ISO/IEC JTC 1/SC 36
ISO/IEC JTC 1/SC 36 Information Technology for Learning, Education and Training is a standardization subcommittee (SC), which is part of the Joint Technical Committee ISO/IEC JTC 1 of the International Organization for Standardization (ISO) and the International Electrotechnical Commission (IEC), that develops and facilitates standards within the field of information technology (IT) for learning, education and training (LET). ISO/IEC JTC 1/SC 36 was established at the November 1999 ISO/IEC JTC 1 plenary in Seoul, Korea. The subcommittee held its first plenary meeting in March 2000 in London, United Kingdom. The international secretariat of ISO/IEC JTC 1/SC 36 is the Korean Agency for Technology and Standards (KATS), located in the Republic of Korea.
Scope and mission
The scope of ISO/IEC JTC 1/SC 36 is “Standardization in the field of information technologies for learning, education, and training (ITLET) to support individuals, groups, or organizations, and to enable interoperability and reusability of resources and tools.”
- The following exclusions apply to the ISO/IEC JTC 1/SC 36 scope:
- ISO/IEC JTC 1/SC 36 shall not create standards or technical reports that define educational standards, cultural conventions, learning objectives, or specific learning content.
- In the area of work of this subcommittee, standards and technical reports will not duplicate work done by other ISO or IEC technical committees, subcommittees, or working groups with respect to their component, specialty, or domain. Instead, when appropriate, normative or informative references to other standards shall be included. Examples include documents on special topics such as multimedia, web content, cultural adaptation, and security.
- The mission of ISO/IEC JTC 1/SC 36 is to:
- Provide quality ITLET standards to meet stakeholder needs
- Promote the use of ITLET standards by providing supporting material
- Provide leadership in ITLET standardization through:
- The development of a comprehensive set of integrated standards with international and professional consensus
- Initiating cooperative work with international professional, and standards producing, organizations
- A framework that:
- Facilitates the integration of standards developed in other standards producing organizations
- Minimizes the inconsistencies between related standards, including those developed by other standards producing organizations
ISO/IEC JTC 1/SC 36 is made up of 5 Working Groups (WGs) and 2 Advisory Groups (AG). Each Working Group carries out specific tasks in standards development within the field of ITLET, where the focus of each working group is described in the group’s terms of reference. The Working Groups of ISO/IEC JTC 1/SC 36 are::10
|Working Group||Working Area||Terms of Reference|
|ISO/IEC JTC 1/SC 36/WG 1||Vocabulary||The development of domain-specific LET terminology standards, to be harmonized with the existing ISO/IEC 2382 standard for IT vocabulary|
|ISO/IEC JTC 1/SC 36/WG 3||Learner Information||Standardization with respect to information about roles and organizational positions held by participants within an ITLET system and personal information about participants using an ITLET system|
|ISO/IEC JTC 1/SC 36/WG 4||Management and Delivery||IT-related standardization for the management and delivery of learning, education and training and supporting technologies|
|ISO/IEC JTC 1/SC 36/WG 7||ITLET - Culture, Language, and Individual Needs||The development of standards that ensure that relevant features and processes of ITLET are adaptable to the requirements of individual users, including the requirements of users with disabilities|
|ISO/IEC JTC 1/SC 36/WG 8||Learning Analytics Interoperability||The development of standards to collect, explore and analyze diverse types and interrelationships of data such as learner interaction data related to usage of digital resources, teaching and learning activity logs, learning outcomes and structured data about programs, curriculum and associated competencies.|
|ISO/IEC JTC 1/AG1||Business Planning and Communications||Assist the SC36 Chair and Secretariat in the review and update of the SC36 Business Plan and support SC36 in the creation and elaboration of business, communication, and marketing strategies, directions, and plans.|
|ISO/IEC JTC 1/AG2||Emerging Technologies (AGET)|
|ISO/IEC JTC 1/TCG||Terminology Coordination Group|
ISO/IEC JTC 1/SC 36 works in close collaboration with a number of other organizations or subcommittees, both internal and external to ISO or IEC, in order to avoid conflicting or duplicative work.
- ISO/IEC JTC 1/SC 17, Cards and personal identification
- ISO/IEC JTC 1/SC 27, IT Security techniques
- ISO/IEC JTC 1/SC 32, Data management and interchange
- ISO/IEC JTC 1/SC 34, Document description and processing languages
- ISO/IEC JTC 1/SC 35, User interfaces
- ISO/IEC JTC 1/SC 39, Sustainability for and by information technology
- ISO/TC 37, Terminology and other language and content resources
- ISO/TC 46, Information and documentation
- ISO/TC 176, Quality management and quality assurance
- ISO/TC 215, Health informatics
- ISO/TC 232, Learning services outside formal education
- ISO/PC 288, Educational organizations management systems – Requirements with guidance for use
- ISO/PC 288/WG1, Educational organizations management systems
- Advanced Distributed Learning (ADL)
- Aviation Industry Computer-Based Training Committee (AICC)
- Agence universitaire de la Francophonie (AUF)
- Cartago Alliance
- CEN TC 353, Information and Communication Technologies for Learning, Education and Training
- Dublin Core Metadata Initiative (DCMI)
- IEEE LTSC, Learning Technology Standards Committee
- IMS Global Learning Consortium
- International Federation for Learning, Education, and Training Systems Interoperability (LETSI)
- International Digital Publishing Forum (IDPF)
- International Information Centre for Terminology(Infoterm)
- W3C:Indie UI, W3C Web Accessibility Independent User Interface
Countries pay a fee to ISO to be members of subcommittees.
The 22 "P" (participating) members of ISO/IEC JTC 1/SC 36 are: Algeria (IANOR), Australia (SA), Canada (SCC), China (SAC), Denmark (DS), Finland (SFS), France (AFNOR), Germany (DIN), India (BIS), Italy (UNI), Japan (JISC), Kazakhstan(KAZMEST), Republic of Korea (KATS), Netherlands (NEN), Norway (SN), Portugal (IPQ), Russian Federation (GOST R), Slovakia (SOSMT), South Africa (SABS), Spain (AENOR), Ukraine (DSTU), United Kingdom (BSI).
The 24 "O" (observer) members of ISO/IEC JTC 1/SC 36 are: Argentina (IRAM), Austria (ASI), Belgium (NBN), Bosnia and Herzegovina (BAS), Colombia (ICONTEC), Czech Republic (UNMZ), Ghana (GSA), Greece(NQIS ELOT), Hong Kong (ITCHKSAR), Hungary (MSZT), Indonesia (BSN), Iran, Islamic Republic of (ISIRI), Ireland (NSAI), Kenya (KEBS), New Zealand (SNZ), Pakistan (PSQCA), Romania (ASRO), Saudi Arabia (SASO), Serbia (ISS), Sweden (SIS), Switzerland (SNV), Tunisia (INNORPI), Turkey (TSE). Uganda (UNBS)
※ Note: Name of Country(Name of National Body)
As of 2019, ISO/IEC JTC 1/SC 36 has 42 published standards within the field of Information technology for learning, education and training, including:
|ISO/IEC 2382-36 free||Information technology – Vocabulary – Part 36: Learning, education and training||Published (2013)||ISO/IEC 2382-36:2013 is intended to facilitate international communication in information technology for learning, education, and training. It presents, in two languages, terms and definitions of selected concepts relevant to the field of information technology for learning, education, and training and identifies relationships among the entries.
Translations into other languages are provided in annexes.
|ISO/IEC 12785-1||Information technology – Learning, education, and training – Content packaging Part 1: Information model||Published
|ISO/IEC 12785-1:2009 defines the data structures that can be used to exchange language, education and training (LET) content among systems that wish to import, export, aggregate, and disaggregate packages of LET content.
It illustrates the conceptual structure of the Content Packaging Information Model and defines the structural relationships, data-type, value-space, and number of occurrences permitted for each kind of information object.
|ISO/IEC 12785-1/Cor 1||Information technology – Learning, education, and training – Content packaging Part 1: Information model||Published
|ISO/IEC 12785-2||Information technology – Learning, education, and training – Content packaging Part 2: XML binding||Published
|ISO/IEC 12785-2:2011 specifies how to express the ISO/IEC 12785-1 information model in XML.||4|
|ISO/IEC 12785-3||Information technology – Learning, education, and training – Content packaging Part 3: Best practice and implementation guide||Published
|ISO/IEC TR 12785-3:2012 presents use cases and shows how they are satisfied by ISO/IEC 12785-1 which is derived from the IMS Global Learning Consortium (GLC) Content Packaging version 1.2 (v1.2).||4|
|ISO/IEC 18120||Information technology -- Learning, education, and training -- Requirements for e-textbooks in education||Published (2016)||ISO/IEC TR 18120:2016 makes recommendations that are intended to build consensus on which International Standards for e-textbooks can be developed.||6|
|ISO/IEC TR 18121||Information technology Learning, education and training Virtual experiment framework||Published
|ISO/IEC TR 18121:2015 defines the framework for IT standards and specifications on virtual experiments supporting IT-enhanced learning, education and training. It is based on implementations of standards and specifications that are used to support virtual experiment, development, evaluation and management that rely on ITLET.||6|
|ISO/IEC 19479||Information technology for learning, education, and training -- Learner mobility achievement information (LMAI)||Published
|This document defines a model for the recording and exchange of learner achievement information among student information systems (SIS) (also known as student management information systems), as well as the aggregation of information by third party suppliers.
In addition, this document defines refinements to the learner mobility achievement award (LMAI) model for representing the digital diploma supplement (DDS).
|ISO/IEC 19778-1 free||Information technology – Learning, education and training – Collaborative technology – Collaborative workplace – Part 1: Collaborative workplace data model||Published (2015)||ISO/IEC 19778:2015 specifies a table-based approach for defining Data Models. This Data Model specification is used for specifying the collaborative workplace Data Model. The same Data Model specification is also used in ISO/IEC 19778‑2 and ISO/IEC 19778‑3 to define the related components of the collaborative environment (ISO/IEC 19778‑2) and the collaborative group (ISO/IEC 19778‑3) in separate Data Models.||2|
|ISO/IEC 19778-2||Information technology – Learning, education and training – Collaborative technology – Collaborative workplace – Part 2: Collaborative environment data model||Published (2015)||ISO 19778-2:2015 specifies the Data Model for a collaborative environment.||2|
|ISO/IEC 19778-3||Information technology – Learning, education and training – Collaborative technology – Collaborative workplace – Part 3: Collaborative group data model||Published (2015)||ISO/IEC 19778-3:2015 specifies the Data Model for a collaborative group.||2|
|ISO/IEC 19780-1||Information technology – Learning, education and training – Collaborative technology Collaborative learning communication Part 1: Textbased communication||Published (2015)||ISO/IEC 19780-1:2015 specifies the Data Model for text-based expressions.
It provides a standardized way of isolating and describing textual expressions composed and communicated by collaborative group members.
|ISO/IEC 19788-1 free||Information technology – Learning, education and training – Metadata for learning resources – Part 1: Framework||Published (2011)||The primary purpose of ISO/IEC 19788 is to specify metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of data elements and the specification of their attributes.
ISO/IEC 19788-1:2011 provides data elements for the description of learning resources and resources directly related to learning resources.
ISO/IEC 19788-1:2011 provides principles, rules and structures for the specification of the description of a learning resource; it identifies and specifies the attributes of a data element as well as the rules governing their use. The key principles stated in ISO/IEC 19788-1:2011 are informed by a user requirements-driven context with the aim of supporting multilingual and cultural adaptability requirements from a global perspective.
ISO/IEC 19788-1:2011 is information-technology-neutral and defines a set of common approaches, i.e. methodologies and constructs, which apply to the development of the subsequent parts of ISO/IEC 19788.
|ISO/IEC 19788-1/Amd 1||Information technology – Learning, education and training – Metadata for learning resources – Part 1: Framework||Published
|ISO/IEC 19788-2||Information technology – Learning, education and training – Metadata for learning resources – Part 2: Dublin Core elements||Published (2011)||ISO/IEC 19788-2:2011 provides a base-level data element set for the description of learning resources, from the ISO 15836:2009 Dublin Core metadata element set, using the framework provided in ISO/IEC 19788-1:2011. Those data elements being cast into the metadata learning resources framework can be used with data elements defined in other parts, in order to address specific user communities' needs for extensions, modularization or refinement.||4|
|ISO/IEC 19788-2/Amd 1||Information technology – Learning, education and training – Metadata for learning resources – Part 2: Dublin Core elements||Published (2016)||4|
|ISO/IEC 19788-3||Information technology – Learning, education and training – Metadata for learning resources – Part 3: Basic application profile||Published (2011)||ISO/IEC 19788-3:2011 is designed to help implementers with a starting point for adopting ISO/IEC 19788, defining an application profile that specifies, through adding constraints to the use of some data elements, how the ISO/IEC 19788-2 element set can be used.||4|
|ISO/IEC 19788-3/Amd 1||Information technology – Learning, education and training – Metadata for learning resources – Part 3: Basic application profile||Published (2016)||4|
|ISO/IEC 19788-4||Information technology – Learning, education and training – Metadata for learning resources – Part 4: Technical elements||Published (2014)||ISO/IEC 19788-4:2014 specifies, in a rule-based manner, metadata elements and their attributes for the description of learning resources. This includes the rules governing the identification of metadata elements and the specification of metadata attributes.
These metadata elements are used to form the description of a learning resource, i.e. as a metadata learning resource (MLR) record.
This part of ISO/IEC 19788 specifies, using ISO/IEC 19788-1, technical aspects of learning resources, i.e., requirements for use, location, size, etc.
|ISO/IEC 19788-5||Information technology – Learning, education and training – Metadata for learning resources – Part 5: Educational elements||Published (2012)||ISO/IEC 19788-5:2012 specifies, using the framework specified in ISO/IEC 19788-1, educational aspects of learning resources across various educational, cultural and linguistic settings.||4|
|ISO/IEC 19788-7||Information technology -- Learning, education and training -- Metadata for learning resources -- Part 7: Bindings||Published (2019)||This document provides RDF mappings of the different MLR entities introduced in the MLR framework (ISO/IEC 19788‑1 and its amendment): data element specifications (DESs), resource classes (RCs), data elements (DEs), application profiles (APs), MLR records and data element group specifications (DEGSs).
This document associates HTTP IRIs (linguistically neutral and linguistic) to conceptual MLR entities denoted by MLR identifiers. This is needed for the management of MLR entities and their versions.
Moreover, this document provides excerpts of an OWL 2 DL ontology for the resource classes and data element specifications (properties) introduced in the ISO/IEC 19788 series.
|ISO/IEC 19788-8||Information technology Learning, education and training Metadata for learning resources Part 8: Data elements for MLR records||Published
|ISO/IEC 19788-8:2015 provides data elements for the description of MLR records: sets of data elements describing a learning resource [and resources directly related to that learning resource, e.g. persons (authors, contributors), annotations, learning activities, metadata records, etc.]. It can also be used to keep track of the record editing process including global metadata author identification, last record update, and application profile used for the description of a learning resource.||4|
|ISO/IEC 19788-9||Information technology Learning, education and training Metadata for learning resources Part 9: Data elements for persons||Published
|ISO/IEC 19788-9:2015 provides data elements for the description of persons (individual or organization) that are related to the description of a learning resource.||4|
|ISO/IEC 19788-11||Information technology -- Learning, education and training -- Metadata for learning resources -- Part 11: Migration from LOM to MLR||Published
|ISO/IEC TR 19788-11:2017 provides guidance in the form of rules and heuristics for the development of a conversion script from an IEEE 1484.12.1-2002 (LOM) record to an MLR data element set.
Not all of LOM can be mapped to the MLR. As more parts are added to the ISO/IEC 19788 series, future version of this document is expected to provide a better coverage of the LOM metadata.
|ISO/IEC 19796-3||Information technology – Learning, education and training – Quality management, assurance and metrics – Part 3: Reference methods and metrics||Published (2009)||ISO/IEC 19796-3:2009 extends the reference framework for the description of quality approaches (RFDQ) defined in ISO/IEC 19796-1 by providing a harmonized description of the methods and metrics required to implement quality management and quality assurance systems for stakeholders designing, developing, or utilizing information technology systems used for learning, education, and training.||5|
|ISO/IEC 20006-1||Information technology for learning, education and training – Information model for competency Part 1: Competency general framework and information model||Published
|ISO/IEC 20006-1:2014 provides:
ISO/IEC 20006-1:2014 is for those who design and use learning systems and human resources systems to support management and exchange of competency information using ITLET systems.
ISO/IEC 20006-1:2014 is related to the Conceptual Reference Model developed in ISO/IEC TR 24763. Information regarding the relationships between the ISO/IEC 20006 and ISO/IEC TR 24763 is provided.
|ISO/IEC 20006-2||Information technology for learning, education and training – Information model for competency Part 2: Proficiency level information model||Published
|ISO/IEC 20006-2:2015 provides an information model for competency proficiency and its level. Moreover, it presents several use cases that can be used by software developers, implementers, and architects of human resources systems and learning systems. These use cases will support management and exchange of competency information within information technology systems used for learning, education, and training.||3|
|ISO/IEC TS 20013||Information technology for learning, education and training – A reference framework of ePortfolio information||Published
|ISO/IEC/TS 20013:2015 details a reference framework of e-Portfolio implementation that can be used to inform and support development of ITLET systems that meet the requirements of learners, instructors, e-learning service providers and others in contexts such as K-12 education, higher education, training and development.||3|
|ISO/IEC 20016-1||Information technology for learning, education and training – Language accessibility and human interface equivalencies (HIEs) in elearning applications Part 1: Framework and reference model for semantic interoperability||Published
|ISO/IEC 20016-1:2014 states the principles, rules and metadata elements for specifying language accessibility and Human Interface Equivalents (HIEs) in e-learning environments. It is structured to be able to support the requirements of applicable jurisdictional domains and in particular that of theUN Convention on the Rights of Persons with Disabilities.||7|
|ISO/IEC TR 20748-1||Information technology for learning, education and training -- Learning analytics interoperability -- Part 1: Reference model||Published
|ISO/IEC TR 20748-1:2016 specifies a reference model that identifies the diverse IT system requirements of learning analytics interoperability. The reference model identifies relevant terminology, user requirements, workflow and a reference architecture for learning analytics.||8|
|ISO/IEC TR 20748-2||Information technology for learning, education and training -- Learning analytics interoperability -- Part 2: System requirements||Published
|ISO/IEC TR 20748-2:2017 specifies system requirements for learning analytics systems and services. Learning analytics systems and services are assumed to be composed of independent processes and applications having diverse purposes. To improve efficiency for communication and operation between systems and/or services, the system requirements identify each system's role, capability and recommended performance, etc. The system requirements are based on ISO/IEC TR 20748‑1 and additional use cases came from the National Bodies and Liaison Organizations (NBLOs).||8|
|ISO/IEC TR 20821||Information technology -- Learning, education and training -- Learning environment components for automated contents adaptation||Published
|This document specifies two methods for adaptive content automation. Firstly, a learning environment profile for the expression of device and learning environment information required for mobile learning providers of both content and services, and for effective use of such services. Secondly, a grouping method is specified so that similar learning environment profiles can be bound into one and expressed collectively.||7|
|ISO/IEC 23988||Information technology A code of practice for the use of information technology (IT) in the delivery of assessments||Published
|ISO/IEC 23988:2007 gives recommendations on the use of IT to deliver assessments to candidates and to record and score their responses. Its scope is defined in terms of three dimensions: the types of assessment to which it applies, the stages of the assessment "life cycle" to which it applies and its focus on specifically IT aspects.||5|
|ISO/IEC 24703||Information technology Participant Identifiers||Published
|The purpose of ISO/IEC 24703:2004 is to define the datatype of identifiers that can be associated with participants in learning, education and training. Participants may be users, teachers, agents, groups, organizations or institutions.||3|
|ISO/IEC 24751-1 free||Information technology – Individualized adaptability and accessibility in e-learning, education and training – Part 1: Framework and reference model||Published (2008)||ISO/IEC 24751-1:2008 provides a common framework to describe and specify learner needs and preferences on the one hand and the corresponding description of the digital learning resources on the other hand, so that individual learner preferences and needs can be matched with the appropriate user interface tools and digital learning resources.||7|
|ISO/IEC 24751-2||Information technology Individualized adaptability and
accessibility in elearning, education and training Part 2:
"Access for all" personal needs and preferences for digital delivery
|ISO/IEC 24751-2:2008 provides a common information model for describing the learner or user needs and preferences when accessing digitally delivered resources or services||7|
|ISO/IEC 24751-3||Information technology Individualized adaptability and
accessibility in elearning, education and training Part 3:
"Access for all" digital resource description
|ISO/IEC 24751-3:2008 provides a common language for describing digital learning resources to facilitate matching of those resources to learners' accessibility needs and preferences.||7|
|ISO/IEC TR 29127||Information technology System Process and Architecture for Multilingual Semantic Reverse Query Expansion||Published
|ISO/IEC TR 29127:2011 identifies an example of a system based process to index, query, translate, and manage components used in querying and translating documents in multiple foreign languages, enabling learners in learning, education, and training areas to effectively find and share documents on a global scale.||7|
|ISO/IEC TS 29140-1||Information technology for learning, education and training – Nomadicity and mobile technologies Part 1: Nomadicity reference model||Published
|ISO/IEC TS 29140-1:2011 provides guidance regarding learning, education and training (LET) situations in which learners are nomadic (travel from place to place, from one location to another or require access to services as they travel to different locations). It can be used as a reference by software developers, implementers, instructional designers, and others to ensure that LET environments reflect the specific needs of these learners.||3|
|ISO/IEC TS 29140-2||Information technology for learning, education and training – Nomadicity and mobile technologies Part 2: Learner information model for mobile learning||Published
|ISO/IEC TS 29140-2:2011 provides a learner information model specific to mobile learning that can be used as a reference by software developers, implementers, instructional designers, trainers, automated systems, and learning management systems to ensure that learning, education, and training (LET) environments reflect the specific needs of mobile participants. Since these needs impact on other standardization efforts and other work items in LET, a concise view is necessary.||3|
|ISO/IEC 29187-1 free||Information technology – Identification of privacy protection requirements pertaining to learning, education and training (LET) – Part 1: Framework and reference model||Published (2013)||ISO/IEC 29187-1:2013 has been developed to support modelling generic international requirements for identifying and providing privacy protection of personal information throughout any kind of ICT-based learning transaction where the individual has the role of an individual learner. It provides users and designers with a methodology and tools addressing privacy protection and related requirements imposed by applicable jurisdictional domains.||3|
|ISO/IEC 40180||Information technology -- Quality for learning, education and training -- Fundamentals and reference framework||Published (2017)||ISO/IEC 40180 provides the fundamentals and the reference framework for quality assurance, quality management and quality improvement in IT-enhanced learning, education and training (called E-Learning). It consists mainly of the Quality Reference Framework (QRF) for E-Learning, which is a common and generic framework to describe, specify and understand critical properties, characteristics and metrics of quality. The QRF combines an elaborated and extensive process model with a descriptive model for the processes. ISO/IEC 40180 harmonizes existing approaches, concepts, specifications, terms and definitions related to quality for E-Learning, education and training.||5|
Since the 1999-11 JTC1 Plenary in Seoul, SC36 holds plenary meetings every 6 months in the months of March and September until 2011, and has held plenary meetings every 1 year in the months of June since 2012.
|29||2016-06||Prague, Czech Republic||53(2)|
|22||2010-09||State College, US||58|
|19||2009-03||Wellington, New Zealand||62|
|17||2008-03||Jeju Island, Korea||73|
|6||2002-09||Lawrence, Kansas, US||50|
|3||2001-03||New York City, US||35|
* (Webex) has been counted since 2013
- ISO/IEC JTC1
- List of ISO Standards
- Korean Agency for Technology and Standards
- International Organization for Standardization
- International Electrotechnical Commission
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