OFFICER TRAINING SYSTEM IN THE ARMED FORCES OF THE REPUBLIC OF BELARUS

2019 ◽  
pp. 105-116
Author(s):  
J. Chernykh ◽  
O. Chernykh
Keyword(s):  
Armed Forces ◽  
Military Education ◽  
Educational Institutions ◽  
Officer Training ◽  
Scientific Methods ◽  
General Scientific ◽  
Military School ◽  
The Republic ◽  
The Military ◽  
Different Levels

Analysis of the foreign experience of the organisation and reformation of the armed forces in other countries, with the respective systems of military education being an integral part, reveals the specific national aspect of such activities in each country. In the meantime, there are some general methodological approaches used in military pedagogic practice across different countries of the world to be practicably considered and applied. The article examines the experience of officers’ training for the armed forces of the Republic of Belarus. The article provides information on the existing network of military educational institutions for the officer training of tactical, operational-tactical and operational-strategic level of military command. Requirements for admission to military educational institutions for the officer training of different levels of training has been given. The terms of military specialists’ training on tactical, operational-tactical and operational-strategic level have been defined. The analysis of the content of officer training for different armed services of the armed forces and different levels of military administration has been conducted. We used the system of the general scientific methods of theoretical and empirical research, in particular, the theoretical-methodological analysis of the problem and the relevant scholarly resources, systematization and generalization of the scientific information pertaining to the essence and content of the set objectives, monitoring of the existing system of military specialists training in the Armed Forces of the republic of Belarus, scientific generalisation, the general scientific methods of logical and comparative analysis, systems approach, peer review, analysis and interpretation of the obtained theoretical and empirical data. An analysis of the concept, structure, goals, content and technologies of officers’ training inthe armed forces of the Republic of Belarus shows that the military education system reflects the current stage of development of the armed forces, as well as the national cultural specificity of the country. Education and training of officers is carried out on the basis of national cultural and military traditions, taking into account the mentality of the Belarusian people. The main direction of officers’ training is their fundamental military and professional training in both the military and civilian fields. First of all, the training of the citizen – patriot of his homeland is carried out. The content of the officers’ training is based on two military education levels. Each level of military education ends with a certain level of qualification. It is possible to distinguish the general tendencies of development of the higher Belarusian military school: improvement of the quality of applicants’ selection, individualization of training of cadets and trainees, stabilization of their number at the present level; further informatization of the educational process, introduction of multimedia learning tools. The reform of higher military education in Belarus continues in line with pan-European development. However, it does not embark on the path of simply copying military educational models of other countries, but takes into account the experience, traditions of the military school, national peculiarities of formation and development of national armed forces. Certainly, the positive elements of the experience of the Belarusian army can be used in the training of officers in the Ukrainian Armed Forces under the conditions of gradual transition to the recruitment on a contract basis.

scholarly journals OFFICER TRAINING SYSTEM IN THE REPUBLIC OF HUNGARY

2020 ◽  
pp. 119-127
Author(s):  
J. Chernykh ◽  
O. Chernykh
Keyword(s):  
Armed Forces ◽  
Military Education ◽  
Educational Institutions ◽  
Officer Training ◽  
Scientific Methods ◽  
General Scientific ◽  
The Republic ◽  
The Military ◽  
And Training ◽  
Different Levels

Analysis of the foreign experience of the organisation and reformation of the armed forces in other countries, with the respective systems of military education being an integral part, reveals the specific national aspect of such activities in each country. In the meantime, there are some general methodological approaches used in military pedagogic practice across different countries of the world to be practicably considered and applied. The article examines the experience of officers’ training for the armed forces of the Republic of Hungary. The article provides information on the existing network of military educational institutions for the officer training of tactical, operational and strategic level of military command. Requirements for admission to military educational institutions for the officer training of different levels of training has been given. The terms of military specialists’ training on tactical, operational and strategic level have been defined. The analysis of the content of officer training for different armed services of the armed forces and different levels of military administration has been conducted. We used the system of the general scientific methods of theoretical and empirical research, in particular, the theoretical-methodological analysis of the problem and the relevant scholarly resources, systematization and generalization of the scientific information pertaining to the essence and content of the set objectives, monitoring of the existing system of military specialists training in the Armed Forces of the republic of Hungary, scientific generalisation, the general scientific methods of logical and comparative analysis, systems approach, peer review, analysis and interpretation of the obtained theoretical and empirical data. The general structure of the National University of Public Administration, the Faculty of Military Sciences and the training of officers is shown, as well as the main tasks that are solved by the institutes and training centers that are part of it are identified. An analysis of the concept, structure, goals, content and technologies of officers’ training in the armed forces of the Republic of Hungary shows that the military education system reflects the current stage of development of the armed forces, as well as the national cultural specificity of the country. Education and training of officers is carried out on the basis of national cultural and military tradition. The main direction of officers’ training is their fundamental military and professional training in both the military and civilian fields. The content of the officers’ training is based on two military education levels. Each level of military education ends with a certain level of qualification. It is possible to distinguish the general tendencies of development of the higher Hungarian military school: improvement of the quality of applicants’ selection, individualization of training of cadets and trainees, stabilization of their number at the present level; further informatization of the educational process, introduction of multimedia learning tools. Certainly, the positive elements of the experience of the Hungarian army can be used in the training of officers in the Ukrainian Armed Forces under the conditions of gradual transition to the recruitment on a contract basis.

scholarly journals OFFICERS’TRAINING IN THE ARMED FORCES OF CANADA

2020 ◽  
pp. 116-124
Author(s):  
J.О. Chernykh ◽  
O.B. Chernykh
Keyword(s):  
School Improvement ◽  
Professional Training ◽  
Armed Forces ◽  
Military Education ◽  
Educational Process ◽  
Officer Training ◽  
Scientific Methods ◽  
Stage Of Development ◽  
General Scientific ◽  
The Military

Analysis of the foreign experience of the organisation and reformation of the armed forces in other countries, with the respective systems of military education being an integral part, reveals the specific national aspect of such activities in each country. In the meantime, there are some general methodological approaches used in military pedagogic practice across different countries of the world to be practicably considered and applied. The article examines the experience of officers’ training for the armed forces of the Canada. The article provides information on the existing network of military educational institutions for the officer training of tactical, operational and strategic levels of military command. The terms of officers’ training on tactical, operational and strategic levels have been defined. The analysis of the content of officer training for different armed services of the armed forces and different levels of military administration has been conducted. We used the system of the general scientific methods of theoretical and empirical research, in particular, the theoretical-methodological analysis of the problem and the relevant scholarly resources, systematization and generalization of the scientific information pertaining to the essence and content of the set objectives, monitoring of the existing system of military specialists training in the Armed Forces of the Canada, scientific generalisation, the general scientific methods of logical and comparative analysis, systems approach, peer review, analysis and interpretation of the obtained theoretical and empirical data. An analysis of the concept, structure, goals, content and technologies of officers’ training in the armed forces of the Canada shows that the military education system reflects the current stage of development of the armed forces, as well as the national cultural specificity of the country. Education and training of officers is carried out on the basis of national cultural and military traditions, taking into account the mentality of the Canada people. The main direction of officers’ training is their fundamental military and professional training in both the military and civilian fields. The content of the officers’ training is based on two military education levels. Each level of military education ends with a certain level of qualification. It is possible to distinguish the general tendencies of development of the Canadian military school: improvement of the quality of applicants’ selection, individualization of training of cadets and trainees, stabilization of their number at the present level; further informatization of the educational process, introduction of multimedia learning tools.

scholarly journals Training of tactical level officers for the armed forces of the Republic of Belarus (1995–2015)

2019 ◽  
Vol 64 (2) ◽  
pp. 158-165
Author(s):  
S. A. Savik
Keyword(s):  
Armed Forces ◽  
Military Education ◽  
Military Academy ◽  
General Staff ◽  
National System ◽  
Presidential Decree ◽  
History Of ◽  
Military School ◽  
The Republic ◽  
The Military

The article is devoted to the history of foundation, formation and development of Command and Staff Department at the Military Academy of the Republic of Belarus for training tactical level officers during 1995–2015. It is noted that the need of creation of the Belarusian Military academy for preparation of national military cadres with higher military education was caused by both economic and political reasons. In May 1995, according to the Presidential decree of the Republic of Belarus, the Military academy of the Republic of Belarus was created. Along with creation of Military academy the Command and Staff Department for training of operational-tactical level officers with the higher military education is organized in its structure. After the Military academy was created preparation of officer ranks within its walls (1995–2015) developed and improved constantly. Opening in structure of the Military academy of the General Staff Department of Armed Forces (2006) has finished creation of a full cycle of the Belarusian higher military school in the national system of military education. The author draws the conclusion that the created national military school in Belarus provides training for officers and it is a source of pride, an example of the successful decision made using its own resources to get around the problems that Belarus can face in the way of upholding of the sovereignty and independence.

scholarly journals THE FORMATION AND DEVELOPMENT OF THE RUSSIAN MILITARY SCHOOL: LESSONS OF HISTORICAL EXPERIENCE

2021 ◽  
Vol 13 (2) ◽  
pp. 14-22
Author(s):  
Olesya Maslo ◽  
◽  
Anna Koverza ◽  
Keyword(s):  
Armed Forces ◽  
Military Education ◽  
Training And Education ◽  
Historical Experience ◽  
Distinctive Features ◽  
Military Schools ◽  
Military School ◽  
Russian Military ◽  
The Military ◽  
Historical Periods

The article discusses the process of the formation and development of the Russian military school, which originates since Peter's I transformations. I. The main historical periods of military education are allocated, each of which has distinctive features related to the methods of training and education of future officers, the preparation of military teachers, the edition of educational and methodological literature, etc. A characteristic feature of the development of military education was the fact that these transformations were in parallel with transformations occurring in the armed forces. This interrelated process fruitfully influenced not only the development of the military education system, but also the development of military scientific thought in general. The article traces the continuity between all historical periods of military education in Russia. Attention is focused on the second half of the XIX - early XX centuries when the most elaborated educational system of military schools in Russia was formed, and the military school became one of the most important sociocultural institutions of the state mechanism and the country's society. All transformations in military education in pre-revolutionary Russia became a foundation for the formation of the Soviet, and then the Russian military school.

scholarly journals VOJAŠKO IZOBRAŽEVANJE V SLOVENSKI VOJSKI – IZZIVI PRIHODNOSTI

2017 ◽  
pp. 95-113
Author(s):  
TOMAŽ KLADNIK
Keyword(s):  
Education System ◽  
Swot Analysis ◽  
Scientific Research ◽  
Armed Forces ◽  
Military Education ◽  
Research System ◽  
Education Model ◽  
The Republic ◽  
The Military ◽  
Further Development

Povzetek V članku sta prikazana na arhivskih virih in literaturi z analizo SWOT temelječa vojaško izobraževanje v Slovenski vojski in možnost njegovega nadaljnjega razvoja. Opisano je povezovanje vojaškega izobraževalnega in znanstvenoraziskovalnega sistema v Slovenski vojski s sistemom izobraževanja in znanstvenoraziskovalnega dela v Republiki Sloveniji ter v mednarodnem okolju tako, da je prikazan razvoj vojaškega izobraževanja v oboroženih silah Republike Slovenije, ki se je z njenim nastankom leta 1991 na novo oblikovalo, in to od osnovnega usposabljanja vojakov nabornikov do najvišjih oblik vojaškega izobraževanja in znanstvenoraziskovalnega dela na področju vojaških ved. V nadaljevanju so predstavljene pomanjkljivosti sedanjega vojaškega izobraževanja in njegov mogoč razvoj, ki bi potekal, tako kot v drugih zavezniških državah, v smeri vključevanja v bolonjski izobraževalni in znanstvenoraziskovalni sistem. Ključne besede: Republika Slovenija, Slovenska vojska, vojaško izobraževanje, bolonjski izobraževalni sistem, analiza SWOT. Abstract The article depicts the military education model of the Slovenian Armed Forces and the possibility of its further development, which are both based on archive resources and SWOT analysis. It describes the integration of the military education and scientific and research system in the Slovenian Armed Forces with the education system and scientific research system in the Republic of Slovenia and internationally. It first describes the development of military education in the armed forces of the Republic of Slovenia, which was formed anew after Slovenia’s independence in 1991. It ranges from the basic conscript training to the most advanced forms of military education and scientific and research efforts in the field of military science. The article continues by presenting the shortfalls of the current military education system and possible ways of its development, which can be directed in a similar way as in other allied nations, namely by incorporating it into the Bologna education system and scientific research system. Key words: Republic of Slovenia, Slovenian Armed Forces, military education, Bologna education system, SWOT analysis

scholarly journals THE SYSTEMS APPROACH TO TRAINING IN THE MILITARY EDUCATIONAL SYSTEM – AGGREGATION OF INTEGRATION PROCESSES

2019 ◽  
Vol 30 (6) ◽  
pp. 1457-1462
Author(s):  
Daniel Berchev ◽  
Milko Stefanov
Keyword(s):  
United States ◽  
United Kingdom ◽  
Educational System ◽  
Systems Approach ◽  
Armed Forces ◽  
The United States ◽  
Military Education ◽  
Education Systems ◽  
The Republic ◽  
The Military

This report looks into the Systems Approach to Training, in the context of educational institutions in the armed forces, as a logical and systematic process. Documents regulating the implementation of the Systems Approach to Training in the US Army, United Kingdom and Bulgaria are analyzed. The first part of the report outlines the requirements of the military educational system based on the made analysis. It is reasonably stated that these requirements apply to all military education systems and constitute a valid framework for all models. This framework sufficiently allows those who make the training to do so in a flexible way, in accordance to the learners’ educational needs. From the standpoint of the management of each education system, the Systems Approach to Training is the most appropriate way to identify learning and development needs. It is reasonably stated that this is an adaptive, continuous training model focused on providing quality, appropriate and effective learning practices. The main features of the Systems Approach to Training applied in the military education systems of the United States, the United Kingdom and the Republic of Bulgaria are examined in the second part of the report. Different definitions are used to describe the Systems Approach to Training. From the analysis of the definitions given, the authors justify the assertion, that inherently, the Systems Approach to Training to a certain extent approaches the architectural approach. It is established that for the needs of the armed forces of all three countries the Systems Approach to Training is presented as an aggregation of interrelated and interdependent processes (or stages) aimed at designing the modern military education process in a highly dynamic and external environment. A comparative analysis of the stages (phases) of the Systems Approach to Training applied in the military education systems of the United States, United Kingdom and the Republic of Bulgaria is made. In conclusion of this report the authors justify the opinion that the Systems Approach to Training in the context of the armed forces is an aggregation of integration processes not only aimed at the end result, but also in the learning process itself.

ANALYSIS OF SOME PROBLEMS OF TRAINING RESERVE OFFICERS IN THE MILITARY INSTITUTE: SUMMARY OF SOCIOLOGICAL SURVEY

2019 ◽  
pp. 64-69
Author(s):  
Yu. Chernykh ◽  
О. Chernykh
Keyword(s):  
Training Program ◽  
Military Service ◽  
Military Training ◽  
Scientific Information ◽  
Armed Forces ◽  
Scientific Methods ◽  
Foreign Countries ◽  
Tier System ◽  
General Scientific ◽  
The Military

The article identifies the problems of completing the Armed Forces of Ukraine with officers. The problems have been identified in the light ofthe tasks that the armed forces are facing at this time. Recent studies and publications related to the training of reserve officers have beenanalyzed. Sources of staffing of foreign countries' military officers are briefly discussed. We used the system of the general scientific methods of theoretical and empirical research, in particular, the theoretical-methodological analysis of the problem and the relevant scholarly resources, systematization and generalization of the scientific information pertaining to the essence and content of the set objectives, monitoring of the existing system of military specialists training in the Armed Forces of the republic of Belarus, cientific generalisation, the general scientific methods of logical and comparative analysis, systems approach, peer review, analysis andinterpretation of the obtained theoretical and empirical data.According to the results of a sociological survey of a group of students of Taras Shevchenko National University of Kiev studying under thereserve officers training program, some problems of organization of military training were considered. In planning the sociological survey, all questions were summarized in six main blocks: Socio-demographic characteristics of respondents; Student motivation to make the decision to study under the Reserve Officers program and the main factors that influenced this decision; The correspondence of the specialty in which the student studies, the military specialty in which he undergoes military training; Military formations and other power structures of Ukraine, in which students plan to go to military or civil service after graduation; Conditions under which students agree to go to military service in the Armed Forces of Ukraine after graduation; Measures to be taken to improve the quality of student training in the Reserve Officers Training Program. The main indicators that characterize these blocks are identified.The military training of students is an important component for staffing military units and creating a mobilization reserve for the armed forces, both in foreign countries and in Ukraine. Taking into account the results of the sociological survey and the experience of foreign countries, the following proposals have been made to build a two-tier system of training of reserve officers in Ukraine: The first level is the military-wide training of the NCO during the first year of training and the three-week training course. Students who have successfully mastered the first-level program are awarded the military rank of "junior reserve sergeant" and are certified as a platoon commander. Second level - training of reserve officers during the second year of training and 30 days of military training. Continuation of military training may be applied on a competitive basis by students who have a higher rating based on the results of the first stage of preparation.

scholarly journals The Importance Of Military Patriotic Education In Higher And Secondary Special Educational Institutions

2020 ◽  
Vol 02 (12) ◽  
pp. 88-92
Author(s):  
Ilhom Erkinovich Erkinov ◽  
◽  
Alisher Sagdullaevich Kuchkorov ◽  
Azamat Nizamkulovich Atamurodov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Military Personnel ◽  
Physical Training ◽  
Armed Forces ◽  
Educational Institutions ◽  
Patriotic Education ◽  
The Republic ◽  
Education Of Students ◽  
The Military

One of the urgent tasks of today is to educate young people in the spirit of patriotism, to prepare them physically and spiritually for the defense of the Motherland. Organizes the organization, content, forms and methods of spiritual, political, psychological and physical training of students to serve in the Armed Forces of the Republic of Uzbekistan. This article discusses the military patriotic education of students in higher education institutions. The information provided in the article also includes ideas on patriotic education of students and military personnel.

scholarly journals Formation of Motion of Student Construction Teams in Mordovia (1966–1970)

2020 ◽  
Vol 20 (1) ◽  
pp. 18-40
Author(s):  
Valery S. Lunin
Keyword(s):  
Vocational Education ◽  
Educational Institutions ◽  
Central State ◽  
Youth Movement ◽  
Scientific Methods ◽  
Secondary Vocational Education ◽  
Production Activity ◽  
General Scientific ◽  
The Russian Federation ◽  
The Republic

Introduction. One of the priority directions of modernization of higher and secondary vocational education in the Russian Federation is to strengthen its practical orientation, which is largely due to the urgent need to increase the competitiveness of young people in the labor market and overcome their social infantilism and social indifference at the turn of the 20th and 21st centuries. In this regard, the unique historical experience gained in our country in the Soviet era in attracting students to solve the most important economic problems through the activities of student construction teams (SCT) is of particular relevance. Since the beginning of the 60s of the last century and to the present, the efforts of domestic scientists-humanitarians have created a significant number of works devoted to various problems and aspects of the SCT movement. However, among the studies of regional orientation there is not one in which the activities of SCT in Mordovia are analyzed. The purpose of this article is to study the process of the birth of the construction brigade movement among students of Mordovian universities and educational institutions of the secondary vocational education and primary vocational education systems in 1966–1970. Materials and Methods. The source base of the article was made up of documents from the Central State Archive of the Republic of Mordovia, periodicals (newspapers Young Leninist, Mordovian University), memoirs of former participants and organizers of SCT. When systematizing and analyzing concrete historical facts, along with general scientific methods (induction, deduction), special historical ones were used – ideographic, historical genetic. Results. The causes of the movement of student construction teams in Mordovia are revealed, the dynamics of the number of their personnel and the efficiency of production activity is shown. Discussion and Conclusion. By the beginning of the 70s of the last century in Mordovia, the organizational and industrial formation of the movement of student construction units had completed and, on the basis of the principle of voluntariness, it had become mass. SCT not only made a significant contribution to strengthening the material and technical base of the republic during the eighth five-year period, but also laid down the best traditions for the development of this patriotic youth movement in subsequent years.

scholarly journals POLITICAL AND LEGAL CONCEPTUAL DEVELOPMENTS OF THE MILITARY EDUCATION SYSTEM OF THE REPUBLIC OF ARMENIA

2013 ◽  
Vol 2 (2) ◽  
pp. 135-143
Author(s):  
TIGRAN KOCHARYAN
Keyword(s):  
Education System ◽  
Armed Forces ◽  
Military Education ◽  
National Interests ◽  
History Of Development ◽  
History Of ◽  
National Ideology ◽  
Special Knowledge ◽  
The Republic ◽  
The Military

Within the framework of shaping systemic military thinking with regard for its national interests an important part is assigned to the modernization of the military education system, the increase of the effectiveness of educational programs and curricula. The education is process of forming fundamental, including basic special knowledge, ability to think analytically. The field of military education and personnel management is regarded as the primary factor for ensuring the defense system and combat capability of the Armed Forces. In this context, the history of development of the military education system in the RA Armed Forces is examined, and the main directions of its development are analyzed. The reforming of the system of military education is gradually under way in separate areas by broadening the range of changes based on the positive results. The Armenian officer should be the bearer of the national ideology. At the same time, he must be perceived by the public as the symbol of honesty and education.

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