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The European Association for Quality Language Services The European Association for Quality Language Services EAQUALS SECRETARIAT: P.O. Box 95, Budapest, H-1301 Hungary Email: [email protected] Internet: www.eaquals.org Registered Office: Via Torrebianca 18 34132 Trieste, Italy THE EAQUALS – ISO TOOLKIT A Guide for Preparing the ISO 9001 Certification Or a Reflection on Quality and Continuous Improvement

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The European Association for Quality Language Services

The European Association for Quality Language ServicesEAQUALS SECRETARIAT: P.O. Box 95, Budapest, H-1301 Hungary

Email: [email protected] Internet: www.eaquals.orgRegistered Office: Via Torrebianca 18 34132 Trieste, Italy

THE EAQUALS – ISO TOOLKIT

A Guide for Preparing the ISO 9001 Certification

Or a Reflection on Quality and Continuous Improvement

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© EAQUALS 2010

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FOREWORD BY THE SIP COORDINATOR …………………………………… 3

INTRODUCTION .......................................................................................................... 41 What Purpose Does This KIT Serve and How to Use it?......................................... 42 General Introduction to Quality Management Concepts.......................................... 43 Total Quality Management and ISO......................................................................... 8

3.1 The Process Approach .................................................................................... 103.2 Processes in a Language Teaching Institution................................................ 103.3 The Language School Process Mapping ........................................................ 13

4 Total Quality Management, ISO 9001 and EAQUALS standards......................... 17

APPENDIX ................................................................................................................... 211. Useful Links – Total Quality Management ............................................................ 222. Useful Documents on the EAQUALS website....................................................... 253. The Flowchart Wizard – how to draw a flowchart in Power Point ........................ 264. Possible Quality Objectives for ISO 9001 derived or inspired from EAQUALS ..285. The EAQUALS-ISO 9001 Comparison Table....................................................... 29

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FOREWORD BY THE SIP COORDINATOR

It was in November 2007 that I first met Maria Matheidesz at the EAQUALS workshopin Budapest. She introduced me to the concepts and ideas of the SIP that producedthe present toolkit after a 3-year work. She did it in such a professional andenthusiastic way that convinced me to take over the project from her after a veryfruitful meeting in Bucharest and to develop it further along with the precious helpfrom Lucy Horsefield from IHWO, London.

I would like to dedicate the outcome of this SIP to the memory of our dear colleague,Maria, who moved to Heaven this spring. May she be always remembered by us withfondness and gratitude. I will personally miss her expertise, energy and dedication…

Thank you, Maria, Lucy, and all the professionals who challenged our thoughts alongthe production of the present work.

Mihai Laurenţiu GânjIH BucharestNovember 2010

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INTRODUCTION

1. What purpose does this Kit serve and how to use it?

This KIT is intended to support EAQUALS members to be able to:• Adapt EAQUALS quality requirements for ISO 9001:2000.• Help members to further develop member schools’ internal quality assurance systems.• Create a comprehensive framework for all the EAQUALS support documents developed

so far.• Supplement the set of EAQUALS quality assurance documents for areas not yet

developed e.g. general management.• Provide templates and examples for ISO documents.

Main benefits for your school:• Understand the major differences and similarities between EAQUALS and ISO standards

and process of certification;• Develop the skills to make the link between the two systems and certifications• Get a clear picture of the steps to take if you decide to get ISO certification• Be able to use the ISO standards for EAQUALS inspections and/or the EAQUALS

standards for ISO certification and audit• Find new perspectives to help you excel at the key processes which generate customer,

staff and shareholder satisfaction

This KIT is not supposed to be a relaxing bedtime story although for some people it may turnout to be that way. However one can read sections of it at any time of the day (or night?) andreflect on how the principles and ideas presented in the KIT are lived and implemented in theirown school. The KIT cannot replace the likely need to appeal to a consultant in case a schoolwants to get the ISO certification but we anticipate it can save a great deal of time and moneythat the school manager would need to spend in order to understand the principles, theapproach, the differences, the reasons why and the steps required for such a certification. Ifthe ISO certification is not what it is looked for, than the KIT can serve as an opportunity tofurther reflect on how one can make things go better in his or her school: how to get highermotivation, higher commitment, better results and higher satisfaction at all levels in the school.And these may be good ingredients to be wished for in a language learning and teachingadventure.

2. General Introduction to Quality ManagementConcepts

What is total quality management?

ISO 8402:1994 defines total quality management (TQM) as a management approach of anorganisation centred on quality, based on the participation of all its members and aiming atlong-term success. This is achieved through customer satisfaction and benefits to all membersof the organisation and to society. One major aim is to reduce variation from every process sothat greater consistency of effort is obtained.In other words, TQM is a philosophy for managing an organisation in a way which enables it tomeet stakeholder needs and expectations efficiently and effectively, without compromisingethical values.TQM is a way of thinking about goals, organisations, processes and people to ensure that theright things are done right first time and defects and waste are eliminated. This thought processcan change attitudes, behaviour and hence results for the better.

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Total Quality Management (TQM) is a management strategy aimed at embedding awareness ofquality in all organizational processes.Total Quality provides an umbrella under which everyone in the organization can strive andcreate customer satisfaction at continually lower real costs.Key wordsTotal = Organization wide, quality involves everyone and all activities in the company.Quality = The quality of a product or service refers to the perception of the degree to whichthe product or service meets the customer's expectations. Quality has no specific meaningunless related to a specific function and/or object. Quality is a perceptual, conditional andsomewhat subjective attribute. American Society for Quality defines quality as: a subjectiveterm for which each person has his or her own definition. In technical usage, quality can havetwo meanings: 1. the characteristics of a product or service that bear on its ability to satisfystated or implied needs; 2. a product or service free of deficienciesManagement = Quality can and must be managed (management consists of planning,organizing, directing, control, and assurance)„Total quality" consists of 3 qualities :

1. Quality of return to satisfy the needs of the shareholders,2. Quality of products and services to satisfy some specific needs of the consumer (end

customer),3. Quality of life - at work and outside work - to satisfy the needs of the people in the

organization.

Key names (gurus)W. Edwards DemingDr. W. Edwards Deming taught that by adopting appropriate principles of management,organizations can increase quality and simultaneously reduce costs (by reducing waste, rework,staff attrition and litigation while increasing customer loyalty). The key is to practice continualimprovement and think of manufacturing as a system, not as bits and pieces.Deming advocated that all managers need to have what he called a System of ProfoundKnowledge, consisting of four parts:Appreciation of a system: understanding the overall processes involving suppliers, producers,and customers (or recipients) of goods and services;Knowledge of variation: the range and causes of variation in quality, and use of statisticalsampling in measurements;Theory of knowledge: the concepts explaining knowledge and the limits of what can be known;Knowledge of psychology: concepts of human nature.The System of Profound Knowledge™ is the basis for application of Deming's famous 14 Pointsfor Management for transforming business effectiveness.

Armand V. FeigenbaumFeigenbaum's contributions to the quality body of knowledge include:Total quality control (TQC) is an effective system for integrating the quality development,quality maintenance, and quality improvement efforts of the various groups in an organizationso as to enable production and service at the most economical levels which allow full customersatisfactionthe "hidden" plant - the idea that so much extra work is performed in correcting mistakes thatthere is effectively a hidden plant within any factoryBecause quality is everybody's job, it may become nobody's job - the idea that quality must beactively managed and have visibility at the highest levels of management

Philip B. "Phil" CrosbyCrosby initiated the Zero Defects program. Crosby's response to the quality crisis was theprinciple of "doing it right the first time" (DIRTFT). He would also include four major principles:quality is conformance to requirements

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the management system is preventionthe performance standard is zero defectsthe measurement system is the cost of qualityCrosby's prescription for quality improvement was a 14 step program. His belief was that acompany that established a quality program will see savings more than pay off the cost of thequality program ("quality is free").

Joseph JuranJuran expanded the Pareto principle applying them to quality issues (e.g. 80% of a problem iscaused by 20% of the causes). This is also known as the "vital few and the trivial many". Inlater years Juran has preferred "the vital few and the useful many" to signal that the remaining80% of the causes should not be totally ignoredKaoru IshikawaHe translated, integrated and expanded the management concepts of Dr Deming and Dr. Juraninto the Japanese system. He developed the Ishikawa diagram which is used to determine rootcauses.

The principles of quality management:The wisdom of gurus mentioned above has been distilled into eight principles of qualitymanagement:

1. customer-focused organisation2. leadership3. involvement of people4. process approach5. system approach to management6. continuous improvement7. factual approach to decision making8. mutually beneficial supplier relationships

Why should a company adopt TQM?Adopting the TQM philosophy will:

make an organisation more competitive establish a new culture which will enable growth and longevity provide a working environment in which everyone can succeed reduce stress, waste and friction build teams, partnerships and co-operation Methodology, tools and techniques

There are a number of approaches to take towards adopting the TQM philosophy. Theteachings of Deming, Juran, Taguchi, Ishikawa, Imai, Oakland etc can all help an organisationrealign itself and embrace the TQM philosophy. However, there is no single methodology, only abundle of tools and techniques.

The tools and techniques most commonly used in process improvement are: Problem solving methodology, such as DRIVE (= define, review, identify, verify,

execute) Process mapping Process flowcharting Force field analysis Cause and effect diagrams Brainstorming Pareto analysis

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Statistical process control Control charts Check sheets Bar charts Scatter diagrams Matrix analysis Histograms

MeasurementsAfter using the tools and techniques an organisation needs to establish the degree ofimprovement. Any number of techniques can be used for this including self-assessment, auditsand SPC.

Activities and steps to TQMTQM is the foundation for activities which include:

Meeting Customer Requirements Reducing Development Cycle Times Just In Time/Demand Flow Manufacturing Improvement Teams Reducing Product and Service Costs Improving Administrative Systems Training The Ten Steps to TQM are as follows: Pursue New Strategic Thinking Know your Customers Set True Customer Requirements Concentrate on Prevention, Not Correction Reduce Chronic Waste Pursue a Continuous Improvement Strategy Use Structured Methodology for Process Improvement Reduce Variation Use a Balanced Approach Apply to All Functions

The Principles of TQM are as follows: Quality can and must be managed. Everyone has a customer and is a supplier. Processes, not people are the problem. Every employee is responsible for quality. Problems must be prevented, not just fixed. Quality must be measured. Quality improvements must be continuous. The quality standard is defect free. Goals are based on requirements, not negotiated. Life cycle costs, not front end costs. Management must be involved and lead. Plan and organize for quality improvement.

Deming 14 points in summary: Create constancy of purpose toward improvement of a product and service with a plan

to become competitive and stay in business. Decide to whom top management is

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responsible. Oraganizations must allocate resources for long-term planning, researchand education, and for the constant improvement of the design of their products andservices.

Adopt the new philosophy. We are in a new economic age. We can no longer live withcommonly accepted levels of delays, mistakes, defective materials, and defectiveworkmanship.

Cease dependence on mass inspection. Require, instead, statistical evidence thatquality is built in. (prevent defects instead of detect defects.) Quality must be desingedand built into the processes, preventing defects rather than attempting to detect and fixthem after they have occured.

End of the practice of awarding business on the basis of price tag. Instead, depend onmeaningful measures of quality along with price. Eliminate suppliers that cannot qualifywith statistical evidence of quality.

Find Problems. It is a management’s job to work continually on the system (design,incoming materials, composition of material, maintenance, improvement of machine,training, supervision, retraining) Improve constatntly and forever the system ofproduction and service – management and employees must search continuously forways to improve quality and productivity

Institute modern methods of training on the job – training at all levels is a necessity,not optional

Adopt and institute leadership – manager should lead not supervise. The responsibilityof the foreman must be to change from sheer numbers to quality… [which] willautomatically improve productivity. Management must prepare to take immediateaction on reports from the foremen concerning barriers such as inherent defects,machines not maintained, poor tools, and fuzzy operational definitions.

Drive out fear, so that everyone may work effectively for the company. Makeemployees feel secure enough to express ideas and ask questions

Break down barriers between departments. People in research, design, sales andproduction must work as a team to foresee problems of production that may beencountered with various materials and specifications. Working in teams will solvemany problems and will improve quality and productivity.

Eliminate slogans, exhortations, and targets for the work force (problems with qualityand productivity are caused by system, not by individuals. Posters and slogans generatefrustration and resentment) eliminate numerical goals, posters, slogans for theworkforce, asking for new levels of productivity without providing methods.

Eliminate work standards that prescribe numerical quotas.(in order to meet quotas,people will produce defective products and reports)

Remove barriers that stand between the hourly worker and his right of pride ofworkmanship (individual performance reviews are a great barrier to pride ofachievement)

Institute a vigorous program of education and retraining. Continuos learning foreveryone

Take action to accomplish the transformation (commitment on the part of bothmanagement and employees is required) Create a structure in top management thatwill push every day on the above 13pts.

3. Total Quality Management and ISO

ISO (International Organisation for Standardisation) is the world's largest developer ofstandards. ISO is best known for developing technical standards but they have also developedInternational Standards which are useful for suppliers and customers of products and servicesin both public and private sectors. For more general information about ISO please see theirwebsite www.iso.org

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ISO 9001:2000 and ISO 29990:201 (for learning services providers)The Standards that are particularly relevant to language schools are the ISO 9001:2000family and ISO 29990:201. The first standards are primarily concerned with “qualitymanagement” and the latter standards deal with a more specific area which is learning servicesproviders. Another important difference between the two standards is that for the firststandards there are mechanisms in almost any country to inspect and certify that anorganisation observes them while for the latter standards, because they are very recent, therearen’t official bodies that can perform the certification process.

The ISO 9001:2000 quality management system standards are based on the eight QualityManagement Principles referred to in the „What is total quality management?“ section of thisdocument. (The below is an outline of the principles, taken from the ISO website)

Principle 1 - Customer FocusOrganisations depend on their customers and therefore should understand current and futurecustomers’ needs, should meet customers’ requirements and strive to exceed customerexpectations.

Principle 2 - LeadershipLeaders establish unity of purpose and direction of the organisation. They should create andmaintain the internal environment in which people can become fully involved in achieving theorganisations objectives.

Principle 3 - Involvement of PeoplePeople at all levels are the essence of an organisation and their full involvement enables theirabilities to be used for the organisation’s benefit.

Principle 4 - Process approachA desired result is achieved more efficiently when activities and related resources are managedas a process.

Principle 5 - System approach to managementIdentifying, understanding and managing interrelated processes as a system contributes to theorganisations effectiveness and efficiency in achieving its objectives.

Principle 6 - Continual ImprovementContinual improvement of the organisations overall performance should be a permanentobjective of the organisation.

Principle 7 - Factual approach to decision makingEffective decisions are based on the analysis of data and information.

Principle 8 - Mutually beneficial supplier relationshipsAn organisation and its suppliers are interdependent and a mutually beneficial relationshipenhances the ability of both to create value.

The ISO 9001:2000 standard has five sections that specify activities that need to beconsidered when implementing your quality management system. You have to describe theactivities you use to supply your products - Product Realisation. You must also demonstratehow you apply the Quality Management System, the Responsibility that Management has inthis, how you Manage Resources and how you Measure, Analyse and Improve the resultingproduct.

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These five areas define what you should be doing not only to provide products that meet yourcustomers’ requirements (and also any legal requirements) but also constantly enhance yourcustomers’ satisfaction.

ISO 9001:2000 standard assists those that implement it in seeing the key activities in theircompany as processes with inputs and outputs. The aim is to manage the process and ensurethat through imposing controls and making the necessary resources available internal andexternal requirements are met and improvements are made.

3.1 The process approach

What is a process?

Geary A. Rummler and Allan P. Branche, in their excellent book entitled ImprovingPerformance: How to Manage the White Space on the Organization Chart (Jossey-Bass, 1994)have found the process level to be the least understood and least managed level of businessenterprise performance: „Processes are rolling along (or, frequently, stumbling along) inorganizations, whether we attend to them or not. We have two choices – we can ignoreprocesses and hope that they do what we wish, or we can understand them and managethem.“

A process is a series of steps designed to produce a „product“ (such as a new course book thatcan be sold by a language school) or a „service“ (such as all the courses and the additionalservices sold by a language school). Between every input and every output there is a processand a tremendous amount of learning and improvement can result from the documentation andexamination of the input-output linkages depicted in a process map. Our understanding of ourown language schools and the improvement we can make in them may be incomplete if wedon’t peel the onion and examine the processes through which inputs are converted in outputs.

Some processes result in a product or service that is received by an organization’s externalcustomer. These processes are called customer processes. Other processes produce products orservices that are invisible to the external customer but essential to the effective management ofa language school. These are referred to as administrative processes. Another category ofprocesses – management processes – includes actions managers should take to support theeffective operation of the language school. Examples of the above processes in a languageschool can be found below:

3.2 Processes in a language teaching institution:

Generic customer services: Marketing and sales Product/service development and introduction Enrolment Invoicing and billing Customer service Ensuring safety and security

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Generic administrative processes: HR processes – recruitment, induction, training and development, appraisal Finance management processes: budgeting, financial reporting Course organization Facilities management Purchasing IT management

Generic management processes: Strategy development Goal setting Day-to-day planning Performance management Resource allocation Internal Audit (self assessment)

A process can be seen as a „value chain“, that is each step in a process should add value to thepreceding step. For example, one step in a new language course devevelopment process mayconsist of piloting it. This step adds value by ensuring that the new course meets the needs ofthe target market before the course is finalized.

Why should we look at our language school processes?

Our language school is only as effective as its processes. Effectiveness can be achieved onlythrough development of logical processes such as those that have been described above andthat will be further described below.

For example, one language school has a regular teacher training workshop every month forthree hours. It cannot meet the goal to improve teaching in the classroom if the topics of theworkshops are not driven by and based on what the Director of Studies noticed as being theweaknesses in teaching while doing his classroom observations. Or it cannot hope to achievethe goal of generating client satisfaction if, despite the excellent level of teaching, theenrolment process is not thought through and sub processes in it are in such a way designedthat they just keep clients waiting at the front desk for too long. Each step in a process shouldadd a value in the big picture, if not, it should be modified, simplified, improved or eliminated.

Processes Must be Managed and ImprovedProcesses are the fundamental building blocks of all organizations. They transform inputs,which can include actions, methods and operations, into outputs. It should be the aim ofcustomer focused, total quality organisations, for these outputs to satisfy or exceed the needsand expectations of their customers. And for this reason the processes must be managed andimproved! This involves:

Defining the process Measuring process performance (metrics) Reviewing process performance Identifying process shortcomings Analyzing process problems Making a process change Measuring the effects of the process change Communicating both ways between supervisor and user

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People in a language school can definitely influence the effectiveness and efficiency of theprocesses to which they contribute. However, individuals seldom focus properly on total systemprocess improvement. Actions taken in a single place in the school often lead to thereinforcement of functional silos and system sub optimization. Over the long run, strong peoplecannot compensate for a weak systemic process. They need a tool to help them get the bigpicture and put them in a position to be able to improve the processes. This tool is calledprocess mapping.

The Process mapping provides a proven tool with which to understand and change ourprocesses to help improve our bottom-line and competitive position.

Guidelines for Performing a Process Mapping in your languageschool

Why? For Quality Assurance To prepare for Internal or External audits To identify the core processes that are absolutely vital to your language school To eliminate duplicate activities To combine related activities To eliminate multiple reviews, approvals or activities that don’t add value in the school

processes Simplify processes Outsource or eliminate inefficient activities

What? Identifying processes in the school Break down processes into as many steps as possible Arranging them in a logical order (sequential or cyclic) Identifying connections, cycles and critical points Set SMART quality aims for each process Anticipating possible problems in processes and design possible solutions (taking

preventive actions;)

How? Decide who will be part of the analysis group Make sure people at all levels are involved Decide on ways and methods of the analysis (meetings, team work, questionnaire etc) Identify key areas and then processes specific to them Describe the processes and their steps (one can use post-its to write down,

brainstorming sessions etc) Make sure the info you gather is complete (evidence from different sources) Arrange, group, divide, analyze and discuss them Make sure that any changes made are suitable in the larger processes focus on one or two areas at a time don’t try to solve all problems in one go Don’t lose the global picture Don’t get bogged down into details Think specifically, describe globally Don’t give up! Don’t think it’s done it when you’ve just done it!

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What else? Each customer process or administrative process exists to make a contribution to

one or more language school goals. Therefore, each process should also bemeasured against process goals that reflect the contribution that the process isexpected to make to one ore more school goals.

We should be able to ask and have answers to questions such as: What is the goalof our placement process? what is the goal of our teaching process? What is thegoal of our testing process?

While departments (sales, educational, finance etc.) usually have goals, sometimeskey processes cross departmental boundaries. Eg: invoicing clients involve functionsfrom different departments: teachers that input students’ attendance and writeabout students’ progress, course coordinators that report progress, sales people thatlink the attendance and progress reports to contract stipulations, – all of these maybe needed as input before the output of the invoice is produced.

Key process management questions are: do you understand your processes? Haveappropriate process goals been set? Is process performance managed? Aresufficient resources allocated to each process? are the interfaces between processsteps being managed?

3.3 The process mapping in a language school

In order to determine whether each process and subprocess is appropriately structured, weshould build our process map that is made up of boxes and arrows showing input-outputrelationships among process-dependent operations.

Process mapping starts by representing the whole system process as a single modular unit – abox with arrow interfaces, as shown below:

PROCESS

Controls

Inputs Outputs

Resources

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Process Map Top-Level Graphic Description for a Language School:

Language SchoolProcesses

Controls: External Standards such asEAQUALS, IHWO, ISO

(conditions required to producecorrect output)

Input:Customers’language levelbefore thecourse

Resources:TeachersTraining

Course MaterialsDirector of Studies

HR, Sales, Admin, Finance StaffLeadership

Output:Customers’language levelafter the course

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The process map box that represent the system process as a single module is then expanded inmore detail on other diagrams with several boxes connected by interface arrows, as shownbelow:

The core processes in a language school:

Testingand/or

Examining

IssuingCertificates

(Re)Selling

Enrolment

Placement

Coursepreparation

Coursedelivery

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Answering the phone/Answering e-mails

Sending enrolment form

Receiving and archivingenrolment forms

Programming clientsfor placement tests

Welcoming clients toplacement tests

Communicating with the assessorthat performs the placement

Inputting the resultsinto the database

Grouping clients

Informing clients

Invoicing clients

Collecting money

The selling process for open courses in a language school

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For creating other process maps follow the steps described in the Flowchart Wizard(Appendix 3.)

4. Total Quality Management, ISO and EAQUALS

In order to understand the differences between the ISO standardsand approach and the EAQUALS standards and approach, it may beuseful to note the following remark:

ISO is a quality management system generic for all industries whileEAQUALS is a quality management system specific to one specificindustry, i.e. language learning and teaching;

In the introduction section of the ISO 9001 standard it’s indicated that : “The qualitymanagement system requirements specified in this international Standard are complementaryto requirements for products.” Therefore room is left for each industry to define furtherstandards more specific to their own field.

EAQUALS standards are in many ways such a set of requirements for a specific “product”:language learning and teaching and therefore they can be seen as complementary to the ISOstandards and more specific to this industry. We can visualize the relationship between the twoquality management systems as follows:

IISSOO == aa qquuaalliittyymmaannaaggeemmeenntt ssyysstteemm((QQMMSS)) ggeenneerriicc ffoorr aalllliinndduussttrriieess

EEAAQQUUAALLSS == aa QQMMSSssppeecciiffiicc ttoo oonnee

ssppeecciiffiicc iinndduussttrryy::llaanngguuaaggee lleeaarrnniinnggaanndd tteeaacchhiinngg;;aa sseett ooff rreeqquuiirreemmeennttss

ffoorr tthhiiss ““pprroodduucctt””aabboovvee

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In the diagram above we can notice that there are areas in bothstandards that are simply different (and they can be seen ascomplementary) and an area that is overlapping and that representsa set of requirements that appear in both standards.

Then why implement a Total Quality Management system such asISO 9001:2000 in your language school?

The purpose of implementing a Total Quality Management approach overlaps in many wayswith the reasons a school might want to meet the EAQUALS standards. The objective is to notjust meet external customers’ requirements but actually continually improve the service/productyou provide. ISO 9001 is also a way of managing people and business processes to ensureinternal customers are satisfied. It can improve internal communication and the way theorganisation functions, and can be required in tenders for language services providersorganized by multinational companies or state authorities.

Adopting TQM as a concept can improve overall company performance and a key part of this isrecognising the importance of processes. The ISO 9001:2000 is a generic quality managementstandard that uses a process approach to ensure the quality of the end product. In the case ofEAQUALS members the product is ‘language services’.

What are the first things I need to know if I want to get my schoolISO certified?

The first steps you need to take if you want to get the ISO certification for your languageschool are the following:

1. you may wish to start by studying this KIT2. you may wish to talk to a consultant3. you need to appoint a Quality Management Representative (QMR)– this is a role that

does not have to a be full time job for a person in your school but rather a functionthat is going to be exercised part time but permanently in the organisation.

4. the school manager and the QMR needs to attend a 2 or 3-day training for Internal ISOAuditors with a local recognized provider.

5. with the help of a consultant you need to write the QUALITY HANDBOOK, a compulsorydocument required by the standard

6. you need to have 6 documented procedures – they are a must, they are required bythe ISO standards. These procedures are:

Control of Documents Procedure Control of Records Procedure Internal Audit Procedure Control of Non-Conforming Products Procedure Corrective Actions Procedure Preventive Actions Procedure

7. You need to think about and produce a list of the Quality Objectives that the school willpursue every year. This is where the EAQUALS standards can help a lot simply becauseevery minimum standards required by EAQUALS can be determined to be a qualityobjective for the ISO scheme. A possible list of quality objectives derived directly from theEAQUALS standards and the compulsory characteristics of these objectives are to be foundin the Appendix 4 of this KIT.

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Language schools and TQMLanguage schools who wish to adopt a TQM approach should aim then for their Outputs tosatisfy or exceed the expectations of their customers. To do this well, a school will need toanalyse the inputs and outputs of all their processes to determine what their essentialrequirements are and what be done to improve the quality.

The teaching in a language schools is an obvious output that can clearly benefit from a TotalQuality Management approach. Specifically, we could look at improving teaching standardsthrough teacher development in terms of Inputs and Outputs.

Teacher DevelopmentInputs - Observations of teachers, appraisal interviews and feedback from students are notjust ways to monitor teachers‘ performance and ensure teaching meets a certain standard. Theinformation gained from observations and feedback can also create the opportunity forimprovement.An example of a useful Control would be a consistent teacher observation programme andanalysis of the observation reports. A necessary Resource in this case could be experiencedteachers who can provide training.Analysis of observation notes and appraisal reports may identify the need for specific training inteaching Young Learners.

The Output - will be more effective teaching of Young Learners in the future.If this process is embedded in the school the effect should be that teaching standards are notjust maintained but also improved upon.

Students following an exam courseAnother way this process approach can be used is to think about students following an examcourse and ultimately their results.The Input is the students starting the course, the Output those that complete the course andpass the exam.Controls and Resources - By monitoring the teaching the students receive, checking theprogress they are making, using different materials or analysing feedback from previousstudents the number of students passing the exam can be improved upon.

This assessment of processes within a language school, regular analysis and management ofthe results can also have a positive impact on profit. The TQM approach can also help identifyareas for expansion or increased efficiency.

Impact of TQM on internal customersThe positive impact of TQM on external customers in a language school, primarily the students,is perhaps easier to imagine than the effect on internal customers for example the teachers andadministration staff. However, the impact on administration staff, teachers and managers canalso be very positive. The ISO 9001:2000 standard requires that processes are written downand also that links between different processes are clearly highlighted. This means thatprocesses cannot just be changed or implemented on an ad hoc basis. Also, to ensure thestudents receive a service that is of the highest quality, the performance of the staff needs toimprove which means investment in staff development and analysis of the impact of thisdevelopment is essential.

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Some benefits to this approach in language school context Teachers and administrative staff will have clear guidelines for every aspect of their

work, essential in an environment where staff turnover can be quite high. Having documented guidelines on processes is essential for solid job descriptions and

training. An individual can see how their role impacts on the finished product Employees can clearly see the link between what they do and what their colleagues do

hopefully generating a better understanding. From a professional development perspective, any school pursuing a TQM approach will

be investing in their staff and this is beneficial to employees. Methods and procedures for maintaining continuous quality improvement in

For more information on Total Quality Management refer to the List of links(Appendix 1.)

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APPENDIX

Tools and Instruments

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Appendix 1

Useful Links – Total Quality Managementhttp://en.wikipedia.org/wiki/TQMWikipedia is a multilingual, web-based, free content encyclopedia project and is writtencollaboratively by volunteers from all around the world. Very basic information about TQM.

www.isixsigma.com/me/tqmarticles, content and linksThe mission of iSixSigma.com is to provide a free information resource to help businessprofessionals successfully implement Quality within their organizations -- Quality that customerswill truly feel and appreciate.

home.att.net/~iso9k1/tqm/tqm.htmlThis site is a basic tutorial of the TQM concept(s).

www.improve.org/tqm.htmlThomas Packard outlines key aspects of implementation of largescale organizational change.

http://www.berr.gov.uk/innovation/standards/activities/page11648.htmlhttp://www.berr.gov.uk/index.htmlthe Department for Business, Enterprise and Regulatory Reform - BERR helps ensure businesssuccess in an increasingly competitive world. It is the voice for business across Government.

http://www.abcb.demon.co.uk/iso9k2kworkbook.htmlInstitute of Quality Assurance - QUALITY SYSTEMS IN THE SMALL OR MEDIUM SIZEDENTERPRISE [SME]A guide to the adoption of the ISO 9001:2000 standardThis workbook has been written for Small or Medium Sized Enterprises [SMEs] who are eitherconsidering seeking initial registration to ISO 9001:2000 or who are already registered to, orare familiar with, the ISO 9000:1994 series of standards and intend to update to ISO9001:2000.

www.managementhelp.org/quality/tqm/tqm.htmFree Management Library provides easy-to-access, clutter-free, comprehensive resourcesregarding the leadership and management of yourself, other individuals, groups andorganizations. Content is relevant to the vast majority of people, whether they are in large orsmall for-profit or nonprofit organizations. Over the past 10 years, the Library has grown to beone of the world's largest well-organized collections of these types of resources.

www.work911.com/tqmarticles.htmThe Total Quality Management Free Article Lirary

http://www.businessballs.com/qualitymanagement.htmquality management history, gurus, TQM theories, process improvement, and organisational'excellence'

www.mazur.net/tqm/tqmterms.htmDictionary of TQM Terms

www.valuebasedmanagement.net/methods_deming_14_points_management.html

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14 points of Deming. Full explanation of this organizational culture reform approach, where andhow it is used. Includes links to more management theories

www.johnstark.com/fwtqm.htmlA few words about TQM and related concepts by John Stark

searchcio.techtarget.com/sDefinition/0,,sid19_gci799434,00.htmlTechTarget provides enterprise IT professionals with the information they need to perform theirjobs.

http://www.asq.org/learn-about-quality/history-of-quality/overview/beyond-total-quality.htmlAmerican Society for Quality - ASQ is the world's leading membership organization devoted toquality. The knowledge, tools, expertise and resources to inspire.!! The only page I found to pay attention to education !!

http://www.european-quality.co.uk/index.phpEuropean Quality is one of the world's longest-established journals of business excellence.Last updated in 2006.

http://www.efqm.org/EFQM is the primary source for organisations throughout Europe which are looking for morethan quality, but are also striving to excel in their market and in their business

http://www.thecqi.org/resources/d2-4.shtmlThe Chartered Quality Institute - The CQI is the only chartered professional body dedicatedentirely to quality. With over 12,500 individual and company members worldwide we canprovide the support and learning to improve your business.

http://www.goalqpc.com/resources_tqm_wheel.cfmFounded in 1978, GOAL/QPC is one of the world leaders in continuous improvement, quality,and organizational transformation.GOAL/QPC offers people practival tools for continuous improvement, quality, and organizationaltransformation.

http://www.eqo.info/index.cfmThe European Quality Observatory is run by the European Foundation for Quality in eLearning.It provides a database for strategies (Quality Approaches) and services (Quality Services)concerning quality in e-learning.

http://www.qualityfoundation.org/ww/en/pub/efquel/index.htmEFQUEL is a European membership organisation. Our mission is to enhance the quality ofeLearning in Europe by providing services and support for all stakeholders. EFQUEL is built onprinciples of dialogue and inclusiveness to promote excellence and innovation to achieveLearning Europe.

http://baldrige.nist.gov/index.htmlBaldrige National Quality Program

http://www.quality.nist.gov/Education_Criteria.htmEducation Criteria for Performance Excellence by Baldrige National Quality Program

http://ec.europa.eu/education/policies/educ/indic/rapinen.pdfEUROPEAN REPORT ON THE QUALITY OF SCHOOL EDUCATION - SIXTEEN QUALITYINDICATORS. Report based on the work of the Working Committee on Quality Indicators.

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The working committee includes experts selected by the Ministers of Education of the followingcountries: Belgium, Denmark, Germany, Greece, Spain, France, Ireland, Italy, Luxembourg, theNetherlands, Austria, Portugal, Finland, Sweden, the United Kingdom, Cyprus, Hungary, Poland,Romania, Slovakia, Latvia, Estonia, Lithuania, Bulgaria, the Czech Republic, and Slovenia.

http://www4.asq.org/blogs/edu/Quality in Education - blog by ASQ

Not active links

www.gslis.utexas.edu/~rpollock/tqm.htmlRonald D. Pollock´s online resources on Quality Management and Performance ExcellenceLast updated in 2003

www.skyenet.net/~leg/tqm.htmTQM DiagnosticsLast updated in 2003

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Appendix 2

Useful documents on the EAQUALS website – Members‘ Area Inspections related documents for Schools, especially EAQUALS Inspection Scheme

Manual (version 6.2 or newer) and The EAQUALS Self-Assessment Handbook (version

1.2 or newer) to be found in the Inspections section of the website The EAQUALS Charters in the EAQUALS Info / Reference documents section of the

website

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Appendix 3

Flowchart wizard for Power Point

Draw a flowchart in Power Point On the Drawing toolbar, click AutoShapes, point to Flowchart, and then click the

shape you want. Click where you want to draw the flowchart shape. If you want to add additional shapes to the flowchart, repeat steps 1 and 2, and then

arrange them in the order you want.

Add connectors between each of the shapes.

How? On the Drawing toolbar, click AutoShapes, point to Connectors, and then click the

connector line you want. Point to where you want to lock the connector. Connection sites appear as blue circles as you pass the pointer over a shape. Click the first connection site you want, point to the other shape, and then click the

second connection site. Locked connectors will keep the shapes connected even when you move the shapes.

About connector lines

There are three types of connector lines to connect objects— straight, elbow (angled), andcurved.

After you choose a connector AutoShape, blue connector sites appear on objects as you movethe mouse pointer over them. These points indicate where you can attach a connector line.

When you rearrange objects that are joined with a connector line, the connectors remainattached to the objects and move with the objects. If you move either end of a connector, thatend unlocks or detaches from the object. You can then lock it to another connection site on thesame object, or you can lock it to another object. Once the connector locks on a connectionsite, the connector stays connected to the objects, no matter how you move each object.

After you rearrange connected objects, some connectors might need to be rerouted to makethe most direct connections and keep connectors from crossing objects.

Add text to the shapes

How? Right-click the shape, click Add text, and start typing. Note: You cannot add text to a line or connector; use a text box to place text near or

on these drawing objects. Change the line style or add color to the connectors.

How?

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Select the line or connector you want to change. Do one of the following:

Change the color of a line or connector

On the Drawing toolbar, click the arrow next to Line Color . Do one of the following: To change to the default color, click Automatic. To change to another color, click one of the colors below Automatic.

Change the style of a line or connector

On the Drawing toolbar, click Line Style . Click the style you want; or click More Lines, and then click a style. Add color or fills to the shapes.

How? Select the shape you want to change.

On the Drawing toolbar, click the arrow next to Fill Color . Do one of the following: If you want to change colors, click one of the colors below Automatic. If you want to add a gradient, patterned, textured, or picture fill, click Fill Effects, and

then click the tab you want and select options.

Add a diagram

On the Drawing toolbar, click Diagram or Organizational Chart . Click one of the following diagram types:

√ Venn (Venn diagram: A diagram that is used to show areas of overlap between andamong elements.)

√ Cycle (Cycle diagram: A diagram that is used to show a process that has acontinuous cycle.)

√ Pyramid (Pyramid diagram: A diagram that is used to show foundation-basedrelationships.)

√ Target (Target diagram: A diagram that is used to show steps toward a goal.)

√ Radial (Radial diagram: A diagram that is used to show relationships of elements toa core element.)

Click OK. Do one or more of the following: If you want to add text to an element in the diagram, right-click the element, click Edit

Text, and then type the text. For cycle and target diagrams, you can only add text to the text placeholders that

appear when you insert the diagram or diagram element. If you want to add an element, click Insert Shape on the Diagram toolbar. If you want to add a preset design scheme, click AutoFormat on the Diagram

toolbar, and select a style from the Diagram Style Gallery. Click outside the drawing when you are finished.

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Appendix 4

Possible quality objectives for ISO 9001derived or inspired from the EAQUALS standards:

Quality objective 1: We only employ teachers that have the following qualificationsand experience:

Language Teacher Qualifications:● a minimum of 100 hours of documented, structured teacher training

Language Teaching Practice:● a minimum of 4 hours of documented, assessed teaching practice,

Teaching Experience:● a minimum of 80 hours, documented teaching experience, taught from A1 to atleast B2 levels

Quality objective 2: The team of teachers in the company is supervised by academicmanagers that have the following qualifications and experience:

Academic Manager Qualifications:● DELTA

Academic Manager Teacher Training Experience:● has created a minim of 30 hours of training modules for less experiencedteachers● has run at least 100 hours of documented CPD (Continuous ProfessionalDevelopment)

Academic Manager Team Management Experience:● at least 2 years of experience in looking after a team, providing support or

leadership as necessary

Quality objective 3: The teachers in the school are observed formally 2 times a yearand the minimum observation report grade is Good.

Quality objective 4: Our clients have an opportunity to assess the effectiveness ofour courses and the minimum average feedback obtained in the end-of-coursefeedback form is 8 out of maximum 10.

Quality objective 5: At least 80% of the course participants in our courses achieve ascore of 80 points in the test at the end of their course.

Quality objective 6: The number of complaints filed from the clients are not morethan 1% per year.

Quality objective 7: The Teacher Training & Development in our institution takesplace every month and it lasts for 3 hours/session.

Quality objective 8: Our company passes all quality inspections performed byexternal bodies. (such as EAQUALS or ..... – indicate which scheme you set yourself)

The European Association for Quality Language Services

The European Association for Quality Language ServicesEAQUALS SECRETARIAT: P.O. Box 95, Budapest, H-1301 Hungary

Email: [email protected] Internet: www.eaquals.orgRegistered Office: Via Torrebianca 18 34132 Trieste, Italy

Appendix 5

The EAQUALS-ISO Comparison Table

THE EAQUALS INSPECTION SCHEME & ISO 9001:2000A COMPARATIVE ANALYSIS

ISO 9001:2000 International Standard about other quality management systems:“ This International Standard does not include requirements specific to other management systems, such as those particular to environmental management,occupational health and safety management, financial management or risk management. However, this International Standard enables an organisation toalign or integrate its own quality management system with related management system requirements. It is possible for an organisation to adapt its existingmanagement system(s) in order to establish a quality management system that complies with the requirements of this International Standard.” (0.4. Pp.27)

Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differences andComments

Areas to revise/developin

EAQUALS Scheme

1. Method ofverification

Inspection of processes +Written report

Verification of standards Same but no report, onlyrecommendations forcorrective action of non-conformities

2. Inspectors Trained professional inspectors Trained auditors Same

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3. Criteria ofquality

Activity specific – foreign language teaching General – all refer to the quality management system workedout by the institutions

Specific points of goodpractice are laid down in theaccreditation system ofEAQUALS, while ISO expectscriteria, specific to theactivity to be worked out bythe individual institutions

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

4. Processapproach

Teaching is considered as a process Scheme respects the P-D-C-A model Takes students’ needs & requirements

highly into account interrelationship of the different phases

of the teaching process (curriculum onlessons, lesson planning on teachingetc.)

promotes continuous languageassessment & feedback from students

considers students’ satisfaction aims at continuous improvement –

through regular inspections andprofessional recommendations

0.2. Process based quality management system -“transformation of inputs into outputs…”a) Understanding and meeting requirementsb) The need to consider processes in terms of added valuec) Obtaining results of process performance andeffectivenessd) Continual improvement of processes based on objectivemeasurements.”P-D-C-A ModelPLAN: establish the objectives and processes necessary todeliver results in accordance with customer requirementsand the organisation’s policiesDO: implement the processesCHECK: monitor and measure the processes and productagainst policies, objectives and requirements for the productand report the resultsACT: take actions to continually improve processperformance

The process approach couldbe made more emphatic inthe EAQUALS scheme by amore explicit description ofthe different phases of theteaching process and theirinteractions – this maybring the two schemesnearer.1. Feedback on qualityimprovement between twoinspections is part of thescheme.Include it in InspectionScheme Manual.

5. Scope andapplication ofrequirements

Specific to language education 1.2. “ All requirements of this International Standard aregeneric and are intended to be applicable to allorganisations, regardless of type, size and productprovided.”Excluded: 7.3. Product design and developmentReference to the above in 7.1.Excluded: 7.5.1, 7.5.2, 7.5.3.

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

6.Generalrequirements

Preamble 1.1., 1.2, 1.3., 1.4. 4.2.1. “The organisation shall establish, document, implementand maintain a quality management system and continuallyimprove its effectiveness in accordance with the requirementsof this International Standard. The organisation shall:

a) identify the processes needed for the qualitymanagement systems and their applicationthroughout the organisation

b) determine the sequence and interaction of theseprocesses.

c) determine criteria and methods needed to ensure thatboth the operation and control of these processes areeffective.

d) ensure the availability of resources and informationnecessary to support the operation and monitoring ofthese processes,

e) monitor, measure and analyse these processes, andf) implement actions necessary to achieve planned

results and continual improvement of theseprocesses.”

ISO general requirementsrefer to the criteria of thequality management systemitself, EAQUALSrequirements are morespecific and includeprofessional and moralobligations.

7.Documentationrequirements

Specified in 6.3.Specific documents, which are agreed to beavailable for justifying “good practice” inlanguage teaching operations and to verifythe existence of a quality managementsystem

4.2.1. “The quality management system documentation shall

include:

a) documented statements of a quality policy and qualityobjectives

b) a quality manualc) documented procedures required by this International

Standardd) documents needed by the organisation to ensure the

effective planning, operation and control of this

A written statement of theschool’s qualitymanagement objectives andsystems in a simple QualityManual could be consideredby EAQUALSConsider making it arequirement; at this stage itis rather difficult to allocatea charter point; it could becovered under the extendedand revised section on

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process, ande) records required by this International Standard.”

quality assurance and/ormanagement andadministration.

8.Documentation

Not a requirement 4.2.3. Very strict written procedures to document approval,review, identification, versions, and unintended use ofdocuments.

There are elements in theEAQUALS scheme whichrequire writtendocumentation, e.g.grievance procedure butrequirements are lower thanin ISO.

9. Control ofrecords

Not a requirement 4.2.4. Very strict written procedures to provide data evidenceof conformity to requirements as to their identification,storage, protections, retrieval, retentions time and disposition.

This element would berather alien to the EAQUALSscheme.

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

10. Managementresponsibilityand commitment

Strong emphasis on the responsibilities ofacademic and school managementSpecific professional points in the StaffCharter and Charter for Course Participantsto ensure good practice in schoolmanagement

5.1. “Top management shall provide evidence of thecommitment of the development and implementation of thequality management system and continually improving itseffectiveness by

a) communication to the organisation the importance ofmeeting customer as well as statutory and regulatoryrequirements.

b) establishing the quality policyc) ensuring that quality objectives are establishedd) conducting management reviews, anda) e) ensuring the availability of resources.”

Many overlaps between thetwo schemes but a plannedand systematicmanagement reviewelement is not part of theEAQUALS scheme.Consider making the selfreview a requirement,revise the questionnaire,add a written report sectionto be sent to EAQUALS

11. Customerfocus

Charter for Course Participants – students’satisfaction has high relevance

5.2. “Top management shall ensure that customerrequirements are determined and are met with the aim ofenhancing customer satisfaction.”

12. Qualitypolicy

Suitability for institution, continuousimprovement, internal communications withstaff are criteria in the scheme

5.3. Top management shall ensue that the quality policya) is appropriate to the purpose of the organisationb) includes a commitment to comply with requirements

and continually improve the effectiveness of thequality management system.

c) provides a framework for establishing and reviewingquality objectives

d) is communicated and understood within theorganisation, andis reviewed for continuing suitability.

To require a coherentwritten quality policy mayeasily be included in therequirements of EAQUALS.See above – point 7.

13.. Planning ofqualityobjectives andqualitymanagementsystems

Also a requirement in EAQUALS, mainlyplanning the teaching process.

5.4.1. “Top management shall ensure that quality objectives,including those needed to meet requirements for product areestablished at relevant functions and levels within theorganisation. The quality objectives shall be measurable andconsistent with the quality policy.”

Written statement of thequality systems could bemade an EAQUALSrequirement.See above – point 7.

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14.Responsibility,authority andcommunication

Both clear responsibility areas and internalcommunication procedures get highemphasis in the scheme

5.5.” Top management shall ensure that the responsibilitiesand authorities are defined and communicated within theorganisation.”

Importance of management representative formaintaining quality, importance of internalcommunication to all staff

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

15. Managementreview

Not included as a requirement 5.6. “Top management shall review the organisation’s qualitymanagement system at planned intervals, to ensure itscontinuing suitability, adequacy and effectiveness. This reviewshall include assessing opportunities for improvement and theneed for changes to the quality management system,including the quality policy and quality objectives.”

Reviewing input and output are defined by theStandard

The element ofmanagement reviewbetween two inspectionscould be considered as anew element of theEAQUALS Scheme.See the comments onQuality Manual; revise thesections on qualityassurance andmanagement andadministration; inevitablythis will require furtheramendments of theCharters

16. Resourcemanagement

Strong emphasis on checking resourcesneeded for the activities

6.1.“The organisation shall determine and provide theresources needed

a) to implement and maintain the quality managementsystem and continually improve its effectiveness, and

b) to enhance customer satisfaction by meetingcustomer requirements

17. Humanresources

Great emphasis on qualifications, stafftraining – criteria of quality are definedwithin the scheme (5, 6 in Staff Charter, 2.1,2.2, 2.6 in Charter for Course Participants)

6.2.2. The organisation shalla) determine the necessary competence for personnel

performing work affecting product qualityb) provide training or take other actions to satisfy these

needsc) evaluate the effectiveness of the actions taken,d) ensure that its personnel are aware of the relevance

and importance of their activities and how theycontribute to the achievement of the quality

c) and e) are not EAQUALSrequirements.They could be consideredin the Staff Charter.Members employadministrative and academicstaff who have appropriatetraining ,qualifications andexperience.

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objectives, ande) maintain appropriate records of education, training,

skills and experience

18.Infrastructure

Several criteria refer to the infrastructure(2.3 and 2.5 in the Charter for CourseParticipants)

6.3. “The organisation shall determine, provide and maintain

the infrastructure needed to achieve conformity product

requirements. Infrastructure includes, as applicable

a) buildings, workspace and associated utilities,b) process equipment (both hardware and software),

andc) supporting services (such as transport andcommunication)”

19. Workenvironment

Premises (2.3 in the Charter for CourseParticipants

6.4. “The organisation shall determine and manage the workenvironment needed to achieve conformity to productrequirements.”

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

20. Productrealisation

Qualified academic management is required(2.2 in the Charter for Course Participants)

a) Course aims and objectives, students’needs, teaching methods – course designb) choice of teaching materials, methods,teachers’ qualificationc) lesson observation, students’ feedback,

students’ progress

d) documented lesson observation, students’feedback and results

7.1. “The organisation shall plan and develop the processes

needed for product realisation. Planning of product realisation

shall be consistent with the requirements of the processes of

the quality management system (see. 4.1)

a) quality objectives and requirements for the productb) the need to establish processes, documents and

provide resources specific to the product,c) required verification, validation, monitoring, inspection

and test activities specific to the product and thecriteria for product acceptance

d) records needed to provide evidence that therealisationprocesses and resulting product meet requirements.”

ISO looks at services (suchas language courses) asproducts

21. Customerrelatedprocesses

Considering students’ needs (2.5, 2.6, 2.8,2.9 and 3.2 in the Charter for CourseParticipants)

7.2.1. “The organisation shall determinea) requirements specified by the customer, including the

requirements for delivery and post-delivery activities,b) requirements not stated by the customer but

necessary for specified or intended use, where known,c) statuary and regulatory requirements related to the

product, andd) any additional requirements determined by theorganisation.”

Should be considered;needs a thorough revisionof some of the Charterpoints.

22. Review ofrequirementsrelated to theproduct

Considering students’ needs (2.5, 2.6, 2.8,2.9 and 3.2 in the Charter for CourseParticipants)

7.2.2. “The organisation shall review the requirements relatedto the product. This review shall be conducted prior to theorganisation’s commitment to supply a product to thecustomer…and shall ensure that

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a) product requirements are defined,b) contract or order requirements differing from those

previously expressed are resolved, andc) the organisation has the ability to meet the defined

requirements”

23. Customercommunication

1, 2, 3 and 4 in the Information Charter +2.8 and 3.2 in the Charter for CourseParticipants

7.2.3. “The organisation shall determine and implementeffective arrangements for communicating with customers inrelation to

a) product information,b) enquiries, contracts or order handling, including

amendments, andc) customer feedback, including customer complaints.”

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

24. Purchasingprocess andinformation

Relevance to sub-contracting, e.g. teachingqualifications and to purchase of teachingmaterials and equipment

7.4.1. “ The organisation shall ensure that purchased productconforms to specified purchase requirements. The type andextent of control applied to the supplier and the purchasedproduct shall be dependent upon the effect of the purchasedproduct on subsequent product realisation or the finalproduct.The organisation shall evaluate and select suppliers based ontheir ability to supply product in accordance with theorganisation’s requirements.”“Purchasing information shall describe the product to bepurchased, including where appropriate

a) requirements for approval of product, procedures,processes and equipment

b) requirements for qualification of personnel,a) c) quality management system requirements

Subcontracting is notspecified as a special areain the EAQUALS scheme butinspected under teachers’qualifications and suitabilityof materials and equipment

25. Verificationof purchasedproduct

Relevance to sub-contracted activities 7.4.3. “The organisation shall establish and implement theinspection or other activities necessary for ensuring thatpurchased product meets specified purchase requirements.

26. Customerproperty

Relevant to school premises and host family’sresponsibilities of students’ property

7.5.4.“ The organisation shall exercise care with customerproperty while it is under the organisation’s control or beingused by the organisation.”

27. Preservationof product

Relevant to storage of teaching materials andequipment

7.5.5. “The organisation shall preserve the conformity ofproduct during internal processing and delivery to theintended destination. This preservation shall includeidentification, handling, packaging, storage and protection.

28. Control ofmonitoring andmeasuringdevices

Relevant to students’ results, lessonobservation documents, feedback sheets

7.6. The organisation shall determine the monitoring andmeasurement to be undertaken and the monitoring andmeasuring devices needed to provide evidence of conformityof product to determined requirements.”

29. The principle of continuous improvement – 8.1. “The organisation shall plan and implement the

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Measurementanalysis andimprovement

requirements and recommendations, but nota requirement between inspections

monitoring, measurements, analysis and improvementprocesses needed

a) to demonstrate conformity of the productb) to ensure conformity of the quality management

system, andc) to continually improve the effectiveness of the quality

management system

30. MonitoringandmeasurementCustomersatisfaction

Feedback from students 8.2.1. “As one of the measurements of the performance ofthe quality management system, the organisation shallmonitor information relating to customer perception as towhether the organisation has met customer requirements.The methods shall be determined.

The EAQUALS Schemespecifies the method –students feedback (mid-term, end-of-term)

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

31. Internalaudit

Not a requirement 8.2.2 “The organisation shall conduct internal audits atplanned intervals to determine whether the qualitymanagement system

a) conforms to the planned arrangements to therequirements of this International Standard and to thequality management system requirements establishedby the organisation, and

b) is effectively implemented and maintained

A point which could beeasily introduced in theform of self assessment,based on the self-assessment guide in theguide. See above – point10:Consider making the selfreview a requirement,revise the questionnaire,add a written report sectionto be sent to EAQUALS.

32. Monitoringandmeasurement ofprocesses

Emphasised in the EAQUALS scheme for theteaching process, but not for all processes

8.2.3. “The organisation shall apply suitable methods formonitoring and, where applicable, measurement of the qualitymanagement system processes. These methods shalldemonstrate the ability of the processes to achieve plannedresults. When planned results are not achieved, correctionand corrective action shall be taken, as appropriate, to ensureconformity of the product.”

33. Monitoringandmeasurement ofproduct

Courses as products and their delivery, i.e.teaching is to be monitored andeffectiveness to be measured, but nodocumentation requirement

8.2.4. “The organisation shall monitor and measure thecharacteristics of the product to verify that productrequirements have been met. This shall be carried out atappropriate stages of the product realisation process inaccordance with the planned arrangements.”

34. Control ofnonconformingproduct

Does not apply 8.3. “The organisation shall deal with nonconforming productby one or more of the following ways

a) by taking action to eliminate the defectednonconformity

b) by authorising its use, release or acceptance underconcession by a relevant authority and, where

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applicable, by the customerc) by taking action to preclude its original intended use

of application.

35. Analysis ofdata

Measurable data and the writtendocumentation of these is not a requirement,but the continuous monitoring andevaluation of customer satisfaction,processes, especially of teaching and coursesas products are important features.

8.4. “The organisation shall determine, collect and analyseappropriate data to demonstrate the suitability andeffectiveness of the quality management system and toevaluate where continual improvement of the effectiveness ofthe quality management system can be made. This shallinclude data generated as a result of monitoring andmeasurement and from other relevant sources.The analysis of data shall provide information relating to

a) customer satisfactionb) characteristics and trends of processes and products

including opportunities for preventive actions, andc) suppliers

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Features ofcomparison

EAQUALS Scheme ISO 9001:2000 Main differencesComments

36. Continualimprovement

The idea is mainly represented by the three-annual inspections, the professionalconsultancy element of the recommendations

8.5.1. “The organisation shall continually improve theeffectiveness of the quality management system through theuse of he quality policy, quality objectives, audit results,analysis of data, corrective and preventive actions andmanagement review.

A documented selfassessment obligationbetween inspections maybe considered EAQUALS.See above – point 10:Consider making the selfreview a requirement,revise the questionnaire,add a written report sectionto be sent to EAQUALS.

37. Correctiveaction

Applied in the inspection report whenrequirements are specified and the school isrecommended for referral in a certain area.Corrective actions documented as part ofinternal audits or self-assessment are notpart of the scheme. The planned review ofconformities with the Scheme between twoinspections is not a requirement.

8.5.2. “The organisation shall take action to eliminate thecause of nonconformities in order to prevent recurrence.Corrective actions shall be appropriate to the effects of thenonconformities encountered.A documented procedure shall be established to definerequirements for

a) reviewing nonconformities (including customercomplaints),

b) determining the causes of nonconformities,c) evaluating the need for action to ensure that

nonconformities do not recur,d) determining and implementing action needed,e) records of the results of action taken, andf) reviewing corrective action taken.

Corrective action as part ofa self-assessment reportmay be considered forinclusion in the EAQUALSScheme

38. Preventiveaction

Schools do this when preparing forinspections and when take actions to meetrequirements for referral.

8.5.3. “The organisation shall determine action to eliminatethe causes of potential nonconformities in order to preventtheir occurrence. Preventive actions shall be appropriate tothe effects of the potential problems.A documented procedure shall be established to definerequirements for

Preventive action as part ofa self-assessment reportmay be considered forinclusion in the EAQUALSScheme

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a) determining potential nonconformities and theircauses,

b) evaluating the need for action to prevent occurrenceof nonconformities,

c) determining and implementing action needed,d) records of results of actione) reviewing preventive action taken.

References:1. EAQUALS , EAQUALS Inspection Scheme Manual (version 6.2)2. ICS 03.120.10. MSZ EN ISO 9001:2001

A four-language version (Hungarian, German, English, French) published by Magyar Szabványügyi Testület, Hungary

The European Association for Quality Language Services

The European Association for Quality Language ServicesEAQUALS SECRETARIAT: P.O. Box 95, Budapest, H-1301 Hungary

Email: [email protected] Internet: www.eaquals.orgRegistered Office: Via Torrebianca 18 34132 Trieste, Italy