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New ISO 29990:2010 as Value Added to

Non-Formal Education Organizations in
the Future

CHAPTER JANUARY 2014

DOI: 10.13140/RG.2.1.4095.7606

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 80 New ISO 29990:2010as
Value Added to
Non-FormalEducation
Organization in the Future
Jrgen Heene and Lilianna Jodkowska

Contents
Introduction.....................................................................................................................................905
Certificating of Education in Germany...........................................................................................906
ISO 29990:2010 Preparation for Organizations That Offer Education..........................................909
Essence of ISO 29990:2010....................................................................................................... 910
Final Remarks................................................................................................................................. 913
References....................................................................................................................................... 914
Web Pages....................................................................................................................................... 915

INTRODUCTION
The education system is an important part of social and economic policy in that it leads to profes-
sional workers being trained for the labor market, ideally so that the demand for work and the avail-
ability of work are offset against each other. For this reason, continued education and/or further
training should be made available to all age groups.
Expanding and supporting of education throughout life is the declared goal of the International
Labor Organisation, which sees in the acquisition of knowledge in the course of education and train-
ing the possibility of acquiring new skills (promote access to education, training and lifelong learn-
ing for people with nationally identified special needs) (The new ILO Recommendation 2006).
Attempts at creating a uniform international quality management system for educational organi-
zations have been undertaken for a number of years. In the meantime, there have existed in Germany
many various national quality management systems (QMS), created for educational organizations.
They were and still are prevalent in varying degrees in a given country and offered by different
certification organizations.
In the past years, among others, the European Community and other international organizations
paid more attention and made endeavors to assure quality in education. Here may be counted among
other things the Copenhagen Process, ENQA-VET, a program for assuring quality in vocational
education and training (EQARF), educational conventions aimed at leading to integration and inclu-
sion, and ISCED UNESCO (types of schools are classified and characterized by the International
Standard Classification of Education of 1997), PISA research (program of international assessment
in learning) OECD; specialist standards, e-learning, ISO standards. The WTO in particular was
preoccupied with this problem within the framework of GATS round and pointed out the necessity
of establishing uniform standards. In order to standardize systems of education quality certification,

905

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 906 Human Factors of a Global Society

in 2007 a new international standard was prepared in the forefront there being the creation of a
generic quality model for occupational practice, rendering services and creating common references
for organizations rendering teaching services and their customers for planning, working out, and
conducting education and further education (Cf. Chapter Introduction DIN ISO 29990, 2010).
Organizations providing non-formal education have consistently criticized the existing system of
ISO 9001 in its 2001 version and subsequent one of 2008 as not adapted to the requirements of this
specific product, which is learning and not including the processes of learning service realization
sufficiently.
The aim of the study is to present selected quality management systems (QMS) in organizations
offering various forms of training and learning services in Germany having been used so far. The
first part of the study presents selected QMSs currently subject to certification in Germany; the sec-
ond part describes the process of preparing the new standard ISO 29990 for learning services. The
third part of the study concentrates on the requirements of the standard itself; expected advantages
for the actors of learning services market have been gathered in the final remarks.

CERTIFICATING OF EDUCATION IN GERMANY

The certification landscape in Germany developed over years. There are a lot of organizations offer-
ing various certificates or quality marks. This variety corresponds to various gravity points and to
diverse trends of certifying organizations deeming certain criteria more important than others; at
the same time, this makes certifications incomparable due to different requirements. One of the
typical German problems is the fact that the policy of education, and so the rules concerning it, are
left to the laws of individual states and the more difficult it is to introduce a uniform quality manage-
ment system throughout the country.
Table 80.1 presents selected QMSs. They are distributed in various ways over the country, and
also, on an international scale, other QMSs are functioning. The number (about 20 in Germany)
and the variety of systems reflect the markets needs, and they are not a problem by themselves; a
problem is posed by the comparability of the systems, due to their specificity and different require-
ments. Problems are created by the variety of the systems when a decision is being made by the
potential customer about choosing an organization that offers education. In this context, a new
international system provides a stable basis for the comparability of education services. (The num-
ber of organizations that have opted for QMS acc. to ISO 9001 standard is growing continuously
from ca. 40,000 organizations in 1993 in 30 European countries to ca. half a million in 2009 in 50
countries, followed by the number of certificates granted.) Unfortunately, these statistics do not take
into consideration the kind of an organizations activity; these are accumulated data. In spite of all,
even in the past years of the financial and economic crisis, the annual growth in percentage equaled
4%, 6%, and 10%, which are analogous data for the years 2007 to 2009 (Cf. ISO 9001 Quality
management systems Requirements, http://www.iso.org/iso/catalogue_detail?-csnumber=46486).
It is worthwhile noting a few peculiar characteristic features of the systems mentioned in Table
80.1. System LQW 3 was prepared for the needs of the organization with the process of educat-
ing the person of the learner in the center of attention; it puts strong stress on the processes taking
place during learning and teaching, their quality (as the central value), and on the emergence of
the learning organization (Jodkowska, Szczecin 2008). This system is most widely distributed in
the land of Lower Saxony (Niedersachsen) (in the phase of initiation, it was supported by means
from the target fund). In Germany, 476 organizations possess this certificate; in Austria, there are
82 (data from May 2011) (http://www.artset-lqw.de/cms/index.php?id=organisationen). In 2008,
attempts were made to initiate LQW in Poland and some other new EU member states. In Poland,
the attempts have not been successful so far, and it may be assumed that that the new ISO standard
will considerably restrict any other initiatives.
A specific German QMS is the AZWV (Anerkennungs und Zulassungsverordnung
Weiterbildung Regulation on Recognition and Admission Further Education AZWV). The

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 New ISO 29990:2010as Value Added to Non-FormalEducation Organization in the Future 907

Table80.1
QMS Examples
System World Europe Germany Regional German
TQM EFQM (general)
MMS ISO 9001 (general)
ISO 29990
ISO derivatives 9001 DVWO QM BQM
QVB
ISO 9001 realization IWA 2 AQW AWQ
support
Quality systems ISO/IEC 19796-1 EQUALS AZWV The Bremen Model, the
IACET (USA) Q-For LQW Hamburg Quality Mark,
QESplus GAB-Quality Mark, Siegel
Quality-proof Further
Education et al.

Source: Henke H., Presentation of 28.1.2011 during training of certificating auditors DIN ISO 29990:2010-12, Bonn, p. 5.

regulation concerns recognition and admission of further education courses, which, in its approach
to the teaching process, is somewhat similar to the LQW system yet directed to different receivers.
The AZWV aims at assuring quality in those educational programs, which are realized from means
of the Federal Labor Agency (Bundesagentur fr Arbeit) and was called by the Federal Ministry
for Economy and Labor in 2004. In the scope of the AZWV system the whole organization offering
education can be certified, and next, the particular courses offered by it (Trgerzulassung [carrier
admission] 84 and Manahmezulassung [admission of means] 85 SGB III [Third Book of the
Social Code]). Certifying particular courses assures the organizations of receiving donations from
the Labor Agency. Due to its specificity, the system can be a pattern for those countries that carry
out labor market programs, Poland included. It particularly stresses watching trends in the labor
market and devising such courses that raise the chance for reintegration.
The rationale behind the emergence of the AZWV system is included in the document published
by the Ministry of Economy and Labor under the same title (Begrndung zur AZWV) with a recom-
mendation to introduce the QMS (it can be, e.g., the ISO 9001, now also the ISO 29990, or a system
prepared according to ones own criteria). This means that the organizations certifying according
to this system have free reign when initiating the QMS. The AZWV standard requires among other
things control of the processes of managing the organization, information flow, determining the
organizations methods of checking their attainment, description of the QMS applied, way of treat-
ing the employees (how new employees are acquired, teachers in particular, possibilities of train-
ing for employees engaged in the learning process), description and availability of infrastructure
of the organization used in the teaching process, etc. A QMS description is included analogically
to other QMSs in the quality manual, in which each employee can obtain information concerning
the functioning of the organization, information flow, the flow and accessibility of documents and
regulations concerning to the most important processes described (division into system processes
[of management], critical processes [main and basic], and auxiliary ones [subsidiary, supporting/
Division of processes acc. to Sikora], and it need not be adhered to so rigorously). A system process
is the process of acquiring participators, training the staff, watching the labor market, and con-
ceiving new innovative curricula. As in other systems, the organizations certified according to the
AZWV system are obliged to have a quality policy and to make it available to potential customers.
Since 2009, the number of organizations certified according to AZWV has increased from 4434
through 5204 in 2010 to 5417 and 2011 r. and testifies to interest in this federal system. It should

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 908 Human Factors of a Global Society

be mentioned here, however, that the certificate qualifies to acquire means from the Labor Agency,
which is unquestionably an additional motivation to acquire it.
Since April 2012, the system AZWV has been raised from the rank of regulation to the level of
legal rules collected in the Third Book of the Social (SGB III/SGB III) and entered into force after
the amendments as AZAV (Akkreditierungs und Zulassungsverordnung Arbeitsfrderung) with
the reform of labor market instruments.
Especially for educational organizations but also as a supplement to the AZWV, the BQM has
been prepared (QM in education). BQM is an initiative of the educational branch and was set up
explicitly as a quality union, whose members pledge themselves to adhere to BBB quality rules
(Federal Union of Vocational Training Units). The standard is tailored to the needs of the educa-
tional branch.
The PAS 1037:2004 is another system worth mentioning, which is available in Poland, too,
through the DQS-Group Poland. This system, similarly to the AZWV system, addresses organi-
zations offering educational curricula in the scope of CPD (continuous professional development).
In the future, in the whole EU, only organizations having a quality certificate will be able to apply
for financial support from the Labor Office (in consequence of the Copenhagen Declaration, the
number of certificated institutions is one of the 10 indexes of education quality in the EU). It
is thus an offer valid for the needs of training the unemployed and such as are interested in in-
service vocational training in Poland. The PAS system is offered in three levels: basic, standard,
and excellence (Kompendium 2006). Basic level requirements are the smallest and pertain to
the processes documented quality and organizational capacity. On the standard level, the QMS
functions have to be broadened by preparing and implementing a customer-related QMS. The
excellence level necessitates the introduction and implementation of requirements according to
European comparative criteria. The PAS system distinguishes main processes of added value and
supporting ones. The introduction and maintenance of this system requires a comprehensive way
of action (development and assurance of quality pertain not only to particular training and educa-
tion scopes, but form a complex quality management system) but also customer orientation and
communication (Figure 80.1).
The selected QMSs described are subject to voluntary certification; apart from them and oth-
ers, quality marks are functioning, assigned according to established criteria. Due to the variety of

Main processes
Managing and developing
learning organisations
Participants, labour market, business

Participants, labour market, business

Customer satisfaction
Customers demands

Supporting processes
entities, society

entities, society

Development of employees, Measurement, analysis

lecturers, making available and and improving learning
developing infrastructure processes

Processes of added value

Preparing, realisation and evaluation

of learning offer

FIGURE 80.1 Model PAS 1037 process approach.

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 New ISO 29990:2010as Value Added to Non-FormalEducation Organization in the Future 909

available systems, without an experts support, it is difficult to make a strategic decision of obtaining
a certificate according to a given system.
Analogously to the variety of German systems on various teaching levels, the attention to educa-
tion quality, school education included, appears in Poland, too, in various forms. It is possible to
obtain a quality certificate according to ISO 9001 standard, as owned by an adult secondary school
in d AP Edukacja sp. z o.o., a public school of the Lifelong Learning Center from Nowa
Huta, In-service Training Team from Warsaw, and many others. In Germany, state and vocational
schools are still subject to teaching quality evaluation requirements described by respective super-
visory units on the level of Land.
The system of advisory and certificatory organizations in Poland is complicated; organizations
have been active so far that specialize in QMS certification in education that were branches of
German organizations on Polish territory, e.g., DQS Polska. It is also possible to obtain a certificate
from organizations seated in Germany like DeuZert from Wildau near Berlin or Certqua from Bonn.
A certificate of this organization is owned inter alia by the Enterprise Academy of Starachowice.
Apart from the above-mentioned certificates, there are also available quality certificates initiated
as quality marks, in particular, districts and subject to the Boards of Education, like the Pomeranian
Quality Certificates, Certificates of Highest Education Quality in Wielkopolska (Great Poland), and
the School of Enterprise quality certificate. These certificates are granted after fulfilling particu-
lar requirements and are restricted in time.
The variety of certification forms in Poland, too, testifies to such need and striving to reach learn-
ers satisfaction, employees development, and school management. Similar to Germany, regional
initiatives emerged, among other things, not one common system. Introducing the new ISO standard
into organizations offering non-formal education may preclude the further development of diverse
forms of certification and quality marks and will be a warranty of fulfilling uniform requirements.
The subject matter of attention to higher education quality has also been recognized and is
realized in an analogous way to a certification method of study fields accreditation by accredita-
tions commissions (in Germany by the Foundation for Accrediting Courses of Study (Stiftung zur
Akkreditierung von Studiengngen) and in Poland by the State Accreditation Commission). The
new ISO 29990 standard does not pertain, however, to the field of accreditation and certification
last mentioned here.

ISO 29990:2010 PREPARATION FOR ORGANIZATIONS

THAT OFFER EDUCATION
The process of creating each new international standard for quality (ISO) takes several years, during
which the relevant bodies set requirements for future standards. The procedure for the development
of the ISO 29990 standard was launched in February 2006 with the filing by the German Industry
Standards (Deutsche Industrie Normung/DIN), a proposal in the International Standardization
Organization/ISO) concerning a new area of standardizing learning services. An inauguration ses-
sion took place in Berlin in March 2007 of the ISO TC 232 standardization committee under the
name Learning Services for Non-formal Education and Training. The PAS 1037 system require-
ments were suggested as a basis for outlining the new standards requirements. In April 2008, the
main structure of the future standard was presented, and in March 2009, the first official outline
(Draft International Standard) was presented to the world as ISO/DIS 29990:2009.
The Final Draft International Standard was made by the TC 232 Standardization Committee
in London in January 2010. The preparation of a standard on this new, particular area of learning
services in only three years, testifies to great global interest in the subject matter.
In September 2010, there was published ISO 29990:2010 Learning Services for Non-formal
Education and Training Basic Requirements for Service Providers (the final voting took place
without any opposition on the part of ISO). In this way, it was possible for the first time to create
a worldly consensus pertaining to assuring service quality for LSPs (learning service providers).

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 910 Human Factors of a Global Society

ISO/TC232 learning ISO/TC278

services Tourist services

Language Learning Training requirements

learning service Driving concerning diving
service providers services as leisure activity
providers (LSP)
JTC1/SC36
Information technology
teaching, learning and
Workshop 2006, Busan
training
South Korea
ISO/IEC/19796:2005 QMS application vade mecum
E-learning process model ISO 9001:2000 in learning
DGN
ISO/TC176 ISO/TC176
Quality ISO 10015
management Quality management learning vade mecum
and quality (Internal register of training needs)
assurance
SC3

FIGURE 80.2 Plan for combining standards.

Besides Germanys representatives, many other countries, by their representatives, contributed to

the successful standard preparation, including the United States, Canada, Great Britain, France,
Ireland, Poland, Australia, Japan, Russia, Kenya, Austria, et alias.
When creating the new standard, stress was laid on creating a standard for institutions offering
education as service in the free market. At the same time, the standard is fit for educational offers
in the economic sector, like training in companies. There should be assured the quality and effec-
tiveness of education and training and increased durability of education as well as transparency
and comparability of services provided. The working out of a uniform standard was immeasurably
important due to the fact that the number of LSPs (learning service providers) is growing as is the
number of the services themselves. At the same time, attempts were made to combine the initiatives
made so farcf. Figure 80.2.

Essence of ISO 29990:2010

ISO 29990:2010 was conceived as an umbrella standard to provide the basis for further standards
for particular educational branches. In this scope, work has already commenced under the lead-
ership of China concerning a possible ISO 29991 Learning services special requirements for
language providers.
ISO 29990:2010 determines its application scope by itself: defining basic requirements for learn-
ing services and service providers in education and training. The concepts of education and train-
ing are made precise as organized educational activities not counted among recognized formal
areas of elementary education or regular school or university education (cf. Chapter 2.15 ISO
29990:2010). The background is provided by the internationally recognized UNESCO definition of
1997 describing what non-formal education is (Any organized and sustained educational activi-
ties that do not correspond exactly to the definition of formal education) and the derivative prem-
ise that education scopes cannot be the object of international standardization insofar as they are
under the direct influence of the state or take place in the framework of exerting state authority

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 New ISO 29990:2010as Value Added to Non-FormalEducation Organization in the Future 911

Table80.2
Structure of ISO 29990
No. Preface Description
Introduction Aims of the standard:
Creating a generic quality model for the learning service provider
Creating a common reference for learning service providers and their customers
1. Scope of application This international standard defines the basic requirements for learning services and
service providers in education and training
2. Concepts 18 special concepts are introduced like competency, competence, curriculum, learning
transfer
3. Providing learning One of two (capable of being certified) main chapters with five subchapters along the
service process chain of a learning service
4. Management by the The other of the two (capable of being certified) main chapters with 10 subchapters
learning service provider that guarantee a system able of being certified according to ISO criteria
Annex A (informational) Contents of economic (business) plan
Annex B (informational) Information for evaluating management system
Annex C (informational) Preventive and corrective measures
Annex D (informational) Examples of essential (indigenous) competencies of educational service providers
Annex E (informational) References between ISO 29990:2010 and ISO 9001:2008

Source: DIN EN ISO 29990, Learning services for education and training basic requirements for service providers ISO/TC
232, Secretariat: DIN, Geneva 2010.

(Guidebook for planning education in emergencies and reconstruction. Chapter 12, Non-formal
education, Unesco 2006).
The scope of application of the new standard is nevertheless large. In Germany only, it is assumed
in professional circles that there are more than 10,000 education and service providers in the con-
cept of the new international standard of learning service provider. They are currently most fre-
quently certified according to the AZWV system insofar as they function in the promoted scope
of education and training. As it has no application outside Germanys borders, it can be assumed
that due to progressing globalization in the educational market more than 10% of educational and
training providers from Germany will be active internationally. ISO 29990:2010 will be thus the
basic certification standard, fulfilling the major role showing the international market quality abil-
ity of the learning service provider, which will enhance transparency and comparability outside of
the countrys boundaries. In Asia, e.g., in Japan and China, this is already perceived much more
intensely than in Germany.
The concept of providing learning services is consistently used in the standard instead of
training in order to focus attention on the learners and the results. The competencies of the learning
service provider are in the center of attention. The attention of the new ISO 29990:2010 is support
when selecting the suitable learning service provider. The structure of ISO 29990 standard has been
presented in Table 80.2.
In the main chapter Concepts, 18 special concepts are introduced that are important for under-
standing the new standard; basic examples have been gathered in Table 80.3.
The requirements of this international standard are given in the vernacular of the learning ser-
vice provider. The user will also recognize it in the main chapter Providing learning service in
which requirements are defined in the process chain of a learning service, the following being the
most important:

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 912 Human Factors of a Global Society

Table80.3
Selected Special Concepts of ISO 29990
Competence (Chapter 2.4 DIN ISO Knowledge, understanding, abilities, or attitudes as observable or
29990:2010) measurable features or both, and that are applied and mastered in a
particular work situation as also in professional and/or personal
development
Curriculum (Chapter 2.6 DIN ISO Curriculum prepared by learning service provider describing goals, content,
29990:2010) results, methods of teaching and learning, evaluation process etc.
Transfer of learning (Chapter 2.18 DIN ISO Application of learning results in other situations
29990:2010)

Source: DIN EN ISO 29990, Learning services for education and training basic requirements for service providers ISO/TC
232, Secretariat: DIN, Geneva 2010.

1. Establishing an educational need

2. Shaping learning services
3. Preparing learning services
4. Monitoring learning services
5. Evaluation by LSPs

These processes have been graphically presented in Figure 80.3.

The main chapter Management by the service provider gives in 10 subchapters the require-
ments for a QMS, which go beyond the pure quality management system, e.g.,

Strategic management of the organization

Financial management
Risk management
Staff management

Shaping learning services

of learners, enterprises, sponsors and society
of learners, enterprises, sponsors and society
Expectations/requirements

Satisfaction

Establishing Realisation of
Monitoring of
needs learning services
learning
services

Evaluation of learning
process and learning
services

FIGURE 80.3 Flow diagram of ISO 29990.

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 New ISO 29990:2010as Value Added to Non-FormalEducation Organization in the Future 913

Communication management
Handling complaints

The strategic management of the organization becomes particularly clear in the requirement of
submitting a business plan (cf. Chapter 4.2 and Annex A DIN ISO 29990:2010). Other interesting
aspects of this international standard are the requirements concerning documentation; more stress
is laid here on verifiable effectiveness, modern suitable requirements concerning evaluation or guar-
anteed compatibility with ISO 9001:2008 (cf. Annex E [DIN] ISO 29990:2010).
The requirements of the standard are rigorous yet adapted, at the same time, to the specificity of
organizations active in this branch.

FINAL REMARKS
Work on the new standard is completed, yet the process of bringing it into effect is not. The first ISO
2990 publication took place on September 1, 2010. The publication as a DIN standard appeared in
January 2010. In the first quarter of 2011, a motion was put forward for the recognition by EN and
CEN.
Advantages are expected from the new standard by all actors of the learning service market.
Table 80.4 compares certain expected advantages for selected groups.
Internationally approved certification, in particular, brings added value to each international
cooperation, a common basis for quality through uniform standards and common understanding
of quality.

Table 80.4
Possible Advantages of Certification Acc. to ISO 29990 for Selected Groups
Advantages for Providers Advantages for Learners
Possibility of entering the market in various countries Transparency and comparability of offers
Meeting national certification requirements Transparency and comparability of offers in various
Optimization of the process (P-D-C-A) countries
Clearly defined and documented processes Reliability of offers
Development of internal quality improvement abilities Information pertaining to learning evaluation
The new standard may become the basis for branch criteria
solutions (e.g., language learning, distance learning) Optimization of processes
Motivation of employees and their active participation in Improvement of learning environment
introducing changes in the organization Assuring suitable resources, incl. teachers (trainers)
with suitable qualifications
Advantages for Enterprises Advantages for Customers (Offices and Institutions),
e.g., Labor Offices, International Organizations
Improved comparability of LSPs for the needs of internal Defined uniform requirements
and external training Comparability
New training structures in the companies are not Possibly conformity to law
permanent and are not developed without engaging the
LSP
Standards facilitate interaction between educational
institutions and enterprises and/or learners
Education is increasingly perceived as service and has to
be competitive

Source: Own study.

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 914 Human Factors of a Global Society

At present, a certificate of this standard can already be acquired in Germany at the certification
body DeuZert Deutsche Zertifizierung in Bildung und Wirtschaft GmbH at Wildau in Brandenburg,
which is the first certification organization in the world to have conducted a certification proce-
dure according to DIN ISO 29990:2010. The first to take up the challenge was an internationally
renowned LSP, the Health Academy of Berlin Charit clinic (Gesundheitsakademie der Berliner
Charit). The certification was successful and encouraged other organizations to obtain a certificate
according to this standard. As quality certificates are valid throughout the world, Polish organiza-
tions can already obtain a certificate in Germany. It can be expected that certification according to
this standard will in the future be provided by, e.g., DQS Polska.
As the first international body, the EADL (European Association for Distance Learning) has pre-
pared a quality guide for applying the ISO 29990:2010 standard, which facilitates the understanding
and interpretation of the standards requirements.
Further development of the ISO 29990:2010 standard provides for its specialization, i.e., preparing a
version for, e.g., language course providers. It is nevertheless difficult to predict in the first quarter of 2011
how the standard will be received on the LSP market. It can, however, be recognized that its preparation
by an international body is an assurance of its success. At the same time, the ISO certificate is without
doubt a recognizable category for all customer groups, influencing the process of decision making.
To sum up, it should be stated that, after years of cooperation and efforts of national and international
bodies, a new ISO standard has been successfully created, tailored to the needs of educational organi-
zations and also the comparability of the educational services they provide. So far, the problem always
raised has been the lack of specificity of this industry in the requirements of ISO 9001 standard. The
new ISO 29990 standard is addressed only to the organization that offers informal forms of education.

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Verordnung ber das Verfahren zur Anerkennung von fachkundigen Stellen sowie zur Zulassung von Trgern
und Manahmen der beruflichen Weiterbildung nach dem Dritten Buch Sozialgesetzbuch/Anerkennungs
und Zulassungsverordnung. Weiterbildung AZWV, Bundesgesetzblatt Jahrgang 2004, Teil I Nr. 28,
Bonn 2004.
Wawak S., Zarzdzanie jakoci. Teoria i praktyka, Wyd. Helion, Gliwice 2006.

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Web Pages
Artset GmbH, http://www.artset-lqw.de/
EQARF, http://www.ecvet.de/c.php/ecvetde/eqarf/instrumente/referenzindikatoren.rsys
ENQA-VET, http://www.eqavet.eu/gns/home.aspx
ISO, http://www.iso.org/iso/catalogue_detail?csnumber=4648
Parlament Europejski, http://ec.europa.eu/education/lifelong-learning-policy/doc1134_de.htm
UNESCO, http://www.unesco.org/new/en/unesco/

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