Competence of standards professionals — Part 1: In companies

Competence of standards professionals — Part 2: In standards-related organizations

Sensory analysis — Methodology — Initiation and training of assessors in the detection and recognition of odours

Sensory analysis — Methodology — Initiation and training of assessors in the detection and recognition of odours

Sensory analysis — Methodology — Initiation and training of assessors in the detection and recognition of odours — Amendment 1

Earth-moving machinery — Guide to procedure for operator training

Earth-moving machinery — Operator training — Content and methods

Earth-moving machinery — Operation and maintenance — Training of mechanics

Sensory analysis — General guidance for the selection, training and monitoring of assessors — Part 1: Selected assessors

Sensory analysis — General guidance for the selection, training and monitoring of assessors — Part 2: Experts

Sensory analysis — General guidance for the selection, training and monitoring of assessors — Part 2: Expert sensory assessors

Sensory analysis — General guidelines for the selection, training and monitoring of selected assessors and expert sensory assessors

Sensory analysis — General guidelines for the selection, training and monitoring of selected assessors and expert sensory assessors

Non-destructive testing — Qualification and certification of personnel

Non-destructive testing — Qualification and certification of personnel

Non-destructive testing — Qualification and certification of personnel

Non-destructive testing — Qualification and certification of personnel — Technical Corrigendum 1

Non-destructive testing — Qualification and certification of NDT personnel

Non-destructive testing — Qualification and certification of NDT personnel

Cranes — Training of drivers — Part 1: General

Cranes — Training of drivers — Part 3: Tower cranes

Cranes — Training of operators — Part 3: Tower cranes

Guidelines for auditing quality systems — Part 2: Qualification criteria for quality systems auditors

Quality management — Guidelines for training

Quality management — Guidelines for competence management and people development

Quality management — Guidelines on people involvement and competence

Quality management — Guidelines for people engagement

Guidelines for the selection of quality management system consultants and use of their services

Steel tubes for pressure purposes — Qualification and certification of non-destructive testing (NDT) personnel

Steel products — Employer's qualification system for non-destructive testing (NDT) personnel

Steel products — Employer's qualification system for non-destructive testing (NDT) personnel

Non-destructive testing — Performance-based qualification

Sensory analysis — General guidance for the staff of a sensory evaluation laboratory — Part 1: Staff responsibilities

Sensory analysis — General guidance for the staff of a sensory evaluation laboratory — Part 2: Recruitment and training of panel leaders

Recreational diving services — Requirements for the training of recreational snorkelling guides

Guidelines for environmental auditing — Qualification criteria for environmental auditors

Petroleum, petrochemical and natural gas industries — Guidelines on competency for personnel

Petroleum, petrochemical and natural gas industries — Guidelines on competency management for well operations personnel

Condition monitoring and diagnostics of machines — Requirements for training and certification of personnel — Part 1: Requirements for certifying bodies and the certification process

Condition monitoring and diagnostics of machines — Requirements for training and certification of personnel — Part 1: Requirements for certifying bodies and the certification process — Technical Corrigendum 1

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 1: Requirements for assessment bodies and the assessment process

Condition monitoring and diagnostics of machines — Requirements for training and certification of personnel — Part 2: Vibration condition monitoring and diagnostics

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 2: Vibration condition monitoring and diagnostics

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 3: Requirements for training bodies and the training process

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 3: Requirements for training bodies and the training process — Amendment 1

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 3: Requirements for training bodies and the training process

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 4: Field lubricant analysis

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 4: Field lubricant analysis

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 5: Lubricant laboratory technician/analyst

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 6: Acoustic emission

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 6: Acoustic emission

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 7: Thermography

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 7: Thermography

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 8: Ultrasound

Condition monitoring and diagnostics of machine systems — Requirements for certification of personnel — Part 1: Sector specific requirements for certification bodies and the certification process

Condition monitoring and diagnostics of machines — Requirements for qualification and assessment of personnel — Part 6: Acoustic emission

Non-destructive testing — Evaluation of vision acuity of NDT personnel

Mobile elevating work platforms — Operator (driver) training

Mobile elevating work platforms — Operator (driver) training

Information technology for learning, education, and training — Learner mobility achievement information (LMAI)

Polyethylene pipes and fittings for the supply of gaseous fuels or water — Training and assessment of fusion operators

Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 1: Collaborative workplace data model

Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 1: Collaborative workplace data model

Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 2: Collaborative environment data model

Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 2: Collaborative environment data model

Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 3: Collaborative group data model

Information technology — Learning, education and training — Collaborative technology — Collaborative workplace — Part 3: Collaborative group data model

Information technology — Learning, education and training — Collaborative technology — Collaborative learning communication — Part 1: Text-based communication

Information technology — Learning, education and training — Collaborative technology — Collaborative learning communication — Part 1: Text-based communication

Information technology — Learning, education and training — Metadata for learning resources — Part 1: Framework

Information technology — Learning, education and training — Metadata for learning resources — Part 1: Framework — Amendment 1

Information technology — Learning, education and training — Metadata for learning resources — Part 2: Dublin Core elements

Information technology — Learning, education and training — Metadata for learning resources — Part 2: Dublin Core elements — Amendment 1: Non-literal content value data elements

Information technology — Learning, education and training — Metadata for learning resources — Part 3: Basic application profile

Information technology — Learning, education and training — Metadata for learning resources — Part 3: Basic application profile — Amendment 1

Information technology — Learning, education and training — Metadata for learning resources — Part 4: Technical elements

Information technology — Learning, education and training — Metadata for learning resources — Part 5: Educational elements

Information technology — Learning, education and training — Metadata for learning resources — Part 7: Bindings

Information technology — Learning, education and training — Metadata for learning resources — Part 8: Data elements for MLR records

Information technology — Learning, education and training — Metadata for learning resources — Part 9: Data elements for persons

Information technology — Learning, education and training — Metadata for learning resources — Part 11: Migration from LOM to MLR

Information technology — Learning, education and training — Quality management, assurance and metrics — Part 1: General approach

Information technology — Learning, education and training — Quality management, assurance and metrics — Part 3: Reference methods and metrics

Information technology for learning, education and training — Information model for competency — Part 1: Competency general framework and information model

Information technology for learning, education and training — Information model for competency — Part 2: Proficiency level information model

Information technology for learning, education and training — A reference framework of e-Portfolio information

Information technology for learning, education and training — A reference framework of e-Portfolio information

Information technology for learning, education and training — Language accessibility and human interface equivalencies (HIEs) in e-learning applications — Part 1: Framework and reference model for semantic interoperability

Information technology for learning, education and training — Language accessibility and human interface equivalencies (HIEs) in e-learning applications — Part 1: Framework and reference model for semantic interoperability

Information technology for learning, education and training — Learning analytics interoperability — Part 3: Guideline for data interoperability

Information technology for learning, education and training — Learning analytics interoperability — Part 1: Reference model

Information technology for learning, education and training — Learning analytics interoperability — Part 2: System requirements

Information technology for learning, education and training — Learning analytics interoperability — Part 4: Privacy and data protection policies

Non-destructive testing — Qualification of personnel for limited application of non-destructive testing

Geotechnical investigation and testing — Sampling methods and groundwater measurements — Part 3: Conformity assessment of enterprises and personnel by third party

Guidance for supervisors and operators of point-of-care testing (POCT) devices

Refrigerating systems and heat pumps — Competence of personnel

Non-destructive testing — Discontinuities in specimens for use in qualification examinations

Milk and milk products — Sensory analysis — Part 1: General guidance for the recruitment, selection, training and monitoring of assessors

Nuclear criticality safety – Nuclear criticality safety training for operations

Unmanned aircraft systems — Training for personnel involved in UAS operations

Rough-terrain trucks — Operator training — Content and methods

Service personnel for the maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear — Part 1: General requirements for training providers

Service personnel for the maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear — Part 2: Level 1 service technician initial training

Service personnel for the maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear — Part 3: Level 1 lifesaving appliance technical type specific training

Service personnel for the maintenance, thorough examination, operational testing, overhaul and repair of lifeboats (including free-fall lifeboats) and rescue boats (including fast rescue boats), launching appliances and release gear — Part 4: Level 2 infield competence assessment

Cranes — Training of appointed persons

Cranes — Competency requirements for crane inspectors

Cranes — Training of slingers and signallers

Cranes — Training of slingers and signallers

Cranes — Training of slingers and signallers

Human Resource Management — Occupational Health and Safety Metrics — Technical Specification

Human Resource Management — Occupational Health and Safety Metrics — Technical Specification

Geotechnical investigation and testing — Qualification criteria and assessment — Part 1: Qualified technician

Geotechnical investigation and testing — Qualification criteria and assessment — Part 2: Responsible expert

ITLET supportive technology and specification integration — Part 1: Framework

Information technology for learning, education and training — Supportive technology and specific integration — Part 3: Platform and Media Taxonomy (PMT)

Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 1: Framework and reference model

Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 2: "Access for all" personal needs and preferences for digital delivery

Information technology — Individualized adaptability and accessibility in e-learning, education and training — Part 3: "Access for all" digital resource description

Information technology for learning, education and training — AccessForAll framework for individualized accessibility — Part 1: Framework and registry

Information technology for learning, education and training — AccessForAll framework for individualized accessibility — Part 4: Registry server API

Recreational diving services — Safety related minimum requirements for the training of scuba instructors — Part 1: Level 1

Recreational diving services — Requirements for the training of scuba instructors — Part 1: Level 1

Recreational diving services — Safety related minimum requirements for the training of scuba instructors — Part 2: Level 2

Recreational diving services — Requirements for the training of scuba instructors — Part 2: Level 2

Information technology for learning, education and training — Nomadicity and mobile technologies — Part 1: Nomadicity reference model

Information technology for learning, education and training — Nomadicity and mobile technologies — Part 2: Learner information model for mobile learning

Information technology for learning, education and training — Nomadicity and mobile technologies — Part 1: Nomadicity reference model

Information technology for learning, education and training — Nomadicity and mobile technologies — Part 2: Learner information model for mobile learning

Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 1: Overview Version 1.1

Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 2: Content Aggregation Model Version 1.1

Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 3: Run-Time Environment Version 1.1

Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 4: Sequencing and Navigation Version 1.1

Information technology — Identification of privacy protection requirements pertaining to learning, education and training (LET) — Part 1: Framework and reference model

Information technology — Identification of privacy protection requirements pertaining to learning, education and training (LET) — Part 1: Framework and reference model

Human resource management — Vocabulary

Human resource management — Vocabulary

Knowledge management systems — Requirements

Knowledge management systems — Requirements — Amendment 1: Knowledge management systems — Requirements

Human resource management — Guidelines on recruitment

Human resource management — Guidelines on recruitment

Human resource management — Sustainable employability management for organizations

Human resource management — Cost-Per-Hire

Human resource management — Guidelines on human governance

Human resource management — Workforce planning

Human resource management — Impact of hire metric

Human resource management — Quality of hire metric

Human resource management — Guidelines for internal and external human capital reporting

Human resource management — Diversity and inclusion

Human resource management — Workforce management

Human resource management — Compliance and ethics metrics cluster

Information technology — Quality for learning, education and training — Fundamentals and reference framework

Additive manufacturing — Qualification principles — Qualifying machine operators of laser metal powder bed fusion machines and equipment used in aerospace applications