Organizations offering professional development, certificates, and certifications often face confusion around accreditation and credentialing. This article clarifies the differences between CEU-bearing courses, assessment-based certificate programs, and certifications—and explains how IACET, ICE 1100, and NCCA accreditation each play a distinct role in ensuring quality and credibility.
Standards are often described as voluntary, but in practice they can become mandatory through laws, contracts, procurement rules, or market expectations. This article explains how and why organizations adopt standards, how voluntary standards gain mandatory force, and why context—not labels—determines whether compliance is truly optional.
As accreditation grows in visibility, so do pay-to-play and copycat schemes. This article provides practical questions and indicators to distinguishing rigorous, accountable accreditation from surface-level credibility.
Through the lens of Iron Man’s leadership flaws, this blog explores why sustainable success comes from systems, not heroic personalities. It includes practical insights from accreditation, education, and nonprofit leadership.
This article breaks down the difference between CEUs and PDHs in engineering. It explains why training providers should consider IACET accreditation to enhance quality, credibility, and audience reach, even in a PDH-driven world.
