Društvo za kulturu i suživot s prirodom 'Kneja' Čakovec, 2007.

1. Kako do permakulturne diplome?
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2. Kako do permakulturne diplome?
Kako do permakulturne diplome?
Sadržaj:
Uvod
A) Kvalifikacijski sustav Permakulturnih akademija
B) Kvalifikacijski sustav Permaculture Institute of Europe
C) Gaia University – formalno priznate diplome
Literatura i izvori
DODATAK A) The Foundation Year-Book of The Permaculture Academy compiled
by Bill Mollison
Društvo za kulturu i suživot s prirodom
'Kneja', Čakovec, 2007.
sastavila
Marijana Lesar, marijana@kneja.hr
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3. Kako do permakulturne diplome?
Uvod
Permakultura jest praktična metoda dizajniranja održivih ljudskih zajednica. Mnogi projekti
uzgoja vlastite hrane koji su pokrenuti od permakulturista, spašavaju živote i ozelenjuju pustinje.
Permakultura nikad nije i neće biti zapisana i definirana do kraja, svaka bioregija i ekološki
sustavi su toliko različiti da je teško precizno definirati metode i biljne zajednice koje će
funkcionirati jednako na različitim područjima. Permakultura uzima u obzir lokalnu kulturu,
klimu, lokalne uzorke i navike, te nudi bazično znanje o promatranju specifičnosti krajolika,
klime, zemlje, flore i faune, insolacije i vode te ih uvrštava u jedinstveni dizajn prilagođen
određenom korisniku ili korisnicima. Permakulturni dizajn radi se na temelju načela – brige za
Zemlju, brige za ljude i ponovnog investiranja viškova s ciljem postizanja prethodnih načela.
Koriste se uzorci iz prirode kako bi se optimalno iskoristili svi prirodni potencijali spajajući ih u
međusobno podupiruće elemente koji zadovoljavaju naše potrebe bez da se narušava prirodni
poredak. U permakulturi čovjek i njegove radnje vraćaju se natrag u prirodno kruženje tvari, kao
dio cikličkog sustava u kojem nema otpada i uzaludnog trošenja energije.
Znanje o permakulturi prenosi se preko grassroot pokreta, održavanjem
sedamdesetdvosatnih tečajeva permakulture, od strane permakulturista koji
su stekli određeno praktično iskustvo kroz praktične radionice, projekcije,
predavanja i druge aktivnosti vezane uz permakulturu. Nakon najmanje
dvije godine rada može se prijaviti (u slučaju ovog dijela regije,
Europskom Institutu za Permakulturu ili organizatorima lokalnih
permakulturnih konvergencija, npr. Mreži ekosela Balkana) za dobivanje
diplome permakulture, koja daje pravo nositelju/ici da održava samostalne
certificirane tečajeve (postaje diplomaholder). U Hrvatskoj su u
organizaciji Mreže ekosela Balkana (za članice) organizirana dva 72 satna
tečaja permakulture – 2004. u Lubenicama na Cresu i 2005. u Šišanu kraj
Pule, koji je održan prvi put na hrvatskom jeziku, pod mentorstvom Tonyja
Andersena, od Vlaste Radoičić, Miroslava Cerovca, Darka Ferande, Ivana
Gregova i Igora Drandića.
Ovaj je vodič namijenjen onima koji su završili 72 satni tečaj
permakulture, te žele nastaviti sa podučavanjem i širenjem znanja o
permakulturi kroz akreditaciju permakulturnih institucija u obliku diplome, koja daje nositelju/ici
pravo na profitno održavanje certificiranih 72 satnih tečajeva. Sedamdesetih godina dvadesetog
stoljeća, kada je pokret permakulture započeo, Bill Mollison je kao jedan od osnivača
permakulture održavao certificirane 72 satne tečajeve po cijelom svijetu, te dodijelio i prve
diplome, koje su nositeljima dale pravo na širenje permakulture. Diploma je garancija da se za
predavanja koristi najmanje 70% sadržaja knjige 'Permaculture – A Designer's Manual' Billa
Mollisona, kako bi se zadržala osnovna originalna ideja same permakulture. Noviji trend
permakulturnog pokreta, iniciran od ljudi koji su permakulturu željeli vidjeti kao dio
mainstreama, organizirali su tzv. permakulturne akademije i Gaia University, koji uz plaćanje
nude izobrazbu za diplomirane permakulturiste, koje je priznato kao neformalno (unutar
permakulturnog pokreta) ili kao formalno obrazovanje. Europski Institut, naprotiv, te inicijative
vidi kao prijetnja permakulturnom grassroot pokretu, jer se na taj način znanje i novac
akumulira u akademijama i Gaia University, što je slično današnjem obrazovnom sustavu.
Osnovna ideja osnivača permakulture bila je da se znanje koje doslovno može promijeniti svijet,
učini dostupno što većem broju ljudi, bez obzira na njihovo
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4. prethodno znanje, obrazovanje ili materijalni novih generacija ljudi koji svjesno djeluju za
status. To se nastoji učiniti kroz ostvarenje stvarno održivih zajednica, koje
konvergencijski pristup, gdje se okupljaju su naučile lekciju iz pogrešaka čije
ljudi koji posjeduju certifikat permakulture posljedice sada trpimo. Mislim da nije
(oni koji su prošli 72satni tečaj kod vrijeme da se bavimo dubokim analizama,
diplomaholdera) na bioregionalnim već da zajednički djelujemo. Detaljnije o
konvergencijama te ocjenjuju prijave za procesima pojedinih metoda izlaže se u
dobivanje diplome permakulture. Na taj se nastavku. Kao reprezentativna akademija
način osigurava objektivno ocjenjivanje rada uzeta je njemačka „Permakultur Akademie“.
onog/one koji/a se prijavljuje za diplomu, jer Materijali i izvori korišteni za izradu ove
lokalna grupa ljudi najbolje poznaje brošure navedeni su na kraju.
podneblje i ostale faktore koji bitno utječu
na kvalitetu dizajna, a na taj način se Kako bi se lakše shvatila pozadina
održava i kontakt sa lokalnim edukacijske metode u permakulturi, navodim
permakulturnim aktivistima/aktivistkinjama. tekst iz ‘The Foundation Year-Book of The
Proces dobivanja diplome sličan je u Permaculture Academy’ Bill Mollison.
europskim i u australskim institutima. U
brošuri je obrađen europski model, a “Riječ ‘permakultura’ je definirana i
australski se nalazi na engleskom jeziku kao zaštićena autorskim pravom kroz objavu u
DODATAK A. Sam proces dobivanja diplome ‘Organic Gardening and Farming
kod konvergencijske metode se ne plaća, Society’s’ newsletteru u Hobartu, Tasmania
plaća se samo administrativna naknada u 1975. Samu riječ je osmislio Bill Mollison iz
minimalnom iznosu. Prijava u akademije i razloga što nijedna riječ ili publikacija ranije
Gaia University se plaća, cijene su određene nije bila dodijeljena holističkom sustavu
prema godišnjim prihodima onog/one koji/a dizajniranja. 1978. godine, izdanje
se prijavljuje u sustav školovanja, a moguće ‘Permaculture one’, predstavljalo je prvu
je dobiti i znatnije popuste. Same prijavnice knjigu o svjesnom dizajniranju održivih
i metode edukacije drugčije su od akademije područja, te je utvrdilo riječ ‘permakultura’
do akademije, te je najbolje kontaktirati kao jedinstvenu. Vlasništvo nad zakonskim
institucije gdje se želi prijaviti (adrese su pravom korištenja drže Permakulturni
navedene na kraju vodiča). Ocjenjivači, Instituti (Bill Mollison) i nositelji certifikata
mentori i savjetnici najčešće ne dolaze iz iste permakulture koji su prošli 72 satni tečaj. To
bioregije kao i prijavljeni/a te je učenje više se pravo može prenijeti samo na one koji su
fokusirano na prijenos općeg znanja o završili certificirani 72 satni tečaj. Zaštita
permakulturi. Prednost akademija i Gaia prava je tražena namjerno, a jedinstvena
University vidim u tome što se može riječ složena je na način da permakultuni
organizirano dobiti raznolikije znanje koju sustav edukacije ne može biti prisvojen od
nude praktični posjeti i rad u uspostavljenim postojećih edukacijskih institucija ili
permakulturnim projektima, te u većem vladinih ureda, već on pripada certificiranim
broju dostupnih mentora/ica i savjetnika/ca, osobama i Permakulturnim institutima (kao
kao i mogućnost dobivanja formalno profitnim ustanovama). Namjera korištenja
priznatih titula koji u današnjem sustavu još autorskih prava je zadržati edukaciju (kao i
uvijek daju neke prednosti. Kod značajan ‘goodwill’ – dobar glas), oko onih
konvergencijske metode, praksa se stječe koji znaju od čega se sastoji tečaj
samostalno, uz pomoć jednog ili dvaju permakulture! Nijedna necertificirana osoba
mentora/ica. Za potrebe brošure obuhvatila ne može koristiti taj naziv u svrhu stjecanja
sam sve metode stjecanja diplome dobiti; svaka normalna upotreba u osvrtima,
permakulture koje su u Europi pristupačne, raspravama, u vijestima i slično je
jer ih smatram jednako važnima u stvaranju dozvoljena, no samo
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5. certificirani imaju dozvolu legalno registrirati profitne pravne osobe koristeći riječ
‘permakultura’.
Slično, diplomirani/e dizajneri/ce permakulture koji/e podučavaju u drugim odgojnim
ustanovama mogu održavati tečajeve permakulture; no ta ustanova sama po sebi ne može koristiti
permakulturu za stjecanje dobiti ili sakupljanje novca, ukoliko joj upravitelji/odgovorni nisu
certificirani, a ne mogu biti ni članovi Permakulturnih instituta ni njihovih odbora. Neprofitna
permakulturna društva slobodno mogu koristiti naziv, kao i svaka grupa ljudi koja ima zajednički
interes u permakulturi, no to ne mogu za certificirane tečajeve permakulture. Tečajevi koje su
održali necertificirani učitelji/učiteljice uz plaćanje, uspješno su bili osporeni od nekoliko
diplomiranih permakulturista, no bili su također i pozvani da sudjeluju u punom tečaju kako bi
kasnije mogli nastaviti podučavati. Takvi ‘piratski’ tečajevi bliži su organskom vrtlarenju ili ‘new
age’ misticizmu, nego primijenjenom dizajnu, tako da je potreba za zaštićenim autorskim
pravima opravdana. “
A) Kvalifikacijski sustav Permakulturnih akademija
Primjer:
Permakultur Akademie
Ludwigstraße 8
33098 Paderborn, Njemačka
Tel: 0049 (0) 52 51 / 50 630 56
E-Mail: info@permakultur-akademie.net
Web: www.permakultur-akademie.net
Permakulturne akademije
Permakulturna akademija je institut za obrazovanje i doškolovanje na području permakulture,
koji je organiziran kao mreža različitih dizajnera, učitelja, studenata/tica i permakulturnih
projekata, a pravno je organizirana kao udruga koja djeluje za opće dobro, „Permakultur Institut
e.V“. Većina partnera nalazi se u Njemačkoj i Švicarskoj. Drugi partneri djeluju
u Europi i drugdje u svijetu. Permakulturna Akademija postoji od 2003. i
postavila si je nekoliko ciljeva:
1. U skladu sa dogovorenim međunarodnim standardom organiziranih
permakulturnih udruga, instituta i akademija, Permakultur Akademie nudi
obrazovanje za dizajnera/icu permakulture, koje se potvrđuje sa diplomom za
primijenjenu permakulturu (Diploma of Applied Permaculture). To se
obrazovanje temelji na osnovnom, dvotjednom tečaju za dizajnera/icu
permakulture (Permaculture Designer Course - PDC) te se nastavlja sa
praktičnom fazom studija u trajanju od 2 do 4 godine. Taj se dio obuke pojačava sa praktičnim
radom na projektima, programom za tutore i opsežnim događajima, radionicama i ponudom
praktične primjene permakulture. Cilj je postići visoku razinu kvalitetnog obrazovanja, koje
apsolventima/cama omogućava primjenu permakulture u vlastitim zanimanjima, npr.
poljoprivredi, arhitekturi, prostornom planiranju, razvoju organizacija, te omogućava i novu vrstu
posla kao dizajner/ica permakulture.
2. Poslovna i privatna ponuda seminara na temu permakulture je u Njemačkoj dugovremeno
ovisila o angažmanu lokalnih grupa i projekata, te je varirala u kvaliteti. Permakulturna
akademija je postavila zadatak izgraditi mrežu docenata i projekata kako bi uspostavili
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6. Kako do permakulturne diplome?
komunikaciju s jedne strane i suradnju između partnera i da bi se koordinirao zajednički program
s druge strane, koji otvara nove potencijale za permakulturne inicijative.
3. Kroz obrazovanje koje je orijentirano prema projektima, ne potiću se samo studenti, već se
ujedno razvijaju novi ekološki i socijalni projekti.
4. Permaklturna akademija se također vidi kao sjecište puteva profesionalnih institucija kao
fakulteta, stručnih viših škola, poduzeća, udruga, stranaka i kreativnog potencijala i
eksperimentalne domišljatosti angažiranih ljudi i njihovih projekata na licu mjesta.
U nekim situacijama, gdje pojedinac ili pojedinka nose posebne zasluge za promociju i primjenu
permakulture, akademije dodjeljuju diplome za dizajnera/icu permakulture i bez prijeđenih
opisanih edukacijskih koraka.
Osnove permakulturne izobrazbe
Pojam „Permakultura“ stvoren je 1974. godine od Davida Holmgrena i Billa Mollisona kao
zajednički naziv za oblikovni koncept održivih životnih prostora. Uskoro se u Australiji počeo
razvijati aktivni pokret permakulture. Permakulturni dizajneri koji su svoje tečajeve prošli kod
Billa Mollisona i Davida Holmgrena, uskoro su shvatili svoje djelovanje kao alternativa
konvencionalnom dizajniranju gradova, vrtova i agrarnih površina, te su preuzeli poslove kao
npr. oblikovanje samoodrživih projekata i ekosela. Sve češće se počelo postavljati pitanje
profesionalne edukacije za dizajnere i dizajnerice permakulture. Prema dogovorima u
međunarodnom permakulturnom pokretu, postavljena je temeljna
struktura izobrazbe u permakulturi. Ona se sastoji od tečaja
permakulturnog dizajniranja (72 satni tečaj), kojeg mogu podučavati
samo diplomirani dizajneri permakulture ('diplomaholderi'), nakon
čega slijedi najmanje dvogodišnja praksa, koja je također praćena od
strane dvaju diplomaholdera.
Na temelju osnovnog plana izobrazbe je Permakulturna Akademija u
suradnji sa Britanskom Permakulturnom akademijom razvila
koncept, koji daje najveću moguću slobodu i fleksibilnost, dok u isto
vrijeme predstavlja jaku potporu kod samoorganizacije izobrazbe.
Taj primjer je u međuvremenu stekao praksu, te se nadamo da će se
trenutni trend bolje suradnje i kvalitetnije izobrazbe nastaviti i u budućnosti. Udruge, akademije i
inicijative, koje zajednički rade na tom zadatku, spojile su se u 'European Permaculture
WorkNet'.
Tko može podučavati permakulturu?
Tečajevi Permakulturnog dizajniranja (72 satni tečajevi), prema dogovoru međunarodnog
permakulturnog pokreta, mogu održavati i certificirati samo diplomaholderi. Nekomercijalne
uvodne seminare i izlaganja mogu održavati i oni koji su u toku permakulturnog naukovanja.
Zašto Permakulturna izobrazba?
Permakulturni tečajevi se posjećuju zbog posebnog interesa u pojedinim temama. Odluka o obuci
za dizajnera/icu permakulture, također ovisi o osobnom izboru. Kao i sve druge alternativne
metode izobrazbe, npr. alternativna medicina, Permakulturna izobrazba nije službeno priznata.
(2005. godine oformljena je GAIA University, koja nudi mogućnost stjecanja formalno priznatih
diploma, obrađena je u nastavku teksta op.prev.)
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7. Kako do permakulturne diplome?
Unatoč tome postoje mnogi razlozi za edukaciju u Permakulturi:
*Permakultura nudni mnoge ideje za i uključuje razne aktivnosti. Dizajneri mogu
rješavanje današnjih ekoloških i socijalnih držati vlastite tečajeve, preuzimati poslove
problema. Intenzivno bavljenje permakulturnog dizajna i surađivati na
permakulturom vodi do veće svjesnosti o projektima.
vlastitim ciljevima i potrebama nakon
stjecanja odgovornosti i ispunjene prakse. Tečaj Permakulturnog dizajna (PDC)
Tečajevi Permakulturnog dizajna traju 2
*Permakulturna izobrazba nudi idealan tjedna i dobivaju sve veće priznanje.
ulazak u alternativne projekte i mreže, Tijekom tog tečaja prolaze se teoretske
mogućnsti za sklapanje prijateljstava i osnove permakulture i razne praktične
upoznavanje raznih alternativnih metoda discipline, kao npr. gradnja balama slame,
življenja. samoopskrba, šumski vrt, život u zajednici,
mijenjački krugovi itd. Tečaj uvodi u
*U nekim zemljama (prije svega u sustavno i kompleksno razmišljanje, uči
Engleskoj, Australiji i Sjevernoj Americi) se sposobnost opažanja, shvaćanja i praktične
permakulturni elementi uspješno ugrađuju u metode. Prije svega se težište polaže na
javne projekte, privatne pogone praktični permakulturni dizajn, što znači da
i sveučilišta. Na taj se način se obrađuju metode i tehnike
polagano, ali sigurno stvaraju stvaranja socijalno i ekološki
mogućnosti za zaposlenje održivih životnih prostora.
permakulturnih dizajnera. PDC tečaj u Akademiji
Takav razvoj želimo potaknuti podučava 2-5 diplomaholdera,
i u Njemačkoj. kako bi se osigurala
raznolikost pogleda na
*Tko ima interes voditi vlastite permakulturu i održala visoka
tečajeve permakulture, čiji stručna razina. Radimo sa
program mora dobiti otvorenim, fleksibilnim
odobrenje, ili želi biti konceptom, koji dozvoljava da
mentor/ica prilikom obrazovanja, kvalitetno predznanje i
obavezan/na je proći obrazovanje. kreativni potencijal polazika/ca budu
ugrađeni u tečaj. Sa svakim PDC tečajem
Permakulturno obrazovanje tako nastaje Permakulturni sustav koji spaja
Permakulturno obrazovanje sastoji se od dva raznolike elemente kao što su učitelji,
dijela. Prvi je dio Tečaj permakulturnog sudionici, nastavni materijali i okolina, u
dizajna, ili zvan još 72satni tečaj. On podupiruću životnu sredinu. PDC tečaj se
predstavlja temelj permakulturne edukacije i održava obično u jednom komadu, ponekad
daje prvi kontakt sa idejama, konceptima i se održavaju tečajevi koji su drugačije
metodama permakulture. Sudionici tečaja ne organizirani. Postoji metoda polaženja po
dobivaju samo opsežno razumijevanje modulima.
permakulture, već će steći i sposobnost
dizajniranja održivog načina vlastitog života. Obrazovanje u dizajnera/icu permakulture
Završeni 72 satni tečaj omogućava pristup PDC tečaj nudi osnove i pregled tema,
drugom dijelu obrazovanja. metoda i mogućnosti permakulture, dok
Drugi dio permakulturnog obrazovanja obuka za dizajnera/icu važnost polaže na
predstavlja stvarnu izobrazbu u razvoj osobnog pristupa prema alternativnim
diplomiranog dizajnera/icu permakulture. Ta modelima života. Ujedno se prenose daljnja
faza obrazovanja traje najmanje dvije godine znanja i vještine koje su na tom putu
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8. potrebni. Prilikom toga je važno da polaznik/ca ne dobiva predefinirani nastavni plan, već je
važno da ga sam/a stvara. Ponuda i struktura Permakulturne akademije podupire i potiče
studente/ice na tom putu i nudi pomoćne resurse za stjecanje potrebnih znanja i vještina.
Akademski vikendi
Akademski vikendi se organiziraju za one koji studiraju i oni koji bi htjeli pristupiti studiju.
Pretpostavka za sudjelovanje je završeni PDC. Kroz vikend se novaci detaljno informiraju o
programu obrazovanja, te započinju sa permakulturnim dizajnom vlastitog obrazovanja. Mi to
nazivamo dizajniranje puta učenja. Kroz vikende polaznici imaju priliku za razmjenu, za rasprave
o projektima i za nove kontakte. Radionica za napredne zaokružuje vikend.
Dizajniranje puta učenja
Kako bi to drugačije moglo izgledati: umjesto da polaznicima/ama ponudimo kruti raspored sa
ispitima, u kojima mi odlučujemo što je ispravno, a što krivo, mi ih potičemo na vlastite odluke,
kako bi polaznici sami dizajnirali svoju edukaciju prema permakulturnim principima. Kod toga se
pokušava pokrenuti kružni program učenja, koji se sastoji od 4 stupnja:
• Praktična provedba vlastitog pojektnog rješenja i promjena vlastitog načina života:
djelovati odgovoro!
• Opažanje utjecaja tih djelovanja i djelovanja drugih na okoliš, odnosno na projekt:
dugoročno promatrati!
• Ponovno razmatranje opažanja i veza novih uvida sa vlastitim znanjem o Permakulturi.
Ostvariti nove veze: razmišljati kompleksno!
• Traženje novih začetaka i planiranje sljedećih praktičnih koraka. Promjene na dizajnu
projekta: stvarati fleksibilno!
• Praktična provedba novostečenih spoznaja: djelovati odgovorno! (1. korak)
Mentori/ce
Uz važan posao stvaranja vlastitog puta educiranja, mora
postojati i sadržajno i praktično upoznavanje sa ciljevima učenja
i projektima. Taj dio posla odrađuju mentori/ce. Svaki
polaznik/ca je kroz edukaciju praćena sa dva mentora. Njihova je
zadaća da podupiru polaznike/ce u njihovoj sposobnosti
planiranja. Kroz suradnju mentori/ce upoznavaju rad i projekte
polaznika/ce, te su nakon dvije godine sposobni ocijeniti rad i
dati potporu za dobivanje akreditacije.
Priznanje
Na kraju obrazovanja za dizajnera/icu permakulture pristupa se akreditaciji. Ne radi se o ispitu,
jer je već kroz izgovorene potpore mentora/ica najteži dio puta prevaljen. Polaznik/ca održava
predstavljanje svojeg rada u 40 minuta, na način koji odabere. Komisija razmatra projekt i
sastavlja izvješće. Uručuje se diploma 'For applied Permaculture' sa titulom diplomiranog/e
Dizajnera/ice permakulture, koja se ispostavlja od Akademije ili Instituta u Njemačkoj,
mentora/ica i European Permaculture WorkNet-a.
Linkovi:
Permakultur Institut e.V. www.permakultur.de
Permakultur Akademie www.permakultur-akademie.net
Permaculture Academy and Association Britain www.permaculture.org.uk
Permakultur Akademie im Alpenraum www.permakultur-akademie.com
Permakultur Austria www.permakultur.net
8

9. Kako do permakulturne diplome?
Traveling School of Life http://tsolife.org/wiki/Tsolife/Main_Page
Primjer prijavnice za školovanje za diplomu (akademije – članice WorkNeta):
http://www.permaculture.org.uk/upload/docs/diploma%20registration%20pack.doc 'Permaculture
Association' Britain
B) Kvalifikacijski sustav Permaculture Institute of Europe
PERMACULTURE INSTITUTE OF EUROPE
Istedgade 79 - 1650 København V- Denmark
Tlf: +45 3331 5694 - Fax: +45 3325 7179
e-mail: vestergror@dk-online.dk
web: www.permaculture-europe.org
Kvalifikacijski sustav i upute su odlučene na Međunarodnim Konvergencijama Permakulture
1984. u Australiji, 1986. u SAD-u, 1991. u Nepalu i u Švedskoj 1993. godine.
Prvi je uvjet da se prođe certificirani 72satni tečaj permakulturnog dizajniranja, koji vodi
diplomaholder. Sadržaj tog tečaja mora se poklapati sa najmanje 70% sadržaja tečaja koji je
određen na Međunarodnim Konvergencijama Permakulture.
Diplome mogu biti dodijeljene prema sljedećim procedurama koje su utvrđene na Europskoj
Konvergenciji Permakulture u Sloveniji 1997. godine:
Nositelj/ica certifikata permakulture sa minimalno dvije godine praktičnog iskustva može se
prijaviti za dodjelu diplome pisanim zahtjevom organizatorima lokalne permakulturne
konvergencije.
Prijava mora sadržavati opis područja kvalifikacije, projekt koji je izrađen i u kojoj je kategoriji
primjenjiv. Prijava mora sadržavati evaluaciju i preporuke
za obavljeni permakulturni projekt od najmanje dva
diplomaholdera. Jedan od njih može biti bivši učitelj i/ili
mentor u provedbi projekta. Drugi evaluator bi trebao
pružiti neovisno mišljenje i služiti kao nadzor odnosno
kontrola.
Prijavljeni projekt treba biti prezentiran u lokalnim glasilima
permakulture, zajedno sa najavama drugih prezentacija na
regionalnoj/nacionalnoj konvergenciji, kojoj imaju pristup
svi zainteresirani nositelji certifikata permakulture.
Prezentacija permakulturnog projekta kandidata/kandidatkinje može biti razmatran od svih
nositelja/ica certifikata permaklture prisutnih na konvergenciji. Eventualne nesuglasice oko
ocjene projekta kandidata/kandidatkinje treba nastojati riješiti medijacijom. Odluka o tome tko
može sudjelovati u glasanju za prihvaćanje zahtjeva za diplomu, ovisi o dogovoru na lokalnoj
konvergenciji. Ukoliko se zahtjev prihvati, diploma može biti odmah uručena. Ako se prijava ne
prihvati, kandidatu/kandidatkinji se mora dati objašnjenje razloga odbijanja zahtjeva te
preporučiti popravke na projektu.
Ukoliko ne postoje lokalne organizacije ili tijela prijava za dodjelu diplome, prijava se može
poslati na adresu Europske Konvergencije uz iste formalne i proceduralne uvjete. Prijava bi
trebala prispjeći najkasnije tri mjeseca prije početka konvergencije, te treba biti oglašena u
9

10. Kako do permakulturne diplome?
informacijskom sustavu za permakulturu u državi u kojoj se projekt odvijao, uz pozive i raspored
događaja na konvergenciji.
Kategorije Diplome:
Sve dolje navedeno se može diplomirati pod uvjetom uspješno završenog 72 satnog PDC-a.
Kvalifikacijski period može biti računan i prije završenog PDC-a, ukoliko se odnosi na rad u
temama srodnim permakulturi.
Dizajn zemljišta Arhitektura
10 dizajna dokumentiranih na papiru (ili Deset dizajna imanja koji sadržavaju
detaljan elaborat za velike projekte) održive i dostupne alternative i razvojnu
estetiku.
Razvoj permakulturno dizajniranog
zemljišta Trusteeship“
Najmanje tri godine rada na uspostavi Uspostava i održavanje pravne forme za
permakulturnog imanja, može biti rađen na beskonačno vlasništvo nad zemljištem, u
samo jednom zemljištu. Proces dostizanja razdoblju preko 5 godina.
održivosti imanja bi trebao biti započet.
Poželjna je dokumentacija (npr. fotografije Razvoj zajednica
prije i poslije) Uspostava i održavanje sustava alternativne
zajednice u bioregionalnom kontekstu, koja
Edukacija se održala najmanje 4 godine.
Podučavanje deset PDC-a (ili ekvivalent u
radionicama, lekcijama i sl.), potrebno je Istraživanje
najmanje 50% sudjelovanja u predavanjima Značajan doprinos znanju u permakulturi
na tim tečajevima; najmanje pet tečajeva kroz originalna istraživanja.
dizajna. Poželjna je pismena evaluacija
Financije
sudionika tečajeva, evaluacija jednog tečaja
Uspostava i održavanje sustava koji prža
je obvezna. Sadržaj tečaja takođe mora biti
stvarnu alternativu konvencionalnom
priložen uz zahtjev za diplomu.
novčanom sustavu, koji je uspostavljen i
Administracija održan kroz najmanje 4 godine.
3 godine punog radnog vremena (ili
Mediji i komunikacija
ekvivalent) u permakulturnoj administraciji.
Rad koji je unaprijedio proširenje
Uspostavljanje permakulturnog sustava i permakulture na značajan način.
implementacija
Trogodišnji rad u punom radnom vremenu Proizvodnja
(ili ekvivalent) u uspostavljanju i Dizajn ili proizvodnja tehnologije koja
dokazivanju osnovnog sustava za znatno doprinosi dizajniranju i
permakulturni dizajn i implementaciju. implementaciji permakulturnih sustava.
„Primjer prijave za diplomu naveden je u DODATKU A, strana 24 ‘The Foundation Year-Book
of The Permaculture Academy’, Bill Mollison.
Napomena Tonyja Andersena iz Permaculture Insitute of Europe:
We are not regarding the Academy model as suitable, because of 2 reasons:
- it cost money (you have to pay the Academy for support from another diploma holder /
Academy professor)
10

11. Kako do permakulturne diplome?
- The evaluation of your work are restricted to a smaller group of 3 professors / peers - and not
in the democratic forum of local permaculturists in the Convergence. So it is in fact a way to
get back to the old academic hierachy "in fact do I think that the academy model is an attempt
to exploit the permaculture network - because it drags money and knowledge out of it and into
the Academies (that are connected to Gaia University)"
Ne smatramo metodu akademija kao primjerenu iz dva razloga:
1) akademija se plaća (treba platiti akademiji za potporu diplomaholdera/profesora)
2) evaluacija rada je ograničena na grupu od 3 profesora/vršnjaka – a ne događa se u
demokratskom forumu lokalnih permakulturista na konvergenciji. To je ustvari način
vraćanja staroj akademskoj hijearhiji “u stvari mislim da je model akademija pokušaj da se
iskoristi permakulturna mreža – jer izvlači novac i znanje iz mreže u akademije (to je povezano
i sa Gaia Unversity)
Linkovi:
Izvor informacija o održavanju tečajeva u Hrvatskoj - Mreža ekosela Balkana www.ekosela.org
Permaculture Institue of Australia www.tagari.com
Permaculture Institute of Europe www.permaculture-europe.org
Permakultur Austria http://www.permakultur.net
C) Gaia University – formalno priznate diplome
e-mail: info@gaiauniversity.org
Gaia University nudi aktivistima i aktivistkinjama iz cijelog svijeta mogućnost
dobivanja priznatih akademskih diploma – četverogodišnji studij za
prvostupnika (baccalaureus) odnosno prvostupnicu (baccalaurea) i
magisterija, kao i Graduate Diplome, kroz pionirski edukacijski koncept, bez
obzira na prethodno službeno obrazovanje. Gaia nudi mogućnost da
kombinirate vaše ideje u jačanju lokalne i globalne održivosti, revitalizacije,
prava i mira sa praktičnim iskustvima na tim poljima.
Decentralizirani i samoodređeni ‘action learning’ sustav dozvoljava rad na materinjem jeziku i u
vlastitoj regiji. Prilikom toga dobivate potporu regionalnih i međunarodnih savjetnika, tutora,
mentora i izvođača radionica.
Gaia University nudi edukacijske programe u Brazilu, Njemačkoj, Oregonu i Tenessee SAD, u
integrativnom ekosocijalnom dizajnu, otvorenim temama, (nezavisni studij) i organizaciji učenja
za ekosocijalnu revitalizaciju (regionalni razvoj Gaia Universityja). Razvijte svoje sposobnosti u
bilo kojem području održivosti/revitalizacijenod permakulture, bioregionalizma, dizajnu i
menadžmentu ekosela, planiranju enegetskog smanjenja, klimatskih promjena, holističke
medicine, facilitacije i komunikacije, starih znanja i drugo.
Jedno od značajnih aspekata Gaia University je da je ulazak u sustav obrazovanja za diplomu
manje ovisan od prijašnje formalne edukacije, nego se više pažnje posvećuje prethodnom
praktičnom iskustvu i razini strateške odgovornosti koje se kod budućeg studenta uzima kao
‘cjelina’.
Više od jedne trećine bodova do bilo kojeg diplomskog programa može se zaraditi za ‘životno
iskustvo i prijašnju edukaciju’, nakon što student/ica izradi prikladan pregled prethodnog rada
(Career Review).
Trenutni programi počinju sa tzv. Orijentacijom i Residential Intensive, koji obično traju 1-3
tjedna, a održavaju se u jednom od četiriju edukacijskih centara. Nakon Residential Intensives
11

12. Kako do permakulturne diplome?
programa, studenti se vraćaju doma, kako bi radili na projektima koje su sami razvili uz pomoć
skupine savjetnika. Neki od studenata/ica mogu ostati i u edukacijskom centru, kao praktikanti/ce
ili putovati do drugih edukacijskih centara kako bi radili na projektu kojeg su dizajnirali. Neki/e
studenti/ce se vraćaju svojim osobnim projektima i nastavljaju u radu na poslu koji im osigurava
prihode. Kako bi se osigurala potpora za vrijeme rada u vlastitoj regiji, svaki/a student/ica
povezuje se u Međunarodni centar savjetnika ili jedan od Gaia University regionalni centar.
Trenutno se edukacijski centri nalaze u ‘Ecovillage Training Center’, The Farm, Summertown,
Tennessee, SAD ili u ekoselu ‘Lebensgarten’, Steyerberg, Njemačka.
Više o Gaia University na http://www.gaiauniversity.org Za prijavu je potrebno registrirati se na toj
internet adresi.
Literatura i izvori:
'Permakultur Institut e.V. Info Mappe', rujan 2002.
'Permaculture qualification system and the guidelines', Permaculture Institute of Europe,
Danska, ožujak 1999.
'Permakultur Akademie', Permakultur Akademie, Hunlosen, Njemačka
http://www.permaculture-europe.org/org.per1.htm
http://www.permakultur-
akademie.net/modules.php?name=Content&pa=showpage&pid=12
http://www.permakultur.de/
http://www.permaculture.org.uk/mm.asp?mmfile=education
http://www.tagari.com
http://www.permaculture-europe.org
http://www.gaiauniversity.org
http://www.permacultureactivist.net/index.html
Popis diplomiranih permakulturista u Europi:
Velika Britanija http://www.permaculture.org.uk/ResSch.asp?mode=R&page=3&tblid=dr
Austrija http://www.permakultur.net/designer.htm
Austrija, Angelika Bammer, Oberösterreich, angelika.bammer@gmx.at
Austrija, Marlies Ortner, Steinz, sunshine@therapiegarten.at
Italija http://www.permacultura.it/initalia.html
Švicarska http://www.permakultur.ch/pg005.html
Slovenija Janez Božič, janez.bozic@zrsvn.si
DODATAK A)
The Foundation Year-Book of The Permaculture Academy compiled by Bill Mollison
12

13. The Foundation Year-Book
of
The Permaculture Academy
compiled by
Bill Mollison
Edition 1993
Updated 2003
“The Field Lies Open to the Intellect”
An Academy the purpose of which is to pursue
the goal of excellence in the integrated design sciences.

14. The Foundation Year-Book
of
The Permaculture Academy
It is clear that what is proposed here is a serious undertaking not
normally achievable by unsupported people. Therefore we must do it
bare-handed going forward with all intellect, goodwill and selflessness,
but above all with a deadly persistence until the task is over, until we
have established an academy that runs itself, unsupported.
The aim of the Academy is to encourage and reward ‘practical positivism’
- effort towards solutions. We are not so interested in further defining
well-known problems, but we are interested in solving those already
widely defined. We consider there is enough evidence of global prob-
lems, but not enough models of practical solutions. It is just too easy to
get more evidence, or oppose all the time; we are sure that positive,
practical realistic solutions have the greatest effect on problems, and this
is where we prefer to spend our efforts. We are essentially designers of
practical working models, more than theoreticians; at least once action
starts, theory is proved or disproved,
Otherwise, our aim is to preserve academic integrity, to seek evidence of
excellence and comprehension, a proper scepticism and a teachable
(hence comprehensible) approach to work. As belief is disempowering,
we do not deal in belief, but in working models accessible to everybody;
explicable, measurable, beneficial, reproducible, realistic, available to
and understandable by everyone.
While we realise the value of evidence and protest in changing public
opinion, we belong to another discipline - that of real solutions.

15. INTRODUCTION
In January 1979, formal teaching ethical investments and development
commenced in Permaculture Design. centres; and to set standards acceptable
Now (1993) there are close to 12,000 to all institutes and fixed institutions such
graduates of design courses, 230-250 as colleges and universities. That is, we
teachers (many bilingual) and many need to observe standards in Diplomas
thousands of completed and ongoing and Degree courses compatible with
projects. Early graduates have each de- other institutions’ requirements. Hence
signed in excess of 500 projects or prop- an Academy.
erties, or developed long-term commu-
nity projects individually; some have From 1993, organisation network-
themselves taught hundreds of graduates. ing will inevitably spread to create a glo-
The Permaculture Journal published cur- bal Permaculture network. Electronic
rent lists of regional centres and mail systems are already being used to
institutions. link global centres, and the network can
expand as such centres are set up. Fax
As graduates build up members in plus electronic mail will enable us to con-
any one country, first Permaculture As- tribute to data bases and journals every-
sociations form, then formal Permacul- where.
ture Institutes, and as projects develop,
such enterprises as ethical investment This handbook is now needed; as
centres, consultancy services, and even- graduates increase, and mature, profes-
tually development corporations for us- sional associations, good academic cri-
ing investment capital are set up. Where teria, and the establishment of research
universities send their staff members to foundations will increasingly become im-
courses, Permaculture is taught in horti- portant.
cultural, small farm design, and environ-
mental design courses We should also have an eye to
the future, and if possible anticipate
As the trend for Permaculture needs. Requests for introductory courses
teaching permeates other formal institu- now exceed our capacity to supply
tions, the need for an accurate recording either teachers or back-up finance. it is
service and educational handbooks, obvious that our “western” Permaculture
rather like a university yearbook (but institutes need to build up foundation
with a longer life!) spelling out our edu- grants (capital invested, interest only
cational requirements becomes essential. used) not only to ensure payment
It is needed to keep track of graduates for teachers in areas of need,
for larger projects; to identify teachers, but also to supply small roll-over loans

16. to students. As we realistically estimate Permaculture Institute. That volume,
that a course in third or fourth world together with material from Introduction
countries costs, over stages, somewhere to Permaculture (1991) make up the
between $8,000 - $12,000 today, so to basic texts. Teachers always include
run one such course annually, $80,000 - local species assemblies, techniques, and
$120,000 needs to be invested. We should culture in purely local courses, although
aim to build up grants of 1-2 million in fact all but fourth world courses have
dollars to guarantee 10-12 such courses always included a truly international
per year. Courses in the western world student body. The lecture hours for a
can be given through a college, or basic course are 72, based on 4th year
charged to students. Once local teachers university course hours, but can be more
evolve, courses are given locally at low if time allows. Wherever possible, some
or realistic costs, and this is our usual days are also spent in field observations,
long-term solution. establishing small domestic gardens, and
in planning whole landscapes and their
Of our courses, leading to support services.
higher degrees, the basic introductory
or general course (for all climates) The basic texts are now translated
is in fact based on, or rather into many languages and tens of
gave its structure to Permaculture: thousands of copies sold worldwide.
A Designers’ Manual (Tagari
Publications 1989), avai!able from the
ACKNOWLEDGEMENTS
The idea of this academy arose primarily from discussions with people 1 can
only think of as classical academics. People who valued the origins of the
university, of the sacrifices and struggles of the earliest teachers and students, even
the wars that were fought for the Independence of the university.
The university doesn’t always win, (as Tiananmen Square taught us in 1989)
but it persists; freedom is as elusive and as hidden as the ideas in the minds
of people.
I owe a great debt to many of my teachers and peers; to Robert Boyle (M.A.,
Oxon), whose knowledge of history was encyclopaedic, and whose insistence
on broad education was exemplary. To Jean Yeats, who gave me a love of language,
and of clear expression. To Prof. Cardno and Dr. Kalev Krupp, both of
whom suffered from discrimination and various ‘punishments’ inflicted by others, but

17. who persisted, and held true to the begins with one person, an idea. It
ideas of the university, and to Dr. Robert takes many people for an idea to
Macoskey, a true Renaissance man, develop, to spread, to be applied; but
who also persisted and won, in the beginning, as with this Academy,
although he lost his life. To Nikolai systems and institutions start by
Ivanovich Vavilov and his fellow recruitment of key people, and grow by
scientists, who died of starvation bold efforts and the subsequent
in the siege of Leningrad, preserving the recruitments of many people. If the idea
seed around them that people might eat of this academy is valid, it will arise
in the future. and grow at first from a body of
appointees (invitees who volunteer),
All of these, and others have later perhaps by recommendation and
deeply embedded in my mind the ideas advertisement. In a sense, this handbook
of freedom of enquiry, of fair judgement, is the advertisement of an idea; whether
of persistence, of universalism, and of it dies or grows depends on many
excellence. I would like, in this others; a body of teachers and students
Academy, to return to basic values, to the united in their ideals and values.
ideal of teachers and students as the body
of a university that values those ideals Disciplines at other universities
for which our intellectual ancestors lived, compete for funds, and rarely refer their
and often for which they died, were work to conditions in the world, or
outcast, or disenfranchised. It is always relate their findings to social or natural
necessary to return to the roots of ecosystems - many ‘hard’ scientists also
knowledge and the origins of institutions, warn against or reject values as
for the latter drift from their purposes subjective. Work without values is
even if many individuals hold true to elsewhere defined as the occupation of
origins and ideals. sociopaths.
As with all I do, I feel the That it seems strange to talk about
presence of the hosts who built our values may be sufficient reason
knowledge and understanding, and I to start ‘another university’ - another
acknowledge my debt to them, and hope place to be with people who share with
to honour them, and trust that as many us. For of all the things a university can
of those who can comprehend what be, the thing which I most value is that
‘university’ means also do so, to the best the spirit of enquiry, of wanting to
of each of our abilities, for understand more about the fragile
our resolution and courage often existence of people on our planet, is
falters and needs periodic renewal. shared with others.
Everything in human history There are families of blood

18. relatives, and indeed every species is such in disorder and pretend order, live in lies
a large family, but there are families of and pretend truth?
shared beliefs and values, like churches
and political parties, like members of An academy which attempts to
trusts, even clubs and societies. Ours is unify knowledge and action towards a
a family both of shared values and life-enhancing goal, while recognising
practical endeavours, of a struggle to the chancy and ephemeral status of
know more, and to apply and teach what people, and of life in the universe,
we know for the benefit of earth, and seems to be needed. To demonstrate life,
that of course includes ourselves. As we act; let us see if we can act
well, there is a certain lack of dignity in appropriately, struggle well, and with
self-destruction by misjudgement rather dignity towards demonstrating our
than by will, by dying, as Chief human function and potential to assist
Seattle prophesied so pungently, by all living things, and make our lives
smothering in our own filth, rather than worthwhile to all life.
choosing our course, even our end.
It is not what any one of us
We, as people, know how to do achieves; this will be modest. It is the
better than we do; we have largely sum of small projects, all of us together,
abdicated the responsibility of care of that is making a large change; the
earth, and we have also set up and Permaculture family has achieved a great
supported systems that cannot deal, and will achieve more in the next
work well, or work at all. Any decade.
education that specifies, even
depends, on the partition of knowledge Thus, although we all specialise to
into exclusive fields cannot work. some extent, we try to relate this
We must at least be aware of how our specialisation to society and the
actions affect other systems, natural world, and above all to try to
other lives. make our work beneficial to all life
forms. We will never work on
Our education as it is today ‘megadeath’ projects, or lend our
is disconnected, not only from skills to such work. The Academy will
knowledge of the earth as a whole, have no disciplines, but all staff will
but from our actions and our lives; indicate their special skills or competence
that is, from the real world where all in supervising degrees in special
of us act but not all of us know why we areas, so that students can choose
act, or even less, what may result. supervision suited to their specific
Often, knowledge is gathered without projects.
any regard to needs and realities, for
what is out the window. Can we live This yearbook is therefore

19. dedicated to all past graduates, with great - and they are evolving - the results
affection and admiration for their measured as active student work
decades of work. Also great sympathy for subsequent to courses, has been
those who faced such strong opposition remarkable. We have attempted the
in the 70’s and 80’s; their work has been improbable, and made it work because
the foundation of trends to applied we know it has to be done; that nothing
sustainability. We have pioneered else is worth doing, but caring for the
life-enhancing and applied wholistic earth. We are reassured by seeing all
design. about us that ‘planners’ of the past have
produced only waste, debt, pollution,
No matter what the imper- and chaos, and all, with a few exceptions,
fections of our Permaculture courses irreversible.
OPEN UNIVERSITIES AND ITINERANT TEACHERS
From the beginning, the determination of the Permaculture
Institutes has been to concentrate on going to the people, not locking
themselves away in fixed institutions, unavailable to people who live
in remote locations, in poverty, or who are now “illiterate” in terms of
major languages (although very literate verbally, and a mine of
knowledge). Thus, teachers have given courses in very remote and
sometimes dangerous areas, and will always continue to do so.
These certificated courses allow students to achieve applied diplomas of design
following on two or more years of activity. We now propose to set up the Academy as an
open ‘university’, and to give these certificated courses via radio, TV (especially via tapes),
and via mail services. it would not dismay us if every person had access to a certificated
course, and knew how to design sustainable houses, villages, economies, and land use
systems.
To eventually achieve widespread education in Permaculture, we must always con-
centrate on “letting teachers loose” in their own cultures, using their own languages, and
teaching their own people. However, while this work continues, we must always try to
further develop open universities, internships on actual projects, and higher-level resi-
dential and separate courses in rented or owned institutions. To this date, we have no
owned teaching sites that are not at a basic level (house and barn), but many of us plan a
college or academy to eventually achieve better facilities, and to encourage internships.
In all our corporate moves, we always plan to include education in every

20. development, and wherever possible, trainee teachers are included in courses so
that they gain confidence in preparing and giving courses; this is not possible
where no money is available for fares, or where no previous courses have been
given.
CONVENERS AND HOSTS
Itinerant teachers rely very heavily on local course conveners when
travelling to a new or remote area.
These conveners are individuals, locally active associations,
government agencies, or N.G.O.s who have requested the course;
sometimes they are isolated graduates working on local projects,
who would like more graduates to work with.
Thus, the convener is the key person to organise a group.
The duties of a convener are as follows:
• To contact P.C. Institutes or teachers, and to obtain a teacher for the course.
• To enrol several local people (15 or more in number) to take the course.
Criteria for a first course are ideally:
• Students should be literate and fluent in the teachers language (usually
English, French, or Spanish); or a team of 2 - 4 translators should be
available.
• Some students should be teachers or teacher-trained, and capable of
teaching locally.
• Students should preferably be involved in farming, aid, financing,
or in some way skilled in the field or in corporate areas.

21. THE FORM OF THE ACADEMY
This Academy is intended to be as widespread as are the graduates
of our teachers.
Vice Chancellors (people with a training group akin to an open
history of university staff service, or university.
teaching in universities now and who
have themselves completed a Permacul- • To offer degree courses both as
ture Design Course) can offer, or be asked applied degrees based in field work, as
to volunteer their services. degrees based on research and thesis, or
as a balance of these methods, and to
Every Permaculture graduate of find appropriate supervisors of such
courses who holds a Bachelors Degree degrees.
or higher will be asked to supervise
(in the sense of planning, discussing, and • The Academy proposes to
helping assess) any other graduate at reinstate the ethics and philosophies of
Diploma level who wishes to take a the original universities, that they are
higher degree, either as an account of essentially free associations of teachers
applied work, or as a research thesis on and students (magistrorum and
that work. minorum). That they are centres of free
enquiry, free also from the constraints of
The Permaculture Institute has reg- external governments and councils, of
istered an Academy (The Permaculture the strait jackets of ‘disciplines’ which
Academy) under the umbrella of its trust. prevent the study of integrated design
sciences, and free also of necessitous
This academy has multiple aims: residence in or near a fixed institution,
• To form an association for all and fixed fees.
academics and academic graduates (who,
in addition, have Permaculture training) This Academy, in addition, will
as a professional society, which re- accept the basic ethics of the
searches in, implements and conducts Permaculture movement generally:
training in the design sciences for
sustainable systems. • Care of the Earth.
Enhancement of the life support systems
• To operate, as it evolves, an aca- of clean air, clean water, healthy soils,
demic organisation for the supervision and the conservation of the genetic bases
of higher degree applicants, on a regional of forests, wildlife, biomass and the
basis but globally in scope. In effect, to domestic cultivars or livestock varieties
establish a widespread, non-hierarchical on which mankind depends.

22. • Care of people. preservation of human cultures, lan-
In that the provision of basic guages, and autonomy.
needs for food, energy, and shelter
are provided, in the context of a conserver • Reinvestment of surplus.
society, with the aim of interdependence Time, money, yields, or resources
and cooperation of peoples regionally in order to achieve the preceding two
and globally; and assistance in the aims.
HOW THE ACADEMY WILL OPERATE
All Permacuiture trainees and college members, witb degrees
or diplomas from this or otber institutions are eligiblefor
academic membersbip.
• Diplomates are, after receiving academicians of the Permaculture
their Diplomas, considered to be enrolled Academy. Cost of such academic
in a College of Permaculture, and can registration Aust$100.00, one time cost.
proceed to Baccalaureates (Bachelor
degrees) or higher degrees with the In all cases except those of Diploma
Academy. Cost of diploma Aust$75.00, of Permaculture Design recipients,
one time cost. notification of membership must be
• Diplomates with extant higher forwarded to the Academy together with
a short C.V. (The institute already holds
degrees from other academic institutions,
registers of Diplomates).
colleges, or universities can
enrol with the Academy as follows:
Academicians who volunteer to act
as Vice Chancellors regionally are
a) Those with Bachelor degrees can
required to keep a record of all regional
enrol for postgraduate degrees and may
applications for higher degrees, and to
apply for membership of the Academy.
forward copies to the Academy
Cost of members registration
Librarian. Note that, except for a
Aust$75.00, one time cost.
Librarian based at this institute, no mem-
b) Those with Masters or Doctoral
ber of the Academy will be a paid staff
degrees, Readers, Deans, Professors, or
member, but all can charge fair fees for
Chancellors can volunteer to act as
the registration and supervision of de-
Regional Vice-Chancellors for this
grees. Using our extant journals, the
academy and find or appoint supervisors
academy will periodically notify the ac-
(or act as supervisors) for those
ceptance of the Vice-Chancellors’ func-
studying for higher degrees. Such
tion by qualified people.
people are registered as academics or

23. Any person needing to study for to supervisors under the L.E.T. (Local
a degree can enquire from our regional Energy Trading) system if such systems
Permaculture Association as to potential have been established locally, thus
qualified supervisors, and can either further reducing the cash costs of such
forward a copy of their proposed course an education.
of study to the Academy or discuss this
with their regional Vice Chancellor. As Our aim is to stimulate excellence
the Academy develops, it should be able in the studies of sustainable systems,
to find qualified people in most centres, whether these are agricultural,
or volunteers to supervise by settlement planning, financial, or
correspondence. community based projects, or in research
on specific areas applicable to
Given that most universities are Permaculture. Thus the formation of an
located in or near cities, attendance at academy is an almost inevitable result
these institutions means expense beyond of our prior education in the applied
the capacity of most families; few offer design sciences leading to a Diploma of
courses in functional design or Permaculture Design (Dip. Perm. Des.)
integrated studies, and in any case some
70,000 to 100,000 students are turned This yearbook, a foundation
away from such centres annually in such document, sets out some of the ways the
rich countries as Australia. The Academy will work, and gives
Permaculture Institute sees a real need prototypes of application forms for both
for an independent and decentralised membership of the Academy and for
academy able to offer courses in the registering applications for higher
applied design sciences to rural people, degree studies.
students in remote areas, or poor people.
Many Permaculture graduates
By calling on our academic have graduate or postgraduate degrees
membership to act without salary, as from other institutions. Many of
regional Vice Chancellors and as tutors us have been staff members of
and degree supervisors, we can assist universities or colleges, and many still
others to take higher degrees, or to hold such positions. Thus we are
consider enrolling for studies beyond more than qualified to act as volunteer
that of Diploma levels. staff for our own style of
open university, dealing specifically
By charging only mutually-agreed with Permaculture studies. Inevitably,
supervising fees locally, and a small residential courses will evolve. I trust
sum for the issue of degree certificates, that all academics in Permaculture
the cost of academic studies can be will assist with this endeavour, and
brought within the range of most people. register with the Academy as students
Even these costs can be paid as credits or teachers.

24. STEPS TOWARDS DEGREES AND ACADEMIC
MEMBERSHIP
1. Completion of a Permaculture Design Certificate Course.
Teachers supply and sign certificates, and forward student lists to regional recorders.
The curriculum is covered in Permaculture: A Designers’ Manual.
2. Completion of Applied Diploma Work.
After 2 (two) years of applied work, students can forward an application for a Diploma
of Permaculture Design. Most in fact work for three to four years before such an
application. (See application form herein)
Diploma cost: Aust$75.00.
3. Note.
All students, including those who previously held degrees from other insititutions, or
those who do not, need to complete the above two years of work in Permaculture in
order to hold a Diploma.
4. Baccalaureate or Higher Degrees.
Those who already have degrees from other institutions can, at this point, proceed as
follows:-
a) Enrol for a Post Graduate Degree.
b) Enrol as a member of the Academy at Baccalaureate.
c) Enrol as a Vice Chancellor of the Academy (at Masters or Doctoral levels).
Members of the Academy can act as supervisors to other students, to their own level.
Vice Chancellors act regionally as registrars, forwarding proposed courses of study to the
Academy Librarian.

25. SOME NORMAL EXPECTANCIES
For a Diploma
(prerequisite is a P.C. Course Cert.)
All certificate attendees, with or without degrees, must spend two years in applied
work (most spend three or more) before applying for a Diploma. The application must be
accompanied by affidavits from co-workers, field reports, photos, journal articles, or
supporting evidence.
The cost of certification and registration is Aust$75.00.
For a Bachelors Degree
(prerequisite is a Diploma)
All diplomates must find a qualified supervisor or tutor in their region, and work
out a course of study, or applied project work over the next 2 to 3 years. At the same time
a short precis of the proposed study must be typed, or printed, and one copy retained by
the supervisor, one sent to a regional Vice Chancellor (probably not always available in
the early stages), and one sent to the Academy Librarian.
On completion of the thesis or field report, a typed copy or printout of the field
report, or the thesis and research results (or both) must be submitted to the Vice Chancel-
lor or the Academy Librarian for assessment; for border-line studies, more data or other
adjustments may be called for. A thesis or field study at this level may comprise about 10
to 20 typed pages with supporting photographs, maps, figures, and any references used.
The cost of registration and certification is Aust$75.00.
The student is now qualified to proceed to post graduate degrees.
For Postgraduate Degrees
(Masters or Doctorate)
A Masters degree is normally two years of additional study and a Doctorate is
three years. For all postgraduate degrees, supervisors must find two (2) external
examiners (three (3) examiners in all). Copies of thesis and field reports must
be provided by the student for the two (2) examiners, for the supervisor, and
for the Academy Librarian. Examiners look for evidence of good comprehension

26. in the field chosen, key references consulted, good research planning, and excellent ex-
pression and clarity. At doctoral level, evidence of original thought and clear results should
be the aim.
It is wise to have any thesis read for literacy and clear expression before forwarding
to the supervisor and examiners, only one of the three being from the Academy. All
examiners report to the supervisor, who informs the academy and the student of the
result. Supervisors may have to write the thesis from dictation if illiterate graduates are
involved.
Postgraduate degrees call for careful work and pre-planning, wide reading, careful
expression, clear illustrations, and correct referencing. Theses are normally 20 to 100
typed pages; lean work (no waffle or general opinions) is appreciated, to the extent that
no adjectives should be used or unsupported statements offered.
Examiners fees must be met (usually Aust$500 to Aust$1,000); fees can be waived,
but one should not expect this to happen.
Registration of the degree, listing of the thesis, and provision of degree documents
by the academy will cost Aust$100.00.
(A photocopy of these theses are to be available, for a charge covering copying and
postage, from the Academy Librarian).
If any thesis carries sensitive material, students may request that such thesis are
restricted for access for a stated period of years, or until patents are obtained.

27. Correct Referencing
For books: if there are 3 or less authors, all names are given in full. If there are more
than three, the first author is listed and the Latiriphrase etalia (and others) added. If one
author is a woman, a full first name is given.
Example:
SMITH, R.J. and Helen JONES, 1993.
The Role of Tree Ants in Pest Protection of Lemons in China
Scientica Sinica Vol. 5 No 8, 1993.
Note the above sequence:
Author(s), Date.
Title of the Article or Book (italic script or underlined)
Publisher or Journal
If a newspaper article, (no author given) is quoted, reference as follows:
Ants Eat Citrus Pests in China.
The Chinese Farmers Journal Vol 5 No 1, 1994
FIELDS FOR THESES AND PROJECTS
The following fields have been the basis of diplomate work, and form an indication
of the areas that can be covered by degree students for applied or theoretical
degrees. Applied degrees are weighted to field projects; academic degrees are
weighted towards research.
1) Education: This includes special education, education via electronic media, or
the development of educational aids.
2) Media: Many students are developing information systems based on film,
photo libraries, print or electronic systems, and some have succeeded as journalists.
Authors producing a significant thesis or finding in any area of research indicated here
may submit for a degree.
3) Site Development: This indicates work on a farm or village over a long period,
working to develop a Permaculture system or community facility or project.
4) Site Design: People acting as consultants to a variety of projects, rural

28. and urban, may submit for applied degrees. Planners and consultants for projects in
Permaculture.
5) Community Services: For those devoting their time, often with great hardship,
to populations in poverty, fourth world (tribal peoples), disadvantaged or aged groups,
and to people in urban and rural poverty.
6) Finance and Business: Developing and promoting local employment,
non-monetary exchange, cash recycling in community, cooperative endeavours, models
of development, and cost benefit analyses of real projects, accounted financially, socially,
and environmentally.
7) Technical Development: People developing technical systems in transport,
energy, processing systems, recycling, conservation systems or efficient appliances.
8) Resource Development: Making supporting resources available via land banks,
plant or seed resources, livestock development, contract services and other essential
support systems.
9) Architecture and Building: Completion of projects demonstrating low cost
and energy-efficient housing and special purpose buildings, or the construction of
villages and suburbs.
10) Research: A broad category, covering all Permaculture-related areas;
a blend of the practical and theoretical is ideal.
FORMAL REGISTRATION OF ACADEMIC CENTRES
Any formal (Parliamentary Act, with a Vice Chancellor.
Royal Decree, Foundation Trust)
registration of this Academy by We certainly do not lack
Permaculture Academy members or integrity or credibility as an
Academicians in any country should organisation, and this is the last step to
be notified to the Librarian, and such our status as a professional
registrations should be actively sought. organisation, open to all of us and
No matter where such formal or operated by ourselves, under our own
legal systems are established, they academic umbrella. Like the extant
can act for all field centres or all regions system of itinerant teachers, we will

29. maintain a power-free, multinodal, non-hierachical structure, based on the ancient ideas
of free people pursuing free enquiry, in line with our accepted ethics.
The writer is currently investigating formal status in a few countries, and will notify
as results come in, but all members should pursue these goals. Any academic with a
Permaculture training and a postgraduate degree can register the words ‘Permaculture
Academy’ locally, and set up regional services.
Any future contributions to this year-book would be appreciated by the editor. It will
eventually contain a guide to regional Vice-Chancellors and to residential courses.

30. OWNERSHIP OF THE COPYRIGHT
OF THE WORD “PERMACULTURE” (P.C.)
The word Permaculture was defined and copyrighted by publications in the Organic
Gardening and Farming Society’s newsletter in Hobart, Tasmania in 1975. The word
itself was coined by Bill Mollison, as no succinct word or publication had previously been
applied to whole system design. In 1978, the publication of Permaculture One estab-
lished the first book on conscious design of whole landscapes, and again established the
word Permaculture as unique. Ownership of the copyright is equally invested (by Bill
Mollison) in the Permaculture Institutes and its graduates from a Certificated Permacul-
ture Course. It cannot be given away except to graduates.
Copyright was deliberately sought, and the unique name coined so that this system
of education could not be pre-empted by existing institutions or government agencies, but
belongs to certificated individuals and Permaculture Institutes (as corporate bodies). The
intention of the copyright is to keep the educational area (with its considerable goodwill)
to those who know what a Permaculture course consists of! No person who is not a course
graduate can use this name for profit; all normal uses for purposes of reviews, discussion,
news items and so on is permitted, and graduates (but only graduates) of courses can
register for-profit enterprises or corporations using this name.
Likewise, Permaculture graduates who are appointed to or who belong to other
teaching institutions can teach courses; that institution itself, however, cannot use the
name for profit, or for raising funds, if its directors are not graduates, nor should any such
directors be appointed to Permaculture Institutes or their boards.
Non profit Permaculture associations freely use the name, as can any association of
people with a common interest in Permaculture, but not for paid or certificated courses.
Where non certificated teachers offer paid courses on Permaculture they have been
successfully challenged by several graduates, but also invited to attend a full course and to
later continue their teaching. Such pirate courses have been found to be more akin to
organic farming or ‘new age’ mysticism than applied design, so that the necessity for
copyright has been validated. This publication also clearly delineates the controls we
must demand for higher degrees, and gives additional facilitation to our graduates by the
establishment of a College of Graduates; in effect, a professional association of
experienced people.

31. TEXTBOOKS, CURRICULAE AND RESOURCES
The basic text for all curriculae and courses, and the overall definition of the scope
of Permaculture studies is:
MOLLISON, Bill, 1989.
Permaculture: A Designers’ Manual
Tagari Publications, Australia.
The chapter contents of this text lays out the curriculum of the basic 72 hour
Permaculture Design Course; students should check this outline with teachers or trainee
teachers giving courses, and should be familiar with the whole field covered in the text.
If teachers fail to cover the course contents, this Academy can be notified and will
forward any comments to teachers, or they can be sent directly to teachers by students.
This text will be updated periodically by the publishers, and at that time, feed-back
from students and teachers will be considered. Any substantial expansion of the text will
necessitate a two volume work in future editions.
Permaculture: A Designer’s Manual is available from:
Tagari Publications
31 Rulla Road, Sisters Creek Tasmania 7325 Australia
or from regional distributors and bookshops.
Other Recommended Texts and Resources.
FUKU0KA, M., 1978
The One Straw Revolution.
(Available from libraries)
FUKUOKA, M., 1985.
The Natural Way of Farming.
Japan Publications Inc., Tokyo & New York.
GEIGER, R., 1950.
The Climate Near the Ground.
Harvard University Press, N.Y.

32. HOWARD, Sir Albert, 1943.
An Agricultural Testament.
Oxford University Press.
KERN, K. and Barbara., 1977.
The Owner Built Homestead.
Charles Scribner’s Sons, N.Y.
KING, F.H., 1911.
Farmers of Forty Centuries: Permanent Agriculture in Cbina, Korea
and Japan.
Rodale Press, Emmaus, PA.
MOLLISON, Bill and Reny Mia Slay, 1991.
Introduction to Permaculture.
Tagari Publications, Sisters Creek, Australia.
SHOLTO DOUGLAS, J. and Robert de Hart., 1976.
Forest Farming.
Watkins, London.
SMITH, J. R., 1977.
Tree Crops: A Permanent Agriculture.
Devine-Adair, Old Greenwich.
TURNER, N., 1974.
Fertility Pastures and Cover Crops.
Bargyla and Gylver Rateaver, Paurna Valley, CA.
WAIT, K., 1973.
Principles of Environmental Science.
McGraw-Hill International.
YEOMANS, P. A., 1981.
Water for Every Farm / Using the Keyline Plan.
K. Yeomans, 18 Commodore Dr., Paradise Waters,
Queensland 4217, Australia.

33. THE ACADEMY LIBRARIAN
The Academy Librarian will be domiciled at the Permaculture Institute
and will offer a wide ranging service.
This service includes:
• Those matters referred to in this yearbook.
• A referral service to resources within the extensive global P.C. network.
• Compilation of bibliographies on topical areas.
• Supplying a search service of the reference material held by the Permaculture
Institute.
• General guidance to resource materials.
The Academy library contains a good collection of books, magazine articles,
published papers, and student theses, all specifically directed to Permaculture subjects.
While the Librarian will be available to assist and advise in all areas of study, we
encourage the use of local networks and libraries towards the creation of local resource
centres. Therefore we would like to be kept well informed of the extent of local resources
to enable us to create the most comprehensive service possible.
Students should become aware of the general search facilities provided by local
libraries and educational institutions, many of which have the capacity to search a wide
range of interconnected data-bases world wide.
The Academy will encourage the formation of Permaculture Resource Centres and
the Librarian will act as co-ordinator of all data accumulated throughout the
Permaculture network.
There will be fair fees for the services of the Librarian, and specific fees for your
request will be advised when your request is to hand. Note that all fees are devoted to
sustaining the salary of the Librarian, and to covering copying, postage and mailing costs,
certificates, and correspondence.

34. Search Requests
All requests should be sent to:-
The Librarian.
Permaculture Academy,
31 Rulla Road,
SISTERS CREEK TASMANIA 7325
AUSTRALIA
Requests should contain the followin&
• Name, Address, Telephone, Fax and Email (if available).
• The reference information required, giving general and specific subject areas in as
much detail as possible.
• The form in which you require this information, e.g. references to texts or journals
available in most libraries; photocopies of texts in the Academy Library; magazine
articles; contacts to people in your area; or contacts to people outside your area.
• What the information is required for, e.g. field work, courses, degrees, personal
use, etc.
• The date that this information is required by (be reasonable).

35. AN ETYMOLOGY
The meaning of key words used in this yearbook.
ACADEMY
An association of scholars or the study of integrated systems, for the
academics. Also a school of study purpose of better design and application
founded to promote a particular of such systems.
philosophy (e.g. Platonic philosophy).
Here, the philosophy or ethics are those CAMPUS
of Permaculture; the study and Latin for a field. Applied also to
development of sustainable systems for ‘a field of study’. Narrowly defined by
landscapes and settlements. some as enclosures within a college, but
here used as an area open to intellectual
PERMACULTURE enquiry.
A copyright word, owned as a
common copyright by the Permaculture DESIGN
Institutes and their graduates. Derived Restricted in the case of
from permanent and culture, as below. Permaculture, to integrated functional
design, thus the conscious and intentional
Permanent: From the Latin design of integrated systems. The
permanens, to remain to the end, to process of design is to place any
persist throughout. component of a system where it will best
connect to other components, when there-
(Latin; per through, manere to fore, its requirements are met, and its
continue). products used. It is the science of best rela-
tive placement of components in a plan
Culture: From the Latin cultura or pattern whose main function is to in-
cultivation of land, or the intellect. Now crease resources, conserve energy, and
generalised to mean all those habits, reduce or eliminate pollution or waste.
beliefs, or activities that sustain human
societies. SUSTAINABLE SYSTEMS
Restricted in Permaculture usage to any
Thus, Permaculture is the study of the system that provides or conserves suffi-
design of those sustainable or cient energy, over its normal life expect-
enduring systems that support human ancy, to build and maintain itself, and to
society, both agricultural and give a yield surplus to those requirements.
intellectual, traditional and scientific, Essentially, any system which amortisies
architectural, financial and legal. It is its costs in energy terms.

36. Application for a Diploma of Permaculture Design
(submit in English)
Applicant’s Name: (please print clearly)
.........................................................................................................................................
Postal Address:
............................................................................................................................................................
Permanent Address:
.....................................................................................................................................................
Where Permaculture Design Course was taken:..............................................................
Teacher(s):..................................................................................................................................……
Date of course: Month ............…………….. Year ………………………………..
Diploma is applied for in the following area(s) (no more than three subjects may be
marked):
! Education ! Finance and Business
! Media ! Technical Development
! Site Development ! Resource Development
! Site Design ! Architecture and Building
! Community Services ! Research
Evidence of Work: This may be forwarded as design reports, photographs, affidavits,
publications, field reports, records of employment, or any such supporting materials.
Only send documents, photographs, tapes etc you do not wish returned. Photocopies
are acceptable.
Please enclose Aust $75.00 application fee.

37. Application for Registration for a Degree with the Permaculture Academy
(submit in English)
Applicant’s Name: (please print clearly)
.........................................................................................................................................
Postal Address:
............................................................................................................................................................
Permanent Address:
.....................................................................................................................................................
Diplomas or Degrees already held:.................................................................................
(give list including Institutions awarding degrees and years awarded)
.....................................................................................................................................................
Past Fields of Study, Research or Particular Interest:...............................................……
Work or Employment History:.............................................……...................................
(if applicable) or C.V. (curriculum vitae) or ‘vital work history’
.....................................................................................................................................................
Local Degree Supervisor:
Name: ................................................................................................................
Address: .............................................................................................................
Local Vice-Chancellor or Registrar:
Name: ................................................................................................................
Address: .............................................................................................................
Expected Duration of Work: ................................................................................................
Enclose a short summary of the proposed area of study for the Academy Librarian.
Application fees: Bachelors Degree Aust$100.00; Post-Graduate Degree - Aust$200.00

38. Application for Academic Membership and Status of
Regional ViceChancellor
Applicants should write a short C.V., giving their fields of expertise, and areas of interest
and research. Essential to registration is an account of degrees and qualifications, years
degrees were obtained, and the name and location of the college or university where
studies were completed.
Applicants should include registration fees, as outlined in this yearbook, and give a clear
return address and contact data (telephone, fax, or EMail).
THE FRONT COVER
The motif is the great seal of the Academy, and will be applied to all
degree documents. It contains the five elements: earth, air, fire, water and
wood; also the Tree of Life, and the Rainbow Snake or Earth Shaper (a
metaphor for water flow and the forming of landscapes).
The motto “Ingenio Patet Campus” is Latin for the phrase “The Field Lies
Open to the Intellect”. This is a useful motto for integrated field design.
Both the motif and motto are the copyright of the Permaculture Institute
and the Academy.
The Permaculture Academy is an extension of the structure of the
Permaculture Institute and enquires may be forwarded, with a stamped
addressed envelope for replies (or a postal reply coupon) to:-
The Librarian.
The Permaculture Academy
31 Rulla Road
SISTERS CREEK TASMANIA 7325
AUSTRALIA
Email: tagariadmin@southcom.com.au