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ISO 29995:2021 — Learning Services Outside Formal Education — Terminology
Learning services outside formal education — Terminology and definitions for non-formal learning
Introduction: Why Terminology Matters in Non-Formal Learning
In any specialized field, a shared vocabulary is the foundation of effective communication, mutual understanding, and regulatory coherence. The non-formal learning sector — encompassing corporate training, professional development, vocational education, online learning, and community education — has historically suffered from inconsistent terminology. The same concept may be called “learning outcome” in one context, “competency” in another, and “objective” in a third, creating confusion for providers, learners, employers, and regulators alike.
ISO 29995:2021 addresses this challenge by providing a standardized set of terms and definitions specifically for learning services outside formal education. It establishes a common language that enables consistent communication across the global lifelong learning ecosystem, facilitating comparability of learning services, mutual recognition of qualifications, and effective quality assurance.
The development of ISO 29995 involved extensive consultation with learning providers, industry bodies, certification organizations, and government agencies across more than 30 countries, ensuring broad international consensus on terminology.
Core Terminology Framework
Fundamental Concepts
The standard organizes terminology around several key conceptual areas:
| Term | Definition (paraphrased) | Relationship to Other Terms |
|---|---|---|
| Learning service | Activity or set of activities provided by a learning service provider to enable learning outcomes | Encompasses design, delivery, assessment, and support |
| Learning service provider | Organization or individual providing learning services outside formal education | Can range from large training companies to individual coaches |
| Learner | Individual who engages with a learning service to acquire knowledge, skills, or competences | Distinct from “student” in formal education contexts |
| Learning outcome | Statement of what a learner knows, understands, and can do after completing a learning process | Defined in terms of knowledge, skills, and competences |
| Competence | Ability to apply knowledge, skills, and attitudes to achieve intended results | Broader than skill; includes applied capability |
| Assessment | Process of evaluating a learner’s achievement of learning outcomes | Can be formative (during) or summative (at end) |
| Validation | Confirmation that learning outcomes achieved by a learner meet specified requirements | Often leads to certification or recognition |
Distinction Between Formal, Non-Formal, and Informal Learning
A critical contribution of ISO 29995 is its clarification of the boundaries between different types of learning:
Formal learning: Learning that occurs within an organized and structured context (formal education system) that is explicitly designated as learning and typically leads to certification. It is intentional from the learner’s perspective and follows a prescribed curriculum.
Non-formal learning: Learning that is embedded in planned activities not explicitly designated as formal education. It is intentional from the learner’s perspective but typically more flexible, learner-centred, and responsive to specific needs than formal education.
Informal learning: Learning resulting from daily activities related to work, family, or leisure. It is not organized or structured and is often unintentional from the learner’s perspective.
Engineering insight: The precise definition of these three categories has significant practical implications. For example, many regulatory frameworks for professional development require a specific number of “formal” or “non-formal” learning hours. Without standardized definitions, providers and regulators cannot consistently determine which category a given learning activity falls into.
Key Definitions for Quality Assurance
Quality-Related Terminology
ISO 29995 provides precise definitions for quality-related terms that are essential for implementing ISO 29994 and other standards in the learning services family:
Quality assurance: Systematic, planned, and documented processes to ensure that learning services meet specified quality requirements. The standard distinguishes between internal quality assurance (conducted by the provider) and external quality assurance (conducted by an independent body).
Quality indicator: Measurable element that provides evidence of the quality of a learning service. Examples include learner completion rates, assessment pass rates, and post-learning employment outcomes.
Stakeholder: Individual or organization that has an interest in the learning service, including learners, sponsors, employers, facilitators, regulators, and society at large.
Recognition of prior learning (RPL): Process of identifying, documenting, assessing, and certifying an individual’s knowledge, skills, and competences acquired through non-formal and informal learning against specified standards.
The term “validation” is particularly prone to confusion. In the context of ISO 29995, validation refers specifically to confirming that learning outcomes meet specified requirements — distinct from “verification” (checking that processes were followed) and “certification” (issuing a formal document attesting to achievement).
Practical Applications and Industry Impact
Using the Terminology Framework
The standardized terminology in ISO 29995 serves multiple practical purposes:
- Contract clarity: Learning service agreements between providers and corporate clients can use precise, mutually understood terms, reducing the risk of disputes about service scope and quality
- Regulatory compliance: Government agencies overseeing vocational education and training can reference ISO 29995 definitions in legislation and regulatory frameworks
- Cross-border recognition: International recognition of learning outcomes and qualifications is facilitated when all parties use the same terminology
- Technology interoperability: Learning management systems (LMS) and educational technology platforms can align their data models with standardized definitions
- Research and benchmarking: Academic research and industry benchmarking studies benefit from consistent terminology when comparing learning services across contexts
Without standardized terminology, a learning service provider who claims “90% of learners achieved the learning outcomes” may be using completely different definitions of “learner,” “achieved,” and “learning outcome” than a client or regulator interpreting that statement. ISO 29995 eliminates this fundamental communication risk.
Frequently Asked Questions
Q: Is ISO 29995 a standalone standard, or is it intended to be used with ISO 29994?
A: ISO 29995 is designed to be used alongside ISO 29994 and other standards in the learning services family. It provides the terminological foundation, while ISO 29994 provides the service requirements. They are most effective when used together.
A: ISO 29995 is designed to be used alongside ISO 29994 and other standards in the learning services family. It provides the terminological foundation, while ISO 29994 provides the service requirements. They are most effective when used together.
Q: Does ISO 29995 replace existing terminology used in vocational education and training (VET) systems?
A: No. Different countries and regions have established VET terminology within their legal and educational frameworks. ISO 29995 provides a harmonized reference that can be used for international communication and cross-border recognition, complementing rather than replacing national terminologies.
A: No. Different countries and regions have established VET terminology within their legal and educational frameworks. ISO 29995 provides a harmonized reference that can be used for international communication and cross-border recognition, complementing rather than replacing national terminologies.
Q: How was the terminology developed?
A: The standard was developed by ISO/TC 232 (Learning services outside formal education) through an iterative process involving literature review, expert consultation, international surveys, and consensus-building among participating countries. Definitions were tested for clarity, unambiguity, and practical applicability.
A: The standard was developed by ISO/TC 232 (Learning services outside formal education) through an iterative process involving literature review, expert consultation, international surveys, and consensus-building among participating countries. Definitions were tested for clarity, unambiguity, and practical applicability.
Q: Is the standard available in multiple languages?
A: Yes, ISO standards are typically published in English and French, with translations into other languages available through national standards bodies. The terminology standard is particularly valuable when available in multiple languages, as it facilitates consistent translation of key concepts across linguistic contexts.
A: Yes, ISO standards are typically published in English and French, with translations into other languages available through national standards bodies. The terminology standard is particularly valuable when available in multiple languages, as it facilitates consistent translation of key concepts across linguistic contexts.
