NATO Defense Education

Enhancement Program:
Military Institute Moldova
Assistance Visit
November 2009

Tasks

Education Policy

(slides 3-14)

Basic Course: PME coverage

(slides 16-23)

Senior Officer Course: design

(slides 24-33)

Format of briefing:
1.Task statement
2.Information about existing or proposed programs from the Mi
(very abbreviated)
3. Information from existing Western PME programs

Task # 1: Education
Policy
Review existing policy
Recommend needed adjustments
Basis: U.S. Officer Professional
Military Education Policy, and
appropriate NATO policy

Legislative Basis of the Military

Education
Bolognas Agreement (declaration) from 1999
establishment of the One-European space
of High Education
Law of education
Frame-Plan for the first cycle (Licensed
High Studies );
Licensed High Studies, 1st cycle (4 years,
240 transferable credits)

Legislative Basis of
the Military
Education (2)

- Education Law Nr. 547/21.07.1995;

- Republic of Moldova Law for national
defense Nr. 345-XV / 25.07.2003
- Military education concept
- Regulations for organizing of high
education for master degree
- National Security Concept
- Guidebook for warrant officers and
officers

Officer Professional Military

Education Policy
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Professional development is the product of a learning

continuum that comprises training, experience,
education, and self-improvement. PME provides the
education needed to complement training,
experience, and self-improvement to produce the
most professionally competent (strategic-minded,
critical-thinking) individual possible.
The Officer PME Continuum reflects the dynamic
system of officer career education. It identifies areas
of emphasis at each educational level and provides
joint curriculum guidance for PME institutions. It is a
comprehensive frame of reference depicting the
progressive nature of PME and JPME, guiding an
officers individual development over time.

PME Relationships
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009
PME conveys the broad body of knowledge and develops the habits of mind essential
to the military professionals expertise in the art and science of war. Functional
professional community development may not be appropriately applicable within the
scope of this policy. The PME system should produce:
(1) Strategically minded officers educated in the profession of arms who possess an
intuitive approach to joint warfighting built upon individual Service competencies. Its
aim is to produce graduates prepared to lead the envisioned force within a multiService, multi-agency, multi-national environment and able to participate in and
contribute to informed decision-making on the application of all instruments of
national power.
(2) Critical thinkers who view military affairs in the broadest context and are capable
of identifying and evaluating likely changes and associated responses affecting the
employment of military forces. Graduates should possess acuity of mind at the
highest level; gained as a result of a continuum of learning across a lifetime.
(3) Senior officers who, as skilled joint warfighters, can develop and execute national
military strategies that effectively employ the Armed Forces in concert with other
instruments of national power to achieve the goals of national security strategy and
policy in the air, land, maritime, and space physical domains and the information
environment.

PME Continuum

OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)

CJCSI 1800.01D 15 July 2009

PME Levels. The continuum relates five military educational

levels to five significant phases in an officers career. The
PME Continuum posits the production of the largest
possible body of fully qualified and inherently joint officers
suitable for joint command and staff responsibilities.
(1) Precommissioning. Military education received at
institutions and through programs producing commissioned
officers upon graduation.
(2) Primary. Education typically received at grades O-1
through O-3.
(3) Intermediate. Education typically received at grade O4.
(4) Senior. Education typically received at grades O-5 or
O-6.
(5) General/Flag Officer (G/FO). Education received as a
G/FO.

Commissioned Officer Professional

Development and Career
Management
Department
of the Army Pamphlet 6003
11 December 2007

15. Leader development overview

a. Leader development is the means for growing competent,
confident, self-aware leaders who are prepared for the challenges
of the future in combined arms Joint, interagency, interGovernmental, and multinational (JIIM) operations. Future force
leaders must be multifunctional, capable of supporting the range
of military operations within the JIIM environment, comfortable
with ambiguity, information systems literate, and capable of
intuitive assessments of situations for rapid conceptualization of
friendly courses of action. Through the leader development
process, the Army develops leaders with character and
competence for today and tomorrow to be trainers, role models,
and standard bearers. Leader development through progressive,
sequential, and continuous education and experience throughout
ones career benefits the Army and the leader.

Leader Development Domains

Department of the Army Pamphlet 6003
11 December 2007

Operational domain, leader development is principally gained through

firsthand combat and contingency operational experience, from lessons
learned, and from individual and collective training
Institutional domain provides standards based training and education that
develop Army leaders who are grounded in an ideal of Service to the nation,
instilled with a Warrior Ethos, have a common doctrinal foundation, are selfaware, innovative, adaptive, and are capable of taking initiative and
successfully operating as part of a Joint team in the range of military
operations within the contemporary operational environment. This domain
provides training on common Soldier tasks and selected critical tasks, and
leverages education and information technologies to develop, maintain, and
distribute training and educational materials for individual Soldier and unit
use. Institutional leader development builds on leaders operational
experiences and enables lifelong learning through resident and non-resident
schooling at Army, Joint, and civilian schools using live-virtual-constructive
training as a foundation for experiential learning.
Self-development is the third domain of leader development and an
essential component of lifelong learning.

Leader Development Domains (2)

Department of the Army Pamphlet 6003
11 December 2007

Leader development process

The three domains of leader development are institutional training, operational assignments, and
self-development. These domains define and engage a continuous cycle of education, training,
selection, experience, assessment, feedback, reinforcement, and evaluation. Learning,
experience, and feedback provide the basis for professional growth. Overall, the leader
development process enhances leader capabilities so leaders can assume positions of greater
responsibility. The over-arching priority of the leader development process is to develop selfaware and adaptive leaders of character and competence who act to achieve decisive results
and who understand and are able to exploit the full potential of current and future Army doctrine.
Domains of leader development
a. Institutional training. The institutional Army (schools and training centers) is the foundation
for lifelong learning. During institutional training, leaders learn the knowledge, skills and
attributes essential to high-quality leadership while training to perform critical tasks. When these
leadership dimensions are tested, reinforced, and strengthened by followon operational
assignments and meaningful self-development programs, leaders attain and sustain true
competency in the profession of arms. Institutional training provides the solid foundation upon
which all future development rests. Institutional training supports the progressive, sequential
education and training required to develop tactical competencies as well as the core dimensions
of leadership.
b. Operational assignments.
c. Self-development.

U.S. Officer
Education
System
Precommissioning
Lieutenants: Basic Officer Leadership Course three phases (BOLC II-III
about 4-6 months):
BOLC I: Pre-commissioning phase
BOLC II: Branch-immaterial course in small-unit leadership and
tactics
BOLC III: Branch technical phase to learn the specialized skills,
doctrine, tactics and techniques of their assigned branch.
Captains: Captains Career Course (CCC) (about 6 months)
Majors: Intermediate Level Education (ILE) two phases (about 4-10
months):
Common Core Ft Leavenworth for most Basic Branch officers;
Course Locations for others and for most Functional Area officers
Field Grade Qualification course Advanced Operations and
Warfighting Course (AOWC) at Ft Leavenworth for most Basic Branch
officers; others by Branch or Functional Area
Senior Lieutenant Colonels & Colonels: Senior Service College
(about 10 months)

Officer Development
Model
Joint and Expeditionary Competencies

Captain Major
Lieutenant Colonel
Colonel
LIFE LONG LEARNING
CIVILIAN
EDUCATION
Captains
Career
Intermediate Level Education
Senior Service College

Course

BASIC BRANCH

Branching then Basic Officer Leadership Courses

Lieutenant

Maneuver, Fires &

Effects
Operations
Support
Force Sustainment

AGILE/ADAPTIV
E LEADERS

Operational & Institutional Assignments

Joint, Inter-agency, Inter-governmental,

Multi-National Assignments, Exposure and
Experience
12
16
20

24

PME Models
Introduct
ory
Sample
programs:
Profession of
Arms

Intermediate

Senior

(USCGSC)

(USAWC)

C300
Operation
al Studies

Theater
Strategy
and
Campaigni
ng

C400
Tactical
Studies

Command,
Leadership,
Ethics, and
Management
Defense and
Security
Studies

C100
Foundatio
ns

L300
Leadershi
p

Strategic
Thinking

L100
Leadershi
p

F100
Forces
Manageme
nt

Strategic
Leadershi
p

C200
Strategic
Studies

H100
History

Theory of
War and
Strategy

H200
History

National
Security
Policy and
Strategy

Joint
Processes
and
Landpower
Developme
nt

Major blocks represent the core curriculum. In addition each course includes electives, major ex

Task # 2: Basic Course

Review existing curriculum
Recommend enhancements based on
existing programs (PME topics)
Profession of Arms
Command, Leadership, Ethics, and
Management
Defense and Security Studies

Basis: programs in Switzerland,

Netherlands and U.S. ROTC

MILITARY EDUCATION
Objectives:
Officers formation as:
leaders
professionals in the field (branch of service)
warriors
educators and managers
citizens

Graduation:
licensed diploma ;
promotion to a first officers rank and assigning him on an
officers first position;
acces to further education

THE CONCEPT OF SPECIALISTS

FORMATION

The Concept of Specialists Formation includes officers

competence from general domain of formation Military
specialty Infantry, which are:
Commander's competence (leader of military
organizations)
Competence as specialist of the military branch;
Competence as Warrior;
Competence as educator and educational manager;
Competence as Officer citizen.
All officers competences generate the quality of
commander (leader of military organizations).

The infantry officer's competences are expressed and

finalized in three essential qualities of the officer: to
know to be to do.

TRAINING PLAN
Didactic activities for lectures - practice
application ratio
Year I

Year II

Year III

Year IV

ore

ore

ore

ore

Number of
hours

1332

100

1224

100

1188

100

882

100

Lectures

526

39,48
9

544

44,444

472

39,730

452

51,247

Seminar

72

5,405

112

9,150

74

6,228

16

1,814

734

55,10
5

568

46,405

642

54,040

414

46,938

Laboratory /
Practice

Precommissioning
Education

OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)

CJCSI 1800.01D 15 July 2009

Precommissioning education focuses on preparing

officer candidates to become commissioned
officers. The curricula are oriented toward
providing candidates with a basic grounding in
the defense establishment and their chosen
Military Service, as well as a foundation in
leadership, management, ethics, and other
subjects necessary to prepare them to serve as
commissioned officers.

Precommissioning Education
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Learning Area 1 National Military Capabilities and Organization

(1) Know the organization for national security and how defense organizations fit
into the overall structure.
(2) Know the organization, role, and functions of the Joint Chiefs of Staff.
(3) Know the chain of command from the President and the Secretary of Defense
to the individual Service headquarters and to the unified commands.
(4) Know the primary missions and responsibilities of the combatant commands.
(5) Know the Military Services primary roles, missions, and organizations.
Learning Area 2 Foundation of Joint Warfare
(1) Describe the nature of American military power.
(2) Identify the values in joint warfare.
(3) Understand fundamentals of traditional and irregular warfare.
(4) Know how to access joint learning resources.
(5) Know the operational definition of culture; describe the relevance of regional
and cultural knowledge for operational planning; and explain the relationship and
importance of knowing ones own culture and anothers and the impacts on
human interactions, behaviors, and mission accomplishment.

CCJO Defined Leader Attributes

Develop innovative and adaptive
leaders down to the lowest
levels
Leaders who act on own authority
based on larger situational
awareness with appreciation for
the broader implications of their
actions
The Services must recruit,
develop, and reward leaders who
acquire and demonstrate these
skills.
Leader development, professional
military education in particular,
must specifically provide training
and education that facilitates
flexible and creative problem
solving.

Leader Attributes
COMPETENT

FM 3.0
Competent in core
competencies

Broad enough to operate across

spectrum of conflict
Able to operate in JIIM
environment and leverage other
capabilities
Culturally astute an able to use
this to conduct operations
innovatively
Courageous enough to see and
exploit opportunities
Grounded in Army Values and
Warrior Ethos
DELIVERABLES

Train and Educate to.

Respond immediately to orders
React to any form of contact
Fire and maneuver
Report
Integrate combined arms
Integrate joint fires
Collect and distribute intelligence
Synchronize logistics support
BROAD
Organize, train, and equip to push C2 to the edge to enable small
units
Include offense, defense, stability operations in each training task
Train and educate against hybrid scenarios
Train and educate to adapt to convergence of O&I central training
database
Ensure broadening experiences at operational, strategic, and
interagency level
Learn to understand the problem firstpractice Design and MDMP
JOINT, INTERAGENCY, INTERGOVERNMENTAL, MULTINATIONAL
Train, educate, and serve with JIIM partners
ASTUTE
Implement Army Culture and Foreign Language Strategy (ACFLS)
Train and educate to operate with coalition forces
Train and educate to advise and assist indigenous forces
SEE AND EXPLOIT
Learn to think 2 levels up
Practice uncomfortable decentralization by seniorsand risk to
maintain initiative by subordinates
Learn to anticipate transitions and develop options for alternative
futures

Task # 3: Senior Officer

Course
Review objectives for course
Develop initial design and follow-on
implementation roadmap
Basis: Primary guide is the US Army
Command and General Staff College
curriculum

SPECIALIZATION AND DURATION OF

MASTER DEGREE EDUCATION, LEVEL II
SPECIALIZATION
SCIENCE BASIS AND MILITARY ART
NATIONAL SECURITY BASIS
DURATION

Duration - 1.5 year

Number of credits transferable for education 90
Number of hours - 2700
Number of hours for direct contact - 630
Number of hours for individual study 2070
COMPONENTS PONDERACY IN EDUCATIONAL PLAN
research

professional

Fundamental course units

20-30 credits

15-25 credits

Specialty course units

20-30 credits

25-35 credits

Practice

10 credits

10 credits

Master thesis

30 credits

30 credits

Intermediate Education
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Intermediate education focuses on warfighting within

the context of operational art. Students expand their
understanding of joint force deployment and
employment at the operational and tactical levels of
war. They gain a better understanding of joint and
Service perspectives. Inherent in this level is
development of an officers analytic capabilities and
creative thought processes. In addition to continuing
development of their joint warfighting expertise,
they are introduced to joint plans, national military
strategy, joint doctrine, joint command and control,
and joint force requirements.

Intermediate Education
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Learning Area 1 National Military Capabilities, Command Structure, and

Strategic Guidance
a. Comprehend the capabilities and limitations of U.S. military forces to conduct
the full range of military operations in pursuit of national interests.
b. Comprehend the framework within which joint forces are created, employed,
and sustained in support of JFCs and their component commanders.
c. Comprehend the purpose, roles, functions, and relationships of the President
and the Secretary of Defense, National Security Council, Homeland Security
Council, Chairman of the Joint Chiefs of Staff, Joint Chiefs of Staff, combatant
commanders, JFCs, Service component commanders, and combat support
organizations or agencies.
d. Comprehend joint force command relationships.
e. Comprehend how the U.S. military is organized to plan, execute, sustain, and
train for joint, interagency, intergovernmental, and multinational operations.
f. Comprehend strategic guidance contained in documents such as the national
security strategy, the Quadrennial Defense Review, national military strategy,
Guidance for Deployment of the Force, and Guidance for Employment of the
Force.

Intermediate Education
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Learning Area 2 Joint Doctrine and Concepts

a. Comprehend current joint doctrine.
b. Comprehend the factors and emerging concepts influencing joint doctrine.
c. Apply solutions to operational problems using current joint doctrine.
d. Comprehend the interrelationship between Service doctrine and joint doctrine.
e. Comprehend the fundamentals of traditional and irregular warfare.
Learning Area 3 Joint and Multinational Forces at the Operational Level of War
a. Comprehend the considerations for employing joint and multinational forces at the
operational level of war.
b. Comprehend the interrelationships among the strategic, operational, and tactical levels
of war.
c. Comprehend how theory and principles of war pertain to the operational level of war
across the range of military operations to include direct and indirect approaches.
d. Comprehend the relationships among national objectives, military objectives and
conflict termination, as illustrated by previous wars, campaigns, and operations.
e. Comprehend the relationships between all elements of national power and the
importance of the whole of government response, multinational cooperation, and building
partnership capacity in support of homeland security and defense.
f. Analyze a plan for employment of joint forces at the operational level of war.

Intermediate Education
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Learning Area 5 Joint Command and Control

a. Comprehend the C2 options available to joint force commanders.
b. Comprehend the factors to include mission objectives, forces available,
and associated capabilities that support the selection of a C2 option.
c. Comprehend the opportunities and vulnerabilities created throughout the
range of military operations by reliance on networks and information
technology in cyberspace.
Learning Area 6 Joint Operational Leadership
a. Comprehend the skills needed to lead a joint, interagency,
intergovernmental, multinational task force in accomplishing operationallevel missions across the range of military operations, to include traditional
and irregular warfare.
b. Comprehend critical thinking and decision-making skills needed to
implement change and sustain innovation.
c. Comprehend the ethical dimension of operational leadership and the
challenges that it may present.

Intermediate Education
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Learning Area 4. Joint Planning and Execution Processes

a. Comprehend the relationship among national objectives and means available
through the framework provided by the national level systems.
b. Comprehend the fundamentals of joint operation planning.
c. Comprehend the mix of joint functions appropriate to an operational planning
problem.
d. Comprehend how IO and cyberspace operations are integrated at the operational
level.
e. Comprehend the effect of time, coordination, policy changes, and political
development on the planning process.
f. Comprehend the roles that factors such as geopolitics, geostrategy, society, region,
culture, and religion play in shaping planning and execution of joint force operations
across the range of military operations, to include traditional and irregular warfare.
g. Comprehend the role and perspective of the combatant commander and staff in
developing various theater policies, strategies, and plans, to include weapons of
mass destruction/effects (WMD/E); IO; cyberspace operations; Stability, Security,
Transition and Reconstruction (SSTR); intelligence; logistics; and strategic
communication.

The New ILE Program

(U.S. CGSC)
Aug/Feb
Dec/Jun
Jun/Dec
100%
Active
Army
Majors

70%
(Branch
Officers)

30%
(Other than
Branch
Officers)

ILE Common Core

AOC
Advanced Operations Course

+Branch Officer Credentialing Course

Joint Warfighting
Strategic/Operational/Tactical

Resident Program

Current Initiatives

Ft Leavenworth
1,416 Students AY
09/10
1,536 Students at end
state

Blended Learning (BL)

site at Ft Leavenworth
AOC by DL

ILE Common Core

Joint Warfighting
Strategic/Operational/Tactical

Follow-on Credentialing
Course Based on
Functional Area

Satellite Campus Location Program Distance Education Programs

FY 05 implementation
TASS - 1,400 students world-wide
4 Sites (Ft Belvoir, Ft Gordon, Ft Leeand
Advanced Distributed Learning 3,100 stude
Redstone in Jan 2010)
70% of all students attend through TASS and
12 annual iterations
Faculty development key to TASS success
768 students

Core/AOC Curriculum
Oct

Nov

C600 Planning

C500 Joint
Functions

C400 Doctrine

C300 JIM
Capabilities

P900

C100 Foundations
C200 Strategic
Environment

ILE CORE

De
c

Jan

Fe
b

AOC

O100
Campaign
Planning

O200 O300
Force FSO
Gen

EX

MCO
EX

Ma
r

Ap
r

May

Electives
IW Session 1Session 2
EX
Eagle
Owl

*SOF / Service Instruction

F100 Force
Management
H100 History
L100 Leadership

Jun

Graduatio
n

Sep
t

WINTER
BREAK

Aug

H200 / H300 History

192
Electives

L200 Leadership

Master in Military Art and Science Selected Students

P900 Components: P910 3 Weeks IMS; P920 On-Line Course All; P930 8 Days
Sister Service/IMS/Non-Ops
32

Back Up

Intermediate Education
OFFICER PROFESSIONAL MILITARY EDUCATION POLICY (OPMEP)
CJCSI 1800.01D 15 July 2009

Learning Area 1 National Military Capabilities, Command Structure, and

Strategic Guidance
a. Comprehend the capabilities and limitations of U.S. military forces to
conduct the full range of military operations in pursuit of national interests.
b. Comprehend the framework within which joint forces are created, employed,
and sustained in support of JFCs and their component commanders.
c. Comprehend the purpose, roles, functions, and relationships of the President
and the Secretary of Defense, National Security Council, Homeland Security
Council, Chairman of the Joint Chiefs of Staff, Joint Chiefs of Staff, combatant
commanders, JFCs, Service component commanders, and combat support
organizations or agencies.
d. Comprehend joint force command relationships.
e. Comprehend how the U.S. military is organized to plan, execute, sustain, and
train for joint, interagency, intergovernmental, and multinational operations.
f. Comprehend strategic guidance contained in documents such as the national
security strategy, the Quadrennial Defense Review, national military strategy,
Guidance for Deployment of the Force, and Guidance for Employment of the
Force.

U.S. Army
Training/Education
Army Training / Education / Policy
Required

BOLC*

CCC

ILE +

PCC

SSC

BCDP

Bachelors* Degree

Opportunities

Advanced Civilian Education

*BOLC and Bachelors Degree

are required by law.
+ILE has statutory implications
(JPME I)
Promotion & Selection Policy