Management System of Implementation EDUCARE Vfc 100430

Proposition for Sri

Sathya Sai Organization

MANAGEMENT SYSTEM OF IMPLEMENTATION OF

EDUCARE PROGRAMME

Source: (momentarily Marcos Erize)

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MANAGEMENT SYSTEM OF IMPLEMENTATION OF THE EDUCARE PROGRAMME IN

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Organizations grow and expand according to the degree of satisfaction of their members’ needs; thus, they should focus on knowing and under-standing the current and future needs of their members, and expand their service to them and the community

Proposition presented to Swami and received by HIM in MAHASHIVARTRI, (Prashanti Nilayam, 12 March 2010)

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GUIDELINE FOR THE IMPLEMENTATION PROCESS OF

THE EDUCARE PROGRAMME,

BASED ON THE GUIDELINE PRESENTED BY

THE WORLD COUNCIL OF EDUCATION

OF THE SRI SATHYA SAI BABA ORGANIZATION

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1- GENERAL AND STRATEGIC OBJECTIVE.

TO ACHIEVE THE KNOWLEDGE, COMPREHENSION AND APPLICATION OF THE IMPLEMENTATION SYSTEM OF THE EDUCARE PROGRAMME IN FORMAL AND NON FORMAL AREAS AND IN ANY OTHER AREAS OUTSIDE THE SRI SATHYA SAI ORGANIZATION. Fundamentals of the Objective: (see point 7.1, 7.2.1, 7.2.2)

2- SPECIFIC OBJECTIVE:

TO ACHIEVE FORMALIZATION AND STANDARDIZATION OF SPEECH AND METHODS USED BY THE LEADING TEAM THAT CARRIES OUT THE IM-PLEMENTATION OF THE EDUCARE PROGRAMME IN FORMAL OR NON FORMAL AREAS.

3- SCOPE: A- GEOGRAPHIC: ZONE A-B AND SPANISH SPEAKING REGIONS (23

COUNTRIES) B- ORGANIZATIONS: IN ALL COUNTRIES WHERE SSEHV OR SSE IS

CARRIED OUT AND ORGANIZATIONS WHERE IT IS LIKELY TO IM-PLEMENT THE PROGRAMME

IN THE SATHYA SAI ORGANIZATION:

Formal education o Sathya Sai primary schools o Sathya Sai secondary schools o Sri Sathya Sai University o SSEHV at Institutes of Sathya Sai Education (ISSE) o Sri Sathya Sai International Centre, New Delhi.

Non formal education

o Bal Vikas/ Sai Spiritual Education

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o SSEHV at public and private schools o SSEHV in the community o SSEHV for adolescents and young adults o Sathya Sai Parenting Programmes

Informal education

o Sri Sathya Sai discourses o Sanathana Sarathi Magazine (The Eternal Charioteer) o Vahini Series by Sri Sathya Sai Baba o Conferences on Sathya Sai Education o Study circles in Sri Sathya Sai Centers

ORGANIZATIONS AND ASSOCIATIONS WHICH ARE NOT COMPRISED IN THE STRUCTURE OF THE SAI ORGANIZATION

i. Preschool education, such as kindergartens, nursery schools and oth-ers of the same range.

ii. Primary/ elementary schools. iii. Secondary/high school. iv. Higher education: Institutes of Higher Learning, University institutes,

Universities. v. Schools that offer education under the following orientations: Tech-

nical, artistic, special, ongoing for young adults and adults, rural, bi-lingual cross-cultural , in a frame of deprivation of liberty, at domi-cile/in-home or in-hospital or any another orientation to be defined by the corresponding jurisdiction.

vi. Non- specialized business organizations that have training, education or development departments. (Such as: enterprises with departments specialized in technical or professional training or training for organi-zational development).

vii. Business organizations and unions, non-governmental organizations that render services of training, education and development. (Such as: the organizations officially registered or acknowledged as such by

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public organizations, Educational Professional centers, cultural and community centers).

viii. Governmental organizations devoted to training, education and devel-opment (Such as: provincial or state institutes of training).

ix. Freelance professional trainers. (Such as: facilitators acknowledged by organizations of the Educare Programme or that have attended courses for facilitators in countries such as Thailand, Brazil, etc.).

The above list of educational organizations should be considered as an example. It does not exclude others that may not be mentioned in this document. It will not be updated in the case there were any modifica-tions in the legislation, or another type of organization was identified or other names were used. C. PERSONS: ALL LEADERS OF CENTRAL COUNCILS AND REGIONAL COORDINA-TORS IN PLACES WHERE THERE IS NO CENTRAL COUNCIL OR ISSE/ SSE LEADER

4. ACCOUNTABILITY COORDINATORS OF EDUCATION OF THE ZONES AND COORDINATOR OF EDUCATION OF CENTRAL COUNCILS AND REGIONAL COORDINA-TORS IN COUNTRIES WHERE THERE IS NO CENTRAL COUNCIL

5- ENFORCEMENT AUTHORITY GENERAL COORDINATOR OF EDUCARE OF ZONE A AND B AND SPANISH SPEAKING COUNTRIES

6. DEFINITIONS

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GUIDELINES: By definition a standard or guideline is:

“Any document that has been set forth by mutual consent and approved by a recognized organization that provides for common and repeated use , rules, criteria or features for activities or their results, allowing the achievement of an optimum level of order in a certain context.”

What is a standard?

• DOCUMENT • the parties involved participate in its construction • it is adopted by consensus

General agreement reached through a process

where all sectors involved have been taken into account; there hasn‟t been any firm or strong opposition and any eventual disagreement has been solved

It doesn‟t mean that there has been unanimity

How is a standard used?

A standard is a public document, thus, it can be consulted, referred to and used by the ones who wish to. Its application is voluntary but in some cases, the au-

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thorities can set forth compulsory regulations concerning the standards. Stan-dards help improve the quality, safety and organizational performance.

General graph of a system

System

External environment

(Super-system) alegsa.com.ar

This is a graph of a system viewed as a whole: its border, input, output, components and sub-systems

The main characteristic of a system is based on the fact that it has the fea-ture of SELF REGULATION AND SELF FEEDBACK. TRAINING:

Sub-

system

component

component

component

Input Information

Energy

Resources

Output Information

Energy

Resources

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It is every process that comprises the know-how of systems, methods and pro-cedures that develop people‟s capabilities, skills and abilities. The aim of training is to improve activities by means of practice in action. EDUCATION: It is the process of teaching-learning that allows the development of Human Val-ues, attitudes and human behavior that has an impact on either people or processes, among which, the one that aims at strengthening and achieving wil-lingness towards learning and ongoing improvement of people‟s quality of life as well as that of their family, community or social environment. ORGANIZATION:

Group of people and facilities bearing responsibilities, positions and relationships In the context of this guide, the “product” is “education”, considered as the im-provement in knowledge, intellectual competencies, capabilities, skills, habits and attitudes of the student. It can likewise be considered compatible with the appli-cation of this Guideline, the definition of “education” as a number of processes that an educational organization runs in order to offer education.

i. “Educational organization”: pedagogical unit in charge of the teaching-learning process.

ii. “Senior management”: person or group of persons who run or control the highest level of an organization

iii. This level sets the policy and disposes of the available resources. According to the desired scope of the implementation system of the Programme, the “senior management” can be the highest authority of an organization or a part of it. For instance, It can be the school principal, the headmaster of a certain level of school ( in the case of a multilevel school, it could be the Headmaster of the Primary school) or the Headmaster of a specialized edu-cational unit (in the case of a University it could be the Professor who holds a Professorship, Head of a Department or Dean) within the same school and in the non formal domain, it could be the National Coordinator of Educa-tion of the Central Council and/ or the leading team, Executive and Aca-demic Committee of an Institute of Human Values or the like.

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iv. Procedure: specific way to carry out an activity or a process (IRAM-ISO 9000)

Note 1- Procedures can be documented or not Note 2- When a procedure is documented, the term “written procedure” or “documented procedure” is commonly used. The document (3.7.2) that

contains a procedure can be called “procedural document” Every procedure can regulate which tasks can be done, who participates, how and when they should be done.

v. Record: document that registers results obtained or gives evidence of activ-

ities performed. It is a “non modifiable document” Note1- records can be used, for instance, to register the traceability and provide evidence of verifications, preventive actions and corrective ac-tions. Note 2. On the whole, records do not have to be subject to the control of revi-sion status. POLICY: In this context, policy means THE RULES OF THE GAME, that which MUST be done, applied and practiced and is in force according to the objectives and the mission provided at a certain time and in a certain place. The difference between a guideline and a policy lies in that the first one uses verbs such as SHOULD while the policy shows what MUST be done.

Each sector uses its own terminology, according to its activities, practices and customs. This Guideline aims at proposing terms related to education and applicable to different types of educational organizations.

i- “Beneficiary”: organization or person that receives a service.

In an educational context, the different beneficiaries of an educational organiza-tion can be: - students,

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- parents or tutors, - organizations that hire educational services, - The National Government, Provinces, Town Halls, states, - employers and prospective employers, - educational organizations which receive students coming from the Sai Organization The above list is not meant to be restrictive and limited. Every “educational” or-ganization could assign the beneficiary condition to any physical person or organ-ization that is a recipient of its services, either directly or indirectly. Broadly speaking, the society as a whole is a beneficiary of education. It is deemed that part of the society‟s needs and expectations are represented by the regulations applied to the educational activity. ii. Client: all those people who receive the effect of our actions. Within a process

the client is the person who receives the result of something in our next step.

7- DEVELOPMENT: 7.1 FUNDAMENTALS:

BHAGAVAN SRI SATHYA SAI BABA Establishes: -Sanathana Sarathi, January 1976, page 256- “There should be a system and an order in the Organization; every unit should follow the model implemented in India. None of the states can fix anything in their own way. Mysore, Kerala, Gujarat, all the states must comply with the same model and should not venture into individual sepa-rate types of units. Every unit should respect and follow the rules and regu-lations provided at the General Conference of India every year.” Programmes should satisfy a local need, solve a local difficulty. Sathya Sai Speaks, Volume VIII, page 25.

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“The same rule will also be applied to the units of this Organization: no-body holds a position if they do not have the ability, capability and willing-ness to hold responsibilities. Before coming into the Organization or look-ing for a position in it, consider if you have the yearning and capability; otherwise, if you adhere to it and claim against any person or programme, you are only revealing your own pettiness and weakness” Sathya Sai Speaks, Volume VII, page 314.

“When you have the goal in sight, wherever you are, you‟ll be fulfilled with ge-nuine happiness. Do not search to do things that give you temporary or sensual satisfaction only. Do not yearn to do what you like, but train yourself to enjoy what you do or what you must do. This is sadhana. When you engage into

voluntary work, your truly welfare gets promoted. Sathya Sai Speaks, Volume VII, page 222. Do not feel uncomfortable with the rules and regulations that the Organiza-tion has imposed on you; they have been considered for your own sake. Rules arise from the same essence of creation. Oceans observe their limits;

the wind and the fire respect their limits and barriers. The human body must keep its temperature at 37 degrees so as to be free from fever. The heart must beat at a certain number of beats per minute; Breathing must be done 21600 times a day. How can the Organization escape from certain rules and regulations then? Sathya Sai Speaks, Volume X, page 45 “In order to help the spiritual seeker (sadhaka) get this result (reach the knowledge of the Atma as the real core of oneself) it is necessary to im-pose certain rules and strict limits. An illness cannot be defeated only by

drugs; a strict diet, beverages and habits should also be prescribed and fulfilled. Everybody is “ill” of the disease of the subsequent births and deaths (bhavaroga); the repetition of the Name is the remedy, that is why it should be accompanied by a diet, limits and disciplinary measures. Na sreyo niyanam vena. “There is no spiritual progress without a disciplined and regulated life”. A song is pleasant to the ear only when it has an adequate tone, rhythm and sweet melody. Thus, even for your spiritual sadhana in these service units, some rules and regu-lations are essential and must be respected strictly without any deviation. Sanathana Sarathi, January 1978, page 258

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The rules we are disposing of today may seem to some of you as a knife stab or a hammer blow, but they are planned to cure and heal. Submit to them and put them into practice sincerely; your path will be smooth and with-

out hurdles as a path carpeted with rose petals. I bless you so that you can stick to them and receive the benefits of discipline and devotion. Sathya Sai Speaks, Volume VIII, page 76 Discipline implies the strict observation of rules, regulations and guide-lines. The sense of duty can yield results only when discipline is observed; devotion to Sai and Sai’s message is the foundation of this sense of duty that always keeps you bound up with discipline. Sathya Sai Speaks, Volume X, page 38 At Sathya Sai educational institutions, students should be moulded as “im-ages” of their teachers. They must spread the message of our ideals worldwide. Teachers must live up to this message and students must be soaked and transformed into it. The Eternal Charioteer, May 1984, page 16 Who should lead teachers of Spiritual Education (Bal Vikas)? The Teacher of Teachers can only lead teachers of Spiritual Education*. That is, the teacher who has mastered the methods, problems and secrets of education is the one who can do it. He must have the ability to persuade and correct teachers. The presidents of the different states may not have all these skills; their qualities may outstand in other aspects of the Organization. Thus, I suggest such presi-dents do not engage themselves into Bal Vikas. Their task is to supervise,

organize and lead the Bhajan Mandali, the Seva Samithi, the Seva Dal and other units of service. The Bal Vikas teachers will benefit from the leadership of the central man-agement of the Organization. Women in charge of the Bal Vikas become en-

thusiastic and easily disappointed, so they had better not take their problems to the president of the state immediately; by the time of expressing their problems to

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the central authority, emotion will have calmed down. They can be led firmly from the Centre and they will follow the guidelines willingly if they come from it. Sathya Sai Speaks, Volume X, page 282 7.2 GUIDELINES OF WORLD COUNCIL OF EDUCATION Further to the distribution of the guidelines by the World Council of Educa-tion, it is necessary to move to the process of implementation and applica-tion of the contents of the guidelines; thus, firstly, the operative process of the implementation should follow and it might be as follows: 7.2.1 OPERATIVE PROCESS OF IMPLEMENTATION: INTERACTIVE MODULES PHASE 1 SENSITIZATION When we are called to carry out the implementation and find out results in the HUMAN BEING TRANSFORMATION AS WELL AS TRANSFORMATION OF THE CULTURE in which he is in , and as this process involves human beings, BEFORE implementing an action it is advisable for a better result in the imple-mentation, to create an environment of empathy and synergy among all the par-ticipants of such process so as to achieve the (ethical) goals of the Organization and therefore avoid hidden costs that could sometime later impact on the trans-formation aimed at. This PROCESS starts with the learning of METHODOLOGY OF GROUP DY-NAMICS and distributing information and standardizing the new concepts of the

Programme EDUCARE, so as to minimize the fears of the members of the Or-ganization concerning the transformation of paradigms towards the EDUCARE paradigm. This stage is called SENSITIZATION. People are informed about the need to change culture, of the new terminology to be used, speech, and seman-tics on the whole, based on all sub-values or virtues arising from and based on the pillars of the Human Values, to make the participants feel part and under-

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stand the core basis and fundamentals on which this cultural change will take place. The aim of this sensitization stage is to introduce in the people‟s system of per-ception a new model of life that will later become a natural part of their lives and whose resound goes beyond the individuals themselves and impacts the organi-zational group frame as well as the family and social frame. The goal of the Edu-care Programme is SELF- TRANSFORMATION AND THE DEVELOPMENT OF THE HUMAN VALUES. PHASE 2 DIAGNOSTIC ASSESSMENT AND SELF DIAGNOSTIC AS-SESSMENT OF PERFORMANCE OF THE CONTEXT WHERE THE PRO-GRAMME WILL BE IMPLEMENTED

Any process of change of context, organization, family, community or society re-quires as a sine qua non requirement the fact of having valid and real informa-

tion in advance of the actual situation which will be modified. Once the scenarios and the processes to act upon are contextualized, the data above mentioned is obtained by tools that are comprised in the First Stage of

our process of the transformation to be achieved. These tools that act as basic devices of analysis of the reality on which the process will take place, constitute the Diagnosis that has to be done by the im-plementation team. This is an excellent starting point for any process to be car-ried out. The result will allow the Implementation Team to know which the Strengths and Weaknesses are, as well as the critical and decisive points, the Threats and Opportunities on which they should take action to modify the Culture of the context on which they will operate. PHASE 3 EDUCATION AND TRAINING TRAINING is considered as any process that comprises the knowledge of sys-

tems, methods and procedures that develop people‟s capabilities, abilities and skills. The aim of training is to improve the activities through practice in action.

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EDUCATION is considered as the process of development of the Human Values,

attitudes and human behavior that impact either on people or processes; conse-quently, the willingness to learn and attain continuous improvement strengthens the quality of people‟s personal life as well as their family or social life. PHASE 4 MONITORING AND MEASURING TOOLS Consequently, the aim is that the people of the implementation team know how to define, identify, design and measure the results of the activities in a statistical way so as to obtain traceability of either the processes or the results in order to adequately generate the added value of all the actions taken. PHASE 5 FOLLOW-UP, SUPPORT AND MONITORING OF THE PROCESS UNDER WAY

This process interacts with the former ones and what takes place is known as ON THE JOB TRAINING, that is, the process of teaching-learning during daily work. In this process, the Implementation group observes the interaction among the participants and their results and by the use of maieutic methods leads the partic-ipants towards observation, reflection, review of the research, corrective and pre-ventive measures to improve behaviors and the related processes. PHASE 6 METHODS OF TEACHING- LEARNING 6.1 SEMINAR - WORKSHOP This is one of the different instruments used in teaching-learning to get across useful information during either training or education. Seminars as such are effective only when what is learnt during the seminar is boosted by an application and a follow-up in time, if not, its effectiveness is lost.

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An isolated seminar acts as a trigger, sensitizer, a starter, a motivator, a reinforc-ing concept or idea but not as a tool to solve problems of an organization. The process of Implementation of the Educare Programme involves a very impor-tant aspect related to how it will be implemented; in this respect, the way teams are constituted is the basis of success of the implementation with the correspond-ing excellent consequences. 6.2 GROUP DYNAMICS

Group dynamics, in the current systemic-organizational paradigm is the core in-strument for the optimization of the most important resources of any organization: the people. The perception of a situation or project that different people may have increases the quality and efficiency of the decisions and makes effective the organization-communication as communication is very important to leadership. The rules of group dynamics, the ethic code and the planning of such, which are measurable and observable, are the key to the cultural change of an organiza-tion, as well as the most powerful instrument of productivity.

7.2.2. STAFF STRUCTURE for implementation:

COORDINATING COMMITTEE (first Work-Team)

STANDARDIZATION COMMITTEE :

- which will be in charge of implementing the System in each Zone or Region. - which will be permanent evaluators and articulators between the World Council of Education and the Regions - Definition of the main functions of the Standardization Committee, as follows:

o Standardization of criteria, policies and working patterns o To create the Educare culture, strengthen and communicate the identification of the values and virtues to be manifested, standardizing the ones corresponding to every culture and region.

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o To propagate the mission of Educare, to define and do the follow-up of the objectives of the programme. o To be committed to the excellence and the continuous improvement for all the parties involved: The Central Councils, Regional Coordinating Committees, Formal Institutes, Associated Schools, Study Circles, etc. o To orientate, coordinate efforts and articulate the different Regions to achieve the systemic focalization of the programme.

IMPLEMENTATION PROCESS OF THE EDUCARE PROGRAMME

Firstly, it is necessary to understand that this project has its own prin-ciples and guidelines:

The former editions of the Educare Programme (1969) bearing different names

but always related to Human Values, have had a very important acceptance worldwide together with the expansion of the Sai Organization:

- The awareness of who the beneficiaries of Education in Human Values are, in formal or non formal areas (very often there is not a single type or group of people; most of the institutions may have different groups of people, each of which may have different needs and expectations and whom the organization should satisfy simultaneously);

- The awareness that all functions or sections of an organization may influence on the satisfaction level of the ones receiving the programme with an open atti-tude towards the programme.

- To manage universal terms such as “quality in Education”, continuous im-provement, spirituality, integrated education, excellence in Education.

It is the aim of this project of implementation to foster comprehensible terminolo-gy to all the structures of the Sai Organization to be covered by this proposal.

However, there are sections or activities with very specific characteristics that need certain type of interpretation of this new proposal so as to achieve an ade-quate and effective implementation.

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As there are general guidelines, there are also rules for every region, country or community. So this proposal implies being aware of how to implement the project.

The revision of the guidelines was decided in 2009 concerning their use and im-pact on the educational environment proposed by Bhagavan for their best appli-cation. Consequently, all zones were called on to carry out an assessment of perception of the actual situation, which resulted in the current version of the 2009 Guidelines, including the modifications suggested and proposed by the dif-ferent regions and countries.

The aim of this Guideline is to provide guidelines to understand and im-plement the Educare Programme in Formal as well as Non-Formal Educa-tion and in other areas beyond the Educational field or Centers or Groups of the Sai Organization.

The intention of this document is in no way to modify or expand the requirements of the Guidelines. Therefore, it does not mention criteria that can be taken as re-quirements to be applied, unless an institution has decided to incorporate any of these positions as internal requirements of its Management system concerning the implementation of the Programme. Every educational institution, either a SSIEHV or SSE group or any other organization, Study Circle, etc. and all those enumerated in the SCOPE, have full autonomy to adapt the requirements of this “Standard” to their objectives, needs and activities.

The requirements imposed by any official authority or by any other institutions are not contemplated specifically in this Guideline. However, these requirements should be taken into account within the Implementation of the Management Sys-tem of the Programme of each organization or educational Institution.

All requirements are generic and they can be applied to all organizations inde-pendently from the type, size or course/ activity provided.

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Considering the several characteristics of the different sectors in which institu-tions implementing the Educare Programme are grouped, covered by this Guide-line, and considering the value of their regional or local jurisdiction, when imple-menting the Programme in an educational institution, independently or jointly with other areas of the Sai Organization ( specialized institutions), this Guideline can provide other documents in order to provide the most convenient tools for its most appropriate application.

PRINCIPLES THAT SUPPORT THE IMPLEMENTATION

Principle 1- Service Approach towards fellow men

Organizations grow and expand according to the degree of satisfaction of their members’ needs; thus, they should focus on knowing and under-standing the current and future needs of their members, and expand their service to them and the community.

Key benefits of application of this principle

Increase in the number of people who know and understand the objective of the Sathya Sai Baba Organization. Concerning the leader: to know how to respond with rapid and flexible responses to the needs of the members.

Increase the efficiency in the use of the resources of the organization to strengthen love and satisfaction among brothers and sisters. Improvement in the manifestation of love and commitment towards selfless service.

It strengthens the sense of service and joint responsibility.

Principle 2- Leadership

Leaders establish the unity of purpose and the orientation of the organiza-tion. They must create and sustain a kind internal atmosphere where eve-ryone can get totally involved in the achievement of the objectives of the organization.

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Both, the ones who lead and the ones who participate somehow in the or-ganization will understand the objectives of the organization and will be motivated by them. The activities are evaluated, aligned and implemented wholesomely. The lack of communication among the levels of the organization diminishes. The sense of belonging is strengthened and leadership is done by example and practice, with unity in thought, word and deed.

Principle 3- Participation of the members

Active members at all levels of decision making and participation are the core of an organization and as they are fully committed, their abilities and values can be used in benefit of all the organization and the community.


The organization will count on motivated and committed people who are involved in its core values. Innovation and creativity in search of achieving the objectives of the organization. People are responsible for their own performance. The active members become more committed when they participate and contribute to the continuous improvement. Members become involved when they understand and feel that they belong to the organization and not by imposition or specific personal needs.

Principle 4- Approach based on management of processes

A desired result is reached more efficiently when the activities and re-sources related to it are managed as a process.

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Less effort by means of an effective use of resources.

Better, foreseeable and consistent results.

Opportunities of improvement are prioritized and detected.

Comprehension and measurement of the Quality Management concerning

the processes and quick identification of undesirable results which gener-

ate a reduction of energy and unproductive time.

Principle 5- Approach of the System for management The fact of identifying, understanding and managing the interrelated processes as a system, contributes to the efficiency and effectiveness of an organization to achieve its goals. Key benefits of application of this principle

Integration and alignment of the processes to reach better results. Ability to focus on the key processes Skills to ensure the concerning parties the effectiveness, efficiency and consistency of the organization Comprehension of the Quality Management and the orderly methodological transformation and goal-oriented results. Organizational maturity Better communication among all institutions involved. Principle 6- Continuous improvement The continuous improvement of the global performance of an organization should be a permanent objective Key benefits of application of this principle

Improvement of skills and continuity of management and objectives of the organization.

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Alignment of the activities to improve all levels of the organization in rela-tion with its strategy. Flexibility to react quickly to opportunities. Criteria of improvement of performance of the organization in general, as well as of its members and their transformation Principles 7- Approach of decision-making based on factual information Efficient decisions are made on the basis of a data analysis and factual in-formation. Key benefits of application of this principle

Decisions made on the data base Greater skill to show the efficiency of former decisions by reference to cur-rent records. Greater skill to review, challenge and change opinions and decisions. Substantial improvement of Communication and quality of life of the mem-bers, the organization, the community and the society they belong to. It strengthens the manifestation of the Value of Truth. Principle 8- Mutually beneficial relationships among and for all members An organization and its members are inter-dependent and a mutually bene-ficial relationship increases the capability of both to create value. Key benefits of application of this principle

Greater skill to create value for both parties. Greater flexibility and speed to give responses to the changing needs of the context or the needs and expectations of the members. It optimizes the use of energy and resources It strengthens the criterion of shared growth and social, community and family responsibility.

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INTRODUCTION 1.1. General Characteristics The adoption of a System for the Implementation of the Educare Programme should be a strategic decision of the organization. The design and implementa-tion of the System are influenced by different needs, specific objectives, the pro-vided programmes, the applied processes and the size and structure of the or-ganization of every Region. The purpose of this Guideline is not to give uniformity in the structure of the Systems or the documentation. This Standard can be used by the ones specified in SCOPE, to evaluate the ca-pacity of the organization to comply with the requirements of the culture of the place, the definition of the beneficiaries of the programme, the regulatory re-quirements and the specific requirements of the organization. Guidelines This guide is applicable to every type of organization that provides educational services, either public or private institution, within the formal system or offering educational activities or non formal training, or any other type of pedagogical or methodological alternative, according to the definition provided in the SCOPE. In order to provide further clarification to the applicability of this Guideline and taking into account the current legislation in force to the date of issuance of this Guideline and the current practices concerning the educational services, please refer to: SCOPE LIST In each case, the highest authority of an educational organization can make the strategic decision of systematically managing the activities affecting the quality of education it renders and the satisfaction of its “beneficiaries”. In order to do so, it

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should take into account, among others, the specific objectives of the service provided as well as the purpose and the interests of the organization which it be-longs to. The requirements of this Guideline concerning the Implementation of the Man-agement System of the Educare Programme do not pretend to define a “spe-cific plan” for the educational organization but to show how the organization

should run the processes to ensure that this “specific programme or plan” satis-fies its beneficiaries‟ needs and expectations. For example:

- The guideline does not define which the most suitable contents of an educa-tional programme are, but encourages the educational organization to set a process that allows it to define such contents.

- The Guideline does not define which the best conditions for the workplace are in an educational organization, but allows for the provision of a process to estab-lish, maintain, follow up and improve such conditions. Terms such as “programme” or “beneficiary” may seem rare to the educational jargon. Point 3 of this Guideline proposes definitions for the terms used herein which require a certain degree of clarification to be applied correctly in the educa-tional environment. APPROACH BASED ON PROCESSES This Standard or Guideline promotes the adoption of an approach based on processes when the efficiency of Implementation of a Management System of the Educare Programme is developed, implemented and improved, in order to in-crease the range of motivation towards self transformation of the ones imple-menting or receiving it by complying with its requirements. An organization must work in such an efficient way that it should identify and manage a great deal of activities which are interrelated. An activity, that uses resources and which is run so as to allow the input elements to be transformed

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into results, can be considered as a process. The result of a process often consti-tutes the input element of the subsequent process directly. The application of a process system in an organization, together with the identifi-cation and inter actions of such processes, as well as its management can be named “approach based on processes”.

An advantage of the approach based on processes is the continuous control it gives on the bonds related to individual processes within the process system, as well as its combination and interaction.

Such an approach, when used in a management system, emphasises the impor-tance of:

a) the comprehension of and compliance with the require-ments,

b) the need to consider the processes in terms of value ,

c) the performance results and efficiency of the process,

d) the continuous improvement of the processes based on objective measurements.

The follow- up of the satisfaction of such “beneficiaries” who are the reci-pients of the programme requires the evaluation of information related to the perception of the one receiving the programme with respect to the or-ganization compliance with the requirements.

Guidelines related to the activities as processes

This Guideline requires that the activities of the organization are thought as processes that are related to one another. Consequently, the processes have to be identified and managed adequately. The processes that are part of this struc-ture are those related to the educational service provided, plus those processes “supporting” the core processes.

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Examples of these core processes could be:

- forecast of prospective activities;

- new students

- design of programmes/ careers/ courses;

- planning of teachers‟ activities;

- development of courses and other pedagogical activities. Examples of “support” processes could be:

- training of educational and non educational staff;

- maintenance of the equipment providing services;

- maintenance of the software used in the different core or support processes;

- maintenance of the workplace. Firstly, this model of proposed processes involves the identification of the needs and expectations of the different levels of the ones receiving the programme and lastly the follow-up of the satisfaction of each of them to determine how the needs and expectations were satisfied. These two extremes of the Management System can be highly complex as the needs and expectations together with the level of satisfaction can be parameters which: - Are difficult to measure as the student can hardly ever point them out clearly (as in the case of children); - Cannot be evaluated on a time scale that allows a successful adaptation of the processes (as the case of businessmen who hire university graduates who are observed in their professional performance)

GUIDELINES CONCERNING FORMAL AND NON FORMAL EDU-CATIONAL ORGANIZATIONS AND ALL THOSE COMPRISED IN

THE SCOPE

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Educational organizations may have various management systems in opera-tion, whether formal or non formal, in order to deal with other aspects of the management, such as: environmental management, financial management, hu-man resources management, and occupational safety and health management. This guideline has been designed so as to be absolutely compatible with other management systems; consequently it is advisable and useful that the educa-tional organizations try to integrate all their management systems. Thus, the re-sults obtained by applying these concepts could be maximized. Even if non formal systems are implemented, it is advisable that the educational organizations take basic measures regarding environmental care. Likewise, even if formal management systems of occupational safety and health matters are not implemented, it is necessary that educational organizations have an adequate control of all perils of health and safety of all the people that partici-pate in their activities, as this is one of the requirements related to environmental care. These issues are subject to legal requirements of the jurisdiction where the or-ganization is located. Legal requirements can be the following: laws, decrees, regulations, provisions, resolutions issued by the competent authority.

OBJECT AND SCOPE

1- General characteristics This Guideline specifies the requirements for the implementation of a Manage-ment System of the Educare Programme when an organization:

a) needs to show its capacity to provide the Educare Programme consistent-ly, meeting the requirements of those receiving the programme and the applicable regulations, and

b) aspires to increase the participant‟s satisfaction through the efficient appli-cation of the System, including the processes to achieve a continuous im-provement of the system and the assurance of meeting the requirements

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of the programme and of those receiving it as well as the applicable regu-lations.

Guidelines

The application of this Guideline is provided for those instances in which an edu-cational organization decides to meet the needs of the students and other people involved. This is the primary goal of the Implementation of the management sys-tem of the Educare Programme; therefore, the highest benefits can be achieved. Simultaneously, an educational organization can desire and/ or has to show that it provides consistent services meeting the legal requirements of the students and others (parents, families, etc.). This demonstration can be required by:

- the principal/owner/ authority which the organization depends on;

- the students or others directly involved with the organization. In both cases, the demonstration can be verified by auditing arranged by the re-questing party or by an outsourced audit agency. However, it is convenient to reinforce the idea that the benefits of the implementation of a management sys-tem of the Programme are mostly achieved by the sheer existence of the system and secondly by a subsequent demonstration of the efficiency of such. 2- Application The requirements included in this Guideline are generic requirements and they are deemed to be applicable to all organizations no mater the type, size or pro-gram provided. Generally, each educational organization will evaluate if all requirements are ap-plicable to their activities. In case the organization considers that there is a non applicable requirement, it may not apply it but it must justify it.

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2. IMPLEMENTATION OF THE MANAGEMENT SYSTEM OF THE EDUCARE PROGRAMME

2.1 General requirements

The organization must establish, document, implement and maintain a Manage-ment System and continuously improve its efficiency according to the require-ments of this Guideline. The organization should:

a) identify the processes needed for the Management System and their ap-plication through the organization (see 1.2)

b) determine the sequence and interaction of these processes, c) determine the criteria and methods needed for ensuring both an efficient

operation and control of processes, d) assure the availability of resources and data needed for supporting the

operation and the follow-up of the processes, e) do the monitoring, measurement and analysis of such processes, f) implement the necessary actions to achieve the planned results and the

continuous improvement of such processes. The organization must run these processes in accordance with the requirements of this Guideline. NOTE. The necessary processes for the implementation of the Management System of the Educare Programme referred hereinabove should include the processes for the management activities, resources supply, the implementation of the programme and the measurements. Guidelines

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This clause begins with a general paragraph by requiring the educational organi-zation to:

- establish,

- document,

- implement,

- maintain in time and

- improve continuously

its management system. Further to this, it is specified what the educational organization must do when implementing its management system in relation to the administration of its processes:

i. to identify the processes which will be part of the system. The results of such processes can impact on the quality of the service provided either positively or negatively; generally, these processes will be the ones in-volved in clause 7. However, there may be other “support” processes, which without adding value to the final product directly, contribute to the efficiency of the management system. These processes depend on the services that each educational organization provides.

ii. To order such processes in an interrelated sequence. This order im-plies the identification of:

- a person or position that is responsible for the process (the “owner” of each process);

- the “inputs” to the process, that is, the materials and the data that a process needs to start up and operate;

- the “suppliers” of said inputs, who can be the staff of the education-al organization or external staff;

- the “outputs” of the process, that is, which product is the final result of the process;

- the “clients” of those outputs or results of the processes;

- the method to transform the “inputs” into “outputs”. Of course, if it is understood that the processes are working according to an inter-related sequence or net, the outputs of the processes are necessarily inputs of

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other processes, unless such outputs are destined to people external to the management system developed by the educational organization. For example, in the case of a course offered by a training group or a subject of tertiary education or a full year at a primary school: The “inputs” can be: - The programmes in force; - Students under condition for registration (due to having passed any sequential subject, or an entry test to a school, etc, or having complied with the quality re-quirements and family values, etc) - Available and appropriate teaching materials - Qualified teacher - Available and appropriate facilities. The “outputs” can be:

- Students reaching the educational standards set in the objectives. The “indicators” can be: - The results of the examinations; - Percentage of students who have passed; - Results of surveys done to students, parents and organizations where students attend classes; - Students‟ performance at school or over the next years; - Percentage of drop-outs during the course; - Net time of training in accordance with the planning. The “how” and its controls can be:

- Educational methods to be applied; - Results of term examinations - Compliance with the proposed planning; - Attendance and punctuality of teachers.

iii. to determine criteria and methods that ensure the control and efficiency of the processes. This may be a key point of this Guideline, as it re-quires not only criteria to control processes but also criteria (or indica-tors) that assure the monitoring of the efficiency of such processes.

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According to the definition of this Guideline, “efficiency” must be un-derstood as the ability to achieve the expected results but not as an adequate use of resources which is defined as “effectiveness”; the con-cept of “effectiveness” is not under this meaning. Indicators of efficiency can be: - Degree of compliance with the thematic programmes as scheduled; - Degree of availability of resources for all the students accepted for a certain period; - Drop-outs during a certain period of the educational programme; - Degree of passing grades in examinations or assessment tests; - Degree of teachers‟ compliance with the fixed schedule. iv. To measure and monitor the processes according to the established

criteria. To put into practice the controls and the monitoring of indica-tors previously defined. The results of such measurements are ana-lyzed to determine if the expected results were achieved and to foster the continuous improvement. In order to carry out this analysis, basic concepts of statistical techniques can be used, which are usually re-ferred to as “statistical thinking in decision-making”.

Under certain circumstances, the use of other methods can be convenient, such as qualitative and quantitative methods in order to make a better use of the data.

2.2 Requirements of documentation 2.2.1 General characteristics

The documentation of the Management System must include: a) documented statements of a policy and objectives of the PROGRAMME b) a manual of the FEATURES OF THE PROGRAMME c) documented procedures required for its implementation, based on this

Guideline, d) the documents needed by the organization to ensure the effective plan-

ning, operation and control of its processes and

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e) the records required by this Guideline. NOTE 1. When the phrase “documented procedure” appears in this Guideline, it means that the procedure is established, documented, implemented and maintained. NOTE 2. The length of the documentation of the system may differ from one or-ganization to another due to:

a- the size of the organization and the type of activities; b- the complexity of the processes and their interactions, and c- the staff „s competence.

NOTE 3. The documentation can be in any format or media. Guidelines It is advisable that any management system is supported by documentation, which facilitates not only communication about intentions and objectives of the system but also a consistent action. The use of documentation contributes to:

- the achievement of the objectives of the Programme;

- the provision of adequate training;

- ensure repeatability and traceability;

- provide objective evidence of its operation and results;

- assess the effectiveness of the system. However, it is not convenient to consider the documentation an end in itself, but a means that adds value to the processes of the management system. It is advisable that each educational organization determines the degree of the required documentation and the media used for its control. The range of the do-cumentation to be prepared depends on:

- the size of the organization. A management system may be devel-oped for a part of the organization but not for all its activities; the part covered by the system is referred to as “size” ;

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- the complexity of the processes;

- the applicable legal requirements;

- the staff members‟ own abilities;

- the need of (external or internal) demonstration required to the management system.

The range of documentation will surely vary if the system is developed for an or-ganization or only a department. For example, in the case of a university, it may be a system for the university, for a specific faculty or for a career within a faculty. Concerning the non formal education, the degree of documentation may be in relation to the characteristics of the organization: it may be an institution devoted to education or a primary or secondary school, or an Ex cathedra department at a university or any other organization identified in the SCOPE, where the Educare Programme is estimated to be implemented. The structure of the documentation is usually divided into hierarchies. For exam-ple:

i. The Core policy and its objectives. The roles of these 2 documents

are described in paragraphs 5.3 and 5.4 respectively in this Guideline. Due to their status as documents, they are subject to control, which is described in paragraph 2.2.3.

ii. The Quality Manual of the Programme. The role of this document is

described in paragraph 2.2.2. Due to its status as document, it is sub-ject to control, which is described in paragraph 2.2.3.

iii. The documented procedures explicitly required by this Guideline. Such procedures are related to the general operation of the manage-ment system and they are: control of documents, control of records, internal auditing, control of problems and non-compliant results, correc-tive actions and preventive actions. According to the complexity of the educational organization and its processes, these procedures can:

- be part of the Quality Manual of the Programme;

- be separate documents which are referred to in the Manual.

iv. Other documents that the organization deems necessary for the ef-fective operation of the processes. These documents can be:

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-procedures that describe activities or specific processes, such as: registration of students, monitoring and control of teachers‟ classes, evaluation of students‟ sa-tisfaction, or parents‟ satisfaction (if their children are very young), evaluation of satisfaction of the designers of the Educational programme. In this case, there are non restrictive requirements in this guideline, and thus each organization has to define which activities need to be covered by written procedures. Such procedures, according to the needs of each organization can be comprised in the Quality manual or be separate documents. In all cases, due to their status as documents, they are subject to control, which is described in paragraph 2.2.3; - documents in general. For example: curricula, training programmes for teachers and non teachers, programmes of internal auditing, maintenance planning of the facilities. In all cases, due to their status as documents, they are subject to con-trol, which is described in paragraph 2.2.3.

v. Records. This Guideline requires the issuance and maintenance of a

special type of “documents” called “records”, which are documents that provide evidence of the performance of activities, such as: teachers at-tendance record, compliance record of the curricula, training record, auditing reports, controls done by the principal, purchase orders, appli-cations for registration, certificates or diplomas. This Guideline does require explicitly the issuance of certain records; moreover, the organi-zation has the freedom to decide which other records they have de-cided to keep, so as to provide evidence of compliance with expected results and the management system, derived from the application of legal requirements. All records are subject to the control described in paragraph 2.2.4.

When preparing the documents of the management system, there is always the doubt of to what extent it is necessary to give a detailed description of the processes and methods. All the activities do not have the same degree of com-plexity, likewise not all the staff has the same degree of previous experience in the process involved. Therefore, these two factors (complexity and previous ex-perience) can be taken into account when drawing up a procedure.

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The structure is not meant to be complex or bureaucratic, in spite of having all these levels of documentation (or others). On the contrary, the effort required when developing, applying and keeping such documentation, can be remarkably simplified if there is a clear determination of levels of documentation, and of the users of each of them. It is not in the spirit of this Guideline in any way to pretend that a large and complex documentation is the most appropriate for the imple-mentation of the management systems of the Educare Programme.

2.2.2 Quality Manual The organization must establish and keep a quality manual that includes:

a- the scope of the implementation of the management system of the Pro-gramme

b- the documented procedures established for the management system or reference thereto, and

c- a description of the interaction among the processes of the management system.

Guidelines The Quality Manual constitutes the core document of the implementation of the

management system of the Educare Programme. One of its roles is that of specifying how the requirements of this Guideline have been interpreted and implemented in each educational organization, in particular. It can also include a description of the characteristics and roles of authorities, responsibilities and interaction among the different positions of the organization. It is convenient to adapt its contents to the practices and culture of each organi-zation. In the case of simple or small organizations, the quality manual can con-tain some or all the procedures and documents of the management system. Otherwise, the manual has to make reference to the existing procedures. Particularly, this Guideline requires that the Quality Manual includes:

i. the scope of the management system, that is, to which processes, pro-grammes or places the management system is aimed to be applied. For example, a faculty can develop a management system to develop

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the Programme, for its outreach activities, for the processes taking place during experiential courses or practices or for any service it may provide.

ii. The documented procedures (see definition in section 3) established for the management system (such as: description of the process of in-ternal auditing, management processes of human resources, man-agement process of the library, laboratories, teaching process) or with reference thereto.

iii. A description of the interaction among the processes of the manage-ment system. This description can be done in graphic format, indicating the processes (academic management, student management, adminis-trative management, research management, extension management, etc.), its inputs and outputs.

The manual is usually approved by the highest authority of the organization that is responsible for the implementation of the management system of the Pro-gramme.

2.2.3. Control of Documents The documents required by the management system must be controlled. The records are a special type of document and must be controlled according to the

requirements set forth in 2.2.4. A documented process must be established to define the necessary controls to: a- approve documents concerning their appropriateness before their issuance. b- review and update documents when necessary and approve them again. c- ensure that the changes are identified as well as the current revision status of the documents. d- ensure that the corresponding versions of the applicable documents are avail-able at the places where they should be for use. e- ensure that the documents are maintained legible and are easily identified. f- ensure that external documents are identified and their distribution controlled. g- prevent the non intentional use of obsolete documents and apply an adequate identification in the case that they are kept for any reason.

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Guidelines This section of the Guideline refers to the control to be exercised on the docu-ments of the management system, except for the “Records”, which will be dealt

with in the next section. The procedure described by this control should contemplate:

i- the approval of the documents required by the Guideline (ma-nual, documented procedures, etc.) and all the other documents that the organization creates to meet its needs. The responsibili-ty and authority to carry out these approvals is assigned by this procedure. For example, the quality manual approved by the highest authority of the organization; the budget planning ap-proved by the person in charge of the administration; the curri-cula approved by the academic authority.

ii. the amendment of the documents whenever necessary and their subsequent approval.

iii. the identification of the subsequent amendments so as to know the version in force and the amendments introduced.

iv. the availability of all documents at the place where they will be used, in any format (paper, digital, etc.). For instance, it is ad-visable that the curriculum is available for the students, teachers and authorities.

v. The preservation of documents so as to assure their legibility; for example, in the case of digital documents, it is advisable to have back-up copies. Likewise, it is advisable to encode the de-nomination of documents to identify them easily (Example: PR-00 Procedure for the Control of Documents, PEN3-09 Curricu-lum for Level 3- updated 2009)

vi. The control of documents which are external to the organization, such as Laws related to Education, competency Labour Stan-dards, Health and Safety Act, Common Basic Contents, etc.

vii. If it were necessary to keep previous versions of some docu-ments that must be part of the management system, (for exam-ple: previous curricula) it is desirable that such issues are duly identified so as to prevent inadvertent application.

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For example, in the case of circulars to teachers and non teachers, it is desirable to establish: Who approves the circular and how is it approved? How do we know it is the latest circular? Where are they? How are the communicated? Where are they filed?

2.2.4. Control of records Records must be established and kept to provide evidence of compliance with the requirements as well as the efficacious operation of the management system. The records must remain legible, easily identified and recoverable. A docu-mented process should be established in order to define the necessary controls for the identification, storage, protection, recovery, retention time and availability of records. Guidelines While the documents, controlled according to section 2.2.3, can be reviewed and amended, the records, which are a special type of document, require a different control. They are like photographs of situations or conclusions that are not subject to modifications, but are kept to show evidence of the compliance with

the requirements (of services as well as the operation of the management sys-tem). In some cases, it is necessary to keep records as required by the applica-ble regulations. For example, examination records of the students, required by the Ministry of Education or the World Council of Education. The documented procedure required by this Guideline must describe:

- which records are kept (for example: the minutes of Professors meetings, records of teachers‟ performance assessment, reports of internal auditing, students‟ attendance records or teachers‟ at-tendance records; teachers attendance to faculty meetings or ple-nary meetings, records of attendance to Training courses and records of efficiency assessment of the training courses attended, etc.)

- how and where they are kept (for example, identify in which filing cabinet or electronic file they are kept);

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- how they are kept in a specific place ( for example, according to student‟s name, date, teacher, subject, client);

- how they can be recovered (for example, by the interested party‟s direct access or by means of a formal authorization);

- who can consult them, if there were confidential records (for exam-ple, it is necessary to identify the levels of authority required for the different consultations);

- what the minimum period they should be kept is;

- what their destination is, once the period stipulated for their con-servation is over (for example: physical destruction or deletion of the electronic file)

2.3 RESPONSIBILITY OF THE SENIOR MANAGEMENT 2.3.1 Senior management commitment The senior management must provide evidence of their commitment to the development and implementation of the management system of the Pro-gramme as well as to the continuous improvement of its effectiveness by:

a- communicating to the organization the importance of meeting not only the requirements of the students, teachers, facilitators, parents and families, the society on the whole, but also the legal and regulatory requirements,

b- establishing the quality policy; c- ensuring that the objectives of the programme are set, d- carrying out the corresponding revisions and e- ensuring the availability of resources.

Guidelines This section requires the senior management of the organization which will im-plement the Educare Programme, whatever the environment to be implemented is , either educational or non educational environment, to commit themselves to the permanent development and improvement of the Implementation of the Management System of the Programme through their leadership and reflecting

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on their planning the educational requirements and expectations of the students and any other recipients of the Programme resulting in the success of the ser-vice rendered to society. This requirement refers to the “senior management”. “Senior management” means the highest level of the organization which is developing and implement-ing the Programme. This highest level is the one that establishes the policy and is able to dispose of the resources; according to the desired scope of the implementation of the man-agement system of the Programme, such senior management can be the highest authority of an organization or a sector thereof. For example, it can be the head of an educational organization, the principal of a department or a specific educa-tional level, the National Coordinator of Education of the SSSBO, the Coordinator or Educational Chairman or any prospective one, or the regional Coordinator in regions where there is no specific structure of the SSSBO, Consequently, for the appropriate implementation of this Guideline, it is required:

i. to communicate to all the educational organization, through its func-tional hierarchical organization and according to the level of authority and responsibility, the importance of the requirements required by the students, teachers, facilitators or other coordinators of services, as well as the legal and regulatory aspects thereof. Communication within the organization and with all the people involved is very important to increase motivation and participation of teachers and facilitators; this is the sole warranty of success to de-velop and maintain an effective management system of the implemen-tation of the Educare Programme.

ii. to establish a policy of the quality in education, thus allowing all mem-bers of the organization to know the core principles that the senior management has decided upon in order to manage the processes re-lated to students‟ satisfaction.

iii. To establish the objectives of quality, which enable the completion of desires and intentions expressed in the quality policy by operating ac-tions

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iv. To measure the functioning of the organization so as to observe the completion of the objectives and policies arranged, especially those re-ferred to the satisfaction of students and other people involved.

v. To ensure the adequate availability of resources (people and materials) in due time and manner which are necessary for the achievement of the objectives set in the planning

2.4 Approach towards fellow men

The senior management must ensure that the requirements of students are set and complied with, so as to increase the satisfaction of the recipient of the Pro-gramme (see 4.2.1. and 5.2.1) Guidelines

According to this Guideline the senior management must ensure: the determina-tion of the students‟ needs and expectations and that these needs and expecta-tions become requirements and are met. The following is described in other sec-tions of the Guideline: the specific requirements to detect the needs and expecta-tions and their subsequent fulfillment in relation to students‟ satisfaction. This section reflects that it is necessary that the senior management gets in-volved in the development of these processes to assure the expected results. Such involvement can be expressed in different ways of leadership, participating in meetings, making decisions, being coherent with what is said and done and showing a particular interest in whatever is related to all the people involved in the process of implementation of the Educare Programme of the organization and those who are the recipients: students, whatever their category or context.

2.5 Quality Policy The senior management must ensure that the quality policy

a- is appropriate to the purpose of the organization

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b- includes a commitment to comply with the requirements and the conti-nuous improvement of the effectiveness of the quality management sys-tem,

c- provides a framework to establish and review the objectives of quality d- is communicated and understood within the organization and e- is reviewed for its continuous adaptation.

Guidelines The quality policy constitutes the highest expression of the Management of the

educational organization (or the Implementation group of the Programme), con-cerning the guidelines referred to quality, to meet the students‟ needs and expec-tations, which become the blueprint for the performance of the educational organ-ization (or the Implementation Group of the Programme). It is advisable that the organization takes the following considerations into ac-count:

i. It is advisable that the management has previously determined the students‟ needs and expectations when defining the policy, so that they are specifically expressed in the guidelines of the educational organi-zation.

ii. The policy, when expressing the general intentions of the organization, includes a commitment to all the requirements, either regulatory or voluntarily undertaken with their students. By including a commitment to the continuous improvement in the quality policy of the educational organization or the implementation group, the management is explicitly recognizing that the performance of the organization at a certain level cannot be kept to that level unless the constant and permanent evalua-tion of the performance results are taken into account. The commit-ment implies the need of establishing a process of continuous improvement of the performance of the management system.

iii. The contents of the policy are the base or frame to define the objec-tives of the organization. As the policy is a timeless expression of in-tentions and wishes, the objectives, together with the terms and defi-nite actions, constitute the way in which the policy is translated into ac-tions in the organization. (see 2.6.1)

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iv. The management is responsible for communicating the contents of its policy to all the staff of the organization. This is done by distributing copies of the policy to each person of the staff or by internal dissemina-tion campaigns and meetings or talks with the staff; the management must ensure that the staff gets the message across. The degree of un-derstanding of a policy may often be manifested by a person‟s attitude in his/her workplace instead of by remembering its content.

v. The policy of an organization does not remain unchanged once de-fined. The students‟ needs and expectations may vary, as well as the regulatory requirements and the organization needs, so, it is reasona-ble that the management of the organization regularly reviews its policy to determine if it is already applicable to the internal or external ongo-ing changeable context.

2.6. Planning

2.6.1 Objectives of quality The senior management must ensure that the objectives of quality, including those necessary for meeting the requirements of the product (see 4.1 a), are es-tablished in the corresponding positions and levels within the organization. The objectives of quality must be measurable and coherent with the policy of quality. Guidelines By means of setting objectives, an Educational organization is able to put its poli-cy into practice. These objectives can last in time as the impacts of the services provided are not always detected immediately. When setting the objectives of quality, it is advisable to include:

- Current needs and expectations of the students and the Pro-grammes and Guidelines established by the World Council of Edu-cation, considering them within a possible prospective frame of their evolution in time.

- Objective assessment of the results obtained and follow-up of the graduates, in relation to the established standards.

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- Assessment of the performance of the organization processes.

- Consideration of results of former educational or management ex-periences, doing benchmarking or taking into account experiences from the country or other countries where the Programme is or has been implemented with similar characteristics.

The objectives are mainly associated with the continuous improvement of per-formance of the implementation of the management system of the Educare Pro-gramme; in order to assess the level of improvement , the objectives must be measurable, that is, they must be expressed in a quantitative way that enables to determine whether they have been met or not. The improvement objectives are usually set on the effectiveness indicators of the different processes of the management system. For example, an educational or-ganization may have as objectives:

i. To diminish by 10% the amount of students that drop out the courses, seminars, workshops, career, over the first stage or year during the current year.

ii. To increase the average compliance performance of the objectives set in the theme programmes from 85% to 90% over a term stipulated ac-cording to the specific characteristics of the Programme.

iii. To increase by 15% the level of students‟ satisfaction in relation to the comfort of facilities during the current year.

iv. To stretch the offer of training courses such as distance learning courses.

2.6.2 Planning of the implementation of the management sys-tem of the Programme

The senior management must ensure that: a- The planning of the management system is done in order to comply with

the requirements set forth in points 2.6.1, as well as with the objectives of quality and

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b- The integrity of the management system is maintained when changes are planned or implemented.

Guidelines This requirement comprises two concepts: the planning of the management sys-tem and their modifications and the planning of achievement of objectives. In both cases, planning consists of considering the following:

- stages to be complied with

- people in charge of each stage

- necessary resources

- terms

- monitoring of the planning progress

- monitoring of the achievement of results In the case of the initial development and implementation of the management system, the stages can be: to define the policy of quality, to identify the neces-sary processes, to appoint people for each process, to define each process and the necessary documentation, to divulge the policy and the system, training of the teachers and facilitators, first internal auditing, first revision by the senior management, etc. Modifications to the management system can be: to introduce a computing sys-tem for all the organization, modification to the policy of quality, deep modification to the organizational structure. It is necessary that the modifications are made in such a way that the students are not affected by them and that the management systems keep on being effec-tive. In the case of a modification to the organizational structure, the stages can be: to define the tasks and responsibilities of the new positions, to verify consistency with the rest of the structure, to communicate the new positions, such as the people in charge of the administration, maintenance, teachers, the revision of the existing documentation, etc.

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In the case of the objectives, this type of planning is particularly applicable to the objectives of improvement (5.4.1) as the objectives of maintenance (5.4.1) are achieved by direct application of the current management system. For example, in the case of the development of a new course, diploma or career, the stages can be: to identify the need, to estimate the quantity of students, to define the curricula, to foresee the necessary structure, to call on new teachers, to plan the schedule, to make known the academic matters publicly, etc. The planning of the Management system can be part or be included in the gen-eral planning of the organization, as long as the requirements of this Guideline and the Guidelines set by the World Council of Education are complied with. It is advisable that in all cases, the results of the planning are reviewed regularly, and the planning itself is modified when necessary

2.7. Responsibility, authority and communication

2.7.1. Responsibility and authority The senior management must ensure that the responsibilities and authorities are defined and communicated within the organization. Guidelines

The senior management must ensure that the responsibilities and authorities are defined concerning the people that perform activities in the organization , per-form activities related to quality, that is all people involved in the processes de-scribed in point 2.1. This item also requires that all participants in the implementation of the Pro-gramme (principal, teachers and non teachers) have been specified their level of responsibility and authority in relation to their contribution to the achievement of the objectives of quality of the educational organization or the implementation group of the Programme.

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For example, in the case of a professional training or educational activity, it is necessary to define the responsibilities of the trainers or facilitators in relation to the contents of the course, the attendance control, the performance reports of the participants and the time devoted to tutorship. It is convenient that the information is known by the participants before the development of the course or the as-sessment test.

2.7.2 Representative of the senior management The senior management must appoint a member of the board who, independent-ly of any other responsibility, must:

a- ensure that the necessary processes for the implementation of the management system of the Programme are set, implemented and maintained.

b- Inform the senior management the performance of the manage-ment system and of any need of improvement, and

c- ensure that all levels of the organization become aware of the re-quirements of the students.

NOTE. The responsibility of the representative of the board may include relation-

ships with external parties on matters related to the management system. Guidelines

This Guideline establishes that the representative of the senior management suits the profile needed for the implementation, maintenance and improvement of the management system of the Programme in the educational organization. The representative of the senior management must inform the board about the operation of the management system. So it would be convenient to assess the status of the parameters of the system destined to provide appropriate informa-tion to evaluate the effectiveness of the management system and detect any need for improvement.

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2.7.3 Internal communication The senior management must ensure that the adequate processes of communi-cation are established within the organization and that communication is achieved considering the effectiveness of the management system. Guidelines This clause requires that the senior management of the educational organiza-tion ensures the design and implementation of the processes that allow for an adequate communication of the quality requirements, the corresponding objec-tives and the results obtained. For example:

- meetings with members of teachers‟ teams and administrative staff;

- news boards;

- internal publications, paper or electronic publication.

2.8. Revision by the Board

2.8.1. General characteristics The senior management must review the management system of the organiza-tion at planned intervals, to ensure its appropriateness, suitability and continuous effectiveness. The revision must include the assessment of opportunities for im-provement and the need of making changes in the management system, includ-ing the policy of quality and the objectives of quality. Records of the revisions made by the board should be kept (see point 2.2.4) Guidelines

The senior management establishes a policy of quality (point 2.3), objectives re-lated to such policy (point 2.4.1.) and a management system to ensure com-pliance (point 2.1). The revision made by the board constitutes the mechanism by which the senior management monitors the results of these actions.

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The revision of the management system allows the senior management to verify its consistency, appropriateness and effectiveness and to analyse alternatives to improve or change the management system, the policy of quality and the objec-tives of quality of the Programme. The recommended maximum period for revision is 12 months, although during the first steps of implementation of a management system it could be done more frequently. Revisions should be done more frequently if important changes to the management system of quality are carried out or are being planned. The records of these revisions should include the actions that are considered necessary. The board will examine the effectiveness of such actions over the subsequent revisions. The records can be minutes of formal revision meetings, a report summarizing the core issues and actions to be implemented, or docu-ments of internal circulation as a memo that provides a summary of the issues and actions to be carried out. It is convenient to identify weaknesses and strengths in the management system and to implement the plans to overcome any unforeseen event or wrong result. The revisions done by the senior management can identify the need for important modifications or additional or modified resources, and so, it is important that those who can help or are involved are represented.

2.8.2. Information for revision The input information for the revision by the board must include:

a- results of auditing b- student‟s feedback c- performance of the processes and conformity with the expected results d- status of the corrective or preventive actions e- follow-up procedures of previous revisions by the board f- changes that could affect the management system g- recommendations for the improvement

Guidelines

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The inputs for the revision made by the board may include: i- the results of the self evaluations and auditing of the manage-

ment system including the internal auditing, of the students and others.

ii- Satisfaction measurement of the needs and expectations of the different members involved in the process of implementation of the Programme (for example, surveys among the recipients, in-depth interviews with the participants).

iii- The functioning of processes ( for example, the results of per-formance reports of trainers or teachers, reports of observations in class)

iv- The analysis of conformity of the product (hand-outs) with the specified requirements

v- The status of corrective and preventive actions vi- The status of actions of previous revisions vii- Changes in original assumptions(for example, those changes

made as a result of new technologies, results of research and development, quality, financial or social concepts, environmental conditions)

viii- Suggestions of the members that participate in the implementa-tion of the Programme

ix- The status and the results of the improvement activities x- Received Complaints xi- Context assessment, including the performance of the members

who are related to students xii- The results of the activities of the comparative studies xiii- The functioning of the relationship with the world authorities of

education xiv- The impact of changes on the relevant legal and regulatory re-

quirements

2.8.3. Results of revision The results of the revision made by the board must include all decisions and ac-tions related to:

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a- the improvement of effectiveness of the management system and its processes

b- the improvement of product (educational material of any kind) in relation to the student‟s requirements

c- the needs for resources Guidelines

The results of the revision made by the board set the direction of the actions in-tended to improve the management system and its processes, emphasizing those oriented to improve the products (educational material) so as to meet the students‟ requirements,. It must also include the needs for resources. Conse-quently, they can include actions focused on:

i- strengthening the awareness of Human Values in the stu-dents

ii- improving the functioning of products and processes and the management system on the whole.

iii- adapting the structure of the organization and resources iv- skilfully introducing new products in the Programme v- managing risks vi- compliance with the regulatory and legal requirements in

force vii- planning the future resources.

3- Management of resources

3.1 Provision of resources The organization must determine and provide the necessary resources to:

a- implement and maintain the management system of the Programme and continuously improve its effectiveness

b- increase students‟ satisfaction by complying with their requirements Guidelines

The activities to be carried out so as to meet the educational requirements imply the disposition and application of a series of resources: human resources, facili-ties, equipment (tools, instruments, hardware, software, bibliography and other

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didactic resources), consumer materials and material for practical uses, as well as money. These resources have to be obtained and maintained in such a way that they can be at people‟s disposal when needed to develop their pedagogical or service ac-tivities; they must be in appropriate condition, quantity and location for the best realization of those processes.

i-the quality of the product depends on the timely supply of all the necessary resources to carry out the processes appropriately. The implementation of a management system as well as the activities aimed at improving the processes, require additional resources: awareness and training of facilitators, teachers and those accompanying in other roles; available time so as to carry out such activities, willingness of the board to sponsor and guide them. More-over, another additional resource is to gather and update information in order to plan, measure results and record evidence of quality. Another contribution to make the management system of the Programme an actual management system of quality is the fact of buying books and other materials as reference material for the Programme and the processes of the organization, as well as foreseeing and assigning sites and other resources to the people who are part of groups or those who participate in meetings held to analyze and look for solutions to quality problems.

ii- so as to avoid any hurdles that may affect directly or indirectly the educational process and its results, which can result in neg-ative consequences for the satisfaction of the students and all the people involved, it is advisable to establish procedures and duties for the administration, considering parameters such as quantity, quality, time, expenses and in many cases, ancillary spaces or specific technical knowledge.

3.2. Management of people (Human resources) 3.2.1. General characteristics

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All those people who perform tasks involving the quality of the service must be competent and must have a background on education, training, skills and appro-priate experience. Guidelines The competence of each to carry out the assigned position contributes to yield better results and avoid inconveniencies, as well as to increase the overall sup-port to the improvement of the management system of the Programme. This in-cludes teachers, non teachers and those circumstantial helpers. A person‟s com-petence is the identifiable and assessable set of knowledge, attitudes, values and skills which are inter related thus allowing the person to perform satisfactorily in real situations at work. It is the result of a combination of formal education, addi-tional education or training, skills and experience. The necessary competence of each person in an organization depends on the type of tasks the person per-forms. For example, concerning:

- teachers: formal education, training and pedagogical and commu-nicational skills.

- School Management: management training and experience

- Non teachers: specific training and experience

3.2.2 Competence, awareness and education The implementation group must ensure to:

a- Determine the needs of competence for the staff performing activities re-lated to the quality of the service and activities that will be carried out.

b- Provide training or take any other action so as to meet these needs c- Evaluate the effectiveness of the actions taken d- Consider that its members are aware of the relevance and importance of

the activities and how they contribute to the achievement of the objectives of the Programme and

e- Keep the corresponding records of education, training, skill and expe-rience (see 2.2.4)

Guidelines

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i- The definition of competence for each position (generally called job profile, de-fined according to the four components mentioned in 2.2.1.) can facilitate a better planning of the development of the career of each of the persons involved in the implementation, and it also gives an objective reference for the search of even-tual replacements. The regular revision of these profiles assures the continuous satisfaction of the needs for competence required by the organization. This revision may be origi-nated by:

- organizational changes

- medium and long term objectives of the organization

- changes in the external context, including changes in the legal re-quirements.

ii- The needs for training may arise from the comparison of the defined profile for each position and the person‟s competence to hold the position. Other needs for training may arise from different sources, such as: objectives of the organization, changes in the structure of the organization, new people in the organizational structure, change of positions among people, etc. It is convenient to establish a programme to ensure the necessary training. The training programmes help the implementation group to achieve or update their competencies concerning the ones defined for their profile or the position any of them is about to hold. For example, in order to improve teachers‟ competence, improvement courses are the most appropriate, whether they are on their subject or classroom proce-dures. Likewise, the volunteers who offer their services on behalf of the organization must also comply with this requirement. iii. The training activities must be evaluated according to their results. The evaluation of the results of the training is not always that simple. It can be done by evaluations at the end of the activity, or by a follow-up activity consider-

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ing the effects of the training on the person‟s activities after training, for example, by means of performance appraisals. If a new person joins the organization or a person is transferred to another posi-tion, the evaluation could be done by a mechanism called performance apprais-als. iv. The programmes for personal development may strengthen the feeling of be-longing and facilitate the alignment of people‟s actions (even the voluntary hel-pers) with the objectives of the Programme of the institution. The active participa-tion of people, as well as the encouragement to the feedback process in each area, based on the active exchange of the experiences of each member, fosters the awareness and the strengthening of the process of institutional improvement. Sensitization workshops contribute to motivate the participation of people and avoid the association with feelings of exclusion or non-participation, especially when starting a process of continuous improvement. v. The updated record of the teachers and non teachers‟ background, and the actions taken and the corresponding evaluations will facilitate the task when in-troducing new training programmes and actions or when assigning responsibili-ties. The actions resulting form training as well as other external achievements of the people involved in the organization, can contribute to well-based decisions.

3.3 Infrastructure The organization must determine, provide and maintain the necessary infrastruc-ture to comply with the requirements of the Programme. The infrastructure in-cludes, when applicable:

a- buildings, work spaces and associated services b- equipment for the processes (hardware, software) and c- support services such as transportation and communication

Guidelines

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Every process requires infrastructure concerning facilities and other services to develop activities without any inconveniences and to achieve the objectives, re-lated to academic results and satisfaction of those involved in the process or those who have an interest in the results. Consequently, the organization must pay attention to various factors determining which of the characteristics are ne-cessary for the processes to be achieved according to the plan and manage them satisfactorily to comply with the requirements and meet the students‟ satis-faction. Some of the features to be taken into account are: (only descriptive but not pre-scriptive features) a- Concerning facilities: adequacy, security, hygiene, comfort and good cleanli-ness and maintenance of classrooms, gyms and sports fields, labs, workshops, libraries, refectory, other spaces such as the multi-use rooms and their electric, sanitary, gas and communication installations. b- Regarding the equipment: availability and appropriateness for use, taking into account safety for student and his product, for example, audio visual materials, teaching material, lab equipment, computing equipment, software and biblio-graphical material, sports gear, machinery and others. c- Concerning other services: the availability and the quality of support services, such as dining rooms, transportation, medical assistance and other extension programmes. The development and implementation of a permanent maintenance plan con-cerning the building and its facilities, will assure the expected service, allowing for better academic results. Health and security is one of the features of the quality of the educational service, which is not only expected by students but also regulated by the legislation in force corresponding to the jurisdiction where the organization is located. These security conditions related to the infrastructure may include:

- adequate ventilation

- emergency plan

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- simulation of the emergency plan

- adequate fire-fighter equipment

- on-site medical service or available by a medical service contract

- first aids kit

- elevators maintenance

- toilets cleaning

- control of drinking water

- adequate electric and gas installations

- processing and preserving food care

3.4. Work environment The organization must determine and manage the necessary work environment to comply with the requirements of the Programme. Guidelines Work environment means the set of conditions under which “the activities, that constitute the educational service given to students, are carried out”. These con-ditions may include: physical factors (temperature, lightening), social factors (dy-namics and labour issues of the teachers and assistant staff, students‟ social, economic and educational condition), psychological factors (types of leadership and supervision, work atmosphere) and environmental factors (outside noise, access). The organization should identify these and other possible factors, as well as as-sess their effect on the student concerning the compliance with the requirements of the educational service, to decide which type of management is appropriate to the work environment. Particularly, it is convenient to pay special attention to social and psychological factors that have a high influence on the dynamics of the learning process and the motivation of the ones involved in it

4. Achievement of the Programme

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4.1 Planning of the achievement of the Programme

The organization must plan and develop the necessary processes for the achievement of the Programme. The planning of the achievement of the Pro-gramme must be coherent with the requirements of the other processes of im-plementation of the management system of the Programme (see 2.1.) During the planning of the achievement of the Programme, the implementation group must determine- when appropriate- the following:

a- the objectives to be achieved and the requirements of the Programme; b- the need for establishing processes and documents and providing specific

resources to arrange the Programme c- the required activities of verification and follow-up to validate the Pro-

gramme , and the criteria for the acceptance of the programme by the stu-dents.

d- The necessary records to provide evidence that the processes of prepara-tion and the results of the implementation of the Programme comply with the requirements (see 2.2.4.)

The result of this planning must be submitted adequately for the operational me-thodology of the implementation group NOTA 1. A document that specifies the processes of a management system of implementation of a Programme (including the achievement processes of the items of the Programme) and the resources that must be applied to a programme or part thereto as a specific project can also be called work plan. Guidelines

The planning of the processes concerning the provision of the educational ser-vice is the backbone of the quality management system, therefore, it is important that the people responsible for the planning know somehow the system and the way the institution has considered the aspects related to it.

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The requirement of planning of the Programme imposes on the senior manage-ment the identification and planning of the necessary processes to achieve its objectives. The planning of the processes to achieve the programme, as a provi-sion of service, must be consistent with such planning. The documents resulting from the planning of the processes of achievement can consider the way the educational organization:

- characterizes the educational process

- identifies the processes of achievement

- establishes the objectives of the Programme

- communicates throughout the organization the characteristics of such processes

- describes the stages and activities of the process

- controls and follows up the activities of the process

- measures and analyzes the results to improve the processes

Examples of processes subject to planning:

- process of teaching-learning

- design and /or development of a curriculum plan

- establishment of a line or project of research

- training for a specific position/activity Processes or sub processes that do no add value directly but are necessary for the quality of education must be considered in the planning. They could be:

- administrative or secretarial services

- public relations

- accounting and financial services

- cleaning and maintenance services The following should be taken into account when planning:

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i. the way in which the implementation group will validate the processes (see 4.5.5), as the flaws of the Programme become evident after they have been done

ii. the acceptance criteria, which must be consistent with the institution‟s requirements concerning the compliance with requirements set forth in chapter 5 (Measurement, analysis and improvement) on the whole, and especially 5.2.3 and 5.2.4

iii. the records, which could be the ones required by teaching ( if the Pro-gramme accompanies the official education) and all others that the in-stitution considers necessary to register the activities, evaluate processes and programmes and achieve the continuous improvement by means of the analysis of data according to point 5.4.. Data analysis

4.2. Processes related to students 4.2.1. Determination of the requirements related to

the Programme The implementation group must determine:

a- The requirements specified by the student (once the diagnosis of needs has been done), including the requirements for the final activities of the diplomas award, attendance certificates or any other item that shows that the Programme has finished and the subsequent evaluation of the results.

b- The requirements not specified by the student but necessary for the ade-quate and good implementation of the Programme

c- The regulatory and legal requirements related to the Programme d- Any other requirement determined by the organization

Guidelines

In formal and in some cases non formal education, the basic requirements of education and in many cases the certifications of learning are regulated. On the other hand, it is convenient that every implementation group of the Programme considers if any additional requirements may be added to the basic requirements

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A management system of implementation of the Educare Programme oriented to the students’ satisfaction in an educational environment re-quires considering and foreseeing the basic needs and expectations of evolution in the short, medium and long term of the current students as well as the prospective ones. So, it is necessary to know these needs, what the expectations concerning the implementation group are (students and others such as parents, relatives or any other involved, even the society as a whole), to analyze and choose the ones to be incorporated to the educational offer. This Guideline does not establish the method to determine the students‟ needs and expectations. The following sources of information- among others- can be used to identify them:

- Educational organizations or type of society where the student comes from

- Similar organizations: other parallel institutions with similar objec-tives

- The destination of the graduates

- Representative organizations of the sector or activity, in the case of an education aimed at strengthening the student‟s best insertion in the community or society

- Demographic, economic or specific surveys and censuses

- Information, surveys and censuses on students, their families, envi-ronment and social conditions, interests and projection into the fu-ture.

- The society through its media The identification of needs and expectations may imply:

- the detection of the development and training trend of the students according to the social, scientific and technological evolution of the country and the world

- the analysis of the aftercare services the student expects Examples of the requirements that the students do not often specify may be:

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- extracurricular activities during the learning process to consolidate knowledge and skills

- update activities of the education received

- pedagogical mediation covenants

- schedules, facilities, additional services (food, communication, etc) In the case of small implementation groups, where an exhaustive assessment of the students‟ needs and expectations would be difficult to be carried out, indirect or non systematic evaluations can be done. The implementation group will choose the needs to be satisfied out of the ones identified and can inform about them through publications, informative meetings, brochures or other means. The information contained thereto, eventually con-sulted by the students to make their decision, becomes a requirement to be com-plied with by the implementation group.

4.2.2. Revision of the requirements of the Programme The implementation group must review the requirements related to the Pro-

gramme. Such revision must be done before the implementation group commits itself to provide a Programme to the students. The group must ensure that:

a- the requirements of the Programme are defined b- the implementation group is capable of complying with the defined re-

quirements. Records of the results of the revision and the actions arising from it must be kept (see 2.2.4). When the requirements of the programme are changed, the organization must ensure that the corresponding documentation is modified and those in charge of documentation or somehow involved with the documentation process, know and are informed of the changes. Guidelines In the context of this requirement, the word “revision” means “exam” and the word “to review” means “to examine”.

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This clause is focused on ensuring that the identified requirements for the ade-quate implementation of the Educare Programme as educational service whatev-er the context of application is (courses, post graduate courses, specific pro-grammes, plans, etc.) should be reviewed before committing or initiating en-forcement actions to ensure that the educational organization understands and

is able to comply with them. i- It is necessary that the requirements for the educational service are clearly defined in observable, measurable and/ or comparable terms and subject to mon-itoring as established in clause 5.2.4 of this Guideline. It is important to consider the requirements for all the elements comprised in the educational service. Most of the requirements in formal education are generally regulated. The re-quirements of the clients can be agreed upon in different way, according to the type of educational organization. Examples:

A specific context, society or community will receive a learning programme that can be customized by the educational organization; in this case, requirements can be agreed upon by the description of the requirements of that community and the ones that the organization considers necessary for the provision of the ser-vice. This must specify:

- objective of training

- minimum contents

- duration

- schedule

- number of participants In the case that an implementation group offers services with curriculum design previously regulated by competent authority, some of the aspects to be consi-dered in the revision are: - Final curricular design of plan or career - The acknowledgement of equivalences on adequate terms according to the evolution of the student (e.g. a post graduate course attended in Thailand could be acknowledged in Ecuador)

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- Background needed

ii- When there is not a written statement of the requirements by the student or the recipients of the Programme, it is convenient that the educational organi-zation confirms them before their acceptance. iii- Whatever the way the educational organization and the students or other clients agree upon, the requirements for the product of the educational ser-vice must be reviewed so as to solve any differences. For example, if the agreement is subject to a first proposal, it is convenient that the organization guarantees that the proposal made is coherent with the students‟ requirements. If there were any differences, they should be solved with the student before their acceptance. For example, if a training programme provided to a company, union or Uni-versity suffers any changes due to situational causes not related to such pro-gramme, there should be a new agreement to solve any differences between the parties involved iv. The organization has to guarantee that it has the capacity of human

resources or the facilities (see point Management of Resources) to comply with the requirements for the adequate implementation of the Programme. The revision is established so as to confirm the commit-ment and the capacity of the organization to satisfy them.

In Formal education an example of this may be the call for registration in a

course or career, which is limited in the number of participants according to the availability of resources (teachers and facilities). In this case, the revision is not done with every applicant, but it is done in advance with a planning and a resource forecast. Another case may be that of a specific course which can be done only if there is a minimum number of students. There can be provisional registration, which can become permanent once the registration period is over. One as-pect of the revision is to determine whether there are enough students regis-tered to open the course.

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It is necessary that in the processes related to the revision of the require-ments for the implementation of the Programme, the way in which changes are managed must be included, not taking into account if the change arises as a students‟ proposal, the educational organization‟s proposal or as a result of external factors. These processes will ensure that the parts of the organiza-tion which may be affected by the changes are served notice. It is convenient that the results of the revision and modifications of the re-quirements are recorded. Clause 2.2.4. gives the guidelines to keep records.

4.2.3. Communication with the student

The educational organization must determine and implement effective regulations for the communication with students related to:

a- information about the programme b- consultations, covenants (if there were any) or

reply to requests, including the modifications of the Programme and

c- students‟ feedback, including complaints. Guidelines

i- The activities of dissemination or students‟ guidance will be consistent with the educational services offered. The consulting services, pre-registration services, regulations, information about the courses, semi-nars, workshops, brochures, programmes and curricula and the learn-ing results should offer students and others full information about the Programme offered by the educational organization.

Examples:

- information boards, assigned classrooms, extra activities, etc.

- institutional web page

- information day on careers and courses

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1. Every educational organization will dispose of appro-priate methods to ensure communication with stu-dents and other clients, so as to respond to queries related to the educational services provided. It is con-venient to assign responsibilities concerning this type of communication, as well as the modification of courses and programmes.

Example:

- Guidance services to show how and where activities to reinforce Human values can be done.

iii- Students‟ feedback through end-of-term reports or complaints during the courses will be dully analyzed to achieve continuous improvement. The opi-nion of the other members involved and participants of the Programme, when applicable, is another source of analysis

Examples: - Parents‟ consultations (in the case of under age students) -End-of-the-year report -Customer satisfaction surveys - Schedule for teachers‟ consultations Concerning claims and complaints, it is advisable that the organization establish-es a method to receive, analyse and respond claims and complaints to students. Likewise, every claim and complaint can receive a corrective measure to avoid its repetition. (See 5.5.2)

4.3. Design and development

4.3.1. Planning of design and development

The implementation group must plan and control the design and development of the Programme. During the planning of the design and the development, the implementation group must determine:

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a- the stages of design and development b- appropriate revision, verification and validation for each stage of design and development and c- responsibilities and duties for the design and development The implementation group must manage the interfaces among the groups in-volved in the design and development to ensure effective communication and a clear distribution of responsibilities. The results of the planning must be updated as appropriate, as design and development progresses. Guidelines Design and development are differentiated in the educational field. Design is the process that refers to the way the learning path is planned, that

is, the curriculum of a career or educational level or the syllabus of a training course or others, considering the aim and features and former level of the participants. Development is the process that refers to the way a teaching plan is formu-lated; it assigns time and sequences the different parts or units that are com-prised by the plan or programme, detailing the objectives, contents, activities and evaluation criteria. It is generally done as a result of a diagnostic evalua-tion of the students, done in advance or during the first classes of the subject or course. The teaching plan contains some items that can be considered as parts of the design, such as, objectives and contents and others that are part of the process of the service provision. (See 4.5) A topic to consider is when the organization offers programmes or plans de-signed by a third party that cannot be modified.

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In formal education, this may be the case of the plans designed by the World Council of Education of the SSSBO and the country or state, which are de-fined as public education managed by the estate or private institution. The countries or states are the ones in charge of defining the basic contents and each organization applies them as part of their teaching plan because objec-tives and contents must be defined in detail. In non formal education, the programmes or plans may have a design (and

even teaching material) determined by the institution that offers education and so, the process of design must be authorized by the competent authority of the Central Council of the country or region. The educational organization will plan and preferably document the way in which the design process will be implemented, including: - The people in charge of it - The activities of design - The responsibilities and positions of the ones carrying out such activities The documented plan does not need to be long. In most cases it will be enough with a simple flow chart or bullet point list, including the foreseen terms for the different stages. In the case the circumstances or the original planning is modified, the plan may require changes. Such modifications must be authorized by the corresponding authorities. It is highly recommended that the people involved in the planning of the de-sign have experience and qualifications, in connection with the specific con-tents or the methodological aspects. The interdisciplinary work enriches the different conceptual fields. The design planning must foresee who will be in charge of transforming the

requirements of the students and other requirements, either legal or non legal (inputs) into a curriculum or programme with objectives, contents and educa-tional activities, pre- requirements of admission, duration and time spent for study, mechanisms and criteria of evaluation, acknowledgement and promo-tion.

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4.3.2. Input elements for design and development The input elements related to the requirements established by the Programme must be determined and records must be kept (See 2.2.4.). These input elements must include:

a. functional and performance requirements b. the legal and regulatory requirements in force. c. The information resulting from former similar

designs, when applicable, and d. Any other requirement needed for the design

and development. These elements must be checked in order to verify their adequacy. The require-ments must be complete, without any ambiguity and must not be contradictory. Guidelines

Once the organization has determined the relevant groups to be consulted, the information they provide constitutes the grounds for design. These groups may be:

i- government organizations ii. teachers and trainers iii. institutions where graduates or prospective graduates will be incorpo-

rated iv. educational institutions where students come from or type of society or

community where students live or perform activities v. community groups or vi. prospective workers and potential employers

It is necessary to define which the critical information to be received is, such as:

- needs and expectations of current or prospective students

- characteristics of the new student

- regulatory and statutory requirements

- requirements of the accreditation institutions

- specific requirements of the institutions that provide funds

- community expectations, for example, parents and citizen groups

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- departmental/ organizational policies

- expectations of the organization where graduates can be incorpo-rated

- ethical standards Among the inputs that are part of the design process, the students‟ requirements must be considered. In general, they comprise functional aspects (professional profiles, admission to higher levels, hopes of the educational community), the principles of the educational project of the Educare Programme, the socio-economic characteristics of the students and their previous educational level. When applicable, national or provincial regulations must be considered concern-ing ordinary basic contents and core learning priorities , as well as ways of orga-nizing education, activities related to compulsory theme topics or financing re-quirements, admission conditions and minimum hourly load set forth by different regulations or authorities. It is advisable to take into account former experiences in the same or other edu-cational institutions, the contribution of specialists or, in the case of updating or re programming the educational offer, previous results, such as drop-outs statistics or students or graduates‟ behavioural follow-up activities. The educational community can also have expectations (related to the characte-ristics of the community or faith, fostering of the artistic expression, the value of technical aspects) to be considered. It is also necessary to consider which type of society the implementation of the Programme aims at. If non formal education is considered, it is likely to take into account specific

needs for each Study Circle, Sai Centre or group, or the type of institution where the programme will be implemented; the social situation should be taken into ac-count as well as restrictions to time availability of the ones attending the training, due to labor requirements of their employers or others who sponsor such training. Once all input sources have been identified and requirements and expectations of each have been suggested, it is necessary to review the information to ensure it is clear and complete, as the design results will be checked with it to determine if they meet the requirements and are part of other input data. (4.3.5.).

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4.3.3. Results of design and development The results of design and development should be submitted in such a way that they allow for the verification of the input elements for the design and develop-ment and must be approved before their release. The results of design and development must: a- meet the requirements of the input elements for design and development b- provide the appropriate information for the preparation of the programme and the provision of service c- contain or make reference to the acceptance criteria of the Programme and d- Specify the characteristics of the Programme which are essential to the safe and accurate understanding by the student Guidelines The scope of a management system of implementation of the Educare Pro-gramme as an educational service, comprises- as the result of the design of a curriculum or syllabus- the evaluation and approval criteria. It is important that

this plan or programme contains enough detail so as to relate its objectives and contents to the input data of the design and also it is helpful for the teacher as a reference when planning. In formal education systems, it is common that the preparation of the curriculum has formal instances for its approval (either internal or external instances) before it is put into practice. It is important that in the cases of non formal education, these instances are established, for example, by the one implementing a specific training programme.

4.3.4. Revision of design and development

Systematic revisions of design and development should be carried out at the ap-propriate stages, according to the plan (See 4.3.1)

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a- Evaluate the capacity of the results of design and development to meet the requirements and

b- Identify any problem and propose the necessary actions. c- The ones taking part in these revisions should be those involved in

the different stages of design and development that are being re-viewed, Records of the results of revisions must be kept as well as of any necessary action,. (See 4.2.4.)

Guidelines The revision of design is an activity to ensure that the design being developed meets the original needs. Each educational organization will decide on the ade-quate stages of the development of the design when the revision will take place. The ones taking part in these revisions should be those involved in the activities of the design, for example:

- teachers and instructors

- support administrative staff

- students, etc. The method to document the revision of design will depend on the characteristics of the organization, as well as on the type of design. For relatively simple designs, a review (once it is finished) may be enough. For more complex designs, several revisions may be required during the develop-ment, as inputs to the design become available and the design keeps on pro-gressing. The revision can be considered as a review process and can include items such as progress reports, staff availability, reports on design verification and availability of resources. For example, the design of a curriculum tends to be approached as a project to be developed by a team of teachers that contributes with their knowledge of the different subjects covered by the curriculum and pedagogy to organize teaching. Moreover, it is necessary to foresee specific instances, preferably with the partic-

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ipation of other internal or external specialists of the organization, to review what has been prepared so far in order to evaluate the appropriateness of the plan. These revisions can include the contents, objectives and pedagogical strategy to achieve them, the time and mode of the teaching-learning process and the ne-cessary human resources and means. It is convenient that the team of the project analyzes and records the observa-tions done and, when necessary, introduces the resulting modifications to the project.

4.3.5. Verification of design and development The verification should be done according to what has been planned (See 4.3.1.) to ensure that the results of the design and development meet the requirements of the input elements of design and development. Records of the results of the verification must be kept as well as of any necessary action. (See 2.2.4) Guidelines The verification is the process by which the results of an activity or stage of de-sign are compared in order to evaluate the compliance with the requirements of the design input. The verification can be a progressive operation carried out over a certain number of stages according to the size of the project. It is convenient that the design plan includes details of the procedure of verifica-tion to be adopted and who will carry it out. In educational organizations some examples can be the following:

- to verify whether the contents of the proposal match the input data of the design (See 4.3.2.)

- to compare with similar proposals of other educational institutions or national or international accreditation institutions.

In all cases, it is necessary to document what has been verified - reports or mi-nutes- as well as the conclusions of such verification.

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4.3.6. Validation of design and development

The validation of design and development must be done according to what has been planned (See 4.3.1.) to ensure that what has been foreseen as a result of courses, seminars, and workshops, etc. meets the requirements of application in the corresponding context. If possible, the validation must be completed before the implementation of the Programme. Records of the results of the validation and of any necessary action must be kept. (See 2.2.4) Guidelines The validation is the process by which the Programme is evaluated so as to de-termine whether it meets the students‟ requirements when applied. For example, the validation may include a trial test of a new educational offer. In this case, once the first group of students achieves graduation, the institution can follow up:

- the degree of application of values and virtues or sub values by means of interviews with the graduates

- the student‟s performance after school by means of statistics of per-formance in this stage

- the graduates‟ labour performance by means of a survey to their employers.

This process of validation can have a considerable delay concerning the gather-ing of the necessary data, so partial validation may be carried out. For example, to evaluate if the knowledge acquired over a certain stage of the education is enough for the learning of the contents of a subsequent stage. The following chart represents the relationship of the different stages of control of design and development.

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4.3.7. Control of changes of design and development The changes of design and development must be identified and records must be kept. Changes must be reviewed, verified and validated as appropriate, and ap-proved before their implementation. The revision of changes of design and de-velopment must include the evaluation of the effect of changes on the parties and the programme which has already been offered. Results of the revision of changes and of any other necessary action must be recorded. (See 2.2.4) Guidelines Once an educational offer has been put into practice, the management system of the implementation of the Educare Programme foresees different evaluation processes to obtain information about the need to introduce changes in its de-sign. For example, internal auditing, revision done by the board, evaluation of the processes and the specific programmes.

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data

Design

process

Design

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needs

Educational programme

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Revision of

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All changes in design imply the compliance with all the requirements stated in clause 4.3. According to the scope of changes to be introduced, this process can be simplified if the implementation group establishes who is authorized to review and approve such changes. The educational organization can identify during the process of design and de-velopment the way of identifying, recording, reviewing and authorizing the changes.

4.4. Implementation of the Educare Programme and provision of service. 4.4.1. Control of implementation and provision of service

The implementation group must plan and carry out the implementation and the provision of the service under controlled conditions. The controlled conditions must include, if applicable:

a- availability of information that describes the product b- availability of instructions of work when necessary c- the appropriate use of equipment or instruments d- availability and use of follow-up and monitoring devic-

es e- implementation of follow-up and monitoring activities f- the implementation of the activities of the programme

Guidelines This clause aims at ensuring that the necessary processes to provide the educa-tional service are carried out in a controlled way. The definition of processes and their interaction must be done in advance as stipulated in clause 4.1. The control of these processes can comprise any or all of the following aspects, accordingly:

i- Selection and admission of students

ii. Documentation of the curricula

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iii. Planning of activities

iv. Structure and contents of course

v. Schedule/ shifts of teachers/ facilitators. Planning

vi. Handling and availability of materials

vii. Evaluation and report of the activities and their results by teachers/ in-

structors or facilitators.

viii. Administration and allocation of resources

ix. Students‟ progress; continuity/ full course attendance

x. Collection and analysis of data

xi. Consultations to teachers about students

xii. Professional accreditation of teachers and facilitators

xiii. Services to students

xiv. Library support

xv. Technological support

xvi. Administration of information

xvii. Organizational activities

xviii. Services to community

xix. Administrative duties

xx. Activities concerning the improvement of the process

This list is by no means restrictive or exhaustive. However, it provides a guide to comply with the requirements of this clause. The control exercised on the processes can be described in programmes, plans or teachers‟ guides, indicating the order to impart each unit, the time for each, the teaching strategies to be used, the type of activities (in-classroom activities, field work, practices, internships, projects, experi-ments) to be carried out and the reference bibliography or other infrastruc-ture resources, equipment and teaching items (posters, models, videos, equipment) used during the activities, the way and time each learning unit will be evaluated, the make-up instances and the criteria of approval of all the course or subject.

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The level of detail and characteristics of such documentation will be asso-ciated with the complexity of the process and the competencies of the per-son who will carry it out. (See 3.2) The control of the operations may require that the organization ensures that the necessary equipment meets the service needs and will not pose any problem during their use (projectors, sound devices, electronic boards, etc.) This may imply the suitability for a control and maintenance plan of such equipment. (See 3.3.) The control of operations also refers to the monitoring of processes to veri-fy that they are done within the established range. (See 3.2.3.) There are certain specific cases where an after service process is done, for example, the distribution of complementary information after the course, activities for graduates, etc.

4.4.2. Validation of the processes of implementation and provision of service

The implementation group must validate those processes of implementa-tion of the Programme and the provision of service when the results can-not be verified through subsequent follow-up or monitoring activities. This refers to any process when the flaws become visible after the provision of the service. The validation must demonstrate the capacity of these processes to achieve the planned results. The organization must establish the provisions for these processes, includ-ing- when applicable: a- the criteria established for the revision and approval of processes b- the approval of teams and qualifications of teachers, instructors or faci-

litators c- the use of specific methods and procedures d- the requirements of records (See 2.2.4.) and e- revalidation

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Guidelines The flaws in education or training become visible under certain circumstances: firstly, by carrying out partial or final evaluations during the process of teaching/ training. In such cases, adjustments to the process can be made, causes of low performance can be detected and corrective measures can be adopted. For ex-ample: a) observation of the first classes thus allowing for evaluation of difficulties and adjustment of the methodological design; b) adjustments arising from a diag-nostic evaluation of a group of students; c) verifications to ensure that the plan-ning will not modify the original requirements or objectives of the plan or pro-gramme turning out or having turned out appropriate, regarding the objectives of the course. Sometimes, partial or final evaluations may result satisfactory and the flaws may appear later when it is time for using the knowledge or skills acquired. The first case may be corrected by the application of immediate measures, what means a partial validation of the process. In the second case, only total validation of processes is applicable, which implies long terms. In order to validate processes, it is convenient to consider whether:

a. the process in question is well designed, complete and complies with its objectives

b. the equipment and infrastructure are adequate and allow for maxi-mum time efficiency

c. teachers are duly trained for teaching or training others d. the classroom methodology is adequate e. the records kept allow a follow-up of the obtained results along time

in order to detect causes of deficiency, opportunities of improve-ment, etc.

f. The frequency to verify capabilities and update of teachers, pro-grammes, objectives, classroom methodology, didactic support, etc is adequate.

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4.4.3 Identification and traceability

When appropriate, the organization must identify the steps of implementation of the programme by adequate means, throughout the realization of such. The organization must identify the status of the application of the Programme concerning the requirements of follow-up and monitoring activities stated in the Programme. When traceability is a requirement, the organization must control and record the unique product identification (see 2.2.4.) Guidelines

It is recommended that the educational organization establishes a method to identify and follow up information, mails, data, material and other relevant items related to the educational processes. Curriculum, programmes, bibliography, hourly load, identification of students and their academic performance, topics dealt with, as well as examination records, qualifications, degrees and diplomas granted are some examples of this requirement in education. The fact that the students may be given a registration number can help effectively to follow up their records. Traceability allows establishing the link between the degree given to a student and his specific curriculum, programmes, qualifications and other certifications. This may be applied to:

- students‟ records

- lesson plans

- textbooks

- educational material Information, records (such as field notes) and the materials of the research agreements can also be required as requirements of identification and follow- up activities.

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4.4.4. Assets of the Educational organization

The implementation group must take care of the assets belonging to the educa-tional organization or the buildings where students are, while under the control of the implementation group or while being used by it. The implementation group must identify, verify, protect and safeguard the assets provided for use according to the requirements of the Programme. If any item that belongs to either the educational organization or the student is lost, impaired or results somehow inadequate for use, must be registered (See 2.2.4) and communicated to the implementation group and the group must com-municate it to whoever may correspond. Guidelines The direct application of this requirement foresees the student‟s care as the stu-dent‟s safety and integrity is under the care of the organization which provides the educational service. This requires that the implementation group as well as the educational organiza-tion foresee processes that ensure the physical integrity of the students as well as mechanisms that allow the immediate attention of eventual accidents or health problems during the activities carried out in the premises or while commuting. Physical and moral integrity of the students is protected by the specific processes of the educational service in the frame of values that is established by each or-ganization. Secondly, this requirement pretends that the organization takes the necessary steps to protect the assets of the educational organization. This may comprise materials, documents and confidential information, such as:

- works or productions done or submitted by the students

- personal or family details

- students‟ equipment, such as instruments, tools, etc. This clause may be applicable when and where the educational activities are car-ried out, either out of the premises of the organization (for example, in work-

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shops) or where an organization or student offers the premises or equipment (for example, conference room, overhead projector). In case of damage, loss or destruction of such material provided by the organiza-tion or student, the person in charge of the training should notify the implementa-tion group and the corresponding authorities of the educational organization.

5. MEASUREMENT, ANALYSIS AND IMPROVEMENT 5.1 General characteristics The organization and the implementation group must plan and implement the processes of monitoring, measurement, analysis and improvement necessary to:

a- demonstrate that the results of the implementation process comply with what was established

b- ensure that the results of the application of the pro-grammes comply with what was established

c- continuously improve the effectiveness of the management system of implementation of the programme as long as it complies with the objectives

This must entail the definition of the applicable methods, including the statistical techniques and the scope of their use. Guidelines This chapter refers to four core processes of the management system of quality:

1- Processes of measurement and monitoring that comprise the evaluation of students‟ satisfaction (5.2.1), the evaluation of the performance of the management system of implementation of the programme through inter-nal auditing (2.2.2), the monitoring and measurement of processes (5.2.3) and educational services (5.2.4)

2- Management of non-conforming programmes or services (5.3) 3- Analysis of all data gathered in the activities described herein above (5.4).

It is necessary to apply valid statistical techniques for this analysis if poss-ible.

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4- Taking the necessary corrective, preventive and improvement actions as a result of the data analysis (5.5)

The planning of these activities may include the following subjects:

i- what to measure: - which institutional dimensions will be subject to measurement: pedagogical-didactic, organizational-administrative or socio-community - which variables will be measured in relation to students, teachers, non teachers, students‟ satisfaction, curriculum contents: conceptual, procedural or attitudinal, the educational organization image, etc.

ii- how to measure:

- the type of instruments: inventories, records, registries, interviews, surveys, etc.

- the size of sampling (number of cases)

- the criteria of election of sampling

- the timing (which term, when, how often)

iii- who takes part in the measurement

- people who are directly responsible for carrying out the measure-ment

- people who are indirectly responsible for creating the tools for mea-surement

The next step is to establish, for example:

- the sequence of activities, such as: gathering of information, infor-mation processing, analysis of the results using valid methods, final report, improvement proposal, implementation.

- Schedule

- People in charge of each stage

- Necessary resources

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5.2. Monitoring and measurement 5.2.1. Student’s satisfaction One of the measures of performance of the management system of quality: The organization must carry out the monitoring of information related to the client‟s perception concerning the compliance with the requirements by the organization. The methods to obtain and use such information must be determined. Guidelines The satisfaction of students‟ needs will be achieved when:

i-they consider that the required competencies have been reached ii- the different parts of the organization effectively perform their duties in a dynamic way and with continuous improvement and development iii- the society deems that its requirements have been achieved and its expec-tations have been met.

Consequently, it is advisable that the organization keeps a fluent communication with the students about the service/services it offers and makes communication effective by means of an evaluation method of the students‟ satisfaction (as planned in 5.1) It is recommended that the method indicates how to:

i- define the indicators to be used for measuring student‟s satisfaction ii- establish the methods to obtain information iii- record the analysis of data, trends and fluctuations and the conclu-sions iv- compare, if possible, the results with the ones of other referential or-

ganizations (make benchmarking) It is advisable that the organization evaluates and improves this method conti-nuously.

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For example: The management board of an educational organization may consider that a satis-fied student is the one who exceeds an X value (the lower value is established by the Management board) on a total scale of an annual survey which was prepared for that purpose. With this information, the educational organization establishes the average value of the satisfaction index and standard deviation. These results are registered and they generate a base that shows the evolution through comparative analysis with other surveys. Moreover, it analyses all cases of dissatisfaction (scores lower that X) to gener-ate proposal for change so as to improve the management system and achieve a greater students‟ satisfaction

5.2.2 Internal auditing The organization must carry out, at planned intervals, internal auditing to deter-mine if the management system of the implementation of the Educare Pro-gramme:

a- complies with the planned arrangements (see 4.1), the requirements of this international Guideline and the requirements of the management sys-tem of the programme established by the organization, and

b- has been implemented and maintained effectively. An audit scheme must be planned taking into account the status and relevance of the processes and the areas to be audited as well as the results of previous au-dits. Auditing criteria must be defined, its scope, frequency and methodology. The selection of auditors and the audits must ensure objectivity and impartiality of the auditing process. The auditors should not audit their own work.

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Responsibilities and requirements for planning and conducting audits, reporting results and maintaining records must be defined in a documented process (see 2.2.4) The management responsible for the area to be audited must ensure that action without undue delay is taken in order to eliminate the detected non conformities and their causes. The activities for monitoring must include the verification of the actions taken and the report of results of such verification (see 5.5.2) Guidelines Auditing is a systematic process, an independent and documented process to obtain evidences (for example, records, statements or any other relevant infor-mation), and objectively evaluate them so as to determine the degree of com-pliance of the management system of implementation of the Programme with the requirements of this Guideline and the ones corresponding to the management system of the Programme itself. When planning the internal auditing, it is recommended to:

- define who will be in charge of the audits

- establish the frequency of auditing each of the processes of the system, so as to audit each of them at least once a year. The fre-quency of auditing a process may depend on its relevance and sta-tus.

- Implement a documental methodology to audit, resulting in a report of the findings and possibilities of improvement.

It is recommended that the auditor does not audit the processes in which he is involved, so as to achieve greater objectivity. It is convenient that the sectors which are audited and the senior management of the educational organization receive information of the results of the audits to decide on the necessary corrective and preventive actions

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5.2.3 Monitoring and measurement of processes The organization (educational organization or implementation group) must apply appropriate methods of monitoring, and when applicable, the measurement of processes of the management system of implementation of the Programme. These methods must demonstrate the capacity of the processes to achieve the planned results. When the planned results are not achieved, corrections and cor-rective actions must be carried out, as appropriate, to comply with the Pro-gramme. Guidelines This clause refers to the need that the educational organization (or implementa-tion group) establishes methods for measuring and monitoring the necessary processes for the effectiveness of the management system of implementation of the Educare programme. Examples of measurement of processes may be: the compliance with attitudinal expectations of achievement, drop-outs, absenteeism, compliance with pro-grammes and lesson plans, school hours, presenteeism and teachers punctuali-ty, availability of teaching resources, number of registrations, deadline for is-suance of certificates and certifications, number of charity projects, number of activities of inclusion and integration. There are three measuring dimensions for the processes of an educational or-ganization:

- pedagogical- didactic dimension

- organizational-administrative dimension

- socio-community dimension A measurement can reflect more that one of these dimensions. For example, ab-senteeism has a pedagogical- didactic dimension as well as an organizational and socio- community one. It is advisable that the management of the educational organization establishes the indicators and activities to be measured before developing the tools, the measurement method, the data processing and the guidelines for the monitoring processes.

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Moreover, it is suggested that the measuring method is described in a docu-mented procedure so as to be understood by the people who will make it. If there is no compliance with what was planned for a process, it is necessary that the educational organization solves the problems resulting from the situation (correction) and take measures to avoid the repetition of the problem (corrective measure). For example, if all the topics planned for a course cannot be covered, the organization has to:

- offer additional classes to cover such topics (correction)

- analyze the cause for non compliance and take actions to ensure that the subsequent repetitions of the same course will definitively cover all the foreseen topics (corrective action)

5.2.4 Monitoring and measuring of the result of what has been learnt throughout the Programme

The organization (the educational organization or the implementation group) must measure and monitor the characteristics of the programme to verify that the requirements of the programme are complied with. This must be done in the ap-propriate stages of the process of preparation of the programme in accordance with the planned arrangements. (See 4.1) Evidence of compliance with acceptance criteria must be kept. The records must indicate who authorizes the release and execution of the Programme (see 2.2.4) The award of certificates, diplomas or any other documentary proof of completion of course and application of Programme and the provision of service cannot be carried out until the planned arrangements have been satisfactorily completed (see 4.1), unless otherwise approved by competent authority or, if applicable, by the student. Guidelines The requirements of the programme are established according to clauses 4.2.1 and 4.2.2. In the case of educational processes it may be necessary to establish

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intermediate requirements during the process of design and development (clause 4.3) This clause refers to the establishment of methods of monitoring and measuring regarding the Programme to be applicable over the preparation process. For ex-ample, evaluation of practical works, partial exams, continuous evaluation in class or in campus. When measuring it is necessary to count on acceptance criteria that help to de-cide whether the students have achieved the foreseen expectations. When completing a course the organization awards the student a diploma; before doing so, it is necessary to verify that all partial evaluations have been done sa-tisfactorily. Some students may require the acknowledgement of validations, as in the case of educational activities done in other educational organizations or competence in the field or education in other countries (Thailand). The organization can opt for alternative methods to decide on whether the student could be accepted as such although such student has not passed all the corresponding subjects. The reports, end-of-the year certificates and diplomas are examples of records of results of these verifications handed in to the student. Likewise, the organization regularly keeps the partial and final exams, the exam records and other docu-mentation; in some cases the term during which these documents should be kept is established by the law of each country.

5.3. Control of “non-compliant” programme

The organization must ensure that the programme that does not comply with the requirements is identified, thus preventing the use or unintentional provision of such. The controls, duties and authorities that deal with the non-compliant pro-gramme, must be defined in a documented process. The organization must deal with the non-compliant programmes in one or more of the following ways:

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a- taking action so as to eliminate the detected non compliance (correct the programme or its specific points, according to time, place and circums-tance)

b- authorizing its execution or acceptance under concession by a relevant authority, and when applicable, by the student

c- taking actions so as to prevent its implementation or application as origi-nally arranged

Records must be kept (see 2.2.4) of the nature of the non compliances and any subsequent action taken, including the concessions obtained. When a non compliant programme is corrected, it must be submitted to a new verification to verify the compliance with the requirements. When a non-compliant programme is detected after provision or implementation, the organization must take the appropriate actions with respect to the effects or prospective effects of the non-compliance. Guidelines The Programme can be considered adequate if it establishes the means for the student to acquire knowledge, intellectual skills, competences, abilities, habits and to extract virtues and human values which are the object of the implementa-tion of the Educare Programme. It is considered a non-compliant programme when it does not satisfy the acceptance criteria established by the authorities of application, either the management of the educational organization, the imple-mentation group, the authorities of the organization or the World Council of Edu-cation of the SSSBO. In this case the programme must be evaluated again by:

- a revision

- a proficiency test that can be verified, in order to validate it. The non compliant programme can be dealt with as follows, for example:

a- (to take actions to eliminate the detected non compliance): the pro-gramme cannot be implemented and support classes and training are of-fered to the organization, the implementation group or teachers or facilita-tors that will implement it later

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b- (to take actions in order to avoid its use as originally arranged): if the pro-gramme has already been implemented, the student is presented with a partial certificate or record certifying the partial completion of all the Pro-gramme

5.4 Data analysis The organization (or implementation group) must determine, compile and analyse the appropriate data to prove the adequacy and effectiveness of the manage-ment system of implementation of the Programme and to evaluate where its ef-fectiveness can be improved. This may include the data resulting from monitoring and measuring or any other relevant source. The data analysis must provide information about:

a- student‟s satisfaction (see 5.2.1) b- compliance with the requirements of the Programme (See 4.2.1) c- characteristics and trends of the processes and programmes, including the

opportunities to carry out preventive actions and d- suppliers

Guidelines

The educational organization (or the implementation group) must analyse the data arising from all measurements and monitoring required in clause 5.2 to transform them into information about the topics mentioned in a-b-c-d and about the effectiveness of the management system of implementation of the Educare Programme on the whole, allowing for the detection of improvement opportuni-ties. It is recommended that the organization (or the implementation group) establish-es the necessary methods to analyze the gathered data statistically, creating the adequate environment of work with the participation of all the staff to share ideas and propose improvements.

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It is convenient that the collection and analysis of the data will be assigned to a person or team to ensure that the four topics mentioned above in this clause are taken into account.

5.5 Improvement 5.5.1 Continuous improvement The organization (or the implementation group) must continuously improve the effectiveness of the management system of the Educare Program by means of the policy of quality, objectives of quality, the results of the auditing, the analysis of data, the corrective and preventive actions and the revision done by the man-agement Guidelines

The improvement of the effectiveness of the management system of implementa-tion of the Educare Programme can be made operative through three comple-mentary mechanisms: - to take decisions during revisions done by the management (2.8.2), usually strategically and related to other aspects of management of the organization (for example: A new educational offer, opening of a new educational centre)

- to establish improvement objectives (2.5.1) within the frame of the quality policy (2.3), either strategic objectives (as the ones men-tioned above) or operative objectives (for example: improvement of a pedagogical method, or improvement of the heating system in classrooms, introduction of a new IT system to deal with the man-agement of students‟ data)

- implementation of corrective (5.5.2) and preventive (5.5.3) actions arising from actual or potential non compliance , which could be of an operative nature ( support classes, modification of the way in which students and teachers‟ attendance is registered, modifica-tion of the hours of the students‟ administration office)

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When taking these decisions, it is necessary to take into account the results of the data analysis (5.4) arising from all the monitoring and measuring activities (5.2) The responsibility of coordination and follow-up of this process is usually in the hands of the management representative, although it would be convenient to be held by the senior management (headmaster, general coordinator, coordinator of the implementation group, etc.). It would be convenient that all members of the senior management actively participate in this process if necessary.

5.5.2 Corrective action

The organization (or the implementation group) must take actions to eliminate the non compliance cause to avoid recurrence. The corrective action should be ap-propriate in relation to the non compliances found. There must be a documented procedure to define the requirements to:

a- review the non compliances (including students‟ complaints) b- determine the causes of non compliances c- evaluate the need to adopt actions to avoid recurrence d- determine and implement the necessary action e- record the results of actions taken (see 2.2.4) and f- review the corrective action taken.

Guidelines The educational organization (or the implementing group) must establish a pro-cedure that ensures that action is taken to eliminate the causes of the actual non compliances detected. Although in this way non recurrence of a non compliance

is avoided, a corrective action is considered as one of the components of the im-provement process (5.5.1) It is important to take into account that in the operation of a management system of implementation of the Educare Programme some non compliance may arise which may not be related to the programme itself (5.3) but non compliances with the requirements of the processes and management system of the organization (or implementation group).

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It is recommended that the corrective action should be appropriate according to the dimension and seriousness of the non compliance, so as to avoid costs and efforts not proportioned to the problem to be corrected. It may as simple as the re design of a students‟ registration form, or as complex as the proposal for an ap-propriate activity for training and development of the people involved in the process of implementation, either in the administrative or operative matters or a teacher or facilitator. The actual non compliances can be identified under different circumstances, such as:

- claims and complaints of students in all levels (2.2.3)

- analysis of the satisfaction surveys of students (5.2.1)

- deviations observed in the internal auditing (5.2.2) and in the mea-surement and monitoring of processes (5.2.3) and educational pro-grammes themselves (5.2.4)

- deviations resulting from the data analysis (5.4) The educational organization (or the implementation group) once having ana-lyzed the causes of a non compliance, can plan and make the necessary changes to avoid repetition. Once the corrective action has been taken, it is recommended to record and monitor it within a reasonable time to determine if it has been implemented and if it has been effective. If a documented process has to be changed, the corrective action also implies a modification in the documentation of the system of imple-mentation of the programme

5.5.3 Preventive action The organization must determine actions to eliminate the causes of potential non compliances to avoid their occurrence. The preventive actions taken must be ap-propriate concerning potential problems. A documented process must be established to define the requirements to:

a- determine the potential non compliances and their causes

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b- evaluate the need to adopt actions to avoid the occurrence of non com-pliances

c- determine and implement the necessary actions d- record the results of the actions taken (see 4.2.4) and e- review the preventive actions taken.

Guidelines

The identification of a potential non compliance can arise from the analysis of trends of:

- the indicators of quality of the processes and

- the characteristics of the services The potential non compliances must be inferred from the study of data (5.4) For each potential non compliance that is identified it necessary to determine the possible causes and to record the result of this analysis. The preventive actions determined, planned and implemented will tend to elimi-nate the causes of potential problems and it is convenient that they are related to the impact they would cause if they happened. The educational organization (or the implementation group) must establish a process that results in the elimination of the causes of the potential non com-pliances, that is, those which have not occurred yet, but that may occur. Preventive actions can be necessary to be applied in the following cases:

- An indicator of a process that, though within the planned objective, shows signs of important deviations. For example, a decreasing trend in qualifications over the last periods. A preventive action could be to modify the method of teaching-learning to ensure better results.

- A supplier that even though he has complied with all orders so far, is under a complicated financial situation. A preventive action could be to look for an alternative supplier (in the case of the lease of fa-cilities where the programme is implemented or premises or houses of Bhagavan‟s followers, where the course or activities cannot no longer be offered there)

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- The identification of students who are fulfilling their objectives but with learning difficulties. A preventive action could be to offer addi-tional classes, pedagogical support or talk to the parents.

- The identification of students with serious behavioural problems. A preventive action could be the implementation of a system of inter-views with the parents or care takers.

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This guideline is based on the following references and models: Guidelines for the Educare Programme for SSIEHV and SSE National award to quality, Malcolm Baldrige. Educational criteria for excellence in performance. US Department of Commerce, Technology Administration, National Institute of Standards and Technology, National Quality Program. USA, 1998. Thesaurus of UNESCO About education: Sobre educación http://www.ulcc.ac.uk/unesco/1.htm General alphabetic: http://www.ulcc.ac.uk/unesco/terms/ Index of terms in Spanish: http://www.ulcc.ac.uk/unesco/spanish/ European Thesaurus of Education http://www.eurydice.org/portal/page/portal/Eurydice Thesaurus OCDE http://168.96.200.17/ar/osd- macroth/fr/2538.html IRAM 30900, Quality Management Systems based on ISO Standards 9001:2008 Personal experiences of Marcos Erize in Programmes of implementation and teaching in defferent levels of education: primary, secondary, college/ university and post graduate education.

http://168.96.200.17/ar/osd-%20macroth/fr/2538.html

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Annex

(information) Education and environment

This Guideline describes a management system basically focused in satisfying the needs and expectations of the sutdents and achieving self transformation manifested in the practice of Human Values as expressed by Bhagavan Sri Sathya Sai Baba. These needs and expectations change fastly, so it is convenient that the organization pays attention to these changes to detect them and deploy them in their processes. The environment has become an increasingly relevant topic . Surely, during the teaching/ learning process the students expect environmental issues to be inlcuded in the contents of the curriculum. In this case, it is important that the organization (or the implementation group) includes the environmental issues when designing the educational offer (see chapter 4.3) Likewiswe, you could legimately ask: Do students have needs and expectations about the way the educational organization deals with the environmental impact apart from their expectations related to the achievement of their own educational needs? This leads us to believe that it may be convenient that the educational organization (or the implementation group) includes some environmental aspects in the management system , such as:

- adequate use of natural resources (especially the non renewable ones)

- adequate management of litter generated by the students‟ actitvities

- control of urban aspects concerning the facilities and premises

- respect to the architectural and historical patrimony