| A | B |
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| OPNAV provides | policy for implementing and supporting the Department of the Navy Strategic Goals regarding Human Resources, Education, and Training. Specifically, OPNAV will strive to improve the quality of our military and civilian work force through fact-based, innovative systemic changes affecting recruitment, training, and quality of life. |
| NETC Training Policy | is design to meet the NETC Strategic Goals in the areas of Leadership, Navy Military Training, Instruction, Quality of Life, Infrastructure, Equal Opportunity, Curriculum, and Technology. NETC's objectives include reducing the infrastructure cost of training, improving readiness and aligning training to fleet requirements to improve readiness. |
| Learning Centers | Continuously monitor the quality of curriculum, instruction, and evaluation functions. Ensure that all training activities under their cognizance have Learning Standards Offices (LSOs), or similar organizations, which meet the requirements established by NETC. Monitor new technologies, which have application to curriculum development, instructional delivery, and evaluation procedures and make recommendations to NETC for their implementation. Provide curriculum and, other support as needed for the various Human Performance Requirements Review (HPRR) and Navy Job-Duty-Task Analysis (JDTA) groups.Ensure certification programs are conducted which meet the requirements of Chapter 2, Section 4.5 (Page 2-24) Ensure that safety policies and procedures are included as an integral part of all curricula. Ensure safety awareness training is included in the training courses. Training shall include the application of NETC policy, higher authority safety directives, precautions in technical manuals and publications, and applicable lessons learned summaries of mishaps, and Naval Safety Center safety advisories. Ensure all eligible for possible American Council on Education (ACE) credit is evaluate by ACE subject to security requirements |
| Learning Standards Officer | is an integral part of a training activity and performs functions in support of the LC CO, LC DET/LS CO/OIC to ensure quality training. |
| Course Curriculum Model Manager (CCMM) | Course Curriculum Model Manager (CCMM) is assigned the responsibility for developing, revising, and maintaining a course of instruction. For courses taught at only one site, the CCMM duties will be perform by the LS where the course is taught. For courses taught at two or more LSs, the CCA will designate the CCMM. |
| Participating activities | will provide assistance to CCMM |
| CANTRAC is a component of | CeTARS. The CANTRAC module includes publication of general information on all training activities and course descriptions, which are available on CD-ROM to all ships. It is also available for access via the World Wide Web at the NETPDTC home page to all shore stations, other DoD departments,agencies, services, and contractors. |
| CeTARS is a | Navy-wide automated information system designed to manage and support the Navy training effort. CeTARS collects, compiles, and provides training managers and higher echelons of the Navy (e.g., OPNAV, NRC, BUPERS) with student and course information. |
| A Course Identification Number (CIN) is a | unique number identifying a formal Navy Course. Format: X-999-9999 or X-9X-9999. CIN consists of three pieces of data. The first piece of data is the Functional Commander and identifies the organization having functional control of a course. The second piece consists of two or three characters, representing the Skill Defense Group. The third segment consists of four numbers assigned by a cognizant responsible Command and is the Sequence Identifier. |
| A Course Data Processing (CDP) code is | The code assigned to uniquely identify each Course of instruction and its location. Courses with the same Course Identification Number (CIN) taught at more than one location will have individual system-assigned CDPs. Also used to identify different categories of personnel taught the same course at the same location. |
| Who is responsible for ensuring accuracy of data with CeTARS | CCA has responsibility to ensure data within CeTARS is accurate. |
| The relationship between CeTARS and CANTRAC | Data populated in CeTARS automatically updates and feeds CANTRAC for |
| "A" type courses of instruction are | Provides basic knowledge and skills required to prepare for rating entry level performance. This includes initial skill training (i.e., Apprentice Training "A" Schools), rating conversion training (i.e., Master at Arms Training), initial skill Remedial Training, and entry level officer training. A NEC will not normally be awarded. May award a MOS. |
| "C" type courses of instruction are | Provides advanced specialized skill/knowledge/aptitude/qualification training required to fill a particular billet (e.g., one which requires a specific skill code is NEC/officer Billet Specialty Training (BST) coded. Course completion awards an NEC or officer BST. May also be awarded a MOS. |
| "F" type courses of instruction | Provides individual functional skill or rating specific training as required by Fleet or Type Commander. No NEC awarded. (Primary funding source: Fleet. Alternate funding: BUPERS on a CNP approved case-by-case basis). |
| PEVT code indicates | student status in CeTARS. Because CeTARS data is used daily by higher-level headquarters to make decisions, it is imperative that all student data be entered as it is received by the servicing Training Support organization. A complete list of PEVT codes and the explanation for each can be found at the CeTARS Web Site. |
| ARBs will be convened | when all other means of academic counseling, remediation, and an initial academic setback have failed to improve student performance. The initial academic setback may result from an academic counseling session and be directed by the course supervisor. Additional academic setbacks must be directed by the ARB. |
| Standardized procedures for conducting ARBs are | essential to protect individual rights of privacy and fundamental fairness, to ensure accurate and complete records are kept, and to ensure that the best decisions concerning a student's academic progress in a training program are made. The goals of an ARB include: Help students solve problems that may prevent successful completion of training. Determine which students are able to complete training. Determine which students are unable and or unwilling to complete training. Make recommendations concerning their findings. |
| Maintaining the course audit trail is the responsibility of the | CCMM. The contents of an audit trail will be maintained for the life of the course. |
| Audit trails contain the following information | A summary of major events impacting the course. This may be official correspondence or a memorandum to file. All pertinent correspondence leading to course development or revision. Memoranda of conversations impacting the course development or revision. The rationale that influenced curriculum decisions. Copies of all supporting documents, including appropriate approval letters |
| Types of supporting documents will vary | based on the standard used fordevelopment. A Copy of the Pilot Course Monitoring Report. CCMMs shall ensure the audit trail and master course materials are up-to-date and securely saved. CCMMs shall maintain a duplicate of the audit trail and master course file in a separate location to prevent loss of the material in the event of a disaster. Site master copies at other LS/DET/Participating Activities that teach the course fulfill this requirement. Participating activities are also required to maintain audit trails for all courses excluding the TPP and the analysis documentation. |
| Instructors teaching in class and lab will be evaluated | in both environments. The number of evaluations conducted should approximate the ratio of lessons taught in each. |
| The purpose of the student critique program is to | provide feedback to the training and course supervisors on areas such as training and curriculum effectiveness, instructor performance, safety, and quality of life issues. It also provides a source of feedback to the Instructors on their performance. |
| The Formal Course Reviews(FCR) program is designed to provide a | check of the different elements contained in a course and serves as an excellent source of internal feedback. The completed FCR shall be maintained in the course audit trail for the previous two review cycles. The FCR may be used to: Evaluate the course materials for technical accuracy and teachability. Evaluate course conformance to existing standards and instructions. Assist in the overall management of the course. Assist in identifying areas for course improvements. |
| Formal Course Reviews(FCR) will be conducted on an | annual, biennial, or triennial cycle as determined by the CCA. In no case shall the formal course review cycle exceed three years. The CCMM will schedule, monitor, and regulate the FCR. Regardless of the cycle, a FCR should always be conducted shortly before and in preparation for an HPRR. |
