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1.0     Introduction

Canadian Armed Forces (2)This article provides an overview of the Naval Environmental Training Programme (NETP) course received by non-commissioned members (NCMs) and commissioned officers of the Royal Canadian Navy or Marine Royale Canadienne.

The Royal Canadian Navy (RCN) is one of three elements/branches of military service that make up the Canadian Armed Forces (CAF) or Forces Armée Canadiennes (FAC), the other two being the Canadian Army and the Royal Canadian Air Force (RCAF).

After NCMs and officers have completed their basic training, Basic Military Qualification (BMQ) or Basic Military Officer Qualification (BMOQ) respectively, they will move on to what is termed environmental training.

Whereas, the BMQ/BMOQ courses are common to all members of the Canadian Army, RCAF and the RCN regardless of trade, environmental training is specific to the element/branch of military service the individual is joining.

Unless otherwise stated Reserve Forces refers to the Primary Reserve.

When researching this article, it became apparent that a number of organisational changes in the naval training system have taken place, not all of which have been reported nor updated in the public domain. Unfortunately, this article may be subject to errors as a consequence, but I will endeavour to update this article when appropriate.

In Part One, this article will provide a description of the NETP course, when it is delivered and who it is for, before outlining its position in the training paradigm of the CAF. Part Two will outline the organisation of training, meaning what training establishments deliver the training and where. Part Three will provide a brief outline of the training. Finally, Part Four will provide a summary, as well as some useful links and publications before providing a list of references.

1.1     What is the Naval Environmental Training Programme?

Reviewing Officer for the Graduation Parade, Rear Admiral Tim Barrett, AM, CSC, RAN inspects the graduating recruits of General Entry 314 Shipp Division. *** Local Caption *** The Graduation Parade for General Entry 314, the first Shipp Division, was held on the Recruit School Parade Ground on Fri 30 Aug 2013. 80 Recruits graduated in front of family and friends. The Reviewing Officer for the Graduation Parade was Rear Admiral Tim Barrett, AM, CSC, RAN. Two Bell 429 Helicopters from 723SQN and three S-70B-2 Seahawk Helicopters from 817SQN provided a fly-past as a tribute to the links between Shipp Division and the Fleet Air Arm. Shipp Division is named in honour of Leading Seaman Aircrewman Noel Ervin Shipp, who served in Vietnam with the Second Contingent of the Royal Australian Navy Helicopter Flight in September 1968 and died while engaging the enemy under heavy fire.

Each element of the CAF has their own environmental (Phase 2) training common to all personnel that join that element/branch of military service.

For the RCNA, this environmental training is known as the Naval Environmental Training Programme which is for both NCMs and officers. The course develops skills and knowledge common to all seagoing jobs, covering training specific to operating at sea.

“NETP is a four-week course consisting of both officers and non-commissioned members and entails everything from safety procedures on a ship, to force protection, weapons training, sea survival, learning how to use harnesses and damage control.” (Coleman, 2016).

The Canadian Army and the RCAF have their own versions of environmental training. Recruits on the Canadian Army version learn about advanced weapons handling, tactical manoeuvres and physical training, and is designed to help them function effectively in the field. Officers attend the BMOQ-L and NCMs attend the BMQ-L. Recruits on the RCAF version (NCMs and officers) learn about the history of the Air Force, evolutions in aviation technology, and Air Force customs and traditions.

There is no such thing as NETP (L) or NETP (AF).

1.2     When Does The NETP Take Place?

Within the training paradigm of the CAF the NETP course is nominally scheduled immediately after BMQ/BMOQ but before occupational (trade) training (Section 1.5).

However, depending on when courses are scheduled within the training year, trainees may undertake occupational training first and then the NETP course.

1.3     Who Is the NETP Course For?

The NETP course is only delivered to those serving aboard ships, and is focused on training.

“Anyone who serves in Her Majesty’s Canadian Ships must take NETP to learn the basics of seamanship.” (Coleman, 2016).

As I understand it, the fire-fighting element (Section 3.1) of NETP must be completed for each new sea duty, therefore it is undertaken by veteran sailors as well as new recruits.

1.4     Why is the NETP Important?

There are four reasons why the NETP is important:

  1. Resources are limited and expensive.
  2. Personnel can train in a safe environment.
  3. Trainees have the opportunity to interact with qualified personnel in a realistic environment.
  4. Training scenarios can be created that could not otherwise be experienced.

1.5     Developmental Period One

Language Training at Fort Bragg
Language Training at Fort Bragg

In the training paradigm of the CAF, the BMQ/BMOQ courses fall within Developmental Period 1 (DP1), the first of five periods, which focuses on the skills and knowledge required for entry level employment and further training.

In addition to the BMQ/BMOQ, DP1 includes environmental and occupational qualifications (aka Phase 2 Employment Training), and second language training as required. After completing DP1, military personnel are deemed occupationally employable at an introductory level.

Theoretically, at least, DP1 training is conducted in the following order:

  • CAF Common Training, e.g. BMQ or BMOQ;
  • Army/Navy/Air Force Specific Training (aka Environmental Training), e.g. NETP; and
  • Occupational Training, e.g. military police trade training.

Progression to DP2 occurs when the trainee joins a unit and leaves the Basic Training List.

Some courses have colloquial names replacing their formal titles, as the below Infantry officer examples show:

  • Phase I: BMOQ.
  • Phase II: BMOQ-L.
  • Phase III: Infantry Officer Development Period 1.1, 14 week Dismounted Infantry Platoon Commander’s course.
  • Phase IV: Infantry Officer Development Period 1.2, Mechanised Infantry Platoon Commander.


2.0     Introduction

The NETP course is delivered at one of two military training centres (both discussed in Part Two), one on the west coast of Canada and the other on the east coast.

Just like any other military organisation, the RCN has an iterative training process in which it looks for better methods of training and delivery. Between 2014 and 2016, the RCN modified its Naval Training System (Section 2.2) and the article tries to encompass as many of the changes as possible (at the time of publication not all of the changes are in the public domain and some have not yet taken place).

From an end user perspective (aka the trainee) most of the changes will appear cosmetic, for example name changes of courses or establishment name changes. Other changes will be more ‘physical’ with a greater utilisation of technology, such as online and simulation.

2.1     Canadian Forces Individual Training and Education System

OHP, Overhead Projector, PowerPoint, PPT, Education, Training, InstructionThe CAF uses a systems approach to determine what tasks are to be taught, which is known as the Canadian Forces Individual Training and Education System (CFITES).

CFITES can be described as a management framework designed to optimise the quality and quantity of individual training and education (IT&E), while minimising the resources dedicated to IT&E programmes.

Drilling down, CFITES is a structured analytical approach to determining the customer requirement and how to deliver the end product. Strategic guidance to operations drives the determination of what is needed. Based on a needs assessment and analysis of the occupation, the customer determines the requirement, or the tasks to be performed.

After the needs assessment defines the desired end result, a training organisation’s role is to develop, implement, and maintain the respective training programmes. A six-phase systems approach model governs each programme. The phases are:

  • Phase 1: Analysis;
  • Phase 2: Design;
  • Phase 3: Development;
  • Phase 4: Conduct;
  • Phase 5: Evaluation; and
  • Phase 6: Validation.

A training organisation works through this process for every course in concert with the various stakeholders who have a vested interest in the training outcome.

The six phases of CFITES manifest in the 10+ volume Manual of Individual Training and Education (A-P9 Series) which describes the various steps in the development of a training programme.

2.2     Naval Personnel Training Group

“A new Commander Naval Training System (CNTS) is being established as we consolidate our five naval schools into a single Naval Training System. That authority will be assigned to DGNP;” (Maddison, 2012).

The Naval Personnel Training Group (NPTG) is the organisation responsible for individual sailor training within the RCN (Benoit, 2014; O’Hara, 2015). Benoit (2014), who works in the Naval Training System (NTS), informs us that NPTG has replaced NTS. However, as I understand it, NTS is the umbrella term and NPTG is one of the strands within NTS (RCN, 2015a).

NPTG is headquartered (HQ) at CFB Esquimalt (Section 2.3) and is headed by the Commander NPTG, a Captain (Navy) (OF-5).

NPTG assumed its responsibilities in November 2014, at the behest of the Director of Naval Training and Education (DTNE) (Eisler et al., 2015; O’Hara, 2015), as part of the Naval Training Systems Transformation initiative first started in 2012. The initiative reorganised the then NTS model into a more efficient campus model with a HQ, two campuses (Campus Halifax and Campus Esquimalt) and training sites as required (RCN, 2015a).

The NPTG embraces both Regular Force and Reserve Force training and is responsible for all RCN schools (Eisler et al., 2015).

Key personalities within the RCNs training system include (Benoit, 2014):

  • Commander Maritime Forces Pacific, a Rear Admiral (OF-7): In 2013, assumed responsibility for NTS, individual training and education (IT&E), and the governance of the Personnel Coordination Centres (Plante, 2015). These functions are delegated to the NPTG (Plante, 2015).
  • Commander Maritime Forces Atlantic, a Rear Admiral (OF-7): In 2013, assumed responsibility for collective and operational training, operational planning, fleet readiness and warfare policy (Plante, 2015).
  • Director General Naval Personnel (DGNP), a Commodore (OF-6) (Benoit, 2014).
  • Director Naval Training and Education (DNTE), a Captain (Navy) (OF-5) (Benoit, 2014).
  • Commander NPTG, a Captain (Navy) (OF-5) (Benoit, 2014; RCN, 2015a), assures individual training requirements are met.
  • Commander Sea Training Group (STG), a Captain (Navy) (OF-5) (RCN, 2015a), assures collective training requirements are met.
  • Director Naval Personnel and Training (D Nav P&T), a Captain (Navy) (OF-5) working at the strategic level (RCN, 2015a).
  • Director Naval Force Readiness (DNFR), a Captain (Navy) (OF-5), assures operational training requirements are met.
  • Chief of Staff NPTG, an OF-4 level officer (Lookout, 2016).

The management of the Future NTS involves three organisations: NPTG; STG; and D Nav P&T (RCN, 2015a).

2.3     CFB Esquimalt

CFB EsquimaltCanadian Forces Base (CFB) Esquimalt is Canada’s west coast navy base and home port to Maritime Forces Pacific (MARPAC). The base is located primarily in Esquimalt (Vancouver Island), just west of Victoria, a municipality of Greater Victoria, British Columbia. The base is headed by the Base Commander, a Captain (Navy) (OF-5).

CFB Esquimalt is composed of a number of establishments, located around Esquimalt Harbour, and includes:

  • Canadian Forces Fleet School (CFFS) located at Naden (CFFS Esquimalt) (Section 2.8).
  • Colwood located on the northwest side of Esquimalt Harbour:
    • Chemical, Biological, Radiological and Nuclear (CBRN) Warfare School.
    • Damage Control Training Facility Galiano (Section 2.5).
    • Fuel Depot.
    • Supply Depot.
    • Fleet Diving Unit (Pacific).
  • HMC Dockyard located on southeast side of Esquimalt Harbour:
    • Home to the West Coast Fleet.
    • Fleet Maintenance Facility Cape Breton
    • Formation Supply Facility.
  • Naval Officers Training Centre located at Work Point (also the Pacific Regional Cadets Support Centre) (Section 2.4).

CFB Esquimalt was first established as a naval base by the British Royal Navy in 1855, and has been part of the RCN since its inception in 1910.

The base’s role is twofold and consists of providing support services to all ships and personnel of:

  1. Maritime Forces Pacific which is responsible for maintaining multi-purpose, combat-capable maritime forces;
  2. Joint Task Force Pacific which is focussed on the defence of Canada and all civil support operations within the Pacific Region.

The base also provides support services to both Regular and Reserve Force units located around the CFB Esquimalt area. The base is essentially a community within a community, with its own services including police, fire, ambulance, postal, legal, etc. The base’s security forces, along with the Queen’s Harbour Master, are responsible for the safety and security of Esquimalt Harbour.

The Base Commander is the landlord of approximately 1,500 buildings spread over 23 sites on nearly 5,000 hectares ranging from Masset to Matsqui, employing approximately 4000-4500 military personnel and 2000-2100 civilians.

2.4     CFB Halifax

CFB Halifax is Canada’s east coast navy base and home port to the Atlantic Fleet. The base is located primarily in Halifax, Nova Scotia, and is headed by the Base Commander, a Captain (Navy) (OF-5).

CFB Halifax is composed of a number of establishments, located around the strategic Halifax Harbour, and includes:

  • Canadian Forces Naval Operations School (Section 2.9).
  • Canadian Forces Fleet School (Section 2.8).
  • Canadian Forces Naval Engineering School (Section 2.10).
  • Her Majesty’s Dockyard (HMC) located on the western side of Halifax Harbour:
    • Formation Supply Facility.
    • Fleet Maintenance Facility Cape Scott.
    • Shore-based training facilities as well as operations buildings for MARLANT and other organisations such as Joint Rescue Coordination Centre Halifax (JRCC Halifax).
    • Also has an adjunct facility (Stadacona) (Section 2.6) directly across the harbour on the Dartmouth shoreline with jetties and various buildings, including Defence Research and Development Canada – Atlantic.
  • Seamanship Division located at Windsor Park (Section 2.8).
  • Damage Control Training Facility Kootenay located at Purcell Cove, just south of CFB Halifax (Section 2.5).
  • Naval Reserve division HMCS Naden.

CFB Halifax was first established as a naval base by the British Royal Navy in the 1700s, known as Her Majesty’s Dockyard, and is one of the oldest military establishments in Canada. At some point its name changed to Royal Naval Dockyard, Halifax.

In 1906, due to the withdrawal of British forces, HMC Dockyard Halifax was acquired by the Government of Canada and has been part of the RCN since its inception in 1910.

The dockyard was designated a National Historic Site of Canada in 1923 and Admiralty House was designated a National Historic Site in 1978.

2.5     Naval Officers Training Centre

The Naval Officers Training Centre (NOTC), also known as VENTURE, is located at Work Point in CFB Esquimalt and encompasses all aspects of junior naval officer training and development. Venture is led by the Commanding Officer, a Commander (OF-4).

In addition to Maritime Surface and Subsurface (MARS) Officer core occupation training, NOTC also conducts Fleet Navigating Officer, Arctic Operations (Navigation Phase), and Command Development, Navigator Yeoman, and Ship Handling courses. NOTC also supports the Canadian Fleet Pacific through refresher training and command mentorship.

Naval officer training is conducted within the Vice Admiral A.L. Collier Building, which houses the Navigation and Bridge Simulator (NABS), the Naval Part Task Trainer (NPTT), electronic classrooms and two multimedia theatres.

NOTC also conducts the Naval Reserve Initial Assessment Periods/Basic Officer Training Programme (IAP/BOTP), which runs annually from May to August. The aim of this programme is to select and develop naval officers for employment in the Naval Reserve.

2.6     Damage Control Training Facilities

Fire-fighting and damage control (FFDC) training is composed of two training facilities, an instructor cadre and administrative support.

The training facilities train approximately 4,500 sailors, airmen/women and army personnel each year (Assouad, 2013), 5,000 according to Dunne (2014), on “… courses that are 90 per cent practical, realistic, handson training.” (Dunne, 2014).

The two training facilities are:

  • The Damage Control Training Facility (DCTF) Galiano is a three-storey building located in Colwood, CFB Esquimalt (West Coast). DCTF Galiano is named after the only Canadian warship lost during World War I. DCTF Galiano was opened in 2003 (Young, 2003; Dixon, 2009). Part of the Canadian Forces Fleet School’s Damage Control Division (Section 2.7).
  • The Damage Control Training Facility (DCTF) Kootenay is a three-story building located in Purcell Cove, approximately 15 minutes south of CFB Halifax (East Coast), and has a staff of 50 (Dunne, 2014). “The Damage Control Training Facility Kootenay was named for those who suffered and died during a major fire on the HMCS Kootenay in 1969.” (Comeau, 2012). First established in 1959 (Comeau, 2012; CAF, 2013), the site was renamed in 2002 to DCTF Kootenay (Dunne, 2014) and the first full year of training was in 2006 (Comeau, 2012). Part of the Canadian Forces Naval Engineering School’s Damage Control Division (Comeau, 2012; CAF, 2013).

Both facilities are designed to simulate ship-like environments where personnel are challenged to fight fires and floods. The facilities utilise computer controls and propane driven fires to better prepare personnel in the event of a real fire and/or flood.

As well as basic training delivered to recruits, the school provides advanced training such as helicopter fire-fighting and CBRN response. At least once per year, a ship’s entire company must complete the two day damage control organisation team training (DCOTT) course.

2.7     Stadacona

Stadacona, frequently referred to as ‘Stad’, is an adjunct to HMC Dockyard located west of the waterfront in the North End of the Halifax peninsula.

Stadacona is home to:

  • The Canadian Forces Naval Engineering School (CFNES), with facilities at Herring Cove/York Redoubt, south of Halifax;
  • The Canadian Forces Naval Operations School (CFNOS);
  • The base hospital;
  • The Canadian Forces Maritime Warfare Centre (CFMWC);
  • Various messes;
  • The HQ of the 5th Canadian Division; and
  • The Maritime Command Museum.

Prior to the arrival of the French, in the location that would become Quebec, the area was the home of a small Iroquois village called ‘Stadacona’, after which the base is named. Later the British Army established Wellington Barracks, later renamed Nelson Barracks as part of the Halifax Defence Complex. In 1906, the base transferred to the Canadian Militia, precursor of the Canadian Army. During World War II, the RCN appropriated the site and renamed it HMCS Stadacona. Since 1968, the unification of the CAF, the site has been known as Stadacona.

2.8     Canadian Forces Fleet School

The Canadian Forces Fleet School (CFFS) is composed of two geographic elements:

  • CFFS Esquimalt (RCN, 2015b); and
  • CFFS Quebec (RCN, 2013).

CFFS Esquimalt is located at Naden, CFB Esquimalt, and is headed by the Commandant, a Commander (OF-4) (Benoit, 2014). CFFS Esquimalt was originally established as the Naval Technical School on 08 October 1958 (RCN, 2015b). CFFS Esquimalt is a mix of military and civilian professionals employed in the HQ group or one of six training divisions (each headed by a Commander (OF-4)):

  • Combat Division;
  • Seamanship Division (located at Windsor Park, CFB Halifax);
  • Marine Systems Engineering Division;
  • Combat Systems Engineering Division;
  • Damage Control Division; and
  • Language Training Division.

CFFS QuebecCFFS Esquimalt trains CAF personnel, particularly sailors, in the general knowledge and skills required for naval operations. In delivering training, CFFS Esquimalt utilises several computer-based training systems, including:

  • The Naval Combat Operations Trainer;
  • The Damage Control Training Facility Galiano (Section 2.5);
  • The CANTASS Mission Simulator (Pacific);
  • The Command and Control System Trainer; and
  • The Naval Small Arms Trainer.

CFFS Quebec, established in “May 1995” (Gimblett & Hadley, 2010, p.17), describes itself as the only school in the RCN primarily oriented toward reservists, with occupation (trade) training as its primary focus (RCN, 2013). It utilises a distributed and in-house instructional model. CFFS Quebec is headed by a Commander (OF-4).

2.9     Canadian Forces Naval Operations School

The Canadian Forces Naval Operations School (CFNOS) is located at Stadacona (Section 2.6), CFB Halifax.

CFNOS is headed by the Commandant, a Commander (OF-4), who is assisted by the Deputy Commandant, a Lieutenant Commander (OF-3) and the Base Chief Petty Officer, a Chief Petty Officer Class One (CPO1).

2.10     Canadian Forces Naval Engineering School

Canadian Forces Naval Engineering School, CFB HalifaxThe Canadian Forces Naval Engineering School (CFNES) is part of NPTG and is located at CFB Halifax.

Key personalities at CFNES include (Marine Institute, 2014):

  • Naval Combat Systems Technician Training Plan (NCSTTP) graduation ceremony;
  • CFB Halifax Commander, a Captain (Naval) (OF-5);
  • CFNES Commandant, a Commander (OF-4); and
  • CFNES Detachment St. John’s Commander, a Lieutenant Commander (OF-3).

CFFS Québec, CFFS Esquimalt and the CFNES the only schools in the Command primarily, though not exclusively, oriented towards reservists. However, the RCN is moving/has moved to a ‘One Navy’ philosophy meaning both Regular Force and Reserve Force personnel can access the same training opportunities.


3.0     The First Two Weeks: Familiarisation

Although the NETP is not an indoctrination programme, it introduce trainees to RCN-specific culture which will include culture (obviously), quirks, traditions and language.

An example of language is the word ‘heads’, which means washroom/toilet and refers to a time when the toilet was at the front/bow area or ‘head’ of the ship.

The NETP is a four week course, with both officers and NCMs attending, and includes a variety of modules (Coleman, 2016):

  • Naval history and organisation;
  • Safety procedures on a ship;
  • Watch-keeping duties;
  • Seamanship;
  • Force protection;
  • Weapons training;
  • Sea survival;
  • Learning how to use harnesses; and
  • Damage control and fire-fighting (see below).

One source (Coleman, 2016) suggests that officers undertake NETP alongside their NCM counterparts on a four week programme. All other sources (dated prior to 2016) suggest:

  • That officers conduct a separate NETP delivered at NOTC (Section 2.4) which is nine weeks in duration (of which 4 weeks is spent on board a minor war vessel for officers to experience life at sea); and
  • The NETP for NCMs is 5 weeks in duration.

As Coleman is a serving officer and her article is dated in 2016, her account takes precedence.

3.1     The Second Two Weeks: Damage Control and Firefighting Training

In a modern navy, fire-fighting and damage control (FFDC):

“…is the fine art of saving a ship without sinking a ship. The difference between fire-fighting at sea and fire-fighting on land is maintaining the integrity of the vessel and its ability to function as a warship.” (Dixon, 2009).

Training for FFDC is conducted by the Damage Control Division at one of two damage control training facilities (DCTFs) (Section 2.5) over a period of two weeks. Approximately 10% of the course is classroom-based, with the other 90% being “practical, realistic, handson training.” (Dunne, 2014).

Both facilities are designed to simulate ship-like environments where personnel are challenged to fight fires and floods, utilising computer controls and propane driven fires to better prepare them in the event of a real fire and/or flood.

Both DCTFs are three-storied buildings which enable a wide range of scenarios to be employed in the training of personnel. The facilities include classrooms, flood rooms, burn simulator rooms and a down helicopter simulator all built to the same specifications found on ‘real’ RCN vessels. The rooms within the practical training area closely resemble the actual spaces (doors, hatches and passageways) on a warship, from the engine room through storerooms, workshops, simulated ammunition magazines and living quarters. The facilities are flexible, allowing instructors to expand or modify scenarios depending on the actions of the trainees, meaning a fire can ‘move’ from one compartment to another!

Besides fighting a fire and containing a flood, training includes:

  • FFDC equipment and its use.
  • FFDC techniques:
    • Recognition of a situation.
    • Making a rapid assessment.
    • Boundaries: the role of a boundary sentry and the purpose of boundary cooling.
    • Use of water and ship’s stability.
    • Use of AFFF (aqueous film forming foam) and POL (petroleum, oil and lubricants).
    • Use of halon and electrical equipment.
  • Use of self-contained breathing apparatus (SCBA).
  • Roles and responsibilities of the various members of the FFDC team:
    • Initial Responders;
    • Rapid attack team (RAT), composed of the ship’s firefighters;
    • The second and third attack teams, drawn from the ship’s crew; and
    • Executive officer, responsible for all FFDC activities.
  • Risks of flooding from hull damage, as well as fire-fighting.
  • Watertight integrity and NBC states, aka understanding what the numbers and letters on doors and hatches mean.

When performing FFDC, a decision must be made on the ship’s functional capabilities based on:

  • Location/seat of the fire/flood;
  • Type of fire/flood (e.g. from a minor pipeline leak to a major hull breach);
  • Severity of the fire/flood;
  • Loss of electrical power or area containing electrical equipment;
  • CBRN response; and
  • Area of operations: when operating in a conflict zone it may not be possible to cease other operations and concentrate on the fire. For example, in hostile situations where the fire may be the result of an explosion, flooding may present a greater immediate threat than fire.

Although all members of a ship’s company must be DDFC trained, within the CAF fire-fighting is a RCAF trade. For example, RCN frigates have a complement of four RCAF firefighters, augmented by two RCN personnel, who have undergone advanced FFDC and helicopter fire-fighting training.

As I understand it, FFDC training must be completed for each new sea duty, therefore it is undertaken by veteran sailors as well as new recruits.


4.0     Summary

The Naval Environmental Training Programme is common to all members of the Royal Canadian Navy regardless of trade, with sub-elements such as damage control training for sea going personnel only.

The course provides trainees with the basic skills required to survive, and ultimately continue the fight, in a maritime environment by introducing them to basic damage control and fire-fighting techniques vital to any seagoing duty.

4.1     Useful Links

4.2     Useful Publications

  • Defence Administrative Orders and Directives (DAODs):
    • DAOD 5002-0 – Military Personnel Requirements and Production.
    • DAOD 5031-1 – Canadian Forces Military Equivalencies Programme.
    • DAOD 5031-2 – Individual Training and Education Strategic Framework.
    • DAOD 5031-8 – Canadian Forces Professional Development.
    • DAOD 5039-6 – Delivery of Training and Education in Both Official Languages.
  • Manual of Individual Training and Education (A-P9 Series), sits within the Canadian Forces Individual Training and Education System (CFITES):
    • Volume 1: Introduction/Description (A-P9-050-000/PT-001).
    • Volume 1(1): Supplement – CFITES Glossary (A-P9-050-000/PT-Z01).
    • Volume 2: Needs Assessment (A-P9-050-000/PT-002).
    • Volume 3: Analysis of Instructional Requirements (A-P9-050-000/PT-003).
    • Volume 4: Design of Instructional Programmes (A-P9-050-000/PT-004).
    • Volume 5: Development of Instructional Programmes (A-P9-050-000/PT-005).
    • Volume 6: Conduct of Instructional Programmes (A-P9-050-000/PT-006).
    • Volume 7: Evaluation of Learners (A-P9-050-000/PT-007).
    • Volume 8: Validation of Instructional Programmes (A-P9-050-000/PT-008).
    • Volume 9: Quantity Control in Individual Training and Education Programmes (A-P9-050-000/PT-009).
    • Volume 10: Managing Individual Training and Education in Projects (A-P9-050-000/PT-010).
    • Volume 11: Evaluation of Instructional Programmes (A-P9-050-000/PT-011).
    • Volume 11(1): Supplement – Evaluation and Validation Techniques (A-P9-050-000/PT-Z11).
    • Volume 12: Canadian Forces Military Equivalencies Programme (CFMEP), Prior Learning Assessment (A-P9-050-000/PT-012).
    • Volume 13: Administration of Individual Training and Education (IT&E), Establishments and Programmes (A-P9-050-000/PT-013).
    • Volume 14: Resource Management in IT&E: Costing Model and Procedures.
  • Academic/Research:
  • Annual Military Occupation Review (AMOR).
  • RCN (Royal Canadian Navy) (2015) Royal Canadian Navy Future Naval Training System Strategy. Available from World Wide Web: [Accessed: 21 June, 2016].

4.3     References

Assouad, M. (2013) A Look Inside: The Kootenay Damage Control Training Facility. Available from World Wide Web: [Accessed: 19 June, 2016].

Benoit, D. (2014) Innovation is Alive and Well in the RCN’s Naval Training System. Maritime Engineering Journal. Summer 2014. 74, pp.3-6.

CAF (Canadian Armed Forces) Naval Damage Control Training. Available from World Wide Web: [Accessed: 19 June, 2016].

Canadian Institute of Marine Engineering (2016) Awards. Available from World Wide Web: [Accessed: 20 June, 2016].

Coleman, L. (2016) Learning How to be a Sailor. Available from World Wide Web: [Accessed: 19 June, 2016].

Comeau, M. (2012) RCN Protecting the Environment. Available from World Wide Web: [Accessed: 19 June, 2016]. (2016) Introduction. Available from World Wide Web: [Accessed: 20 June, 2016].

Dixon, P. (2009) In the Navy. Available from World Web: [Accessed: 19 June, 2016].

Dunne, T. (2014) DUNNE: Out at Sea, Navy Crews Can’t Dial 911. Available from World Wide Web: [Accessed: 20 June, 2016].

Eisler, C., Dobias, P. & Lu, O. (2015) Course Loading Optimization. Available from World Wide Web: [Accessed: 21 June, 2016].

Gimblett, R.H. & Hadley, M.L. (eds) (2010) Citizens Sailors: Chronicles of Canada’s Naval Reserve 1910-2010. Toronto, Ontario: Dundurn Press Limited.

Lookout (2016) Bravo Zulu. Lookout Newspaper. 01 February 2016. 61(5), pp.17.

Maddison, P. (2012) Naval Transformation Announcement. Available from World Wide Web: [Accessed: 21 June, 2016].

Marine Institute (2014) Weapons Engineering Technicians Graduation. Available from World Wide Web:,17503,en.php. [Accessed: 20 June, 2016].

O’Hara, S. (2015) Changes to Naval Personnel Training. Lookout Newspaper. 19 January 2015. 60(3), pp.3.

Plante, B. (2015) One Navy and Naval Reserve. Starshell: National Magazine of the Naval Association of Canada. Autumn 2015. VII(72), pp.9.

RCN (Royal Canadian Navy) (2013) Canadian Forces Fleet School Québec (CFFS Québec). Available from World Wide Web: [Accessed: 19 June, 2016].

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