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Nefas Silk Polytechnic College

Well-come!
Refreshment Training On
Management systems for educational organizations —
Requirements with guidance for use
Based on ISO 21001 :2018

Name of presenter: ISO main Team

Date : April. 2025

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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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Methodology
Presentation by Team Members
(power point slides)

 Discussion & feedbacks

 Syndicate Exercises & Case Studies

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Assessment

Pre Assessment

Post Training Assessment

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Have a nice Time!

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BASIC CONCEPTS OF EOMS

Management systems for

educational
organizations(EOMS)
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Why 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.
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Specific to Education
EOMS (ISO 21001:2018) is tailored for
educational institutions, addressing
learner needs, competency-based learning, and
stakeholder engagement.
QMS (ISO 9001) is more general, focusing on
quality across various industries but not
explicitly on education.
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Comparison: EOMS (ISO 21001) vs. QMS (ISO 9001) in Education

Criteria EOMS (ISO 21001:2018) QMS (ISO 9001:2015)

Focus Education-specific management General quality management

system across industries

Prioritizes learner needs, Focuses on customer

Learner-Centered accessibility, and inclusivity satisfaction but not explicitly on
learners

Includes students, teachers,

Stakeholder Engagement parents, regulators, and Mainly addresses customers
industry partners and suppliers

Academic audits, student Process efficiency,

Continuous Improvement progress tracking, and product/service quality
curriculum enhancement
Aligns with educational policies, Focuses on quality control, not
Regulatory Compliance accreditation, and government education-specific regulations
regulations
Covers governance, ethical Primarily focuses on
Holistic Management responsibility, and social impact operational efficiency
in education
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EOMS strategy as related to mission and vision

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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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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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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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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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Brainstorming
Define the following in your own words:
 Organization
 Competence
 Educational Organization
 Educational product
 Educational service
 Educator
 Curriculum
 Lifelong Learning
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Terminologies
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
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Terminologies
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)
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PROCESS
 set of interrelated or interacting activities
that use inputs to deliver an intended result
 Processes should be Value adding !

Contro
ls OUTPUT
PROCE
INPUT
SS

Resource
s
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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 objectives.
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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.
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5. Improvement
Successful organizations have an ongoing focus on
improvement.
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
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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.
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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.
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Cont’d….

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.
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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.
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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.
Plan ( P )

PDCA
Do ( D )
Act ( A ) (Deming Cycle)

Check ( C )
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PDCA Cycle: Model for managing processes

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;
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PDCA Cycle: Model for managing processes

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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Representation of the structure of ISO 21001: 2018 in the

PDCA cycle
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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.
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SYNDICATE EXERCISE 1
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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EOMS - Requirements with guidance

for use
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1 Scope
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
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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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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.
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2. Normative references

There are no normative references in this document.

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3. Terms and definitions

For the purposes of this document, the following terms
and definitions apply.

ISO and IEC maintain terminological databases for use in

standardization at the following addresses:
 ISO Online browsing platform: available at [Link] .iso .
IEC Electropedia: available at [Link] .electropedia .org/
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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.
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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.
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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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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.
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 internal context can be facilitated by considering

issues related to values, culture, knowledge and
performance of the organization.
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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.
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These interested parties shall include:

learners;
other beneficiaries;
 staff of the organization.
The organization shall monitor and review information
about these interested parties and their relevant
requirements
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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.

The organization shall apply all the requirements of this document

if they are applicable within the determined scope of its EOMS.
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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.
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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.
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.

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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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;

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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Processes in educational organizations can include

but not limited those for :

oproviding adequate resources;

orecruiting, selecting and registering applicants;
omanaging and maintaining the necessary educational
infrastructure (including classrooms, laboratories, study-spaces,
libraries);
oscheduling, designing, managing and evaluating courses;
oevaluation of staff performance;
oevaluation of learners' performance;
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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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