Educational Product
If you define products as students: how do you define customer?
Look at this falacy from the definitions in 9000:2005:
Product: result of a process
Do you claim that students are a result of a process in your organization? What about parents!!! They will also claim the same.
Customer: Who receives the product.
So in your case, students - if they are customers, they receive the product (the student in your case).....
Teaching materials and Exams are anything but products.
Please check IWA 2:2003 and you will find the definitions. Here are a few:
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3 Terms and definitions in the education sector
In addition to the terms and definitions given in ISO 9000:2005 and the following apply
3.1 customer [ISO 9000:2005]: organization or person that receives a product.
EXAMPLE: A customer can be a consumer, in education or training, generally a learner, a client or purchaser, in education or training, generally a person or body funding the learner who may also be the learner, an end-user, in education or training, generally the person or organization that benefits from the learning achieved by the learner.
3.2 interested party [ISO 9000:2005]: person or group having an interest in the performance or success of an organization
EXAMPLE : An interested party can be a Customer (3.1), parents’ association, other related educational organization (3.5) or society
NOTE: A group can comprise an organization, a part thereof, or more than one organization.
3.3 educational process: process resulting in educational product (3.4)
NOTE: educational process covers different kinds of learning activity such as training, adult education, university, secondary and primary education.
3.4 educational product: product concerned with education
NOTE : An educational product generally involves the provision of a service that includes the intellectual software of information and some form of computer software or paper based hardware assisting the transfer of information and retention for continuing reference.
3.5 educational organization: organization that provides educational product (3.4)
3.6 education provider: person who delivers educational product (3.4) to learners
NOTE: The education provider is referred to by customary titles which vary on national and educational hierarchical grounds including for example, teacher, trainer, lecturer or professor
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Product and design aspects as stated in IWA 2:
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7.1 Planning of product realization in the education sector
The organization should plan the necessary resources for all processes.
In educational organizations, some processes for the product realization are:
a) teaching-learning activities,
b) designing and developing curricula,
c) formulation or establishment of research areas or projects,
d) training or other activities,
e) hiring staff,
f) acquiring materials and other resources,
g) admitting of candidates-students.
h) Controlling design and development changes in curricula, course calendars, timetables and pre requisites.
i) Securing accreditation of programs, professional degrees, and post-graduate studies
j) Providing library, audio-visual equipment, computers, and other services.
k) Providing security, safety and civil protection services.
l) Allocating classrooms, laboratories, workshops, auditorium, classroom for ceremonies, multi-use room and other similar spaces.
m) Maintaining facilities
7.1.1 Introduction
The major instructional processes that should be controlled may include needs assessment, instructional design, development, and delivery, and outcome measurement.
The major support processes described in ISO 9001 should also be controlled. For institutions selecting ISO 9001 control methods developed by instructors or a control committee may be established. The control method should be part of the management review to assure that instructional specifications are met and that the control methods are consistent with accepted quality practices. Changes in the control method of these major processes should be documented and the instruction should be evaluated after any change has taken place.
Observations should be made to verify that control methods are effective. Ineffective control methods should be modified.
7.2 Processes related to interested parties
For the most part, education institutions provide a service that is intangible, not storable, and consumed during delivery. Education institutions provide the opportunity for students to study existing knowledge and to practice its application. These institutions also have administrative support systems that help to ensure quality instruction.
Generic independent interested parties requirements may include (but not restricted to):
a) Safe, clean, facilities with someone in charge;
b) Two-way communication procedures between individuals and the instructional organization should be responsive;
c) All the organizations’ personnel treat interested parties with respect;
d) Appropriate activities conducted by qualified personnel.
7.2.1 Determination of product-related requirements in the educational institution
The education requirements are expressed as behaviour needed to meet academic professional and societies expectations
7.3.1 Design and development planning in the educational institution
In designing and developing the curriculum plan, the institution should consider entrance for the next grade to be the exit level of the present grade or competence level.
Top management should consider the design and development of education for the benefits of students and other interested parties.
Design control activities should be appropriate to the purpose and duration of the education.
Procedures should ensure that appropriate instruction materials match the instruction requirements.
Calibrated equipment may be needed for some instructional purposes.
Since needs assessment include student achievement and organization effectiveness these assessments should include potential or actual performance requirements to determine:
o how instruction can help students to become competent;
o how new requirements can be met;
o specific measures of instructional effectiveness; and
o if skills to be taught match curricular requirements.
These assessments should provide information that can be used in the instruction review process. Where experimental validation of instruction is not permitted, a peer review process could be adopted.
A needs analysis report should provide input to the instructional design process, describe the results of the needs assessment and state the goals for design.
Typically a report should:
o State why training was chosen as the intervention to improve performance;
o State any differences between required and acquired performance gaps, which the instruction was designed to meet;
o State how the gaps are to be met in performance terms and state the rationale;
o Identify the target student population;
o Identify preventive action;
o Specify any changes in instruction activities; and
o State that all relevant safety and legislative regulations are observed even when unstated in a contract, instruction specification, or curriculum.
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Hope the cloud of product from engineering/manufacturing will not confuse users in Education or other services sector.
Thank you.
