The IAEA aims to contribute to effective global nuclear security by supporting states in developing their nuclear security infrastructure and human resources. It offers education and training programs focused on building sustainable capabilities. These include a master's program in nuclear security, practical training, and establishing Nuclear Security Support Centres within states. The IAEA also coordinates networks to facilitate collaboration and sharing of best practices between academic institutions and support centres. Its priorities are strengthening relationships with academics and supporting faculty development to ensure education is linked to training needs.
1) The document discusses approaches to achieving sustainable implementation of UNSCR 1540, which aims to prevent weapons of mass destruction proliferation. These approaches include developing a robust security culture among key stakeholders and nurturing associated values.
2) It describes developing a "holistic CBRN security culture" through a two-tiered architecture of national leadership and facility-level management, behaviors, and beliefs.
3) The University of Georgia's Center for International Trade and Security promotes sustainable implementation through integrated training, education, and sharing of best practices with governments, industries, and international organizations.
The document discusses high leverage training strategies and the training process. It covers needs assessment, evaluating employee readiness, the training design process, selecting training methods, and evaluating training programs. Some key points:
- Training can contribute to business strategy by improving employee performance and offering a competitive advantage.
- High leverage training links training to strategic goals, has top management support, relies on instructional design, and benchmarks other programs.
- The training process includes needs assessment, identifying learning objectives, administering the program, and ensuring transfer of training.
- Needs assessment involves analyzing the organization, persons who need training, and tasks to be trained.
- Evaluating employee readiness considers motivation, self-efficacy, benefits of training
The document discusses the Systematic Approach to Training (SAT) process which includes 5 phases - analysis, design, development, implementation, and evaluation - to systematically design and deliver training programs that improve job performance. It describes each phase in detail, including the key activities conducted during analysis such as needs analysis, job analysis, and task analysis to determine training needs, and how the outputs of each phase inform the next to create, deliver, and evaluate effective training.
The document discusses the benefits and importance of teamwork in the workplace. It notes that teamwork allows for shared workloads, building bonds between employees, increased work pace, reduced risks, learning opportunities, and mutual creativity which leads to first-rate output, job satisfaction, mutual organizational interests, and an improved overall reputation for the organization. Successful teamwork is built on trust and accountability between team members. The document provides guidelines for defining duties and expectations, setting time commitments, providing feedback and advice, and recognizing accomplishments to facilitate effective teamwork.
The document describes the International Atomic Energy Agency's International Network for the Disposal of Low-Level Radioactive Waste (DISPONET). DISPONET facilitates information sharing among organizations with experience in operating radioactive waste disposal facilities. Its objectives are to organize training, encourage knowledge transfer of best practices, and provide technical guidance. DISPONET members include countries with major nuclear programs and experience in radioactive waste management. Participants include organizations responsible for disposing of low-level waste. DISPONET activities are coordinated by a steering committee and secretariat to address topics of safety, technical, and social issues in radioactive waste disposal.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
The document discusses the history and goals of the Basic Skills Initiative (BSI) in California community colleges. It provides details on BSI grants that fund professional development and regional networks. The BSI aims to create a statewide learning network to address the needs of over 93,000 community college faculty and staff through regional workshops, a leadership institute, and an online platform. The leadership institute will focus on institutional transformation, program design, evaluation, and networking to build the capacity and sustainability of regional networks in supporting underprepared students.
1) The document discusses approaches to achieving sustainable implementation of UNSCR 1540, which aims to prevent weapons of mass destruction proliferation. These approaches include developing a robust security culture among key stakeholders and nurturing associated values.
2) It describes developing a "holistic CBRN security culture" through a two-tiered architecture of national leadership and facility-level management, behaviors, and beliefs.
3) The University of Georgia's Center for International Trade and Security promotes sustainable implementation through integrated training, education, and sharing of best practices with governments, industries, and international organizations.
The document discusses high leverage training strategies and the training process. It covers needs assessment, evaluating employee readiness, the training design process, selecting training methods, and evaluating training programs. Some key points:
- Training can contribute to business strategy by improving employee performance and offering a competitive advantage.
- High leverage training links training to strategic goals, has top management support, relies on instructional design, and benchmarks other programs.
- The training process includes needs assessment, identifying learning objectives, administering the program, and ensuring transfer of training.
- Needs assessment involves analyzing the organization, persons who need training, and tasks to be trained.
- Evaluating employee readiness considers motivation, self-efficacy, benefits of training
The document discusses the Systematic Approach to Training (SAT) process which includes 5 phases - analysis, design, development, implementation, and evaluation - to systematically design and deliver training programs that improve job performance. It describes each phase in detail, including the key activities conducted during analysis such as needs analysis, job analysis, and task analysis to determine training needs, and how the outputs of each phase inform the next to create, deliver, and evaluate effective training.
The document discusses the benefits and importance of teamwork in the workplace. It notes that teamwork allows for shared workloads, building bonds between employees, increased work pace, reduced risks, learning opportunities, and mutual creativity which leads to first-rate output, job satisfaction, mutual organizational interests, and an improved overall reputation for the organization. Successful teamwork is built on trust and accountability between team members. The document provides guidelines for defining duties and expectations, setting time commitments, providing feedback and advice, and recognizing accomplishments to facilitate effective teamwork.
The document describes the International Atomic Energy Agency's International Network for the Disposal of Low-Level Radioactive Waste (DISPONET). DISPONET facilitates information sharing among organizations with experience in operating radioactive waste disposal facilities. Its objectives are to organize training, encourage knowledge transfer of best practices, and provide technical guidance. DISPONET members include countries with major nuclear programs and experience in radioactive waste management. Participants include organizations responsible for disposing of low-level waste. DISPONET activities are coordinated by a steering committee and secretariat to address topics of safety, technical, and social issues in radioactive waste disposal.
This document provides an overview of the Broadcast Technology Cluster (BTC) at Ravensbourne College of Design and Communication, which includes four foundation degree programmes: Broadcast Audio Technology, Broadcast Technology, Broadcast Information Technology, and Outside Broadcast Technology. The programmes aim to provide both intellectual and practical skills for students to enter the broadcast industry. Courses involve project-based learning, work placements, and focus on developing skills applicable to jobs in areas like systems design, production, and transmission. Teaching methods include lectures, seminars, and industry speakers, while assessments evaluate knowledge, skills, and professional competencies.
The document discusses the history and goals of the Basic Skills Initiative (BSI) in California community colleges. It provides details on BSI grants that fund professional development and regional networks. The BSI aims to create a statewide learning network to address the needs of over 93,000 community college faculty and staff through regional workshops, a leadership institute, and an online platform. The leadership institute will focus on institutional transformation, program design, evaluation, and networking to build the capacity and sustainability of regional networks in supporting underprepared students.
Case study Presentation as part of my Mahara presentation during imoot 2010
http://www.imoot.org
Presented by Gavin Henrick, Enovation Solutions. Http://www.enovation.ie/
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
OWD2011 - 3 - Heads in the cloud, feet on the ground - a pragmatic approach t...SURF Events
This document discusses the use of cloud-based services to enhance learning. It provides an overview of how institutions and individuals are moving to the cloud. For institutions, cloud services offer increased capacity and capabilities without requiring new infrastructure or personnel. For individuals, cloud tools are accessible and allow for self-directed learning. However, issues like privacy, copyright, security, and support must be considered. The document explores how cloud technologies can impact learning, providing scenarios of student projects over time that incorporate more cloud-based tools. Life in the cloud alongside traditional systems requires managing connections between the two approaches.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
The document discusses the National Grid Service (NGS) training program which provides training events to stimulate adoption of new infrastructure applications. It aims to advertise training and monitor quality by surveying participants. The training is targeted towards particular user communities and supports development of local training. It also discusses moving training online while continuing in-person events. Over 300 participants attended 29 events across 9 locations. The training fosters international cooperation on standards. It works with various groups to inform future support of training. Surveys found over half of past participants now have digital certificates and 70% have used grids, with 44% wanting more advanced training.
Globalization is causing changes in the ICT industry that require engineering students to work collaboratively in virtual teams across borders. This project aims to prepare students for global work environments through problem-based learning involving virtual international student teams guided by universities and industry partners. The goals are to develop global mindsets in students and make engineering education more adaptive to 21st century work realities. Current work involves fundraising and establishing partnerships with universities and businesses in the Nordic-Baltic region.
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...Saide OER Africa
Paper presented by Tessa Welch and Ingrid Sapire to the TEP Consortium conference: 'Teacher development and institutional change in an evolving education context', 29 May 2007, Benoni
The document discusses the ASPECT project which aims to promote the adoption of learning technology standards and specifications in the education sector. It highlights the need for standards to facilitate discovery, access and sharing of high quality learning resources while minimizing costs. The project will assess existing standards and specifications, make recommendations, and establish resources like a registry and advisory center to support implementation of best practices. It brings together over 200 experts from 22 organizations across Europe to support greater interoperability of educational content.
The MAGHRENOV Consortium brings together partners from Europe (France, Spain, Netherlands, and Belgium) and Maghreb RegionB (Morocco and Tunisia), with expertise both from private and public sector, as well as research and education. Our shared goal is to establish a common Euro-Mediterranean innovation space in the Renewable Energy & Energy Efficiency (RE&EE) sector.
The document presents the European Reference Framework for Digitally-competent Educational Organisations (DigCompOrg). It aims to provide a conceptual framework to help educational organizations review their strategies for integrating digital technologies. The framework was developed based on a meta-analysis of 15 existing tools and identifies 7 core elements and 74 descriptors. It is intended to be comprehensive, generic and adaptable to different contexts while complementing existing tools. Next steps include developing a self-assessment questionnaire for organizations to evaluate themselves based on the framework's descriptors.
The document describes the CORONA II project which aims to enhance safety at nuclear installations through improved training capabilities for VVER reactor technology. The project involves 9 organizations from 7 European countries and will continue developing a regional training network called CORONA Academia. It will analyze lessons from previous projects, develop new training programs, and expand an online knowledge management portal. The project expects to increase quality and participation in nuclear education and training for VVER countries while contributing to the development and preservation of VVER expertise in Europe.
This document describes a project between two universities of applied sciences and local small and medium enterprises (SMEs) in Finland to improve service skills and competencies. The project's main objectives were to help SMEs develop value-adding services for clients and establish effective cooperation models between the universities and SMEs. The project involved literature reviews, workshops using methods like learning cafes and appreciative inquiry, and development meetings to address challenges identified by the SMEs around service innovation, skills transfer, and competency development. The universities helped introduce new methods, facilitate the development process, and foster networking between partners to improve service innovation and competencies in collaboration with local SMEs.
This document outlines Melco Alejandro Segura Velandia's objective of obtaining certification in Cisco Networks. It discusses three phases of a project to develop networking resources and materials to help prepare practitioners for their roles. Phase One involved identifying good practices for preparing practitioners. Phase Two focused on developing and evaluating learning materials and simulations. Phase Three aims to establish an academic-practitioner network to embed best educational practices. Phase One identified key themes which structured the development of resources in Packet Tracer to design and implement pilot resources to enhance practice preparation.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
Оцінка стану вдосконалення діяльності з куль тури безпеки АЕС «Козлодуй» (Емі...НАЕК «Енергоатом»
This document discusses safety culture assessment and improvement activities at Kozloduy NPP in Bulgaria. It provides details on two reactor units at Kozloduy NPP, and the management policy to prioritize nuclear safety. It then describes a "Safety Culture" project from 2011 that helped develop guides and training to assess and improve safety culture. The document outlines ongoing activities like periodic self-assessments, leadership development, and communication improvements to further strengthen safety culture at Kozloduy NPP.
The document summarizes a report on the role of technology in supporting student employability. The report identified 5 key ways technology is being used, including technology-enhanced authentic learning experiences and digital communications with employers. It provides examples from universities and colleges of using tools like wikis, augmented reality, ePortfolios and digital badges to develop student employability skills.
This document summarizes a presentation given by Prof. Dr. Claus Kaldeich and Prof. Dr. Karsten Wendland on their work developing skills training programs at the Technical Trainers College in Riyadh, Saudi Arabia. The presentation describes the college's objectives of training students in information and communication technologies to become teacher-trainers. It provides an overview of the current situation in Saudi Arabia regarding education and skills development needs. It then details the concepts and approaches used at the college, such as a hands-on, project-based learning model. Examples of student projects and results are also summarized, such as a library information system developed by students.
The document discusses the Department of Computer Science and Engineering at Bharath Institute of Science and Technology. It provides information on the department's vision, mission, programs offered, faculty achievements and awards, student achievements, placements, MOUs with industries, and NBA accreditation process. The department aims to provide quality education and hands-on training to help students secure jobs in premier IT companies or pursue higher education and research. It has strong industry collaborations and many faculty with doctorates guiding research.
This document summarizes a conference on broadening teacher experience through international research and training opportunities. The conference was held in Belgrade from September 27-28, 2012 and discussed the Open Discovery Space (ODS) project. The ODS project aims to (1) develop an educational portal with learning resources tagged with metadata, (2) establish a user community of 2000 schools using the resources, and (3) train teachers in inquiry-based and technology-enhanced learning. The validation methodology assesses the immediate and long-term impacts on teachers and students. The expected outcomes include improved teaching practices and inspiration for students from quality, adapted learning resources.
Case study Presentation as part of my Mahara presentation during imoot 2010
http://www.imoot.org
Presented by Gavin Henrick, Enovation Solutions. Http://www.enovation.ie/
The Basic Skills Initiative (BSI) was created to address the need to raise math and English requirements at community colleges in California. [1] It receives $31.5 million annually to fund 110 community colleges. [2] Some goals of the 2009 BSI are to create a statewide network connecting all 110 colleges, hold annual leadership institutes, and establish a virtual network. [3] The network aims to address the professional development needs of over 93,000 community college faculty, staff and administrators. [4] It will create regional infrastructure through ongoing training and the sharing of best practices. [5]
OWD2011 - 3 - Heads in the cloud, feet on the ground - a pragmatic approach t...SURF Events
This document discusses the use of cloud-based services to enhance learning. It provides an overview of how institutions and individuals are moving to the cloud. For institutions, cloud services offer increased capacity and capabilities without requiring new infrastructure or personnel. For individuals, cloud tools are accessible and allow for self-directed learning. However, issues like privacy, copyright, security, and support must be considered. The document explores how cloud technologies can impact learning, providing scenarios of student projects over time that incorporate more cloud-based tools. Life in the cloud alongside traditional systems requires managing connections between the two approaches.
This document provides an overview of a Broadcast Technology programme offered as a one-year full-time or part-time top-up to a Foundation Degree. The programme includes four pathways in audio, systems, computing, and outside broadcast. It aims to develop practical skills into professional skills to prepare students for careers in areas like production, post-production, and transmission. The programme structure, educational aims, teaching and learning strategies, and learning outcomes are described in detail over multiple sections.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
The document discusses the National Grid Service (NGS) training program which provides training events to stimulate adoption of new infrastructure applications. It aims to advertise training and monitor quality by surveying participants. The training is targeted towards particular user communities and supports development of local training. It also discusses moving training online while continuing in-person events. Over 300 participants attended 29 events across 9 locations. The training fosters international cooperation on standards. It works with various groups to inform future support of training. Surveys found over half of past participants now have digital certificates and 70% have used grids, with 44% wanting more advanced training.
Globalization is causing changes in the ICT industry that require engineering students to work collaboratively in virtual teams across borders. This project aims to prepare students for global work environments through problem-based learning involving virtual international student teams guided by universities and industry partners. The goals are to develop global mindsets in students and make engineering education more adaptive to 21st century work realities. Current work involves fundraising and establishing partnerships with universities and businesses in the Nordic-Baltic region.
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...Saide OER Africa
Paper presented by Tessa Welch and Ingrid Sapire to the TEP Consortium conference: 'Teacher development and institutional change in an evolving education context', 29 May 2007, Benoni
The document discusses the ASPECT project which aims to promote the adoption of learning technology standards and specifications in the education sector. It highlights the need for standards to facilitate discovery, access and sharing of high quality learning resources while minimizing costs. The project will assess existing standards and specifications, make recommendations, and establish resources like a registry and advisory center to support implementation of best practices. It brings together over 200 experts from 22 organizations across Europe to support greater interoperability of educational content.
The MAGHRENOV Consortium brings together partners from Europe (France, Spain, Netherlands, and Belgium) and Maghreb RegionB (Morocco and Tunisia), with expertise both from private and public sector, as well as research and education. Our shared goal is to establish a common Euro-Mediterranean innovation space in the Renewable Energy & Energy Efficiency (RE&EE) sector.
The document presents the European Reference Framework for Digitally-competent Educational Organisations (DigCompOrg). It aims to provide a conceptual framework to help educational organizations review their strategies for integrating digital technologies. The framework was developed based on a meta-analysis of 15 existing tools and identifies 7 core elements and 74 descriptors. It is intended to be comprehensive, generic and adaptable to different contexts while complementing existing tools. Next steps include developing a self-assessment questionnaire for organizations to evaluate themselves based on the framework's descriptors.
The document describes the CORONA II project which aims to enhance safety at nuclear installations through improved training capabilities for VVER reactor technology. The project involves 9 organizations from 7 European countries and will continue developing a regional training network called CORONA Academia. It will analyze lessons from previous projects, develop new training programs, and expand an online knowledge management portal. The project expects to increase quality and participation in nuclear education and training for VVER countries while contributing to the development and preservation of VVER expertise in Europe.
This document describes a project between two universities of applied sciences and local small and medium enterprises (SMEs) in Finland to improve service skills and competencies. The project's main objectives were to help SMEs develop value-adding services for clients and establish effective cooperation models between the universities and SMEs. The project involved literature reviews, workshops using methods like learning cafes and appreciative inquiry, and development meetings to address challenges identified by the SMEs around service innovation, skills transfer, and competency development. The universities helped introduce new methods, facilitate the development process, and foster networking between partners to improve service innovation and competencies in collaboration with local SMEs.
This document outlines Melco Alejandro Segura Velandia's objective of obtaining certification in Cisco Networks. It discusses three phases of a project to develop networking resources and materials to help prepare practitioners for their roles. Phase One involved identifying good practices for preparing practitioners. Phase Two focused on developing and evaluating learning materials and simulations. Phase Three aims to establish an academic-practitioner network to embed best educational practices. Phase One identified key themes which structured the development of resources in Packet Tracer to design and implement pilot resources to enhance practice preparation.
Development of MOOCs with special reference to SWAYAMNisha Singh
The document discusses instructional design for developing MOOCs on the SWAYAM platform, outlining key considerations like target audience, learning outcomes, course structure, assessment strategies, and roles of coordinating institutions. It provides an overview of the SWAYAM initiative in India and the four quadrant approach to course design involving e-tutorials, e-content, discussion forums, and assessment.
Оцінка стану вдосконалення діяльності з куль тури безпеки АЕС «Козлодуй» (Емі...НАЕК «Енергоатом»
This document discusses safety culture assessment and improvement activities at Kozloduy NPP in Bulgaria. It provides details on two reactor units at Kozloduy NPP, and the management policy to prioritize nuclear safety. It then describes a "Safety Culture" project from 2011 that helped develop guides and training to assess and improve safety culture. The document outlines ongoing activities like periodic self-assessments, leadership development, and communication improvements to further strengthen safety culture at Kozloduy NPP.
The document summarizes a report on the role of technology in supporting student employability. The report identified 5 key ways technology is being used, including technology-enhanced authentic learning experiences and digital communications with employers. It provides examples from universities and colleges of using tools like wikis, augmented reality, ePortfolios and digital badges to develop student employability skills.
This document summarizes a presentation given by Prof. Dr. Claus Kaldeich and Prof. Dr. Karsten Wendland on their work developing skills training programs at the Technical Trainers College in Riyadh, Saudi Arabia. The presentation describes the college's objectives of training students in information and communication technologies to become teacher-trainers. It provides an overview of the current situation in Saudi Arabia regarding education and skills development needs. It then details the concepts and approaches used at the college, such as a hands-on, project-based learning model. Examples of student projects and results are also summarized, such as a library information system developed by students.
The document discusses the Department of Computer Science and Engineering at Bharath Institute of Science and Technology. It provides information on the department's vision, mission, programs offered, faculty achievements and awards, student achievements, placements, MOUs with industries, and NBA accreditation process. The department aims to provide quality education and hands-on training to help students secure jobs in premier IT companies or pursue higher education and research. It has strong industry collaborations and many faculty with doctorates guiding research.
This document summarizes a conference on broadening teacher experience through international research and training opportunities. The conference was held in Belgrade from September 27-28, 2012 and discussed the Open Discovery Space (ODS) project. The ODS project aims to (1) develop an educational portal with learning resources tagged with metadata, (2) establish a user community of 2000 schools using the resources, and (3) train teachers in inquiry-based and technology-enhanced learning. The validation methodology assesses the immediate and long-term impacts on teachers and students. The expected outcomes include improved teaching practices and inspiration for students from quality, adapted learning resources.
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1. IAEA Nuclear Security Education
and Training
L. David Lambert
Department of Nuclear Safety and Security
Office of Nuclear Security
d.lambert@iaea.org
September 2012
2. Nuclear Security Plan 2010—2013
Objective:
Contribute to global efforts to achieve worldwide, effective
security wherever nuclear or other radioactive material is in use,
storage and/or transport, and of associated facilities, by
supporting States, upon request, in their efforts to establish and
maintain effective nuclear security through assistance in capacity
building, guidance, human resource development, sustainability
and risk reduction.
18-Sep-12 2
3. Steering Committees & Networks
Steering
Committees of
Courses and Practical learning
Member States
Review Services &Tools
Advisory
missions
Sustainability
Knowledge and technical
networks
Extra-budgetary, Projects, regional networks, TC, regular Budget
18-Sep-12 3
4. Office of Nuclear Security Vision
Comprehensive Training Programme
Objective: To raise awareness, to fill gaps between the
actual performance of personnel and the required
competencies and skills and, to build-up qualified
instructors/trainers;
IAEA efforts for nuclear security
education
Objective: Support the development of nuclear security
experts through development of teaching material,
professional development of faculty and promotion of
nuclear security education in collaboration with the
academic and scientific community;
Ultimate Goal:
To develop capabilities to support the sustainable implementation of
the international legal instruments and IAEA guidelines for nuclear
security worldwide and to foster nuclear security culture. 18-Sep-12 4
5. Human Resource Development
Education
• Educational
Programme in
Nuclear Security
Training
• General Training
• Specialized Training
• Training of Trainer
• On-the-Job Training
• Fellow-ships
• Technical Visit
18-Sep-12 5
6. Nuclear Security Series No. 12
Educational Programme in Nuclear Security (NSS 12)
Module of a
Master of Science
Curriculum &
Certificate Curriculum
in Nuclear Security
Addressed to:
• university curriculum
developer
• faculty members http://www-
• human resource pub.iaea.org/MTCD/publications/PDF/Pub14
development 39_web.pdf
managers 18-Sep-12 6
7. MSc in Nuclear Security - Audience
Graduates of universities holding an
academic degree e.g. a Bachelor degree, or
any other equivalent degree (technical or
non-technical)
Potential careers at different entities, such
as e.g. regulatory authorities, nuclear
industry, Ministry of Justice, Finance,
Health/Environment/Science, and
Transport, Customs, Police, or Intelligence
Services 18-Sep-12 7
8. Pilot Master of Science Programme
on Nuclear Security
Participating Institutions
• Technical University of Delft, The Netherlands
• Fachhochschule Brandenburg, Germany
• Technical University Vienna, Austria
• University of Oslo, Norway
• The University of Manchester, U.K.
Implementation
• Launch of accredited Nuclear Security Master Programme: Spring 2013
• Basis of teaching material: INSEN peer reviewed material - supported by
IAEA Nuclear Security Fund
Supported by the IAEA & the European Commission
18-Sep-12 8
9. Development Process of Educational
Materials
Coordinated
Peer Review distribution of
First Draft by electronic material
university/expert Meeting/Incorporation of
Comments through NUSEC for
INSEN MEMBERS
18-Sep-12 9
10. IAEA Supporting Educational Material Production,
Professional Development of Faculty Members &
Improvement of Teaching Practice
Creating/Updating
new educational
materials
Evaluating
Teaching and Developing faculty
Learning expertise
Implementing new
academic courses
18-Sep-12 10
11. International Nuclear Security Education Network
established in 2010
A partnership
between the
IAEA and
universities,
research
institutions and
Currently more other
than 60 members. stakeholders
Mission:
to enhance global nuclear security by developing, sharing
and promoting excellence in nuclear security education 11
18-Sep-12
12. INSEN
The role of the IAEA
• Convening the annual Network meetings,
• putting together the subjects for discussion (in consultation with
the Network Chair and Network Working Group Chairs);
• Supporting INSEN activities (depending on funds
available)
• Coordinating the activities of INSEN WGs
• Facilitating the collaboration among all Network
members.
• Provision and technical maintenance of the
NUSEC INSEN User Group page
18-Sep-12 12
14. Other Efforts Supporting Education
Pre-diploma Practical Training for University
Students with Specialization in Nuclear
Security at the Nuclear Security Training
Centre, Obninsk, RF
• Pilot 2009 – for Russian &
Ukrainian universities
• 2010 – for Russian and
Ukrainian universities
• 2012 – open to all
universities
18-Sep-12 14
15. Nuclear Security Education Priorities
• Strengthen relationship and collaboration
with academic institutions
• Support Professional Development of
Faculty Members
• Support the use of new forms of teaching
and learning in nuclear security education
• Ensure link between higher education and
practice/training
18-Sep-12 15
16. IAEA Nuclear Security Training Priorities
2010 – 2013
Response to increased demand for
IAEA Nuclear Security Training
• Expansion of IAEA nuclear security
expert roster through Training-of-Trainers
• Assistance in developing National Nuclear
Security Training Programme based on
training needs assessment
• Transfer of sustainable knowledge and skills
to States through Nuclear Security Support
Centres
18-Sep-12 16
17. Nuclear Security
Training Programme
• General Training
• Specialized Training
• Training-of Trainers
• Fellow-ships
• On-the-Job Training
• Technical Visit
From 2002 – 2011:
More than 420 training activities implemented
10 700 participants trained from more than 120 countries 18-Sep-12 17
18. Human Resource Development
• Human resource
development - the
main pillar for
sustainable
knowledge and
skills in a State
• Systematic
Approach to
Training (SAT)
18-Sep-12 18
19. Nuclear Security Support Centre
Primary objectives are:
Training Needs
• Develop human resources 1
Assessment
Phase 1 - HRD
through the implementation
of a tailored training
programme 2 Training Programme
Qualified Instructors
• Develop a network of
experts
3 Training
• Provide technical support Implementation
for lifecycle equipment
Phase 2
management and scientific 4 Technical & Scientific
support for the detection of Support Services
and the response to nuclear
security events
Long-term Sustainability of
Nuclear Security Capabilities
18-Sep-12 19
20. Nuclear Security Support Centre
Technical & Scientific Support Services
Main Objectives
• Supporting and facilitating the development of
sustainable human resources through the
provision of a National Nuclear Security Training
Programme and,
• Providing Technical Support Services for lifecycle
equipment management and Scientific Support
Services for the prevention, detection of, and
response to nuclear security events.
18-Sep-12 20
21. Assistance in Establishing NSSCs
• Methodology on how to
establish and maintain a
NSSC
• Methodology on how to
assess training needs
• Development of tailored
nuclear security training
programme
• Preparation of instructors
• Facilitation of training for
technical and scientific
support
• Provision of technical
equipment*
18-Sep-12 21
* limited amount
22. Coordination by One Leading Organization
Regulatory
Authority
Operators, Ministry of
Carriers Transport
Ministry
Ministry of
of
Defence
Finance
Ministry of
Ministry
Health/
of
Environment/
Justice
Science
One competent organization/institution coordinates the activities of
the NSSC in accordance with the other nuclear security
18-Sep-12 22
stakeholders.
24. International Network of Nuclear
Security Support Centres (NSSC)
• Key to coordinated • Three Working Groups
collaboration (WG)
• WG A – Coordination
• Members from more and Collaboration
than 40 institutions
• WG B – Best Practices
worldwide
• WG C – Information
• Supports sharing Management and
across borders Other Emerging Issues
https://nusec.iaea.org/portal/UserGroups/NSSCs/
18-Sep-12 24
26. E-Learning Opportunities and Support
• Computer-based
• Use of Radiation Detection Instruments
• Web-based platforms
• NUSEC and its User Groups
• INSEN (Educational Network)
• NSSC (Nuclear Security Support Centre Network)
• Nuclear Forensics
• Cyber Security
18-Sep-12 26
27. Blended Learning Opportunities
• Web-based preparation, instructor/
classroom training and post-instruction
survey
• E-reader content for daily reference use
• Online, networked modules for education
and training support
• Leverage Use of IAEA Learning
Management System
18-Sep-12 27
28. Bridging Nuclear Security
Training and Education
IAEA-ICTP International School
on Nuclear Security
• Announced by the Italian government in 2010
at Nuclear Security Summit in Washington
D.C. - U.S.
• Reinforced at the Nuclear Security Summit in
2012 in Seoul - Republic of Korea
• Supported each year by the Italian
Government
• Next School scheduled for April 2013
18-Sep-12 28
30. Nuclear Security Conference 2013
• 1-5 July 2013 in Vienna
• A global forum for policymakers, senior
officials, managers and experts from all
areas of nuclear security to…
• Review experience and achievements to date
• Enhance understanding of current
approaches and identify trends
• Discuss technical developments and issues
• Formulate views on the future directions and
priorities for nuclear security
• Provide input to the IAEA’s Nuclear Security
Plan for 2014-2017
18-Sep-12 30