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.
What does it really mean to say a standard is “built by volunteers”? In this post, we explore the value of community-driven development, how consensus builds credibility, and why every voice has a place in shaping the future of accreditation.
This post reframes the role of the “primary contact” in IACET accreditation as a vital leadership position, one focused on interpreting standards and shaping organizational culture around quality and learning.
Many organizations evaluate individual training events but overlook the bigger picture — the overall effectiveness of their entire training operation. This article explains how Element 1.4 of the ANSI/IACET Standard encourages providers to assess and document their organization’s performance holistically. Readers will learn what data to analyze, how to demonstrate compliance, and why this evaluation is key to achieving meaningful, long-term improvement in education and training quality.
Accreditation should challenge organizations to meet high standards, but the process to demonstrate compliance shouldn't be confusing or burdensome. Learn how IACET keeps the rigor in the requirements while making the path to accreditation supportive and straightforward.
