Professional Military Education An Indian Experience

VIVEKANANDA INTERNATIONAL FOUNDATION
Professional Military Education -

An Indian Experience
Maj Gen P K Mallick, VSM (Retd)
Occasional Paper September 2017

Published in 2017 by
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Professional
Military Education-
An Indian Experience

The Author
Maj Gen PK Mallick, VSM (Retd) is a graduate of Defence Services

Staff College and M. Tech from IIT, Kharagpur. He has wide
experience in command, staff and instructional appointments in
the Indian Army. He has been the Chief Signal Officers of a
Command and a Senior Directing Staff (SDS) at the National
Defence College, New Delhi.
FOREWORD
Character of warfare being dynamic and ever
changing, the parameters of Professional
Military Education (PME) too need to be tuned
accordingly. Thus even if the fundamental
aspects of warfare remain sacrosanct, there is
also the continuous need for the Indian
military institution to assimilate the ever-
changing developments in technology, tactical
nuances of counter-insurgency and counter-
terrorism operations, civil-military relations,
disaster management, peace keeping operations, internal security
duties etc.
The Indian military institution, like other armed forces all over the
world, invests heavily in terms of infrastructure, time, energy and funds
to train and educate its military leadership at all levels. Indeed, with two
different adversaries active along the northern and western borders
over vastly different terrain conditions, challenges of internal security,
and routine turnover of deployments in different operational areas, it
needs astute management to organise coverage of the wide range of
training and educational curricula of the Indian military leaders. As
officers grow in rank and service, the requirement of training and
education too keeps changing. PME therefore has two key components:
train for certainty and educate for uncertainty. The right ratios of these
two components need to be carefully calibrated at each stage of the
officers' service.
As they progress from tactical leadership to the strategic level, PME

needs to cover wider horizons of expertise and conceptual flexibility
that imparts to them the necessary competence in handling macro
issues in strategic backdrop. Accordingly, the curricula at the War
College and National Defence College focus on strategy, insightful
thinking, writing and communicating, and the nation's system of
governance that the higher military officers will need to imbibe.
However, considering the mandate and the numbers involved against
the limited capacity of these institutions, there is a need to upgrade the
educational avenues and thus make it possible for larger number of
officers to enhance their professional competence.
In this Monograph, the author, an astute military theorist, has carried

out a detailed study on the existing scope as well as methods of PME in
the Indian military establishment, and has suggested measures to
upgrade it according to contemporary needs in the Indian context.
I am sanguine that the readers would find this paper of high professional
interest.
(General N C Vij)
PVSM,UYSM,AVSM (retd)
September 2017
Director - VIF
Former Chief of the Army Staff & Founder Vice Chairman, NDMA
Professional Military Education - An Indian Experience
Introduction
“The society that separates its scholars from its warriors will have its thinking done by cowards
and its fighting done by fools.” - Thucydides
Professional Military Education (PME) has always been a critical

component of developing military leaders. It is based on two key principles:
train for certainty, so that military personnel gain and master the skills
needed for known tasks and educate for uncertainty, so that they have the
broad base of knowledge and critical thinking skills needed to handle
unanticipated and unpredictable situations.
Military professionals continue to face a “volatile, uncertain, complex and
ambiguous (VUCA)” operating environment today and they need to be
adaptive and agile in both thought and action. Within such an environment,
understanding how military leaders develop as professionals has become
more important. We invest today in education to prepare for the conflicts of
tomorrow. The role of PME is to provide the education needed to
complement individual training, operational experience and self-
development to produce the most professionally competent individuals
possible.
Military's excellent PME system provides instruction that is indispensable
to our future success. The system offers remarkable opportunity for
officers at various stages of their carrier, to take time out from their normal
job, gain exposure to national security issues and interact with others from
different branches of the Government.
The global security environment is experiencing rapid changes. Emergence
of the 'new sciences' provides a unique opportunity to improve cognitive
agility when confronting complex adaptive systems. There is also an urgent
need to acknowledge and enhance the intangible dimensions of
professional military education beyond mere content centric subject
expertise. There are a number of opportunities available for modernising
the professional military education. It is essential to periodically review the
entire system for holistic effectiveness.
2 | Professional Military Education - An Indian Experience
The Indian Army has a very large number of educational and training
institutions. It has a strong, established system of Professional Military
Education program that seeks to provide the right Soldier with the right
education at the right time. For the officer corps, this PME program is
ingrained from pre commissioning through promotion to General Officer.
This paper will critically look at the PME of the Indian Army. At the macro
level most of the issues are similar for the Indian Navy and Indian Air Force.
Historical Background
“I feel a fundamental crippling incuriousness about our officers... With 2,000 years of examples
behind us we have no excuse, when fighting, for not fighting well.”
- T. E. Lawrence in a letter to B.H. Liddell-Hart
After Catastrophic defeat of Prussia in 1806 by Napoleon, Prussian senior

military leadership created a program to educate a small group of officers
who could provide a systematic and coherent approach to war. This was
start of PME. Prussian system proved its worth in 1866 and 1870 under
Helmuth Von Moltke, Chief of the General Staff when Austria and France
were defeated. The Prussian model was copied by all major European
1, 2
Armies, Staff Colleges proliferated across the continent.,
By the outbreak of World War I, every major power adopted education as a
major component of military professionalism. Gerhard Von Scharhorst
started reform of Prussian Army and became the educator of a new
generation of officers many of whom were destined to play a great part and
form the nucleus of the Prussian General Staff. Prussian General Staff had
four major sections; strategy and tactics, internal administration,
3
reinforcements and artillery and munitions. Concept of the Profession
Military Education was one of the main driving force for the creation of
Prussian General Staff. The idea was to cultivate “thinking combatants …
and a thinking officer corps and staff system honed by Bildung - systematic
professional study and the cultivation of decision making Skill”.
1
Goerlitz, Walter, History of the German General Staff, 1657-1945. New York: Praeger, 1953.
2
Halborn, Hajo, “The Prusso-German School: Moltke and the Rise of the General Staff.” In Makers
of Modern Strategy: From Machiavelli to the Modern Age, ed. Peter Paret, 281-95. Princeton:
Princeton University Press, 1986.
3
Lewis, S. J. “Reflections on German Military Reform.” Military Review, (August 1988), 60-69.
Reprinted in H200: Military Innovation in the Interwar Period, 187-93. Fort Leavenworth: US
Army Command and General Staff College, September 2007.

Professional Military Education - An Indian Experience | 3
After World War I General Hans Von Seeckt as Chief of German General Staff
was under severe restrictions imposed by the Treaty of Versailles. To
maintain a high level of officer education Von Seeckt instituted a ruthless
selection process which tasted applicants on not only military sciences, but
languages, political science, history, knowledge of railways and
communications and other subjects. Seeckt established no less than 57
different committees to examines what happened in the battlefields of
1918. He gave them specific tasks for concise studies to consider :-
Ø What new situations arose in the war and had not been
considered before the war?
Ø How effective were prewar views in dealing with the above
situations?
Ø What new guidelines have been developed from the use of new
weaponry in the war?
Ø Which new problems put forward by the war have not yet found
a solution?
The Germans thoroughly examined the tactical and operational lessons of
the last conflict and translated them into coherent, flexible doctrine and
ensured that future general staff officers understood the doctrine. Serious
study, writing, professional military education was part of the
transformation process of German Army in Inter War period. Two
outstanding books authored by two of the most brilliant exponents of
warfare in Second World War, Erwin Rom Rommel's Infanterie Greift An
4
and Heinz Guderian's Achtung Panzer were published in 1937.
It was not only Germans that used education to innovate effectively and
intelligently in the face of complex technological and tactical change. In the
United States the Naval War College played a crucial role in developing
carrier aviation. Similarly, Army Schools like Infantry School at Fort
Benning, US Army Command and Staff College and US Army War College, all
helped create an adaptive and innovative officer corps. The Americans
4
Jason M. Bender, Non-Technical Military Innovation: The Prussian General Staff and
Professional Military Education, Small War Journal, 14 Sep 2016, Available online at :
http://smallwarsjournal.com/jrnl/art/non-technical-military-innovation-theprussian-
general-staff-and-professional-military-educ

placed due importance to people posted to the faculties of PME institutions.

A large number of exceptional senior officers who played leading roles
during World War II served on the faculties of PME institutions.5
As the Germans encouraged debate, study and honest experimentation in
their preparations for war the British and French armies often stifled
innovative thought by frustrating the progression and education of some
officers and outright ignoring the thoughts and writing of others. The
British Army failed to establish a committee to study the lessons of the last
war until 1932. Then when its critical report came in, Chief of the Imperial
General Staff Field Marshal Sir Archibald Montgomery-Massingberd deep-
sixed the study and replaced it with one that presented a far more
favourable (and unrealistic) view of how the British Army had performed in
6
World War I.
However, history records victory in strategic column. The Germans for all
their battlefield success in the initial stages of World War – II ultimately
failed in strategy and achieving national objective. Same happened to USA
in Vietnam.7
Training vs Education
“Education is the kindling of a flame, not the filling of a vessel.” -Socrates
Training is used when the goal is to prepare a leader to execute specified

tasks, often includes repetition of tasks. Education has more to do with how
to think about problems and how to deal with those things that may not
lend themselves to outright solutions. It is a matter of intellect, thought, an
indirect leadership, advice and consensus building. Training is useful, it
prepares students for the unknown. Task of Defence Services Staff College
(DSSC) and higher training establishments is education which prepares
students for the unknown through the development of impressed critical
and creative thinking. Professional army officer must know the
. Knox, MacGregor. “Mass Politics and Nationalism as Military Revolution: The French
Revolution and After.” In The Dynamics of Military Revolution, 1300-2050, eds. MacGregor Knox
and Williamson Murray, 57-73. Cambridge: University Press, 2001.
. Military Education, U.S. Army War College , Joint Forces Quarterly, Spring 1998.
. Fitzsimonds, James R. and Manhken, Thomas G, “Exploring Institutional Impediments to
Innovation.”, Joint Forces Quarterly 56, 3rd Quarter, 2007, pp 96-103. Available at :
http://www.ndu.edu/inss/Press/jfq_pages/editions/i46/15.pdf

fundamentals of tactics, technology and leadership. Learning must be a

life-long process.
Military operations are divided into three levels of warfare – Tactical,
Operational and Strategic. Figure 1 depicts this levels and the associated
training establishment that an Indian Army officer goes through to perform
his professional tasks. Initial portion of an officer's development must focus
on training with the component characteristics of physical strength,
courage, direct leadership etc. As the officer progresses the educational
demands of the profession grow and intellectual component increases. The
cross over point is profile when he completes DSSC at Willington.
Figure 1. Levels of War and associated training establishments
A training solution cannot be achieved without an educative framework to

support learning. The Army trains its personnel to respond instinctively to
tactical threats and to constantly repeat desired responses with a high
degree of accuracy, individually and in teams. However, when potential
threats are unknown or yet to be experienced and recorded, the
appropriate response to this threat cannot necessarily be trained. Educated
soldiers have the skills needed to adapt to new and unfamiliar situations.
There are a number of misconceptions with regards the distinction
between training, education and learning. The desire to separate for

military purposes, 'education' and 'training' as two different activities is

misleading. The rationale of the Army's education and training system is to
increase knowledge. Knowledge can be a skill, attitude, theoretical
principle, or rote-learned list. Epistemology, or the study of knowledge,
highlights two key knowledge types: procedural and propositional.
Procedural and proportional knowledge, combined, considers the 'how,
where, what and why' of knowledge. An example is the military
appreciation process. The intent of a lesson on this is to teach students how
to plan. A trained warrior may perform acceptably in a conventional
operation, but irregular and hybrid wars demand highly educated warriors
to prevail. We must continually educate our leaders to think and not just to
do. Special emphasis must be placed on human, cultural, language and
cognitive skills. A "cognitive" warrior knows how to acquire knowledge,
process information from multiple sources, and make timely, accurate
decisions in complex, ethically challenging and ever-changing
8
environments. Figure 2 shows below the differences in training and
9
education as well as the change in emphasis during an officer's carrier.
Figure 2. Training and educational development during a career
8
Report on the Proceedings: Conference on Professional Military Education, Rebuilding
America's Intellectual Arsenal, March 25, 2006, US Merchant Marine Academy, New York,
Sponsored by Congressman Steve Israel. Available at :
http://smallwarsjournal.com/documents/housepmeconference.pdf
9
Col P K Mallick, Challenges of 21st Century Military Leadership – How Do We Train ?, Defence
Management Journal, October 2002.

It is important then to examine how these lessons are reflected in the

current practices and culture of the Army. While one former US Army War
College Commandant noted that the Army was “too busy to learn,” the issue
10
is more insidious.
It is important then to examine how these lessons are reflected in the
current practices and culture of the Army. While one former US Army War
College Commandant noted that the Army was “too busy to learn,” the issue
is more insidious.11
Strategic Corporal: Counter-Insurgency/Counter-Terrorism
Operations (CI/CT Ops)
“The new military needs soldiers who use their brains, can deal with a diversity of people and
cultures, who can tolerate ambiguity, take initiative, and ask questions, even to the point of
questioning authority.” - Alvin Toffler
The term strategic corporal refers to the devolution of command

responsibility to lower rank levels in an era of instant communications and
pervasive media images. In military circles, the basic premise underlying
the idea of a strategic corporal is a general belief that future operations will
be more complex in character and will require an increased level of junior
leadership.12
Level of responsibility for critical decision making in the services continues
to drift downward. Today Junior Commissioned Officers (JCOs) and Non-
Commissioned Officers (NCOs) make strategic decision in CI/CT Ops areas
that used to be done by officers in earlier days. JCOs and NCOs must be
educated as well as trained for this new kind of war. Young officers leading
tactical units deployed far from higher headquarters are making decisions
that have far reaching strategic implications. We teach soldiers to shoot, but
do we teach them when to shoot and when not to?13
10
Robert H. Scales, “Too Busy to Learn,” Proceedings 136, no. 2/1 (February 2010), 284, available
at www.usni.org/ magazines/proceedings/story.asp? STORY_ID=2195.
11
Robert H. Scales, “Too Busy to Learn,” Proceedings 136, no. 2/1 (February 2010), 284, available
at www.usni.org/ magazines/proceedings/story.asp? STORY_ID=2195.
12
Gen. Charles C. Krulak, "The Strategic Corporal: Leadership in the Three Block War," Marines
Magazine (January 1999) available at :
http://www.au.af.mil/au/awc/awcgate/usmc/strategic_corporal.htm
13
Special Edition, International Relations in Professional Military Education, Infinity Journal,
January 2016.

In addition to traditional war fighting army leaders at all levels should be

able to deal with increased political and cultural complexities of CI/CT Ops,
Peace keeping operations and more. Our young officers are routinely thrust
into volatile, uncertain, complex and ambiguous situations in which more is
demanded of them in terms of intellect, initiative and leadership than was
normally seen in conventional operations. We have to prepare the officers
for CI/CT Ops and enhance the critical thinking skills of junior officers as
these are important for preparing them for today's operational
environment. Senior officers must deal with complex transnational threats,
weapon proliferation, drug trafficking, assistance to civilian authorities,
cyber war and proxy war.14
Consider the scenario. An officer gets critically wounded while leading
operations against the most wanted terrorist in the Valley. Women and
Children come out on the road and prevent medical evacuation of the
officer. Or while the operation is in progress a mob collects and start stone
pelting and hinder the operations of the Army and help the terrorists to get
away. What does the Army do? Does it open fire to evacuate the injured
soldiers where women and children would be casualties. Is it time to
consider use of Non-Lethal Weapons specially by forces like Rashtriya
Rifles. Are we discussing such issues in our training establishments.,15, 16
Educating the Strategic Leader
“People cannot be trained to be strategist, but they can certainly be educated so as to improve
their prospects of functioning adequately or better in the strategic role.” - Colin Gray
Strategic Leadership has been defined by the US Army War College as “The
process used by a leader to affect the achievement of a desirable and clearly
understood vision by influencing the organisational culture, allocating
resources, directing through policy and directive, and building consensus
within a volatile, uncertain, complex, and ambiguous global environment
which is marked by opportunities and threats.” General John Galvin, former
Supreme Allied Commander in a testimony before the House Armed
14
Matthew F. Cancian , Officers Are Less Intelligent: What Does It Mean?, Joint Force Quarterly,
March 29, 2016.
15
Brig P K Mallick, Asymmetric Wars – Lessons from Recent Conflicts and Its Relevance to
India, PINNACLE, Vol 8, Jun 2009.
16
Col P K Mallick, Combat Leadership in 21st Century, COAS Gold Medal Essay Competition
2005-2006, second prize, USI Digest Mar 2006 – Aug 2006 and Sep 2006 – Feb 2007.

Services Committee said, “We can find plenty to read and study on the
subject of leadership in fact, there is a veritable mountain of studies, essays
and books explaining how to build leaders. Not so if one wants to build or
17
become a strategist.”
The enabler of strategic thinking are: broad knowledge, communication,
collaboration, self- awareness and risk taking. Strategic thinking
competencies can be categorised as: learning, information gathering,
system thinking, creative thinking and thinking in time. Military education
of strategy and strategists must be capable of dealing with emerging
security challenges of the twenty first century. Military officers, who sit at
the conference where strategic decision are made, must have the education
required to put operational objectives and obstacles into the context of the
larger strategic environment. This will not come through tactical
excellence, pilot training and time at sea. Education alone also will not
suffice, but it would help. What it takes to be operationally successful can be
very different from what it takes to be a strategic, critical thinker.18
By definition, nearly all officers who are promoted to one-star rank have
excelled at some level of operational responsibilities. Many flag officer
appointments demand not operational skills, but the rather different
talents required to manage a massive and complex defense bureaucracy.
Many of the officers who serve in such positions simply do not have the
educational background or practical experience necessary to effectively
manage the highest levels of the defense enterprise and the sometimes
19
peculiar economics involved.
Those who demonstrate exceptional brilliance and whose capacity for
higher level strategic leadership is exemplary should be afforded
opportunity to expand their knowledge. Staff and War Colleges would
focus on intellectual merit. A specialist course could be based on
examination as the vacancies would be limited. The pedagogical model for
such courses could be based on already existing models of School of
17
S Thomas P. Galvin, Enhancing Identity Development at Senior Service Colleges, Strategic
Studies Institute and U.S. Army War College Press, December 2016.
18
Williamson Murray, “Grading the War Colleges,” The National Interest, no. 6 (Winter 1986–87),
pp.12–19.
19
Admiral James Stavridis gave his take on the difference in his 2011 commencement address at
National War College available at http://www.aco.nato.int/saceur/read-think-write.aspx

Advanced Military Studies at the intermediate level and Advanced Strategic

Art Program at the senior level at US Army War College.
Armed Forces all over the world have struggled to find right kind of
strategic leaders for their top echelons. Maj. Gen. Robert H. Scales, an Ex
Commandant of the U.S. Army War College, recently wrote a very
interesting paper. He wrote:
“This would be a fine system if tactical genius and strategic
genius were related. But experience has shown that great
tactical skill does not equal great strategic skill. In fact, tactical
and strategic genius are unrelated. Officers with potential for
strategic leadership are morally as well as physically brave. They
may not be able to make the convoys run on time, but they have a
special talent for seeing the future and conjuring a battlefield
that has yet to appear. These are young men and women who are
intellectually gifted. They can think critically. They are more
interested in studying warfare than practicing it.”
Tactically talented officers can move hundreds. Strategically talented
officers can maneuver hundreds of thousands, if not millions. Tactically
talented officers know how to fight enemies they know. Strategically
talented officers are prepared to fight enemies yet unforeseen. The
tactically talented read the manuals and put existing doctrine into practice.
Strategically talented officers continually question doctrine and eventually
seek to change it. Tacticians see what is; strategists conjure what might be.
Not every officer promoted to flag rank needs to be a professional
strategist.,20, 21
22
A recent RAND Corporation report identified seven lessons from recent
past the problem areas of strategic leaders. These are as follows:
20
Maj Gen Robert H. Scales, Are You A Strategic Genius?: Not Likely, Given Army's System for
Selecting Educating Leaders available at : http://strategicstudyindia.blogspot.in/2016/11/are-
you-strategic-genius-not-likely.html
21
David Barno, Building Better Generals, Nora Bensahel, Katherine Kidder and Kelley Sayler,
October 2013, Center for New American Security.
22
Linda Robinson, Paul D. Miller, John Gordon IV, Jeffrey Decker, Michael Schwille, Raphael S.
Cohen, Improving Strategic Competence: Lessons from 13 Years of War, RAND Corporation,
Santa Monica, Calif. 2014 available at http://www.rand.org/content/dam/rand/pubs
/research_reports/RR800/RR816/RAND_RR816.pdf

Ø A deficit in the understanding of strategy.

Ø Deficits in the process for formulating strategy.
Ø A failure to incorporate the essential political element of war
into strategy.
Ø The inability of technology to substitute for the sociocultural
and historical knowledge needed to inform understanding of
the conflict, formulation of strategy, and timely assessment.
Ø A failure to plan, prepare, and conduct stability operations and
the transition to civilian control, as well as belated development
of counterinsurgency capabilities.
Ø Insufficient emphasis on shaping, influence, and noncombat
approaches to addressing conflict.
Ø Inadequate civilian capacity and inadequate mechanisms for
coordinated implementation among joint, interagency, and
multinational partners.
Military professional cannot limit advice to preferred courses of action for
employing weapon systems. As an expert in violence he should anticipate
how destruction might affect political outcomes. Recent experiences show
that military force is insufficient in itself to achieve all political goals.
Effective military support requires that military leaders learn how to
participate effectively in the dialogue necessary to better align ways and
means with desired ends. They must take time to build relationships and
trust in a chaotic and frantic decision making process, learn how to socialise
ideas, must consider how to provide best military advice as part of holistic
strategy to achieve national objective.
Study of Politics, Military History, Sociology and Ethics
In today's changed and complex environment study of the subjects like
politics, history, social sciences, ethics should get added emphasis.
Politics
It is said: 'The army does not pick its wars, the nation's civilian leaders do'.
Strategic leaders have to appreciate the central role politics play. In war
politics includes economic, social, cultural, psychological and ethical
dynamics that determine power distribution. Separation between violence

and politics is counterproductive. The effort to remain a political may lead

military members to avoid the necessary political education and
awareness. Political science introduces new and empirically tested
perspectives about how conflicts and wars manifest, unfold and conclude
23
throughout space and time.
Yet if political literacy is critically necessary, it is also ubiquitously absent. A
2012 Joint Staff report found that the U.S. military's number-one
shortcoming during this century's first decade of war was “a failure to
recognise, acknowledge, and accurately define the operational
environment,” including “not only the threat but also the physical,
informational, social, cultural, religious, and economic elements of the
environment.” The blurry line between policy and strategy requires both
civilians and the military to engage in a dynamic, iterative dialogue to make
successful strategy, but that often failed to occur.
Military professionals must cultivate political literacy. In General Lloyd
Austin's words, officers must have a nuanced appreciation for “the political,
24
economic, and socio-cultural currents” that drive attitudes and behaviors.
Military History
B.H. Liddell Hart,25 wrote that history is: the record of man's steps and slips;
it shows us that the steps were slow and slight; the slips, quick and
abounding. It provides us with the opportunity to profit by the stumbles
and tumbles of our forerunners. An awareness of limitations should make
us chary of condemning those who made mistakes, but we condemn
ourselves if we fail to recognise mistakes. Study of Military History provides
a commander with a core of background knowledge and understanding
that allows him to form and reform his vision of the battlefield beyond the
realm of his combat experiences. Planning games and war-games, field
trips, and exercises are excellent tools for improving the quality of
23
Celestino Perez, Strategic Discontent, Political Literacy, and Professional Military Education,
January 14, 2016. Available at : http://thestrategybridge.org/the-bridge/2016/1/7/strategic-
discontent-political-literacy-and-professional-military-education
24
Celestino Perez, Jr., Strategic Discontent, Political Literacy, and Professional Military Education,
January 14, 2016 available at : http://thestrategybridge.org/the-bridge/2016/1/7/strategic-
discontent-political-literacy-and-professional-military-education#_ftn3
25
B.H. Liddell Hart, Why Don't We Learn from History? (New York: Hawthorn Books, 1971), P15.

operational and tactical training. However, only the study of military

history can provide insights into all aspects of warfare.
The future operational commander must fully understand the political
strategic objective and strategy and policy before he can start to understand
various aspects of operational art. That understanding and knowledge can
essentially be acquired only through the critical study of past wars and
major operations and campaigns. Because few commanders have
experience commanding forces at the operational level, the best way to
educate them to think operationally is through the study of the successes
and failures of great military leaders. Hence, military history should be
studied in depth. One should read everything available on the subject. This
means that not only official histories should be studied but also memoirs,
autobiographies, letters, diaries, and even historical fiction. Only in such a
way can one hope to learn what really happened.
Edward N. Luttwak has charged that "military history — the only possible
'data base' for those who would understand war — is treated in a
perfunctory manner as one among many” at the academies. So far as the
command and staff colleges are concerned, according to Luttwak, “there
also military history is treated as if it were a marginal embellishment
instead of. . . the very core of military education”,26, 27
Social Science
As Armed Forces increasingly become people oriented in addition to being
technologically deterministic, the social and behavioral sciences are
showing increasing importance. Complex mix of sociopolitical factors that
pose real world challenges for commanders receives very little attention.
There is a distinct aversion to social science in military circles. Sociology
adds value to academic institutions in general and sociological knowledge
provides utility in preparation of future military officers.
Ethics and Values
Arguably, no topic is more important and no topic more difficult to teach
26
Michael Howard, “Military History and the History of War,” in The Past as Prologue, p 12.
27
MILAN VEGO, Military History and the Study of Operational Art, Joint Forces Quarterly, issue 57,
2d quarter 2010.

than ethics. Ethics and ethical behaviour are fundamental to what our
28, 29
nation expects of its people in the Armed Forces. ,
Civil Military Relation
This is one of the most critical issues in today's environment. This should be
deliberated upon in great details.
Strategic Communication
In our PME curricula the emergence of information as a key strategic
element in 21st century battle space does not get adequate importance.
Officers should be able to use effectively information management tools.
Use of Technology
Cognitive Decision Making
Modern information technology and associated social media provide the
opportunity for sharing information across wide populations. The ability to
navigate the digital world assists learning. Blogs and other social media
contribute to peer-based learning and broader discussions in today's
classrooms. Army leaders must leverage this capability to build dynamic
vertical and horizontal social networks for formal and informal information
30
sharing.
Cognitive decision making process must be understood. How to make right
decision in the midst of mountain of information will be a key factor. Today
conflict throws complex challenges to commanders. Commanders would
be required to show unique intuitive sense of how to transit very quickly
from active, kinetic warfare to a more subtle kind of warfare distinguished
by the ability to win the war of will and perception. It is difficult to find
leaders who can fight competently in both and can transit seamlessly.
It is often found that most unlikely commanders perform well in the heat of
28
Brig P K Mallick, Ethics, Values, Morality and 21st Century Warfare, TRISHUL Journal , Vol No
2, Spring 2008.
29
FRANK G. HOFFMAN, “Embracing a Full Spectrum Profession,” Keeping the Edge:
Revitalizing America's Military Officer Corps, Center for a New American Security, February
2010.
30
TRADOC Pamphlet 525-8-2, THE U.S. Army Learning Concept for Training And Education
2020-2040, 13 April 2017.

the battle. Soldier's lives had to be expended to find these commanders.

But today learning science offers the ability to identify those who can take
decisions intuitively in the heat of the battle. What the Germans called the
gift “fingerspitzengefuhl” or finger-tip sense. The Armed forces must
exploit science by conducting research in cognition, problem solving and
rapid decision making in uncertain, fearful and ambiguous situations.
Those with the right material then could be picked up for furthering their
decision making skills before leading troops in combat.
War-gaming. Students devote a fair amount of time reading, writing and
talking about decisions, but not much time actually practicing how to make
them. To address this education gap, professional military education
institutions should re-emphasise the relevance of war-gaming to prepare
officers for addressing tomorrow's complex problems. War gaming
methods can be extremely useful pedagogical tools, representing a sort of
“intellectual cross-training” that encourages students to think about
problems in different ways and address the challenge of agile adversaries
and complex, adaptive, social and political systems. Gaming has flaws like
any other analytic method, but it is a powerful learning tool that warrants
wider consideration.31
Simulation. Technology is providing mission planning and rehearsal
systems. Simulations and associated technology continues to improve, due
in part to the tremendous growth within the gaming industry. Leaders can
rehearse the operation in simulation in multiple ways by changing key
variables. In the classroom, simulations will allow leaders to do more than
just develop a plan; simulations will allow them to execute the plan to help
them see the strengths and weaknesses of their plan. Leaders can further
develop their intuition by executing the plan interactively, changing
variables with each iteration. The next training revolution will be
empowered by the growth in realism and ease of use of games, 3-D
mapping, artificial intelligence and advanced simulations. In the
information age, leaders who instinctively, quickly and confidently
recognise the right course of action to take when faced with a situation must
be developed.
31
http://www.benning.army.mil/mcoe/maneuverconference/2012/presentation/ppt/GENCon
e.ppt

Learning Technologies
Blended Learning. The trend in higher education is towards increased
blended learning. Advances in technology, specifically in the increase in
bandwidth, have opened new possibilities in online learning. Synchronous
blended learning takes place in real time, often including a video lecture
followed by audio discussion. Through synchronous blended learning,
students are able to: listen to each others' voices, conversational tones, and
emotional expression; correct misconceptions; engage spontaneously; get
more personal and real-time attention; share differing perspectives and
develop a sense of community.
Massively Open Online Courses (MOOCs). Since the 1990s, MOOCs have
offered web-based learning on a large scale and with open access,
facilitating learning for unlimited audiences at no cost or minimal charge.
MOOCs are a resource for professional development and life-long learning.
Flipped Classrooms. In a traditional instructor centered classroom, the
trainer delivers lectures during class and gives trainees tasks to be
completed after class. In a flipped classroom, passive learning activities,
such as unidirectional lectures, are pushed to outside class hours. The
trainer delivers lectures before class in the form of pre-recorded videos or
podcasts and spends class time on learning activities that involve
collaboration and interaction. Not only does this require students to take
responsibility for their own learning, but it frees up valuable class time for
inquiry based tasks and greater interaction between trainers and trainees.
Learning Analytics. Educational technologies allow trainers to capture
and store trainee interactions with their online learning activities. This data
can then be 'mined' and analysed to identify patterns of learning behaviour
that can provide insights into education practice and inform pedagogy and
32
policy within education.
Distributed Learning. Learning is a life-long experience. Every learning
opportunity should be crafted to ensure that the right methods, both
pedagogical and methodological are used to give the military learner just
32
See http://www.benning.army.mil/mssp/ for this very comprehensive approach to providing
online resources for soldiers and officers to continue their professional development in their
own time.

what is needed when it is needed using a suitable blend of site and web
based delivery. Every soldier regardless of his affiliation to his parent arms
or services or specialty should be given unfiltered and continuous access to
the best and most inclusive programs of war studies. Contemporary
distance learning technology allows the learning process to be amplified
and proliferated such that every soldier can learn to his/her capacity and
motivation. The latest distance learning technology also permits students
33
to learn in groups, virtual seminars even when posted to remote areas.
Distributed learning leverages the power of information and
communication technologies (such as, simulation, interactive media
instruction, video tele-training, e-learning, and others) to deliver
standardised training and education at the right place and time. It may
involve student-instructor interaction in real time (synchronous) and non-
real time (asynchronous). It may also involve self-paced student instruction
without benefit of an instructor.
Distance education is a growing trend in civilian higher education and is
already used in the professional military educational systems around the
world. The distance education program at the U.S. Army War College, for
instance, takes two years instead of the single year needed for the resident
34, 35
course, but graduates of the two tracks are considered equivalent.,
Challenges with Distributed Learning. Quality, development, and
maintenance of the content for distributed learning are critical issues.
Content development times often exceed the lifespan of the material,
delivery of products that cannot be updated or maintained except by
content development agency and content not amenable to bandwidth
availability for online delivery are some of the problem areas. In addition,
use of distributed learning is not typically as satisfying for leadership
courses and does not provide the social benefits or professional
33
The Ryan Review A study of Army's education, training and doctrine needs for the future
Brigadier Mick Ryan. Australian Army, April 2016.
34
Michael G. Shanley, James C. Crowley, Matthew W. Lewis, Susan G. Straus, Kristin J. Leuschner,
John Coombs, Making Improvements to The Army Distributed Learning Program. 2012 RAND
Corporation.
35
David Last, Picking Leaders for Professional Military Education, SSR 2.0 Brief, Issue NO. 6 |
October 2016 Centre For Security Governance.

36
relationships as that encountered in resident PME. Armed Forces should
not ignore that not all of the current or future learners like learning on their
own. Neither are all new soldiers digitally literate. Extensive use of social
media might be seen as harassing and invasive.
In the academic year 2013–2014, the US Army War College started the
process of students requiring to access course materials through mobile
computing devices. Tablet computers have become as ubiquitous as
notebooks (the paper kind) in seminar rooms, lecture halls and libraries
and they routinely accompany students to the athletic fields. Faculty
members are likewise getting more comfortable with the devices in and out
of the classroom. On the negative side, some students and faculty are
frustrated by the inherent limitations of mobile devices such as slow
downloads, broken links, small screens and the quirkiness of certain
applications. The most important consideration in assessing the utility of
mobile devices is their effectiveness as learning tools. A growing body of
research suggests that electronic devices work better for readings that are
short and descriptive rather than long and analytical. In the former case, the
reader can glean the necessary information quickly and move on to another
task. In the latter, reading comprehension may suffer from the inability to
negotiate the text in an intuitive and tactile way. In the absence of definitive
scientific answers, the War College should decide which academic
materials are best delivered electronically or by the printing plant.37
Distance Learning is already being implemented in some of the leading PME
institutes of the world. Some of the examples are given at Appendix 'A'.
Through better integration, technologies such as MOODLE, Blackboard,
TED Talks, Academic Earth, Khan Academy and Massive Open Online
Courses, offer Army the potential to change the balance of learning delivery
from one that is currently best described as residential, learning push to
one more finely balanced with non-residential learning pull approaches.
Indian Army should codify its strategy for the use of information technology
in blended learning. It should develop a plan to implement distributed
36
Michael C. Sevcik, Army Learning Concept 2015: These are not the droids you are looking for
,Small Wars Journal available at : http://smallwarsjournal.com/printpdf/10812 .
37
TRADOC Pamphlet 525-8-2, The US Army Learning Concept for 2015, released 20 JAN 2011.

learning which exploits trials and takes into account Information

Communications Technology (ICT) in training institutions, unit locations
and the use of personal computing and communications devices by the
38
personnel.
JCOs' and NCOs' PME
"If we should have to fight, we should be prepared to do so from the neck up instead of from
the neck down."
- Jimmy Doolittle
Soldiering Skills
Future success on the battlefield depends on the Army's ability to leverage
both kinetic and non-kinetic means to wage war. As the character of warfare
changes soldiers are expected to be not only technically proficient in
warfighting, but also capable of supervising civil affairs, providing
humanitarian aid and manage disasters and performing a range of activities
relating to aid to civil authorities. Our soldiers would be required to become
highly skilled in their respective trades, proficient in their warrior skills and
possessing language, cultural knowledge, cyber related skills as per
requirement. As networked technologies flatten command structures, new
doctrine and revised training regimes are likely to be required in order to
prepare individual soldiers to assume greater responsibility on the
multidimensional 21st-century battlespace. As a result of these trends, we
must begin to foster a military culture that is aimed at preparing NCOs to
become what has been described as 'strategic corporals'. The Army has
long recognised the importance of the Officer Education System
particularly at the senior officer level. It needs to do the same for the
soldiers. How does the Army leverage education to improve
noncommissioned officer professional development to achieve a better
integrated and better synchronised career development program for
noncommissioned officers?39
38
Brig P K Mallick, Leveraging Technology in CI Ops, PINNACLE, Jun 2008.
39
U.S. Department of the Army, Training and Doctrine Command, Combined Arms Center,
PowerPoint Briefing: Noncommissioned Officer Education System Transformation (Fort
Leavenworth KS, Combined Arms Center, November 2005).

Every soldier enrolled in the Army has got a trade given by respective arms
and services. There are approximately 159 trades in Indian Army. Out of
these around 10% may be considered unique to the Army with no civilian
equivalent career field. These are predominately in the combat arms
branches. The remaining are in the combat support and combat service
support branches. These are the mechanics that work on vehicles, heavy
vehicles, helicopters, the engineers, the medical personnel, the
communications and information systems specialists, the legal, military
police, intelligence analysts, the finance and administrative specialist and
logisticians. Consider the job of the typical Infantry soldier, the least
technical person. In a conventional war, he must be a physically fit and
tough, he must also know how to program a radio, accurately locate targets
for calling airstrikes and artillery, calculate geometries of fire, among many
other intellectual demands. In an unconventional conflict, he is a cultural
expert, builder of bridges, shelters, playground, drip irrigation system. He is
also capable of emergency aid in case of natural disaster. He operates in
highly complex and within people in grey areas of counter insurgency and
counter terrorist operations. This requires a high degree of intelligence.40
Earlier the Army could set its own standards. Now the increased use of
technology and demands of reemployment should drive the Army to tie its
standards to civilian standards. With the Army adopting civilian standards
for education and certification, it can leverage the work and analysis
already accomplished by civilian agencies. This is not a small task. Each
trade will need to be analysed. Some occupations require certification
based on experience and skill competence, while others have more formal
educational or certification requirements. Scuba divers and mountaineers
fall into a category where a minimum amount of formal education is
required, and individuals advance based on technical competence achieved
through experience. Conversely, there are more formal education
requirements required for electricians and mechanics. The education is
reinforced through experience. There are some instances where military
specialties have significant civilian utility but do not have a well-defined
civilian equivalent. Recovery mechanics, operators of heavy duty plants can
be some examples of this category.
40
Meghann Myers, The Army wants to pay for your civilian electrician, mechanic or any other
credential, January 19, 2017, https://www.armytimes.com/author/meghann-myers

The National Skill Development Agency (NSDA) is an autonomous body

under the Ministry of Skill Development and Entrepreneurship,
Government of India, which coordinates and harmonises the skill
development efforts of the Indian government and the private sector to
41
achieve the skilling targets of the 12th Plan document and beyond.
Government of India has enunciated its National Policy for Skill
42
Development and Entrepreneurship 2015. In similar vein, the
Confederation of Indian Industry (CII) report on 'India's Emerging Security
Landscape: Challenges and Opportunities, 2014' spells out the various
43
aspects of security skills initiatives. As per published records, the number
of country's private security personnel stand at approximately 7 million as
against the total number of approximately 1.73 million police personnel –
and the demand is still on the rise. Fueled by growing urbanisation
(including the widespread growth of real estate), increasing vulnerability
to terror attacks and shortage of police officers - the private security
industry in recent times has seen a booming and profitable growth. India's
economic development is expected to lead to creation of critical
infrastructure such as roads, railways, ports, airports, power plants, mass
transportation, smart & secure cities, etc. Protection of these assets is
important to ensure sustainable economic development of the country. To
bridge the skill gap the Security Sector Skill Development Council (SSSDC)
has been set up as part of NSDC to up-skill the Private Security Sector (PSS).
In the present context, Private Security Agencies Regulation Act (PSARA) of
2005 is the only applicable regulation for the private security agencies.
Though, the objective behind the implementation of the Act stands tall, the
implementation for the same is riddled with gaps especially in terms of
meeting the training parameters of the private security guards. The
increasing importance for the industry has clearly caused an unbalance in
the demand supply curve of the requirement for security man force. There
is an urgent need for strict implementation of PSARA which will ensure that
41
http://www.skilldevelopment.gov.in/nationalskilldevelopmentcorporation.html
42
http://www.skilldevelopment.gov.in/assets/images/Skill%20India/policy%20booklet-
%20Final.pdf
43
http://www.nsdcindia.org/sites/default/files/files/pdf/Indias_Emerging_Security_
Landscape_Pinkerton_8-2014.pdf

the private security industry is able to offset to a certain extent the

manpower deficiency of the police force.
Indian Armed Forces must closely co-ordinate training activities for its
people. With the vast and extensive training infrastructure, trainers, human
resources the quantification and benchmarking of its training in line with
that of standers set by National Skill Development Corporation would give
wonderful opportunities to approximately 60,000 men who retire from
army every year.
Professional Military Education at Unit Level
While traditional professional military education approaches see it
delivered during formal courses and in self-study, there is great potential
for unit-delivered professional military education.44 It is the duty of the
chain of command to train itself: leaders are responsible for the
development of their subordinates. The Army system provides education
and training opportunities but the overall development of subordinates is a
leader's responsibility; they should not leave it down to 'the system'.
Unfortunately, the role of commanders has until now mainly focused on
training, with limited emphasis on professional military education. Those
who have had a passion for professional military education have largely had
to develop their own programs. To re-energise the conduct of professional
military education leaders should be letter equipped to fill this role.
In the day-to-day rush of training activities, preparations for operations,
and governance activities, it is easy to for cultures to arise that de-prioritise
PME into oblivion. To lead professional military education, commanders
must ensure the intellectual development of their people is valued and
prioritised accordingly within their unit programs. It must be part of the
normal unit battle rhythm. Time must be dedicated to professional military
education. Those who demonstrate significant passion or achievement
must be recognised—both publicly and in a unit's annual reports.
The intellectual development of military people cannot be restricted to
officers. Professional education and development programs are to align
44
Mick Ryan, The Art of Leading Unit-Based Professional Military Education, Modern War
Institute, March 29, 2017, available at : https://mwi.usma.edu/art-leading-unit-based-
professional-military-education/

across Officer, JCO, NCO and Other Ranks' (OR) education and training. All
members of a military institution must balance the vocational (or training)
elements of their profession with development of their intellectual
capacity. Even the most junior soldiers must continue to hone their
intellectual capacity. PME must not be like writing lines or an essay as a
punishment. It must possess variety and a range of interesting and fun
activities that engage the curiosity of a broad range of soldiers and officers.
In a busy Army it is possible for leaders to overlook the need for individual
improvement to reach short term aims. A balance needs to be maintained
between short term success and building for the future.
Analysis of Present System
“Never let your schooling interfere with your education.” - Mark Twain
Rigours of Strategic Intellect

To successfully develop strategic leaders army cannot wait until the 25
years of service to educate them in security studies at the Army War College
(AWC). That should be a part of the professional military education
program from one's pre commission education, building continuously at
each formal school, unit officer education and through continuing
education. There is a requirement for life-long learning.
Some of the criticisms of the present system of PME are that those selected
for Higher Command (HC), Higher Defence Management (HDM) and
National Defence College (NDC) Courses are chosen based solely on job
performance rather than for the excellences of their intellect. Central
elements necessary to gain deeper understanding of the nature and
character of war, military history along with war games and military
psychology and leadership often are overlooked in an effort to teach every
subject to every conceivable constituency to the lowest common
denominator. The AWC tries to combine together contradictory goals of
getting officers quickly trained and back into the system and developing
them as well educated strategic thinkers. There is no prescribed academic
standard for doing the course, no examination. No one fails, there is almost
100 percent success rate. Officers get a Masters' degree and certificate for
doing the course which given him additional points for promotion. Any
program with 100% success rate will have question marks on its academic
rigour and value. What it takes to be operationally successful can be
different from what it takes to be a strategic, critical thinker.

Reason for doing away grading at AWC and NDC is given as for injecting
more academic rigour. The intent was to mitigate the ill effects of
competitiveness within the small groups of students. The policy recognised
that students arrived with different levels of preparedness for graduate
education. The rationale in that military officers are different, should not be
bothered about trivialities like grades. The pool of military students is
better on average than the pool of students attending civilian institutions.
Military students are more motivated to work hard than their civilian peers.
Perhaps the military students - highly trained in their fields - are considered
45
so professionally valuable that they are simply “too big to fail.” But there is
another school of thought. Doing away with grades and passing every
officer does nothing for academic rigour. There are two different curricula
for professional requirement of the Armed forces and getting a Master's
Degree. AWC and NDC design their curricular for both these requirements
in a manner that these can be taught by anyone. Skills such as writing, many
military officers hardly write beyond bullet points and critical analysis,
could be taught and tested. Including academic study in professional
development can also create institutional tensions, but these tensions can
be creative.
Education requires time to read, time to absorb readings, time spent in
follow-on discussions and time contemplating different views. Analytic
writing, something students are often uncomfortable with, requires
uninterrupted blocks of time.46 It is important to remember that not every
good officer will be a good academic. There is a need to shape education so
that it provides the right mix for those who are not academic.
The Defence Services Staff College (DSSC) program too produces graduates
thoroughly versed in staff processes and broadly acquainted with tactical
doctrine. With officers representing all arms and services, all the Course
contents are aimed at the median group. The training is useful, it prepares
45
Meaningful Metrics for Professional Military Education By Joan Johnson-Freese and Kevin
Kelley | Joint Force Quarterly 84, January 26, 2017.
46
Steven Metz, “Strategic Horizons: U.S. Profession Military Education on the Chopping Block,”
World Politics Review, April 17, 2013. Available at : http://www.worldpoliticsreview.com/
articles/12879/strategic-horizons-u-s-professional-military-education-on-the-chopping-
block

students for the known. But the task of Staff College is education that
prepares students for the unknown through the development of improved
47
critical and creative thinking.
Institutional Culture Matters
Officers from the same group are selected for HC and HDM Courses
(HDMC). Both are equally prestigious for career enhancement. Both award
degrees. But there is no comparison of academic rigour between the two
courses. Officers undergoing HDMC course are put through very
demanding academic curricula. However, when officers from both the
groups come for attending NDC course the culture of AWC prevails. The
point should be reinforced at the AWC and NDC expecting that the year
spent on the course should be of hard and necessary study and not an
exercise in building self-esteem. Many PME students expect these courses
to be a year off to relax, network and reconnect with family after long
operational assignments. At least this is what they are told so by detailers
and senior officers who attended these courses themselves. It will be an
interesting study to see how much spare time given to student officers for
study and professional development have been utilised for the same vis a
vis trying to improve golf handicap.
48
In this context, Maj Gen Robert Scales writes : “The officers are
overburdened with classes, with very little time to think about what they
are learning. It would be far better to re-evaluate exactly what we want from
our educational system and to strip away the non-essential. If we want to
create the strategic thinkers of the future, we should focus our efforts
towards it. That might mean getting rid of many classes. However, that
clashes with a military culture which questions blank-space on the
calendar as though the officers will be somehow wasting time. Academic
rigor too, is essential. We have to accept that some officers are not capable
of graduating from higher-level education, and that they perhaps should
not be there in the first place. We need to be more rigorous across the board
when we assess the officers, for we do them and the people they will
47
Jeffrey D. McCausland and Gregg F. Martin, Transforming Strategic Leader Education for the
21st-Century Army, Parameters, Autumn 2001, pp. 17-33.
48
Maj Gen Robert Scales, Too Busy to Learn, Available at :
http://www.usni.org/magazines/proceedings/2010-02/too-busy-learn

command in the future no favors by not holding them to account. Finally, we

need to make sure we challenge them to think. And not in the knee-jerk,
'let's throw in a two-hour class on critical thinking' way, but more
fundamentally. The officers need to take classes across the spectrum of
disciplines, which genuinely challenge their intellect. These classes need to
be assessed through writing, which also should be conducted across the
curriculum. Where indoctrination is essential, it should continue.
Hopefully, we can reform how we educate our officers so as to be more like
Prussia, and less like the French Army in 1870 that we are increasingly in
danger of becoming. We need to do this because the consequences of
getting it wrong could easily be catastrophic.”
Although there is a general consensus on the range of topics that should
comprise PME, there is no consensus regarding the relative weighting of
those areas.
The PME institutions give lot of importance to feedback from students, or
'Student Assessment'. Students are professionals, have held major
command. It is assumed they can recognise quality, rigour and relevance
when presented with it. But what the students want and expect from the
courses in terms of both content and degree and type of challenge—widely
varies. A common, professionally developed and validated student
assessment protocol is needed. Such a common assessment system and tool
would also allow for comparative data across institutions. ,49, 50
Learning Organisation
Soldiers are often too busy to learn. Learning has taken a back seat in
today's forces focused on operations. Army must create a new learning
environment based on students rather than training institutions. John Nagl
said: Learning in a large organisation, is a process in which subordinates
close to the point of the spear identify problems and suggest solutions – a
common training of all successful businesses. The key variable in
49
Dave Maxwell, Thoughts on Professional Military Education: After 9-11, Iraq, and Afghanistan
in the Era of Fiscal Austerity, Small Wars Journal, Jan 1 2012, Available online at :
http://smallwarsjournal.com/jrnl/art/thoughts-on-professional-militaryeducation-after-9-
11-iraq-and-afghanistan-in-the-era-of-f
50
Ah, memories of the Air War College, By June 24, 2011, http://foreignpolicy.com
/2011/06/24/ah-memories-of-the-air-war-college/

determining whether organisations adapt or die is not at the lower levels

but at the top: key leaders have to determine that real change is required.
The following six questions can determine if one is part of a learning
institution.51
Ø Does your organisation promote suggestions from the lowest
echelons?
Ø Are subordinates encouraged to question superiors and
policies?
Ø Does the organisation regularly question its basic assumptions?
Ø Are high-ranking leaders routinely in close contact with those at
lower levels and open to their suggestions?
Ø Do assessments take place at every echelon and are lessons
learned from assessments implemented into the organisation?
Ø Does your organisation have a just culture?
A 2010 blog post by Admiral James Stavridis, Commander, US European
Command and Supreme Allied Commander Europe, succinctly stated: “The
enormous irony of the military profession is that we are huge risk takers in
what we do operationally — flying airplanes on and off a carrier, driving a
ship through a sea state five typhoon, walking point with your platoon in
southern Afghanistan — but publishing an article, posting a blog, or
speaking to the media can scare us badly. We are happy to take personal risk
or operational risk, but too many of us won't take career risk.” ,52, 53
The Indian Scenario
The Indian Army has a variety of training establishments. These may be
categorised as Category 'A' and Category 'B' Establishments. In many cases,
to optimise the output, these Establishments have overlapping curricula.
Prominent among the Category 'A' establishment are the following :-
51
John A. Nagl. Knife Fights: A Memoir of Modern War in Theory And Practice (New York: The
Penguin Press 2014),p 37.
52
Nicholas Murray, “Finally, Official Recognition That CGSC Is Broken, Bust and in the Ditch,”
Foreign Policy, September 25, 2015, available at http://foreignpolicy.com/2015/09/25/finally-
official-recognition-that-cgsc-is-broken-bust-and-in-the-ditch/
53
Joan Johnson-Freese, “The Reform of Military Education: Twenty-Five Years Later,” Orbis 56, no.
1 (Winter 2012), 135–153; and John T. Kuehn, “The Goldwater-Nichols Fix: Joint Education Is the
Key to True 'Jointness,'” Armed Forces Journal (April 2010).

Ø Pre-Commission Training. Besides the National Defence

Academy (NDA) which is a joint service training establishment,
there are the Indian Military Academy (IMA), Officer Training
Academies (OTA) at Chennai and Gaya, and the three Cadets'
Training Wings (CTW) of the Engineers, Signals and Electronics
and Mechanical Engineers (EME).
Ø Army Training. These are, the training schools, colleges and
establishments of Infantry, Mechanised Forces, Artillery,
Engineers, Signals, Army Air Defence, Army Aviation, the
Counter Insurgency and Jungle Warfare School, High Altitude
Warfare School, the Special Forces Training School etc.
Ø All Arms Training. The Army War College, Military Intelligence
School, Army Education Corps Training Centre and College,
Army Institute of Physical Training, the Junior Leaders'
Academy, Institute of Military Law and Institute of National
Integration etc.
Ø Arms and Services Specific Training. Army Medical College &
Centre (Armed Forces Medical College is a Joint Services
Organisation), Army Service Corps College, College of Material
Management, Corps of Military Police School, Remount and
Veterinary College, etc.
Ø Technical Training. College of Military Engineering (CME),
Military College of Telecommunication Engineers (MCTE),
Military College of Electrical and Mechanical Engineers
(MCEME) etc.
Joint Training is imparted at different training establishments at three
distinct levels at the National Defence Academy (NDA), College of Defence
Management (CDM) and the NDC.
Pre-Commission Training
The Military and Sainik Schools were created with the main aim of feeding
the NDA. However, the numbers of students entering NDA from these
schools are alarmingly low vis-à-vis the cost of such huge infrastructure.
Compared to these some private coaching institute are doing far better job
with much less resources. A de-novo look should be given on the
establishments of Military and Sainik Schools.

There are 19 different types of entries for commission into Indian Army. It
is extremely difficult to get everybody at the same level after going through
different training establishments and time periods. Academically, NDA
cadets obtain BA or B.Sc. degrees; the Indian Navy has opted to educate its
cadets in engineering degree during basic training at NDA. From NDA about
400 Cadets get enrolled at IMA after three years. From IMA, the two OTAs
and CTWs all combined approximately 1800-2000 officers get
commissioned each year.
The Technical Entry Scheme (TES) Entry is an unique entry for induction of
officers into the Army. The Gentleman Cadets (GC) undergo one year of
basic military training in OTA Gaya followed by three years of technical and
military training at one of the three CTWs at CME Pune, MCTE Mhow or
MCEME, Secunderabad. The GC then returns to OTA Gaya for his passing out
parade and goes back for one year to his parent school of instruction for one
year post-commission education in order to complete four years of
Engineering Degree. He is not eligible for any antedate seniority. The TES
entry officers have proved to be a very successful as they are among the
brightest children to have completed school and are exposed to prolonged
period of strenuous training and technical education. Each CTW has 30 odd
cadets; thus a batch has approximately ninety cadets passing out every six
months from the three CTWs. Out of this, nearly sixty percent go to technical
arms and services and the balance 40 percent go to other arms and services.
TES officers have accomplished themselves in all fields irrespective of the
arm and service they are commissioned. Many have been awarded gallantry
awards and while many are topping the Young Officer's and other courses
as a matter of routine. A number of them have qualified on competitive
courses like the Staff College and Technical Staff Officers Courses and
proved themselves to be accomplished regimental and staff officers.
The CTWs of the three technical institutes are being run on ad hoc basis.
Number of trainers and the training infrastructure of establishments like
the OTA Gaya are not even comparable to those of CTWs keeping in view the
number of cadets they train. Having three separate CTWs is amounting to
frittering away of resources. It is suggested that one establishment be
earmarked, be it OTA Gaya or one of the CTWs can be enlarged to
accommodate all TES cadets so that the CTW has an identity of its own. The
other two CTWs should then be closed down and centralised training

conducted for all TES cadets. It would optimise resources versus training
and improve interaction and cohesion among cadets.
Professional Training at Junior Officer Level
After commissioning, officers are trained by their respective arms and
services in their training establishments. Starting from Young Officers
Course, courses on Physical Training, Commando, Weapon Training, Field
Engineering, Mountain Warfare, Information Technology etc. are
conducted here for officers of all arms and services. Regular officers of
Engineers, Signals and EME undergo a programme of B.Tech at the
respective Category 'A' Establishments. This is done within first five to six
years of service. After about seven to nine years of service depending upon
the arms/services the officers belong to, they attend the Junior Command
(JC) Course at the AWC Mhow, followed by parent arm-specific junior
commanders courses at their respective arms and services Category 'A'
establishments.
Hereafter, officers go through a competitive examination for the Defence
Services Staff College (DSSC) Course or the Technical Staff Officers Course
(TSOC). In addition, Artillery has entrance examination for Long Gunnery
Staff Course (LGSC) while the Engineers, Signals and EME have
examinations for selection to M.Tech or equivalent courses. Officers who
pass such examinations and make it to the merit lists, undergo these
courses. Besides, there are provisions for Study Leave, Resettlement
Courses, Foreign Language Course and others.
Middle Level PME
After 14 to 16 years of service, selected officers at the rank of Lt Col are sent
to attend the Senior Command (SC) Courses at the AWC, followed by the
corresponding arm-specific courses at respective arms and services
training establishments. After command of a unit at around 20-22 years of
service, officers are selected for the Higher Command (HC) Course at the
AWC and the HDMC at the College of Defence Management (CDM). CDM is a
joint service training organisation where officers of all the three services of
around the same professional and age profile are trained.
Higher Level PME
After command of a brigade or equivalent formation, officers of the rank of

Brigadier and equivalent are selected for a course of 11 months at the NDC
at around 30 years of service. Ten officers of Army are also send to attend
the 10 months Advanced Professional Program for Public Administration
(APPA) Course at the Indian Institute of Public Administration.
The National Defence College
The NDC, New Delhi, conducts a 11 month course for around 100 officers of
the rank of Brigadiers or equivalent. 40, 12 and 6 officers from Indian Army,
Air Force and Navy are nominated for the course after a very strict selection
procedure undertake by each of the respective services. In addition, around
25 officers from foreign countries all over world also participate in this
prestigious course. Balance 17 participates are nominated from Indian
Administrative Service (IAS), Indian Police Service (IPS), Indian Revenue
Service (IRS), other Central Services (CS), the Defence Research and
Development Organisation (DRDO), and the Ordnance Factory Board
(OFB). Instructors come from the three services as also from the IAS and
Indian Foreign Service (IFS) cadres. Unlike students, there is no specified
selection criterion for instructors.
There are total of six studies in the course curriculum. These are Socio
Political Study of India, Economy and Science and Technology, International
Security Environment, Study of Global Issues, India's Strategic
Neighborhood and Strategies and Structures for National Security. In each
study, Integrated Analysis Groups are formed to critically analyse the issues
relevant to the particular study. The study is conducted in the form of group
discussion, presentation and written assignments. A similar institute, the
British Royal College of Defence Studies (RCDS), runs a similar course
divided into the following parts :-
l Term 1: Current and Future Strategic Context;
l Term 2: Conflict and Strategy in the Modern World;
l Term 3: Contemporary International Issues.
The NDC should be educating the future strategic leaders in terms of
strategy making, strategic leadership and civil-military relations. The
emphasis has to be on national military and defence strategies. The strategy
and leadership issues should have a common thread running through all
the six studies as it is being done at the RCDS. Presently, the most important
study of the course, 'Strategies and Structures for National Security' is
undertaken at the fag end of the course. It thus has its disadvantages in
terms of diminishing interest due to posting orders, thesis submission and
viva voce, other end of term activities and socialisation. An independent
body of experts outside the preview of NDC should evaluate the curriculum
and the method of instruction, compare with such institutions of the world
54
and suggest measures for further improvement.
Indian National Defence University( INDU)
The idea of INDU was first conceived in by the Chiefs of Staff Committee in
1967. After the 1999 Kargil War this idea was taken seriously when in 2002
the Government created a Committee on the National Defence University
(CONDU) headed by the late K. Subrahmanyam. It was to be established in
55, 56
seven years time (by 2008). ,
In 2010 the Cabinet gave an 'in principle' approval for setting up the
Defence University. Subsequently, a public sector undertaking, the
Educational Consultants India Limited (EdCIL-India) Limited was tasked
with preparing a Detailed Project Report (DPR), a blueprint explaining the
campus construction of the University, its acts and statutes, plans for faculty
development and the overall intellectual approach. In 2013, the then Prime
Minister, Manmohan Singh had laid the foundation for the nation's first
defence university at Binola in Gurgaon. The fact remains that even after so
many years the basic bill for establishment of the University has not been
put up in the parliament to pass. There is no informed discussion in open
domain about NDU. The CONDU Report and the report of EdCIL (India)
Limited remain classified. The excuse of 'security concerns' remains the
57, 58
biggest bugbear of Indian military education system.,
54
Prakash Menon (2015): Military Education in India: Missing the Forest for the Trees, Journal of
Defence Studies, Vol. 9, No. 4 October-December 2015, pp. 49-69.
55
Anit Mukherjee, Devesh Kapur, A fleeting Opportunity, The Hindu, 10 August 2016 available at :
http://www.thehindu.com/opinion/op-ed/Afleeting-opportunity/article14562307.ece
56
Harsh V. Pant, The art of war, We need to think creatively about the proposed defence university,
Indian Express, 19 August 2016.
57
Prakash Katoch, Defence university: Why INDU might end up as just another bureaucratic coup,
16 August 2016 available at : http://www.firstpost.com/category/india
58
Gautam Sen, Professional Military Education in India : The emerging Scenario, June 2013
available at : http://www.academia.edu/7933614/Professional_Military_Education_in_India_
The_emerging_Scenario

Challenges that a military university faces may be considered at three

levels59 :-
Ø The first level involves its status as an institution of national
governance and civil-military relations, including preparing
national leaders to handle the challenges.
Ø The second challenge involves its place in the armed forces and
within the Ministry of Defence, including the preparation of
military leaders as part of a force-generation plan and a
personnel development strategy. As national governments
mature and become well established, the military instrument
also gets regularised and well subordinated to the civil
authority. The focus of professional military education then
turns from the first to the second level.
Ø The third challenge involves preserving the capacity and
character of the university. This extends to academic
governance, faculty-management relations and external
relations with the university community at-large,
There are justifiable reasons for a clamour for civilian faculties in the NDU.
There are 29 Universities in India which have departments of defence
studies. The research output, faculty and profile of students in these
academic institutions are rather poor. Retired military officers with proper
education, intellectual abilities, experience in teaching and writing on
professional matters should be a good alternative to raise the level of
defence studies. There has to be a judicious mixture of expertise and
experience in imparting education.
Considering the inordinate delay and interference from various interest
seekers, it is high time to consider establishment of an 'Army University' as
it has been done in the USA in the forms of the Army University, Air
University, Naval Post-Graduate School and Marine Corps University.
Recommendations
If you are planning for the year ahead… plant rice; if you are planning for ten years… plant
trees; if you are planning for 100 years… educate people. - Chinese Proverb
59
U.S. Congress, House of Representatives, Committee on Armed Services, Report of the Panel on
Military Education of the One Hundredth Congress, 101st Cong., 1st sess. (Washington, DC: U.S.
Government Printing Office, 1989), v.

During World War I, George C. Marshall was chief of operations with the US
First Army in France. He taught in Army schools from 1927 to 1936. In 1939
he became the Army's Chief of Staff. Of his elevation to that position he
commented: “It became clear to me at age 58, I would have to learn new
tricks that were not taught in the military manuals or on the battlefield. In
this position I am a political soldier and will have to put my training in
rapping out orders and making snap decisions on the back burner, and have
to learn the new arts of persuasion and guile. I must become an expert in a
whole new set of skills.”
There should be a fundamental core curriculum programme which should
be taught at each level but adjusted appropriately for the level of education
and experience of the military personnel who attend the PME continuum.
This core curriculum would consist of the following 'Fundamental Five'60:
Ø History – Military, Civilisation and Cultural and Political History.
Ø Theory – Military, Political and International Relations.
Ø Geography.
Ø Operational Art.
Ø Strategy.
JCO/ NCO Education. For 1.3 million army there are only one Junior
Leader Academy (JLA) for JCOs and NCO Academy for NCOs. There is grossly
inadequate. More emphasis should be given for NCO's PME.
Encouragement should be given to NCOs for completing graduate degree by
Distance Education Programme. Notably, ex-servicemen (ESM) from Navy
and Air Force get disproportionate number for jobs reserved for ESM
compared to Army personal.
Distance Education. Out of 1800 to 2000 officers are commissioned in the
Army every year, only about 300 officers are selected for DSSC course.
Similarly there are only 58,92 and 11 vacancies for HC, HDM and Higher Air
Command Courses respectively. There are a very large number of officers
who are left out of the orbit of PME. Selection for the next ranks becomes
very narrow. Officers should be given opportunity to join these courses by
60
The Ryan Review, A study of Army's education, training and doctrine needs for the future
available at : http://hdl.voced.edu.au/10707/404547.

Distance Learning method. Duration may be double the period of

residential programs. However, the infrastructure must be created for
content management, facility, training aids, examination methods,
instructors and other details before starting such programme. Existing
infrastructure is not adequate and suitable for such a venture. The cost of
shifting to a purely distance education system is the loss of the bonding and
network building that takes place in a resident program. It is also more
challenging to recruit and retain a world-class faculty for a purely distance
education program. And while a large proportion of educational resources
are now online, not having access to a library or archives can be an obstacle
in distance education, albeit a declining one as more library and archive
resources go online.61
Enterprise Management. Army is a huge enterprise. To manage such a big
organisation officers with expertise on financial and project management,
human resource development, acquisition process, works procedure, land
management, information technology and cyber technologies etc. are
needed. Specific training modules for respective ranks and appointments
should be developed. Indian Armed Forces may like to look into the
organisations like Dwight D. Eisenhower School for National Security and
Resource Strategy (Eisenhower School), formerly known as the Industrial
College of the Armed Forces (ICAF) which is a part of the NDU of the USA.
Alternatively, CDM may be used for such courses duly augmented with
faculties from reputed business schools like Indian Institutes of
Management.62
Education at Unit and Formation Level. Commanders focus energy on
what their higher level Commanders deem to be most important. Presently,
responsibility of learning has been relegated to military learning
institutions. To fight future wars, responsibility for learning should be
shifted to the unit commanders. Lot of training activities are undertaken at
unit and formation level. The education component has to be increased in
61
Another Crossroads? Professional Military Education Two Decades After the Goldwater
Nichols Act and the Skelton Panel, U.S. House of Representatives Committee on Armed Services
Subcommittee on Oversight & Investigations April 2010 available at :
http://www.au.af.mil/au/awc/awcgate/congress/hasc_pme_report_6may2010.pdf
62
https://en.wikipedia.org/wiki/Dwight_D._Eisenhower_School_for_National_Security_and_Re
source_Strategy

this. The onus of education has to be taken by unit and formation

commanders.
Knowledge Management. The following should be available through
Intranet for officers to access :-
Ø Lectures, presentations given at different PME Institutions.
Ø Theses submitted by student officers.
Ø All the presentations/papers seminars organised at the behest
of Army Training Command (ARTRAC) at different Category 'A'
establishments.
Ø Course wise reading material.
Ø Professional Journals published by ARTRAC and Category 'A'
establishments.
Only unclassified papers, which make up for more than 95 percent of the
above list should be put in Intranet. There are problems of accessibility of
Army Intranet at homes, downloading in a media and other security issues
which need to be resolved.
Institutional Support. A knowledge portal, 'Indian Strategic Knowledge
Online', available at: http://indianstrategicknowledgeonline.com/, and a
blogsite on 'Indian Strategic Studies' available at:
http://strategicstudyindia.blogspot.in/ which are being accessed by
scholars all over the world, are being maintained on daily basis by the
author single handedly. This is an example of what can be done. This type of
initiative undertaken by institutions with due institutional support can
yield much better results. The PME establishment must remain connected
with the alumni for their professional development. As Senior Directing
Staff (Army) at the NDC, New Delhi, the author initiated a process of sending
to all its alumni by e-mail, monthly newsletters containing scholarly papers
and articles (links to these papers) on matters of strategic interest. The
concerned staff was also trained. After about six months of sending monthly
newsletters, this initiative died its natural death due to lack of institutional
support. To be sure, building a knowledge network is complex and takes
much time, effort, and intellectual energy; but when completed that would
turn to be one of the most powerful integrative tools for practitioners of
military art.

Army University. Even after so much time having elapsed after the Prime
Minister had laid the foundation stone of the INDU, the basic action of
passing the bill in the Parliament has not yet been completed. Within the
ARTRAC, Army's colleges, institutes, schools and training centers provide
high quality education and training to soldiers from across the world. This
system however is not optimal to develop the critical and creative thinkers
who the Army requires in the future. To cater for its educational needs and
due accreditation, Army must initiate the process of creating an Army
University. Since most of the infrastructure is already available, this would
be easy and cost-effective. The organisation of US Army University is given
at Appendix 'B’63.
Academic Research and Scholarly Publications. The research activities
in Army educational institutes are poor. Every Category 'A' establishment
has a Faculty of Studies. These faculties must be made accountable. To man
these, qualified personnel may be employed permanently or on a contract
basis. Army must create a publishing house for publication of the research
papers and journals. This should conform to the established standards of
professional journals.64
Permanent Civilian Faculty. Category 'A' establishment may think of
employing appropriate subject matter experts in the form of permanent
civilian faculty. Employing experts on deputation or getting retired defence
service officers with expert knowledge and experience may be explored.
Study of Military History, Social Sciences, Ethics, Geography etc. Very
little emphasis is given to learn Military History, Social Science, Ethics,
Values, Geography etc. These should be given due importance.
Language. Rather than giving importance to learning language like
French, Spanish, Garman etc. due impetus must be given to learning
language like Chinese, Pashtu, Balti and others, as used in Jammu &
Kashmir, or the languages used in insurgency areas of North East. The
human resource management issues of learning, posting, career interests
should be taken care of.
63
Strategic Business Plan for the Army University available at :
http://armyu.army.mil/sites/default/files/documents/20150331_SIGNED_FINAL_Strategic_B
usiness_Plan_for_the_%20Army_University(Unrestricted).pdf
64
Johnson-Freese and Kelley, Meaningful Metrics for Professional Military Education JFQ 84, 1st
Quarter 2017.

Selection of Institutional Heads. Commandants of prestigious institutes

like NDC, DSSC, CDM, AWC should be chosen deliberately. Being a three star
general does not necessarily make one a good Commandant of learning
institutions.
Jointmanship. Through this aspect is beginning to be given importance,
much more is required to be done in today's era of Multi Domain Battle.65
Competencies of Officers. There is no identified set of competences for
officers. Army must lay down what competencies it expects of its officers
during various stages of their careers. The PME institutes need to assess
proper course lengths for the competencies taught in these institutes. US
Navy and US Marine Corps have identified the competencies expected out
of officers. These are given at Appendix 'C'
Lessons Learned. The character of warfare is changing. In the
asymmetric nature of the current conflicts, where the way to fight is on the
battlefield of the mind and intellect, in which the target is the 'will' and
perception of the people. Lessons Learned is an important aspect of
capturing knowledge and experience gained during the conflicts and the
CI/CT operations. There is a need to quickly translate the 'lessons learned'
from the battlefield to the classroom. Modern technology provides the
means to ensure that such lessons are better disseminated. The 'Lessons
Learned Cell' at the ARTRAC can attend to this task. In CI/CT environment it
is important to quickly send back the lessons learned in each particular
operation within a time frame of say 72 hours, to all in the operational areas
so that valuable lessons are taken cognisance of . This process should be
66
institutionalised.
Models of the School of Advanced Military Studies and Advanced
Strategic Art Program. Like the US Army War College, a small section from
each DSSC Course may be selected to put them through a ten month
65
Sydney J. Freedberg JR, Army's Multi-Domain Battle Gains Traction Across Services: The Face Of
Future War, March 13, 2017 available at : http://breakingdefense.com/2017/03/armys-multi-
domain-battle-gains-traction-across-services/
66
Moore, S., USMC Approach To Professional Military Education, Briefing for Director General
Training, 11 March 2016.

graduate degree level education program on how to appreciate military

art.67
Entrance Test. For entry into DSSC there is a competitive examination.
Officers are nominated for all other courses except M. Tech and LGSC
courses. Study may be done weather there is a requirement of examination
for HC, HDMC and NDC courses.
Cost. No cost-benefit evaluation of training is carried out. Return from the
investment must be known.
Train the Trainer. There should be formalised 'train the trainer' program
before an instructor starts talking classes. Trainers could be sent to
professional organisations to enhance their knowledge and skill for
imparting better instruction.
Encouraging Study. Field Marshal Slim said “There is no-one who cannot
vastly improve their leadership through study.” Leaders must possess a
profound personal commitment to their own journey of developing
professional mastery. They must read constantly to keep themselves
abreast of their profession, but also in other related areas that might
broaden their thinking. Those who lead and seek to lead must also build and
maintain a professional library. This provides a ready set of references, and
is a visible sign of commitment to the profession.
Conclusion
"Victory smiles upon those who anticipate the changes in the character of war, not upon those
who wait to adapt themselves after the changes occur." - Giulio Douhet
Training and education are not mutually exclusive. Education complements

training and experience, thus enabling officers to apply appropriate
judgment to situations in a complex strategic environment. The general
model for developing military leaders consists of a combination of PME,
training and experience along with mentoring and self-development. PME
should be stimulating, interesting and thought provoking. Army must try to
be a learning organisation. Competing demands make it difficult to
accommodate the need for the requisite PME, training and experience
which have to be overcome. Senior officers of today must acquire a
67
Brigadier General Huba Wass de Czege, U.S. Army, Retired, The Need for Advanced Military
Study, Military Review , July-August 2009

sophisticated understanding of the integration of all elements of national

power (military, diplomatic, economic and informational) in the pursuit of
the national objective in a particular situation. A habit of reading, writing
and speaking must be inculcated in the officers' education programme.
PME is a well established system in our Armed Forces. The Army's current
approach to educational training has many strengths. It delivers excellent
training to its people, has good quality instruction. The infrastructure in
support of training is excellent. However, the global security
environmental, situation in strategic neighborhood and internal security
situations are experiencing rapid changes. There are large number of new
technologies available today for educational purpose. There is a need to
review the entire PME system for harnessing its holistic effectiveness.
***

Appendix 'A'
Examples of Distance Education
The Naval War College offers four professional military education (PME)
courses delivered via the Navy Knowledge Online Portal for officers,
enlisted and Department of Navy civilians. These courses are designed to
provide learners with a regular worldwide PME experience at milestones in
their careers. Dynamic and engaging, these courses are designed to
increase professional knowledge, hone understanding of the art of naval
science and joint operations, and enable the service member to effectively
engage in the joint environment.
[To find NWC's Online PME courses within Navy eLearning, simply:
- Click on the "Course Catalog" tab near the top-left side of your Navy eLearning
homepage.
- Select the "U.S. Naval War College/Senior Enlisted Academy Professional Military
Education" link.
- Select the Naval War College" link. Remember that a link for requesting a course
completion certificate also resides on this page.
- Select the "Professional Military Education" link.
- Select the course you desire and proceed with enrollment.]

Appendix 'B'
The Structure of US Army University

Appendix 'C'
Competencies of Military Officers
Summary of the desired qualities of the 21st Century Warrior has been
given out by Naval Postgraduate School as follows :-68
Ø Highly competent soldier, sailor, airman, or Marine;
Ø Understands the role of the military in a democratic society;
Ø Possesses high quality of character: moral and ethical strength,
devotion to duty and honor, honesty, dedication, and loyalty;
Ø Possesses well-developed leadership and analytical skills;
Ø Capable of integrating and synthesising broad concepts;
Ø Capable of quickly adapting to and coping with novel situations;
surmounts uncertainty, ambiguity, and indeterminacy;
Ø Possesses technological sophistication. Computer literate,
familiar with space operations, versed in systems engineering,
capable of comprehending the application of existing and
emerging technology to warfare, familiar with information
processing structures and quantitative assessment techniques
and methodology, knows the limitations of technology;
Ø Works comfortably with and knows other service cultures
;Ø Knows the impact of national culture on military operations;
Ø Possesses a cultivated intelligence of both the science and art of
war. Topical areas fall on a continuum of influences which
include the future national security environment, the status of
civil-military relations, the concept of "jointness," the political
and historical considerations of war, strategy, operations, and
tactics employed, the range of military operations,
organisational dynamics, defense financial management,
strategic planning, change management, community and media
relations, and innovation.
The US Marine Corps has enunciated that Marine officers will need a
68
Naval Postgraduate School – Office of Naval Research Conference on Professional Military
Education for the 21st Century Warrior, For NPS Presentation at the Military Education
Coordinating Committee (MECC).

greater variety of skills and a wider breadth of knowledge to meet the

69
challenges they confront, both in peace and in war. Today's officers must:-
Ø Think critically, whether confronting concrete or abstract
problems;
Ø Express themselves, both orally and in the written form, clearly
and effectively in a diverse set of circumstances and before a
wide range of audiences;
Ø Understand national security strategy and policy as well as the
responsibilities of other agencies of the federal government;
Ø Be proficient in their military specialty, Marine Air Ground Task
Force (MAGTF) operations and how they fit into joint,
international, and interagency operations;
Ø Appreciate the roles that international organisations, non-
governmental agencies, and the private sector play in military
operations, especially in the emerging security environment;
Ø Coordinate, where needed, the employment of military
capabilities with the other elements of national power;
Ø Understand and appreciate the value of their profession's
history;
Ø Master counterinsurgency operations, and operations in
nuclear and biological environments; and
Ø Understand the principles of communications and network
theory, system architectures, and the effective use of
information management tools that enable such mastery.
The Chairman of the Joint Chiefs of Staff (CJCS) too has published his six
70
Desired Leader's Attributes. They are: -
69
General Charles E. Wilhelm, USMC (Ret), Chairman, et al, U. S. Marine Corps Officer Professional
Military Education 2006 Study and Findings available at :
http://www.marines.mil/Portals/59/Publications/U.S.%20Marine%20Corps%20Officer%20
Professional%20Military%20Education%202006%20Study%20and%20Findings.pdf
70
Desired Leader's Attributes, CJSC, 2014-2017, Charman's Joint Training Guidance, Also see The
Joint Training System: A Guide For Senior Leaders, 5 May 2015 , available at
:http://www.dtic.mil/cjcs_directives/cdata/unlimit/g3501a.pdf

Ø The ability to understand the environment and the effect of all

instruments of national power;
Ø The ability to anticipate and adapt to surprise and uncertainty;
Ø The ability to recognise change and lead transitions;
Ø The ability to operate on intent through trust, empowerment
and understanding ( Mission Command);
Ø The ability to make ethical decisions based on the shared values
of the Profession of Arms;
Ø The ability to think critically and strategically in applying joint
warfighting principles and concepts to joint operations.

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2011.
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11. Nicholas Murray, “The Role of Professional Military Education in Mission
Command,” Joint Force Quarterly 72 (1st Quarter 2014), available at
http://ndupress.ndu.edu/Portals/68/Documents/jfq/jfq-72/jfq-72_10-
13_Murray.pdf .
12. Cuccolo and Betros; Charles E. Wilhelm et al., U.S. Marine Corps Officer

Professional Military Education 2006 Study and Findings (Quantico, VA: Marine
C o r p s U n i v e r s i t y, 2 0 0 6 ) , a v a i l a b l e a t
www.mcu.usmc.mil/SACS1/PME/U.S.%20Marine%20Corps%20Officer%20P
rofessional%20Military%20Education%202006%20Study%20and%20Findi
ngs%20(Wilhelm%20Study).pdf .
13. Thomas E. Ricks, 10 things I don't get about PME, Foreign Policy, January
31, 2013 available at : http://foreignpolicy.com/2013/01/31/10-things-i-
dont-get-about-pme/
14. Dr. Leonard Wong, Dr. Stephen J. Gerras, Lying to Ourselves: Dishonesty in the
Army Profession, Strategic Studies Institute and U.S. Army War College Press,
F e b r u a r y 1 7 , 2 0 1 5 a v a i l a b l e a t :
http://www.strategicstudiesinstitute.army.mil/pdffiles/PUB1250.pdf
15. Future Strategic Priorities For Professional Military Education: A Practitioner
Perspective
16. Georgia, Japan, Kuwait, Nigeria, Norway, Pakistan, Qatar, Singapore, and the UK
a v a i l a b l e a t :
https://www.kcl.ac.uk/sspp/departments/dsd/research/researchgroups/c
meo/index.aspx
17. In 1989, then–House Armed Services Committee Chairman Les Aspin
appointed then-Congressman Ike Skelton to lead a panel to conduct an
assessment of military education. This panel developed the key
recommendations that later became the requirements, standards, and learning
areas set in the Chairman's policy for officer joint professional military
education.6 1. U.S. Congress, House of Representatives, Committee on
Armed Services, Report of the Panel on Military Education of the One
Hundredth Congress, 101st Cong., 1st sess., 1989, no. 4, available at
http://catalog.hathitrust.org/Record/007602201 . Hereafter, the Skelton
Report.
18. Ike Skelton, “JPME: Are We There Yet?” Military Review 77, no. 1
(January–February 1997), pp 6-7.
19. Joan Johnson-Freese, Teach Tough, Think Tough: Why Military Education Must
C h a n g e , J u n e 1 5 , 2 0 1 1 a v a i l a b l e a t :
http://breakingdefense.com/2011/06/teach-tough-think-tough/v
20. David Last, Picking Leaders for Professional Military Education, Centre For
Security Governance, SSR 2.0 Brief Issue No. 6, October 2016.
21. Thomas E. Ricks, Slightly 'steamed,' Gen. Scales explains his criticism of the
military's war colleges, Foreign Policy, May 11, 2012 available at :
http://foreignpolicy.com/2012/05/11/slightly-steamed-gen-scales-explains-
his-criticism-of-the-militarys-war-colleges/ .

22. Charles D Allen, Redress of Professional Military Education: The Clarion Call,
issue 59, Joint Forces Quarterly, 4th quarter 2010.
23. Steven Metz, Strategic Horizons: U.S. Professional Military Education on the
Chopping Block, 17 Apr 2013.

VIF PUBLICATIONS IN PRINT
Title Author Year

Towards A Stable Afghanistan: The Way A report of Joint Working Jan. 2012
Forward Group of VIF & RUSI
Nepal: Contemporary Political Scenario C D Sahay Oct. 2012
and Portents for Future
China’s Strategic Posture in Tibet VIF Fellows Oct. 2012
Autonomous Region and India’s
Response
India: Internal Security Challenges and Prakash Singh Jun. 2013
Responses
Chinese Intelligence : From a Party Ajit Doval, KC Jul. 2013
Outfit to Cyber Warriors
Durand Line: History, Legality & Future Arka Biswas Sept. 2013
India: Strategic Challenges and Amb Kanwal Sibal 2013
Responses
VIF JINF Joint Study Launched - VIF & JINF Jun. 2013
Framework for Indo-Japanese Strategic
Partnership and Cooperation
The Communist Party-PLA Equation in Lt Gen Gautam Banerjee Dec. 2014
China
ZARB-e-AZB: An Evaluation of Pakistan Sushant Sareen Dec. 2014
Army’s Anti-Taliban Operations in North
Waziristan
The Shanghai Cooperation Prof Nirmala Joshi Oct. 2015
Organization: An Assessment
China- One Belt & One Road Initiative: Prof Gautam Sen Jan. 2016
Strategic & Economic Implications
Corridor Calculus : China Pakistan Sushant Sateen Mar. 2016
Economic Corridor and China’s
Comprador Investment Model in
Pakistan
China’s 21st Century Maritime Silk Cmde Gopal Suri Mar. 2016
Road Old String with New Pearls

Title Author Year

Russia, Europe and The United States: Dr. Harinder Sekhon Jul. 2016
Emerging Power Play
Awaiting RMA : Indian Army Strategic Lt. Gen. Davinder Kumar Oct. 2016
Gaps in India’s Net Centricity What is
Cyber Security? Status and Challenges:
India
Freebies and Good Governance B. P. Singh Oct. 2016
Sino-Indian Boundary Dispute and Indo- Maj. Gen V. K. Shrivastava Oct. 2016
Centric Reflections on China’s Military
Capabilities, thoughts and Options in the
Near Future
Terror Financing and The Global CTF C D Sahay & Abhinav Jul. 2017
Regime Pandya
Russian, Chinese and American Nirmala Joshi Aug. 2017
Interplay in Central Asia and
Afghanistan : Options for India
Russia’s Evolving Equations with the Dr Harinder Sekhon Sep. 2017
USA and China: Implications for India
Weapons and Missiles in the Indian Maj Gen P K Chakravorty, Sep. 2017
Environment VSM (Retd)
Professional Military Education - Maj Gen P K Mallick, Sep. 2017
An Indian Experience VSM (Retd)
Balochistan: Forgotten War, Foresaken Sushant Sareen Sep. 2017
People
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VIVEKANANDA INTERNATIONAL FOUNDATION

Professional Military Education -

Maj Gen P K Mallick, VSM (Retd)

Occasional Paper September 2017

© Vivekananda International Foundation (VIF), September 2017

Designed & Printed by Krish Printers, New Delhi

All rights reserved. No part of this may be reproduced or utilized in any

Maj Gen P K Mallick, VSM (Retd)

Maj Gen P K Mallick, VSM (Retd)

Maj Gen PK Mallick, VSM (Retd) is a graduate of Defence Services

As they progress from tactical leadership to the strategic level, PME

In this Monograph, the author, an astute military theorist, has carried

Maj Gen P K Mallick, VSM (Retd)

Professional Military Education (PME) has always been a critical

After Catastrophic defeat of Prussia in 1806 by Napoleon, Prussian senior

Vivekananda International Foundation

Vivekananda International Foundation

placed due importance to people posted to the faculties of PME institutions.

Training is used when the goal is to prepare a leader to execute specified

Vivekananda International Foundation

fundamentals of tactics, technology and leadership. Learning must be a

Figure 1. Levels of War and associated training establishments

A training solution cannot be achieved without an educative framework to

Vivekananda International Foundation

military purposes, 'education' and 'training' as two different activities is

Figure 2. Training and educational development during a career

Vivekananda International Foundation

It is important then to examine how these lessons are reflected in the

The term strategic corporal refers to the devolution of command

Vivekananda International Foundation

In addition to traditional war fighting army leaders at all levels should be

Vivekananda International Foundation

Vivekananda International Foundation

Advanced Military Studies at the intermediate level and Advanced Strategic

Vivekananda International Foundation

Ø A deficit in the understanding of strategy.

Vivekananda International Foundation

and politics is counterproductive. The effort to remain a political may lead

Vivekananda International Foundation

operational and tactical training. However, only the study of military

Vivekananda International Foundation

Vivekananda International Foundation

the battle. Soldier's lives had to be expended to find these commanders.

Vivekananda International Foundation

Vivekananda International Foundation

Vivekananda International Foundation

Vivekananda International Foundation

learning which exploits trials and takes into account Information

Vivekananda International Foundation

Vivekananda International Foundation

The National Skill Development Agency (NSDA) is an autonomous body

Vivekananda International Foundation

the private security industry is able to offset to a certain extent the

Vivekananda International Foundation

Rigours of Strategic Intellect

Vivekananda International Foundation

Vivekananda International Foundation

Vivekananda International Foundation

command in the future no favors by not holding them to account. Finally, we