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DEFENSE LANGUAGE AND NATIONAL SECURITY EDUCATION OFFICE (DLNSEO)

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Presentation on theme: "DEFENSE LANGUAGE AND NATIONAL SECURITY EDUCATION OFFICE (DLNSEO)"— Presentation transcript:

1 DEFENSE LANGUAGE AND NATIONAL SECURITY EDUCATION OFFICE (DLNSEO)

2 2 DLNSEO MISSION  Leads the nation in recruiting, training, sustaining, and enhancing language and culture capabilities to ensure national and defense readiness by:  Building a highly-qualified pool of U.S. citizens with foreign language capabilities and international expertise committed to public service through programs and policies;  Leading the Department’s strategic policy planning in foreign language, culture, and regional expertise;  Providing programmatic oversight of high-value national security and Defense training and education; and  Ensuring national and Departmental coordination through the National Security Education Board and the Defense Language Steering Committee.

3 3 DEFENSE LANGUAGE COORDINATION USD (Personnel & Readiness) DASD (Readiness) DoD Senior Language Authority DASD (Readiness) DoD Senior Language Authority Director, Defense Language and National Security Education Office Key Members Joint Staff Services Combatant Commands Defense Agencies OSD Staff Defense Field Activities DoD Working Groups Foreign Area Officers Language Assessment Capability Based Review Defense Intelligence Foreign Language and Area Advisory Group Defense Language Institute Foreign Language Center (DLIFLC) Key Members Depts of Defense, Commerce, Education, Energy, Homeland Security, and State National Endowment for the Humanities ODNI Presidential appointees from higher education, non-profit, and industry National Security Education Board Defense Language Steering Committee Defense Language Steering Committee Air Force AETC Army TRADOC Defense Language Institute English Language Center (DLIELC) National Programs Boren Scholars and Fellows Program Flagship Academic Language Programs ROTC Programs National Language Service Corps Language Training Centers Collaboration ASD(R&FM) Director DHRA Resource, HR & Admin ControlOversight Policy Guidance

4 4 DLNSEO OVERSIGHT: NATIONAL SECURITY EDUCATION BOARD  14-member statutory Board: eight federal representatives and six Presidentially-appointed representatives. Federal members include:  Secretary of Defense (Chair)  Secretary of Commerce  Secretary of Education  Secretary of Energy  Secretary of Homeland Security  Secretary of State  Director of National Intelligence  Chair, National Endowment for the Humanities  The National Security Education Board (NSEB) advises on the National Security Education Program’s administration  The NSEB provides value to DLNSEO by ensuring its programs remain focused on efforts that serve the broad national security interests of the United States

5 5 DLNSEO OVERSIGHT: DEFENSE LANGUAGE STEERING COMMITTEE  The Defense Language Steering Committee (DLSC), established under DoDD E and chaired by the Department of Defense Senior Language Authority, recommends and coordinates language policy, identifies present and emerging language needs, identifies language training, education, personnel, and financial requirements, and serves as an advisory board to USD (Personnel and Readiness).  DLSC’s key stake-holders include:  Joint Staff  Services  Combatant Commands  Defense Agencies  OSD Staff  Defense Field Activities

6 6 DLNSEO PRIORITIES  Building a Talent Pipeline  Work with schools, universities, and federal training institutions to build the capabilities of our nation’s citizens to become and to remain skilled in critical languages  Enhancing Workforce Readiness  Provide a ready pool of U.S. citizens, civilian and military, who possess language and culture expertise critical for public service, and sustaining these skills  Improving Testing and Assessment  Develop proficiency metrics and tools to validate the language and culture expertise of DoD personnel and our nation’s citizenry  Creating Surge Capability  Accessing and deploying personnel with language & culture expertise necessary for immediate needs  Regional Alignment  Ensuring that language & culture policies & programs support the specific regional needs of the 21st century Total Force 6

7 7 DEFENSE LANGUAGE PROGRAM EFFORTS  Strategy and Policy  DoD Language Skills, Regional Expertise, and Cultural Capabilities Implementation Plan; Improving and updating DoD Directives and Instructions  Culture Policy and Products  3C for all military and specific civilians; Cross Cultural Negotiations Trainer; VCAT Modules for CENTCOM, SOUTHCOM, and PACOM  Assessments  Standardizing & strengthening practices across programs; Improving test development procedures and oversight  Sustainment for Language and Regional Professionals  Develop additional modules for our Foreign Area Officers on FAOweb; Provide seminars and immersion opportunities  Regional Expertise:  Support regional alignment through Language Training Centers; Developing a Regional Proficiency Assessment Tool  Language as Readiness  Developing metrics to show this readiness & updating LRI to include new requirements identified from the Capabilities Based Requirements Identification Process

8 8 DLNSEO PROGRAMS  Boren Scholarships and Fellowships  African Languages Initiative  The Language Flagship  Flagship/ROTC Pilot Initiative  Project Global Officer  Language Training Centers  English for Heritage Language Speakers  National Language Service Corps

9 9  Provide funding for undergraduate and graduate students to study in regions critical to national security:  Africa, Asia  Central & Eastern Europe  Eurasia  Latin America  Middle East  Emphasize learning less commonly taught languages  Promote long-term linguistic and cultural immersion  Require 1 year of federal government service BOREN SCHOLARSHIPS AND FELLOWSHIPS

10 10 AFRICAN LANGUAGES INITIATIVE The African Language Initiative (AFLI) responds to a strong need for graduates with greater linguistic and cultural expertise in regions of Africa. AFLI offers select Boren Scholars and Fellows the opportunity for intensive African language and culture study.  Intensive domestic summer study at the University of Florida in: Akan/Twi, French, Hausa, Swahili, Wolof, Yoruba, and Zulu.  Overseas semester-long intensive study in Africa. For , NSEP will sponsor dedicated overseas programs in the following countries: Mozambique (Portuguese), Senegal (French and Wolof), and Tanzania (Swahili).

11 11 ENGLISH FOR HERITAGE LANGUAGE LEARNERS  The English for Heritage Language Speakers (EHLS) Program offers a unique opportunity to U.S. citizens who are native speakers of critical languages  Participants attend an 8-month course hosted at Georgetown University  Scholars undergo intensive training in professional communication and career skills essential for federal government employment  The EHLS curriculum builds towards a capstone analytical research assignment, the Open Source Analysis Project. Using non-classified open source materials, Scholars conduct research in English and their native languages on topics provided by federal agencies. Scholars produce written reports and present findings annually at a formal Symposium

12 12 THE LANGUAGE FLAGSHIP Goal: To create a pool of college graduates from all majors with professional proficiency in all modalities (ILR Level3, ACTFL Superior) in critical languages to create the next generation of global professionals, and to change the expectations for foreign language learning. Model:  Intensive language instruction on home campus integrated with undergraduate major  Overseas Capstone academic year program with intensive language instruction, internships in target language, university courses in target language  Admission Requirement for Overseas Capstone: ILR 2 / ACTFL Advanced  Flagship Certification Requirement: ILR 3 / ACTFL Superior plus completion of Overseas Capstone program  Articulation of domestic curriculum and overseas program elements

13 13 THE LANGUAGE FLAGSHIP GRANTEES, 2013 ARABIC Michigan State University University of Arizona University of Maryland University of Oklahoma University of Texas, Austin Moulay Ismail University, Morocco* CHINESE Arizona State University** Brigham Young University Georgia Institute of Technology** Hunter College Indiana University University of North Georgia** San Francisco State University University of Mississippi University of Oregon University of Rhode Island Western Kentucky University Nanjing University, China*** Tianjin Normal University, China* HINDI URDU University of Texas, Austin Jaipur Hindi Flagship Center, India Lucknow Urdu Flagship Center, India KOREAN University of Hawaii, Manoa Korea University, South Korea PERSIAN University of Maryland PORTUGUESE University of Georgia, Athens Sao Paulo State University, Brazil RUSSIAN Bryn Mawr College Portland State University University of California, Los Angeles University of Wisconsin, Madison St. Petersburg State University, Russia* SWAHILI Indiana University State University of Zanzibar, Tanzania* TURKISH Indiana University Ankara University, Turkey* * Overseas Center managed by American Councils for International Education ** Pilot Flagship/ROTC Centers *** Overseas Center managed by Brigham Young University and American Councils for International Education

14 14 ROTC PROJECT GO  Program goal is to develop future military officers with the necessary critical language and cross-cultural communication skills required for effective leadership in the 21st century operational environment  All six of the Senior Military Colleges have been involved in the program  Provided over 2,400 scholarships to ROTC students nationwide for critical language study since 2007  11 critical languages offered at 25 Project GO institutions  Institution list on next slide…

15 15 ROTC PROJECT GO GRANTEES, Arizona State UniversityPersian (Farsi), Russian, Turkish, Uzbek Boston UniversityArabic, Chinese, Russian, Turkish California State University - San BernardinoArabic, Chinese, Korean, Persian (Farsi) Duke UniversityChinese Embry Riddle Aeronautical UniversityChinese Georgia Institute of TechnologyChinese, Korean, Russian Indiana UniversityArabic, Persian (Farsi), Russian, Swahili, Tatar, Turkish, Uzbek James Madison UniversitySwahili Marquette UniversityArabic North Carolina State UniversityArabic, Chinese, Persian (Farsi), Russian Northeastern UniversityArabic Norwich UniversityChinese San Diego State UniversityArabic, Persian (Farsi), Russian Texas A&M UniversityArabic, Chinese The CitadelArabic, Chinese University of ArizonaArabic University of KansasArabic, Chinese, Korean, Russian University of MississippiChinese University of MontanaKorean University of North GeorgiaArabic, Chinese, Russian University of PittsburghRussian University of Texas - AustinArabic, Russian University of VirginiaArabic, Chinese, Korean, Persian (Farsi), Russian, Swahili University of Wisconsin - MadisonArabic, Chinese, Hindi-Urdu, Russian, Turkish Virginia TechArabic, Chinese, Russian

16 16 LANGUAGE TRAINING CENTERS  DoD-funded initiative with accredited U.S. colleges and universities established in 2011  Program goal is to accelerate the development of foundational or higher-level expertise in strategic languages and regional studies for DoD personnel by leveraging U.S. institutions of higher education to meet the existing and demonstrated training needs of DoD units, offices, or agencies  Legislation - Section 529 of the NDAA of 2010 authorizes DoD to establish LTCs

17 17 LANGUAGE TRAINING CENTERS ACADEMIC YEAR, UNIVERSITY/LANGUAGESDoD PARTNER Arizona State University Russian, Persian (Farsi), TurkishDefense Intelligence Agency California State University - Long Beach Chinese, Arabic, Persian (Farsi), FrenchCalifornia Army National Guard; 1st Radio Battalion; 351st Civil Affairs Command Coastal Carolina Community College Arabic, FrenchII Marine Expeditionary Force North Carolina State University Arabic, Chinese, French, Pashto, Persian (Dari), Persian (Farsi), Russian, Urdu JFK Special Warfare Center and School; Joint Special Operations Command; Military Information Support Operations Command; North Carolina National Guard San Diego State University Arabic, Persian (Dari), Persian (Farsi), Pashto, Russian 1st Marine Division; Marine Corps Intelligence Support Battalion, 706th Military Intelligence Group University of Kansas Arabic, French, German, Korean, Spanish, Japanese, Russian Special Operations Forces (Command and General Staff Officers Course); Marine Corps Detachment (Fort Leonard Wood, MO) University of Maryland - Baltimore County EnglishNational Security Agency University of Montana Pashto, Dari, Urdu, Korean, Arabic Special Operations Command; Army Special Operations Command; Marine Special Operations Command; 95th Civil Affairs Command; Military Information Support Operations Command University of Utah Arabic, Chinese, Persian (Farsi), French, Korean, Pashto, Urdu 300th Military Intelligence Brigade, 19th Special Forces Group; Utah National Guard; 169th Intelligence Squadron

18 18 DOD JOINT FAO PROGRAM  DLNSEO responsible for policy to:  Establish minimum requirements for all Foreign Area Officers (FAOs) in selection, training, utilization, and career opportunities  Provide oversight to FAO programs ensuring promotion, retention, and utilization of FAOs meet the requirements of the Joint FAO Program  Determine the best practices of each program and promulgate them to other programs to spread success and achieve economies of scale  DLNSEO Supports:  Joint FAO Basic Course for new FAOs  FAO Web via Naval Post Graduate School (NPS)  Language Skill Sustainment Pilot: Army, Marine Corps, and Air Force (new 2014)  Regional Skill Sustainment Pilot for serving FAOs  Navy Executive Agent; NPS executes  Mix of venues for wide reach as well as economy Latin America25-27 FebruaryIn DC Near East6-8 MayIn DC Asia-Pacific17-19 JuneIn Theater Africa15-17 Julyin DC Eurasia16-18 Septemberin Theater

19 19 REGIONAL PROFICIENCY ASSESSMENT Region Specific Systematic Knowledge (40%) Region-Specific Experiential Knowledge (30%) Nonspecific Experiential Knowledge (8%) Analytic & Critical Thinking Skills (10%) Utility of Language Skills (12%) Regional Proficiency Rating DATA Regional Proficiency Scale RP 5: Expert RP 4: Senior Professional RP 3: Professional RP 2: Associate RP 1: Novice RP 0 + : Pre-Novice (DoDI ) Regions North AmericaCentral AsiaWest Africa Central AmericaSouth AsiaSub-Saharan Africa South AmericaSoutheast Asia Middle East North Africa Western EuropeEast AsiaWestern Oceana Eastern EuropeCaribbeanEastern Oceana * Note: Civilian personnel can be assessed with minimal changes to the RPAT Know the regional strengths of a force based on education, training, assignment history, travel, cultural exposure, and regional utility of language skills

20 20 COCOM REQUIREMENTS: THEN AND NOW Capability-Based Requirement Identification Process (CBRIP)— a much better picture than we’ve had before... UNCONSTRAINED REQUIREMENTS Individual requirement (i.e. billets) COCOM RqmtsCOCOMRqmts CENTCOM11,020PACOM108,934 EUCOM192SOCOM16,252 NORTHCOM5SOUTHCOM6,624 TOTAL143,027 CBRIP DEMAND SIGNALS Mission Essential Task Capabilities COCOM Demand Signals COCOMDemand Signals AFRICOM6,537NORTHCOM319 CENTCOM2,155PACOM1,314 EUCOM513SOUTHCOM2,457 TOTAL13,295 In the past, DoD saw unconstrained, non- prioritized requirements. Results were skewed to the Commands that best knew the system: Now we know the priority and the importance to mission accomplishment; however, we still need the Services to expand and quantify the demand signal:

21 21 EUCOM CBRIP Demand Signal UNCONSTRAINED TOP 5 Turkish32 French28 German21 Russian14 Spanish10 Other87 Total192 CBRIP TOP 5 Turkish102 Serbian83 Azerbaijani78 Bosnian48 Georgian48 Other256 TOTAL513 UNCONSTRAINED 35 Languages Top 5 are 54% of requirements CBRIP 10 Languages 496 Non-mil demand signals Top 5 are 70% of demand signals

22 22 CBRIP Demand Signals  17 Languages  Top 5 languages are Arabic, French, Hausa, Swahili, and Somali  6,100 Non-military demand signals  976 N/A language demand signals Surge Demand Signals  8 Languages  Top 5 languages are Hausa, Ibo, Arabic, Yoruba, and French  433 Non-military demand signals  316 N/A language demand signals AFRICOM CBRIP Demand Signal

23 23 Virtual Culture Awareness Trainers (VCAT)  Per COCOM needs  Culture-Specific  Incorporates DLIFLC language products Available Afghanistan Taiwan South America Southeast Asia Horn of Africa Hispaniola Northern Africa Central America Cross-Cultural Competence Trainer (3CT)  Culture-General  Applied in actual global scenarios  2012 Serious Games Showcase Winner – Mobile App Cross-Cultural Competence Portal  Afghanistan + L South America 3C Portal DLNSEO CULTURE PRODUCTS

24 24 NATIONAL LANGUAGE SERVICE CORPS (NLSC)  The NLSC is comprised of American citizen volunteers proficient in critical foreign languages who assist the nation, particularly during times of crisis and emergencies, both domestically and internationally  Piloted in 2007, NLSC membership totals more than 4,500 citizens  On January 2 nd 2013, the NLSC became a permanent government program through the National Defense Authorization Act for Fiscal Year 2013  All members demonstrate proficiency in English and at least one foreign language  The NLSC serves as a conduit to access individuals who speak hundreds of languages critical to national security and who are generally unavailable to the government

25 THANK YOU Dr. Michael Nugent I


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