ACCREDITATION: The Project
NatureConnect scholarship program and non-accredited degrees
The purpose of a obtaining
an accredited or non-accredited university degree is identical.
It is to legally gain the knowledge, credentials and recognition
from contemporary society that command its well deserved respect
and support. A degree identifies a person with far above average
expertise and ability to contribute in their field. Thus it rightfully
opens doors to many opportunities and relationships not otherwise
The accredited degree
sometimes makes available professional opportunities in
established institutions that are members of a restrictive, powerful
block of Accrediting Associations in the U,S,A. Accredited
education includes exclusive eligibility for students and schools
to receive taxpayer funded grant and loan opportunities eminating
from the U. S. Federal Government.
Accrediting association members
have enacted exclusive, self-promoting rules that prohibit their
members from recognizing valid education received outside the
auspices of Association members, including non-U.S.A. schools.
However, many non-accredited degree holders have been invited
to work in accredited institutions because of the quality and
significance of their work.
Professional NSTP opportunities
and excellent careers exist in many fields, including those listed
below where certification or a degree, accredited or non-accredited,
provides important advantages
- Self-Help or Personal
Coach or Personal Coach
- Teacher, Healer, Mentor, Therapist or Facilitator
- Pastoral Counselor
- Marriage, Therapy or Recovery Counselor
- Course Instructor
- Outdoor Leader or Naturalist
- Independent Contractor
- Independent Program Founder or Director
- Courses for Training or Degree Programs
The quality, content and process
of the core courses in the IGE program are fully accredited
in the United States and internationally as a part of Project
NatureConnect's regionally accredited cooperative university
programs that review the courses and offer credit for them. Appropriate degree programs for
IGE students are legal schools in the states and countries in
which they exist. They accept and transfer PNC courses and degree
preparation at full value; the adjunct faculty in their degree
programs include the expertise of staff members from IGE.
Since accredited degrees are
required in settings under the influence and regulations of accreditation
agencies, these degrees have a greater potential and economic
value and are marketed accordingly in the academic world. Thus,
when a program attains accreditation it often quadruples its
tuition fees even though the education it offers may improve
little if at all.
Students who want to attain
regionally accredited degrees may
self-design an organic psychology degree progam for themselves
at one of the many accredited
off-campus independent study or interdisciplinary degree progams
that are available from Universities in the United States and
abroad. Students accomplish this by including Applied Ecopsychology
Certification with IGE as the
heart of the program they design for themselves at these other
Universities. Tuition at these programs usually covers part or
all of the tuition at IGE for Certification. It also usually
requires higher tuitions than do non-accredited programs although
the training is exactly the same.
In considering the IGE non-accredited
appropriate Degree Programs,
candidates may want to be aware of the following aspects of accreditation.
1. With regards to "Accreditation" it should
be noted that outside the US countries do not "accredit"
universities, they "recognize" them. Thus, legitimate
degrees from foreign countries are non-accredited degrees.
2. At its best, accreditation provides a way for
educational institutions to police themselves -- for educators
to examine institutions and determine whether they have the resources
to provide the education that they promise.
3. At its worst, accreditation can be a costly
mess of bureaucratic hurdles which consumes an institution's
resources without significantly improving the education it offers.
4. Lack of accreditation does not mean that an
institution is worthless. Some institutions, for example, are
relatively new and have only just begun the accreditation process
and that takes a few years. Some institutions find accreditation
limits their freedom to offer alternative curriculums and learning
5. If a degree program offers useful skills and
knowledge, and if you have no intention of transferring the degree
towards another accredited degree program, the non-accredited
status of the institution is of little concern. Again, the core
courses in the IGE program are transferable into other degree
programs. This situation is equally true with respect to your
professional intentions. If your area of professional interest
is not within an accredited academic setting, you do not need
an accredited degree to succeed in your field unless specifically
stated. You can obtain State licensing in many professional areas
through your work in non-accredited degree training.
6. Through the certification program at IGE, all
the coursework towards a degree provides learning that leads
to certification in ogranic psychologies. Upon completion of
the coursework and certification, a student may decide to continue
towards a degree and spend an extra semester or two in the special
research academics required for an accredited or non-accredited
degree thesis, project or dissertation.
7. Some educational leaders worry that many accrediting
agencies wield such power that they threaten to distort institutional
8. A denial of accreditation by a regional organization
can be a death knell for an important new or established university
as it prevents or leads to a halt in Federal loans and grants
and it frightens away students and their parents.
9. Catch 22: on one hand it is challenging to get
students to enter non-accredited degree programs because of the
many limits and stigmas accreditation programs and the govenrment
unfairly require academia to place on non-accredited degrees.
On he other hand, one of the qualifications for accreditation
is that a University demonstrate its popularity with the public
and have a healthy economy and student body.
10. What was not acceptable for accreditation a decade
ago is acceptable now. This impedes sorely needed innovation
in education now, when we need it most.
11. Upon receiving accreditation, schools significantly
raise their tuition fees thereby placing accredited education
out of reach of financially challenged students or impose a large
debt that modifies a students life after graduating.
12. Costs of accredited education have skyrocketed
so that a student's debt, upon graduation, often makes it necessary
to take any job rather than that for which they are trained and
13. Some educators suggest that if an industry
operated under a self-promoting regulation process that parallels
the present regional accreditation program, that industry would
be broken up under anti-trust laws. A major factor regarding
accreditation is that the Federal Government participates in
it through loan and grant programs not made available to students
in non-accredited programs. Another major factor is that no matter
how excellent or qualified a person's education or degree, if
it is from a non-accredited school and is accepted by an accredited
school, the accredited school, in theory, loses its accreditation.
In practice, there are many exceptions and ways to get around
14. The choice for some students is to either have
an accredited degree and large debt to pay off, or an unaccredited
degree plus $40,000 to help establish the professional situation
they desire. Most IGE students have obtained positions in "accreditation
only" or "licensed only" situations simply by
petitioning for an exemption or hearing and in some cases taking
an extra course to meet special requirements.
15. IGE could easily, but expensively, get itself
and its program insured, bonded and guaranteed to surpass all
the concerns of Regional Accreditation. However, no matter how
excellent we might make the program this would not change the
program's non-accredited status in the eyes of the government
or Regional Accrediting Associations, loans, transfer credit,
jobs, etc. Supporting the education conglomorate seems to be
more important than an institution's qualifications.
16. It is fascinating to note that IGE core courses
are recognized and fully accredited as courses for an
optional fee paid to an accredited university. Many students
do not take these courses for credit but learn just as much as
do those students who do take and pay for credit. Each course
provides exactly the same valid education for each student, but
transferwise, accredited schools are not allowed to validate
or transfer this learning unless it comes on an accredited transcript.
This demands the question: "What's really important, the
learning or the fee?" Who decides this and what are their
qualifacations to help us get out of the troubles that plague
When Project NatureConnect
has enough students in our course program we will have the "clout"
of popularity needed to make accreditation happen if we so choose.
This would make more sense if the outcomes of standard education
did not too often reinforce the corruption and destructive processes
of our society as described in Stairway
to Sanity and Who's the Boss of
You? Isn't it true that we are not born, but rather educated
to become who we and contemporary society presently are? Should
Project NatureConnect become part of that system or provide a
better alternative to it?