UNCLASSIFIEDCHAIRMAN OF THE JOINTCHIEFS OF STAFF
INSTRUCTION
J-7
DISTRIBUTION: A, B, C, SCJCSI 1800.01F
15 May 2020

OFFICER PROFESSIONAL MILITARY EDUCATION POLICY
References:
See Enclosure C
1. Purpose. This Instruction provides policy guidance for the Professional
Military Education (PME) of officers in the Armed Forces of the United States,with particular emphasis on Joint PME (JPME). It assigns responsibilities,
establishes Joint Learning Areas (JLAs), and provides instructions regarding
oversight and execution of Officer JPME. The Chairman of the Joint Chiefs ofStaff (CJCS) authority for this instruction is found in Federal law (reference a),wherein CJCS is responsible for “…formulating policies for coordinating themilitary education of members of the armed forces.”
2. Superseded/Cancellation. CJCSI 1800.01E, 29 May 2015, is hereby
superseded.
3. Applicability. This policy is applicable to the CJCS, Service Chiefs,
Combatant Commanders (CCDRs), President of the National Defense University(NDU-P), the President of the National Intelligence University (NIU), and theirstaffs and components, and to PME programs that are accredited as JPME per
statute and listed in this policy.
4. Vision. The PME vision for 21st Century Joint Leader Development is afully aligned PME/Talent Management system that develops leaders who areskilled in the art of war and the practical and ethical application of lethal
military power. The intent is the development of strategically minded joint
warfighters who think critically and can creatively apply military power toinform national strategy, conduct globally integrated operations, and fightunder conditions of disruptive change.
5. Policy. In accordance with applicable Federal law (reference b) and Defense
Policy (reference c), it is CJCS policy that officer PME programs will:

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a. Maintain a rigorous joint learning environment designed to promote atheoretical and practical in-depth understanding of jointness and evolving
areas of interest.
b. Incorporate high-level Department of Defense (DoD) policy guidance tomaintain a current and relevant curriculum that provides graduates withknowledge, skills, and abilities required to perform successfully across acompetition continuum comprising armed conflict, competition below armed
conflict, and cooperation in both traditional and irregular warfare (IW) contexts(references d and e).
(1) DoD policy (reference f) establishes that “IW strategically is as
important as traditional warfare and that DoD must be equally as capable inboth.” References f, g, and h provide DoD guidance needed to assist JPME
programs in IW curriculum development.
(2) The 2018 Nuclear Posture Review provides policy guidance toimprove the common understanding of nuclear capabilities and concepts
across the Joint Force through PME. References i and j provide PME
institutions with assistance needed for curriculum development relating to
nuclear matters.
c. Develop and adopt an outcomes-based military education (OBME)
approach in the development, delivery, and assessment of curriculum.
d. Build on officer development learning outcomes achieved sequentiallyacross a career from pre-commissioning through General/Flag Officer(GO/FO), elevating cognitive achievement at every level.
e. Align program assessments and officer academic evaluation reports with
Services’ and Combatant Commands’ (CCMD) requirements for officer
development.
f. Ensure that a highly-qualified faculty is maintained and student
academic excellence is demanded and rewarded.
6. Responsibilities. Enclosure B describes responsibilities for program
governance and execution in accordance with the policies promulgated in thispolicy.
7. Definitions. The glossary contains a list of key abbreviations and otherterms employed in this instruction.

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8 . Summary of Changes. This revision supersedes CJCSI 1800.0lE anddenotes a significant change from past joint educational policies. it:a. Shifts officer JPME to an OBME approach with emphasis on direct, assessments of student achievement of program learning outcomes .
b. Adds requirements for JPME institutions to inform talent management
decisions by identifying officers with high potential for strategic thinking.
c. Requires JPME programs to use JLAs and high-level guidance containedin this instruction to develop mission-unique program learning outcomes(PLOs).
d. Changes reaffirmation requirements under the Process for Accreditationof Joint Education (PAJE) to place greater emphasis on effectiveness inachieving JPME program outcomes.
e. Adds increased responsibilities for OBME oversight and execution for
the Joint Staff, Service Chiefs, and CCMDs .
f. Incorporates legislative changes from the 2016 National Defense
Authorization Act affecting non-resident delivery of JPME II.
9. Releasability. UNRESTRICTED. This directive is approved for public
release; distribution is unlimited on NIPRNET. DoD components (to include
Combatant Commands), other Federal agencies, and the public may obtaincopies of this directive through the Internet from the CJCS Directives
Electronic Library at http:/ /www.jcs.mil/library. JS activities may also obtain
access via the SIPR directives Electronic Library websites.
9. Effective Date. This INSTRUCTION is effective upon issuance.
For the Chairman of the Joint Chiefs of Staff:-

GLEN D. VANHERCK, Lt Gen, USAF
Director, Joint Staff

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Enclosures
A — Joint Professional Military Education Policy
B — Responsibilities
C — Requirements Documentation, Prioritization, and Risk Management
Process
D — References
GL— Glossary

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DISTRIBUTION
Distribution A, B, C, plus the following:
CopiesPresident, National Defense University ............................................................ 6
President, Air University.................................................................................. 2
President, Army University .............................................................................. 2
President, Marine Corps University ................................................................. 2
President, National Intelligence University ....................................................... 2
President, Naval War College ........................................................................... 2
Commandant, U.S. Army War College ............................................................. 2
OPR for the subject directive has chosen electronic distribution to the aboveorganizations via E-mail. The Joint Staff Information Management Division
has responsibility for publishing the subject directive to the SIPR and NIPR
Joint Electronic Library Websites.

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TABLE OF CONTENTS
Page
ENCLOSURE A – JOINT PROFESSIONAL MILITARYEDUCATION POLICY .............................................................................. A-1
APPENDIX A: OUTCOMES-BASED MILITARY EDUCATION ...................... A-A-1
APPENDIX B: JPME PROGRAMS AND MISSIONS ..................................... A-B-1
ANNEX A: CJCS ACCREDITED JOINT EDUCATION PROGRAMS ........... A-B-A-1
APPENDIX C: PAJE COMMON EDUCATIONAL STANDARDS .................... A-C-1
ENCLOSURE B – RESPONSIBILITIES........................................................... B-1
Introduction ........................................................................................... B-1
Chairman of the Joint Chiefs of Staff ...................................................... B-1
Service Chiefs ......................................................................................... B-2
Office of the Director, Joint Staff (ODJS) ................................................. B-3
Director for Joint Force Development, DJ-7 ............................................ B-3
Chief, Joint Staff J-7, Joint Education and Doctrine Division.................. B-3
Director for Manpower and Personnel, J-1 .............................................. B-4
Director for Strategy, Plans and Policy, J-5 ............................................. B-4
Combatant Commands ........................................................................... B-4
ENCLOSURE C – REFERENCES .................................................................. C-1
GLOSSARY ................................................................................................GL-1
Acronyms .............................................................................................GL-1
Definitions............................................................................................GL-3

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UNCLASSIFIEDCJCSI 1800.01F
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ENCLOSURE A
JOINT PROFESSIONAL MILITARY EDUCATION POLICY
1. Overview. This enclosure provides CJCS policy for JPME as described inlaw and policy. It establishes officer PME objectives and JLAs for joint officer
education and the Officer PME continuum, and articulates officer desired
leader attributes (DLA). The policy further requires an OBME methodology,
and provides guidance on learning areas, outcomes, and all facets of JPME,
including students, faculty, delivery modes, and the educational requirements
for Joint Officer Management (JOM). The policy also establishes a JPME review
and evaluation process.
2. Statutory Requirements. JPME is a subset of PME and reflects a
concentration on Joint matters, frequently offered in tandem with the deliveryof Service-focused PME. JPME is defined in Federal law (reference b) as“…consisting of the rigorous and thorough instruction of officers in anenvironment designed to promote a theoretical and practical in-depth
understanding of joint matters and specifically, of the subject matter covered.”Specific subject matter for all JPME and additional matters for JPME II
programs are included in Federal law.
a. All JPME Programs(1) National military strategy.
(2) Joint planning at all levels of war.
(3) Joint doctrine.
(4) Joint command and control.
(5) Joint force and joint requirements development(6) Operational contract support.
b. JPME-II Programs. Six items above in 2.a., plus:(1) National security strategy.
(2) Theater strategy and campaigning.
(3) Joint planning processes and systems.
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(4) Joint, interagency, and multinational capabilities and theintegration of those capabilities
3. Joint and Service Perspectives. JPME provides the knowledge, skills, andabilities needed to enhance officer performance in Joint duties consistent with
policy and legislative requirements for JOM, to include various levels of joint
qualification and eligibility for GO/FO selection. Service and Joint PME
institutions function as an integrated system with specified PME programs
providing accredited JPME.
4. PME Outcomes. PME and JPME programs must provide graduates theknowledge and skills to prepare them for service as joint warfighting leaders,senior staff officers, and strategists who:
a. Discern the military dimensions of a challenge affecting national
interest; frame the issue at the policy level; and recommend viable military
options within the overarching frameworks of globally integrated operations.
b. Anticipate and lead rapid adaptation and innovation during a dynamic
period of acceleration in the rate of change in warfare under the conditions ofgreat power competition and disruptive technology.
c. Conduct joint warfighting, at the operational to strategic levels, as alldomain, globally integrated warfare, including the ability to integrate allied andpartner contributions.
d. Are strategically-minded warfighters or applied strategists who can
execute and adapt strategy through campaigns and operations; ande. Demonstrate critical and creative thinking skills, interpersonal skills,
and effective written, verbal, and visual communications skills to support thedevelopment and implementation of strategies and complex operations.
5. Desired Leader Attributes. PME contributes substantially to theachievement of CJCS-approved officer DLAs across the education andprofessional continuums.
a. The officer DLAs are knowledge and skill to:(1) Understand the security environment and contributions of all
instruments of national power.

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(2) Respond to surprise and uncertainty.
(3) Recognize change and lead transitions.
(4) Operate on intent through trust, empowerment, and understanding(Mission Command).
arms.

(5) Make ethical decisions based on shared values of the profession of(6) Think critically and strategically in applying joint warfighting
principles and concepts to joint operations.
b. DLAs are not achievable through education alone nor during a single
learning event or academic year, but represent guideposts for long-term leader
development.
c. JPME programs will use CJCS-approved DLAs to inform thedevelopment of PLOs (discussed below).
6. PME Continuum. The PME system is a progressive educational continuum
guiding an officer’s individual development over time. The continuum
structures the development of Service and Joint officers by organizing PME into
educational levels and linking those levels so that each builds on theexperience, self-development, and learning mastered previously.
a. PME Levels. The continuum structures officer development into fiveformal military educational levels: precommissioning, primary, intermediate,senior, and GO/FO. In addition to these formal levels are multiple learning
opportunities that are made available by the Services during an officer’s career.
(1) Precommissioning. Military education programs producing
commissioned officers with a basic awareness of military Services upon
graduation.
(2) Primary. Entry level education received at grades O-1 through O-3
focused on specialized skills and tactical knowledge in Service-specificconstructs with an introduction to Joint matters.
(3) Intermediate. Mid-career education received at grade O-4 that
prepares officers to conduct operations and campaigns in Service-specific andJoint constructs.

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(4) Senior. Education programs received at grades O-5 or O-6 that
prepare officers to develop and implement military strategies with an emphasis
on Joint operations and some attention to Service-specific contributions.
(5) General/Flag Officer. Education received at grade O-7 and above
with emphasis on executive leadership in joint, interagency, intergovernmental
and multinational (JIIM) environments.
b. Levels of War. The continuum portrays the focus of each educational
level in relation to the tactical, operational, and strategic levels of war as
outlined in Joint doctrine, especially as described in CAPSTONE Joint Doctrine(particularly JP 1, 2-0, 3-0, 4-0, 5-0, and 6-0). It recognizes that PME and
JPME curricula educate across all levels of war (The Officer PME Continuum isshown at Figure A-1).
7. OBME Adaptation. Consistent with Office of the Secretary of Defense (OSD)
Military Education policy (reference c), JPME programs will adopt an OBME
methodology to focus curriculum development on CJCS-approved JLAs and toprovide evidence of graduates’ ability to frame, diagnose, and resolve problems
in practice. In addition, OBME is intended to inform talent-management
decisions through the identification of graduates with demonstrated highpotential to perform successfully at higher levels of responsibility andauthority.
a. OBME Guidance. OBME guidance is top-down and captured in a
number of JLAs contained in Appendix A and based on Federal law and themost recent versions of the following key documents: The National Defense
Strategy (reference k), National Military Strategy (reference l), and Capstone
Concepts for Joint Operations (reference m). PME institutions at all levels of
the PME Continuum will use JLAs as the broad categories of Joint knowledge
to inform their curricula and meet the requirements for Joint officer education.
b. OBME Execution. JPME programs will use the following guidelines,
along with best practices in OBME, to develop PLOs that will describe what
JPME graduates are to know and be able to do at the conclusion of the
program. The following guidelines apply to the development of PLOs:(1) JPME programs will use the JLAs described in Appendix A to thisEnclosure to develop PLOs that reflect their unique mission requirements.
(2) JPME programs will develop PLOs that reinforce mission
requirements while achieving the CJCS intent for JPME.

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(3) All JLAs will be addressed within the construction of a program’s(4) Each JPME program will develop an assessment plan to show howeach PLO will be assessed. To the greatest extent possible, OBME assessments
will approximate conditions under which the graduate would be expected toachieve the same outcomes in the operational environment (hereafter referred
to as authentic assessments).
(5) JPME programs will initiate formal adoption of OBME by submitting
PLOs to Joint Staff J-7 for review prior to the development of formal
assessment plans.
(6) JPME programs will use the annual report to notify Joint Staff J-7
of all changes to PLOs.
c. Special Areas of Emphasis. For the purpose of this Instruction, Special
Areas of Emphasis (SAEs) will be promulgated by the CJCS to ensure thatJPME programs remain current and relevant. SAEs are mandatory for JPME
programs and the Joint Staff will ensure program compliance with SAE
requirements via the annual reports and PAJE reviews. The following
guidelines apply to SAEs:(1) The SAEs respond to the emerging needs of the CJCS, the Joint
Chiefs of Staff, CCDRs, and the Joint Staff regarding curriculum relevancy.
(2) SAEs may be nominated from across DoD and will be shaped for
CJCS approval in a process organized by the Joint Staff J-7. As part of thenomination process, it is the proponent’s responsibility to develop andrecommend program learning outcomes for each SAE and JPME level, and todevelop and recommend lesson guides and supporting educational packages(both for resident and non-resident education) for each SAE and JPME
program level.
(3) Current and proposed SAEs will be reviewed annually by the Joint
Faculty Education Conference, which is comprised of representatives from
Joint PME colleges/schools.
(4) Before a new SAE list is submitted for approval to CJCS, it will bepresented to the Military Education Coordination Council (MECC).
(5) JPME programs will address SAEs for two academic years (AY)
following their publication.
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(6) SAEs approved within 30 days of the commencing AY will be
addressed for two years beginning in the following year.
(7) SAEs do not require changes to PLOs. If feasible, they can beaddressed within existing lessons or through centralized presentations.
(8) The maximum number of SAEs shall be no greater than five.
8. JPME Reviews and Evaluations. JPME effectiveness will be evaluated over a
6-year cycle with emphasis on the performance of JPME graduates inoperational assignments. JPME programs will be certified (accredited) under
the CJCS-approved PAJE administered by the Joint Staff J-7.
a. Accreditation. The PAJE under OBME will focus on two areas:
compliance with statutory and policy requirements and effectiveness inachieving PLOs. JPME programs will be certified for a period of up to six years.
PAJE standards are described in Appendix C of this Enclosure. Annex A to
Appendix B to this Enclosure describes the list of JPME programs accredited at
the publishing date of this Instruction.
b. Program Evaluations. The Joint Staff J-7 will prepare an annual
evaluation report to advise OSD on the overall effectiveness of JPME programsin achieving program outcomes. The report will be based on the following data
sources:(1) Annual JPME Accreditation Report. JPME programs will notify the
Joint Staff J-7 in an annual accreditation report of any substantive changethat could affect accreditation or changes in PLOs and assessment plans. If
there are no substantive changes, a negative report is required (“no substantive
changes to report”).
(2) Biennial Assessment Report. Biennial assessment reports offer amethod for JPME institutions to feature best practices in authentic
assessments for sharing across the JPME community. JPME programs willsubmit a report to the Joint Staff J-7 every two years that provides data
regarding student achievement of PLOs. The biennial assessment report will
also include information about how assessment results are used forcontinuous improvement of the program and the student learning experience.
(3) Stakeholder Feedback. The Joint Staff J-7 will assemble
periodically a team of assessment experts from across the Services, OSD, and

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the education community to interview JPME graduates and stakeholders. The
following guidelines will apply to stakeholder engagement and feedback.
(a) The Joint Staff J-7 will commission studies and stakeholder
surveys as required to advise the CJCS and Secretary of Defense (SecDef) on
the effectiveness of program outcomes to meet stakeholder requirements.
(b) As an element of their assessment plan, each JPME program
will periodically survey stakeholders and graduates to assess the performanceof their JPME graduates and identify gaps in program outcomes.
(c) The Joint Staff J-7 will periodically survey select senior officers,
and, as appropriate, their civilian counterparts, on whether JPME graduates
are performing effectively at the appropriate level and with requisite knowledge
to perform in Joint duty assignments.
9. JPME Students. The following section provides policy guidance regarding
JPME students.
a. Intent. To gain the greatest return on investment, Services should
assign the best talent to the most appropriate JPME program and thensequence that talent toward the appropriate (given the program of study)
assignments. It is essential to base officer attendance to JPME programattendance on his/her talent, potential for strategic responsibilities, and returnon investment for DoD. In addition, it is essential that officers with the highest
potential for promotion to warfighting GO/FO who will lead the Joint Forceattend a 10-month War College resident program. PME resident programs
should consider tools such as entrance examinations, applications, or
screening criteria to assess students’ abilities to contribute to and succeed in apeer, seminar-based Joint learning environment.
b. Military JPME Students (Resident Programs). The Military Services will:(1) Identify and assign to JPME programs the highest quality officers at
the appropriate rank as identified in the JPME continuum.
(2) Assign officers to the appropriate JPME program as part of acoherent design intended to leverage previous developmental and operational
experience to ensure officers are fully prepared to succeed in their future career
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(3) When selecting students to attend the JPME programs, prioritize
sending students who represent the core warfighting capabilities of theproviding Service.
(4) Ensure Service intermediate-level education (ILE) (O-4s andequivalent) programs have a proportional U.S. military officer student body mix
from each non-host Military Department.
(5) For Service ILE,, SLE, and NIU JPME seminars, maintain the JPME
seminar-student mix of at least one U.S. military officer from each of the three
Military Departments.
(6) Ensure Service senior-level educational (SLE) (O-5/6 andequivalent) programs have a U.S. military officer mix of no more than 60
percent of the total student body representing host Military Department(officer) students with the remaining non-host Military Departments
proportionately represented (reference b). The total student body consists ofattending U.S. military officer, civilian, and international officer students.
(7) For NDU JPME seminars, ensure U.S. military student mix is one
third for each Military Department.
c. Civilian Students. DoD policy (reference c) provides guidance for theparticipation of civilian students in PME programs.
(1) JPME programs will solicit nominations of civilian students at theappropriate career level. Programs will assess the appropriateness of thenumber and qualifications of civilian students vis-a-vis the relevant Joint,
Service, and interagency needs and program mission.
(2) Upon receipt of civilian student nomination packages, JPME
programs will ensure all admitted students have appropriate academic andprofessional backgrounds required for graduate-level military education.
(3) JPME programs will liaise directly with Federal agencies on civilian
enrollment and/or exchange programs to meet the intent of this instruction.
d. International Students. DoD policy (reference c) provides guidance forthe participation of International students in PME programs.
(1) PME institutions programs will promote participation ofinternational military students (IMS) in JPME programs.

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(2) JPME programs will integrate allies and key U.S. and international
partners in a learning environment where professionalism, trust, and cognitive
interoperability are valued.
(3) All PME programs will ensure that IMS participation is consistent
with relevant security considerations and appropriate directives and guidance,
to include the “Annual Countries of Emphasis Memorandum” (reference n) andthe “CJCS International Professional Military Education Strategy” (reference o).
In addition, all PME programs will employ emerging DoD guidelines (referencep) to ensure that IMS vetting procedures for screening foreign students andgranting access to our bases are closely aligned with procedures applied to U.S.
personnel.
10. JPME Faculty. The recruitment, selection, development, and managementof a highly qualified civilian and military faculty must be a top priority forinstitutional leaders.
a. Intent. The selection, development, and management of PME faculty,
and military faculty in particular, is at the core of successful programs.
Accordingly, JPME programs will ensure that military and civilian faculty
members are highly qualified instructors and are current in the fields they areteaching. As such, Services should implement the full array of talentmanagement programs to incentivize faculty assignments that are competitive,
career enhancing, and professionally rewarding while meeting JPME
requirements for diversity of skills and Service culture across the military
faculty. Military officers bring to the JPME faculty an invaluable operational
currency and expertise. A significant portion of each program/militaryeducation institution (MEI) will be military officers.
b. Faculty Mix. For the purposes of this Instruction, faculty are militaryand civilian personnel assigned to a JPME institution or program who, as
determined by the institution/program, teach, prepare, or design JPME
curricula, conduct research relevant to JPME, or directly supervise those who
do. Services will ensure an appropriate faculty mix for Service ILE and SLE
programs.
(1) Service ILE programs. Total host Military Department faculty
should have the diversity of skills and backgrounds to ensure a rigorous Joint
learning experience and a mix of not less than 5 percent military faculty fromeach non-host Military Department.
(2) Service SLE programs. Total host Military Department faculty
should have the diversity of skills and backgrounds to ensure a rigorous Joint
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learning experience and comprise no more than 60 percent of the total military
faculty. The remainder of the faculty members should be proportionallydivided among each non-host Military Department.
(3) NDU and NIU programs. Military faculty representation isapproximately proportional among the three Military Departments.
(4) Where a single faculty is indistinguishably responsible for bothintermediate and senior JPME curriculum, total host Service military faculty
shall be no more than 60 percent of the total military faculty whose primary
duty is student instruction of JPME. The two Military Departments notaffiliated with the host Service will be proportionately represented.
(5) Services should assign highly qualified officers with recent joint
experience who meet the following JPME minimum requirements:(a) Intermediate-Level Education. Seventy-five percent of themilitary faculty should be graduates of an in-resident ILE or SLE JPME
program or be designated as joint qualified officers (JQO).
(b) Joint and Combined Warfighting School. All military faculty will
be graduates of a JPME II program and possess a master’s degree or higher
from a regionally accredited educational institution (or equivalent).
(c) Senior-Level Education. Seventy-five percent of the military
faculty should be graduates of a JPME-II program or resident SLE and possessa master’s degree or higher from a regionally accredited educational institution(or equivalent).
d. Civilian Faculty. Civilian academics and interagency representatives
play invaluable roles in JPME. The academic rigor and whole-of-government
insight they provide is vital to the intellectual development of the Joint officer
corps. Regarding civilian faculty:(1) The Services, NDU, and NIU will determine the appropriate numberof civilians on their respective college faculties.
(2) Civilian faculty members should have relevant, strong academic
records and/or extensive relevant professional experience.
e. Single Faculty. In PME institutions where a single faculty is
indistinguishably responsible for both ILE and SLE curriculum, 75 percent of
the military faculty should be graduates of a JPME-II program or resident SLE.
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11. CJCS Chairs. CJCS Chairs provide a critical, direct link between the Joint
Staff and JPME teaching faculty to ensure that jointness is maintained across
JPME curricula. The following guidelines apply to CJCS Chairs.
a. CJCS chairs will be military faculty of appropriate rank, assigned to thecollege they represent, a designated JQO, have recent joint operational
experience, and be capable of contributing insight into Joint matters to thefaculty and student body.
b. Each NDU JPME college will establish a CJCS Chair.
c. CJCS Chairs are optional, yet strongly encouraged, in Service-delivered
JPME programs.
d. The CJCS Chairs come from authorized military faculty positions.
e. Nomination process. CJCS Chairs will be nominated by the heads of thespecific JPME programs to the Joint Staff Director for Joint ForceDevelopment, J-7 (DJ-7), who will prepare the nomination for CJCS decision.
f. Upon approval, CJCS Chairs will be entitled “CJCS Professor of Military
Studies.”
12. Student-to-Faculty Ratios. Student-to-faculty-ratios (STFR) serve as aproxy measure of education quality in relation to student throughput. The
focus is on faculty whose full-time role is to have direct academic interactions
with students and/or their JPME program as it supports OBME. Therefore,
only faculty whose duties primarily concern teaching, preparing, or designing
PME curricula will be counted as faculty for computing student-to-faculty
ratios. All JPME programs will use the following STFR guidelines:
a. Intermediate-Level Education. Resident programs will adhere to a STFR
of 4.0:1.
b. Joint and Combined Warfighting School. Resident program will adhere
to a STFR of 4.0:1.
c. Senior-Level Education. Resident programs will adhere to a STFR of
3.5:1.

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d. Single-faculty. In JPME institutions where a single faculty is
indistinguishably responsible for both ILE and SLE JPME curricula, there mustbe sufficient faculty to meet both the ILE and SLE student-to-faculty ratios.
e. CAPSTONE and non-resident JPME programs. STFRs do not apply.
13. Delivery Modes. JPME may be delivered in a variety of modes (resident,
distance education, satellite, and hybrid).
a. A JPME program with multiple delivery modes must have the same
program learning outcomes.
b. PME programs will incorporate active and experiential learning todevelop the practical and critical thinking skills warfighters require. Thesemethodologies include use of case studies grounded in history to help students
develop judgment, analysis, and problem-solving skills, which can then be
applied to contemporary challenges, including war, deterrence, and measures
short of armed conflict.
c. OBME encourages the use of live, virtual, constructive, and gaming
methodologies with wargames and exercises involving multiple sets andrepetitions to achieve PLOs.
14. Educational Requirements for Joint Officer Management. Statutory
educational requirements for JOM are described in Federal law (reference q).
JOM policy (references r and s) stipulates the following requirements.
a. Joint Qualified Officers. An officer who has successfully completed
CJCS-accredited JPME I and II programs and has been awarded joint credit forserving in a designated joint billet may be awarded Joint Qualification Level III
and formally designated a “Joint Qualified Officer” (JQO L-III).
b. Direct Entry Waivers. U.S. military officers should complete JPME
Phase I as a pre-requisite for admission into a JPME Phase II program.
Attendance at JPME Phase II prior to completion of JPME Phase I requires
approval of a Direct Entry Waiver (DEW) by the CJCS (see references r and s
for DEW approval requirements).
c. Outplacement of NDU Graduates. In accordance with reference b, thefollowing outplacement requirements apply to JPME II graduates of the NDU
programs:

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(1) Joint Qualified Officers. Upon graduation, each designated officer
on the Active Duty List (ADL) who is JQO shall be immediately assigned to a
Joint duty assignment. To the extent practicable, this also applies to Reserve
Component (RC) graduates not on the ADL.
(2) Other Officers. More than half of ADL non-JQO graduates of an
NDU JPME II program are assigned to a Joint duty assignment immediately
following graduation. Up to half of the officers subject to this requirement may
be assigned to a Standard-JDA as their second (rather than first) assignment
following graduation. To the extent practicable, this policy also applies to RC
graduates not on the ADL.
(3) Joint Advanced Warfighting School Outplacement and Assignment.
The Services will ensure that Joint Duty Assignment List (JDAL) positionsaligned by CCMD, Joint Staff, or the Joint Enabling Capabilities Command(JECC) as presented in the annual NDU student Size and Composition Plan arealways filled by a Joint Advanced Warfighting School (JAWS) graduate or
acceptable substitute. Substitutes must be endorsed by the gaining CCMD,
Joint Staff, or JECC. The Director, Joint Staff is the approval authority for
waivers to this policy.
15. Military Education Coordination Council. To assist in the execution of thispolicy, the MECC is established under the chairmanship of the DJ-7. The
MECC serves as an advisory body to the DJ-7 on Joint education issues, andconsists of the MECC principals and a supporting MECC Working Group(MECC WG).
a. Purpose. The purpose of the MECC is to address key educational issuesof interest to the joint education community, promote cooperation andcollaboration amongst the MECC member institutions, and coordinate joint
education initiatives.
b. MECC Principals. The MECC principals are the DJ-7 and thePresidents, Commandants, Chancellors, and Directors of the Joint and Service
universities and colleges accredited for JPME delivery (see Annex A to Appendix
B to this Enclosure for accredited JPME programs). The DJ-7, as Chairman of
the MECC, may invite representatives from other commands and organizations
as appropriate.
c. MECC Meetings. The MECC will convene at least once annually.
d. MECC WG. The MECC WG is comprised of the Provost and Deanlevel/O-6 representatives of the MECC Principals. The Chief, J-7 Joint
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Education and Doctrine (JEDD), chairs the MECC WG. The MECC WG Chair
may invite representatives from other commands and organizations as
appropriate. The MECC WG performs the below functions.
(1) Supports the MECC Principals’ meetings, to include developing
agendas, preparing papers and briefings, and documenting and disseminating
meeting results.
(2) Supports MECC-supported initiatives, to include the formation ofsubgroups as may be required.
(3) Promotes collaboration and cooperation among MECC institutions
by serving as a forum to address items of mutual interest.
(4) Meets twice yearly, with one meeting in advance of a MECC
Principals’ session. The MECC WG may meet more often, if required.
16. Policy Reviews. As required by Joint Staff policy (reference t), the Joint
Staff J-7 will initiate a thorough review of this policy every five years or asotherwise deemed appropriate to ensure that high-level guidance to JPME
programs remains current and relevant. This review will involve the Joint
Staff, the Services, CCMDs, PME institutions, and other affected agencies.
This review must ensure that JPME programs continue to meet the needs ofthe organizations that employ JPME graduates.

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Figure A-1 – OFFICER PROFESSIONAL MILITARY EDUCATION CONTINUUM
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INTENTIONALLY BLANK

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APPENDIX A TO ENCLOSURE A
OUTCOMES-BASED MILITARY EDUCATION POLICY GUIDELINES
1. Introduction. This annex describes JLAs and guidance PME institutions
need to develop JPME PLOs.
2. Guidance. JLAs represent CJCS-approved knowledge areas required todevelop warfighting expertise over a continuum of PME development. JLAs are
based on high-level guidance and provide JPME programs with a buildingblock approach for designing, developing, and delivering education necessary
to become a JQO.
3. Joint Learning Areas. JPME programs will use the JLA descriptions below
as CJCS direction regarding the joint knowledge to be mastered over acontinuum of learning. Pre-commissioning and primary institutions should
use JLA descriptions as CJCS recommendations for instilling Joint education
early in officer development. Requirements for outcomes development andattainment at pre-commissioning and primary levels are determined by Service
Chiefs in coordination with the CJCS.
a. JLA 1 – Strategic Thinking and Communication. Joint officers
demonstrate advanced cognitive and communications skills employing critical,
creative, and systematic thought. They evaluate alternative perspectives anddemonstrate the ability to distinguish reliable from unreliable information toform reasoned decisions. They persuasively communicate on behalf of theirorganizations with a wide range of domestic and foreign audiences. Via theircommunication, they synthesize all elements of their strategic thinking
concisely, coherently, and comprehensively in a manner appropriate for theintended audience and environment.
b. JLA 2 – The Profession of Arms. Joint officers are first and foremost
members of the profession of arms, sworn to support and defend theConstitution, with specialized knowledge in the art and science of war. They
demonstrate joint-mindedness and possess a common understanding of thevalues of their chosen profession demonstrated through the exercise of soundmoral judgement and the embodiment and enforcement of professional ethics,
norms, and laws. They apply the principles of life-long learning anddemonstrate effective joint leadership and followership.
c. JLA 3 – The Continuum of Competition, Conflict, and War. Joint officers
are experts in the theory, principles, concepts, and history specific to sourcesof national power, the spectrum of conflict, and the art and science of
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warfighting. They apply their knowledge of the nature, character, and conductof war and conflict, and the instruments of national power, to determine themilitary dimensions of challenges to U.S. national interests, evaluating the bestuse of the military instrument across the full spectrum of conflict to achieve
national security objectives.
d. JLA 4 – The Security Environment. Joint officers effectively andcontinuously assess the security implications of the current and future
operational environment. Using appropriate inter-disciplinary analyticalframeworks, they evaluate historical, cultural, political, military, economic,
innovative, technological, and other competitive forces to identify and evaluate
potential threats, opportunities, and risks.
e. JLA 5 – Strategy and Joint Planning. Joint officers apply a knowledge oflaw, policy, doctrine, concepts, processes, and systems to design, assess, andrevise or sustain risk- and resource-informed strategies and globally integrated,
all-domain joint plans across the spectrum of conflict. They demonstrate broad
understanding of joint, interagency, intergovernmental, and multinational
capabilities and policies to inform planning. They envision requisite futurecapabilities and develop strategies and plans to acquire them. They use
strategy and planning as primary tools to develop viable, creative options forpolicy makers. In so doing, they position the United States to achieve national
objectives across the full spectrum of conflict.
f. JLA 6 – Globally Integrated Operations. Joint officers creatively apply
U.S., allied, and partner military power to conduct globally integrated, alldomain operations and campaigns. They exercise intellectual agility,
demonstrate initiative, and rapidly adapt to disruptive change across all
domains of competition, conflict, and war. They do so consistent with law,
ethics, and the shared values of the profession of arms in furtherance of U.S.
national objectives.

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APPENDIX B TO ENCLOSURE A
JPME PROGRAMS AND MISSIONS
1. General. All JPME programs accredited at the release of this Instruction are
described in this Appendix along with missions and program descriptions. The
missions and program descriptions provided in this appendix should be usedby talent managers across the DoD and interagency to inform decisions
regarding which student is assigned to which college or program.
2. JPME Phase I Programs/Intermediate Level Education. ILE prepares field
grade officers of all Services (primarily O-4s and O-4 selects), international
officers, and U.S. civilians to assume positions of higher responsibility within
the military and other government agencies. JPME programs at the ILE level
will develop JPME I outcomes that prepare graduates to perform effectively instaff positions and support their senior leaders.
a. Air Command and Staff College(1) Mission. Educate and develop air-minded joint leaders.
(2) Program Description. The Air Command and Staff College (ACSC) is
the Air Force’s intermediate PME institution. ACSC teaches the skills
necessary to conduct air, space, and cyberspace operations in support of joint
warfighting and multi-domain campaigns. ACSC also strives to moldtomorrow’s leaders and squadron commanders to anticipate, adapt, andrespond to complex operational environments by inspiring lifelong learning andleadership excellence in the profession of arms. ACSC provides threeintermediate-level JPME programs.
(a) Master of Military Operational Art and Science—Resident. The
Master of Military Operational Art and Science—Resident (MMOAS-R) is the Air
Force’s in-residence intermediate PME degree program. The MMOAS-R
prepares field grade officers of all Services (primarily O-4s and O-4 selects),
international officers, and U.S. civilians to assume positions of higher
responsibility within the military and other government agencies.
(b) Master of Military Operational Art and Science—Online. The
Master of Military Operational Art and Science—Online (MMOAS-DL) is the Air
Force’s online intermediate PME degree program. The Online Master’s Programis designed to produce more effective officers serving in operational-levelcommand or staff positions. The program fosters the development of higher-

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order thinking by challenging students to think critically about applying
airpower in a Joint context at the operational level of war.
(c) Distance Learning PME. The Distance Learning PME 6.0 is the Air
Force’s online intermediate PME non-degree program. The Distance Learning
6.0 Program is designed to produce more effective field grade officers serving inoperational-level command or staff positions. The program emphasizes
applying airpower in a Joint context and the operational art of war. Students
explore national security issues, strategy and war theory, airpower history andtheory, Expeditionary Air Force employment concepts, and the capabilities andlimitations that the U.S. Air Force and its sister Services contribute to Joint
force commanders.
b. Army Command and General Staff College(1) Mission. Educate, train, and develop leaders for Unified Land
Operations in a JIIM operational environment; and advance the art and scienceof the profession of arms in support of Army operational requirements. The
mission of the Command and General Staff School (the intermediate-level
program of the Command and General Staff College (CGSC)) is to educate andtrain field grade level leaders to be agile, innovative, and adaptive leaders who
think critically, communicate effectively, can build teams, and leadorganizations under mission command to conduct land operations in Unified
Action while in complex and uncertain environments.
(2) Program Description. The Command and General Staff Officers
Course (CGSOC)—developed and delivered by CGSC—consists of both resident
and non-resident options. CGSOC learning objectives align with JPME
requirements under title 10, U.S. Code, section 2151.
(a) The ten-month resident course consists of the Common Core
(CC) and the Advanced Operations Course, as well as an elective program.
(b) The non-resident option consists of only the CC and a branchspecific or functional area-specific credentialing course.
(c) The CGSOC CC assists junior majors and senior captains’ movefrom a tactical-level focus to an operational-level perspective. It provides
graduates with the skills, knowledge, and attributes to adapt and dominate in
Unified Land Operations in a range of operational environments. In addition to
strategy, operations and tactics, logistics, and force management, CC areas ofstudy include history, politics, leadership, and the human dimension.

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15 May 2020c. Marine Corps Command and Staff College(1) Mission. Provide graduate-level education and training in order todevelop critical thinkers, innovative problem solvers, and ethical leaders.
Marine Corps Command and Staff College (MCCSC) graduates will serve as
commanders and staff officers with Marine Air Ground Task Forces (MAGTF),
Service, and JIIM organizations confronting complex and uncertain security
environments.
(2) Program Description. MCCSC provides PME to Marine Corps field
grade officers, Joint and multinational field grade officers, and interagency
professionals based on a curriculum accredited by the PAJE and the Southern
Association of Colleges and Schools Commission on Colleges (SACSCOC).
MCCSC students have the opportunity to earn a regionally accredited Master of
Military Studies degree.
(a) MCCSC in-residence program seeks to open the minds of its
learners to foster creative problem solving based on critical thinking, ethicalideals, and thorough analyses. Graduates are knowledgeable in the art andscience of warfare, specifically historical and contemporary warfare theories,
international security studies, operational art and design, small wars, andamphibious operations.
(b) The Command and Staff College Distance Education Programprovides operational-level professional military education to Marine Corps field
grade officers, limited duty officers, chief warrant officers, and joint andmultinational field grade officers. Every graduate is expected to more
effectively plan and operate within the MAGTF to meet the needs of the Marine
Corps and CCDRs.
d. College of Naval Command and Staff(1) Mission. Educate and develop leaders.
(2) Program Description. The College of Naval Command and Staff(CNC&S) provides current, rigorous, and relevant intermediate JPME
supporting the CJCS OPMEP and the Navy’s PME Continuum. This program
meets the standards required in law and policy and is accessible to the
maximum number of qualified U.S. and international officers and civilian
employees of the U.S. Government. The education fosters an active andgrowing community of future leaders who have trust and confidence in eachother and are operationally and strategically minded critical thinkers proficient

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in Joint matters. Graduates are skilled Naval and joint warfighters prepared tomeet the operational and strategic challenges of today and tomorrow.
(a) The CNC&S is a ten-month intermediate-level resident PME
program, which meets the statutory requirements for JPME I and is designed
to produce broadly educated leaders who possess an operational and strategic
perspective. Students apply disciplined, strategic-minded, critical thinking tochallenges in multi-Service, multi-agency, and multinational environments.
Graduates are able to act as operational planners and joint warfighters who are
effective maritime spokespersons. As a graduate program, the curriculum
emphasizes critical thinking and reasoning skills rather than the absorption offacts. There is time provided for students to read and think on the subject
matter. The majority of the curriculum is delivered in seminars based on the
Socratic Method and experiential learning where students are expected toactively participate in the sharing of ideas.
(b) College of Distance Education. The Naval War College’s College
of Distance Education (CDE) educates and develops leaders unable toparticipate in a traditional residential program. CDE delivers intermediatelevel joint professional military education through a variety of delivery
methodologies, all of which meet the statutory requirements for JPME I and aredesigned to produce broadly educated leaders who possess an operational andstrategic perspective. Students apply disciplined, strategic-minded, criticalthinking to challenges in multi-Service, multi-agency, and multinational
environments. Graduates are able to act as operational planners and joint
warfighters who are effective maritime spokespersons. As a graduate-level
program, the curriculum emphasizes critical thinking and reasoning skills.
e. National Intelligence University(1) Mission. Advance the intelligence profession through a holistic,
integrative, contextual approach to education that promotes dynamic teaching,engaged learning, original research, academic outreach, analytical problem
solving, rigorous research methods, collaborative processes, and lifelong
learning.
(2) Program Description. NIU is a Federal, degree-granting institution
authorized by Congress to offer accredited graduate and undergraduate
degrees and graduate certificates. While pursuing their graduate degree, selectqualified students may also participate in the JPME Studies Program andreceive JPME I credit upon graduation.

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3. JPME Phase II Programs/Senior-Level Education. JPME programs at SLE
institutions will develop program learning outcomes that prepare officers of allServices (primarily O-5s and O-6s), international officers, and U.S. civilians toassume positions of higher responsibility at the strategic level.
a. Joint Forces Staff College/Joint and Combined Warfighting School(Resident, Satellite, and Hybrid). Joint and Combined Warfighting School(JCWS) Resident and Satellite programs are 10-week JPME II programs
targeted at officers at the O-4 to O-6 level who have not attended SLE. JCWS
Hybrid is a 40-week program with 3 weeks resident and 37 weeks of distanceeducation.
(1) Mission. JCWS educates national security professionals to planand execute JIIM operations. Graduates are critically thinking, operationallyminded, skilled joint warfighters who can operationalize national, military, andtheater security strategies into design-informed operational plans. Graduates
have a primary commitment to JIIM teamwork, attitudes, and perspectives.
(2) Program Description. JCWS offers JPME Phase II to officers to
prepare them for joint qualification, to meet Service talent management
requirements, and to ensure joint commands and agencies are staffed with
officers prepared to execute the mission of these commands. Senior enlisted
members assigned to, or enroute to, key advisor positions in joint commands
and agencies also are eligible to attend JCWS. JCWS instructs students on the
integrated strategic deployment, employment, sustainment, and redeployment
of Joint forces. The school accomplishes this through simulations, exercises,
and case studies in a joint seminar environment. JCWS fosters a mutual
understanding and rapport that develops when students from all Services
share and challenge the ideas, values, and traditions of their Services andlearn to plan jointly to solve national security challenges through the skilledapplication of diplomatic, economic, military, and informational means. The
Phase II program at JCWS builds on the foundation established by theinstitutions teaching JPME Phase I. Faculty and student interaction in the
fully joint environment of the JFSC fosters acculturation as a key aspect inpreparing these officers and senior enlisted members to serve knowledgeably
and proficiently on a joint staff. The JCWS graduate will be able to lead joint
planning efforts, integrate the creativity of operational art with the analyticaland logical process of operational design, and be proficient with the Joint
Planning Process as the application framework to develop theater strategies
and operational plans in a complex global operating environment.
b. Joint Forces Staff College/Joint Advanced Warfighting School

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(1) Mission. JAWS produces joint operational artists fully prepared toserve as senior planners, joint leaders, and advisors at OSD, the Joint Staff, ora four-star CCMD/Sub-Unified Command. The graduates are historicallyinformed, strategically minded, skilled joint warfighters. They are critical andcreative thinkers who expertly translate strategic decisions to operational andtactical actions through design-informed operational planning.
(2) Program Description. JAWS provides the CCMDs/Sub-Unified
Commands with planners who are expert in joint planning, capable of criticalanalysis in the application of all aspects of national power across the full rangeof military operations, and capable of synergistically combining existing andemerging capabilities in time, space, and purpose to accomplish a range of
operational or strategic objectives. It is the only institution that has at its core
purpose to produce officers who are masters at planning the employment ofjoint forces at the operational level of war. JAWS graduates gain both theintellectual and practical skills that make them confident practitioners of joint
warfare at the operational-strategic nexus. They are capable of building andleading effective joint, interagency/inter-organizational, intergovernmental, andmultinational teams. They possess the ability, in either a command or staff
position, to design, direct, coordinate, and execute military plans across theoperational continuum in a joint and interagency environment in a
multinational setting. The JAWS mission demands a rigorous curriculum.
Three core Fields of Study—Foundations in Theory and History, Strategy, andOperational Art and Campaign Planning—provide the developmental
framework. JAWS Synthesis provides the students the opportunity to discover
the linkages among the other courses. The modules and courses are carefully
woven together with key thematic questions to demonstrate the relationships
between the subjects and improve student learning. Student individual
research, analysis, and writing comes together in the Research Seminar andthesis as well as other research and writing requirements.
c. Air War College(1) Mission. Educate senior military and civilian teammates to serve as
critical and strategic thinkers able to serve as national security senior leaders.
(2) Program Description. AWC provides one Senior JPME degree
program: the Master of Strategic Studies (MSS)—Resident. The MSS helps
transform leaders into strategic leaders through a rigorous educational
experience that challenges students with the intellectual tools they can draw
upon in future assignments to provide senior leadership and sound advice onnational security issues. The Air War College produces senior, air-minded,historically informed joint leaders able to develop, effectively communicate, and
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apply innovative solutions to the challenges of a complex and dynamic
international security environment by leveraging force or the threat of force,along with other instruments of power, to achieve national security objectives.
d. College of Naval Warfare(1) Mission. Provide current, rigorous, and relevant senior JPME
supporting CJCS OPMEP and the Navy’s PME Continuum. Graduates are
skilled naval and joint warfighters prepared to meet the operational andstrategic challenges of today and tomorrow.
(2) Program Description. The CNW is a ten-month senior-level resident
PME program designed to produce broadly educated strategic leaders who
possess a strategic perspective underpinned by strategic analytical frameworks.
Students apply disciplined, strategic-minded, critical thinking to challenges in
multi-Service, multi-agency, and multinational environments. Graduates areable to act as strategic planners and joint warfighters who are effective
maritime spokespersons. As a graduate program, the curriculum emphasizes
critical thinking and reasoning skills rather than the absorption of facts. Thereis time provided for students to read and think on the subject matter. The
majority of the curriculum is delivered in seminar based on the Socratic
Method and experiential learning where students are expected to actively
participate in the sharing of ideas.
e. Marine Corps War College(1) Mission. Educates selected military and civilian professionals inorder to develop critical and creative thinkers, military strategists, joint
warfighters, and strategic leaders who are prepared to meet the challenges of acomplex and dynamic security environment.
(2) Program Description. The Marine Corps War College (MCWAR) is
the Marine Corps’ SLE institution. The educational environment at MCWAR
combines academic rigor with intellectual freedom, employing a variety of adultactive learning methods to achieve academic excellence and to hone criticaland creative thinking, military strategy, joint warfare, and leadership skills.
The MCWAR student body is divided into two seminars with representatives
from each Military Service, selected government agencies, and international
officers. This mix of students provides the basis for a dynamic learning
environment in a variety of interactive educational forums, to include Socratic
seminars, case studies, exercises and practical applications, written
assignments, and oral presentations. Facilitated by its proximity to the
National Capitol Region, MCWAR exposes its students to experts from
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government, academia, and industry. As an integral element of the Corps’ PME
framework, the MCWAR’s curriculum and academic programs are designed tosatisfy all JPME Phase II and SACSCOC requirements.
f. CGSC School of Advanced Military Studies/Advanced Strategic Leader
Studies Program(1) Mission Statement. Educate members of our Armed Forces, allies,
and the interagency at the graduate level to become agile and adaptive leaders
who are critical and creative thinkers who produce viable options to solve
operational and strategic problems.
(2) Program Description. The Advanced Strategic Leader Studies
Program (ASLSP) is a ten-month resident course developed and delivered by the
School of Advanced Military Studies. As the senior level program of CGSC, thepurpose of ASLSP is to educate future senior leaders of the Armed Forces, allies
and the interagency for high-level policy, command, and staff responsibilities.
The ASLSP curriculum provides a comprehensive, multifaceted focus at thetheater-strategic level across the spectrum of Joint and land force operations
during peace, crisis, and war. The Joint learning areas required for JPME II
accreditation are an essential component for the design of the senior-level
curriculum. ASLSP learning objectives align with the JPME requirements
under title 10, U.S. Code, section 2151. The ASLSP curriculum consists of theseven courses: Strategy; Regional Studies; Joint Warfighting; Twenty-First
Century Conflict; Strategic Leadership; and Research and Writing. All ASLSP
graduates earn a Master of Art in Strategic Studies which require students topass an assessment including a course assessment essay, researchmonograph, and an oral comprehensive examination.
g. U.S. Army War College(1) Mission. Educate and develop leaders for service at the strategiclevel while advancing knowledge in the global application of Landpower.
(2) Program Description. The U.S. Army War College conducts three
joint educational programs:(a) The resident education program is a 10-month in-residence
JPME II senior service college that educates approximately 384 students every
year.

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15 May 2020(b) The distance education program is a two-year hybrid JPME I
Senior Service College program that enrolls approximately 482 students every
summer.
(c) The Joint Studies Program is a two-year hybrid JPME II
program; the size of the Joint Studies Program varies depending on the numberof sister-Service students enrolled in the distance education program.
(d) All three programs are Military Education Level I for the Army.
Graduates receive a Master’s Degree in Strategic Studies. All three programs
share the same program learning outcomes, shaped in part by guidance
provided by the Officer Professional Joint Military Education Policy.
h. National War College(1) Mission. Educate joint, interagency, and international leaders andwarfighters by conducting a senior-level course of study in national security
strategy, preparing graduates to function at the highest levels of strategic
leadership in a complex, competitive, and rapidly evolving strategic
environment.
(2) Program Description. The National War College’s (NWC)
fundamental aim is to graduate Joint, interagency, and multinational
strategists with the ability to critically analyze security challenges in a complex,
competitive, volatile, and rapidly evolving strategic environment and to develop
and orchestrate viable national strategies to overcome those challenges. To
achieve this aim, NWC develops strategists’ ability to pragmatically evaluate theutility of the instruments of power for achievement of long-term national
strategic objectives. NWC specifically focuses on the interrelationship between
the military instrument and the other instruments of power and the integrated
application of the instruments in war and statecraft. NWC graduates areprepared to function at the highest levels of strategic leadership, designing,
critiquing, advising on, and leading national security strategy.
i. College of Information and Cyberspace(1) Mission. Educate joint warfighters and national security leaders inorder to lead and advise national security institutions and advance global
security within the cyberspace domain and through the use of the information
instrument of national power. The College of Information and Cyberspace (CIC)
degree program offers a Master of Science in Government Information
Leadership. CIC also offers graduate-level certificates to support the educationof the DoD Cyberspace Workforce in accordance with references u and v.
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(2) Program Description. The NDU CIC offers a wide spectrum ofeducational activities, services, and programs to prepare information leaders toplay critical roles in national security in the Information Age. Qualified
graduates are awarded JPME II credit and a Master of Science in Government
Information Leadership with a concentration in National Security andCyberspace Studies. The CIC’s School of Joint Strategic Studies provides a
JPME II graduate education focused on the information instrument of national
power and the cyberspace domain. Graduates of the program will be national
security leaders and advisors who lead, develop, and apply the policies,
strategies, and doctrine to successfully leverage information and cyberspace
operations within the broader national security framework. A fundamental
strength of the program is its Joint, interagency, and multinational approach to
studying the information environment and cyberspace. The students andfaculty are drawn from across the U.S. armed forces, from U.S. civilian
departments and agencies concerned with national security policy, and fromkey allies and international partners. Whether in pursuit of the Master of
Science Degree, an NDU CIC certificate, or a graduate level course forprofessional development, CIC students bring diverse perspectives tocontribute to a rich and dynamic learning environment. They are motivated tolearn and share knowledge, experience, and best practices. CIC graduates areencouraged to become better leaders and decision-makers and to master thetools of lifelong learning.
j. Dwight D. Eisenhower School for National Security and Resource
Strategy(1) Mission. Educate joint warfighters and other national security
leaders for strategic leadership and success in developing national security
strategy and in evaluating, marshaling, and managing resources in order to
execute that strategy. The Eisenhower School program offers a Master of
Science in National Security Resource Strategy.
(2) Program Description. The Eisenhower School accomplishes its
educational mission with a rigorous curriculum designed to promote thedevelopment of students as strategic thinkers and national security
policymakers. The academic program includes courses in national security
studies, economics, defense strategy and resourcing, acquisition, the global
industrial base, and strategic leadership. These core courses aresupplemented by a variety of elective courses and a vibrant student research
program. Additionally, the school also offers concentration options, including
the Senior Acquisition Course, as directed by the Defense Acquisition
Workforce Improvement Act of 1990; Long-Term Strategy; and Supply Chain
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Management. The curriculum includes a one-of-a-kind study of industry that
requires the development of a strategic perspective on the U.S. and global
industrial base and its role in supporting the resource requirements of national
security. The Eisenhower School Program grants a Master of Science in
National Security Resource Strategy.
k. College of International Security Affairs(1) Mission. Educate joint warfighters and national security leaders increative and critical thinking for the strategic challenges of winning strategies
for the contemporary security environment. College of International Security
Affairs (CISA) programs offer a Master of Arts in Strategic Security Studies.
(2) Program Description. CISA’s International Combating Terrorism
Fellowship Program (ICTF) is the flagship of the Office of the Assistant
Secretary of Defense for Special Operations/Low Intensity Conflict’s worldwide
combating terrorism educational portfolio. ICTF has produced over 600
graduates from 90 countries. During their stay in Washington, D.C.,
Combating Terrorism Fellows engage in intensive master's degree coursework,
to include a thesis that addresses a specific security issue relevant to their areaof operations, country, or organization. To complement their academic
coursework, students take part in a practicum where they visit government
agencies to gain a better understanding of the U.S. national security decisionmaking process.
4. CAPSTONE/Flag and General Officer Education. The NDU CAPSTONE
course ensures that newly selected GO/FOs understand the fundamentals of
Joint doctrine and Joint Operational Art; how to integrate the elements ofnational power in order to accomplish national security and national military
strategies; and how Joint, interagency, and multinational operations support
national strategic goals and objectives.
a. Mission. Reinforce new GO/FO comprehension of joint matters andnational security strategy needed for the remainder of an officer’s career.
b. Program Description. Education at the GO/FO level is inherently joint
and unified in nature. Its focus is on the highest levels of strategy, integrating
the elements of national power to achieve national security objectives.
CAPSTONE participants are referred to as “Fellows” because of the uniquenature of the course and the special expertise and qualifications of those
officers attending. The 5-week course is offered four times each year to satisfy
the statutory requirement of the DoD Reorganization Act of 1986 that all newly
selected GO/FOs attend the CAPSTONE course. The course differs from senior
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Enclosure AUNCLASSIFIEDCJCSI 1800.01F
15 May 2020

Service schools in three major ways, other than the obvious rank of its
participants, class size, and course duration. First, the course focuses on theemployment of U.S. forces in joint and combined operations to support
national policy objectives. Second, it provides personal interaction with CCDRs
and other senior U.S. commanders. Third, retired four-star GO/FOs areattached to each class as Senior Fellows to provide advice and guidance.

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Enclosure AUNCLASSIFIEDCJCSI 1800.01F
15 May 2020

ANNEX A TO APPENDIX B TO ENCLOSURE A
CJCS ACCREDITED JOINT EDUCATION PROGRAMSProgram

Initial Certification or JPME Phase(s)Accreditation Date

National War College (NWC)
Industrial College of the Armed Forces(ICAF)/(ES)School of Information Warfare andStrategy (SIWS)
Joint Forces Staff College (JFSC)(intermediate-level College)
Joint and Combined Staff Officer School(JCSOS) (JFSC) 3
Joint and Combined Warfighting School(JCWS) (JFSC) 3
U.S. Army War College (USAWC)

1 June 1989
1 June 1989

Single-Phase10
Single-Phase10

10 May 19951

Single-Phase I and II

1 June 19892

I and II

15 July 19904

II

25 October 1994

II

Advanced Strategic Leadership Studies
Program (ASLSP)15

April 2016

II

College of Naval Warfare (CNW)

1 June 19895
18 May 20079
1 June 19895

I II

1 June 19895
I II
28 September 20079
USAWC (Non-resident)
16 February 1999
I
5
Army Command and General Staff College 1 June 1989
I
(ACGSC) (Resident)(Phase I credit for AY 90)
ACGSC (Non-resident)
3 July 1991
(1st graduates produced I
in 1992)

College of Naval Command and Staff(CNCS) (Resident)
College of Continuing Education/College
of Distance Education
29 March 1991
(Navy ILC Non-resident)7
Naval Postgraduate School (NPS)
11 December 19956
Air War College (AWC)
1 June 19895
16 November 20069
Air Command and Staff College (ACSC)
1 June 19895(Resident)
ACSC (Non-resident)
2 November 1990

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I
I
I
I II
I
I

Annex A
Appendix B
Enclosure AUNCLASSIFIED
Marine Corps War College (MCWAR)

18 December 1992
14 September 20069
Marine Corps Command and Staff College 1 June 19895(MCCSC) (Resident)
Marine Corps College of Continuing
28 January 1994
Education (MCCCE) (Non-resident)
Advanced Joint Professional Military
17 December 2004
Education (AJPME)
Joint Advanced Warfighting School
25 April 2008
(JAWS)
National Intelligence University (NIU)26 October 2012
JPME
C
h
t
College of International Security Affairs
25 June 2014(CISA)-CSCT Program Cohort
College of Information and Cyberspace
13(CIC)
US Army War College Joint Studies
NDU CAPSTONECJCSI 1800.01F
15 May 2020
I II
I
I12
N/A8
Single-Phase10 I
I
II1120 July 2018II

May 2015

II14
III

Notes
1 SIWS terminated as an SLC after academic year (AY) 95-96.
2 Certified as JPME Phase-I ILC prior to transformation into current configuration as JPME Phase-II program. Graduatesof JFSC ILC program in Jan 89, Jan 90 and Jun 90 received both JPME Phase-I and -II credit.
3 The National Defense Authorization Act for Fiscal Year 2001 changed the name of the Armed Forces Staff College to
Joint Forces Staff College.
4 First class to receive JPME Phase-II credit was conducted July through September 1990.
5 Certain officers who completed the joint track program portion of Service ILCs and SLCs in AY 89 received both JPME
Phase-I and -II credit. Officers who completed Service ILCs and SLCs in AY 85 through AY 89 and completed JCSOS(JFSC) by 1 January 1994 received both JPME Phase-I and -II credit.
6 NPS terminated its JPME program after AY 00.
7 This program is currently titled the College of Distance Education.
8 Now called the JCWS Hybrid Course. Meets the in-residence Title 10 requirements for JPME Phase-II.
9 Program ceased awarding JPME Phase-I credit once certified/accredited to award JPME Phase-II credit.
10 Single-Phase JPME” authority rescinded upon completion of AY 11-12. Effective with AY 12-13, course is only JPME- II
granting (10, U.S.C., 2155).
11 AY 13-14 & 14-15 cohort graduates of the pilot curriculums are authorized to receive JPME-II credit. Accreditation of
the CSCT Program as a permanent POI is expected by the end of AY 14-15.
12 Program name changed to Marine Corps College of Distance Education and Training.
13 24-28 April 2017 J7 Staff Assisted Visit confirmed progress and provided recommendations to meet JPME II
requirements. Accreditation of the CIC resident program is expected in Calendar Year 19.
14 16-20 July 2018 PAJE awarded conditional accreditation to USAWC JSP for 38 months. Officers graduating in
AY17/18/19 granted JPME II credit.
15 April 2016 conditional accreditation of ASLSP to grant JPME-II through 30 April 2019; 28 January 2019 JS J7
extension of conditional accreditation thru 31 July 2020

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Appendix B
Enclosure AUNCLASSIFIEDCJCSI 1800.01F
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APPENDIX C TO ENCLOSURE A
COMMON EDUCATION STANDARDS
1. Introduction. PAJE standards for JPME certification are preserved under
OBME. PAJE standards are based on historic best practices and describe
conditions that contribute to excellence in learning. Once accredited, JPME
programs will be reaffirmed using a combination of PAJE standards (input
metrics) and outcomes assessment reports (output metrics). For OBME, theinputs set the conditions for learning achievement; the outputs provide theevidence of learning achievement.
2. Standard 1 – Joint Acculturation. JPME resident programs will maintain amix of students and faculty to foster a joint learning experience, meet Joint
educational requirements described in this Instruction, encourage criticalanalyses of current and emerging national strategies from a joint perspective,
and foster a commitment to joint and interagency cooperation. Non-resident
programs will seek to maintain a mix of students and faculty that fosters ajoint perspective and representative of a joint learning experience.
3. Standard 2 – The Academic Experience. JPME programs must be
academically rigorous and intellectually challenging, requiring students toengage with faculty and other students to ascertain and analyze diverse
perspectives. Instructional methods should be appropriate to the subject
matter and desired levels of learning, and should employ active student
learning strategies where feasible.
4. Standard 3 – Student Achievement. JPME programs should measure
student knowledge and understanding through the use of course and programassessments. Course and program outcomes should clearly state what
performance students are expected to demonstrate by the end of a course andprogram. Direct assessment of student learning is essential and foundational
to the success of OBME. Indirect assessments may be used to supplement
direct assessment results. Indirect assessments may be useful to evaluate
attainment of learning outcomes such as when the outcome is in the affective
domain and to provide program leaders with enhanced understanding of the
program’s effectiveness in fostering student performance.
5. Standard 4 – Program Review. JPME curricula should reflect a regular,
rigorous, and documented review process that leverages evidence, directly
involves the faculty, and reflects the program’s mission. The PAJE review
should be a check on the integrity of the review process. In addition, JPME
stakeholders should be queried periodically to validate the quality, relevancy,
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Enclosure AUNCLASSIFIEDCJCSI 1800.01F
15 May 2020and currency of JPME curricula and ensure emerging topics are considered forinclusion in JPME curriculum updates.
6. Standard 5 – Faculty Selection, Development, and Performance Assessment
Program. Given the nature of JPME, recruiting and training of faculty is often
continuous. Effective JPME programs recruit and hire the best possible faculty
available (military and civilian), train them to be successful in the JPME
environment, and provide opportunities for internal and external development.
Recruiting and maintaining a high-quality faculty with proper academic
credentials, teaching abilities and skills, and experience in joint andprofessional matters must remain a constant focus. Faculty should haveclearly defined performance criteria.
7. Standard 6 – Infrastructure and Financial Capabilities. Each JPME
program must have facilities and infrastructure sufficient to support its
mission. This requires a reliable information technology network, access to alibrary capable of supporting the breadth of topics and research requirementsof the program, and learning resources necessary to support and maintain an
active-learning, seminar-based educational environment. Furthermore, each
JPME institution must ensure its programs are sufficiently resourced in termsof finance, personnel, and technology to support the program’s ability toachieve and assess its outcomes.

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Enclosure AUNCLASSIFIEDCJCSI 1800.01F
15 May 2020

ENCLOSURE BRESPONSIBILITIES
1. Introduction. The following roles and responsibilities are required to ensure
effective governance and execution of this policy.
2. Chairman of the Joint Chiefs of Staff. The CJCS is responsible for thefollowing:a. Formulating policies for coordinating the military education of membersof the Armed Forces.
b. Advising and assisting the SecDef by periodically reviewing andrecommending revisions to the curriculum of JPME institutions to enhance theeducation of officers in joint matters.
c. Advising and assisting the SecDef through the designation andcertification (accreditation) of all elements of joint professional militaryeducation.
d. Providing primary oversight of Joint military education, to include
approving Joint PME outcomes, SAEs, and Joint Force DLAs.
e. Serving as the principal military adviser to the SecDef on PME matters.
f. Approving CJCS Chairs.
g. Periodically providing Joint Staff subject matter expert support from thevarious directorates to provide briefings, lectures, and papers to enhance andextend the JPME enterprise.
h. Approving the annual JPME Phase I Equivalency list and SAEs.
i. Approving the annual PME Countries of Emphasis Memorandum and theInternational PME Strategy
3. Service Chiefs. Each Service Chief is responsible for:a. Managing the content, quality, and conduct of the Service’s PME
programs at all levels within the guidelines of the military educationalframework and implementing guidance contained in this policy.

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b. Aligning PME and talent management systems to ensure the rightstudents are identified and assigned to the right school at the right time.
c. Ensuring officers receive effective Joint PME at appropriate times
during all five levels of officer development.
d. Ensuring that Joint PME outcomes are achieved at all five levels of
officer development.
e. Providing students to JPME resident programs as follows:(1) Ensure sufficient students are provided to maintain a core JPME
seminar-student mix containing at least one U.S. military officer from each of
the non-host Military Departments.
(2) Ensuring that officers from the non-host Military Departments forService senior-level colleges (SLCs) will be proportionally represented.
(3) Providing sufficient students for the JPME programs and colleges at
NDU to maintain a U.S. military student body mix of approximate one third by
Military Department.
(4) Ensuring that Service intermediate-level colleges and SLCs maintaina balanced seminar mix of operational and functional expertise from non-host
Military Departments.
(5) Providing faculty to JPME programs in accordance with the mix
requirements for ILE and SLE programs contained in this Instruction.
(6) Ensuring that Service programs achieve their JPME program
outcomes.
(7) Determining appropriate mix of active duty, RC, international
officer, and civilian participation in JPME colleges.
(8) Providing the CJCS with reports (on a Request for Informationbasis) on the effectiveness of the Service in achieving Joint PME outcomes at
each level of officer development.
4. Office of the Director, Joint Staff. The Special Assistant for GO/FO Matterswill monitor the attendance of newly promoted GO/FOs at the CAPSTONE
course to ensure that attendance occurs within 2 years of Senate confirmation(or that a waiver is obtained from OSD).
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5. Director for Joint Force Development, J-7. The DJ-7 will:a. Chair the MECC.
b. Oversee the PAJE.
c. Review stakeholder feedback received from JPME surveys and advise the
MECC appropriately.
d. Advise the CJCS on the effectiveness of JPME schools in achieving
program outcomes.
6. Chief, Joint Staff J-7, Joint Education and Doctrine Division. The Chief,
J-7/JEDD will:a. Maintain a Joint Staff manual to provide JPME programs with processes
and procedures for use by organizations responsible for execution andgovernance of policies contained in this instruction.
b. Maintain, and periodically review and refresh, the CJCS Officer PME
policy and manual.
c. Produce for CJCS approval the CJCS SAE listing.
d. Produce for CJCS decision the annual JPME I equivalency list.
e. Administer the PAJE.
f. Chair the MECC WG.
g. Establish an assessment advisory committee that will advise the Joint
Staff J-7 and MECC on best practices in outcomes-based educationassessments.
h. Prepare the annual Military Education report in accordance withreference b and this Instruction.
i. Represent J-7 on the J-5–led International PME Advisory Board.
j. Assist J-5 with the CJCS’ International PME strategy.
k. Coordinate the annual review of JAWS assignments.
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UNCLASSIFIEDCJCSI 1800.01F
15 May 2020l. Collect, collate, and analyze data relevant to the delivery of JPME,
preparing associated reports as required.
m. Prepare for CJCS decision on CJCS Chair nominations.
7. Director for Manpower and Personnel, J-1. The Director, J-1 will:a. Monitor compliance with 10 U.S.C. Chapter 107 and Chapter 38
requirements for Joint duty assignments after completion of JPME.
b. Coordinate requests for JPME Phase II Direct Entry Waivers.
8. Director for Strategic Plans and Policy, J-5. The Director, J-5 will:a. Maintain, and periodically review and refresh, the CJCS’ International
PME Strategy (in coordination with J-7).
b. Annually publish the CJCS’ PME Countries of Emphasis memorandum.
c. Co-chair, with OSD, the International PME Advisory Board.
d. Respond, on behalf of the CJCS, to invitations for U.S. officers to attend
foreign-based PME.
e. Annually validate to J-7 the proper distribution of JDAL billets requiring
JAWS graduates.
f. Assist, as required, in J-7–led efforts regarding the survey of JPME
graduates.
9. Combatant Commanders. CCDRs will:a. Participate in the periodic J-7–led assessments of JPME graduates.
b. Respond to JPME Schools Graduate Survey requests.
c. Respond to requests from NDU and the Services regarding the currency
and relevancy of JPME and PME curricula.

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UNCLASSIFIEDCJCSI 1800.01F
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ENCLOSURE C
REFERENCES
a. Title 10, U.S. Code, section 153 paragraph 6.c.
b. Title 10, U.S. Code, chapter 107, Professional Military Educationc. DoDI 1322.PB Series-Volume I, “Military Education Policy”
d. Joint Publication 1, “Joint Doctrine of the Armed Forces of the UnitedStates” 25 March 2013
e. Joint Doctrine Note 1-19, “Competition Continuum,” 3 June 2019
f. DoDD 3000.07 Series, “Irregular Warfare (IW)”g. DoDI 3000.11, “Management of DoD Irregular Warfare and Security Force
Assistance Capabilities,” 3 May 2016h. Irregular Warfare Annex to the 2018 National Defense Strategy
i. Joint Staff Director, Joint Force Development memorandum, “Nuclear
Posture Review Task 20A,” 5 June 2019
j. Nuclear Posture Review, February 2018
k. National Defense Strategy 2018l. National Military Strategy 2018
m. Capstone Concept for Joint Operations 2030, 19 June 2019
n. CJCS Memorandum; “CJCS Professional Military Education Countries ofEmphasis for Academic Year 2018”
o. CJCS Memorandum: “CJCS International Professional Military Education
Strategy 2014”
p. DepSecDef memorandum, “Foreign Nationals Education and Training,” 10
December 2019
q. Title 10, U.S. Code, section 663
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r. DoDI 1300.19 Series, “DoD Joint Officer Management Program”
s. CJCSI 1330.05 Series, “Joint Officer Management Procedures”
t. CJCSI 5701.01 Series, “Policy for the Development of CJCS, Joint Staff, andJ-Directorate Directives”
u. DoD Cyberspace Strategy, April 2015
v. DoDD 8140.01, “Cyberspace Workforce Management”

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GLOSSARYPART I -- ABBREVIATIONS AND ACRONYMS
ACSC
ADL
ASLSP
AWC
AY

Air Command and Staff College
Active Duty List
Advanced Strategic Leadership Studies Program
Air War College
Academic Year

CGSC
CGSOC
CIC
CISA
CJCS
CNC&S
CNW

Command and General Staff College
Command and General Staff Officers Course
College of Information and Cyberspace
College of International Security Affairs
Chairman of the Joint Chiefs of Staff
College of Naval Command and Staff
College of Naval Warfare

DE
DL
DJS
DLAs
DECC
DoD

Distance Education
Distributive Learning
Director of the Joint Staff
Desired Leader Attributes
Distance Education Coordination Committee
Department of Defense

GO/FO

General/Flag officer

ICTF
ILE
IMS
IW

International Combatting Terrorism Fellowship
Intermediate-level education
International Military Student
Irregular Warfare

J1
J5
J7
JAWS
JCS
JCWS
JDA
JDAL
JEDD
JFSC
JLA

Directorate for Manpower and Personnel, Joint Staff
Directorate for Strategic Plans and Strategy
Directorate for Joint Force Development, Joint Staff
Joint Advanced Warfighting School
Joint Chiefs of Staff
Joint and Combined Warfighting School
Joint Duty Assignment
Joint Duty Assignment List
Joint Education and Doctrine Division
Joint Forces Staff College
Joint Learning Area
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JOM
JPME
JQO

Joint Officer Management
Joint Professional Military Education
Joint Qualified Officer (Level-III)

MCCCE
MCCSC
MCWAR
MECC
MECC WG
MEI

Marine Corps College of Continuing Education
Marine Corps Command and Staff College
Marine Corps War College
Military Education Coordination Council
Military Education Coordination Council Working Group
Military Education Institution

NDU
NIU
NPS
NWC

National Defense University
National Intelligence University
Naval Postgraduate School
Naval War College

OBME
OPMEP
OSD

Outcome-Based Military Education
Officer Professional Military Education Policy
Office of the Secretary of Defense

PAJE
PLO
PME

Process for Accreditation of Joint Education
Program Learning Outcomes
Professional Military Education

SAE
SIWS
S-JDA
SLC
SLE
STFR

Special Area of Emphasis
School of Information Warfare and Strategy
Standard- Joint Duty Assignment
Senior-Level College
Senior-Level Education
Student-to-faculty ratio

USAWC
USAWCJSP

United States Army War College
United States Army War College Joint Studies Program

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UNCLASSIFIEDCJCSI 1800.01F
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GLOSSARYPART II – DEFINITIONS

Acculturation — A change in behaviors and thinking that is the culmination ofcontinuous contact among groups of individuals of different cultures resulting
in changes in original cultural patterns.
Attributes — Abilities, traits, behaviors that result in others “attributing”
certain characteristics to a subject. Evaluation of an attribute is complicatedas it requires that assessments are targeted at the “attributor.” Accordingly,
cognitive development of attributes requires the deconstruction or translationof attributes into education outcomes that can be taught and demonstrated.
Assessment — The systematic collection, review, and use of information to
improve student learning and development.
Direct Assessment — Measures of learning that are based on student
performance or demonstrations of the learning itself. It gathers and analyzes
data from student behavior tied directly to learning outcomes and provides
demonstrable evidence that students achieved the learning outcomes. Direct
assessment of learning can occur within a course and also across courses or aprogram. Examples include portfolios, presentations, tests/exams, projects,
wargames/simulations, and written assignments. Direct assessments may be
used for formative or summative assessment purposes.
Direct-Entry Waiver (DEW) — A waiver, requested by a Service and approved by
the CJCS, that permits an officer who is neither a graduate from an accredited
JPME Phase I course of instruction, nor a recognized Phase I-equivalent
program, to attend JPME Phase II prior to completion of Phase I. The waiver
only concerns the sequencing of the JPME phases and does not alter therequirement for completion of both JPME Phases I and II to meet the fulleducation prerequisite for JQO III designation.
Distance Education Coordination Committee (DECC) — The DECC is an
ongoing forum established under the Military Education Coordinating Council
Working Group to promote best practices, exchange shareware, and provide
and exchange information regarding technical and non-technical issues in
distance education to encourage collaboration, joint enterprise, and leverage ofmembership successes. Membership consists of the deans and directors of all
distance education programs at the intermediate- and senior-level PME
institutions with DE programs, encompassing continuing education and nonresident PME programs at the various Service and joint education institutions.
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Faculty – Personnel (military or civilian) who teach and prepare or design
curriculums.
Indirect Assessment — Measures that solicit perceptions and reflections orutilize secondary evidence to make inferences about student learning. It
collects and analyzes perceptions of mastery of learning outcomes and may be
self-reported or reported by others. Examples include students’ selfassessments, course evaluations, alumni surveys, satisfaction surveys, andgrades.
Institutional Assessment — An assessment of institutional effectiveness that
includes evidence of student learning plus all assessment of non-instructional
components of the institution that either directly or indirectly contribute tostudent success. Can utilize formative or summative, and direct or indirect
assessment measures.
Institutional Effectiveness — Systematic and ongoing process of planning,making informed decisions, and allocating resources by collecting, assessing,and acting on data relative to how well the institution is achieving its mission
and learning outcomes.
Joint Acculturation — The process of understanding and appreciating theseparate Service cultures resulting in joint attitudes and perspectives, common
beliefs, and trust that occurs when diverse groups come into continuous directcontact.
Joint Learning Areas — Broad categories of Joint knowledge approved by the
CJCS based on high-level DoD guidance from authoritative sources such as the
National Defense Strategy and National Military Strategy to summarize thelearning areas to be covered across a continuum of professional militaryeducation. Joint officer education.
Joint matters — Joint matters are defined in title 10, U.S. Code, Chapter 38,
section 668 as matters related to the achievement of unified action by
integrated military forces in operations conducted across domains such as
land, sea, air, space, or in the information environment, including mattersrelating to national military strategy; strategic planning and contingency
planning; command and control of operations under unified command;national security planning with other departments and agencies of the UnitedStates; and combined operations with military forces of allied nations.
‘Multiple military forces’ refers to forces that involve participants from theArmed Forces and one or more of the other departments and agencies of the
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United States; military forces or agencies of other countries; and nongovernmental persons and entities.
Joint Professional Military Education — Joint professional military educationconsists of the rigorous and thorough instruction and examination of officers of
the armed forces in an environment designed to promote a theoretical andpractical in-depth understanding of joint matters and, specifically, of thesubject matter covered. As a subset of professional military education undertitle 10, U.S. Code, Chapter 107, JPME satisfies the educational requirements
for joint qualified officer development.
Joint Qualified Officer (JQO) – An officer designated by the SecDef, with theadvice and assistance of the CJCSff, who is educated and trained in joint
matters and has completed the Level 3 requirements for JQO designation. An
officer must be in the grade of O-4 or above to be designated a JQO.
Military Education (ME) — Encompasses all PME, to include JPME and theentire set of education-based PDOs offered by DoD MEIs. ME can be offered inschoolhouses, online or through distance or blended-learning, and across theentire span of Service members’/DoD civilians’ careers. It also includes
specialized educational programs, research and doctrinal studies, and DoDsponsored fellowships and graduate-level educational opportunities at civilian
institutions. For officers, ME begins in pre-commissioning education. ME
ends at an officer’s separation from the military. Its purpose is to equipattendees with knowledge, skills, and/or experience to succeed in theperformance of DoD missions and may result in professional certifications
supporting their professional performance and/or advancement.
Military Education Coordination Council (MECC) — An advisory body to the
DJS on joint education issues, consisting of the MECC Principals and a
supporting MECC WG. The purpose of the MECC is to address joint
scholarship and key educational issues of interest to the joint education
community, promote cooperation and collaboration among the MECC member
institutions, and coordinate joint education initiatives.
Military Education Coordination Council Principals – The MECC Principals are
the DJ-7; Chief, J-7/JEDD; the Presidents, Directors, and Commandants of
the JPME colleges, Service universities, ILCs and SLCs; and the heads of any
other JPME-accredited institutions.
Military Education Coordination Council Working Group (MECC WG) – A
working group comprised of representatives (O-6s and dean-level civilian

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counterparts) of the MECC Principals. The Chief, J-7/JEDD chairs theworking group. Its primary function is coordination of MECC agenda items.
Outcomes-based Education – The term outcome-based military education isdefined verbatim from the American Association of School Administrators’
definition of outcome-based education: “Outcome-Based Education means
clearly focusing and organizing everything in an educational system aroundwhat is essential for all students to be able to do successfully at the end of
their learning experiences. This means starting with a clear picture of what is
important for students to be able to do, then organizing curriculum,
Instruction, and assessment to make sure this learning ultimately happens.
The keys to having an outcome-based system are: 1) Developing a clear set oflearning outcomes around which all of the system's components can befocused. 2) Establishing the conditions and opportunities within the systemthat enable and encourage all students to achieve those essential outcomes.”
This term and its definition are proposed for inclusion in the next edition of theDoD Dictionary of Military and Associated Term.
Program – The JPME certified or accredited entity (reference appendix b) that is
responsible for JPME instruction and receives a PAJE inspection.
Program Learning Outcomes. – Identify and describe the specific desired
knowledge, skills, and dispositions graduates will demonstrate at theconclusion of the program.
Skilled Joint Warfighters – Senior officers who can develop and executenational military strategies that effectively employ the Armed Forces in concert
with other instruments of national power to achieve the goals of national
security strategy and policy in the air, land, maritime, and space physicaldomains and the information environment (which includes cyberspace).
Special Areas of Emphasis (SAEs) – SAEs provide the CJCS with a means for
ensuring the currency and relevancy of the JPME curricula and provide an
independent view of what those curricula may address based on eachprogram’s unique mission. SAEs are mandatory for JPME programs and are
renewed annually by the Joint Faculty Education Conference, comprised ofrepresentatives from OSD, the Services, CCMDs, Defense Agencies, Joint Staff,
and Joint PME colleges/schools.
Stakeholders – Stakeholders are defined as senior leaders from organizations
across the Joint Force responsible for providing JPME graduates with
opportunities to gain experience in Joint matters to further their development
as critically thinking and strategic-minded Joint leaders. In the context of
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outcomes-based military education, stakeholders from the CCMDs, Joint Staff,
and OSD are expected to provide periodic feedback to JPME institutions toimprove the effectiveness of JPME based on performance assessments of JPME
graduates.
Strategic thinkers – Theoretical and/or applied strategists who demonstrateproblem-solving and mental abilities to develop ideas and a feasible action
toward a worthwhile goal and implement the plans required to bring theseideas to fruition.
Student Learning Outcome – A measurable statement of what students should
know and be able to do as a result of their course work and educational
experiences at an institution or in a program of study. Student learning
outcomes are operational statements describing the specific observable student
behaviors that provide evidence of the acquisition of desired knowledge, skills,
abilities, capacities, attitudes or dispositions.
Substantive Change – Changes at the program and institutional level that
could cause significant changes in the accreditation and quality delivery of
JPME programs. Changes could encompass inadequate student and faculty
mixes, plans to reduce eliminate or reduce emphasis on mandatory topics,
reductions in levels of learning that could affect rigor; new mission statement
and resultant changes in program outcomes and assessment plans;
infrastructure and information technology shortfalls.

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INTENTIONALLY BLANK

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Glossary