of the learning service

2.15
non-formal education
〈learning services〉 organized educational activity outside established recognized formal systems of
elementary, secondary or higher education
EXAMPLE Vocational training; life-long learning; in-company training (either outsourced or in-house).

2.16
quality policy
overall intentions and direction of an organization related to quality as formally expressed by top management
NOTE 1 Generally the quality policy is consistent with the overall policy of the organization and provides a framework
for the setting of quality objectives.

NOTE 2 Quality management principles presented in ISO 9000:2005 can form a basis for the establishment of a quality
policy.

[ISO 9000:2005, definition 3.2.4]

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2.17
sponsor
〈learning services〉 organization or individual that provides financial or other support for the learner, or that has
a vested interest in the outcome of the learning

NOTE This includes corporations, government agencies, relatives, etc.

2.18
transfer of learning
application of what has been learned during the learning service to other situations

3 Learning services

3.1 Determining learning needs

3.1.1 General

Prior to offering learning services, and in order to orientate these effectively, the learning service provider
(LSP) shall ensure that a learning needs analysis is conducted.
NOTE Where relevant, the LSP will need to take account of national frameworks for qualification standards or
progression within the area or sector.

3.1.2 Needs of interested parties

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Before providing the learning service, the LSP shall ensure that:

a) in terms of a qualification analysis, information is obtained about learners' relevant education and training
history and prior learning, including ISO 29990:2010 and credentials awarded to them, and that this
qualifications
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information is obtained and used with legitimate consent;
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b) specific aims, wishes, goals and requirements of interested parties in undertaking or commissioning the
learning service are determined;

c) where relevant and feasible, learners are provided with the support they need in assessing their own
learning needs and goals;

d) any needs relating to language, culture, literacy, or other special needs relating to disability are identified
[e.g. see web content accessibility guidelines (WCAG)];

e) relevant interested parties are consulted to determine how they expect the skills, competencies and
awareness developed as a result of the learning service to transfer to the learners' work-related tasks and
responsibilities, and about what the sponsor will consider to be indicators of success;

f) an agreement is reached and recorded with the sponsor on the learning service to be provided.

3.1.3 Learning content and process

The LSP shall ensure that:

a) the learning content and the learning process take into account the needs of any interested party;

b) available means and information are used to effectively analyse issues arising from the specific learning
content and process (e.g. prerequisite skills, specific requirements for the learner);

c) the learning methods and materials to be used are appropriate, accurate in terms of their content, and
sufficient to meet the stated goals;

d) the learning content and process take into account learning outcomes.

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3.2 Design of the learning services

3.2.1 Specification of the aims and scope of the learning services

The LSP shall ensure that the scope, specific aims and planned outcomes of the learning service that is
selected to meet the needs of interested parties, as well as the learning methods to be used, are clearly
specified and communicated to relevant interested parties.

3.2.2 Specification of means of supporting and monitoring the transfer of learning

The LSP shall consider relevant interested parties when determining and planning the ways in which learning
will be facilitated and supported, so as to ensure that the transfer of learning is assessed, monitored,
evaluated and documented appropriately.

3.2.3 Curriculum planning

The LSP shall:

a) develop and document a curriculum and means of evaluation that reflect and are appropriate to the aims
and learning outcomes specified;

b) select methods of learning, including autonomous learning, which

1) respond to the aims and requirements of the curriculum;

2)
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are appropriate for the learners;

3)
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take into account the various needs of individual learners; and
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4) take advantage, as appropriate, of the group's potential to provide resources and support for
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individual and collective learning;
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c) clearly specify the role and responsibilities of the interested parties, including the LSP itself, when
delivering the learning services, and when monitoring and evaluating transfer of learning.

3.3 Provision of learning services

3.3.1 Information and orientation

Commencing with, or prior to, delivery of the learning service, the LSP shall notify the learners and the
sponsors and, when appropriate, check their understanding of:

a) the purpose(s), format and content of the learning services being provided, including the instruments and
criteria to be used for evaluation, and the nature of the award or report to be issued upon completion;

b) the learners' commitments and responsibilities;

c) the LSP's commitments and responsibilities to the learner;

d) the procedures to be used in case of dissatisfaction of any interested party, or disagreement between any
interested party and the LSP;

e) support for learning, such as library access, hotline, counselling services, computer access, mentoring,
etc.;

f) methods and schedule for evaluation;

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g) any prerequisites, technical or otherwise, such as required skills, qualifications and professional
experience.

Commencing with, or prior to, delivery of the learning service, the LSP shall notify those financing the service
of the charges for which they are responsible, such as tuition fees, examination fees and the purchase of
learning materials.

3.3.2 Ensuring availability and accessibility of learning resources

The LSP shall ensure that:

a) all resources as defined in the curriculum are available;

b) all facilitators responsible for delivering the learning services have these learning resources available and
are trained in their use;

c) all resources as defined in the curriculum can be accessed by the learners.

3.3.3 The learning environment

In cases where the LSP is responsible for providing or selecting the learning environment, the LSP shall
ensure that it is conducive to learning. If the LSP does not have control over the learning environment, the
LSP shall specify minimum requirements for it.

NOTE 1 The learning environment includes facilities, equipment, learning materials, etc.
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3.4 Monitoring the delivery of the learning ISO 29990:2010
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The LSP shall ensure that feedback is3baf93b4fd6a/iso-29990-2010
requested from learners on the methods and resources used, as well
as their effectiveness in achieving the agreed learning outcomes.

NOTE For feedback from other interested parties, see 4.10.

3.5 Evaluation carried out by learning service providers

3.5.1 Evaluation goals and scope

The LSP shall:

a) describe general and specific evaluation goals and the assumed scope of the evaluation;

b) ensure that all evaluation methods and means employed by the LSP, including their schedule and
rationale, are recorded;

c) ensure that the evaluation procedures are planned, selected and conducted in order to meet the intended
objectives, and that they can be implemented in such a way as to provide value to the various interested
parties;

d) ensure the evaluation is conducted legally and ethically;

e) ensure the information collected for LSP evaluations is:

1) focused and sufficiently comprehensive to enable evaluation questions to be fully answered and the
needs of learners to be properly addressed;

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