A18 教育、学位、学衔 标准查询与下载

LD/T 81.3-2006 “电梯安装维修工”职业技能实训和鉴定设备技术规范

"Elevator installation and maintenance workers" vocational skills training and appraisal equipment technical specifications

LD/T 81.4-2006 “空调机装配丁（制冷工）”职业技能实训和鉴定设备技术规范

"Air Conditioner Assembler (Refrigeration Worker)" Technical Specifications for Vocational Skills Training and Appraisal Equipment

LD/T 81.5-2006 “家用电子产品维修工”职业技能实训和鉴定设备技术规范

"Household electronic product repairman" vocational skills training and identification equipment technical specifications

LD/T 82.1-2006 “电气维修专业”职业技能实训设备暨“维修电丁”职业维修技能鉴定设需配置规范

"Electrical Maintenance Professional" Vocational Skills Training Equipment and "Maintenance Electric Ding" Occupational Maintenance Skill Appraisal Design and Configuration Specifications

LD/T 82.3-2006 “家用电子维修”职业技能实训和鉴定设备配置规范

"Household Electronics Maintenance" vocational skills training and appraisal equipment configuration specifications

LD/T 82.4-2006 “家用电器维修”职业技能实训和鉴定设器配置规范

"Household Appliance Maintenance" vocational skills training and identification device configuration specification

LD/T 123-2006 职业技能培训多媒体课程开发

Development of multimedia courses for vocational skills training

PAS 1064-2006 教师在职培训的质量管理. 素质手册实例

Quality management for the in-service training for teachers - Example of a quality manual

BS CWA 15533:2006 远距教学中质量方法分类的一种模式

The proposed action aims at all stakeholders of the E-Learning lifecycle, such as course authors, providers, trainers/tutors and as important learners. The action is supported by consumer councils (ANEC) which specifically requires these activities from the learners' perspective. Other stakeholders will be included by multipliers, such as eLIG (e-Learning Industry Group), academic associations and selected quality projects (e.g. from the ELearning initiative and the IST programmes of the European Commission). The CEN/ISSS Workshop on Learning Technology Standards will include the key stakeholders to ensure the maximum consensus rate and acceptance. All key stakeholders for the learning process are involved in the work on the adaptation guidelines based on the forth-coming ISO quality standard, specifically in this context, learners, content providers, service providers, consultants, trainers, tutors and administration are involved. The activity will show different implementations to promote the European diversity of E-Learning quality approaches. Therefore, European requirements are included and promoted. The result will help to harmonise quality approaches, as well as maintaining diversity and individualisation. The results will then be fed into the global standardization in ISO/IEC JTC1 SC36. This CWA is one of three CWAs developed by the Project Team Quality workgroup. CWA1 provides good practice for E-Learning quality approaches. It results directly from experiences when applying quality strategies into practice mostly from a decision makers-perspective. In addition, CWA2 aims at covering the experiences gained in E-Learning situations from the learner's perspective. Its resulting LET (Learning Experience Transparency) Profile will enable knowledge exchange and improve decision processes. Stakeholders involved are mainly producers, learners and customer councils (specifically ANEC and national consumer councils). This CWA (CWA3) finally provides a conceptual framework (metadata model and process model) to illustrate and support the process of selecting and applying a suitable quality approach to a specific E-Learning situation from a conceptual point of view including all stakeholders. The proposed Conceptual Model will improve the ability to share, exchange and improve knowledge on quality approaches in the field of E-Learning by providing a methodology to improve interoperability and knowledge exchange. The usefulness of the model has been tested in the E-Learning project "European Quality Observatory".

A model for the classification of quality approaches in eLearning

BS DD 8788-3:2006 UK终生学习者信息文档(UKLeaP).规范

This Draft for Development specifies the development of learner information packages used to join up separate records of learning in order to establish lifelong learner profiles within the UK centred upon the needs of the learner. The standard meets a new requirement for Lifelong Learning. While it offers a specification on which developers can build, it does not attempt to cover all possible scenarios. The standard specifies the extensions that are used in developing a lifelong learner profile. The standard establishes the basis for interoperability in the exchange of learner information between communicating systems. It makes no comment on how the data might be stored in the communicating systems once the exchange has occurred. The standard describes the information model for the learner information. It does not address behavioural models for the learner information nor does it describe the mechanisms used for the electronic exchange of the information. The standard contains an information model, which is incomplete. It is not a definitive model of all the possible information that could be exchanged between systems that conform to with this standard. Instead it describes many of the common data structures and provides several extension features to be used to tailor the standard for a particular implementation. The standard does not address requests for learner information or the exchange transaction mechanism. While this Draft for Development defines structures that could be used to assist mechanisms for maintaining privacy and protecting the integrity of the data that comprises learner information, it does not specify the form, format, or type of these mechanisms or policies for their use. This Draft for Development provides a structured information model. While it includes an XML binding, this does not exclude the use of other bindings. The information model contains both data and metadata about that data. The model defines fields for the data and the type of data that can be put into these fields. This Draft for Development does not address means to achieve interoperability with learner information systems beyond the UK within the European Education Area, but has taken account of the need for interoperability beyond the UK in the future.

UK lifelong learner information profile (UKLeaP) - UKLeaP - Specification

BS DD 8788-2:2006 UK终生学习者信息文档(UKLeaP).UK终生学习者信息文档实现的表示法和术语.实施代码

This Draft for Development gives guidance and recommendations for the use of the core structures specified in DD 8788-3. NOTE 1 Many of the structures have the facility for types (represented in their respective “typename” parts), and these types are semantically significant in the domains in which the standard is to be used. NOTE 2 Interoperability depends not only on the syntactic conformity to the DD 8788- 3 specification, but also on whether the structures are used to represent the same kinds of things in real life. NOTE 3 While the main purpose of these recommendations is to optimize interoperability between systems and portability of records, consideration is also given to simplicity, and feasibility of implementation. This part of DD 8788 recommends what is represented by each structure, and what vocabulary terms should be used within the “typename” parts to ensure maximal interoperability. It provides recommendations for how initial vocabularies can be amended and extended. Annex A gives detail regarding the associated IMS specifications. Annex B provides information about the functionality to describe and package learning materials into interoperable, distributable packages. It is recommended that these interoperable packages are used to exchange packages of learner information and information about transport messaging and protocols. Annex C provides an illustration of how this standard can be used, linked to the advanced example provided in Annex D. Annex E provides information on how vocabularies can be used. This part of DD 8788 does not cover accessibility considerations.

UK lifelong learner information profile (UKLeaP) - Representation and terminology in implementing the UK lifelong learner i nformation profile - Code of practice

BS DD 8788-1:2006 UK终生学习者信息文档(UKLeaP).指南

This Draft for Development provides general information about the DD 8788-3 (UKLeaP) specification to help decision makers to develop, select or implement software making use of learner information. It provides those responsible for managing development and implementation of such software with guidance on how to make effective use of DD 8788-2. This guide identifies how DD 8788-3 can be used to support simple implementations and how these may be further developed to meet more complex needs, such as the emerging need for lifelong learner records, referring to DD 8788-2. This guide provides contextual information and recommendations for how to deploy DD 8788-2 and DD 8788-3, including the circumstances when each will be most relevant. DD 8788-1 covers: — the means by which learner information can be packaged in order to be exchanged with disparate systems using DD 8788-3; — the flexible use of DD 8788-2 to support the development of both simple and complex learner information packages; — the extensibility offered by the specification; — the use of bindings; — the policy and business cases for the use of the specification. DD 8788-1 does not address: — the structure of the server system providing learner information; — the processing of learner information, other than for exchange; — possible and probable future developments such as web services; — accessibility issues; — vocabulary issues, beyond those required for initial implementations.

UK lifelong learner information profile (UKLeaP) - Guide

DD 8788-1-2006 英国终身学习者信息概况（UKLeaP）第1部分：指南

This Draft for Development provides general information about the DD 8788-3 (UKLeaP) specification to help decision makers to develop, select or implement software making use of learner information. It provides those responsible for managing development and implementation of such software with guidance on how to make effective use of DD 8788-2. This guide identifies how DD 8788-3 can be used to support simple implementations and how these may be further developed to meet more complex needs, such as the emerging need for lifelong learner records, referring to DD 8788-2. NOTE 1 This guide takes specific account of the need to ensure that initial implementations form an effective basis for meeting long term needs. This guide provides contextual information and recommendations for how to deploy DD 8788-2 and DD 8788-3, including the circumstances when each will be most relevant. DD 8788-1 covers: — the means by which learner information can be packaged in order to be exchanged with disparate systems using DD 8788-3; — the flexible use of DD 8788-2 to support the development of both simple and complex learner information packages; — the extensibility offered by the specification; — the use of bindings; — the policy and business cases for the use of the specification. NOTE 2 DD 8788-3 specifies the information model to provide a normative structure which learner information packages can follow. The XML bindings used in the examples throughout this standard are not part of the specification, are not normative and do not exclude the use of other bindings, such as a web services binding, which may be best adapted to some implementations. DD 8788-1 does not address: — the structure of the server system providing learner information; — the processing of learner information, other than for exchange; — possible and probable future developments such as web services; — accessibility issues; — vocabulary issues, beyond those required for initial implementations. NOTE 3 Although future developments are not explicitly addressed in this guide, the specification in DD 8788-3 is expressed in a way which is intended to facilitate the incorporation of likely developments, such as implementation within a web services architecture, into the specification and therefore into implementations of the specification. DD 8788-2, A.2 reviews current IMS developments. NOTE 4 DD 8788-2 and DD 8788-3 express structures using the conventions provided by UML [3] since these same conventions will be used by the other specifications with which this standard will interoperate to support complex learner information packages, such as are required for e-portfolio. This also facilitates the development of a web services binding for the specification. This does not imply that users of DD 8788 are required to follow UML conventions. NOTE 5 DD 8788-2, Annex E provides information and a simple code of practice to support initial implementations. The same controlled vocabularies required to make effective use of the specification will often also be used by other standards and specifications. This issue is not addressed by DD 8788.

UK lifelong learner information profile (UKLeaP) Part 1: Guide

DD 8788-2-2006 英国终身学习者信息概况（UKLeaP）第2部分：实施英国终身学习者信息概况的表示法和术语 实践守则

This Draft for Development gives guidance and recommendations for the use of the core structures specified in DD 8788-3. NOTE 1 Many of the structures have the facility for types (represented in their respective “typename” parts), and these types are semantically significant in the domains in which the standard is to be used. NOTE 2 Interoperability depends not only on the syntactic conformity to the DD 8788- 3 specification, but also on whether the structures are used to represent the same kinds of things in real life. NOTE 3 While the main purpose of these recommendations is to optimize interoperability between systems and portability of records, consideration is also given to simplicity, and feasibility of implementation. This part of DD 8788 recommends what is represented by each structure, and what vocabulary terms should be used within the “typename” parts to ensure maximal interoperability. It provides recommendations for how initial vocabularies can be amended and extended. Annex A gives detail regarding the associated IMS specifications. Annex B provides information about the functionality to describe and package learning materials into interoperable, distributable packages. It is recommended that these interoperable packages are used to exchange packages of learner information and information about transport messaging and protocols. Annex C provides an illustration of how this standard can be used, linked to the advanced example provided in Annex D. Annex E provides information on how vocabularies can be used. This part of DD 8788 does not cover accessibility considerations.

UK lifelong learner information profile (UKLeaP) Part 2: Representation and terminology in implementing the UK Lifelong Learner Information Profile – Code of practice

DD 8788-3-2006 英国终身学习者信息概况（UKLeaP）第3部分：UKLeaP Specification

This Draft for Development specifies the development of learner information packages used to join up separate records of learning in order to establish lifelong learner profiles within the UK centred upon the needs of the learner. The standard meets a new requirement for Lifelong Learning. While it offers a specification on which developers can build, it does not attempt to cover all possible scenarios. The standard specifies the extensions that are used in developing a lifelong learner profile. The standard establishes the basis for interoperability in the exchange of learner information between communicating systems. It makes no comment on how the data might be stored in the communicating systems once the exchange has occurred. The standard describes the information model for the learner information. It does not address behavioural models for the learner information nor does it describe the mechanisms used for the electronic exchange of the information. The standard contains an information model, which is incomplete. It is not a definitive model of all the possible information that could be exchanged between systems that conform to with this standard. Instead it describes many of the common data structures and provides several extension features to be used to tailor the standard for a particular implementation. The standard does not address requests for learner information or the exchange transaction mechanism. While this Draft for Development defines structures that could be used to assist mechanisms for maintaining privacy and protecting the integrity of the data that comprises learner information, it does not specify the form, format, or type of these mechanisms or policies for their use. This Draft for Development provides a structured information model. While it includes an XML binding, this does not exclude the use of other bindings. The information model contains both data and metadata about that data. The model defines fields for the data and the type of data that can be put into these fields. This Draft for Development does not address means to achieve interoperability with learner information systems beyond the UK within the European Education Area, but has taken account of the need for interoperability beyond the UK in the future.

UK lifelong learner information profile (UKLeaP) Part 3: UKLeaP – Specification

GOST R 52655-2006 教育信息和通信技术.高级专业教育系统的集成自动化控制系统.一般要求

Information and communication technologies in education. The integrated automated control system of the high professional educational system. General requirements

GOST R 52652-2006 教育信息和通信技术.总则

Information and communication technologies in education. General

GOST R 52653-2006 教育信息和通信技术.术语和定义

Information and communication technologies in education. Terms and definitions

GOST R 52656-2006 教育信息和通信技术.联合等级教育因特网入口.一般要求

Information and communication technologies in education. Federal level educational internet-portals. Ceneral requirements

BS CWA 15454:2005 学习资源库用一种简单的查询介面规范

CWA presents an Application Programmer Interface (API) for querying learning object repositories. The core is an abstract API; bindings to web services, Java and PHP have also been developed. Since one major design objective is to keep the specification simple and easy to implement, the interface is labelled Simple Query Interface (SQI). In the context of this CWA, learning object repositories are defined as collections of educational material, courses, and learning objects with associated descriptions (referred to as "metadata"). Examples of repositories for learning are educational brokers, knowledge pools, streaming video servers, etc. The decision for this work item was taken by the Learning Technologies Workshop at the 14th meeting on March 24/25, 2003. Work on the CWA actually started at the 17th meeting in April 2003. The document has been developed through the collaboration of a number of contributing partners, representing a wide mix of interests, from universities to commercial companies. The names of the individuals and their affiliations that have expressed support for this CWA is available at the CEN/ISSS Secretariat. A list of contributors is at the end of this Foreword

A Simple query interface specification for learning repositories