An Cosantóir

An Cosantóir Dec 2017 / Jan 2018 www.dfmagazine.ie 12 | By CAPT AlAN KEARNEy, oRDNANCE CoRPS – PhoToS By CPl lEE CoylE AND CPl NEVIllE CouGhlAN I n November 2015, the Ordnance School, Defence Forces Ireland, conducted the first Commanders' C-MTA course. NATO ESCD recognised the importance of this domain from its inception and provided course funding. The timing was rather prescient given the terrorist attacks in Paris that preceded the course. The Ordnance School has extensive experience in the international C-IED effort, working closely with both the EDA and NATO (the latter through the PfP programme of practical bilateral cooperation). For the Ordnance School, the preparation for this course began with the delivery of three prototype C-IED/ IEDD courses delivered once yearly in 2010-13 under the auspices of NATO and funded through the VNCF. As a natural progression of these efforts, in October 2014 the school began developing the C-MTA course concept. This was a result of the analysis and examination - including tactical workshops and observation of exercises - of both the United Kingdom's Marauding Terrorist Fire- arms attack (MTFA) programme and 'Active Shooter' programme employed in the United States. The outline focused on three central dynamics: Adopting the C-IED construct as the ideal vehicle from which to adapt, replicate and develop strategic direction, operational tools and tactical method. Leveraging the C-IED network, developed over many years, to provide the ideal range of security forces, government agencies, emergency services, academics and other expertise required to realise this initiative. Setting a baseline threat analysis and subsequent risk assess- ment to underpin the course construct based on complex attacks that have occurred in operational environments such as Iraq and Afghanistan using multiple actors, military hardware and IEDs. Lastly, the aim of the course from the outset was not to offer a singular system but to provide international students with an a la carte menu of options. The school recognises that the culture of any organisation is as important, if not more so than any system that can possibly be offered. It is up to each organisation to decide if the knowledge imparted is suitable for employment in their respective countries. A key component of the course has been a comprehensive les- sons learned process. November 2017 saw the third iteration of the course and it has changed substantially from its first outing. This process has led to many changes including the use of selected expertise as opposed to singular entity contracting. In 2016, the Ordnance School employed a private sector security company for the second course to manage the course funds with instructors sourced from a wider range of providers and individuals. This is a paradigm shift in many ways, as normally the single contractor route is almost universally accepted as the manner in which to provide courses. This shift was a direct result of the lessons learned process where diversity was recognised as the central driver for dis- ruptive solutions. The course focus too was increased to 'advanced' level allowing for an immersive approach to operational command and less emphasis on tactical engagement. Another example of the lessons learned process was engage- ment with private sector entities. This was achieved on some level on the first course but increased thereafter. The private sector has a huge interest in this area given their exposure, with some major commercial interests being quite concerned about what options they have in the first critical minutes of an attack. The course now enjoys comprehensive engagement with major corporate interests as part of the training experience. The course architecture relies on three fundamentals in training methodology: theoretical, practical and academic. Firstly, stu- Officer students on a current YO's EOD course in the Ord Sch.

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