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integrates policies, programs, and human resource issues into a holistic, systematic
framework that provides a path to personal growth and success and gives oar people the
opportunity to become self-reliant. We recruit Soldiers, but we retain
families - Well-Being programs help make The Army the right place
to raise a family. And when our families arc cared for. Soldiers can
better focus on their mission - training, fighting, and winning our
Nation's wars, decisively.
Soldiers appreciate the Nation's devotion to them, and they are grateful for the country's recognition of their service and sacrifices. Recent improvements to the Montgomery GI Bill, TRJO\RE for Ijfe, TRICARE Reform, Retired Pay Reform, the 4.1% general pay increase, and additional pay increases in 2003, arc all important to Soldiers and their families. These initiatives have helped The Army respond to the well being needs of our people. Army voluntary education programs improve our combat readiness by expanding Soldier skills, knowledge, and aptitudes to produce confident, competent leaders. Other Well-Being inidanves include:
Spouse Employment Summit. The Army is developing
Spouse Orientation and I.eader Development (SOU)). SOLD connects Army
Army University Access Online. eArmyU offers Soldiers access to a variety of on-line, post-secondary programs and related educational services. www.cArmyUcom is a comprehensive web-portal widely accessible to Soldiers, including those in Afghanistan, Bosnia, and Kuwait.
In-State Tuition. To level the playing field for access to education opportunities, The Army is working to encourage states to grant in-state status for military personnel and families at public colleges and universities in their Soldier's state of legal residence and state of assignment.
High School Senior Stabilization. This policy enhances predictability by allowing families to request stabilization at their sponsor's current duty location if thev have a child who will graduate from high school during that year.
Secondary Education Transition Study (SETS) Memorandum of Agreement (MOA). Facilitated by The Army, this agreement among participating school superintendents is their commitment to partner and improve high school transitions for DoD children. Currently, over 110 school supenntendents have signed the
LEADER DEVELOPMENT - TRAINING SOLDIERS AND CIVILIANS,
The Army is a profession - the Profession of Arms. Conducting decisive ground combat
Bv its nature, our profession is extraordinarily complex and dangerous. The American people entrust The Army with the sacred responsibility to apply lethal force in defense of U.S interests. As such, the Profession of Arms must remain firmly grounded in constitutional values and must constandy change and grow to preserve its competitive advantage in an evolving strategic environment. At all levels, our leaders - military and civilian - must apply their professional knowledge in increasingly varied and unique situations that arc characteristic of today's strategic environment. Ultimately, we must grow professional Army leaders who provide wise and discerning military judgments founded on long experience and proven professional expertise. This capacity is developed only through a lifetime of education and dedicarcd service - in peace and in war.
Soldiers serve the Nation with the full realization that their duty may require them to make the supreme sacrifice for others among their ranks. Soldiers fighting the war on terrorism today, those who will fight our future wars, and those who have fought in our past wars are professional warfighters and a precious national asser. To ensure we remain the greatest landpower in the world defending the greatest country in the world, The Army and the Nation rely upon their unique and hard-earned experiences and skills. To develop the operational skills required to defend the Nation, training must remain our number one priority.
The evolving strategic environment, the gravity of our responsibilities, and the broad range of tasks The Army performs require us to review and periodically update the way we educate, train, and grow professional warfighters. The Army's strategic responsibilities to the Nation and Combatant Commanders now embrace a wider range of missions. Those missions present our leaders with even greater challenges than previously experienced. Therefore, leader development is the bfeblood of the profession. It is the deliberate, progressive, and continuous process that trains and grows Soldiers and civilians into competent, confident, self-aware, and decisive leaders prepared for the challenges of the 21st Century un combined arms, joint, multinational, and interagency operations.
In June 2000, we convened the Army Training and Leader Development Panel (ATI-DP). The All-Op's purpose is to identify skill sets required of Objective Force Soldier and civilian leaders. Further, ATLDP assesses the ability of current training and leader
development systems ami policies to enhance these required skills. In May 2001, The Army Training and Lcadct Development Panel Phase I (Officer Study) identified seven strategic imperatives and generated 89 recommendations. With those, we validated the requirement to transform our Officer Education System (OES) - from the Officer Basic Course through the Command and General Staff Officer Course. Additionally, the panel reconfirmed the value of Joint Professional Military Education II (]PME 11) in preparing our leaders for joint assignments. The most significant product of the officer ATLDP is our OES Transformation.
ATLDP Phase I (Officer Study) identified three high-payoff institutional training and education initiatives for lieutenants, captains, and majors. The first of these is the Basic Officer Leader Course (BOLQ. BOLC will provide a tough, standardized, graduatelevel, small-unit leadership experience for newly commissioned officers. The second of these initiatives is the Combined Arms Staff Course (CASC) for staff officers, and the Combined Arms Battle Command Course (CABCC) for company commanders. Both courses will capitalize on advanced distributed learning and intensive resident training methods. The third initiative. Intermediate Level Education (ILK), will provide all majors with the same common core of operational instruction, and it will provide additional educational opportunities that are tailored to the officer's specific career field, branch, or functional area. Beyond I I.E. Army officers continue to attend Joint or Senior Service Colleges to develop leader skills and knowledge appropriate to the operational and strategic levels of the profession.
Completed in May 2002, the ATLDP Phase II (NCO Study) resulted in 78 findings and recommendations extending across six imperatives - Army culture, NCO Education Systems (NCOLS), training, systems approach to training, training and leader development model, and lifelong learning. Among others, the ATLDP Phase II recommended building new training and leader development tools for NCOs to replace current methods, ns required. The ATLDP Phase III (Warrant Officer Study) culminated with 63 recommendations extending across four crucial imperanves. Recommendations included clarifying the warrant officer's unique role in The Army and improving the Warrant Officer Education System (WOES) to ensure timely training and promotion. The Civilian Training and Leader Development Panel (Phase IV) study results are complete, and we arc forming the Implementation Process Action Team (1-PAT). I-PAT will identify actions The Army must take to increase the professional development of our civilian workforce. At the senior leader level, The Army initiated the Army Strategic leadership Course (ASLQ. The program is aimed at teaching principles of strategic leadership, with emphasis on vtsioning, campaign planning, leading change, and Transformation. To date, we have completed twelve of the foundation courses and three alumni courses, training the maionrv of The Army's general officers.
READINESS - WINNING OUR NATIONS WARS
Defending our Nation - abroad and at home - against foreign and domestic threats is
Robust Missile Defense is a vital warfighting requirement that protects both our homeland and our deployed forces. Missile Defense includes far more than a reactive capability' to shoot down missiles in their reentry phase, Missile Defense requires a coherent system of sensors; battle command; weapons systems; and active, passive, proactive, and reactive operational concepts, all aimed at destroying enemy missiles - not only during their reentry phases. Missile Defense must also be able to destroy enemy missiles on the ground, before they launch or during their boost phase once launched. Missile Defense is inherently a Joint capability to which The Army is a major contributor.
The Army is deploying and employing Ground Mobile Defense (GMD) assets to contribute to this warfighting capability, accelerating the fielding of the Patriot Advanced Capability 3 (PAC3) system, and developing directed energy weapons that will bring new defense measures to The Army and the Nation. We are postured to assume
control of the Medium Extended Air Defense System (MEADS) program in KY03 and
intend to begin fielding by FY12.
MEADS is a transformational program of Objective Force quality and a significant improvement cm Patriot's capabilities. It will be more mobile and more deplovablc (CI 30 capable) than Patriot and cover a 360-degree radius to Patriot's 120 degrees. It will be effective against low radar, cross section cruise missile targets; and require only 30% of Patriot's manpower. And MEADS will be more accurate and more sustainable than Patriot.
In Section 1412 of Public Law 99-145, Congress directed the DoD to destroy the United States' chemical weapons stockpile. In turn, the Secretary of Defense delegated management of all chemical munitions disposal to the Department of the Army. On November 29, 2000, the Johnston Atoll Chemical Agent Disposal System, using incmeranon-based technology, completely destroyed the last stockpiles stored at the Atoll, and closure operations began in January 2001, The Tooele Chemical Agent Disposal Facility has incinerated 44% of the chemical agents and 81% of the munitions stored there. Disposal operations at these two sites destroyed 30% of the total US. chemical weapons stockpiles. Construction of incineration facilities at Anniston, Alabama; Umatilla, Oregon; and Pine Bluff, Arkansas, is complete. Systemizarion activities are on-going at Aberdeen, Anniston, Umatilla, and Pine Bluff. The plan to accelerate the disposal of bulk agents using a neutralization process at Aberdeen, Maryland, and Newport, Indiana, has been approved. Anniston and Aberdeen are scheduled to start destruction in second quarter FY03, and Newport is scheduled io begin in first quarter FY04.
To comply with treaty agreements and the Congressional mandate, we must complete the destruction of these weapons by 2007. The trcatv allows for a one rime, five-year extension to this deadline. With continued funding and minimal schedule changes, we will safely destroy the U.S. stockpile of lethal chemical agents and munitions at eight existing CONUS sites.
TRAINING THE FORCE
In October 2002, The Army released FMd Manual (FM) 7-0, Training /be Forct, Synchronized with other field manuals and publications being updated to respond to changes in Army, joint, multinational, and interagency operations, FM 7-0 is the capstone doctrinal manual for Army training and leader development. It provides the developmental methodology for training and growing competent, confident Soldiers, and it addresses both current and future Objective Force training requirements.
Wc arc transforming the way we fight future wars, and The Army is participating fully in a DoD-sponsorcd program to transform how forces train to fight. This effort involves four major initiatives: building upon existing service interoperability training; linking component and joint command staff planning and execution; enhancing existing joint