Suchergebnisse

Investing in human resources in modern organizations implies continuing education and employee training. In this matter, there are various forms of education, such as specialized courses, financial support of foreign language training and postgraduate scholarships, which can be applied. Military organizations cannot be exempted from this practice, because they have continually been affected by various challenges while seeking to make adjustments to their education systems. The truth of the matter is that new approaches to the employment of military forces call for the transformation of military organizations. Not only does the transformation change the organization, but it also transforms the ways in which militaries run the operations. It inevitably calls for a paradigm shift in defense planning and implementation. Thus, a modified form of a military organization will be developed into smaller, faster and highly networked units, able to be deployed in the shortest possible time. Therefore, the question arises as to how a military education system can be transformed in order to make new command and staff structures ready to respond to numerous challenges.

As in any field, there are great positive changes in the training of military personnel. The requirements for officers and sergeants are growing. Because the current officer and sergeant is not only a narrowly skilled specialist with limited knowledge in a particular field, but also a person with deep intellectual ability, broad outlook, high culture and spirituality, with his own knowledge, personal example there must be an educator who can educate and train his subordinates.

The military pedagogical profession is both a reformist and a managerial profession. And to manage one's maturity, one must be competent. Therefore, the concept of professional competence of a teacher reflects his theoretical and practical preparation for the implementation of pedagogical activities, as well as a high level of skill.

Wykwalifikowany personel sił zbrojnych stanowi niewątpliwie jeden z istotniejszych elementów bezpieczeństwa państwa. Jakkolwiek z punktu widzenia polskich władz kluczowa pozostaje współpraca z partnerami zachodnimi, obserwacja najnowszych trendów w tej dziedzinie powinna obejmować możliwie największą liczbę państw. Dlatego też autorka zwróciła uwagę na stosunkowo słabo opracowany w polskiej literaturze system kształcenia wojskowego w Republice Białorusi. W artykule scharakteryzowano współczesny model edukacji, wskazano na kierunki jego rozwoju oraz uwypuklono największe potrzeby. Analizie poddano także współpracę z Federacją Rosyjską. W badaniu zastosowano metodę systemową wspartą analizą treści i analizą ilościową. ; Qualified personnel of the armed forces is undoubtedly one of the most important elements of state security. Although from the Polish authorities' point of view cooperation with Western partners remains the key, observation of the latest trends in this field should cover the largest possible number of countries. Therefore, the author drew attention to the system of military education in the Republic of Belarus, which is relatively poorly reflected in Polish literature. The article characterizes the modern education model, indicates its development directions and highlights the greatest needs. The cooperation with the Russian Federation was also analyzed. The study was based on a system method supported by content and quantitative analysis.

Edukacja wojskowa w Nowej Zelandii, w przeciwieństwie do innych państw, nie opiera się na dwutorowym systemie składającym się z głównej akademii narodowej oraz pomniejszych szkół zawodowych i oficerskich. Jednakże Siły Obronne Nowej Zelandii szkolą kadry na wiele sposobów. Funkcjonująca od 1950 r. Akademia Obrony Nowej Zelandii (New Zealand Defence College/ New Zealand Command and Staff College) pełniła – i wciąż pełni – funkcję jedynej uczelni kształcącej personel sił zbrojnych. Jest to spowodowane zarówno relatywnie małą liczbą ludności, jak i brakiem strategicznej potrzeby szkolenia kolejnych żołnierzy. Dopiero reforma szkolnictwa wojskowego w latach 2017–2019 miała zmienić system edukacji wojskowej. Planowano powołać cztery kolejne uczelnie partnerskie Ministerstwa Obrony, jednak ostatecznie do tego nie doszło. Ciekawym aspektem reformacji edukacji wojskowej w Nowej Zelandii wydają się być prawne podstawy funkcjonowania tego systemu, co zostało przeanalizowane w niniejszym artykule. ; Military education in New Zealand, in contrary to other countries worldwide, was not based on the dual system training with the main national military academy and the minor cadet and officer schools. The New Zealand Defence Force has many ways to educate personnel though. The New Zealand Defence College (officially called the New Zealand Command and Staff College) established in 1950 was, and still is, serving as the only tertiary school educating the personnel of the armed forces. It is most likely caused by both relatively small population, as well as a lack of the strategic need to train a larger number of soldiers. The military education reform, held in 2017–2019, was intended to amend the system of military schools by establishing four partnership schools for the Ministry of Defence. That however did not happen. What appears to be interesting in the military education reform in New Zealand are the legal aspects of this system, which have been analysed in this article.

The directions of development of the public administration high military education system in Ukraine are studied in the paper. It is proved that the in organizational and institutional mechanisms, social and economic development, internal and external political situation, etc. influence the state of functioning of this system.

The pandemic crisis has ironically and paradoxically demonstrated an incredible drive for change and the need for this, due to a continuous downgrade of the relations with the authorities and to the phenomenon of "telework" or "online schooling". Change makes sense, whether it is a naturally generated phenomenon or a consequence of human action. Caught between an objective and a subjective reality, the military education system has the power to produce qualitative mutations, through a new version, the intersubjective one, in which the emphasis falls on the importance of values and beliefs. These beliefs represented, beyond physical resources and throughout history, especially through the wars fought, the most important resource through which the leader obtained victory, based on the assumed strategy. Used as a research method, systematic observation created the context for a complex alchemy that confirmed the undesirable obligation of what produces meaning and created an algorithm of future reconstructions, based on changes in all three dimensions giving additional credit to intersubjective reality, through the given meaning

Current paper presents a book review made by Colonel Assoc. Prof. Neno Hristov, D.Sc. on the monograph "Modern challenges and perspectives in development of academic staff in higher schools and peculiarities of military education system" – an edition of Innovations and Sustainability Academy – Bulgaria authored by Corresponding Member of the Russian Academy of Natural History Prof. Dr. Eng. Venelin Terziev and Colonel Assoc. Prof. Dr. Eng. Georgi Georgiev from Vasil Levski National Military University – Veliko Tarnovo.