COUNTER-TERRORISM REFERENCE CURRICULUM CTRC Academic Project Leads & Editors Dr. Sajjan M. Gohel, International Security Director Asia Pacific Foundation Visiting Teacher, London School of Economics & Political Science [email protected] & [email protected] Dr. Peter Forster, Associate Professor Penn State University [email protected] PfPC Reference Curriculum Lead Editors: Dr. David C. Emelifeonwu Senior Staff Officer, Educational Engagements Canadian Defence Academy Associate Professor Royal Military College of Canada Department of National Defence [email protected] Dr. Gary Rauchfuss Director, Records Management Training Program National Archives and Records Administration [email protected] Layout Coordinator / Distribution: Gabriella Lurwig-Gendarme NATO International Staff [email protected] Graphics & Printing — ISBN XXXX 2010-19 NATO COUNTER-TERRORISM REFERENCE CURRICULUM Published May 2020 2 FOREWORD “With guns you can kill terrorists, with education you can kill terrorism.” — Malala Yousafzai, Pakistani activist for female education and Nobel Prize laureate NATO’s counter-terrorism efforts have been at the forefront of three consecutive NATO Summits, including the recent 2019 Leaders’ Meeting in London, with the clear political imperative for the Alliance to address a persistent global threat that knows no border, nationality or religion. NATO’s determination and solidarity in fighting the evolving challenge posed by terrorism has constantly increased since the Alliance invoked its collective defence clause for the first time in response to the terrorist attacks of 11 September 2001 on the United States of America. NATO has gained much experience in countering terrorism from its missions and operations. However, NATO cannot defeat terrorism on its own. Fortunately, we do not stand alone. One of the strengths the Alliance can build on is our engagement with the global network of partner countries and other International Organizations who bring in a wealth of experience and knowledge. Many of these have contributed to the development of this refer- ence curriculum, together with the Partnership for Peace Consortium of Defence Academies and Security Studies Institutes. Understanding the terrorist threat of today and tomorrow requires not only improved awareness but constant learning and investment in the education of future generations. We sincerely hope that this curriculum will serve the wider counter-terrorism community as an insightful reference document and that it can contribute to national educational processes of both interested Allies and partners, including through NATO’s Defence Education Enhancement Programme (DEEP). Dr. Antonio Missiroli Dr. John Manza Assistant Secretary General Assistant Secretary General Emerging Security Challenges Division Operations Division 3 About this Reference Curriculum The Counter-Terrorism Reference Curriculum (CTRC) We are grateful for the support of the Defence Education is the result of a collaborative multinational team of Enhancement Programme (DEEP) and the PfPC volunteers drawn from Europe, North America, Africa Education Development Working Group under Dr. Al and Asia. As part of the Partnership for Peace Consor- Stolberg and Dr. David Emelifeonwu. In addition, Laura tium’s (PfPC) Combating Terrorism Working Group Alami, Defense Security Cooperation Agency (DSCA), (CTWG), academics and researchers, as well as practi- Maria Galperin Donnelly, PfPC International Programs tioners from governmental bodies, law enforcement and Manager, Dr. Gary Rauchfuss, National Archives and the armed forces combined to create this document. Records Administration, and Mariusz Solis, NATO Our aim was to produce a nuanced and broad approach DEEP Coordinator, who all helped make this effort to understanding the concepts of terrorism and counter- possible through direct and tangible support. We also terrorism by looking at past problems in order to under- wish to acknowledge Prof. Yonah Alexander, stand the current dilemmas with the intention to try Elena Beganu, Dr. Juliette Bird, Gabriele Cascone, and anticipate future challenges. Dr. James Forest, Dr. Akram Fraihat, Ferenc Hegyesi, Charlotte Jordan, Dr. Sandër Lleshaj, Lindsey Martin, This document aims to address terrorism and counter- Richard Prosen, Dr. Tom Robertson, Prof. Alex Schmid terrorism with sufficient depth that will enable all and Rebecca Trieu for their significant efforts in this learners in NATO member states and partner countries endeavour. Without the immense contributions of or organisations, regardless of experience, to develop a Allison Bailey, Leah Contreras, Ashley McAdam, David more complete picture of the issues and challenges that Winston and Tyler Zurisko, this document simply exist, past, present and potentially future. It takes into would not have come together. Last but most certainly full consideration the national, regional and interna- not least, all the contributors that stayed committed to tional security policy and defence policy implications. the project for its entirety are owed an enormous debt The reference curriculum provides a multidisciplinary of gratitude. approach that helps learners develop the knowledge and skills needed to understand terrorism and counter- terrorism in order to successfully anticipate and mitigate Dr. Sajjan M. Gohel and Dr. Peter K. Forster potential threats. CTRC Academic Project Leads & Editors 4 I. AIM OF THIS DOCUMENT of the field, the curriculum serves as a useful summary of their focus areas and an introduction to debates outside Terrorism has been a defining theme of the post- their specialties Cold War age. While its roots stretch back some two millennia, its contemporary relevance has ensured that terrorist acts and states’ attempts to counter them have II. COUNTER-TERRORISM AND CHALLENGES scarcely left the news cycle for two decades. The method of terrorism does not just entail violence but is also an act As noted, the study of terrorism and counter-terrorism of ideological communication, as well as psychological is a methodologically diverse field, replete with debate, warfare against the public morale and state apparatus. extending even to fundamental definitional discussions. On the theoretical side, it is important to note the It is important to stress that terrorism, extremism, distinction between ‘terrorism’ and ‘terrorists’; while the radicalism and sectarianism have been experienced by features of terrorists change according to circumstance, all nations. These forms of fanaticism are not tied to, or the features of ‘terrorism’, such as the importance part of, any religion, creed or race of people. Terrorism of ideology, remain constant. Operationally, further is a global threat that requires shared solutions. challenges persist, as states are forced to essentially calculate the degree of risk with which they are Beyond the most well-known and heavily researched comfortable, juxtaposed against the potential impact of terrorist organisations, there is an ever evolving and a successful attack. dynamic landscape that continues to generate challenges for state security apparatuses. The very endurance An increasingly technologically-driven world makes of terrorism as a tactic, strategy, and way of warfare security considerably more difficult. Terrorist groups demonstrates that while states may increasingly wish to have demonstrated impressive literacy and agility with be done with terrorism, it remains, evolves and spawns a variety of new-age innovations in interconnectivity, new movements that present threats that may not have from the far corners of the dark web to popular easily been previously envisioned. accessible social media platforms. These formats enable the widespread propagation of ideas, tactics and Despite its prominence, terrorism remains an emergent strategy, at a rate that was simply not possible in decades issue. There are still significant debates in the field regarding what terrorism is, how it should be studied, past. Encrypted messaging systems complicate efforts and what are the best methods to counter it. Thus, the to track suspected terrorists or identify their associates, creation of this reference curriculum is, in part, a means networks and strategies. Technological advances have of identifying and securing a useful common ground in also provided new avenues to bolster one’s security order to gain a better understanding of holistic counter- apparatus, but terrorist groups have arguably adopted terrorism strategies. Additionally, this curriculum these new tools to an even more effective degree than identifies gaps and areas which can serve to cut across the institutions they target. disciplinary and practical boundaries, particularly those between civilian, law enforcement and military As the COVID-19 pandemic altered virtually every facet institutions. As a reference document this curriculum of human life globally, it also potentially shapes how can serve to increase greater intellectual and professional terrorists recruit and plot new and evolving targets of interoperability within and between partner countries opportunity. Furthermore, the coronavirus impacts on and NATO alliance members. governance by creating political, social and economic instability. Terrorists could exploit this as well as other This document, while comprehensive, is not exhaustive. scenarios and situations, such as ensuing regional Without sacrificing depth, it is intentionally broad, tensions between nations. designed to enhance the