The work of cadre training for the Military in general, training bachelor-level Command and Staff officers in particular, has a very important role in ensuring a high quality human resource for the cause of building the Military and defending the Motherland. Therefore, this work needs to be studied thoroughly, and there must be scientific solutions to overcome limitations and shortcomings to improve training quality and meet the demands of our military modernisation.
Fully aware of the importance of the work of training bachelor-level Command and Staff officers, in recent years, Army officer training colleges have implemented training processes effectively, gradually putting training activities into order, achieving many important results.
To ensure the systematism, unity, and specialisation of training work, training management and administration departments have been appropriately organised and able to perform their tasks effectively in accordance with their professional functions. In addition, training objectives, contents and programmes have been gradually standardised and managed more closely, scientifically and comprehensively (in each course, school year, semester, subject and lesson) and reformed towards the goal of building a “revolutionary, regular, highly-skilled and modernised” Military. Training forms and methods, especially teaching and learning methods, have been innovated to make them more active, reducing theoretical learning and increasing practice. In addition, inspection, evaluation and output management are carried out strictly, transparently, objectively, and in accordance with regulations, reflecting the training quality accurately and satisfying the demands and practical tasks of units relatively well. Training institutes have also ensured adequate and practical training infrastructure and materials. The survey results show that after graduation, cadets are able to demonstrate competent Army Command and Staff skills, effectively apply the knowledge learnt from officer schools to the practice of managing and commanding their troops, fulfilling their duties and tasks in accordance with previous training objectives and requirements.
However, regarding recruitment work, officer training colleges of the Army have yet to develop a methodical strategy; there have not been many methods to propagate and advertise to attract more students to enrol in Army Command and Staff major. In the current management of training objectives, contents and programmes of each major, we have only focused on providing basic knowledge, not the comprehensiveness in training goals, especially the goal to establish and develop the Command and Staff thinking and capability for cadets. The training method applied to Army Command and Staff majors is inclined to presentation, one-way knowledge transfer, and there has not been a drastic reform toward active teaching and learning methods. To solve these problems, this article proposes some solutions to improve the quality of training bachelor-level Army Command and Staff training as follow.
First, develop a competency framework for Command and Staff officer training in accordance with the output standard. Currently, with new developments in the task of national defence in the new situation, the requirements for the capability of Army Command and Staff officers have been increased, especially the requirement for independent leadership skill and military modernisation; these issues result in the need for the formation and development of a practical competency framework for cadets during their training process. The professional competency framework for officer cadets is the basis for selecting curricula, determining training methods and models, testing and evaluation methods, and the development and implementation of training plans in accordance with practical requirements and educational needs of trainees. Therefore, officer training schools of the Army need to direct their appropriate authorities (training management division, training quality assurance division, testing inspection division, etc.) to work together to develop a professional competency framework for Army Command and Staff officers. The development of this framework must be based on education and training reform policies of the Party, the State and the Military; legal documents on training programme management; characteristics of professional activities of training bachelor-level Army Command and Staff officers; the practical condition of each school and the development trend of the national education system. The competency framework needs to be studied and developed based on 6 core criteria: political quality, ethics, lifestyle; professional knowledge and capability; the ability to self-study and self-research; practical military and socio-political activities, and professional and personal development. On that basis, divisions, faculties, and departments develop output standards for each subject and coordinate with cadet battalions to organise training activities.
Second, reform training programmes, contents, and methods to develop cadets’ mindset and leadership and command capability. Training programmes, contents and methods are important factors that determine academic output. Therefore, officer training schools of the Army need to intensively and comprehensively continue to innovate training programmes, contents, and methods in accordance with the Ministry of National Defence's Project on the innovation of training process and programmes for cadres at all levels in the Military… in the new situation, to educate and train cadres with necessary qualities, personality, professional attitudes, knowledge and skills so that after graduation, they can not only effectively perform their own assigned tasks and duties; flexibly handle contingencies that arise during the process of commanding and managing their units, but also be ready to adapt to the development of the process of task implementation. To do that, first of all, officer training schools in the Army must review and re-evaluate their training programmes and contents and make adjustments toward standardisation and modernisation, and attach great importance to output standard; focus on supplementing training programmes and contents aimed at the formation and development of standard capabilities for Army Command and Staff officers based on 3 aspects: attitude, knowledge, and skill; at the same time, focus on providing knowledge and skills on task organisation and implementation according to cadres’ assigned positions and responsibilities. During the process of directing the development, adjustment and supplementation of training programmes and contents, we must thoroughly grasp the viewpoint, objectives and goals of the Strategy on the development of education and training in the Military in the 2021 – 2030 period with a vision to 2045, and ensure the requirements of uniformity, resolution and continuity; creating a high sense of consensus among the leadership, management and administration bodies, faculties, and subordinate units of officer training schools in the Army, the Department of Military School Management under the General Staff of the Viet Nam People's Army, and the Ministry of Education and Training.
At the same time, officer training schools need to actively reform their teaching and learning methods to ensure that they are compatible with training programmes, contents and subjects. Accordingly, along with providing knowledge, and transferring combat experience and working skills, it is necessary to focus on developing life skills for cadets. Simultaneously, we must apply creatively, flexibly and effectively active teaching and learning methods, be adamant in getting rid of one-way knowledge transfer method; quickly shift from simply providing knowledge to developing skills, thinking, and increase debates, discussions, interactions, and practical exercises, etc., turning the process of training into a process of self-training. In addition, we must promote the application of information technology, simulation technology, and digitalisation in teaching and learning activities and training management.
Third, strengthen the coordination between authorities, faculties and cadet battalions; focus on developing teaching staff and training management teams capable of performing their own tasks. In military schools in general, officer training schools of the Army in particular, there are many authorities, faculties and cadet battalions, each of these contingents has its own function and task, but all share the same goal that is fulfilling the duty of training and providing tertiary education for Army Command and Staff cadets, and some other types of cadet; in which management and administration authorities, teaching faculties and cadet contingents play the key role. Therefore, in order for the management and implementation of training programmes to be inextricable, consistent, uniformed, and in accordance with the plan, officer training schools must refine the system of rules and regulations on the coordination between related authorities and units; creating legal bases and effective mechanisms for the implementation of education and training activities, ensuring the synchronisation and compatibility for these activities. In which, it is necessary to clearly define responsibilities, tasks and authorities of each level and contingent, from the director board to each division, faculty, department and cadet unit to avoid overlapping responsibilities and negligence.
Along with that, officer training schools need to focus on developing and standardising their management teams and teaching staff on political qualities, ethics, professional qualifications, academic titles, pedagogical methods, foreign languages, and information technology, etc. in accordance with “Building teaching and education management staff in the Military for a fundamental and comprehensive reform in education and training in the period of 2020 – 2030”. At the same time, they must focus on associating personnel planning with cadre training, transfer, and employment; effectively implementing remuneration policies, encouraging cadres, lecturers to conduct self-study, self-research to improve their qualification, knowledge, skills and experience to meet the requirements of their tasks.
Fourth, step up the modernisation of equipment and infrastructure and ensure favourable conditions for training tasks. Currently, training equipment and infrastructure at officer training schools of the Army are relatively adequate. However, training activities always require the maintenance of equipment in use and the procurement of new equipment to ensure the uniformity and modernity of training materials. Therefore, officer training schools need to continue to fund, upgrade and modernise their system of infrastructure, training grounds, and equipment under the approval of the Ministry of National Defence. In addition, they need to step up the study and compilation of textbooks and study materials compatible with training objectives and requirements and the actual situation. Authorities of these schools (training material management departments, training management divisions, etc.) need to actively work together to assess the status of current equipment with clear technical processes and standards, and use these assessments as the basis to formulate plans to ensure the availability of materials and equipment with sufficient number and quality in a timely manner in accordance with regulations; at the same time, organise training on the utilisation of these equipment and materials; and assign maintenance and repair personnel to ensure their safety, cost-effectiveness, and long-term use.
Improving the quality of cadre training in the Military in general, and the quality of training bachelor-level Command and Staff officers in the competency approach in particular, is an inevitable requirement in developing a high quality human resource for the modernisation of the Military, the task of enhancing national defence, and the cause of safeguarding the Motherland in the new situation.
Major General, MSc. PHAM QUOC TUAN, Vice Rector of the 1st Army College