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The Future of Intelligence Education Fusion or Fragmentation?

This presentation will delve into the major trends and challenges shaping intelligence education across Australia, Canada, New Zealand, the UK, and US. Explore the impact of global security dynamics on educational approaches within the intelligence community.

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The Future of Intelligence Education Fusion or Fragmentation?

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  1. The Future of Intelligence Education Fusion or Fragmentation? IAFFIE Conference Washington, DC 2011 Patrick F Walsh

  2. Session Objectives • Provide an overview of intelligence education trends in selected agencies across the 5 Eyes communities (Australia, Canada, New Zealand, UK and US). • What has shaped trends? • What has been the impact/ (challenges) of these trends on intelligence education? • How do we deal with challenges in order to provide better intelligence education for uncertainty?

  3. Background • Based on research completed from 2008 to 2010 in Australia, Canada, NZ, the UK and US. • Research involved talking to senior executives, mid-managerial officers, analysts and others in a range of agencies; including:

  4. Background (2) ASIO, AFP, Victoria Police, ACC CSIS, IAS, RCMP and VPD New Zealand Police, NZSIS, IRB, NZ Corrections. • DHS, FBI, LAPD, LASD, NYPD, NJSP • SOCA, NPIA, Met Police, NOMs

  5. Approach • Approach - comparative • Australia, Canada, NZ, the UK and US (‘the 5 Eyes’) • Observations are based on taking a broadened definition of ‘national security’ • The focus is examine how trends in national security and policing intelligence have presented us with some similar and in other cases different challenges and the significance of this.

  6. Major Trends in Intelligence Education: the broad brush strokes • The scale, intensity and complexity in the post Cold War and, now post post 9/11 security environment. • State survival shifts to ‘global outlaws’ • Increased recruitment to deal with multi level security environment, which includes threats within, between and across states.

  7. Major Trends in Intelligence Education: the broad brush strokes (2) • Major intelligence inquiries in most countries since 9/11 (e.g.: The 9/11 Commission Report (2004), the SSCI (2004), Flood Report (2004), Arrar Commission and Bichard Inquiry (UK), Haneef Inquiry (2008) • Major intelligence reform agendas being implemented as a result. (e.g.: est. of DHS, ODNI (IRTPA 2004), post-Butler reforms in Australian national security and intelligence arrangements.

  8. National Security Intelligence Education Trends • Trends vary across the ‘ 5 Eyes’ • ITPRA (2004) subtitle D (improvement in education for intelligence community) • Aust, Can, NZ and UK less formal and less legislated response to intel reform and education initiatives. • Increase in number and specialisation of internal analytical courses (not just induction courses – more specialised) • Focus on the structure/frameworks of intelligence agencies and communities led to more attention/resources for intelligence education. (E.g. FBI School of Intelligence at Quantico in 2008)

  9. National Security Intelligence Education Trends (2) • Increase in number of external education providers, including universities, vocational institutes and consultants. • Most Unis have stand alone under grad and post grad programs • Some intelligence agencies run programs in collaboration with Universities (e.g. CSU – NSIC and other programs, College of National Security) • Other arrangements are more intelligence community driven and closed (e.g. National Intelligence University – ODNI)

  10. Policing Intelligence Education Trends • Some trends similar to those in national security intelligence education. • Slower and more adhoc approaches to develop intelligence education programs • New public management models and intelligence led policing • In the UK, the influence of the National Intelligence Model (NIM) has been a catalyst (NPIA). (Community focus) • In Australia, Canada, NZ and the US only more recent (last decade) traction of intelligence education approaches. (Agency focus) • Despite history, progress is being made in policing intelligence education.

  11. Three Common Challenges • Achieving a sustained focus by executive leaders on intelligence education • Promotion of effective teaching and learning has not been optimal The professional authority of the academic-as-scholar rests on a body of knowledge; the professional authority of the academic-as-teacher should rest on a body of didactic knowledge. This comprises knowledge of how the subject he or she professes is best learnt and taught (Ramsden 1992: 9).

  12. Three Common Challenges • The role of professionalism within intelligence and intelligence analysis in promoting better education outcomes. • Intelligence professionalism involves 6 attributes (education, continuing professional development, career structure, professional association, community engagement and research) • Still a lack of clarity about what do analysts need to know in particular roles and to what standard?

  13. Dealing with the challenges • Further work is needed to develop a ‘one community’ approach to intelligence education. • Developing more robust education strategies • Promotion of professionalism of intelligence analytical cadre. • In Australia, the NICC should play a more formalised and strategic role in intelligence education. • Bring in the role of professional associations to the mix.

  14. Dealing with the challengesEducation Strategies • Agencies need to adopt a more strategic approach to education (less adhoc and more part of the ‘corporate DNA’). • Its more than just listing a string of programs for staff to attend. • Greater community leadership of intelligence education strategies to get over current fragmentation and competitivness (eg: ODNI vs DHS, FBI and CIA). • Articulating foundational and specialists analytical skills within and across communities. • Mechanisms for periodic review of identified skills, competencies and proficiencies • Identification of vulnerabilities through environmental scanning

  15. Dealing with the challengesEducation Strategies (2) • Strategy needs to identify appropriate mix for delivery of programs: internal, vocational, tertiary, private consultant, contractors. • What kind of programs and why? (under-graduate or post-graduate). • Quality control/assurance framework and financial management is also important. • Mapping education strategy to career development • An education strategy is an important part of the overall human resource outputs of an intelligence agency or community. These outputs are also an important key enabling activity for effective intelligence practice.

  16. Questions? Intelligence and Intelligence Analysis Patrick F Walsh Routledge UK (published 31 May 2011)

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