Joint Professional Military Education Phase 1: An Overview

Joint Professional Military Education (JPME) is a critical component of officer development in the U.S. military, designed to cultivate leaders capable of operating effectively in joint environments. It is a collection of joint learning objectives (JLO) that comprise the educational requirement for an officer to earn a Joint Specialty Officer (JSO) designation. JPME is usually divided into two phases and mandated by the Goldwater-Nichols Act of 1986 for active component (AC) officers. Additional legislation has expanded JPME, including Title 10 USC, Chapter 38, Section 666, which directed a parallel program for reserve component (RC) officers, and DoD INST 1215.20, which implements this program.

Purpose and Objectives

JPME is designed to develop ethical, self-aware, and strategically minded leaders capable of critical thought and effective decision-making within the national security enterprise. The course emphasizes the integration of character and competence, which are essential to effective leadership in an increasingly complex landscape. LPA is rooted in the understanding that the legitimacy of the profession of arms is derived from public trust, which is sustained by leaders who consistently demonstrate competence, character, and ethical judgment. JPME develops the intellectual foundation and professional competence necessary for effective operational-level leadership in an era of global volatility, strategic competition, and increasing complexity.

A key focus of JPME is to develop expertise among joint military officers. It aims to equip officers with the knowledge and skills to apply the capabilities, limitations, and integration of the instruments of national power across the spectrum of competition, conflict, and war.

JPME Phase I: Foundations in Joint Operations

JPME Phase I consists of JLOs included in intermediate and senior-level service college curricula. It emphasizes the fundamentals needed for a sound basis in joint operations and is taught from the Component’s perspective. The Air Command and Staff College distance learning (ACSC DL) program is an intermediate developmental education (IDE) program designed to produce a more effective field-grade officer serving in operational-level command or staff positions. All ACSC distance learning graduates receive Joint Professional Military Education (JPME) phase I credit.

Curriculum Components

The curriculum emphasizes applying airpower in joint campaign planning and the operational art of war. The ACSC DL program is delivered online through a mix of self-paced courses and asynchronous facilitated seminars.

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This block provides the student a disciplined, cognitive foundation for solving military problems: Operational Art. Students will learn the proper employment of naval and joint capabilities at the operational level of war. Students will address the topics and processes necessary for understanding and planning today’s military security challenges.

JPME Phase II: Joint Perspectives and Planning

JPME Phase II consists of JLOs contained in the intermediate and senior-level courses offered by the Joint Forces Staff College. Phase II emphasizes joint perspectives, focusing on planning, operations, and procedures. Officers who attend the National War College or the Industrial College of the Armed Forces receive complete JPME credit.

Eligibility and Access

Active and reserve officers in the Navy, Marine Corps, and Coast Guard must be in the grade of O3 and above to be eligible for JPME programs. Active and reserve officers in other military services must be in the grade of O4 and above. In addition, defense-related civilian applicants (GS11 and above) are eligible for enrollment.

The Naval War College (NWC)

There are several JPME Phase I accredited institutions. The Naval War College (NWC) in Newport, RI, offers a Master of Arts in National Security Studies and Strategic Studies to students who complete the ten-month resident course or the Fleet Seminars. The correspondence course program has been phased out and is replaced by Web-based training. The two-week reserve seminars offered annually provide a sample of the information contained in the more rigorous courses, but do not by themselves grant Joint Professional Military Education (JPME) credit.

The NWC also offers online electives for students in the Graduate Degree Program (GDP). All elective work, including these NWC online electives, must be approved by the GDP Manager.

Notable Figures at the Naval War College

The Naval War College boasts a distinguished faculty and student body, including notable figures such as:

Rear Admiral Amy N. Bauernschmidt: A graduate of the Naval Academy with a BS in Ocean Engineering and an MA from the Naval War College.
Rear Admiral Erik J. Eslich: A native of Fort Lauderdale, Florida.
Brigadier General Matthew Tracy: The Commanding General, Education Command and President, Marine Corps University.
Admiral Charles A. Richard: Naval War College.
Adm. Samuel Paparo: A graduate of Villanova University with an MA from Old Dominion University and an MS from the Naval Postgraduate School.
Rear Adm. McClelland: A graduate of Temple University with an MA from Boston University and the Naval War College Command and Staff Program.
Capt. Mary Elizabeth Neill: Received her M.S. National Security and Strategic Studies from the U. S. Naval War College.

Integration of Nuclear Deterrence

Nuclear deterrence is a top priority for DOD. Recent reviews have highlighted the importance of integrating nuclear deterrence content into JPME curricula. This includes topics such as nuclear deterrence theory, strategy, and policy. The goal is to ensure that officers understand the difference between strategic deterrence and nuclear deterrence and can effectively contribute to national security in an environment with nuclear strategic competitors.

Implementation and Guidance

DOD has provided guidance on special areas of emphasis, including nuclear deterrence, to be included in JPME programs. This guidance is intended to ensure that students receive comprehensive information about mandatory topics related to nuclear deterrence. The implementation of these changes is ongoing, with a focus on outcomes-based military education.

The Importance of Joint Planning and Execution

Within the RC, the Joint Force Air Component Commander (JFACC), Joint Force Maritime Component Commander (JFMCC), and Joint Task Force (JTF) units will heavily invest in the courses that already exist and those that develop. We must grow a generation of Operational Warfare Warriors who understand Joint Planning and Execution System (JOPES), Course of Action (COA) Development, time-phased force and deployment data (TPFDDs), and are well-versed in Joint and Combined processes.

Career Implications

Lastly, NAVADMIN 093/05 fundamentally changes Navy Reserve officer career paths and planning: Joint professional military education phase one is now a requirement for unrestricted line officers screening to unrestricted line commander command (active duty and reserve commands) beginning with screening groups receiving their first look during the fiscal year 2009 command selection board (held February through December 2008).

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The Goldwater-Nichols Act of 1986

The Goldwater-Nichols Act of 1986 made significant changes to the Department of Defense. It removed the Chairman of the Joint Chiefs of Staff (CJCS) from the chain of command of operational forces, revised Joint Staff duties, and established a JSO designation.

Continuous Improvement and Adaptation

The military education system, including JPME, is continuously evolving to meet new challenges and priorities. Regular reviews and updates are conducted to ensure that the curriculum remains current and relevant. This includes incorporating feedback from various stakeholders and adapting to changes in national security policy and military strategy.

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