NATO EXPLOSIVE ORDNANCE DISPOSAL CENTRE OF EXCELLENCE

Transcription

1 NATO EXPLOSIVE ORDNANCE DISPOSAL CENTRE OF EXCELLENCE Olbrachtova 5, Trencin, Slovakia Tel: +421 (0) Fax: +421(0) Web: EDUCATION & INDIVIDUAL TRAINING QUALITY ASSURANCE POLICY

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3 TABLE OF CONTENTS Acknowledgement THE NATO EOD COE EFFORT IN QUALITY OF EDUCATION AND INDIVIDUAL TRAINING Policy Statement Implementation of the QA policy POLICY AND PROCEDURES EOD COE Mission and Vision Quality standards Quality Strategy Organization of the Quality System Educational Business Model Quality AssuranceManagement Review APPROVAL, MONITORING AND REVIEW PROCESS OF PROGRAMMES Analysis and Development Criteria Curriculum Design and Development, Educational standards Curriculum Implementation Instructional Process and Curriculum Evaluation ASSESSMENT OF STUDENTS Assessment strategy Grades Assessment plan Assessment concept QUALITY ASSURANCE OF FACULTY AND STAFF LEARNING RESOURCES AND STUDENT SUPPORT Material resource management Course admission and seat allocation COMMUNICATION AND INFORMATION SYSTEMS Information management Communication plan Information Systems ii

4 8.PUBLIC INFORMATION. 40 List of abbreviations Annexes: A. Annual Quality Assurance Plan B. Course QA Battle Rhythm C. Course Evaluation Template D. Series of Course Evaluation E. Student Info Guide F. Resource Management Check list G. Education and Individual Training Landscape H. Instructor Management and Mobile Training Teams Concept I. Instructors Performance Evaluation J. Personnel Development Program K. E&T Communication Plan L. Annual Quality Assurance Report Key Performance Indicators M. List of EOD COE SOPs iii

5 List of Figures and tables Figure 1. The NATO EOD COE QA System within structure..... Figure 2. Global Programming Framework..... Figure 3. NATO EOD COE s approach to curriculum design..... Figure 4. Conducting E&IT..... Figure 5. The NATO EOD COE Course Quality Assurance Cycle..... Figure 6. The minimum of QMT for CRE..... Figure 7. QA Evaluation Process..... Figure 8. Course Feedbacks and Evaluation Process..... Figure 9. Instructors' and support staff preparation and assessment..... Figure 10. IKM functional hierarchy Table 1. E&T processes subject to Quality Assurance and Quality Control checks Table 2. Depth of Knowledge Table 3. Bloom's Taxonomy Table 4. Guidelines for course evaluation iv

6 ACKNOWLEDGEMENT A COE is a nationally or multi-nationally sponsored entity, which offers recognised expertise and experience to the benefit of the Alliance, especially in support of transformation. A COE is not part of the NATO Command Structure (NCS), but forms part of the wider framework supporting NATO Command Arrangements (NCA). COE definition Shortly after the Istanbul summit 2004 the Slovak Republic assumed the role of Lead Nation for Explosive Ordnance Disposal and Consequent Management within CNAD Defence Against Terrorism Programme of Work (CNAD DAT POW). In 2005 and 2006, internal expert and political levels talks were held in the Slovak Ministry of Defense in order to analyse the ability and define options of establishment of the Explosive Ordnance Disposal Centre of Excellence (EOD COE) within the Slovak Armed Forces structure. The EOD COE as most of the NATO COEs is established on MCM Concept for Centres of Excellence principles where Slovakia as a Framework Nation with the contribution of the Sponsoring Nations Czech Republic, France, Hungary, Poland and Romania established the Explosive Ordnance Disposal Centre of Excellence on 1 October When viewed individually, each COE is independently governed by Sponsoring Nations, on a voluntary basis, and focused on a niche area to strengthen current and future capabilities. When viewed globally, the COEs form an impressive force of knowledge and expertise critical to the strategic objectives of the Alliance. These talented staffs serve not only for enhancing NATO's transformational goals, they also form a network supporting national defence priorities and operate as liaisons with many international organisations, non-governmental organizations, academia and industry. The EOD Centre of Excellence was accredited as a NATO Centre of Excellence with the status of an international military organisation upon North Atlantic Council endorsement on 28 April 2011 and thus became part of the NATO COEs family as the 16 th unique Centre of Excellence. In NATO effort in transformation, the NATO EOD COE is chartered by its concept, doctrine development, training and education, technologies development, and lessons learned. These enablers shaping the NATO EOD COE mission and vision have matured into enduring costeffective models for multi-national solutions. During the ACT Periodic Assessment Visit in December 2014, the NATO EOD COE reaffirmed its excellence as a result of its systematic approach to NATO. The NATO EOD COE meets the Military Committee approved criteria for accreditation and assures continued NATO accreditation status for the next three years. Page 5 of 44

7 1. THE NATO EOD COE EFFORT IN QUALITY OF EDUCATION AND INDIVIDUAL TRAINING The purpose of this document is to describe the NATO EOD COE Quality Assurance Policy and Strategy. It is applicable for training provided internally at the NATO EOD COE as well as for external training support and support in the COE role as the Subject Matter Expert in EOD matters within NATO and NATO partners community. The NATO EOD COE main effort is to attain the highest quality in Education and Training by continuous quality improvement of existing and developed deliverables, which is reinforced by Lessons Learned, Concepts Doctrines Development and EOD applicable technologies. In order to meet required level of quality, the NATO EOD COE, sets up processes and procedures which are publicly available and reflect NATO common understanding in minimum criteria for Quality Assurance System. These processes and procedures are key subject matters of the NATO EOD COE Education and Individual Training Quality Assurance Policy, which is the property of the NATO EOD COE, it is not classified and is applied for official use only Policy Statement The historical and present evolution of armed conflicts is influenced by insurgent groups dissatisfaction with a political, economic or religious master ship. These factors of the enemy activities are reflected by enemy practiced Technics, Tactics and Procedures, which remains and dictates the Explosive Ordnance Risk and Threat Assessment, in which the NATO and coalition forces must be facing to. Nevertheless, the Explosive Ordnance (EO) contamination is presented by NATO and coalition forces as remnants of war during and after sudden military operations. The EO is defined as all munitions containing explosives, nuclear fission or fusion materials and biological and chemical agents. This includes bombs and warheads; guided and ballistic missiles; artillery, mortar, rocket and small arms ammunition; all mines, torpedoes and depth charges; pyrotechnics; clusters and dispensers; cartridge and propellant actuated devices; electro-explosive devices; clandestine and improvised explosive devices; and all similar or related items or components explosive in nature. In order to reduce the number of NATO and coalition forces casualties in potential EOD accidents due to unskilled, non-professional manipulation with EO, there have been developed a number of training activities by NATO nations which increase their and partnering units force protection and freedom of manoeuvre once they are operating in a low or high threat environments. As a solution in countering EO risk and threat, the NATO EOD COE contributes to Alliance transformation and its operational efforts through the EOD expertise and developing of NATO-wide tactics, techniques and procedures while remaining current in technical development. Page 6 of 44

8 To meet the analysed NATO requirements in the EOD area, the NATO EOD COE implements internal quality management and cooperates with Allied Command Transformation (ACT) as the NATO s responsible Strategic Command for training and courses quality assurance Implementation of the QA policy In response to the NATO identified requirements on E&T, which are transferred and estimated by the NATO assigned Requirements Authority of the particular military disciplines, any improvement of the NATO EOD COE in E&T will be annually discussed during the Annual QA conference and then implemented. The QA policy and its implementation improvement process have to reflect all of the changes and identified shortfalls within the NATO QA policy as well as changes in the NATO EOD COE structure, manning, and the EOD COE internal documents (e.g. SOP). This process of the QA policy improvement will be conducted by the QMT, monitored by the Command Group and will be annually culminated during the Annual QA conference. 2. POLICY AND PROCEDURES 2.1. EOD COE Mission and Vision Mission The role of the NATO EOD COE in the evolution of EOD requirements is assigned by the Functional Memorandum of Understanding, which refers to the NATO EOD COE mission as follows: The EOD COE mission is to support and enhance the NATO transformation and operational efforts in the field of EOD. The COE is designed to perform tasks in support of the COE mission pillars, including: Lessons Learned and Analysis Education and Training Concept and Doctrine Development and Experimentation Standardisation and Expertise Technologies, Research & Development Within the pillars the NATO EOD COE: collects, stores and analyses EOD operational lessons provides multinational hub for information sharing and comparison organise and hosts symposia and seminars provides C2 pre-deployment training and EXER, if required provides premises for EOD training classes provides support and consultation to NATO EXER Page 7 of 44

9 maintains working group knowledge in NATO standards amends and revises NATO normative assists in identification and harmonisation of EOD multitude training supports trials and experimentation in new EOD capabilities The way the EOD COE influences, interacts, develops and promotes identified evolution requirements on EOD domain is scoped in the EOD COE Long Term Vision: To be NATO`s catalyst for improvement and transformation of EOD. The NATO EOD COE has utilized EOD knowledge and experimentation for Sponsoring Nations and NATO capabilities as a: promoted Subject Matter Expert (SME) on EOD matters, institution merging together EOD experts and knowledge for interagency cooperation within a comprehensive NATO strategic and operational approach to Force Protection, Counter Improvised Explosive Device and Military Engineering doctrine and policy Quality Standards a. The EOD COE follows the principles of Education and Training Directives 75-2 and for Course Development and Course Documentation. The process typically starts with the corresponding Training Needs Analysis (TNA) to address a training deficiency identified in the Training Requirement Analysis (TRA) of a specific discipline or by Joint Force Trainer. b. The EOD COE adopts the System Approach to Training (SAT) model to analyse, design, develop, implement and evaluate existing (including course out of NATO source) or new courses. (Annexes C and D). c. During courses, all students, instructors, and all involved are obliged and required to support applicable safety principles as stated in Chapter 5 of the NATO Allied Tactical Publication ATP- 72(A) EOD Operations on Multinational Deployment, and make safety and health part of their daily routine. Following safe work methods and relevant regulations should ensure that any health risk for course participants is mitigated when working and dealing with explosive ordnance because of their inherent dangerous nature. Gradual understanding and practical application of safety regulations is achieved and maintained by exploitation of these tools and procedures: Classroom indoctrination. During this phase student become familiar with the NATO doctrines and procedures for EOD. Briefing on safety precautions with respect to national safety regulations and explosives and dangerous material. Page 8 of 44

10 Practical training. During this phase, students will be provided with demonstrations how to complete a task successfully and safely. d. The safety of students and instructors requires the implementation of specific control measures to reduce the risk inherent in handling of explosives. The institution and the student are both responsible for implementing and maintaining safety measures that will ensure the 100 per cent safety of learners, faculty and staff Quality Strategy The aim of the quality strategy is to support systemic approach to education and training in line with NATO doctrine, policies and directives development, where responsibility to meet quality is clearly defined, and applied by the NATO EOD COE stakeholders. The quality strategy enhance policy with monitoring, revision and best practices implementation which have been observed during evolution of deliverables, available as a product to Sponsoring Nations, NATO as well to NATO partners. The policy resolves sustainment and development in quality of E&T by promoting course directors, instructors, guest speakers and student s guidelines and tools for effective work on quality Organization of the Quality System In order to deliver the NATO EOD COE deliverables as an institution, the Quality Assurance within the NATO EOD COE is recognized as the responsibility of all staff members. The particular responsibilities of the NATO EOD COE QA process are tracked by the NATO EOD COE stakeholders as follows: a. The NATO EOD COE Quality Management Team (QMT) ensures the implementation of QA processes and procedures. It supervises their monitoring and effectiveness at intervals referring to the review of the Annual Quality Assurance Plan (Annex A) and approves corrections, if required. This QMT consists of the NATO EOD COE Director as a supervisor and is led by the Deputy Director, supported by the Chief of Staff, Heads of Department, Branch Chiefs and Course Directors (CD). Once a year, the QMT submits a written annual QA report to the Steering Committee as it is in line with Bi-SC Para 3-12 (SACT HQ DCOS JFT Annual Quality Assurance Report). The annual QA report itself monitors, analyse and evaluates the Key Performance Indicators (KPI) which are content of Annex Page 9 of 44

11 Figure 1: The NATO EOD COE QA System within structure b. Director of the NATO EOD COE is responsible for the implementation and procedures of the E&IT QA policy through the C2 (as depicted in Figure 1). c. Deputy Director is responsible for the QA process within the centre. Chairs the QMT meetings (regular and Annual QA conference). Supervises and coordinates the annual Quality Assurance Plan (Annex A) in the framework of the NATO EOD COE s program of work. Monitors the completion of planned QA steps. Approves the annual training plan for COE s instructors as proposed by the Head of EOD Development Department. d. Head of Education and Training Department appointed as QA Manager (QAM) within EOD COE. Is responsible for QA process in EaT Department. Is responsible for the overall preparation and conduct of the Quality Assurance Process. Oversees process QA policy and strategy management review. Identifies performance deficiencies for every series of courses during Analysis. Conducts Internal QA on instructional processes. Leads the evaluation of the quality of the training and the performance of measurement of instructors and students. Oversees SAT model implementation during Curriculum designing. Page 10 of 44

12 Oversees SAT model and standards for course documentation during Curriculum Development. Supervises Education and Training planning, Curriculum implementation, and Course Certification. Supervises Students Evaluation process and Instructors Evaluation process. Oversees Faculty Development (including proposing the annual training plan for COE s instructors). Supervises Communication plan. Oversees Quality Research/ continuous improvement. Oversees and coordinated the preparation of Course QA Battle Rhythm, and monitors, updates and improves the operational procedures as required. Organizes annual QA conference. e. Head of Education and Training Branch Leads process QA policy and strategy management review. Applies internal QA on instructional processes. Identifies performance deficiencies for every courses iteration during analysis. Supports Measurements and Assessment process. Identifies training solutions and design training during curriculum designing. Leads draft and update of Course Curriculum. Leads Education and Training planning, and Curriculum implementation. Applies Course Certification in his duties (i.e. CCD preparations). Verifies Students Evaluation process. Applies Instructors Evaluation process. Assists (proposes) Faculty Development. Leads Communication plan development. Leads Quality Research/ continuous improvement. Prepares the annual Instructors Training Plan Is also responsible for all steps specified in the relevant Course QA Battle Rhythm. In cooperation with QAM coordinates the preparation of Course QA Battle Rhythm and monitors, updates and improves the operational procedures as required via chain of command. Is responsible for the Course Curriculum design based on SAT as well as to Page 11 of 44

13 adhere to the Generic Course Battle Rhythm described in Annex B. Is responsible for allocation of required SME support (i.e. syndicate mentors, lectures, instructors, etc.) to the courses provided or directed by the COE in collaboration with the Heads of Departments. Endorses particular course final reports, including Lessons Learned (LL) and best practices observed, and implemented before, during course implementation as well recommended steps for the next course continuous quality improvement. Chairs the instructors needs coordination meeting and prepares the training plan for COE s instructors (to be approved by the Command Group). Prepares the annual training plan for COE s instructors. f. Head of NATO E&T Branch Coordinate the implementation of MILENG Discipline STP, TRAs, TNAs and DAPs into design, development and provision of NATO EOD COE E&T products in EOD area between NATO EOD COE and MILENG Discipline DH Manage the NATO EOD COE`s Courses Certification within the NATO Global Programming framework g. Head of Transformation Support Department h. Course Directors Supports the QAM in the quality management monitoring, measurement and assessment of instructors and students and the identification of performance deficiencies, to each course iteration and series of courses via available assets in LLAB. Conducts surveys focused on course curricula effectiveness and applicability. Inputs for surveys are collected from the course attendees and their national authorities, 6 months after course completion. Are responsible for executing Course QA Battle Rhythm, for the running of course and for ensuring that all quality assurance steps specified in those plans are observed and applied. All staff participating or contributing to a course share the responsibility for identifying and reporting any quality issues and for recommending corrective actions. Participate in the kick-off instructor needs coordination meeting and state the instructor training need for the following training cycle. Supported by the Education and Training Branch, they select SMEs, instructors and ensure that the latter are provided with the most current and updated version of the Learning Objectives and Lessons Plan. Page 12 of 44

14 Support the QAM in adhering to the General Course Battle Rhythm. Collect in an organized way student test/performance assessment, instructors critique forms, student critique forms and his Lessons Identified (LI) during the course. These sources of information support the LLAB after the completion of the course. Prepare the final reports which will include the Lessons Learned (LL) and best practices observed, implemented before, during course implementation, as well recommend steps for the next course continuous quality improvement. i. Head of Technologies Department Supports training efforts via collecting relevant data about EOD technologies, EOD equipment with focus on new trends in EOD technologies development, which is utilized for particular courses and trainings. Supports courses and QM system with his expertise specifically in review of courses and training evaluation. j. Head of Support Department is responsible for: In close cooperation with Course Directors ensures logistic, administrative, and CIS support to Education and Training. Management of the framework Nation contribution to delivered education and training events. Maintenance of appropriate training facilities environment for effective use of assigned course delivery of the chosen teaching method (classroom led lectures, practice, demonstration, etc.). The leading and supervising IT infrastructure and service provision to enhance security and integrity of data held in files and databases Educational Business Model A. Common Understanding with the NATO Strategic Guidance To promote Education and Training which reflects NATO operational requirements in line with political and military guidance, the NATO EOD COE applies the NATO global programming framework referred in Bi-SC 75-2 Education and Training Directive. The NATO EOD COE in a scope of global programming ensures that the operational requirements are developed into E&T products based on identified requirements of the Requesting Authority, Department Head for EOD related matters and identified Operational Commanders performance gaps. Page 13 of 44

15 The NATO EOD COE commitment to enhanced quality of NATO EOD E&T aims to ensure a match between each learner s skills and the knowledge acquisition from the appropriate course through interview, appropriate guidance and diagnostic assessment. Figure 2: Global Programming Framework B. Guiding Principles The NATO EOD COE s standards and guidelines for quality assurance include: A publicly available Quality Assurance policy for the continuous enhancement of quality including the EOD COE organization, and the description of the students, SMEs and instructors involvement. Formal mechanisms for the approval, periodic review and monitoring of EOD COE s provision of E&T. A student assessment using criteria, regulations and procedures which are applied consistently. A teaching staff quality assurance program to best ensure that the staff is qualified and competent including procedures identifying the current level of expertise of SMEs, guest speakers/contract lecturers. Learning resources, by means of support and instruments which ensure that the resources available to learning process are adequate and appropriate for each individual course offered. Internal management information system to collect, analyse and use relevant information for effective management of the NATO EOD COE courses as student satisfaction criteria, instructor satisfaction criteria. Public information means to ensure that the NATO EOD COE course catalogue contains the description of product with current and accurate data. Page 14 of 44

16 C. Review Process Internal reviews of the courses or course content parts will be primarily carried out by the teaching staff within the Education and Training Branch reinforced by the Lessons Learned and Analysis Branch according to the processes described below. This group is commonly understood in line with Figure 6 (in para 3.4) as the Curriculum Review Team (CRT). To ensure that updated objectives meet NATO operational requirements, the CRT adopts changes of the particular course content, in line with the external SMEs (e.g. ACT JFT and ACO) review. The Parties (RA, JFT and COI) and the QAM will be routinely informed of all course enhancement and adjustments. This will be accomplished throughout outputs from the annual QA conference and throughout the discussion and approval of the annual Programme of Work, specific QA review efforts based on new operational requirements, regularly reports as well as the ongoing work relations and dialogue among the COE and the parties. D. Quality Process Quality processes as used by this institution pertain to two different concepts: Quality Control (QC) and Quality Assurance (QA): QC aims to identify deficiencies with a focus on process output. Quality control, therefore, is a reactive process. The goal of QC is to emphasize uncovering and identifying of weaknesses of the final product before it is released. QA is a way of preventing deficiencies with a focus on the process when developing a product. It is a proactive process. The goal of QA is to improve development and test processes so that the product should be suitable for intended purpose and deficiencies (mistakes) should be avoided or at least eliminated. Principles in Quality Management reflect the NATO EOD COE processes, manning and available resources which reinforce the continuous improvement within the entire staff of the institution. The capstone processes have been addressed by this document and the related Standard Operational Procedures. They are updated annually by the NATO EOD COE internal process and submitted to the NATO EOD COE director. The NATO EOD COE personnel, lecturers, staff, admin, military and civilian employees are selected in accordance with job descriptions and they are annually evaluated by their direct superior according to national and NATO standards. Tracking of the QA and QC in Education and Training processes, the NATO EOD COE identified and underwent dedicated stakeholders and processes which are depicted in the following matrix. Page 15 of 44

17 No Process NATO EOD COE STAKEHOLDERS QAM QMT Head of EaT Course Course Director Support Staff * Head of EaT Dep Branch Curriculum Developer A B C D E F 1. QA policy and strategy Oversees process Establish review and Lead Support Support Support management review 2. Internal QA on instructional processes Conducts 3. Analysis Identifies performance 4. Measure and Assessment deficiencies for every series of courses Leads the evaluation of the quality of the training. Leads the performance measurement of instructors and students. 5. Curriculum design Oversees SAT model 6. Curriculum Development implementation Oversees SAT model and standards for course documentation update Establish and oversees the process Review Apply Apply Apply Apply Lead Endorse After Action Reports for QAM approval, Identify performance deficiencies for every courses iteration After action review Support Data Collection Establish processes Support Support Assist Data Collection Endorse Identify training solutions and design training Assists in curriculum designing process Approve Lead draft and update Develop Course Control documents Assists in curriculum designing process Assist Curriculum development 7. Education and Supervises Provide direction and Lead Apply Publish Support Support Page 16 of 44

18 No Process NATO EOD COE STAKEHOLDERS QAM QMT Head of EaT Course Course Director Support Staff * Head of EaT Dep Branch Curriculum Developer A B C D E F Training planning 8. Curriculum implementation guidance Supervises Verify Lead Assist Conduct Support 9. Course Certification Supervises Verify and endorse Apply 10. Students Evaluation process 11. Instructors Evaluation process 12. Faculty Development Oversees Establish and (CCD preparation) Assist Assist Support Supervises Establish the process Verify Lead Assist and collect Supervises Establish the process Apply Lead Assist and collect Conduct Assist (Propose) 13. Communication plan Supervises Verify and endorse Lead Assist Support 14. Quality Research/ continuous improvement Oversees Verify and endorse Lead Apply Assist Support Table 1. Education and training subject to Quality Assurance and Quality Control *Support staff any element (i.e. external/internal SMEs ), which is requested by CD in line with the course requirements and QA Policy Procedures data data Apply Page 17 of 44

19 2.6. Quality Assurance Management Review The QA management review (QAMR) as a part of QC is self-assessment process to update this QA policy, identify new and ongoing shortfalls and to identify best practices. The review involves a formal review of the management system with the aim of identifying the need for changes and improvements. The result of the management review shall include decisions on measures concerning improvements to products and services as well as the need for resources. The QAMR will be carried out annually during the third quarter of the year. The D DIR with the support of the QAM is responsible for the planning, execution and evaluation of the review. The following headings are included in the Management Review: a) Results from audits and inspections and previous management reviews. b) Results of previous corrective or preventive measures. c) Results of courses review and series of courses review. d) Influences and changes of circumstances that may affect the QA management system (e.g. human resources, HOTO of QA responsibilities, personnel rotation programme based on national regulations, etc.) e) Resource requirements. The QAMR will be endorsed at the annual QA conference, which will be attended by the NATO EOD COE QMT: Director Deputy Director Chief of Staff Head of Education and Training Department Head of Education and Training Branch Head of NATO Education and Training Branch Head of Transformation Support Department Course Directors Head of Technologies Department Head of Support Department Page 18 of 44

20 3. APPROVAL, MONITORING AND REVIEW PROCESS OF PROGRAMMES 3.1. Analysis and Development Criteria A. Background Education and Training are key elements for NATO effort in transformation. They are complementary activities which reinforce each other. Education focuses on the function of explaining concepts, doctrines and practices and teaching procedures, for instance with the complexity of lessons learned and best practices. Training focuses on practicing and applying that knowledge, which helps to assimilate the subject matter completely and provides premises for well-trained soldier and successful operation in multinational environment. Multinationality in education and training brings more efficient approach towards education and training, in balance with the available experienced teaching staff, resources and time allocated. Effectiveness, efficiency and affordability are fundamentals for delivering education and training at the highest quality. The NATO EOD COE is tracking the NATO principles in analysis, design, developing, implementation and evaluation of delivered courses and training in purpose to finally provide the high quality E&T product to dedicated customer. For this approach itis more like significant to choose within the known learning methodology applicable, best practices to the entire course curriculum. A learning methodology is the system of methods that are used during the process of teaching and learning (with the focus on learning). Prior to the determination of a learning methodology it is essential to look into the characteristics of EOD COE s E&T. B. Requirements versus E&T characteristics E&T which is facilitated by the NATO EOD COE is shaped by requirements and bellow referred characteristics on: Flexibility. As a result of asymmetric warfare in various environments, the needs of the target audience/ EOD skilled personnel differ constantly and lead to find flexible E&T solutions. On the other hand, there is a question of cost effectiveness which plays a sudden importance more than ever since. A system of flexible E&T combines these main attributes of modern learning and delivers Right Training, by and for Right People, in Right Time, at the Right Place. Demand Driven. Effective E&T is dependent on changes in operational environment and needed across the whole EOD capabilities spectra. The NATO EOD COE struggle to deliver demand driven E&T where the NATO EOD COE together with customer determines and validates the final product. Page 19 of 44

21 Active involvement. In modern learning students learn best when they are involved. Learning is most likely to occur if instruction is learner experience and interests. Providing material engaging and gains and maintains the interest with enthusiasm and incorporating variety, realism of learners. Motivated learners are one of the important characteristics in which the NATO EOD COE asks students individually to cooperate during the learning process or develops learning techniques in syndicates, if applicable. Meaningful having learners participation is essential to effective instruction. Comprehensive Approach (CA). The NATO EOD COE reflects to the challenges coming alongside with NATO s view to the Comprehensive Approach. Here, the NATO EOD COE within the scope of offered courses, delivers courses from basic up to advanced level which knowledge is entangled from the basic to the most complex. Applied modern civilian education. The NATO EOD COE aligned its E&T with modern learning approaches used in the civilian world of modern and adult education. To keep high technologies and knowledge together, the NATO EOD COE intensively invites selected guest speakers from academic soil (e.g., University of Pardubice, the Czech Republic; Department of Justice, USA; and Alexander Dubček University in Trencin, Slovakia; Italian C-IED national centre); and cooperates with many contributors from military and civilian industry, whose expertise is implemented into courses curricula. C. Development Criteria As indicated in paragraph 2.5 above, a training project to which QA principles and standards are applied, starts with the corresponding TNA to address a training deficiency previously identified during the TRA. However, other projects may arise as a consequence of direct customers requests or by COE s initiative. These requests may vary from single SME support as a guest lecturer to complement customer s training or exercises to full ad hoc training provided by a selected Mobile Training Team (MTT). As a general rule, the following principles are applied to training development conducted by the COE: Address the requirements identified by the RA, Developed in close cooperation with EOD Community of Interest, In line with the current NATO EOD standards, Consistent with minimum proficiency for EOD trained personal, Open for PfP nations as much as possible, Most recent didactical scope and learning methodologies, Modular composition of courses when possible, Developed in close coordination with the requester/customer. Page 20 of 44

22 3.2. Curriculum Design and Development, Educational Standards The training or course development process which follows the Centre is a complex of external and internal factors and actions influencing the end/state of a final product. The requirements are coming either from the Sponsoring Nations or other NATO nations and the theatre. Once the requirement has been assessed and validated in close cooperation with customer, the Centre will move on with the product development, in accordance with the Global Programming Framework. Applying the recent information from the theatre, concept development and suitable education methodologies, the course content is reviewed and validated during a pilot course. Even if the ultimate goal is the NATO certified course, the NATO approval neither is nor awarded to every of them. This enables more freedom of action in tailoring the course content to better reflect changing environment or customers needs. NATO EOD COE INPUTS Front-end Analysis/ Operational Requirements CUSTOMER PRACTICES Lessons Learned Stakeholder requirements Conceptual and Procedural development Educational methodologies Concept Development Stakeholder Review Apportionment ADL Course NATO certified course Curriculum design Figure 3. The NATO EOD COE approach to curriculum design A. Determination Learning Methodology For delivering of knowledge through course curriculum as stated above, the NATO EOD COE selected the next three suitable learning methodologies which are applied for courses implementation. Page 21 of 44

23 Competence Based Learning (CBL): Focuses on outcomes and addresses what the learners are expected to be able to do rather than to learn about (know). CBL advocates defining educational goals in terms of precise measurable descriptions of knowledge, skills and behaviours a student should demonstrate at the end of a course. CBL is adaptive to the changing needs of students and the customers needs. Scenario Based Learning (SBL): The SBL puts the student in a real context. The use of scenarios helps a student to better understand the decisions he/she has to take. Scenario based training provides an active learning experience with proven effectiveness. Project Based Learning (PBL): Is the methodology where students are working in a group (project setting), analysing a complex problem of the actual working field/context. Based on an assignment the problem will be resolved in the form of a realistic occupational product. The focus is not only on the product but also on the process. Advanced Distributed Learning (ADL): In order to increase the flexibility of studies and to promote individual learning, NATO EOD COE sets the goal by using NATO s e- learning platform (JADL). This platform facilitates particular course in pre-study documents (Blended Learning) as well as standalone ADL E&IT deliverable. B. Motivation The four learning methodologies have been chosen for one or more reasons. Competence Based Learning because: a) Learning methodology needs to be flexible as a result of national and international changes in the operational environment. b) Variety of the NATO EOD COE students with their specific needs is increasing. This resulted in tailor-made courses by using CBL individual learning c) The NATO EOD COE is focused on outcomes, demand driven education and training rather than inputs. d) The NATO EOD COE emphasizes on skills. e) The CBL approaches education as a whole. Instead of focusing mainly on the transfer of knowledge/topics, CBL concentrates on the learning of competences (combination of knowledge, skills and attitude). f) The CBL learning matches with the concept of train as you fight. Page 22 of 44

24 Scenario Based Learning because: a) The SBL is in line with the concept of train as you fight. b) The SBL has proven to be a successful and effective training method for many years in both the military and the civilian world. c) The SBL methodology is familiar to most military personnel. A commonly understood methodology is easy-to-use learning tool as a means that enables to reduce time for introducing the learning methodology. d) The SBL includes an active role for the student. Since the NATO EOD COE underlines an active role of students, this methodology is suitable for courses delivery as well as to students need. Project Based Learning because: a) In general, military personnel who fulfil tasks in staffs are working in project groups. Therefore, to adapt a learning methodology where students will typically be working in project groups is advantageous. b) The focus is not only on delivering a product, but also on the process. Thus, during the courses emphasis will be put as well on improving of the process itself. c) When engaged in project-based learning, students will typically be assigned a project or series of projects related to the actual working filed/context that require them to use diverse skills. This supports self-motivation of students and their active engagement. Advanced Distributed Learning because: a) The ADL provides free of choice for students. Their active role in learning process is amplified. They are able to manage all aspects of learning process (what, when, where, how long). b) Once curriculum is provided in advance for students, instructors are able to enhance the weight of other methodologies. c) As students are from various environments with a different background and the level of knowledge is not the same, ADL allows to align knowledge of students in advance. C. Curriculum Design During the design phase of the curriculum the combination of strategies and learning methods, human and material resources, assessment procedures and work schedule are employed in an attempt to fulfil the particular course objectives. A curriculum is concerned both with intentions and what actually transpires in consequence, in fact with every aspect of the life and work of the institution or unit concerned. Curriculum developers during curriculum design ensure that the material follows sound instructional principles and that the methods and activities are well defined and appropriate to the content for the specified target audience. These instructional principles are followed Page 23 of 44

25 by Depth of Knowledge (DoK) which is stated in Bi-SC Directive 75-2 and for convenience summarized in the following matrix. Level DoK Title Description Key Word 500 Master Skills and Competences Full extent of comprehension Leadership and Command Concept Knowledge Level 400 Expert Skills Investigate and apply solutions to Excel and 300 Advanced Skills and Competences complex problems. Reason, analyse and interpret concepts, patterns and relationships 200 Foundation Skills and Competences use foundational conceptual and procedural knowledge 100 General Knowledge recall elements and details of structure or process Table 2. Depth of Knowledge Apply Understand Remember When designing the Performance and Learning objectives, instructional designers are to use Bloom s taxonomy, to match the required tasks with the appropriate level of the course. Use of Bloom s Taxonomy to establish objectives and the use of objectives during course design will help promote a coherent and measurable course. For any given category there are key words that help the instructional designer develop and write the performance and learning objectives. The following table provides an example of words and verbs for each level. Category Remembering: Recall or retrieve previous learned information. Understanding: Comprehending the meaning. State a problem in one's own words. Applying: Use a concept in a new situation or unprompted use of an abstraction. Analysing: Separates material or concepts into component parts so that its organizational structure may be understood. Evaluating: Make judgments about the value of ideas or materials. Example and Key Words (verbs) Key Words: defines, describes, identifies, knows, recognizes. Key Words: Comprehends, explains, infers, interprets rewrites, summarizes, and translates. Key Words: Applies changes, computes, constructs, demonstrates, discovers, and solves, uses. Key Words: analyses, breaks down, compares, contrasts, differentiate, infer, outlines, relates, selects. Key Words: Appraises compares, concludes, criticizes, critiques, defends, interprets, justifies, and relates, supports. Table 3. Bloom's Taxonomy Page 24 of 44

26 Writing learning objectives is developed with three essential parts: Standard Condition Criteria The Standard defines the minimum acceptable performance. The Condition defines the environment, tools and processes that are used to achieve the minimum acceptable performance. The Criteria define how the minimum acceptable performance will be measured. The learning/performance objectives are the backbone of the course instructional design as it is referred in BiSC These Annexes also provide templates for supporting documentation that covers training audience description, the learning sequence and activities, the student assessment strategy, pre-requisites for the course, the instructors number and characteristics, as well as generic timetable and resource requirements Curriculum Implementation The purpose of the Curriculum Implementation is to put into operation the management, support and administrative functions necessary to successfully conduct E&IT solutions. Conducting E&IT addresses the planning, preparation, execution as well as close out of the activities for a specific course. The planning, preparation, execution and course closeout supports functions of the NATO EOD COE QMS. The curriculum implementation at the Centre results with the production of qualified graduates. The curricula implementation is described in Figure Course Planning 4. Course Close Out Conduct E&IT 2. Course Preparation 3. Course Execution Figure 4: Conducting E&IT Page 25 of 44

27 3.4. Instructional Process and Curriculum Evaluation A. Quality Assurance Processes The Quality Assurance Processes and Procedures set out at the NATO EOD COE are supported by review processes, operational standards and guidelines as required. They are fully integrated into the annual COE Programme of Work, implementation and reporting cycles and will be reviewed annually and recommended changes or amendments put forward for approval with the Programme of Work. There are two distinct processes supporting the Evaluation Phase: a) Post course reviews, which focus on judgments pertaining to a specific E&IT solution. It is the process of gathering and analysing data from inside and outside the E&IT environment in order to determine how well E&IT was conducted and how well graduates are prepared for their job; and b) Institutional reviews, which are focused on the institution and provide overall review for a periodic reviews of quality management. The overall NATO EOD COE Quality Assurance Cycle depicts how the Evaluation Process (Curriculum and Learner Evaluation Process and so on) functions on the basis of being a NATO Centre of Excellence. Detailed procedures for the Single Course Evaluation Cycle are described in Annex C. After several iterations of one specific course, the CDB branch will initiate and conduct a Series of Courses Evaluation Cycle as described in Annex D. Figure 5: The NATO EOD COE Course Quality Assurance Cycle Page 26 of 44

28 Course Review/Evaluation (CRE) The CRE will be conducted by assigned members QMT and led by QAM after implementation/conduct of each course. The minimum of QMT for CRE is Course Directors, the curriculum review team (Lecturers, LLAB, PCDS, external SMEs), and EaT Branch with EaT Action officer and course support (see the picture below). DDIR/ Quality Assurance Manager ( Course Directors Curriculum Review Team (Lecturers, TSD, LLAS, external SMEs) EaTB with EaT action officer and course support Figure 6: The minimum of QMT for CRE Series of Courses Evaluation (SCE) The SCE will be conducted by TSD lead by QAM based on the outcomes from the particular course evaluations and/or on the external inputs/demands of the Community of Interest (Requirement Authority, JFT and NATO nations). Program Evaluation Cycle (PEC) The PEC for E&IT provided by EOD COE will be conducted by QM team culminating at the annual QA conference based on CREs and SCE. Multiple Iterations (MULIS) of the particular E&IT product The MULIS of the particular E&IT cover several short course execution phases (same E&IT product, with the same resources, under the same conditions etc.) with a one preparation phase. Because the entire environment of the MULIS delivered courses is not significantly changed for MULIS delivered E&IT product, CRE will be conducted with its principles. B. Annual Quality Assurance Plan This plan summarizes all planned courses, the anticipated schedule for Quality Assurance, evaluation reviews and approvals in a table. The plan is prepared by QAM for the approval during the annual QA conference. The annual plan provides an overview of the Programme of Work. It also highlights any planned improvements and additions to the Policy for review and approval. This plan is also used as a summary feedback mechanism to improve strengths and weaknesses, enhance opportunities and eliminate threats. The format of the Annual Quality Page 27 of 44

29 Assurance Plan is provided in Annex A. C. Course Control Management Process The figure below depicts the detailed tasks of personnel involved in the course QA and Evaluation process. QA PLAYERS Students, SMEs, Mentors, LL CD&EaT Branch, LLAS QM Team Command Group CD Observations Assessment Conclusions and Recommendations Decisions Follow - up action QA PROCESSES Figure 7: QA Evaluation Process D. Evaluation Scheme Per Single Course The purpose of the single course evaluation is to assess the efficiency, effectiveness and overall quality of an E&IT solution and determine how it can be conducted better within the NATO EOD COE which seeks to continuously improve. Evaluation scheme per single course is conducted via the Table 4 depicted below. Frequency Once Daily Daily Daily Daily Lead Course Director Course Director Course Director EaT Branch Course Director Who (Conducted by) Instructors Meeting / Corresponden ce Students Instructors Critique sheets Critique sheets How What When Where Course schedule Lectures & exercises Lectures & exercises Week prior During each day During each day Meeting room Classrooms Classrooms Curse Director Critique sheets Instructors During each Classrooms performance day Instructors Meeting Hot Wash up End of day Classroom Once Course Director Instructors Students Briefing / Discussion Overall Course Once QAM QMT Study Analysis of Critique sheets, results & feedback Last day Within 14 days after course completion Classroom Office Page 28 of 44

30 Once QAM QMT Meeting Course report review Once QAM Curse Director Once TSD Students / their employers Meeting Digital Survey AAR (draft) Delayed Course Feedback Table 4. Guidelines for course evaluation 15 days after course completion Within 21 days after course completion 6 months after Meeting room Meeting room E. Course Feedback Mechanism Mechanism of the course feedback is a paramount for support how to evaluate and improve the quality of courses and training activities. The course feedback mechanism consists of collecting opinions, comments and best practices. This feedback is conducted by all QA personnel involved, including in-house instructors, guest speakers (if applicable), mentors, students and their employers. At the NATO EOD COE, there is conducted quantitative and qualitative analysis which results to feed the first step of the QA Evaluation process. The feedback is monitored during the course preparation and execution as well as after particular course ends up. For course effectiveness and validity, to reduce shortfalls in E&IT the NATO EOD COE via course graduates will carry out Delayed Course Feedback (DCF). The DCF is submitted six months after the training activity and will be incorporated into the Series of Courses evaluation cycle. The whole mechanism of the course feedback is depicted in Figure 8. Within the course feedbacks the EOD TSD is responsible via the LLAB in close cooperation with EaT Branch and particular Course Director. Page 29 of 44

31 Daily coordination meeting Students final feedback After 6 month TB instructor evaluation Instructors /SMEs final Feedback Delayed Feedback Daily instructors feedback Analysis Analysis Daily students evaluation/feedback End of Training. Daily Briefings Course iteration/ final report During Training Feedback/Series of courses Figure 8. Course Feedbacks and Evaluation Process. 4. ASSESSMENT OF STUDENTS 4.1. Assessment Strategy The assessment strategy of students assessment is based on Bi-SC directive in which the student s assessment is expected to support students learning with the learning objectives of the course targeting curricula. In line with the created student assessment criteria the NATO EOD COE demonstrates that the course/product or service complies with the stated requirements. In general, that means that the NATO EOD COE is able to rate the course participants progression towards the course learning objectives. Using various teaching methods within the courses scope of the learning objectives, the progression depends on course content, course duration and training audience. The NATO EOD COE delivered courses/products applies and prefers the two Bi-SC 75-7 student s assessments as follows: Formative assessment The formative assessment takes place during the teaching process, i.e. before a teaching phase or a course is completed. The aim of the assessment is to be a support both for the course participant and the course team to monitor progression. Page 30 of 44

32 Summative assessment The summative assessment aims at measuring what course participants have learned when a teaching phase or a course is completed. The summative assessment is in fact the basis for a final assessment of the course participant. Both of the above mentioned assessment methods need to be included in each course curricula, if it is applicable for particular course content. Because some of the E&IT deliverables are focused on demonstration of obtained skills by course student, at the NATO EOD COE within the student s assessment instructors provides practical examination. For setting up the practical examination ultimately are responsible the CDs with dedicated instructors/smes. The practical examination criteria must be in a written form, for example as an instructor check list per student/working group which meets the course curricula and will monitor student/working group obtained skills via student/or working group performance. After each assessment each student/ working group will be introduced by his/her/ its results of assessment by assigned Course Director. The CD, supported by instructors/smes, will explain to student/working group where they met/or must improve their demonstration of learning objectives. Results of the formative, summative and moreover practical examination of student / working group are the input data for the training evaluation and review cycle Student/Course Participant Final Grades Student/course participant assessment results are summarized and rated by the student final grade which is assigned by the CD reinforced by instructors, at the end of the course. Within the NATO EOD COE there are two identified student/course participant final grades: Successfully completed course or Participated in the course The purpose of having just two grades is to minimize the negative impact on learning that assessment and grades may generate. Certificate of completion will be issued to the students who successfully complete the course requirements. The certificate will be issued by the NATO EOD COE and will be signed by the Course Director and the NATO EOD COE Director, or the NATO EOD COE delegated authority in charge. No certificate of completion might be issued to a student who failed the course assessment or missed the number of lessons/exercises required. In this case, the student, based on his/her military rank, will be notified by the NATO EOD COE Director or NATO EOD COE in charge. Page 31 of 44

33 The above mentioned student/participant final grades are applied for the ADL delivered E&IT solutions as students criteria, or for the standalone ADL course Assessment Plan Assessment plan is part of the course documentation, in which answers on the next questions will be targeted: Why should the assessment be done? What should be assessed? Who should do the assessment? How is the assessment done? When will the assessment be done? What grades and assessment criteria are used? The assessment plan shall contain information about how both the course participant s progression is tested and the overall performance is assessed. Particular Course Director of the deliverable will inform a course student about basic data of the assessment in advance Assessment Concept A. Single course, student assessment Courses with a total study period of five days or less are examined only by summative method of student assessment. This can, be carried out, for example, in a seminar form where active participation provides confirmation that the learning objectives have been achieved. Courses with a total study period of more than 5 days will be examined according to a combination of formative and summative assessment methods. B. Practical examination Examination of courses where method of assessment has been chosen a practical examination/ staff exercises will also include a mentor s/instructor s assessment of each student s performance. The evaluation criteria and selection of assessment methods will be stated in the assessment plan of the course, for example as instructors check list which will be a part of course documentation. C. Retesting of students Courses with a total study period of five days or less, do not generally offer opportunities for retesting. In courses with a total study period of more than five days, retesting may be granted if course participants who fail a Successfully Completed examination request a retest via particular Course Director. In case of student failed results, the Course Director will inform Command Group (DIR, DDIR, Heads of Dep, COS) about his/her not satisfied results with his/her submitted request for retesting. Page 32 of 44

34 5. QUALITY ASSURANCE OF FACULTY AND STAFF In purpose to guarantee the quality of faculty and staff involved directly into E&IT deliverables as well as guest speakers/or contracted lecturers, the NATO EOD COE practices procedures which are depicted in Figure 9. A. Preparation and Assessment of the Course Instructors and Support Staff To ensure adequate education and training for internal instructors/smes the NATO, the NATO EOD COE designed the Personnel Development Programme (PDP) which extents personnel s skills for international and/or national assignments and their own advancement before a course. The PDP includes orientation briefings to familiarise newcomers with processes used by the NATO EOD COE which are tracked by ANNEX J, and for internal instructors/smes are stated in their job descriptions. Keeping the internal NATO EOD COE instructors and support staff updated in knowledge and skills, the NATO EOD COE Command Group will develop the Personnel Development and Sustainment Programme which will be part of the NATO EOD COE POW approved by the Centre Steering Committee. This PDP can include specific international seminars, symposia and selected/identified train the trainer s courses. BEFORE COURSE DURING COURSE END OF COURSE Personnel Development Programme Head and CDR Group evaluation Students final feedback (course critique) Sustainment Programme Students Daily feedback NATO EOD COE newcomers briefings Instructors, course supporting staff assessment Figure 9: Instructors' and support staff preparation and assessment Page 33 of 44

35 Instructors will be assessed on their ability to: convey the intended learning objectives, structure and effectively schedule the program/lecture/practice address student s questions and clarify difficult points comply with safety regulations (practice and field exercises) guide the students towards a successful learning experience wisely use resources, material and teaching aids (smart boards, projectors, etc.) exert group control guide and mentor the students during practices and syndicates so they can reach the intended objectives on their own. proper technical and NATO EOD used terminology language proficiency The instructors teaching skills will be monitored by the Course Director via his means (e.g. Instructors Performance Evaluation Form (Annex I), students feedback (Annex C) and so on), which will be finally used as one of the inputs for the Course Evaluation Review. The lectures or new contracted speakers (Annex H), who will perform the particular lecture for the first time are to be monitored also by the EaT Branch Head and a CG member. B. Preparation and Assessment of the Course Support Staff Inseparable role in quality of courses is played not only by high educated and experienced instructors but also by well-prepared support staff, which contributes to the overall course quality. The support staff supports delivery of courses in: Administrative issues of the course, e.g. booking training facilities of the Host Nation, recording of course documentation, communication with courses applicants. Legal issues, e.g. preparation and signing of contracts with guest speakers/lecturers, if it s applicable. Financial issues, e.g. reimbursement of the course expenses/ guest speakers/lecturers performance. Logistic support, e.g. procurement and supply with material necessary for courses execution; provision of transportation, lodging and catering. Preparation of classrooms, training fields, scenarios. Safety and security issues management. Medical or firefighters support in case of field exercise/practice, etc. Preparation of support staff conducting, servicing of the above mentioned support to courses execution is based on the national/ military education, which is stated in the NATO EOD COE job descriptions. Moreover, to meet NATO standards the support staff will be educated by agencies and SMEs working in accordance with NATO objectives and requirements (i.e. NATO Page 34 of 44

36 School, specific MTT), if there are identified courses needed for their support improvement. These courses, e.g. courses dedicated to Sustainment Programme of instructors, will be part of the yearly NATO EOD COE POW. Assessment of the support staff will be carried out by the Course Director reinforced by instructors and students feedbacks and become part of the CRE and the course documentation. 6. LEARNING RESOURCES AND STUDENT SUPPORT The management of the learning resources and student support provided by the NATO EOD COE consists of facilities, teaching aids, learning resources (student study materials), etc. The main effort of the learning resources management and student support is to fulfil student s needs before and during the course execution. The learning resources and support mechanisms should be: readily accessible to students; designed according to student s needs; responsive to feedback from those who use them; and routinely monitored and improved. The learning resources and student support within the NATO EOD COE is requested by Course Directors and provided by supporting staff in accordance with valid NATO EOD COE SOPs (Annex M) Material Resource Management. Material resources are provided by NATO EOD COE in line with the NATO EOD COE operational and functional MoUs by using the Framework Nation (FN) or the Host Nation capabilities for the particular courses. A. In-house material resources include: 1 x classroom with a modular design that can be configure differently according to the intended seating capacity. Classroom equipment and furniture. Secured areas with secured communication means. Visual aids: monitor and TV sets, smart boards, whiteboards, projectors. Audio sets (wireless), loudspeakers. Printers, fax machines, photocopy machines. C3 mobile team set. Mobile houses, caravans for simulation of Homemade Explosives course scenarios Dedicated Homemade Explosives courses hands on training kits. Page 35 of 44

37 Consumable material for hands-on training. Consumable office/stationary material for instructors and students. Students particular course learning resources (study materials in electronic and hardcopy versions, internet connectivity). B. Framework nation resources include: Training facilities (fully didactically equipped classrooms; instructor s office) with teaching aids available at the NC EOD and CBRN (National Centre). EOD equipment and EOD material at the NC EOD and CBRN (National Centre). Laboratories for Testing of Ammunition and Chemicals at the National Centre for Testing of Ammunition. Permanent demolition site and indoor testing facilities at the national Centre for Testing of Ammunition. Permanent training areas at the Training Centre LEST including classrooms, instructors office and demonstration and demolition site. Military Garrison House facilities, Trencin, Slovakia. Supply with the life explosives and specific material (firing machines, cables, etc.). Firefighters and medical support during procedures once working with explosives and chemicals. Simulation centres at the Training Centre LEST and the Military Academy in Liptovsky Mikulas. Necessary machinery and manpower support of the Slovak Armed Forces. Material and student support requirements (facilities, teaching aids, learning resources, etc.) are managed in accordance with Annex B to this QAP. For booking or requesting of the Framework Nation resources, the Course Directors submit their requirements (coordinated with EaT Branch) via chain of command to the Support Department Head, who manages, coordinates, and incorporates these requirements into the Slovak Armed Forces planning process (i.e. planning of availability of SVK training facilities ). Any course requirements (see EOD COE SOP 701, 804), which are submitted by the Course Director, have to be consulted with the Education and Training Branch Head in advance. Administrative details such as lodging arrangements, meals and transportation to/from the COE will be synchronized during the course coordination meeting. To start the preparations of entry passes (badges) and in-processing documentation, a final roster of students will be provided by the CD to Administrative and Support Branch within the Support Department based on the detailed resource management check-list. (Annex F). To improve learning resources management and students support for a particular course, the NATO EOD COE is gathering observations, recommendations and monitoring students satisfaction, which is finally analysed and summarized in the After Action Report. Page 36 of 44

38 6.2. Course Admission and Seat Allocation A. Course Admission Policy The EOD COE course admission policy is annually agreed (a year ahead) during the Autumn EOD COE Steering Committee meeting. For the NATO EOD COE Sponsoring Nations students, the course admission is free of charge. For non- Sponsoring Nations students, the course admission is determined by the Steering Committee. All details about E&T deliverables including course admission are incorporated in the annual course portfolio, which is publicly available on the NATO EOD COE Web page ( and NATO ETOC ( Before course delivery, these details are disseminated as enclosure to NATO EOD COE particular course Calling notice. B. Seat Allocation Operational needs of NATO and NATO partners (further customer or costumers ) on E&T are monitored by the NATO EOD COE CG. It is the Centre s highest priority to inform customers about iterations of courses by sending them a Calling Notice notifying customers about the particular course from course portfolio with attached registration form. Moreover, the registration can be done directly through NATO EOD COE web page. Applications for courses are collected by the course Action Officer (prior to the registration deadline) and listed in a course students roster in accordance with the following criteria: To satisfy SN s needs in E&IT: The NATO EOD COE SNs are privileged to have two seats allocated per every course iteration. To support NATO needs and effort in transformation: NATO HQs can send their NATO nominees to attend NATO EOD COE courses. If the nomination is the NATO s request, then NATO HQ reimburses the course expenses (i.e. course fee, transport, lodging, and catering) to the NATO EOD COE in line with NATO s reimbursement policy (via hand of Military Partnership Directorate, or Emerging Security Bureau, or other certified agencies). When aforementioned two requirements are covered then free seats of the particular course are offered to other customers. Seats allocation in courses, which are delivered as a Mobile Training Team (MTT), is agreed with the Host Nation and usually dedicated, but not limited, to one of the Sponsoring Nations (for more details see the NATO EOD COE MTT Terms of Reference). The course students roster is summarised and submitted by the EaT Branch Head for the NATO EOD COE Director s approval. When approved, each selected student is notified about his/ her admit ion to the particular course by sending him/her the course Confirmation Letter. Page 37 of 44

39 In case of the limited capacity of seats/ per course, customer which demands could not have been satisfied will be informed and upon customer agreement will be recorded by the Training Branch Head on a specific Course Waiting List. 7. COMMUNICATION AND INFORMATION SYSTEMS 7.1. Information Management Information, as it is known includes both electronic and physical information. The organizational structure within the NATO EOD COE is setting up procedures which guarantee capability to be able to manage information throughout the Information and Knowledge Management (IKM). Main activities within the IKM at the NATO EOD COE are considered: gathering, managing, preserving, storing and delivering the right information to the right people at the right time. Information and knowledge management processes are incorporated into the NATO EOD COE Standing Operating Procedures (SOPs). Particular contents of SOPs describe the requirements and procedures for the management of information. The following chart depicts the IKM functional hierarchy as stated in the NATO EOD COE SOPs 203, 402: Figure 10: IKM functional hierarchy Page 38 of 44