MODELLING THE PROCESS OF EDUCATION AND TRAINING FOR MILITARY AND CIVILIAN PERSONNEL WITHIN THE CSDP, (original) (raw)
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Šiuolaikinės visuomenės ugdymo veiksniai, 2019
The article analyzes the genesis of officer education policy in Europe and delineates the major patterns of its development. On the basis of literature analysis, officer education concept is defined and four main officer education models in Europe are distinguished. The article presents an overview of the European Security and Defence Identity (ESDI) evolution after the World War II (WWII), including three periods of its formation, and identifies the development of the Common Security and Defence Policy (CSDP) of the European Union (EU). The emergence of the most recent officer education model is examined within the context of the CSDP development and the Europeanization of officer education. The article provides a contextual analysis of four distinct officer education models. Further analysis of officer education paradigms reveals the cyclic nature of officer education policy, thus identifying five main elements fostering officer education policy development. At the end of the article, officer education policy development model is presented.
Background: In 2009, the European Union (EU) adopted the Common Security and Defence Policy (CSDP). This contributed to an already on-going change amongst the armed forces of the Union. No previous research has examined how the skills required of young officers in the EU are taught at the Basic Officer Education within either Sweden or Austria. Purpose: This thesis examines to what extent the skills needed of young officers in a CSDP-environment are taught during the Basic Officer Educations in Sweden and Austria. The purpose is to conclude if the Swedish and Austrian Basic Officer Educations are complying with the political wills of their respective countries, to adapt their armed forces to the EU and CSDP. Method: The author compares the Swedish and Austrian Basic Officer Education by examining curriculums and syllabuses, as well as conducting expert interviews with officials at the schools and comparing the results. The educations are examined based on how they educated the concept of CSDP and how interoperability and a European culture of defence are promoted. Conclusion: The results show that both Sweden and Austria educate their cadets in the CSDP and take measurements to promote interoperability and a European culture of defence. The results suggest that Austria does so to a further extent. Based on the results, the author suggests increased exchanges, Pooling & Sharing during Basic Officer Education and further developments towards a common European Basic Officer Education
Managing the Civil-Military Interface in the EU: Creating an Organisation Fit for Purpose
2010
The establishment of European Security and Defense Policy /Common Foreign and Security Policy in 1999 has been accompanied by the anticipation that the European Union will represent a unique strategic actor because of its ability to mix civilian and military crisis management instruments as part of a comprehensive approach. But to what extent is this characteristic reflected in the EU's civil-military organisation? The EU is clearly not a state, but it does embody certain non-intergovernmental characteristics that set it beyond a "normal" inter-state organisation or alliance, the expansion of the role of the administrative level being one of them. The development of a well-functioning civil-military organisation is important in this regard, but appropriate benchmarks for what such an organisation would look like are missing from the current EU debate. A problem is that, when focusing on the novelty and uniqueness of the EU's comprehensive approach, institutional change is often treated as a good in itself. However, by contrasting and using two classical models for organising civilmilitary relations -Samuel Huntington's so-called "normal", or separated model, and Morris Janowitz' "constabulary", or integrated model -as benchmarks, the article shows that institutional innovations have largely sustained a separation of the civil-military interface, despite the stated objective of developing an EU "culture of coordination". This situation reflects the inherent tension between a traditional civil-military culture with deep roots in the Member States, on the one hand, and an evolving "in-house" civil-military culture within the Council Secretariat, on the other. When it comes to ESDP/CSDP, certain Member States have used institutional reform as a way to push through national agendas, producing frequent but often ineffective institutional change. At the same time, there has been a lack of attention inside the Council Secretariat paid to effective measures for breaking down professional and cultural barriers between military officers and civilian personnel.
SPECIALIZED AND MULTIDISCIPLINARY SCIENTIFIC RESEARCHES - VOLUME 1, 2020
The priorities on providing national security of Ukraine are as follows: defending the independence and state sovereignty; restoration of territorial integrity within the internationally recognized state border of Ukraine; development of human capital; protection of the rights, freedoms and legitimate interests of citizens of Ukraine; European and Euro-Atlantic integration. Development and capacity building of the defense forces in accordance with NATO norms, principles and standards become an important condition for ensuring the priorities [1]. Military education is the basis for training of all components of the defense forces. The external environment and new tasks form the requirements for the development of its capabilities [2]. Defense planning processes in the armed forces of NATO member states are based on the methodology of assessing joint (joint) capabilities according to the components of DOTMLPFI (Doctrine, Organization, Training, Materiel, Leadership and Education, Personnel, Facilities, Interoperability) [3]. The ability of the military education system to train NATO forces according to NATO norms, principles and quality standards is possible under conditions of doctrinal, operational and technical compatibility [4]. Therefore, compatibility is a priority component of the capabilities of the military education system, and its evaluation should be carried out due to the quality. The purpose of the article is to compare methodological approaches to assessing the quality of military education and training according to the national legislation and NATO standards. Main part. In Ukraine, ensuring the quality of education is regulated by legislation, regulations of the Cabinet of Ministers of Ukraine, government agencies and
Transformation of European Defense Cooperation: A Complex Endeavor
2014
: The United States (US) pivot to the Asia-Pacific region , will force the European allies to become serious about addressing the longstanding transatlantic gap in the military capabilities of the North Atlantic Treaty Organization (NATO) to the extent that they will be able to collectively take care of conflicts and threats in their backyard without decisive US support. In the long term, this requires nothing less than a far reaching transformation of defense cooperation in Europe. Currently such cooperation is limited to the occasional pooling and sharing of national military assets. As a conceptual framework for this necessary transformation we propose to adopt the NATO Network-Enabled Command and Control (C2) Maturity Model (N2C2M2). Developed and validated over the past decade by a group of international researchers, this model describes a concept for improving C2 of complex military operations and the management of complex endeavors characterized by the participation of a larg...
The 8th Clearing House on Defence Education Budapest, Hungary, 17-19 June 2019
Strategos : Znanstveni časopis Hrvatskog vojnog učilišta "Dr. Franjo Tuđman", 2020
Its aim was to address the need to further develop capacity and defence institution building through defence education. A total of 70 personnel, representing 44 defence education institutions and NATO staff elements, from 17 Allied Nations and Western European Partner countries, participated in the three-day session. This report summarises the wide-ranging discussions held during the Clearing House, and describes the offers of support registered by the participants for individual Defence Education Enhancement Programme (DEEP). Introductory speeches and greetings On behalf of the host nation delivered a welcome address Deputy Head of the Defence Policy Department, Ministry of Defence of Hungary Mr. György Rábai. He highlighted that the Clearing House offers a great opportunity to discuss military and defense education reforms to meet present and future needs. The expansion of the DEEP network across the globe was underscored.
The European Union has for some time claimed that the organization possesses comparative strength vis-à-vis other organizations in regards to conducting comprehensive peace support operations with a focus on civil-military interaction. This study sets out to investigate how far the European Union has reached in implementing a Comprehensive Approach to its Common Security and Defence Policy (CSDP) operations. This is done by examining the institutional and conceptual conditions for civil-military interaction within the EU. The report concludes that even though substantial institutional development has taken place, the organization has not fully managed to take advantage of all its potential to apply a Comprehensive Approach. The main reason for this is the continuous transformation that the organization has undergone, which has made long-term strategic approaches towards civil-military interaction difficult to establish. The reforms of the Lisbon Treaty provide the EU with new opportunities to establish and implement comprehensiveness. Once the current state of transformation has settled, the organization needs to focus its attention on developing conditions for long-term strategic civil-military interaction. In addition to the institutional conditions, this also applies to the conceptual situation. The development of conceptual capability for the implementation of a culture of coordination has currently lagged behind operational requirements. It is however an area of much importance if the EU is going to be able to implement a Comprehensive Approach to its peace support operations. Keywords: Civil-military interaction, Comprehensive Approach, Civil-military relations, Common Security and Defence Policy (CSDP), Common Foreign and security Policy (CFSP), Peace Support Operations, European Union, Civil-Military Coordination (CMCO)