generic or sector-specific? review... · 2016-05-28 · universities, regrouping all such...

ISO Management Systems – July-August 2002 53

I N T E R N A T I O N A L

Market value of training

Rapid technological change, con-tinuous product improvement andrelentless competition require compa-nies continuously to upgrade the com-petence levels of their humanresources. As a consequence, consider-able amounts of money are spent ontraining worldwide. For example, USemployers in the private sector spentUSD 55,3 billion on formal training in 1995, representing USD 569 peremployee annually. In 2001, the figurewas USD 677 per employee 1).

Within the context of the interna-tional trade in services, the estimatedglobal market for international high-er education in 1995 was estimated atUSD 27 billion 2). These figures wouldbe considerably higher if other sub-sectors such as primary, secondary,tertiary and adult education wereincluded.

Assuring quality in training

Experts know the difficulties ofdetermining return on investment(ROI) in the field of training andeducation. Efficient, yet ineffectivesystems of education and in-servicetraining exist in many countries(Saner, Strehl, Yiu, 1997) 3). It wouldbe misleading to look at the educa-tion and training sector as if it were abeauty contest. What matters are the

results: acquisition of skills andknow-how, improved company per-formance and productivity, andincreased behavioural competenciesof students and trainees – not simpleoutput figures, e.g. the number ofemployees trained.

In the end, it is the outcome meas-ures which determine whether or nota given education and training systemis effective or ineffective – reflectedor not in the increase of economic andsocial development at national level,or the increase of productivity atenterprise level.

Faced with increasingly scarcetraining budgets and growing demandsfor training and retraining, it appearsevident to employers, employees andproviders of training and educationalservices that the quality of trainingneeds to be assured in order to achievethe highest possible ROI from train-ing programmes and activities and, in

Quality management in traininggeneric or sector-specific ?This article includes several country reports on the use – or lack of it – made of ISO 10015,Quality management – Guidelines for training. It is not restricted to description alone,since the principal author argues against “ the party line ” which defends generic standardsand advocates a sector-specific approach to training quality standards without which, hemaintains, the customer may no longer shop at ISO.

BY DR. RAYMOND SANER

Dr. Raymond Saner, (secondfrom right) author of the ISO 10015 overview whichmakes up the first part of thisarticle and the country reporton Switzerland, is former Swissmember of ISO/TC 176/ SC 3/WG 4, which developed the ISO10015 guidelines for qualitymanagement in training, and amember of SNV, the Swissnational standards institute. He is Director of the Centre forSocio-Eco-Nomic Development(CSEND).

Centre for Socio-Eco-NomicDevelopment (CSEND), P.O. Box 1498, Mont Blanc, 1211 Geneva 1, Switzerland.Tel. + 41 22 906 1720.Fax + 41 22 738 1737.E-mail [email protected] www.csend.org

1) American Society for Training &Development (ASTD), Washington,www.astd.org2) Educational Services, backgroundnote by WTO Secretariat, Geneva,September 1998.3) Saner, Raymond; Strehl, Franz ;Yiu, Lichia; “ In-Service Training asan instrument for OrganisationalChange in Public Administration”,International Institute of Adminis-trative Sciences, Brussels, 1997.

54 ISO Management Systems – July-August 2002

turn, a higher certainty of business sus-tainability.

ISO 10015 : an initiativewithin the ISO 9000 family

In early 1992, the SouthAfrican delegation put aproposal to ISO technicalcommittee ISO/TC 176,which is responsible for theISO 9000 family of qualitymanagement standards, on“continuing education andtraining”, pointing out the

difficulties of understanding how tofulfil the requirements of ISO9001:1987 clause 4.18 relating to train-ing. At the proposal stage, a simplemajority of the national delegationsparticipating in thecommittee is required– in the event, SouthAfrica got 86 % infavour. The new workitem was allocated toSubcommittee (SC) 3,Supporting technolo-gies, and the WorkingGroup (WG) 4 subse-quently formed beganoperating as ISO/TC176/SC 3/WG 4 at theSeptember 1993 meeting of ISO/TC176 in Budapest, Hungary, with repre-sentatives from 20 countries.

After several drafts which, despitemany comments won increasinglyfavourable votes, the work culminat-ed at the September 1999 meeting ofISO/TC 176 in San Francisco, USA,where an overwhelming majorityvoted in favour of publishing theresulting document as the Inter-national Standard, ISO 10015, Qualitymanagement – Guidelines for training 4).

Customer preferences ?

The crucial question is, “Whatquality system could best support acompany or government organizationin improving the efficiency and effec-tiveness of training : should it bebased on ISO 9000, the European

Foundation for Quality Management(EFQM) Model, or others ?”

Each country has its own histori-cal development with regard to qual-ity standards and this is especiallytrue in the training and educationsector. Still, the following two ques-tions need to be put to public debate,namely : “ Is ISO 9001:2000 the beststandard to ensure the quality oftraining ?” and, related to this, “ Is thecurrent ISO 10015 a sufficientlydeveloped standard to satisfy theneeds and aspirations of the trainingmarket and its customers ?”

To provide the elements ofanswers to these questions, some ofthe experts who participated in thedevelopment of ISO 10015 have con-tributed the following country reports

describing quality sys-tems and standardsused in training intheir respective coun-tryies.

The reports showgreat diversity in thecurrent use of qualitystandards for training.However, a movementcan be discerned awayfrom generic ISO 9000standards towards sec-

tor-specific ones. The sample of coun-try reports is of course non-exhaustiveand hence not equal to an objectivesurvey of all countries concerned withthe quality assurance of training. It isup to the reader to draw conclusionsand to the ISO community to reassessthe situation. Despite that, assuming acontinuity of the trend describedabove, it would be damaging to theISO standards community if remedialactions were not entertained.

Options for the future

The author’s view is that ISOurgently needs to close the “ anti-pro-liferation ” chapter (bias towardsgeneric standards) and quickly startwith the development of sector-spe-cific standards that can complementand support the ISO 9000:2000


Each country has its own historical development with

regard to quality standards andthis is especially true in the

training and education sectors.

4) Committed and active membership of WG 4 averagedaround 14 participants. Support byMr. Alexander Gorchkov, aTechnical Programme Manager at ISO Central Secretariat wasimportant at crucial developmentstages of the standard. AFNOR(ISO member for France) providedthe Secretariat and Convenor, Mr. Frédéric Séchaud.

It would be misleading

to look at the education

and training sector

as if it were a beauty

contest. What matters

are the results



generic standards. The paralysingstruggle between “ anti-prolifera-tionists ” and “ sectoralists ” forcedWG 4 representatives to invest ener-gy in ideological battles leading tounnecessary delays and bad feeling.

For example, representatives fromdeveloping and transition economiesstated clearly that relegation of ISO10015 to Technical Report (TR) orTechnical Specification (TS) status,instead of having the fullInternational Standard status, doesnot correspond to their countries’needs. They need an InternationalStandard in order to strengthen thequality assurance of their training andeducation. A TR or TS would be tooinsignificant and too weak for govern-mental policy-related decisions.

These expressed wishes did notdeter some “ anti-proliferationists ”from trying to kill the standard eventhough the trends in their own coun-tries show a movement away fromISO 9000, despite the availability ofthe revised ISO 9000:2000 series.

The reasons for moving away fromISO 9000 and towards sectoral stan-dards are multiple and have beenreported elsewhere (e.g. high costs,perceived bureaucratic approach,non-responsiveness to sectoral needs,insecurity about interpretation of9001:2000 standards).

ISO 10015 offers partial help tostem the haemorrhage – however, itremains insufficiently sector specific.The reason for this is simple : sector-specific text had to be deleted toaccommodate the views of the “ anti-proliferationists ”. To reverse thetrend, it might therefore be best toexpand ISO 10015 to a full sectoraland requirement standard – asopposed to its current guideline sta-tus – at the time of its first review,scheduled for 2005.

Without such an upgrade to arequirements standard, the likeli-hood increases that more countriesand customers will vote with theirfeet and move to alternative trainingquality assurance standards outsidethe ISO 9000 family.

Switzerland is a small, landlockedcountry without significant raw materi-als. The current competitive advantageof its chemical, banking, insurance,watch and mechanical engineeringindustries are based on human andsocial capital accumulated over timeand honed through a well organizededucation and training regime.

Sensing that the current educationand training is no longer sufficient tomeet the challenges of globalization,the Swiss authorities have undertak-en a fundamental reassessment ofSwiss vocational and professionaleducation and training, leading to theprincipal initiatives described here.

All polytechnics (Fachhochschulen)considered key elements of the Swissapprenticeship system have been vis-ited by peer review teams, comprisingboth Swiss and foreign experts, whoassessed the quality of the schools.This fundamental assessment tookone year and involved more than 300experts. It represents the biggest peerreview of higher vocational schoolsever undertaken in Europe.

Most polytechnics were found touse the EFQM Model, and a minorityISO 9000 or total quality manage-ment (TQM). After completion of theanalysis, the polytechnics will be reor-ganized and the Swiss Governmentwill establish a new, mandatory, sec-tor-specific accreditation during 2002(www.swiss-science.org).

S w i t z e r l a n d

COUNTRY REPORTS

The Swiss authorities

have undertaken

a fundamental

reassessment of Swiss

vocational and

professional education

and training

BY DR. RAYMOND SANER


The Swiss Association of SwissUniversities, regrouping all suchestablishments, decided on 15 June2000 to create an accreditation andquality assurance unit whose task isto prepare accreditation and qualitycontrol of all Swiss universities. Theaccreditation criteria and procedureswill be sector specific, and not basedon ISO 9000 (www.shk.ch).

Swiss vocational high schools havebeen offered non-mandatory oppor-tunities to obtain ISO 9000 certifica-tion based on a one-off subsidy bythe Federal Office of VocationalTraining as a means of encouragingthem to improve the quality of theirteaching. Judging from field visits bythe author, sustainability of ISO 9000is not certain due to reported costconcerns, perceived bureaucraticapproach and resistance by teachingfaculties, especially in light of the factthat this subsidized support in favour

of ISO 9001:2000 was discontinuedby the Swiss Government as ofDecember 2001.

Swiss training providers (inde-pendent companies or in-house train-ing departments) can apply for quali-ty certification offered by EduQua,which is a private, non-ISO 9000-based certification organizationoperating nationwide since January2001. The competent Swiss authori-ties have accredited EduQua to con-duct this certification. It offers aquality certification based on criteriaencompassing pedagogical require-ments and the professional qualifica-tions of trainers corresponding toSwiss training market considerations(www.eduqua.ch).

The Swiss Association forStandardization (SNV – www.snv.ch)adopted ISO 10015 on 1 September2001.


BY TOMMIE J. JOHANSSON

S w e d e n

ISO 10015 was translated and abilingual (Swedish and English) doc-ument was published in May 2000and introduced to the market inStockholm and Gothenburg. Thereception was beyond expectations.During the remaining seven monthsof the year, ISO 10015 reached a salesfigure 10 % higher than that of ISO9001 during the same period.

To help us bring the standard to themarket’s attention, one of the majortraining providers in Scandinavia –STF of Sweden (www.stf.se) – hasbeen running a succession of two-daytraining programmes to increase

understanding of ISO 10015 and howto link it to the overall businessprocess of an organization.

The Swedish Standards Institute(www.sis.se) has established a newtechnical committee for “ competencemanagement systems ” with the taskof developing a requirements stan-dard to be published in the thirdquarter of 2002. This new nationalstandard will have direct links to ISO10015. The work on the requirementsstandard is being carried out in closecooperation with the Swedish accred-itation body, Swedac (www.swedac.se),to make sure that accreditation willbe available for interested certifiers.

Other models are being used inthe Sweden besides ISO 9000, as isthe case in other OECD countries.There is the Swedish Quality Award(SQA), managed by the SwedishInstitute for Quality (www.siq.se),and, to an increasing extent followingSweden’s entry into the EuropeanUnion, the European EFQM Model.Based on the SQA model, there isalso a quality award for the national



educational system oflocal schools, man-aged by the SwedishAssociation of LocalAuthorities.

of personnel at the work-place. Anincreasing number of Russianenterprises have used parts of theISO 10015 standard since 1997(even before its finalization). At the

same time, theRussian FederationMinistry of Labourand Social Develop-ment has develop-ed an instrumentcalled, “ Methodsand recommenda-tions for in-housepersonnel training

organizations ”, based on ISO10015. The new instrument will beput into practice in 2002 by theRussian national standards insti-tute, GOSSTANDART.

Tommie J. Johansson, (previous page) former Swedishmember of the ISO/TC 176/SC 3/WG 4, is a member of the Swedish delegation to TC 176 since 1993 and hisparticipation has includedmembership of the Chair’sStrategic Planning Task Group.He is Senior Adviser with STF,the leading Scandinavianprovider of training and education to all major lines of business.

Tel. + 46 31 700 9399.Fax + 46 31 700 9320.E-mail [email protected]

ISO 10015 reached

a sales figure

10 % higher than

that of ISO 9001

during the same

period

BY DR. NADEJDA VOLKOVA

R u s s i a n F e d e r a t i o n

Russia’s transition to a marketeconomy requires effective labourmarkets and effective humanresource development strategies.However, the corresponding regula-tion is missing to support this transi-tion and the personnel policy of themajority of Russian enterprises doesnot conform to the strategy of marketreforms.

In order to bridge the gap betweenthe old and the new, a new strategyand complementary programme hasbeen created, the “Programme for aQuality Work Force”, which aims at alarge-scale reform of Russia’s voca-tional training. This new strategy waslaunched in the mid-90’s with the supportof the Russian Gov-ernment and is nowbased on the ISO9000:2000 series andTQM and EFQMtools. In addition,there is a growingparticipation of enter-prises in the Russian Quality Award,which is a counterpart of theEuropean Quality Award.

Parts of the ISO 10015 standardhave been used to develop a work-ing tool to ensure the development

An increasing number

of Russian enterprises

have used parts of the

ISO 10015 standard

since 1997

Dr. Nadejda Volkova is formerRussian Federation member of ISO/TC 176/SC 3/WG 4 and a member of GOSSTANDART, the Russian national standardsinstitute. She is Director of the Testing and DiagnosticsResearch-Training Center inMoscow, Russia.

E-mail [email protected]



ISO 10015 is expected to achievethe following objectives :

improve the quality of Russia’swork force;

serve as a basis for the creation ofa foundation for vocational stan-dards ;

guide the government’s regula-tion of vocational education andtraining, and

provide support for work-forcetraining leading to greater jobmobility.

The potential contribution of ISO10015 is highly esteemed today byRussian enterprises that consider itan up-to-date tool for training andmanagement development.

BY DR. KARL-HEINZ BREHM

G e r m a n y

Germany has attached significantimportance to education and train-ing. However, in the final ballot onISO 10015, Germany cast the onlynegative vote of all participating ISOmember delegations.

The negative vote was cast by anarrowly composed committee of theGerman Institute forStandardization, DIN,mostly consisting ofengineers, who sub-sequently decidedthat the standardshould not be pub-lished as Germanstandard. They wereof the opinion thatthe content of thisdocument at best merited the status ofan ISO Technical Report. In conse-quence, ISO 10015 is practicallyunknown in Germany and rarelymentioned even in specialist literature.

In contrast to this decision by aspecialized committee, Germany, ingeneral, has seen a rapid expansion

of standard-setting in the field ofcontinuous education and training.Many sector-specific standards,guidelines, and projects have beeninitiated in order to assess andimprove the quality both of trainingproviders and of training activities.All these sector-specific documentsand projects are independent of theISO 9000 family. A brief descriptionof some examples follows.

The Federal Institute forVocational Training (BIBB –www.bibb.de) has published a“ Quality Checklist of VocationalTraining ” in order to offer guidanceto potential customers interested inpurchasing training that would beappropriate to the trainees’ needsand adequate enough to guarantee

high quality. Thisinstitute has alsodeveloped a cata-logue of require-ments for trainingproviders and voca-tional training serv-ices. The catalogue isused by the FederalEmployment Serviceto assess training

providers and their courses in orderto decide whether or not to offerfinancial support.

The Federal Ministry of Educationand Research (www.bmbf.de) is at themoment favouring the developmentand implementation of comparativequality tests in selected fields of

ISO 10015 is practically

unknown in Germany

and rarely mentioned

even in specialist

literature

Dr. Karl-Heinz Brehm, formerGerman member of

ISO/TC 176/SC 3/WG 4, is a freelance expert, consultant,

trainer and author in the fieldof quality in education and

training.

E-mail [email protected]



further education. In addition, awhole host of projects relevant toquality assurance and developmentare being financed: for example, a fea-sibility study titled, “ FoundationEducation (Quality) Test”.

Since the election of the NewLabour Government in 1997 on theslogan, “ Education, education, edu-cation”, there has been a huge num-ber of initiatives designed to improvethe United Kingdom’s performancein achieving educational standards,compared to its world competitors.

So far, these initiatives havefocussed primarily on setting targetsfor attainment at age 7, 11, 16, 19 and21+ ; and the subsequent publicationof “ league tables ” comparingschools’, colleges’ and universities’relative success in achieving thesetargets at each relevant age level,backed up with inspections for allthese phases e.g. for schools and col-leges under the auspices of OFSTED(the Office for Standards inEducation).

One of these targets has also beento encourage a certain proportion ofsmall and large businesses to achievethe “ Investors in People ” (IiP) stan-dard which originated in Britain andis increasingly adopted worldwide. Itis awarded to organizations of alltypes – public and private sector, vol-untary and commercial – which meetthe criteria of good practice in deter-mining the mission of the organiza-tion, developing an appropriatestrategic plan, and identifying thehuman resource gaps in competencebetween current capacity and theskills required to achieve organiza-tional purpose.

Where this competence gap can bemet through training (as opposed torecruitment), the standard requires

The Standing Conference ofEducation Ministers of the GermanLänder, together with the StandingConference of Vice-Chancellors andPrincipals, is currently implementingprocedures for the accreditation ofschools and universities (www.akkreditierungsrat.de). A core ele-ment of this assessment process is theuse of peer reviews to evaluate thequality level of teaching courses.

Siemens AG, one of the foremostinternational companies in the fieldof electrical and electronics engineer-ing, has developed, implemented, andpublished a set of sector-specificrequirements for training in order toassess and improve the company’s in-house courses. The company awardscourses which meet the scheme’srequirements with a quality label(www.sqt.siemens.de/qib).

Siemens AG has developed,

implemented and

published a set of

sector-specific requirements

for training in order to assess

and improve the company’s

in-house courses

BY JOHN TIDBALL

U n i t e d K i n g d o m

John Tidball is former United Kingdom member ofISO/TC 176/SC 3/WG 4 and amember of BSI. He is Chief Executive of TheQUIET Associates (QUality InEducation and Training) an international network of education, training and personal development consultants and trainers.

Tel. + 44 1226 700318.E-mail [email protected]



the organization to demonstrate thatit arranges for the training need to bemet and its effectiveness evaluated.

The British contribution to thedevelopment of ISO 10015 since 1993consequently focussed on ensuringthat as many elements as possible ofthis good practice were incorporatedinto ISO 10015 inorder to avoid prolif-eration and duplica-tion. This is the con-text in which toreport that since ISO10015 was publishedin December 1999,the British StandardsInstitution (BSI) hassold only 100 copiesto 91 different organ-izations – only fourof which were educa-tional.

In contrast, in June 2001, 45 071organizations in the United Kingdomhad achieved “Commitment to IiP”.Of these, 49 % comprise fewer than50 people, 32 % 50-199, and 19 %200+. The smallest, a local church, hastwo people and the largest, British

Telecom, 127 000 people. A substan-tial proportion of educational institu-tions has achieved this standard.

In addition to ISO 10015’s compe-tition from IiP (though the low salesmay also be a function of poor mar-keting by the BSI), public sector edu-cation organizations are also encour-

aged to : achieve theCharter Mark (anaward won by publicsector organizationsmeeting relevantcriteria focussing on customer satis-faction) ; benchmarkthemselves againstthe Business Excel-lence/EFQM Model;and achieve ISO9000 certification.

Finally, at leastevery four years,

public sector schools, colleges anduniversities undergo inspectionagainst the standards implied by theinspection framework relative to theprimary, secondary, tertiary andhigher education phases.

There has been a huge

number of initiatives

designed to improve

United Kingdom’s

performance in achieving

educational standards,

compared to its world

competitors

The Netherlands is a densely pop-ulated country with an economystrongly dependent on trade andservices. In order to remain competi-tive, a consensus belief holds that thelevel of education needs to matchthat of the best countries. In theNetherlands, many think that notenough is being invested in education

and training – about USD 25 billionof public money and a comparableinvestment from the private sector.The introduction of formal qualitysystems is seen as providing a meansof improving quality without increas-ing government intervention.

Dutch universities and polytech-nics already have a well functioningquality assurance system based onthe use of peer reviews for both edu-cation and research, supported by theDutch Association of Universities(www.vsnu.nl). Even so, in light ofthe coming master/bachelor struc-ture, an institute for the accreditationof higher education establishmentshas been announced.

Its criteria will be based on a mixof education-specific quality criteriaand those of the EFQM Model. In

BY PETER NOORDHOEK

N e t h e r l a n d s



basic education and high schools, afew schools are implementing someform of ISO 9001 and ISO 9004 (1994versions). Many experts see the needfor much greater use of the EFQMModel, along with league tables withperformance indicators.

Dr. Peter Noordhoek isManaging Director ofNorthedge and President of thegovernment section of theDutch Quality Association, amember of the board of theDutch Society for Oversight andEvaluation and a member ofthe Dutch branch of the EFQM.

Northedge, Oosthaven 15-16, 2801 PC Gouda, Netherlands.Tel. + 31 (0)182 68 45 45.Fax + 31 (0)182 68 45 42.E-mail [email protected]

tutes, including an extensive customersurvey. Few institutes can do withoutan official CEDEO recognition.

ISO 10015 was adopted by thenational standards institute, NEN, inApril 2000, but it has not been pro-moted and consequently receives toolittle attention.

Last but not least, the Organizationof Education Professionals (www.nvvo.nl) regularly organizes debateson professional standards. The debateon whether or not there should be aform of certification for professionalshas ended in a draw between those infavour and those against.

In the Netherlands, there is alarge, independent education inspec-torate. This inspectorate used to beinvolved in all aspects of publiclyfunded schooling. There is now a shifttowards a more results-based form ofinspection. This body will also look atthe quality system the schools areusing. The inspectorate itself is alsoreviewing its own processes better tocarry out its new functions. For this, itis using an adaptation of the ISO17020 criteria for the operation ofinspection bodies.

Dutch training providers are veryactive in the field of quality. For exam-ple, there is the Organization of LargePostgraduate Institutes which requiresall to be certified, based on estab-lished quality systems. There is alsothe CEDEO institute (www.cedeo.nl),which offers quality tests for all insti-

In order to remain competitive, a consensus belief holds that the levelof education needs to match that of the best countries.

In basic education

and high schools,

a few schools are

implementing some

form of ISO 9001 and

ISO 9004

(1994 versions)

BY YU JIANFU

The People’s Republic of China isthe world’s most populated countrywith 1 300 million inhabitants, andcovers an area of 9, 6 million sq km.China has competitive advantageslike significant raw materials (coal,oil, metal etc.), a huge work-forceand open policies for foreign invest-ment. Realizing that the current lev-els of training and education are nottoo adequate to meet the great chal-lenges of globalization and member-ship of the World Trade Organization(WTO), the Chinese authorities haveinitiated a series of fundamentalactions, described here, to improvetheir quality.

The Education Ministry (www.moe.edu.cn) has developed a seriesof rules for assessment of China’s

state universities, colleges, primaryand secondary schools etc.. However,these quality standards will not bebased either on ISO 9000 or ISO10015.

The China Training Centre forSenior Personnel ManagementOfficials (CTCSPMO) has developed

C h i n a



a quality assurance assessment sys-tem for civil service training centers.It is currently re-thinking this assess-ment system, but it is already knownthat it will not bebased on ISO stan-dards.

The State Econo-mic and Trade Com-mission of CHINA(SETC – www.setc.gov.cn) has estab-lished an assessmentsystem for about 30management train-ing colleges andtraining centers which belong to it.Part of these quality requirementsare based on ISO 9000, others arebased on existing training and man-agement practices of these centers.

The State Administration ofChina for Standardization (SACS –formerly CSBTS – www.csbts.cn.net)has translated ISO 10015 into Chineseand approved it as a national stan-dard in September 2001.

The China National Institute ofStandardization (CNIS) and theSETC Training Center are preparinga series of joint measures to implement

ISO 10015 in thetraining departmentsof large state enter-prises and the SETCTraining Center isdesigning a pilotproject to apply thestandard in the Haierand Zhongyuan in-dustrial groups. Thepartners have held aconference on the

relevance and application of ISO10015 in China’s enterprises. In addi-tion, the SETC Training Center plansseminars on ISO 10015, includingtraining of trainers seminars aimedat Chinese enterprises. Lastly,Chinese experts in quality manage-ment and management training areediting a series of books on ISO10015.

Yu Jianfu, Chinese member of ISO/TC 176/SC 3/WG 4

is International Section Chiefand Associate Professor,

SETC Training Center.

SETC Training Center, N°26 Xuanwumen Xidajie, Beijing 100053, China.Tel. + 86 10 63 19 37 87.Fax + 86 10 63 19 38 81.E-mail [email protected]

The Chinese authorities

have initiated a series

of fundamental actions

to improve the quality

of training and

education

A train the trainers workshopin progress, provided by theSETC Training Center for the

Hubei (China) Power Company.

generic or sector-specific? review... · 2016-05-28 · universities, regrouping all such...

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