The Benefits of ISO 29991 for Language Schools

The benefits of ISO 29991 for language schools

The Benefits of ISO 29991 for Language Schools

Language training services have requirements that are laid out in ISO 29991:2020. Services for language acquisition by either the learner or a third party are included here.

The central features of such a service are learner interaction and the establishment of learning objectives. The teaching could happen in person, online, or through a hybrid of the two methods.


In the event that the company providing the language-learning services also provides other learning services or physical goods, this document shall apply solely to the language-learning services provided by that company.


Make sure language learning objectives are well-defined and evaluated before finalizing the concept of an institute for language learning beyond formal education.


As an international standard, ISO 29991 establishes rigorous criteria for organizations offering assistance with language acquisition outside of a school setting.

This benchmark guarantees high-quality education by focusing on the learner’s participation, clearly articulated goals, and assessment of progress.

The services provided in person, over the phone, or through some other digital medium are all covered by the Standard.


Why is it Beneficial to be ISO 29991:2014 Certified?

The goal of this standard is to strengthen the market for language-learning services, safeguard consumers, and improve the quality of those services for everyone. There is a clear benefit for Certificate-holding English Language Training Institutions in adhering to the Standard.


Some benefits of using the ISO 29991 standard are as follows:


High-quality tutoring programs and procedures can be planned, developed, and implemented with the help of the universal reference model provided by the standard.


The purpose of this standard is to aid businesses in identifying their unique language training requirements in order to design and implement effective training courses and procedures.


Service providers can use this specification as a resource for locating methods and tools to design learning services. The roles of both the teacher and the student are clarified.


Institutes of all sizes, as well as government and non-profit organizations, provide language learning services and are targeted by ISO 29991.


Specifications for non-school language-learning services are laid out in ISO 29991:2014.

Services for language acquisition can be either directly targeted at language learners or acquired by third parties for the benefit of language learners.

The central features of such a service are learner interaction and the establishment of learning objectives. The training can be given directly to the student, through a technological intermediary, or in a hybrid format combining the two.


Language learning service providers of all sizes, as well as associations and consortia of language learning service providers, will be among the entities interested in adopting ISO 29991:2014.


ISO 29991:2014 is specific to language learning services and does not apply to the delivery of products (goods and services) or other learning services by providers who also offer language learning services.


How ISO 29991 is Helpful?

Schools, colleges, and universities that offer language instruction as part of a formal curriculum may find ISO 29991:2014 helpful as a means of introspection and assessment, but it is not written with them in mind.


The goal of this International Standard is to establish an industry-wide benchmark for service quality in education. LSPs and their clients can use it as a shared resource for designing and delivering training and development programs.


There is a set format to the standard that guarantees progress when used. The final goal of the standard is to proclaim the implementation of high-quality pedagogical programs and procedures.

Discovering specific training requirements for employees and the business is the first step in designing appropriate educational solutions.


Adequate strategies and tools must be identified, and the roles of the learner and instructor must be clearly defined before learning services can be designed.

Instruments for maintenance and monitoring of the transfer of learning should be identified as well.

The curriculum should reflect recent developments in the fields of education and training, including theories and practices that emphasize the importance of the learner’s unique process of knowledge acquisition and the use of a variety of instructional formats.


The success of any educational endeavor depends on the full participation of the students, as well as their access to relevant information and proper orientation.

To achieve educational goals, sufficient learning resources and a conducive learning environment are required.


Success factors, learning outcomes, and learner and stakeholder feedback can all be validated and compared through monitoring. It serves as the basis for figuring out how well the education service is doing and how to make it better.


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