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1. Preparing youth for defence: Socialisation, education, and training of young people in Europe for national security

Author:
Ilona Urych and Grzegorz Matysiak
Publication Date:
06-2022
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
This article compares military and defence-oriented training, education, and socialisation in seven European countries—Sweden, Germany, France, Latvia, Lithuania, Estonia, and Poland. The comparative case study approach has been employed to identify the systemic solutions employed in the defence education of young people in those European Union countries. The criteria that have guided the analysis of defence education in each country include purpose, characteristics, duration and possible shortcomings. The results identify common content and alternative delivery patterns and establish a research agenda for further study based on gaps in policy knowledge and programme evaluation. The defence education solutions implemented in each of the countries under analysis lead to conclusions and recommendations regarding the need to create common solutions in the area of cooperation between the armed forces and the civilian population of EU countries. The experience of each country shed light not only on defence-oriented training of young people but also on the potential of various activities aimed at strengthening national security.
Topic:
Education, National Security, European Union, Youth, Socialization, and Military
Political Geography:
Europe

2. Simulation framework for practical cybersecurity training in the public service sector

Author:
Veronika Deák
Publication Date:
03-2021
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The public service sector is a key target of cyberattacks. In order to prevent and effectively tackle such attacks, organisations should continuously develop their defence capabilities. As part of developing such capabilities, public service cybersecurity training is required to teach students about cyberattacks. The present study uses quantitative research techniques including (i) how to identify key requirements for the practical aspects of public service cybersecurity training and (ii) sampling to utilise international best practices from cybersecurity education and conceptual architectures from existing public service organisations. A schematic structure with a two-level practical training course is proposed. On the first level, the students learn about the defence mechanisms of their own info-communication devices and try to prevent attacks in a simulated environment. On the second level, the students apply protection strategies against cyberattacks in organisational infrastructure. Finally, a technical framework is defined to simulate cyberattacks against (a) personal devices and (b) a fictional organisational infrastructure. The specification of a public service cybersecurity training programme should not only focus on theoretical education but also provide practical knowledge to students. By simulating specific attacks, theoretical and practical knowledge can be combined. As a result, students will be able to recognise threats and potential risks from cyberspace.
Topic:
Education, Cybersecurity, Training, Public Service, and Simulation
Political Geography:
Global Focus

3. Military higher education teaching and learning methodologies: An approach to the introduction of technologies in the classroom

Author:
Lúcio Agostinho Barreiros dos Santos, Nuno Alberto Rodrigues Santos Loureiro, Joaquim Manuel Martins do Vale Lima, José Augusto de Sousa Silveira, and Rui José da Silva Grilo
Publication Date:
06-2019
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The study focuses on the use of Information and Communication Technologies (ICT) in Military Higher Education, delimited to the present moment and to the current professors and students of the Military University Institute. This study aims to analyse the relationship between ICT and teaching and learning methodologies in the context of professional military education, with emphasis on the concept of innovation in the classroom, on teaching and learning styles and on the role of ICTs in learning. The study is based on a mixed research strategy combining deductive and inductive approaches, materialized in a case study, with data collected through questionnaires, interviews and documentary analysis. This article focuses on the conceptual framework and its interconnection with the methodological strategy for the empirical study. The results presented refer to the pilot validation test of the data collection instruments and indicate that, in general, students and teachers share the same teaching-learning styles and both students and teachers show a good propensity to use ICT in the classroom.
Topic:
Education, Science and Technology, Communications, Teaching, and Military
Political Geography:
Global Focus

4. Preparing for future security challenges with practitioner research

Author:
David Last, Travis Morris, and Bernadette Dececchi
Publication Date:
06-2019
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
Mid-sized countries face a changing security environment, and cannot be certain that the knowledge and practices of the past will serve the future. The officers, professors, and researchers in defence universities are the custodians of military sciences that must adapt to these changing situations. Practitioner research should be modelled and encouraged in defence universities as a vehicle for advancing military sciences to meet new challenges. Previous practitioner research in higher and adult education has highlighted the need for experiential learning in other professions. The authors report on practitioner research by professors at pre-commission military academies to improve cadets’ understanding of peace and conflict. Military and police education is often experience-based, but there are few reports of practitioner research on its effectiveness, nor of combining peace and conflict education with out-of-classroom experiences. Legitimation Code Theory provides tools for understanding different teaching approaches. Comparing four cases of practitioner research on experiential learning the authors present models for practitioner research on teaching peace and conflict through out-of-classroom experiences, and conclude with means of evaluating learning experiences by pre-commission cadets, drawing on legitimation code theory. This is increasingly important for military academies striving to meet academic standards, but also to preserve professional values and young officer motivation to confront new challenges.
Topic:
Security, Education, Armed Forces, Research, Future, and Military
Political Geography:
Global Focus

5. The royal military college of Canada: Responding to the call for change

Author:
Harry J. Kowal
Publication Date:
06-2019
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The Royal Military College of Canada (RMC) has a very proud history of producing quality officers for over 140 years, delivering excellence in education, research and military training that is responsive to the needs of Canada, the Defence community and the ever-changing global security environment. RMC is unique as it is a military unit that is also a recognized university. The primary mission of RMC is to support the Regular Officer Training Plan (ROTP) by educating, developing and inspiring bilingual and fit, ethical leaders to serve the Canadian Armed Forces (CAF) and Canada with distinction. Since RMC opened its doors in 1876 to the fi rst 18 cadets, there have been a number of studies that have examined the RMC program and that have been the catalyst for positive change. T ese pivotal moments in history have been indispensable for RMC to remain relevant and continually improve. Of late, there has been a significant amount of attention placed on RMC again, defi ning another pivotal moment in RMC’s history that has become the catalyst for change once again. In October 2016, the Chief of the Defence Staff (CDS), General Jonathan Vance, initiated a Special Staff Assistance Visit (SSAV) to ensure the high standards expected of RMC are upheld and the Auditor General (AG) of Canada, Mr. Michael Ferguson, completed an audit of the ROTP at RMC, the results of which were presented to Parliament in November 2017. Many changes are already in place, but there is more work to do. With a look at governance, the four-pillar program and the call for change, this paper outlines what steps RMC has and will be taken to posture this ‘university with a difference’ for success for years to come.
Topic:
Security, Education, Armed Forces, Training, and Military
Political Geography:
Canada and North America