COMBINED EDUCATION & TRAINING PROGRAM PLAN
(Must Be Unclassified Document)

(Country)
UPDATED (Date)
PART ONE - GENERAL INFORMATION

1. COUNTRY BACKGROUND. Use Country Team resources to provide pithy statements that affect the combined education & training relationship with the United States addressing the following:
   1. Government (Type/Branches/Legal System)
   2. People (Population/ Ethnic Groups/Religion/Gross National Income)
   3. Military (Branches/Military Expenditures in U.S. Dollars/Military Expenditures as a Percent of Gross Domestic Product)
   4. Issues (Transnational/Economic/Environmental/Health)
2. COMBINED EDUCATION & TRAINING PROGRAM OBJECTIVES
   1. Specific U.S. program objectives. U.S. training program objectives should support objectives articulated in the Mission Performance Plan (MPP), Theater Security Cooperation Plan (TSCP) and in the DoD Security Cooperation Guidance (SCG). While the TSCP provides a seven-year focus and the SCG is limited to five years, training objectives should be near-term (two years) and be unclassified.
   2. Host country objectives.
   3. Significant accomplishments toward meeting these objectives. Provide tangible examples of how individuals applied SA training to achieve program objectives.
   4. Future objectives and program requirements. This paragraph should address U.S. and host country out-year objectives with regards to SA training program requirements. Data (e.g., IMET, FMF, FMS) must closely match the inputs developed by the U.S. Country Team for the MPP and data found in the TSCP.
3. PROGRAM PLANNING AND IMPLEMENTATION
   1. Program development. This should include a brief description of the training planning process, highlighting host country and SAO roles, problems (if any), and plans for improvement. The objective is to demonstrate an orderly process in the shaping of a training program that is in the U.S. interest and supportive of MPP, TSCP and SCG.
   2. Explanation of host country capabilities and third country provided training. What are they and how do they affect/complement this SA training program?
   3. Evaluation of prior year program successes and/or failures. How do they affect current program planning? This evaluation should address four specific areas shown below.
      1. How effectively does the host country employ the skills and training of returning SA training graduates?
      2. How has training under the combined education & training program enhanced the professionalism or improved the capabilities of the host country?
      3. How has the combined education & training program, particularly the Expanded IMET program, contributed to effective defense resource management, concepts of civilian control of the military, and respect for internationally recognized human rights?
      4. Give anecdotal examples of how the combined education & training program has furthered U.S. access, interests, or objectives during the past year. Do not carry forward examples from last year. These examples are often quoted in support of SA training. Effort expended throughout the year to capture anecdotal examples is offset by the value of such examples to promote combined education & training program effectiveness.
   4. Brief explanation of what is being done to build on successes and correct/improve upon failures.

4. UNIQUE U.S. SERVICE SPECIFIC TRAINING REQUIREMENTS

   Information that specifically elaborates on Service training programs not available in STLs, or that elaborates on high-visibility training requirements, or that supports major equipment acquisitions.

   1. U.S. Army
   2. U.S. Navy
   3. U.S Marine Corps
   4. U.S. Coast Guard
   5. U.S. Air Force

   SAO POINT OF CONTACT:

   COUNTRY TEAM REVIEW BY:

PART TWO - SECURITY ASSISTANCE (IMET & FMS) TRAINING PROGRAM APPENDICES

APPENDIX A: PROGRAM ADMINISTRATION

This is an update of annually recurring administrative requirements and precludes submitting this information at different times throughout the year.

1. Budget Year (insert fiscal year) Holidays for International Students (two in addition to U.S. holidays). Two holidays students should receive while in CONUS training, in addition to U.S. holidays. The two-holiday limit will be strictly adhered to. Current year holidays will not be automatically carried over; therefore, failure to specify holidays can cause students to lose these additional days. Report occasion and date of holiday.

   1. a. Transportation agreement with country (select one):

      • USG pays all transportation
      • Country pays all transportation
      • Country pays round trip to specific CONUS city; USG pays remainder (Specify city)
      • Country pays round trip to port-of-entry and from port-of-debarkation; USG pays CONUS transportation
      • Country pays round trip to first training site and from last training site; USG pays between training sites
      • Other (Explain)

       

   2. b. Living allowance agreement with country (select one):

      • USG pays all living allowance
      • Country pays all living allowance
      • Other (Explain)

       

   3. Number of travel days required to reach U.S. port-of-entry
   4. Port-of-departure/entry to/from country and servicing airport
   5. Normal U.S. port-of-entry
   6. Special factors (e.g., RON with location)
   7. Average cost of airfare (round trip ticket) per student for current year (insert fiscal year)
   8. Average cost of excess baggage per student for current year (insert fiscal year)
   9. Are dependents allowed to accompany students to schools where they are encouraged to accompany the student by DoD?
2. IMET TLA factors for the Budget Year (insert fiscal year). IMET cost sharing factors. Provide the following Travel and Living Allowance (TLA) information shown below for all services.
3. Student Vetting Process. A two - three sentence explanation of the vetting process used by the country team vetting process for candidates scheduled to attend CONUS training and to screen individuals/units scheduled to attend in-country training (MTTs & METs).
4. Medical Screening & Coverage for Dependent Medical Care. A short explanation of the medical screening process for students and dependents, and the financial arrangements for dependent medical care for dependents who accompany or join the student during CONUS training.

APPENDIX B: ENGLISH LANGUAGE TRAINING

1. In-Country English training Program Overview. Provide a brief explanation of the country's English language program. Program information should include:

   1. Status of existing language labs, including plans to upgrade those labs and plans to acquire additional labs. SAOs should provide the current message address, mailing address, SAO phone number, SAO fax number, and "ship to" address for language labs, books and publications. All Level III IMET funded labs require a waiver.
   2. Plans to acquire English language software.
   3. English language instructor training requirements.
   4. Unique or special problems for students who train at DLIELC.

    

2. English Language Testing and Training Waivers. If current status requires a change, provide your recommendation and justification for the country's proper English language waiver category, (e.g., waived from all testing, waived from in-country testing, waived from the 55 minimum ECL to train at DLIELC).
3. 3. Country Shipping Information For English Language Labs & Materials.
   1. Point of Contact in SAO; name; phone number, fax number, and email address.
   2. Exact "Shipping Address" for labs and materials (not a mailing address). For example:

APPENDIX C: SENIOR & MID-LEVEL PME SUMMARY

1. Mid-Level and Senior Level PME Requirements. Show firm mid and senior level invitational PME requirements for the Budget Year (upcoming fiscal year) and estimated requirements for the Planning Year (two fiscal years ahead and one additional year). For example, the Budget year in FY00 would be FY01, and the Planning Year would be FY02. The additional planning year would be FY03. Projections beyond the Budget Year should agree with the TSCP. Include exchange agreement quotas. Indicate negative requirements.

1. Justification: Provide a five to six sentence justification to help the Combatant Command and applicable service component develop a priority list for PME quotas for the Budget Year. Requests for NDU must specify either the National War College (NWC) or Industrial College of the Armed Forces (ICAF) option, and civilian or military option.
2. PME Exchanges: State which, if any, of the above requirements will be handled as "PME Exchanges". If none then simply state: "NA"

APPENDIX D: POSITIONS OF PROMINENCE

Positions of Prominence data will be updated annually in accordance with Chapter 10 of the SAMM. Emphasis should be placed on U.S. Country Team identification of host country positions of prominence and subsequent reporting of those current incumbents having received SA training. Less effort should be expended on reporting on the status of former incumbents of positions of prominence that received SA training. Data should be formatted in the following order:

1. Country
2. Name (last, first, middle initial)
3. Grade
4. U.S. equivalent grade
5. Prominent positions held (to include all previous positions of prominence)
6. Current position
7. Academic degree (if appropriate)
8. Specific training completed (course, place of training, rank, year(s) attended, and source of funding)
9. How the position was obtained (election, appointment, or other)

POSITIONS OF PROMINENCE FORMAT

APPENDIX E: IMET POLICY WAIVERS

All IMET-funded policy waivers requiring approval by Combatant Command and concurrence/approval by DSCA must be included in this plan. The format for requesting a policy waiver is shown below. Adjudication of waiver requests will take place during the TPMR.

APPENDIX F: DISTINGUISHED VISITOR (DVOT) & REGULAR ORIENTATION TOUR (OT) REQUEST

All DVOT and regular OT are implemented by the National Defense University (NDU). Orientation Tours are NOT "Off the Shelf" products; they are tailored to specific country needs and require close attention by you, the SAO, to ensure the NDU plans and implements a tour that meets your objectives. This is the format to provide NDU with the basic information it needs to plan your DVOT/OT.

APPENDIX G: SECURITY ASSISTANCE TRAINING TEAM (MTT, ETSS, Etc.) REQUESTS

Since most SA teams are Mobile Training Teams (MTT) this format refers to MTTs. The format is the same for any exportable, in-country team request. MTTs are tailored, in-country training teams, designed to achieve a specific training objective identified by you, the SAO, and the host country. This format shows the basic information US MILDEPS need to help plan a Mobile Training Team (MTT).

PART THREE - OTHER TRAINING PROGRAM APPENDICES

The below list of "Other Training Programs" is extracted from the SAMM Chapter 10, Para 10.7. SAOs should report on these programs as directed by their parent Combatant Command.

For each program provide a succinct statement (three to five sentences) that describes the overall scope of country participation in the program, objectives for this participation, and pertinent information that will facilitate country and training agency program planning and implementation.

Unified Commands should modify this list to meet their needs. If any of the below programs are not being used or planned in your host country simply indicate: Not Applicable - NA

1. Counter Terrorism Fellowship Program (CTFP)
2. African Contingency Operations Training and Assistance (ACOTA)
3. Aviation Leadership Program (ALP)
4. Bilateral or Regional Cooperation Programs
5. Combatant Command Initiative Funds
6. Disaster Response (Humanitarian Assistance (HA))
7. Drawdowns of Training
8. Enhanced International Peacekeeping Capabilities (EIPC)
9. Exchanges
10. International Narcotics Control and Law Enforcement (INCLE)
11. Joint Combined Exchange Training (JCET)
12. Mine Action
13. Regional Centers for Security Studies
    • CENTCOM: Near East South Asia Center for Strategic Studies (NESA) & Africa Center for Strategic Studies (ACSS)
    • EUCOM: George C. Marshall Center for Strategic Studies & Africa Center for Strategic Studies (ACSS)
    • PACOM: Asia-Pacific Center for Security Studies (APCSS)
    • SOUTHCOM: Center for Hemispheric Defense Studies (CHDS)
14. Section 1004 - Counter-Drug Training Support (CDTS)
15. Service Academy Programs
16. U.S. Coast Guard Academy Foreign Cadet Program
17. U.S. Coast Guard Caribbean Support Tender (CST)
18. President's Emergency Plan For Aids Relief (PEPFAR)

SAMPLE APPENDIX
APPENDIX A. COUNTERTERRORISM FELLOWSHIP PROGRAM (CTFP)

1. Provide a brief description of specific country needs for Counter Terrorism training and the country team program objectives for the CTFP. How does the country support the U.S. war on terrorism?
2. Describe the terrorist threat to the country and/or region, the country's willingness to participate in combined counterterrorism efforts, ability to leverage other existing or planned Defense security cooperation programs, and country needs and requirements (i.e., how does country environment fit SECDEF's criteria for this program?)
3. What are the primary in-country organizations responsible for the country's CT effort (describe all that apply; military, police, interior, border guards, etc)?
   Which of these organizations has primary responsibility for the country's CT effort?
4. What are the country agencies/groups that are being proposed for CTFP participation?
   If funding guidance has not been provided what is the country team recommended funding level to support proposed training activities?
5. What third country CT support is being provided to the host country?
   How would these programs complement CFTP or vice versa?
6. What training that is currently not available or advertised does the country need?
7. Is the country team and host country willing to support in-country training on a regional basis (similar to IMET sponsored regional Mobile Education Teams)? What in-country training will be requested in this plan?
8. These are the Primary CONUS School courses available under the CTFP. Which ones and how many quotas does your country need?