The HVAC/R Industry has developed over the last 40 years a number of educational programs for the direct benefit of technicians.  

All of these programs are Governed, Owned, Operated, Developed and Support by the HVAC/R Industry (The GOODS Principle).

The GOODS Principle

Governed by the Industry to assure all parties have a voice in the operation and structure of the programs that make better technicians.
Owned by the Industry so that no one party can reap financial benefit from the actual programs.
Operated by the Industry so there is inclusive open consensus of the programs
Developed by the Industry to enhance and raise the skills of the technician.
Supported by the Industry to maintain the financial stability of the technician programs.
The benefit of The GOODS Principle is a better trained, knowledgeable and professional HVAC/R workforce and improved service and reliability for customers. .

The Evolution of HVACR Technical Education

The foundation for modern education in the HVAC/R industry was created by the Air Conditioning and Refrigeration Institute (ARI) in its groundbreaking Industry Curriculum Guide originally called the Suggested Secondary School Course Guide, which dates to 1967. This guide is the foundation for education in the HVAC/R Industry. Updated as the ARI Curriculum Guide in 1989 and again in 1995, this foundation has continued to serve the industry identifying the knowledge, skills and competencies for HVAC/R technicians.

A second valuable development in the education of HVAC/R technicians was the Industry Competency Exam (ICE). Using the Industry Curriculum Guide, industry professionals representing manufacturers, contractors, distributors and educators, developed the first entry level exam identifying the scope of knowledge technicians seeking a career in the HVAC/R Industry should have. Maintained once a year, through the ICE Construction Committee, the exam remains a valid test for entry level technicians. 

The third important development was the ARI Teachers Workshop. Started in 1996 to help the HVAC/R instructional community remain current on educational developments and share educational methodologies, the ARI Teachers Workshop raised the bar for entry level HVAC/R technicians. In 2005, the teacher workshop was expanded and renamed, the HVAC/R and Plumbing Instructors Workshop (IW). It, nevertheless, continues to have the same goal

In concert with the development of the Teachers Workshop, educators banded together to form The Council of Air Conditioning and Refrigeration Educators (CARE) to promote the sharing of ideas on a continual basis instead of only once a year during the workshop.

The fourth significant development in the education of technicians was the NATE program.  Started in1997 as the HVAC/R Industry’s Technician Certification Program, NATE is a valid, reliable, defensible and widely respected certification protocol for the seasoned technician in the HVACR Industry. Joining the NATE coalition in 1999, the Air Conditioning Contractors of America (ACCA) and the Refrigeration Service Engineers Society (RSES) enhanced the program and continued the industry philosophy of self governance and raising the standards for HVAC/R technicians. Coalition partners continued joining NATE with Sheet Metal and Air Conditioning National Association (SMACNA) and Sheet Metal Workers International Association (SMWIA) becoming part of the coalition in 2001. In 2006 the United Association (UA) joined the NATE Technical Committee. 

The creation of the Partnership for Air Conditioning, Heating and Refrigeration Accreditation (PAHRA) was the fifth important development in the industry’s continuing pursuit of excellence. Developed to provide programmatic accreditation for the HVAC/R education programs, PAHRA was formed by industry educators. The accreditation standards developed by PAHRA were reviewed by the ICE Committee to ensure they would produce highly qualified entry level technicians.

And in January 2008 the UA, PAHRA, ICE and NATE signed a Memorandum of Understanding giving students graduating from PAHRA Accredited programs using the ICE and NATE Certifications advanced status in the union.

Banded together under The GOODS Principle, all of these programs are committed to reviewing, maintaining and improving the educational standards for HVAC/R technicians. Three of the programs PAHRA, ICE and NATE (The PIN Process) directly relate to improving Industry education programs by establishing the accreditation standards for the programs, setting the entry level criteria and proving the seasoned technician skills necessary with NATE’s Job Task Analysis.