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الاثنين، 5 يونيو 2017

Quality Management System QMS

Quality Management System QMS becomes one of the most important topics and aspects for the current Mega projects and operations around the world which aims to fulfill the requirement and achieve the project/Operation requirement, to enhance the customer satisfaction and to continually improve the product 

Quality management System is a set of Policies, Processes, Plans, procedures , Templates, Records & Forms that works together to achieve the requirements and to ensure that the project/Product will be delivered as it is planned.


}What is QMS?
}Quality
 means different things to different people and in different situations, no one definition can be all-inclusive.
“The totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs”.
}Management:
 is the use of the available resources to achieve the maximum desired results.
}System:
Is a set of interrelated and interconnected processes and operations by which you can convert inputs into outputs with value added.
}What is ISO 9001
}It is a member of ISO 9000 family
}ISO 9000: fundamentals and Vocabularies
}ISO 9001: the requirements of QMS
}ISO 9002, ISO 9003, are replaced with ISO 9001
}ISO 9004: Guidance for continual Improvement of QMS.
}Why QMS
}Organization need to deploy QMS When
1.The Organization need to demonstrate  its ability for meeting the requirements of the customer.
2.To enhance the customer satisfaction
3.ISO 9000 was born out of the need for customers to have a common standard to control their suppliers and to reduce multiple assessment.

}When QMS
}The deployment of ISO 9001 is a strategic decision taken by the top management, and whenever management realized the need for QMS it can start the implementation.
}“Quality management system on papers is not a quality management system”.
}Where to implement QMS
}Quality management system can be implemented in any kind of organizations.
}The design and implementation of QMS depends on:
1.Needs of the organization
2.The main objective of the organization
3.The products of the organization
4.The applied processes
5.Size and structure of the organization
}Who implement QMS
}QMS is implementing by each single employee
}As you perform one process or more and since this/these process forms a piece of the system chain, this means you are involved in QMS implementation.
}QMS is not a separate system overrides the existing system
}How to Implement QMS
}There is 8 steps to implement QMS
1.Prepare your organization
2.Gap analysis
3.Project plan
4.Training
5.Documentation
6.Use and improve QMS
7.Internal audit
8.ISO certification
}ISO 9001 little in details
}When you start your new organization or if you want to perform re-engineering approach to your established organization you will start establish the OS (organizational structure or chart)
}General requirement on process management
}Customer focus
}Quality objectives
}Quality management system planning
}Internal communication
}Infrastructure
}Work environment
}Determination of requirement relating to product
}Customer communication
}Customer satisfaction
}Monitoring and measurement of processes
}Analysis of data
}Continual improvement

}ISO 9001 little in details


} Setting goals that serve the interested parties;
} Developing processes to achieve these goals;
} Operating and maintaining the processes as designed;
} Measuring achievement of the process goals;
} Improving efficiency by finding better ways of doing things and;
} Improving effectiveness by validating the goals and changing them if they are no longer relevant to the needs and expectations of the interested parties.
}4 - Establishing a quality management system
}What does this mean?
}To establish means to set up on a permanent basis, install, or create and therefore in establishing a management system, it has to be designed, constructed, resourced, installed and integrated into the organization signifying that a management system on paper is not a management system.
}Why is this necessary?
}ISO 9001 contains a series of requirements which if met will provide the management system with the capability of supplying products and services that satisfy the organization’s customers.
}How is this implemented?
}The terms ‘establish’, ‘document’, ‘implement’, ‘maintain’ and ‘improve’ are used in the standard as though this is a sequence of activities when in reality, in order to establish a system it has to be put in place and putting a system in place requires two separate actions:
1.Design the system using a process that transforms the system requirements into specific characteristics
2.Construct the system using a process that documents, installs, commissions and integrates the processes to deliver the required business outputs.




}4-1 General Requirements
}The organization shall establish, document, implement and maintain a quality management system and continually improve its effectiveness in accordance with the requirements of this International Standard.
The organization shall
a) determine the processes needed for the quality management system and their application throughout the organization (see 1.2),
b) determine the sequence and interaction of these processes,
c) determine criteria and methods needed to ensure that both the operation and control of these processes are effective,
d) ensure the availability of resources and information necessary to support the operation and monitoring of these processes,
e) monitor, measure where applicable, and analyse these processes, and
f) implement actions necessary to achieve planned results and continual improvement of these processes.
}4-2 Documentation
4-2-1 General
The quality management system documentation shall include
a) documented statements of a quality policy and quality objectives,
b) a quality manual,
c) documented procedures and records required by this International Standard, and
d) documents, including records, determined by the organization to be necessary to ensure the effective planning, operation and control of its processes
4-2-2 Quality Manual
}4-2 Documentation
4-2-3 Document control
A documented procedure shall be established to define the controls needed
a) to approve documents for adequacy prior to issue,
b) to review and update as necessary and re-approve documents,
c) to ensure that changes and the current revision status of documents are identified,
d) to ensure that relevant versions of applicable documents are available at points of use,
e) to ensure that documents remain legible and readily identifiable,
f) to ensure that documents of external origin determined by the organization to be necessary for the planning and operation of the quality management system are identified and their distribution controlled, and
g) to prevent the unintended use of obsolete documents, and to apply suitable identification to them if they are retained for any purpose.
}4-2 Documentation
4-2-4 Records Control
}Records shall be established and maintained to provide evidence of conformity to requirements and of the effective operation of the QMS. Records shall remain legible, readily identifiable and retrievable.
}A documented procedure shall be established to define the controls needed for the identification, storage, protection, retrieval, retention time and disposition of records.
}5 Management responsibility
5-1 Management commitment
Top management shall provide evidence of its commitment to the development and implementation of the QMS and continually improving its effectiveness by:
a) communicating to the organization the importance of meeting customer as well as statutory and regulatory requirements,
b) establishing the quality policy,
c) ensuring that quality objectives are established,
d) conducting management reviews, and
e) ensuring the availability of resources.
}5 Management responsibility
5-2 Customer focus
Top management shall ensure that customer requirements are determined and are met with the aim of enhancing customer satisfaction
5-3 Quality policy
Top management shall ensure that the quality policy
a) is appropriate to the purpose of the organization,
b) includes a commitment to comply with requirements and continually improve the effectiveness of the QMS,
c) provides a framework for establishing and reviewing quality objectives,
d) is communicated and understood within the organization, and
e) is reviewed for continuing suitability.

}5 Management responsibility
5.4 Planning
5.4.1 Quality objectives
}Top management shall ensure that quality objectives, including those needed to meet requirements for product [see 7.1 a)], are established at relevant functions and levels within the organization. The quality objectives shall be measurable and consistent with the quality policy.
5.4.2 Quality management system planning
}Top management shall ensure that
a) the planning of the quality management system is carried out in order to meet the requirements given in 4.1, as well as the quality objectives, and
b) the integrity of the quality management system is maintained when changes to the quality management system are planned and implemented.

}5 Management responsibility
5-5 Responsibility, authority and communication
5-5-1 Responsibility and authority
}Top management shall ensure that responsibilities and authorities are defined and communicated within the organization.
5-5-2 Management representative
}Top management shall appoint a member of management who, irrespective of other responsibilities, shall have responsibility and authority that includes:
a)Ensuring that processes needed for the quality management system are established, implemented and maintained,
b)Reporting to top management on the performance of the quality management system and any need for improvement, and
c)Ensuring the promotion of awareness of customer requirements throughout the organization.
}NOTE The responsibility of a management representative can include liaison with external parties on matters relating to the quality management system.


}5 Management responsibility
5.5.3 Internal communication
}Top management shall ensure that appropriate communication processes are established within the organization and that communication takes place regarding the effectiveness of the quality management system.
5.6 Management review
5.6.1 General
}Top management shall review the organization's quality management system, at planned intervals, to ensure its continuing suitability, adequacy and effectiveness. This review shall include assessing opportunities for improvement and the need for changes to the quality management system, including the quality policy and quality objectives.
}Records from management reviews shall be maintained (see 4.2.4).

}5 Management responsibility
5.6.2 Review input
}The input to management review shall include information on
a) results of audits,
b) customer feedback,
c) process performance and product conformity,
d) status of preventive and corrective actions,
e) follow-up actions from previous management reviews,
f) changes that could affect the quality management system, and
g) recommendations for improvement.
5.6.3 Review output
}The output from the management review shall include any decisions and actions related to
a) improvement of the effectiveness of the quality management system and its processes,
b) improvement of product related to customer requirements, and
c) resource needs.

}6 - Resource management
6-1 Provision of resources
}The organization shall determine and provide the resources needed
a) to implement and maintain the quality management system and continually improve its effectiveness, and
b) to enhance customer satisfaction by meeting customer requirements.
6.2 Human resources
6.2.1 General
}Personnel performing work affecting product quality shall be competent on the basis of appropriate education, training, skills and experience.
6-2-2 Competence, awareness and training
}The organization shall
a) determine the necessary competence for personnel performing work affecting product quality,

}6 - Resource management
b) provide training or take other actions to satisfy these needs,
c) evaluate the effectiveness of the actions taken,
d) ensure that its personnel are aware of the relevance and importance of their activities and how they contribute to the achievement of the quality objectives, and
e) maintain appropriate records of education, training, skills and experience (see 4.2.4).
6-3 Infrastructure
}The organization shall determine, provide and maintain the infrastructure needed to achieve conformity to product requirements. Infrastructure includes, as applicable
}a) buildings, workspace and associated utilities,
}b) process equipment (both hardware and software), and
}c) supporting services (such as transport or communication).
6.4 Work environment
}The organization shall determine and manage the work environment needed to achieve conformity to product requirements.

}7- Product realization
7-1 Planning of product realization
}The organization shall plan and develop the processes needed for product realization. Planning of product realization shall be consistent with the requirements of the other processes of the quality management system (see 4.1).
}In planning product realization, the organization shall determine the following, as appropriate:
a) quality objectives and requirements for the product;
b) the need to establish processes, documents, and provide resources specific to the product;
c) required verification, validation, monitoring, inspection and test activities specific to the product and the criteria for product acceptance;
d) records needed to provide evidence that the realization processes and resulting product meet requirements (see 4.2.4).
}The output of this planning shall be in a form suitable for the organization's method of operations.

}7- Product realization
7.2 Customer-related processes
7.2.1 Determination of requirements related to the product
}The organization shall determine
a) requirements specified by the customer, including the requirements for delivery and post-delivery activities,
b) requirements not stated by the customer but necessary for specified or intended use, where known,
c) statutory and regulatory requirements related to the product, and
d) any additional requirements determined by the organization.
7.2.2 Review of requirements related to the product
}The organization shall review the requirements related to the product. This review shall be conducted prior to the
}organization's commitment to supply a product to the customer (e.g. submission of tenders, acceptance of contracts or orders, acceptance of changes to contracts or orders) and shall ensure that
a) product requirements are defined,


}7- Product realization
b) contract or order requirements differing from those previously expressed are resolved, and
c) the organization has the ability to meet the defined requirements.
}Records of the results of the review and actions arising from the review shall be maintained (see 4.2.4).
}Where the customer provides no documented statement of requirement, the customer requirements shall be confirmed by the organization before acceptance.
}Where product requirements are changed, the organization shall ensure that relevant documents are amended and that relevant personnel are made aware of the changed requirements.
}NOTE In some situations, such as internet sales, a formal review is impractical for each order. Instead the review can cover relevant product information such as catalogues or advertising material.

}7- Product realization
7.2.3 Customer communication
}The organization shall determine and implement effective arrangements for communicating with customers in
}relation to
a) product information,
b) enquiries, contracts or order handling, including amendments, and
c) customer feedback, including customer complaints.

}7- Product realization
7-3 Design and development
7.3.1 Design and development planning
}The organization shall plan and control the design and development of product.
}During the design and development planning, the organization shall determine
a) the design and development stages,
b) the review, verification and validation that are appropriate to each design and development stage, and
c) the responsibilities and authorities for design and development.
}The organization shall manage the interfaces between different groups involved in design and development to ensure effective communication and clear assignment of responsibility.
}Planning output shall be updated, as appropriate, as the design and development progresses.

}7- Product realization
7.3.2 Design and development inputs
}Inputs relating to product requirements shall be determined and records maintained (see 4.2.4). These inputs shall include
a) functional and performance requirements,
b) applicable statutory and regulatory requirements,
c) where applicable, information derived from previous similar designs, and
d) other requirements essential for design and development.
}These inputs shall be reviewed for adequacy. Requirements shall be complete, unambiguous and not in conflict with each other.
7.3.3 Design and development outputs
}The outputs of design and development shall be provided in a form that enables verification against the design and development input and shall be approved prior to release.

}7- Product realization
}Design and development outputs shall
a) meet the input requirements for design and development,
b) provide appropriate information for purchasing, production and for service provision,
c) contain or reference product acceptance criteria, and
d) specify the characteristics of the product that are essential for its safe and proper use.
7.3.4 Design and development review
}At suitable stages, systematic reviews of design and development shall be performed in accordance with planned arrangements (see 7.3.1)
a) to evaluate the ability of the results of design and development to meet requirements, and
b) to identify any problems and propose necessary actions.
}Participants in such reviews shall include representatives of functions concerned with the design and development stage(s) being reviewed. Records of the results of the reviews and any necessary actions shall be maintained (see 4.2.4).

}7- Product realization
7.3.5 Design and development verification
Verification shall be performed in accordance with planned arrangements (see 7.3.1) to ensure that the design and development outputs have met the design and development input requirements. Records of the results of the verification and any necessary actions shall be maintained (see 4.2.4).
7.3.6 Design and development validation
Design and development validation shall be performed in accordance with planned arrangements (see 7.3.1) to ensure that the resulting product is capable of meeting the requirements for the specified application or intended use, where known. Wherever practicable, validation shall be completed prior to the delivery or implementation of the product. Records of the results of validation and any necessary actions shall be maintained (see 4.2.4).
7.3.7 Control of design and development changes
Design and development changes shall be identified and records maintained. The changes shall be reviewed, verified and validated, as appropriate, and approved before implementation. The review of design and development changes shall include evaluation of the effect of the changes on constituent parts and product already delivered.
Records of the results of the review of changes and any necessary actions shall be maintained (see 4.

}7- Product realization
7.4 Purchasing
7.4.1 Purchasing process
The organization shall ensure that purchased product conforms to specified purchase requirements. The type and extent of control applied to the supplier and the purchased product shall be dependent upon the effect of the purchased product on subsequent product realization or the final product.
The organization shall evaluate and select suppliers based on their ability to supply product in accordance with the organization's requirements. Criteria for selection, evaluation and re-evaluation shall be established. Records of the results of evaluations and any necessary actions arising from the evaluation shall be maintained (see 4.2.4).
7.4.2 Purchasing information
Purchasing information shall describe the product to be purchased, including where appropriate
a) requirements for approval of product, procedures, processes and equipment,
}7- Product realization
b) requirements for qualification of personnel, and
c) quality management system requirements.
}The organization shall ensure the adequacy of specified purchase requirements prior to their communication to the supplier.
7.4.3 Verification of purchased product
}The organization shall establish and implement the inspection or other activities necessary for ensuring that purchased product meets specified purchase requirements.
}Where the organization or its customer intends to perform verification at the supplier's premises, the organization shall state the intended verification arrangements and method of product release in the purchasing information.
7.5 Production and service provision
7.5.1 Control of production and service provision
}The organization shall plan and carry out production and service provision under controlled conditions. Controlled conditions shall include, as applicable

}7- Product realization
a) the availability of information that describes the characteristics of the product,
b) the availability of work instructions, as necessary,
c) the use of suitable equipment,
d) the availability and use of monitoring and measuring devices,
e) the implementation of monitoring and measurement, and
f) the implementation of release, delivery and post-delivery activities.
7.5.2 Validation of processes for production and service provision
}The organization shall validate any processes for production and service provision where the resulting output cannot be verified by subsequent monitoring or measurement. This includes any processes where deficiencies become
}apparent only after the product is in use or the service has been delivered.
}Validation shall demonstrate the ability of these processes to achieve planned results.
}The organization shall establish arrangements for these processes including, as applicable

}7- Product realization
}a) defined criteria for review and approval of the processes,
}b) approval of equipment and qualification of personnel,
}c) use of specific methods and procedures,
}d) requirements for records (see 4.2.4), and
}e) revalidation.
7.5.3 Identification and traceability
}Where appropriate, the organization shall identify the product by suitable means throughout product realization.
}The organization shall identify the product status with respect to monitoring and measurement requirements.
}Where traceability is a requirement, the organization shall control and record the unique identification of the product (see 4.2.4).
}NOTE In some industry sectors, configuration management is a means by which identification and traceability are maintained.

}7- Product realization
7.5.4 Customer property
}The organization shall exercise care with customer property while it is under the organization's control or being used by the organization. The organization shall identify, verify, protect and safeguard customer property provided for use or incorporation into the product. If any customer property is lost, damaged or otherwise found to be unsuitable for use, this shall be reported to the customer and records maintained (see 4.2.4).
}NOTE Customer property can include intellectual property.
7.5.5 Preservation of product
}The organization shall preserve the conformity of product during internal processing and delivery to the intended destination. This preservation shall include identification, handling, packaging, storage and protection. Preservation shall also apply to the constituent parts of a product.

}7- Product realization
7.6 Control of monitoring and measuring devices
}The organization shall determine the monitoring and measurement to be undertaken and the monitoring and measuring devices needed to provide evidence of conformity of product to determined requirements (see 7.2.1).
}The organization shall establish processes to ensure that monitoring and measurement can be carried out and are carried out in a manner that is consistent with the monitoring and measurement requirements.
}Where necessary to ensure valid results, measuring equipment shall
a) be calibrated or verified at specified intervals, or prior to use, against measurement standards traceable to international or national measurement standards; where no such standards exist, the basis used for calibration or verification shall be recorded;
b) be adjusted or re-adjusted as necessary;
c) be identified to enable the calibration status to be determined;
d) be safeguarded from adjustments that would invalidate the measurement result;
e) be protected from damage and deterioration during handling, maintenance and storage.

}7- Product realization
}In addition, the organization shall assess and record the validity of the previous measuring results when the equipment is found not to conform to requirements. The organization shall take appropriate action on the equipment and any product affected. Records of the results of calibration and verification shall be maintained (see 4.2.4).
}When used in the monitoring and measurement of specified requirements, the ability of computer software to satisfy the intended application shall be confirmed. This shall be undertaken prior to initial use and reconfirmed as necessary.
}NOTE See ISO 10012-1 and ISO 10012-2 for guidance.

}8- Measurement, analysis and improvement
8.1 General
}The organization shall plan and implement the monitoring, measurement, analysis and improvement processes needed
a) to demonstrate conformity of the product,
b) to ensure conformity of the quality management system, and
c) to continually improve the effectiveness of the quality management system.
}This shall include determination of applicable methods, including statistical techniques, and the extent of their use.
8.2 Monitoring and measurement
8.2.1 Customer satisfaction
}As one of the measurements of the performance of the quality management system, the organization shall monitor information relating to customer perception as to whether the organization has met customer requirements. The methods for obtaining and using this information shall be determined.


}8- Measurement, analysis and improvement
8.2.2 Internal audit
}The organization shall conduct internal audits at planned intervals to determine whether the QMS
a) conforms to the planned arrangements (see 7.1), to the requirements of this International Standard and to the QMS requirements established by the organization, and
b) is effectively implemented and maintained.
}An audit program shall be planned, taking into consideration the status and importance of the processes and areas to be audited, as well as the results of previous audits. The audit criteria, scope, frequency and methods shall be defined. Selection of auditors and conduct of audits shall ensure objectivity and impartiality of the audit process.
}Auditors shall not audit their own work.
}The responsibilities and requirements for planning and conducting audits, and for reporting results and maintaining records (see 4.2.4) shall be defined in a documented procedure.
}The management responsible for the area being audited shall ensure that actions are taken without undue delay to eliminate detected nonconformities and their causes. Follow-up activities shall include the verification of the actions taken and the reporting of verification results (see 8.5.2).
}NOTE See ISO 10011-1, ISO 10011-2 and ISO 10011-3 for guidance.

}8- Measurement, analysis and improvement
8.2.3 Monitoring and measurement of processes
}The organization shall apply suitable methods for monitoring and, where applicable, measurement of the QMS processes. These methods shall demonstrate the ability of the processes to achieve planned results. When planned results are not achieved, correction and corrective action shall be taken, as appropriate, to ensure conformity of the product.
8.2.4 Monitoring and measurement of product
}The organization shall monitor and measure the characteristics of the product to verify that product requirements have been met. This shall be carried out at appropriate stages of the product realization process in accordance with the planned arrangements (see 7.1).
}Evidence of conformity with the acceptance criteria shall be maintained. Records shall indicate the person(s) authorizing release of product (see 4.2.4).
}Product release and service delivery shall not proceed until the planned arrangements (see 7.1) have been satisfactorily completed, unless otherwise approved by a relevant authority and, where applicable, by the customer
}8- Measurement, analysis and improvement
8.3 Control of nonconforming product
}The organization shall ensure that product which does not conform to product requirements is identified and controlled to prevent its unintended use or delivery. The controls and related responsibilities and authorities for dealing with nonconforming product shall be defined in a documented procedure.
}The organization shall deal with nonconforming product by one or more of the following ways:
a) by taking action to eliminate the detected nonconformity;
b) by authorizing its use, release or acceptance under concession by a relevant authority and, where applicable, by the customer;
c) by taking action to preclude its original intended use or application.
}Records of the nature of nonconformities and any subsequent actions taken, including concessions obtained, shall be maintained (see 4.2.4).
}When nonconforming product is corrected it shall be subject to re-verification to demonstrate conformity to the requirements.
}When nonconforming product is detected after delivery or use has started, the organization shall take action appropriate to the effects, or potential effects, of the nonconformity.

}8- Measurement, analysis and improvement
8.4 Analysis of data
The organization shall determine, collect and analyse appropriate data to demonstrate the suitability and effectiveness of the quality management system and to evaluate where continual improvement of the effectiveness of the quality management system can be made. This shall include data generated as a result of monitoring and measurement and from other relevant sources.
The analysis of data shall provide information relating to
a) customer satisfaction (see 8.2.1),
b) conformity to product requirements (see 7.2.1),
c) characteristics and trends of processes and products including opportunities for preventive action, and
d) suppliers.
8.5 Improvement
8.5.1 Continual improvement
The organization shall continually improve the effectiveness of the quality management system through the use of the quality policy, quality objectives, audit results, analysis of data, corrective and preventive actions and management review.


}8- Measurement, analysis and improvement
8.5.2 Corrective action
The organization shall take action to eliminate the cause of nonconformities in order to prevent recurrence.
Corrective actions shall be appropriate to the effects of the nonconformities encountered.
A documented procedure shall be established to define requirements for
a) reviewing nonconformities (including customer complaints),
b) determining the causes of nonconformities,
c) evaluating the need for action to ensure that nonconformities do not recur,
d) determining and implementing action needed,
e) records of the results of action taken (see 4.2.4), and
f) reviewing corrective action taken.
8.5.3 Preventive action
The organization shall determine action to eliminate the causes of potential nonconformities in order to prevent their occurrence. Preventive actions shall be appropriate to the effects of the potential problems.

}8- Measurement, analysis and improvement
}A documented procedure shall be established to define requirements for
a) determining potential nonconformities and their causes,
b) evaluating the need for action to prevent occurrence of nonconformities,
c) determining and implementing action needed,
d) records of results of action taken (see 4.2.4), and
e) reviewing preventive action taken.


الأربعاء، 11 يناير 2017

Tips to Pass IELTS Exam (Academic & General)





CHOOSE A REALISTIC AND ACHIEVABLE GOAL
To obtain a satisfactory IELTS Band Score, it is necessary to be realistic. If the goal is to reach a
certain level of English proficiency, success can only be achieved with much practice. It is important
to know what an IELTS score in any of the Sub-tests means before you set yourself a goal. An outline
of the Overall Band Scale levels is given below:
9 Expert User -Has fully operational command of the language: appropriate, accurate and
fluent with complete understanding.
8 Very Good User - Has fully operational command of the language with only occasional
unsystematic inaccuracies and inappropriacies. Misunderstandings may
occur in unfamiliar situations. Handles complex detailed argumentation well.
7 Good User - Has operational command of the language, though with occasional inaccuracies,
inappropriacies and misunderstandings in some situations. Generally handles
complex language well and understands detailed reasoning.
6 Competent User - Has generally effective command of the language despite some inaccuracies,
inappropriacies and misunderstandings. Can use and understand fairly complex
language, particularly in familiar situations.
5 Modest User - Has partial command of the language, coping with overall meaning in most
situations, though is likely to make many mistakes. Should be able to handle
basic communication in own field.
4 Limited User - Basic competence is limited to familiar situations. Has frequent problems in
understanding and expression. Is not able to use complex language.
3 Extremely Limited User - Conveys and understands only general meaning in very familiar situations.
Frequent breakdowns in communication occur.
2 Intermittent User - No real communication is possible except for the most basic information
using isolated words or short formulae in familiar situations and to meet
immediate needs. Has great difficulty understanding spoken and -written English.
1 Non User - Essentially has no ability to use the language beyond possibly a few
isolated words.
0 Did Not Attempt The Test - No assessable information provided
It takes three months of regular intensive practice to improve by one overall Band


FOLLOW A REGULAR STUDY PLAN
Set aside the maximum number of hours you can spare each day to practise English for all four Subtests
. Do not concentrate only on your weakest areas. Be regular in your practice, and give yourself
a rest between tasks. Take at least one day out of your week to rest and forget the test completely.
The secret of success is to work towards your goal slowly, steadily and regularly.
Take every opportunity to listen to English whenever and wherever you can. Watch TV programmes
and films, listen to radio programmes and English language tapes - even songs in English on tape.
Have as many conversations with native English speakers as you can, and practise in English as often
as possible with your non-native English-speaking friends.
Try to read texts in English at least once every day. You should always be in the process of reading
a book in English - a page or two each night before bedtime is an excellent plan. Read newspapers,
magazines, and novels written for your English level (available from good language bookshops).
Academic Module candidates should obtain academic articles, if possible. Always carry English
texts with you, so you can read when you have spare time that would otherwise be wasted.
Do not worry about understanding every word. Read some articles in detail and some for speed.


INCREASE YOUR PERSONAL SPEED
In the IELTS test, time is your enemy. Candidates who have taken the test and did not perform as
well as they had hoped often complain that they were unable to give all the answers in the Listening
Test because the tape was too fast, and that they ran out of time in the Reading Test.
To begin with, do not worry if you do not finish the tests. Remember, the test is designed to measure
candidates over a range of scores from 0 to 9 (0 indicates the test was not attempted). Candidates
whose English is near perfect can expect to score 9, but even native English-speaking people would
be unlikely to complete every Listening Test answer perfectly or finish the Reading Test a long time
before the examination ends. Remember, the test is meant to be challenging.
The IELTS test measures many aspects of your English ability including the speed at which you
listen, read, write, speak, and think in English. Your personal speed is not something which changes
a great deal from day to day, but does change considerably over a longer period of time, as a direct
result of practice in working with the English language.
Your personal speed and ability in the 5 areas previously mentioned is pretty well fixed at any given
time. The official IELTS Band Scores you receive are extremely accurate, since each test is trialled
extensively to achieve standardised results for candidates at all English levels. Nonetheless, there
are certainly many things you can do, before and on the day of the test, to help maximise the use of
your time and give yourself the best chance of success.
Consider the following situation: although a racing car cannot go faster than its maximum speed, the
race can still be won, and its maximum speed maintained for longer, if an expert driver is at the wheel.

An expert racing car driver will:
(before the race) ... spend a great deal of time practising at the wheel before race day
... visit the track so that he or she knows where to go and what to expect
... get enough sleep before the day of the big race
... eat a good breakfast on race day morning;
(during the race) ... check his or her watch constantly to monitor the car's progress
... keep moving along the track and not get stuck on a bad corner
... breathe long and deeply to relax and keep the oxygen going to the brain
... drink water (but not too much!) when the car is at the pit-stop.
The Listening, Reading, and Writing Tests are given in that order, and are usually held on a single
morning. The combined length of those three tests is 2 hours and 30 minutes. (The Speaking Test
is conducted at an appointed time in the afternoon.) Only one short break is given between the
Reading and Writing Tests, so you need to be at your best for a long period of time, which is why
you must sleep and eat well before the test. The hints and guidelines in this book should help you
achieve your "maximum speed". The more effort you put in, the faster your personal speed will be


INCREASE YOUR SENTENCE READING SPEED
The faster and more accurately you read, the more questions you will be able to answer. In all the
tests, the instructions, the example, and the questions themselves need to be read quickly, and must
be well understood in order for you to have more time to find the answers. It pays to increase your
overall reading speed. (See also Reading Hint 41.)
To increase your reading speed, you must learn to read in groups of words that form logical units
of thought within sentences. Look at the following sentence:
Britain has been a popular choice for thousands of international students over many years.

Notice how you can think of the sentence as being made up of 3 main parts:
1. Britain has been a popular choice (What and where?)
2. ... for thousands of international students (Who for?)
3. ... over many years. (When?)
Note also, that in this case (and many others) all the phrases answer wh/how questions. It may be
helpful at first to think of wh/how questions when trying to read in phrases.
If you read each word in a sentence one at a time, you will read very slowly and most likely
misunderstand the meaning of much of what you read. So read your sentences in phrases by
considering all the words of a phrase as a single unit.
Notice how much quicker it is to read the sentence, and how the meaning of what you say is more
clear. Practise reading in phrases everyday. Look ahead on the page as you read, and always aim
to find logical places in the sentences where phrases begin and end. Note also that there is often more
than one solution as to where the logical breaks between phrases occur within sentences.
Read faster by reading words in groups that form logical units of thought


DEVELOP A MEMORY FOR ENGLISH
In the Reading Test, it pays to remember as much as you can of what you have just read, but at least
the words can be read again. However, in the Listening Test you cannot go back, and the tape is only
played once. If the answer comes before the keyword/phrase, your memory of what you have just
heard is even more important. Nevertheless, the answer usually follows the keywords/phrases that
you hear, and is close in time to the main keyword/phrase you are listening for. )
To improve your "English memory", try the following exercise. Using the pause button on the tape
recorder, repeat the sentences spoken in the passages on the audio cassette tape that comes with this
book, gradually increasing the length of what you repeat. Do not worry about repeating the exact
words. Simply aim to remember more of what you have heard DURING THE TEST


MANAGE YOUR TIME CAREFULLY
The Listening Sub-test
The tape is heard once only, and the questions are answered as you listen. Time is, therefore,
managed for you, but you have a short period of time after each passage is heard to check your work.
Do not use this time to transfer your answers to the Answer Sheet because you are given 10
minutes at the end of the test in which to do this.
The Reading Sub-test
An advised period of time is usually given in which to complete each of the three sections of the test.
Keep an eye on the time as you progress through the Reading Sub-test, and as you complete each
question group. Make sure that you stop answering questions when the advised time is up. Move
on to the next group of questions even if you have not finished those questions. If you do not, you
will probably not complete as many questions as you could. Remember that you are in charge of
managing your time in the Reading Sub-test.


THE GOLDEN RULE OF IELTS
The Golden Rule is "Always give the monkey exactly what he wants".
If a monkey asks for a banana, you must give him a banana and not an apple. In other words,
your answer to a question must be exactly what is required. You must be quite sure of the
type of information you are asked to give as an answer, and what you must do with that
information to give an accurate answer.
You might think that this advice is too simple to be worth remembering. It
might seem obvious that you have to do what the test asks you to do and give the answers
the test asks you to give. Yet failure to remember and apply the Golden Rule is one of
the main reasons why candidates do not score as well in the test as they believe they
should. Read the questions very carefully.
Know the type of information the test asks you to give:
Is the answer a method of transport? ... a person? ... a place? ... a number?
If you know, you have a better chance of giving the correct answer.
Know what you have to do with the information:
Do you have to complete a sentence, or fill in the missing words in a sentence?
If so, your answers must, therefore, be grammatically correct within that sentence.
Do you have to provide an answer with no more than a maximum number of words?
If so, your answer must not contain more than that maximum number of words.
Do you have to name two items that you must hear on the tape, or find in a reading passage?
If so, your answer must contain two items only; three items would be incorrect.
Always know exactly what type of information you need to give and what
you have to do with it


READ THE INSTRUCTIONS CAREFULLY
Candidates who do not read or listen to the instructions carefully may believe they are saving time,
but the instructions contain vital information which must be understood in order to answer correctly.
• The instructions may contain information about the passage topic which helps
to predict what you may hear or read. (See Listening Hint 16 & Reading Hint 38.)
• The instructions tell you what to do, what kind of answer to give, and, in the case
of the Listening Test instructions, they tell you when to answer.
• It is important to read the instructions quickly and accurately. You might not have
time to complete the test if you are too slow at reading the explanatory information.


ALWAYS LOOK AT THE EXAMPLE
The example is given to you for a number of very good reasons. It is important to read and/or listen
to the example carefully. Some candidates believe they can save time by not looking at the example.
This is a mistake. If you do not know how to give the answer, you are very likely to give an incorrect
answer or a correct answer in the wrong form.
The example tells us 3 very important pieces of information about the task:
15

1. The example tells you how to give the answer to questions.
You should usually answer questions in the same form as the given example.
• Look at the Example for Questions 1 - 3 in Reading Test One:
order of popularity (Ex:)
Your answers to Questions 1-3 can therefore be given in number form where applicable.
Answers can also be given as words and/or letters. The instructions will often tell you in
what form the answers are to be given. The example illustrates what the instructions state.
2. The example gives you information about the listening or reading passage.
You will understand more about what you listen to and read if you can predict what is to come.
The example gives information that is easily understood and helps you predict information
about the ideas behind the main topic of the passage.
• Look at the Example for Questions 10 - 15 in Reading Test One:
Example: There are presently more than 1,000,000 foreign students of English abroad.
In this case, the example tells you that the statement is true, and that studying English abroad
is very popular. Note that it can be a good idea to read the example statements (and the
questions) before reading the reading passage in full.
3. The example tells you when to start listening, or where to start reading to find the answers.
• Look at the Example for Questions 22 - 25 in Reading Test One:
The logical place to commence looking for the answers would not be at the top of the reading
passage, but after the position of the example word in the passage. Of course, in the Listening
Test, the answers will come after the example that you hear.


USE QUESTION KEYWORDS TO FIND THE ANSWERS
The keywords or keyphrases in the questions help you in your search for the answers. This is true
for both the Listening and Reading Sub-tests. First, you must choose which word or phrase to listen
for on the tape, or search for in the reading passages. There may be more than one keyword or
keyword phrase in a question, and they can be placed before or after the answer.


Since topic keywords and keyphrases are heard or read some time before or after the answer is found,
they are similar in function to street signposts; they can point forwards to where you are going or
back to where you came from. In this book, they are referred to as signpost keywords/phrases
because they point to where the answer can be found. Other keywords are very close to the answer
and often form part of the answer phrase. Here, they are referred to as destination keywords/phrases.
In Question 19 ofListening Test One, the signpost keywords to listen for are "witnesses", "heard",
and "lorry". The destination keyphrase is "sound the...". You should also be aware of when this
event occurred; that is, something was heard before the lorry collided with traffic.
Note that the signpost keyword (in this case "witnesses ") is usually heard a short time before the
answer is given, and tells you that the answer is coming.
You may not hear (or find in a reading passage) all the keywords or keyphrases; you may instead
hear (or read) words with the same or similar meaning. In Question 20 of Listening Test One, the
signpost keywords/phrases to listen for are "collided", "traffic" and "turning into the". You do
not hear the word "collided", but you do hear the phrase "pick up the cars", which has a similar
meaning.
You should be aware that flexibility is most important when dealing with keywords.
Circle the important keywords or phrases before you listen or search for the answer
CHECK BEFORE THE END OF THE TEST


DO NOT FORGET TO MAKE LOGICAL GUESSES
In the Reading Sub-test, if you are having trouble completing the questions to a particular passage,
you should leave a minute or so at the end of each advised time period for that passage (usually 20
minutes) to guess those questions that can be guessed. In the Listening Sub-test, you are given a
minute of silence after each section has finished. Candidates who forget to give a logical guess to
questions they cannot otherwise answer, do not give themselves any chance at all to get a mark!
D Look at Question 10 in Reading Test One:
Q10. Study destination choices are mostly influenced by proximity to home.
T F N
It is a True/False type question with the added possibility of the statement not being mentioned
in the passage (N for Not Mentioned).
A logical guess would be that the statement is likely to be true. A quick look at the passage tells
us that "the country of choice depends to a large extent on economic factors." The answer is
"F" for False. Not all logical guesses are correct!
D Look at Question 11 in Reading Test One:
Ql 1. Students who wish to study business will probably study English overseas.
T F N
A guess might be that in this age of globalisation the statement is likely to be true. The passage
states that "The strength of international business connections between countries also gives a
17

good indication of where students will seek tuition." This is a sentence which discusses where
a student who has already made the decision to study overseas might go.
The instructions clearly tell us to refer to the passage for the answers. Since we are given
no indication of whether future business students will study abroad, the answer must be "N".
B Look at Question 14 in Reading Test One:
Q14. Standards at tertiary institutions in Australia and New Zealand are improving.
T F N
It is obviously difficult to guess if a statement is not mentioned in the passage. If in doubt, do not
choose a statement that is likely to be false as 'not mentioned' in the passage. In most cases, only
likely to be true statements are not mentioned in the text. They are often put there to trap candidates
into believing the statement is actually mentioned. The answer to Question 14 is "N".
Also, your own knowledge of the actual truth of a statement might not always be helpful. The answer
must be given according to what is said in the passage. Nevertheless, logical thinking is the key to
working out (and guessing!) many of the answers in the IELTS test.


ARE YOUR ANSWERS GRAMMATICALLY CORRECT?
While it is true that not all words and phrases given as answers to questions in the Listening and
Reading Tests need to be grammatically correct, it is often possible to work out the correct answer by
using your knowledge of grammar. Always consider whether your choice of answer is grammatically
acceptable before making your final decision. This is especially true of the following types of tasks:
• short-answer question tasks • all table/chart/diagram/note completion tasks
• sentence completion tasks • gapfill tasks.
- • Look at Questions 17 and 18 in Listening Test One:
Police believe the driver of a (17) lost control of the vehicle before reaching
the traffic (18) at the corner of Avalon Road and Batty Avenue.
Question 17 must be a singular noun beginning with a consonant, since the word before the
gap is the indefinite article "a". The answer is "lorry". "Articulated lorry" would probably
be accepted, but why give a more detailed, unnecessary (and grammatically incorrect) answer?
The answer to Question 18, however, is a plural noun, "lights". The singular noun "light" does
not make English sense. English-speaking people always talk of traffic lights. The answer
"light" might be unacceptable as an answer in the actual test. Take no chances.
Verb forms, plural forms and other grammatical forms can be important when you give Listening
and Reading Test answers. A good rule is to always try to give the answer in correct grammatical
form. (See Writing Hint 65 for a 10 Point Grammar Checklist, and see Writing Hint 81.)


GIVE ONE ANSWER ONLY
Give just one answer to a question, unless you are specifically requested to give more than one
answer. Even if one of the multiple answers you give is correct, you might score zero if too many
of the other answers are incorrect. Surprisingly, candidates sometimes give more answers than
necessary! If you are asked to name just three items that you hear or read about in a passage, it makes
no sense to give four items as your answer. You will score zero, even if all four items are correct.
.Remember the Golden Rule. 

Note that with short-answer questions, especially in the Listening Test, there is sometimes a variety
of words or phrases that can give the correct answer. However, you waste valuable time if you give
more than one of the correct answers to short-answer questions. Alternative answers are given to
various questions in the Answer Keys for the Listening and Reading Tests contained in this book.


CHECK YOUR SPELLING
In the Listening and Reading Tests exact spelling is not always essential. It is only necessary in the
Listening Test if a word answer is spelt out for you on the tape.
• Look at Question 6 in Listening Test One:
Family Name:
You must spell George's family name exactly as spelt out letter by letter on the tape.
Other correct answers in the Listening and Reading Tests can be incorrectly spelt and still count
towards your Band Score, but they must be sufficiently well spelt to indicate the correct answer.
Copy answers from the passages accurately in the Reading Test. In the Listening Test, if you are
unsure of the spelling, write an approximation of the way the answer sounds.
O Look at Question 7 in Listening Test One:
Nationality:
It would be unlikely for the spelling "Sweterlan" to be accepted as "Switzerland" because it
is not close enough to indicating the country. Besides, you are asked to give the nationality,
not the country. Remember the Golden Rule. (See IELTS Test - Basic Hint 7.)
MAKE SURE YOUR ANSWERS ARE EASY TO READ
You cannot expect to do well if your answers cannot be read. Candidates may be unaware that their
answers cannot be understood by the examiners who mark the tests. Be careful!
Words: If you have trouble with English letters, you could write your Listening and Reading
Test answers in BLOCK LETTERS. Practise, so your letters look like these:
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
Your letters must be distinguishable from each other. Pay particular attention to:
E and F I, J and L M, N and W U and V I and T
(It is often hard to tell the difference between these letters when candidates write them quickly.)
Numbers: Numbers can be even more difficult to read:
1234567890
Many candidates do not realise that their numbers cannot be recognised by the examiners. Practise
so that your numbers look similar to those shown above.


BE READY TO LISTEN
Remember that the listening part of the IELTS test is the same for Academic and General Training
Module candidates. There are 4 sections, and each is treated separately and played once only. The
moment you hear the words "Section 1", "Section 2" etc. you should:
• be prepared and ready to listen for the instructions that are given
• listen for details about the information contained in the coming passage,
(e.g. who? what? where? when? why?)
First, check where the questions are located on the pages in the section to be heard. In the short time
given to you before the listening passage begins, which is usually only about ten, twenty or thirty
seconds at most, you should do your best to predict what you will hear.
When the conversation, interview or lecture begins, the first item to listen for is the example.
Sometimes, the example is heard first and then again when the passage is played in full; in other
IELTS Listening Tests it is heard once only. (See also IELTS Test - Basic Hints 8 and 9.)


LEARN TO PREDICT
There are many types of IELTS listening question tasks:
• matching tasks • multiple choice tasks • short-answer question tasks
• true/false tasks • sentence completion tasks • chart / table completion tasks
• gapfill tasks • diagram labelling tasks
In the Listening Test you use four skills at once. It is not surprising that candidates often find this
the most demanding of the four tests. You need to be able to:
• read the instructions and questions
• listen for general information
• listen for specific information
• write the answers as you listen for the answers to the questions that follow.
Before each listening passage, in the time given to you to look at each section in the test booklet, you
should try to predict information about the listening passage situation. Predict the number of people
involved and what they might be doing or planning. Try especially to predict what they might say
and the words they might use.
You are given only a short time to look at the questions before the listening passage begins. However,
to score well in the Listening Test you need to develop the ability to think ahead. The more
effectively you can predict, the quicker your mind will form the correct word associations to make
with the topic, and the better you will be able to work out the meaning of what you hear.
A useful exercise for helping to develop the ability to predict is to play audio cassette tapes in English
(e.g. the tape that accompanies this book), and pause after every minute or two to ask yourself what
will happen and what you will hear next. This can also be done with videos, taped news items on
the TV, interviews on the radio etc. It is important to think about the words that you expect to
hear. Write them down, and then check to see how many you guessed correctly.
The secret to increasing your listening skills is to better predict what you might hear


WORK OUT THE WORD VARIABLES
Section 1 of the Listening Test is the easiest of the four sections. Each section becomes progressively
more difficult. If you know your English level is average or above average, that is, you have a good
understanding oT basic survival English, you should have little trouble hearing all the answers in
Section 1. Most candidates who are seriously considering tertiary study in an English-speaking
country in the near future should be able to score 100% in this section. However, it is so easy to make
unnecessary mistakes due to nervousness or lack of preparation. Listen for a general understanding
of the situation, and at the same time listen for the specific keywords or phrases.
The keywords or keyphrases in Section 1 are most likely to be presented to you in the test booklet in
the form of pictures, charts or diagrams; in the other three sections they are usually given in words only.
Predicting the words you might hear in Section 1 is easier if you work out the word variables. The
variables are those words and situations in a possible answer that can vary or change, according to
what you hear on the tape. In many types of questions, multiple choice for example, those variable
word/phrase choices are given to you. In other questions, the choice of words you may hear is
completely up to you to predict.
O Look at Question 2 in Listening Test One:
Q2. Who do they ask for directions?
A B
The variable words or phrases are ...
C D
man sitting or standing
man with a hat/cap or without a hat/cap
man in uniform or in an overcoat
You might also hear the following words:
trolley baggage luggage desk bag bench
By predicting the variable words to listen for, you increase your chances
of hearing the answer


THE ANSWERS ARE OFTEN STRESSED AND REPEATED
If you listen carefully to the practice tape, you will notice that important information, which includes
the answers, is almost always stressed and quite often repeated two or even three times. This
surprises many candidates when they know the answer and listen again to the tape.


KNOW WHEN TO MOVE ON TO THE NEXT QUESTION

In the IELTS Listening Test each section is considered separately, and you are not told when the next
question in a section comes. When the passage is being played, you should:
• be aware of the content of the next question ...
• ... as you listen for the answer to the current question.
If you do not think ahead to the next question, and you miss an answer, you might be unable to keep
up with the tape. You could still be waiting for an answer that has already been given.
Listen for the question topic keywords/phrases, any marker words/phrases (see below), and the
changes in the speaker's inflection or pitch, to help you recognise when the questions change.
Once you recognise that the question topic has changed, it is time to move on to the next question,
even if you have not completed the previous question.
Only very few Listening Test questions are given out of order. However, you must be flexible enough
to look ahead at the test paper in case the answers to questions do not come in the order shown in
the test booklet. This is most likely to occur in a gapfill listening task.
Marker words/phrases are those English words/phrases that tell the listener that the topic is changing.
Listen for marker words/phrases so that you know to move on to the next question.
e.g. - And now (we will)... - Now tell me,... - Next, I'd like to...
- Finally, can you tell us ... - Right, so the first thing ... - To start with ...
- Before I move on to ... - I'd like now to move on to ... - One more thing ...
- And what about...? - Well, that's about it, except for ...
Changes in the speaker's inflection also tell you that the question topic is changing. Usually, when
an English speaker changes topic, his or her voice will lift considerably in pitch and in level of
excitement. Listen to the tape provided with the book for the above or similar marker words/phrases,
and try to hear the changes in pitch and excitement in the voice.

** ALWAYS remember that you should know the Present, Past & Past participle for the irregular verbs for any time you will take the test, IELTS used to test the student bu using such verbs to know if 
he can discriminate the irregular verbs rather than the regular verbs 

READING GAPFILLS - METHOD

If the first task in a reading passage is to complete the reading passage itself by asking you, for instance, to add headings for various paragraphs or sections, then it is probably best to complete that task first. However, if there is a gapfill task which is a summary of the whole passage, or even part of the passage, consider completing the gapfill first. Summary gapfills help to predict information about the passage, even with some words missing. They may also help to answer questions in other
tasks connected to that passage.

There are 2 types of gap fill tasks in the IELTS Reading Test:
Type 1 - those with a given list of words or phrases to choose from to fill in the gaps. Type 2 - those where you fill the gaps with words or phrases from the reading passage.Gapfill tasks Type 2 are, naturally, more difficult than gapfill tasks Type 1. The text of a gapfill task

Type 2 is always a summary of part or the whole of a reading passage. On the other hand, a gap fill task Type 1 may or may not be a summary of part or the whole of a reading passage. Both task types, however, require a good knowledge of grammar.

السبت، 7 يناير 2017

ISO 9001:2015 Topics & How to Become a Certified Auditor

ISO 9001:2015



ISO (Intrenational Standards Organization) has established a new ISO for Quality Management System Requirements in 2015, the last one before this issuance was in 2008

The ISO 9001:2015 is one of ISO 9001 family for Quality Management

ISO 9001:2015 has anew aspects and topics were added in order to enhance the performance and improvements in the organizations, increase the efficiency of auditing and management involvement build more stable and rigorous system inside the institutes and organizations

the added topics was mainly for Risk involving and risk management inside the organization, analyzing the effect of known and unknown risks of the performance of any company, Leadership and management involving was clearly shown in the new ISO adopting the principles that involving the top management in quality management system will increase the effectiveness of the organization.

Performance evaluation and and improvements are common topics between the old and new versions, management review involvement and implementing the non-conformity procedures and corrective actions are still considered as a base of successful quality management system control.

The authorized entity for testing and certified the participants is IRCA, which has many branches around the world where the exam is conducted, the exam training course is globally around 700 $ including the exam fees.



An organization can be ISO 9000-certified if it successfully follows the ISO 9000 standards for its industry. In order to be certified, the organization must submit to an examination by 
an outside assessor.

 The assessor interviews staff members to ensure that they understand and aware their part in complying with the ISO 9000 standard, and the assessor examines the organization's paperwork to ensure ISO 9000 compliance. The assessor then prepares a detailed report that describes the parts of the standard the organization missed. The organization then agrees to correct any problems within a specific time frame. When all problems are corrected, the organization can then be certified. Today, there are approximately 350,000 ISO 9000-certified organizations in over 150 countries.

:The topics which ISO 9001:2015 is talking about
-  The context of the organization
-  leadership
-  Planning
-  Support
-  Operation
-  Performance Evaluation
-  Improvement

** Any training course accredited by IRCA should be at least for 5 days, the 5th day will be the exam day, to pass the exam first you should attend 90% of the training days (Maximum you can be absent for 1 day and you have to provide a proof that an out-of-control action happened to you and prevent you to come!), passing the attendance criterion will let you eligible to take the exam.  

the minimum score you should obtain to pass is 75% correct answers, the exam is globally two hours and in some countries could be extended to two and half hours.

in order to pass the exam and to be a lead Auditor, you have also to know the changes between ISO 9001:2008 and 9001:2015 versions.

K4

Most Repeated Topics in Reading Section in TOEFL Exams

Reading Section is one important part in both IELTS & TOEFL Exams which constitute 25% of the overall score in exam. After studying Hun...

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