National Training and Education System April 16, 2013

National Training and Education System

April 16, 2013

Keith Holtermann, DrPH DirectorNational Training, Education & Exercises April 16, 2013

Overview The National Training and Education System (NTES)

will consist of policies, processes, and tools through which the requirements for homeland security training and education will drive the supply of training and education courses offered to the Whole Community

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Background Pursuant to Presidential Policy Directive 8, the National Preparedness

System (2011) called for the creation of the NTES “to enable the Whole Community to access training and education in support of preparedness”

Under the Post Katrina Emergency Management Reform Act, 6 USC §748, “the [FEMA] Administrator, in coordination with the heads of appropriate Federal agencies, the National Council on Disability, and the National Advisory Council, carries out a national training program…”

As with the National Exercise Program (NEP), NTES services the Whole Community, including Federal, state, local, tribal, and territorial (SLTT) governments

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Core Functions of NTES1. Establish Training and Education Policy

2. Right Course: Perform requirements analysis to identify the required courses for NTES funding

3. Right Student: Institute a process to ensure that the correct selection of students will have access to NTES-funded programming

Right Student in the Right Course

4. Establish and Foster an Integrated Homeland Security Training and Exercise Community of Practice

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National Training and Education System

Status Update

National Training and Education System (NTES) called for in PPD-8/NPS and a “National Training Program” called for under PKEMRA

Initial draft NTES document approved by FEMA leadership was shared with Interagency through the PPD-8 working group

By consolidating existing FEMA technology and administrative resources, all principal requirements to operate NTES should be met. Partnerships with other entities, both inside and outside of FEMA/DHS (e.g. DHS S&T analytical support), could dramatically reduce implementation timelines

We have socialized NTES concept with key Whole Community (WC) partners including academics and S/L/T/T, and received feedback with wide acceptance and support (began 1/2012)

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FEMA “AS IS” EnvironmentAnalysis completed of the re-programmable funding associated with specialized courses provided by CDP, EMI, and NTED:

In FY12, Training Covered All Core Capabilities o 583 distinct courses delivered across CDP, NTED and EMI

Verified opportunity for validating “Right Student, Right Course”o Law Enforcement personnel accounted for 45% of CDP and NTED

course completionso Awareness courses continue to account for the highest proportion of

course completions in FY12

FY03-FY12, CHDS, CDP, and NTED training and education course completions were generally proportional to the average population within a given U.S. state/territory

No mechanism to validate/corroborate training made available is most effective use of limited NTES funding

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Problem Statement – “WHY NTES?”

Provision of T&E is based on the training providers and/or the individual or organizational “wants” instead of national requirements or core capability needs identified in a risk-centric, capability based approach resulting in an open course catalog this is not mapped to core capabilities

No risk-centric, capability-based application process exists to match the “right student” to the “right course”

Interagency and FEMA resourcing is variable/not equitable and programming decisions are not grounded in risk or aimed specifically at building and sustaining core capabilities

Need for prioritization between NTES funded programing focused on complex and unique programming that builds more progressive competency (e.g., ICS-400, live agent training, etc.,) and more basic (e.g., awareness training that can be delivered locally), that would allow NTES to focus on “higher value”/payoff core capability training and education requirements

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Key Functions of the National Training Education System

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Requirements Drive Resource AllocationThrough the NTES, FEMA and its partners will continually collect and analyze training and education requirements from across the Whole Community and modify programming to address those requirements.

Examine a broad range of potential requirements sources, including: Capability Estimations and shortfall analyses State Preparedness Reports Threat and Hazard Identification and Risk Assessments (THIRA) Participant feedback and post-exercise/incident assessment tools Course enrollment data Organizational/employer needs

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Requirements

•Capability Estimation

•Other•SPR•THIRA•Enrollment Data•NPR•SFI•AARs•Legislation/Policy

Analysis

•Analyze requirements to prioritize resource allocation to address core capability needs

NT

ES

Ou

tpu

ts

Manage

• FEMA and its partners modify programming of T&E assets (e.g., NDPC, EMI, NPS)• Example mechanisms: Budget

process; CTGP

Influence

• FEMA and its partners modify grant guidance to reflect prioritization of core capability T&E needs • Example mechanism: Preparedness

Grants Program

Inform

• NTES guidance is to intra- and interagency partners to inform grants, curricula, and programming• Example mechanisms: Interagency

grant programs, NTES working groups, bulletins to instructor portal

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Linking Capabilities, Competencies, and Modules

Collaborating with training partners and experts from the homeland security domains:

1) Identify the competencies that support each core capability

2) Identify the specific KSAs that build the competencies within each domain

3) Identify and develop the modules that support development of those KSAs and competencies and where there are shortfalls and redundancies in current course offerings

4) Assign “values” to the different modules, to determine the amount competency that each course provide and allow for the most efficient use of resources

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Prioritize Shortfalls

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Successful mapping will allow for more precision in the allocation of resources to specific modules

to maximize the competency gained/course


The NTES processes will maximize the efficiency of T&E resource allocation, increasing the competency gained per course

Right Courses for the Right Students 1

2013 Target: Training that focuses on requisite competencies to build and sustain relevant capabilities

Current State

NTES

Target State

Emphasis starting in 2001: Training for everyone on a broad array of subjects to raise awareness and performance without the boundaries now provided by the core capabilities

Cost/Course

Rig

ht S

tud

ent

Competency/Course

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Creates and Fosters a Homeland Security T&E Community

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2

NTES processes provide and encourage an exchange of information between training and education providers and academics in order to enhance competencies

NTES benefits the Whole T&E Community not just traditional Training and Education providers


Creates and Fosters a Homeland Security T&E Community (cont’d)

No common framework for attaining academic degrees based on current course work NTES: facilitates development of academic articulation agreements that

enable professionals to attain credits and transfer them efficiently

No means for T&E providers and faculty to receive the latest USG policy and guidance NTES: implement mechanisms to communicate new/changes in policy and

other critical information to the stakeholders who need it, so that trainers/educators remain aligned to national priorities

Professionals, from the volunteer firefighter to the epidemiologist to the police officer, lack a common set of homeland security foundational knowledge NTES: develop and promote homeland security fundamentals for use in

academics and training centers from all disciplines, to build baseline knowledge and a mutual understanding of roles and responsibilities within the enterprise

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The NTES is designed to address current shortfalls in the development and provision of homeland security T&E by building and strengthening a truly integrated community of practice

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Creates and Fosters a Homeland Security T&E Community (cont’d) No process by which institutions can establish pedagogic and exercise domain research

agenda NTES: establish formal mechanism for homeland security professionals to

transmit their pedagogic and exercise research and development needs

T&E providers and instructors have no common means to list available courses and learn about courses offered by others NTES: establish a universal catalogue capability open to all providers that allows

professionals to search for/find courses of interest that meet their criteria/needs

No common mechanism for professionals to provide real-time or immediate, post-event feedback from training, exercises, and incidents NTES: develop a capability for professionals to both submit feedback on T&E

needs/shortfalls from events and receive an automated-customized training recommendation in support of their Individual Development Plan

No national-level means for enabling course developers to share course content with peers NTES: Establish processes and tools to allow sharing, use, and re-use of course

content and materials

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2


Creates and Fosters a Homeland Security T&E Community (cont’d)

No common platform for instructors to share their best practices and lessons learned NTES: fosters sharing of pedagogical best practices to promote innovation within

the community

No formal means for professionals to provide their real-time training requirements in response to an event and for providers to deliver that training quickly and easily NTES: implement ways to gather real-time training requirements and delivers

just in time training that addresses those requirements, to support professionals during real-world operations

Newly elected and appointed officials may not have access to formal T&E to support incident management and cross-functional coordination NTES: direct promotion of multi-disciplinary, inter-jurisdictional T&E that support

mutual understanding, authorities, operational coordination, and joint decision-making among senior leadership

No means for a professional to view and understand their qualifications and experiences NTES: develop a single standardized record to enable professionals, T&E

institutions, and employers to have a common understanding of an individual’s education, training, exercises, and real-world experiences

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Integrate T&E Processes and Systems

FEMA will integrate and develop the process and systems with integrated tools that enable all aspects of the NTES:

Facilitate the collection and analysis of the T&E requirements

Encourage community collaboration and innovation; for example:

Local organizations will be able to post their own training and personnel needs and best practices

The community can then be invited to comment or suggest improvements

Provide an enterprise platform for end-users to

Create personal development plans

Access a universal open catalogue,

Receive course recommendations,

Establish a standardized record of training, education and experience

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3


NTES Milestones Gain formal agreement on NTES system document

Continue mapping courses to core capabilities

Begin to map competencies to core capabilities

Acquire Data for Training Requirements analysis

Decompose courses into modules

Continue ongoing efforts of working group of NPD representatives to oversee implementation activities

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Resourcing and accessing training and education programming based on requirements, not simply “wants”

Allocation of training and education resources based on analysis of requirements and prioritized core capability needs and shortfalls

Matches the right students to the right courses, increasing the efficiency of training delivery and maximizing the competency gained per dollar spent

Connects instructors and stakeholders to foster information sharing and common practices

Provides a host of tools and technologies to improve training and education planning, delivery, and outcomes

NTES will create/support a T&E integrated community of practice based on sharing common practices, guidance and coordinated efforts

SummaryThe NTES is a fundamental and necessary transformation in the development and

delivery of homeland security training and education

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Background Information

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Alignment to the National Preparedness System (NPS) Supports the “Building and Sustaining Capabilities”

component of the NPS

Balances T&E resources for priority core capability shortfalls and sustaining all core capabilities

Maps competencies and programming to core capabilities

Leverages existing tools, reports, and processes of the NPS, including:

Threat and Hazard Identification and Risk Assessment (THIRA)

Capability Estimation (CE)

Strategic National Risk Assessment (SNRA)

Preparedness Grants Program

National Preparedness Report (NPR) and State Preparedness Reports (SPR)

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The NPS Components

End of presentation

Documents

National Training and Education System April 16, 2013