Some years ago, I was approached about becoming a mentor at the Nordic Permaculture Academy (NPA). We had a short conversation about the role. One aspect that stood out to me was the strong emphasis on sociocracy as a required framework. While I appreciate structured governance models, this raised some initial questions for me about flexibility and diversity of approaches.
During that same exchange, I also brought up a concern regarding attribution. I had come across a student design that was clearly based on my own work, without referencing it. While this may have been an individual case rather than a systemic issue, it shaped my early impression and made me reflect on how authorship and learning are handled within diploma processes.
To understand my perspective, it is useful to briefly look at the history of the Nordic diploma system.
The collapse of the Nordic Institute of Permaculture
Before the Nordic Permaculture Academy, there was the Nordic Permaculture Institute. This structure was rooted in the Nordic permaculture associations and their diploma holders. The assessment process was less formalised than it is today—there were no standardised assessment sheets as used, for example, by the Permaculture Association Britain. Instead, diploma decisions were made collectively, typically following presentations by apprentices and discussions among peers.
This approach had its strengths and its limitations. While it allowed for flexibility and dialogue, it also lacked transparency and consistency.
An effort to introduce more structured assessment criteria—led by individuals including Andreas Jonsson and Cathrine Dolleries—was an attempt to address this. However, during this period, the Nordic Permaculture Institute lost momentum. Internal disagreements, combined with the lack of in-person gatherings during the COVID period, appear to have contributed to its eventual dissolution.
The Nordic Permaculture Academy emerged in this context, offering a more structured and clearly defined pathway.
From my perspective, one of the key questions is accessibility.
Concerns about the Nordic Permaculture Academy
The NPA requires at least one in-person mentor visit during the diploma process, with travel and associated costs covered by the apprentice. In a geographically large region like the Nordics, this can significantly increase the overall cost of participation.
There are valid arguments for such visits—they can deepen understanding and strengthen the learning relationship. At the same time, they introduce a financial barrier that may limit access for some participants. This creates a tension with ongoing efforts in the wider permaculture movement to make education more inclusive.
Another area worth reflecting on is governance and ownership.
Historically, the Nordic diploma process was closely linked to the national permaculture associations. Today, the relationship between the Nordic Permaculture Academy and these associations is less clearly defined. This raises broader questions about how shared educational frameworks are held, developed, and governed within the community.
There are also differing experiences regarding participation. Some diploma holders from earlier structures have expressed challenges in engaging with the current system, whether as mentors or in supporting apprentices. While these perspectives may vary, they point to a need for ongoing dialogue about openness and continuity.
Taken together, these aspects—governance, accessibility, and participation—shape how the diploma system is perceived.
Permaculture is often described as a design approach grounded in ethics: Earth Care, People Care, and Fair Share. For me, the question is not whether one specific structure is “right” or “wrong,” but how well it aligns with these principles in practice.
At this point in time, I do not feel fully aligned with the current structure of the Nordic Permaculture Academy diploma, and therefore would not choose to enter the programme.
That said, I recognise the effort that has gone into building and maintaining such a system. My intention with this reflection is not to dismiss that work, but to contribute to a broader conversation about how permaculture education in the Nordic region can continue to evolve in a way that is transparent, accessible, and rooted in its core values.
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