The first action of the AJPME program was to develop a Beta course to validate the delivery of Joint PME in a blended format that used distance learning combined with a two-day, in-residence exercise. Although the specifics of the course of instruction are best left to the Secretary of Defense and the service secretaries, the committee believes that a curriculum including periods of in-residence training, as well as distance learning, presents the best combination of academic rigor, cohort development, and cross-service acculturation.Īs a result of the language above, the Joint Forces Staff College established the Advanced Joint Professional Military Education (AJPME) course. In order to prepare reserve component field grade officers for joint duty assignments, the committee directs that a course similar in content to, but not identical to, the in-residence Joint Forces Staff College course for field grade active component officers be developed as soon as possible. To rectify this situation, Congress included the following language in the FY 99 Defense Authorization Act: Īlthough the DOD fully complied with the requirements for the active component, it fell short of meeting the guidance in Title 10 for the Reserve Component. Such policies shall, to the extent practicable for reserve component, be similar to the policies. The Secretary of Defense shall establish personnel policies emphasizing education and experience in joint matters for reserve officers not on the active-duty list. Title 10 USC, Chapter 38, Section 666 directed a parallel effort for RC officers: One of the results of the Act was to create and mandate joint professional military education for active component officers. The Goldwater-Nichols Act of 1986 reorganized the Department of Defense to create an organization that was more focused on joint matters.
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