JCGSC 2022-2023 Final

Joint Command and General Staff Course
Course Plan 2022-2023

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Joint Command and General Staff Course Baltic Defence College
Contents
Contents .................................................................................................................................................................. 3
Course Director’s Foreword ................................................................................................................................. 5
Course Director’s Foreword ................................................................................................................................. 6
1.0 About the Joint Command and General Staff Course ................................................................................. 7
1.1 Outline ........................................................................................................................................................... 7
1.2 Aim of the JCGSC ......................................................................................................................................... 8
1.3 Course Objectives and Learning Outcomes .................................................................................................. 8
1.4 Admission Requirements .............................................................................................................................. 9
1.5 Code of Conduct............................................................................................................................................ 9
2.0 Curriculum and Curriculum Flow ............................................................................................................... 10
2.1 General ........................................................................................................................................................ 10
2.2 JCGSC Modules and other Educational Components ................................................................................. 10
JCGSC Initial Unit .................................................................................................................................. 11
Module 0 Foundation .............................................................................................................................. 12
Module 1: Leadership and Command ..................................................................................................... 12
Module 2: Security and Strategy ............................................................................................................. 13
Module 3: Fundamentals and Components ............................................................................................. 13
Module 4: Defence Planning and Management....................................................................................... 14
Module 5: Project Management .............................................................................................................. 15
Module 6: Operational Law .................................................................................................................... 15
Module 7: Allied Joint Operations .......................................................................................................... 16
Module 8: Media Communications ......................................................................................................... 16
Module 9: Operational Level Planning ................................................................................................... 17
Module 10: Managing Contemporary Crisis ........................................................................................... 17
Module 11: Combined Joint Staff Exercise JOINT RESOLVE .............................................................. 18
Module 12: Innovation and Military Technology ................................................................................... 19
International Study Trip .......................................................................................................................... 19
Research Project ...................................................................................................................................... 20
2.3 Electives ...................................................................................................................................................... 21
Elective Topics and Selection ................................................................................................................. 21
Elective 1 ................................................................................................................................................. 21
Elective 2 ................................................................................................................................................. 24
2.4 Conferences ................................................................................................................................................. 28
3.0 Educational Framework ............................................................................................................................... 29
3.1 Introduction ................................................................................................................................................. 29
3.2 Educational Charter ..................................................................................................................................... 29
3.3 Educational Components and Methods ....................................................................................................... 30
3.4 Master’s Degree in Military Leadership and Security ................................................................................. 33
3.5 Team Building Athletics ............................................................................................................................. 33
4.0 Organisation of the Joint Command and General Staff Course ............................................................... 34
4.1 Key Faculty ................................................................................................................................................. 34
4.2 Student Representation ................................................................................................................................ 34
4.2.1 Class Leader ................................................................................................................................... 35
4.2.2 Syndicate Leader ............................................................................................................................ 35
4.2.3 Task Leader .................................................................................................................................... 36
4.2.4 Class Assistant................................................................................................................................ 36
4.2.5 Additional Functional Roles and Representation ........................................................................... 36
4.3 Student Responsibilities .............................................................................................................................. 36
Course Plan 2022-2023 Contents 3

Baltic Defence College Joint Command and General Staff Course
5.0 Student Assessment System .......................................................................................................................... 37

5.1 Introduction ................................................................................................................................................. 37
5.2 Assessment Process ..................................................................................................................................... 37
5.3 Assessment of Student Academic Ability ................................................................................................... 38
5.3.1 Re-Assessment Policy .................................................................................................................... 38
5.3.2 Appeal Policy ................................................................................................................................. 39
5.3.3 Academic Misconduct .................................................................................................................... 39
5.4 Assessment of Qualities and Capabilities .................................................................................................... 39
5.4.1 Mentoring by Syndicate Guiding Officers ..................................................................................... 41
5.4.2 Individual Development Planning .................................................................................................. 41
5.4.3 Performance Review ...................................................................................................................... 41
5.5 Graduation Process and Requirements ........................................................................................................ 42
5.6 JCGSC Awards ........................................................................................................................................... 42
6.0 Course Evaluation Process............................................................................................................................ 43
6.1 General ........................................................................................................................................................ 43
6.2 Course Evaluation System........................................................................................................................... 43
ANNEX A | Abbreviations .................................................................................................................................. 44
ANNEX B | JCGSC Key deliverables/Assessment ............................................................................................ 45
ANNEX C | JCGSC Key deliverables/Assessment............................................................................................ 46
ANNEX D | Curriculum Flow – First Semester ................................................................................................ 47
ANNEX E | Curriculum Flow – Second Semester ............................................................................................ 48
4 Contents Course Plan 2022-2023

Course Director’s Foreword

Dear JCGSC students,
Congratulations on being selected for the Joint Command and General Staff Course (JCGSC) of the
2022-2023 academic year, and welcome to the Baltic Defence College (BALTDEFCOL) in Tartu.
Undoubtedly, you all have been working hard to get here; however, please understand that this is not an
end goal but rather a significant step forward in your career. Now, you have to focus your attention on
studying to successfully graduate from the course and continue with your perspective careers. Your
national authorities view the completion of the course as an investment in strengthening your respective
country’s defence. Therefore, your superiors expect you to do your best to acquire joint-level education
that ensures the continuity and progress of your military organisations.
The BALTDEFCOL is organised to support your authorities’ expectations and provide you with quality
residential studies which are delivered as intensive, face-to-face academic seminars. The
BALTDEFCOL is a mature, internationally respected educational institution with over 20 years of
experience teaching various military-related topics and themes and preparing future military leaders.
The BALTDEFCOL is internationally recognised as a Professional Military Education institution with
expertise in the realms of NATO regional security and Russia. The College consists of a team of like-
minded, study-oriented people – faculty and staff, both civilian and military – all of whom you will
meet in corridors, during lectures, on field trips, and at countless other events and activities. As JCGSC
students, you will have an opportunity to enrol in a Master’s programme in Military Leadership Studies
provided by the National Defence Academy of Latvia. With the support of the faculty, mainly with the
help of your designated Syndicate Guiding Officers, you will develop your leadership, communication,
critical thinking, problem-solving, and military writing skills throughout the course. You will receive
more information on this in due time.
Let me briefly elaborate on what is expected from you to be successful throughout the course:
1. Read. Without reading, you are an inadequate participant in your syndicate activities. Reading
establishes a base for being active and provides you with ideas and factual material. Reading efficiently
with comprehension and healthy criticism is an essential skill and competency for those who make
decisions and offer informed recommendations to others.
2. Be active, ask questions, and share what you know and/or find out with your fellow students and
instructors. Help other students and faculty and provide advice, support, and feedback. Assume the lead
role if no one else does.
3. Write. Do not be afraid to write with mistakes. Skill comes with practice. Before writing, make sure
that you understand all the requirements. The ability to write well with purpose, clarity, and precision
reflects the quality of thinking. Leaders must be able to formulate well-reasoned arguments that are
sustained by evidence and analysis to enable a particular action, decision, or course of action.
4. Avoid plagiarism and any other forms of cheating, as this carries serious consequences. Do not use
or present the work of others as your own. What constitutes academic misconduct will be explained in
the beginning and monitored throughout the course.
5. Expect the unexpected. The current environment is often characterised as volatile, uncertain,
complex, and ambiguous (VUCA). The war in Ukraine, millions of refugees flowing to Europe,
intimidation, propaganda, and hybrid warfare waged in the region by Russia and Belarus, conflict in
Nagorno-Karabakh, a world in quarantine due to COVID-19 are perfect examples of VUCA. The
BALTDEFCOL faculty have had to adapt to this changing world and proceed with education through
different modes and methods of education other than solely sitting in the classroom and listening to
lectures.
Course Plan 2022-2023 Course Director’s Foreword 5

Course Director’s Foreword

Be prepared for active teaching involving challenging discussions, research, case studies, and various
syndicate activities. Prepare to experience different learning environments, such as distance learning,
via interactive internet-based intellectual settings. Whatever may happen, expect challenges, be ready
to adapt and focus on education.
While studying, do not forget to take the opportunity to relax and spend quality time with your
colleagues and families, explore the region and learn more about the local culture and that of other
nations represented in the College. After all, the professional relationships that you forge in the
BALTDEFCOL will stay with you for a long time.
I am looking forward to personally welcoming you to the College!
ANDRIEJUS GRACHAUSKAS
Colonel (LTU A)
Course Director
6 Course Director’s Foreword Course Plan 2022-2023

1.0 About the Joint Command and General Staff Course

1.1 Outline
The JCGSC is a uniquely multinational course that brings together many nations each year. The course
runs for ten months.
The main focus of the course is at the operational level, with a strong emphasis on Allied Joint
Operations across a full spectrum of operations. The JCGSC is highly demanding, and students will be
required to conduct individual research and participate in a range of lectures, discussions, and syndicate
work. Two study trips complement the main modules of the curriculum, and staff rides are organised
during the year – one of which is embedded in the module Fundamentals and Components, the other
will be organised as part of the Baltic Defence Study Trip. The course culminates in a major exercise
(Combined Joint Staff Exercise JOINT RESOLVE) focused on NATO Article 5 operational planning
and execution. In 2023, Ex JOINT RESOLVE will be conducted in partnership with the War Studies
University of Poland and organised in Estonia. In addition, students will participate in conferences and
roundtable seminars organised by the College and may have the opportunity to attend a number of
academic events outside the College premises.
Students are expected to spend around 27 hours preparing for the course by completing an Advance
Distributed Learning (ADL) online module called ‘Initial Unit’, reading certain material prior to their
arrival and during the course in accordance with the deadlines specified on Learning Management
System (ILIAS).
During the course, each working day comprises an average of six academic hours of classroom activities
(1 academic hour = 45 minutes), and the average week in total consists of 27 contact hours. Students
are also expected to spend an average of three hours a day and five hours on weekends on individual
and preparatory work. The duration of classroom activities and plenary sessions is modified to meet the
requirements of specific educational activities (for example, during exercises or the Operational
Planning module) or provide the opportunity for students to meet high-level officials or academics.
These changes will be reflected in the weekly schedules.
For most of the course, students follow a core curriculum, which includes topics such as leadership and
command, operations, international security and strategy, defence, and project management. The course
also offers electives on various topics, which have proved to be an attractive element of adult education.
There are two periods and types of electives offered during the course – the first focuses on the strategic
environment and international security challenges in the region, and the second is used to facilitate
preparation for the upcoming combined joint staff exercise by focusing on some functional areas and
specific topics. Electives are delivered by the College faculty and additional electives are offered in
close cooperation with the Centres of Excellence in the Baltic states and beyond.
Students can earn a Master’s degree in Military Leadership and Security. The programme, accredited
by the Latvian Ministry of Education and Science, is implemented by the BALTDEFCOL in close
partnership with the National Defence Academy of Latvia (see more information on page 33).
Throughout the course, Leadership, Critical Thinking, and Communication skills will be nurtured as
golden threads permeating all aspects of education.
Course Plan 2022-2023 1.0 About the Joint Command and General Staff Course 7
1.2 Aim of the JCGSC

The JCGSC provides Professional Military Education (PME) focused at the operational level. The
purpose of the course is to develop and educate officers and civil servants to thrive in multi-service and
international joint staff and command positions, addressing complex security challenges from the Baltic
and Euro-Atlantic perspectives.
1.3 Course Objectives and Learning Outcomes

The delivery of education through the JCGSC is organised to help students develop a series of skills,
competencies, and knowledge that build upon each other towards the culmination point, enabling
graduates to:
Apply proven military and business leadership and management methods to solve complex, relevant,
and current problems in the contexts of operational art, defence planning, and project management
within multinational staffs and organisations.
This course objective is supported by and achieved through all educational components,
particularly by: Leadership and Command, Research Project, Security and Strategy,
Defence Planning and Management, Project Management, Operational Level Planning,
Managing Contemporary Crisis, Combined Joint Staff Exercise JOINT RESOLVE,
Innovations and Military Technology (IMT), selected topics from Elective 1, and the
Annual Conference on Baltic Military History.
Apply the fundamentals of critical thinking within academic and professional contexts in order to
evaluate and solve complex problems and apply effective communication skills.
This course objective is supported by and achieved through all educational components,
particularly by: Leadership and Command, Security and Strategy, Research Project,
Defence Planning and Management, Media Communications, Combined Joint Staff
Exercise JOINT RESOLVE, Annual Conference on Baltic Military History, Annual
Conference on Russia.
Evaluate the driving forces of the international security environment and the contemporary forms of
war and violence and analyse the national and international dimensions of the Baltic states’ security and
defence policies.
This course objective is supported by and achieved through the following educational
components: Research Project, Security and Strategy, Baltic Defence Study Trip, Managing
Contemporary Crisis, Elective 1, selected topics from Elective 2, Annual Conference on
Russia and International Study Trip.
Analyse the manifold dimensions of the conduct of combined, joint operations in national and allied
environments and apply the Operational Planning Process principles in NATO Article 5 and Non-
Article 5 scenarios/operations.
This course objective is supported by and achieved through the following educational
components: Fundamentals and Components, Operational Level Planning, Allied Joint
Operations, Operational Law, Managing Contemporary Crisis, Combined Joint Staff
Exercise JOINT RESOLVE, Leadership and Command, Research Project, Security and
Strategy, Elective 2 and International Study Trip.
Each module, elective, or additional educational component has a predefined aim, learning outcomes,
and educational methods that facilitates achievement of the module-level aims and learning outcomes
as well as enables students to reach higher course level objectives and seek synergies between modules
and educational components.
8 1.0 About the Joint Command and General Staff Course Course Plan 2022-2023
1.4 Admission Requirements

Students attending the course should:
 Hold the rank of:
− Army/Air Force/Special Operations Forces: Major (OF-3) or Lieutenant Colonel (OF-4)
− Navy: Lieutenant Commander (OF-3) or Commander (OF-4)
 Have successful leadership experience
 Have strong promotion potential
 Be proficient in battalion/squadron-level operations with a strong understanding of combined arms
 NATO countries: hold NATO Confidential clearance
 Non-NATO countries: hold PfP Confidential security clearance
 Have computer skills – proficiency in Microsoft Windows, Word, Excel, and PowerPoint
 Have English language level 3232 (according to NATO STANAG 6001 or an equivalent test). A
proficiency certificate should be provided to the Registrar upon arrival (mandatory)
 Meet respective states’ armed forces physical and medical requirements
Security clearances may be required for participation in selected exercises or study trips.
At the beginning of the course, the BALTDEFCOL will conduct English language assessments using
an English language placement test. Failure to pass the language test leads to withdrawal from the
course.
1.5 Code of Conduct

While students and faculty are expected to support and use the military chain of command as practised
in the College, the BALTDEFCOL maintains an open-door policy, and students are free to take
advantage of this policy as needed.
The College has a Code of Conduct that all members of staff and students are expected to abide by. The
Code of Conduct holds the following principles:
Respect
• People (listen to everyone) Openness
• The multinational environment • Have no hidden agendas
• Remember that students are colleagues • Get input before decision
• Use the chain of command • Talk to, not about people
• Make decisions at the right level
• Show loyalty to decisions
Responsibility Having Fun

• Be professional – Lifetime learning • Involve families
• Express your opinion • Encourage socialising to do
• Use common sense things together
Course Plan 2022-2023 1.0 About the Joint Command and General Staff Course 9
2.0 Curriculum and Curriculum Flow
2.1 General
The JCGSC spans one academic year, including administration time and holidays. The curriculum
consists of two semesters (August-December; January-June), including twelve modules, two elective
periods, and the Research Project. The elective periods will have a series of topics for students to choose
from individually to tailor their educational experience. In addition, there is an Initial Unit (e-learning),
which must be completed in accordance with the stated deadlines. Additionally, two study trips support
the educational requirements of selected modules and offer discussions with various experts and visits
to the military, academic, and historical sites.
The curriculum is delivered through structured modules and electives, which are designed units of a
particular subject of education, lasting between one and five weeks. Module and Elective Coordinators
are responsible for the course modules; they organise and/or facilitate the teaching of their
modules/electives and the assessment process. For the key deliverables, see Annex B, and for exact
curriculum flow, see Annex C.
The curriculum is delivered by the three departments at the College: the Department of Military Studies
(DMS); the Department of Political and Strategic Studies (DPS) and the Department of Leadership and
Management Studies (DLMS), and is supported by guest speakers. Several modules and electives are
conducted in close cooperation with the University of Tartu, Centres of Excellence, and many other
permanent cooperation partners.
2.2 JCGSC Modules and other Educational Components
M0 Foundation Module
M1 Leadership and Command
M2 Security and Strategy
M3 Fundamentals and Components
M4 Defence Planning and Management
M5 Project Management
M6 Operational Law
M7 Allied Joint Operations
M8 Media Communications
M9 Operational Level Planning
M10 Managing Contemporary Crisis
M11 Combined Joint Staff Exercise JOINT RESOLVE
M12 Innovations and Military Technology (IMT)
Research Project
The course objectives and learning outcomes are achieved through the modules and other educational
activities (electives, conferences, study trips, research project). The objectives are formulated with a
purpose to design and implement more focused skills, competencies, and knowledge. Regarding some
modules and electives, objectives are not limited to a single module/elective. For example, critical
thinking and leadership skills are required and assessed throughout the course and form an important
part of the assessment in several modules. Each module and elective has an aim and learning outcomes;
the outcomes from different modules are interlinked and reinforce one another. The educational methods
and assignments during modules are designed in order to achieve the desired learning outcomes.
10 2.0 Curriculum and Curriculum Flow Course Plan 2022-2023

JCGSC Initial Unit

To prepare students for a common standard before attending the JCGSC, an Initial Unit should be
completed in ILIAS – the College’s Advanced Distributed Learning System. The unit provides an
introduction or a review of knowledge for the residential modules, focused on Leadership,
Fundamentals and Components, Security and Strategy, Research Project, Elective 1, and additional
information to facilitate students’ preparation for the first semester.
The Cyber Hygiene course is a mandatory prerequisite as part of the in-processing at the beginning of
the course. History of the Baltic states is an optional module that is especially recommended to students
outside the three Baltic states; however, it is not part of any module or elective.
By the end of the unit, students should be able to:

a. Fundamentals and Allied Joint Operations (6 hours):
1. State the basic components of military theory and joint operations
2. State the principles and structure of NATO doctrine
3. State the concept of the joint functions
b. Leadership and Command (3 hours):

1. Reflect on differences between direct and organisational leadership
c. Security and Strategy (4 hours):

1. Recall the key concepts of international security and strategy formulation
d. Research Project (10 hours):

1. Understand the process and requirements of Research Paper writing
2. Understand the structural requirements for the Research Paper
e. Cyber Hygiene (2 hours):

1. Understand the risks and threats in the cyber domain and apply best practises to mitigate
potential damages
f. History of the Baltic States: (2 hours)

1. Understand the basics of the history of the Baltic states
Assessment method Assessment

Essay, Multiple Choice/Fill in the Blanks test. Diagnostic
Time distribution: counted as IPT in the following
modules: Leadership and Command, Fundamentals and
Components, Security and Strategy, and Research Project.
The total estimated time to complete this unit is 27 hours. It will be available before the students’ arrival
at the College and must be completed in accordance with the deadlines set in the instructions on ILIAS.
(SGOs will confirm completion of the JCGSC Initial Unit).
In-processing week will be conducted during the first week of the course to provide students of the
JCGSC with the information on policies, procedures, and protocols necessary to succeed during the
course. The students will also receive introductory lectures on course flow and the academic settings of
the College, conduct an English language test, focus on familiarisation with one another, and foster team
building by forming their syndicate groups.
Course Plan 2022-2023 2.0 Curriculum and Curriculum Flow 11

Module 0 Foundation
The aim of the Foundation’s module is to learn to apply the skills and concepts required for Professional
Military Education (PME).
Course participants will become broadly familiar with the tools and practices of academic research and
be introduced to the requirements of assessments, effective communication, and course assignments.
Through a series of lectures and seminar activities, course participants will learn the required standards
of the JCGSC and will be introduced to academic research, written and oral communication, and critical
thinking. In addition, the module will refresh teamwork skills and give opportunities to prepare for
group work in the syndicates.
By the end of the module, course participants should be able to use various resources for independent
study and group tasks. They should also be aware of the importance of being able to assess, analyse,
and evaluate information and communicate their arguments effectively.
Learning Outcomes:
At the end of this module, students should be able to:
1. Utilise key concepts of critical thinking.
2. Employ critical thinking skills in order to analyse and evaluate information, develop a coherent
argument, and communicate it orally and in writing.
3. Identify team roles and utilise teamwork skills in group activities.
Participation in the Belbin Test; seminar
Formative
discussion
Credits: 1 ECTS
Module 1: Leadership and Command

The aim of module 1 is to analyse leadership theories and practices in order to contribute to the
development of students as adaptive leaders capable of assuming positions of organisational level
commanders and operational level staff officers.
The main topics of this module are the fundamentals of leadership, self-leadership, and organisational
leadership.
Learning Outcomes
1. Analyse the main elements and concepts of leadership to improve their leadership abilities.
2. Examine the characteristics of self-leadership to increase self-awareness and improve their
ability to positively influence themselves and their subordinates/colleagues.
3. Apply organisational leadership-related aspects to improve their performance in organisational
command and operational staff positions.
Student’s effective participation (50%) and
Summative (Graded from 0 - 10)
individual staff paper (50%).
Credits: 4.5 ECTS

Module 2: Security and Strategy

The aim of module 2 is to examine the dynamics and challenges in the contemporary security
environment and their impact on the security and defence policies of Estonia, Latvia, and Lithuania.
The main topics of this module are strategy formulation, concepts and theories of international relations,
international organisation with a focus on NATO and the EU, contemporary threats to the Baltic and
NATO countries, approaches to domestic policy and civil-military relations, security and defence policy
in the Baltic states, and deterrence vis-a-vis Russia.
The Baltic Defence Study Trip (BDST) is an integral part of module 2. During the BDST, students
will gain knowledge on the national (Estonian, Latvian, and Lithuanian) defence policies, decision-
making principles, and defence planning priorities. The BDST also contributes to familiarisation with
international military structures, including NATO's presence in the region and the attainment of a better
understanding of national military installations, facilities, and history.
Learning Outcomes
1. Explain how international, regional, and domestic political developments affect national
security and defence policies.
2. Assess threats and challenges to security and the strategic responses that states and international
organisations implement to address them.
3. Explain the process of strategy formulation and the relationship between ends, ways, and means.
4. Distinguish key concepts in International Relations.
5. Examine the coherence of the political ambitions, defence objectives, and force posture of the
Baltic states.
6. Explain the significance of allied cooperation and integration in the Baltic region.

Policy paper (50%), BDST group presentation Summative (graded from 0-10)
(20%), Individual presentation (30%)
Credits: 7.5 ECTS
Module 3: Fundamentals and Components

The aim of module 3 is to correlate the Military theory and Operational art in its historical context and
establish an understanding of the components’ (Land, Air, Maritime, SOF, and LOG) contribution to
NATO Joint force operations.
A Staff Ride to Saaremaa is an integral part of module 3. The staff ride is focused on Operation
ALBION: The German landing on Saaremaa in October 1917. The staff ride provides students with an
intellectual and transitional bridge between the theory and practice of planning and executing Joint
Operations and creates an ideal opportunity to analyse the major roles of the individual services and
their contribution to joint operations through historical context and contemporary application.

Learning Outcomes
1. Understand basic military theories and their relevance to the contemporary military doctrine
and operational art.
2. Explain the roles, tasks, structure, combat effect, capabilities, and limitations of military
components (Land, Air, Maritime, Special operations, and Logistics).
3. Demonstrate understanding of the components’ role within the Joint Operational environment.
4. Examine the historical employment of different components and their contribution to Joint
Operations.

Written short answer exam (closed book; 5 short Summative (graded from 0-10)
answer questions).
Credits: 9 ECTS
Module 4: Defence Planning and Management
The aim of module 4 is to employ the methods and practices of defence planning and management tools
to maximise the role and performance of armed forces to achieve a particular desired (institutional)
objective by evolving pragmatic solutions.
The main topics of this module are (1) What is Defence Planning and Management; (2) Principles of
Defence Planning & Management; (3) NATO Defence Planning Process; (4) EU Common Security and
Defence Policy; (5) Planning Methodologies; (6) The link between National and Alliances Defence
Planning; (7) Planning Programming and Budgeting Systems; (8) Defence Planning & Management
Toolkits; (9) Round table: 3-Baltic countries; and (10) small-group Syndicate Activities (including
assessed case study).
Learning Outcomes
1. Explain the main defence planning and management concepts by providing advice to future
force development.
2. Employ defence management methods and tools to make recommendations for effective and
efficient defence organisation.
3. Examine the decision-making of defence organisation in resource planning, programming,
budgeting, and execution.
4. Apply the defence management toolkits (Problem identification, stakeholders, Strengths,
Weaknesses, Opportunities, and Threats (SWOT), and Doctrine, Organisation, Training,
Material, Leadership, Personnel, Facilities, and Interoperability (DOTMLPF-I) analysis) to
armed forces roles and interests.

Staff Paper & Presentation (Case Study), and Summative (graded 0-10)
individual preparation and participation in
educational activities.
Credits: 3.5 ECTS

Module 5: Project Management

The aim of module 5 is to employ project management best practices, practical tools, and processes to
help manage critical success factors in each of the project management life-cycle phases by applying
these concepts in project planning and to develop management knowledge and skills necessary to
complete project work and to solve problems.
The main topics of this module are an introduction to project management, project life cycles, agile and
complex projects; project scoping, logical frameworks, work breakdown structure, work packages,
engaging stakeholders, risk management and scenario analysis, controlling quality, cost and schedule,
and project communication, evaluation, and reporting.
Learning Outcomes
1. Identify the fundamentals of Project Management.
2. Estimate the key elements in successful project management to maintain the scope in line with
objectives and goals.
3. Employ project management concepts to solve staff and organisational problems.
4. Translate the concept of project management across the breadth of military management duties.

Student’s contribution to syndicate small group Summative (Fail/Pass/Pass with Distinction)
case study work (staff paper – project plan,
presentation) and participation in educational
activities.
Credits: 3 ECTS
Module 6: Operational Law

The aim of module 6 is to examine legal frameworks relevant for planning and conducting military
operations.
The main topics of this module are the functioning of international law, the legal framework of the use
of force, principles of the law of armed conflict and human rights law, direct participation in hostilities,
prohibited/restricted use of weapons and methods of warfare, the legal framework of naval and air
operations, enforcement of international criminal law, and rules of engagement.
Learning Outcomes
1. Explain the rules of international law related to the use of armed force.
2. Explain the concept of command responsibility and enforcement of international criminal law.
3. Analyse the application of principles of law of armed conflict and human rights law in a joint
operational environment.
4. Identify and employ rules of engagement for a joint military operation.

Written exam Summative (Fail/Pass/Pass with Distinction)
Credits: 3 ECTS

Module 7: Allied Joint Operations

The aim of module 7 is to analyse the preparation and execution of Allied Joint Operations, utilising the
joint principles and operational considerations of AJP-3.
The main topics of this module are the application of joint principles and operational considerations in
connection with joint functions: Manoeuvre, Fires, Command and Control, Intelligence, Information,
Sustainment, Force Protection, and Civil-Military Cooperation, and their relationship across the joint
components: Maritime, Land, Air, Space, and Special Operations.
Learning Outcomes
1. Distinguish the component contributions to joint operations with special attention to unique
capabilities, requirements, and operational seams.
2. Examine the joint functions across components, focused on interdependency, component
requirements, and external support capability.
3. Contrast NATO Command and Control principles, degrees of authority, supported/supporting
relationships in designing NATO task organisations.
4. Examine the considerations to integrate and project an Allied Joint Force into the Joint
Operational Area.
5. Investigate the Joint Task Force Headquarters operations and management processes to achieve
efficiency, effectiveness, and synergy of the joint force components.

Written exam (case study based) Summative (graded from 0-10)
Credits: 6 ECTS
Module 8: Media Communications

The aim of module 8 is to identify the contemporary information environment as a ‘new’ battlespace
and investigate ways of operating in it and its effect on modern societies. This will be achieved by
elaborating on strategic goals and media principles and developing personal communication skills.
The main topics of this module are media in democracy and war, characteristics of the contemporary
information environment, the role of visuals in contemporary conflicts, and interview and press
conference practical exercises.
Learning Outcomes
1. Describe the role of media in democracy and the challenges of the military (media relations).
2. Explain the dynamics of the contemporary information environment, including the role of
social media and the challenges and opportunities it presents for governments and the
military.
3. Apply communications skills and storytelling during interviews, press conferences, and other
tasks.

Individual engagement and performance and Summative (Fail/Pass/Pass with Distinction)
contribution to syndicate work/presentation
Credits: 2 ECTS

Module 9: Operational Level Planning

The aim of module 9 is to prepare course participants to contribute to NATO’s operational level
planning process, either as an operational level or as a functional area planner, while serving within a
joint operational level headquarters, applying the principles of the Comprehensive Operations Planning
Directive (COPD) to investigate components of Operational Planning Process.
The main topic and method of this module is Operational Level Planning based on the NATO
Comprehensive Operations Planning Document, including Comprehensive Preparation of Operational
Environment, Centre of Gravity analysis and Operational Design, War Gaming, and Course of Action
development.
This module develops the basic knowledge and skills for planning at the operational level within the
context of joint operations. A series of lectures and discussions will be used to review each of the
operational planning process phases focussing on the Operational Estimate. This will lead to a wider
discussion on the Centre of Gravity, Operational Design, and the development of Courses of Actions.
This knowledge will be applied within the practical activities during which students will form JOPGs
to develop operational designs and courses of actions for joint operations.
Learning Outcomes
1. Distinguish the main characteristics and phases of NATO’s operational level planning process;
2. Examine strategic level documentation that facilitates operational level planning;
3. Explain the concept of the centre of gravity (COG) and its relationship to the other elements of
operational design.
4. Apply operational planning methods, particularly war gaming and Course of Action
Comparison, in order to design and compare the course of actions.
5. Analyse the elements of operational design.
The Assessment consists of: Summative (graded from 0-10)
individual contribution to group work and
presentations and written exam
Credits: 4.5 ECTS
Module 10: Managing Contemporary Crisis

The aim of module 10 is to examine crisis response systems and processes on national and multinational
levels, focusing particularly on comprehensive crisis management approaches.
On the national level, the module will deal with crisis management systems, focusing on interagency
cooperation and societal resilience. It will also address the notion and implementation of comprehensive
defence and the basics of communication in a crisis. On the international level, the role of international
organisations and other actors, such as NGOs, will be discussed. Yet, particular emphasis will be put
here on the NATO crisis management system. The module will be supported by case studies in crisis
management and response. Case studies will be utilised for discussing trends, actors, and scenarios that
may lead to a crisis and for developing comprehensive solutions to the analysed case studies.
The BALTDEFCOL Conference on Russia is linked to this module by providing some general
understanding of potential triggers of crisis linked to the Eastern neighbour, as well as by helping
introduce some of the case studies used in the module.

Learning outcomes
At the end of this module, students should be able:
1. Consider the nature and main features of contemporary crisis and conflicts;
2. Examine national crisis management structure, decision-making processes, and interagency
cooperation;
3. Assess the role of regional, international, and non-governmental organisations in managing
crisis;
4. Utilise the comprehensive approach to security and national resilience.
The Assessment consists of: Summative (Fail/Pass/Pass with Distinction)
Staff paper 60%
Group presentation 40%
Credits: 2.5 ECTS
Module 11: Combined Joint Staff Exercise JOINT RESOLVE

The aim of module 11 is to formulate a solution to complex operational problems by developing and
executing a viable joint operational plan using NATO operational planning processes.
As potential future members of the Joint Operational Planning Group, course participants are required
to analyse the operational exercise environment and strategic guidance, develop multiple military
courses of action, and present a Mission Analysis Briefing and a Decision Briefing to the Commander.
Learning Outcomes
1. Assess complex joint operational problems in the planning and execution of a high intensity
combat operation.
2. Produce plans that integrate the individual services as joint force components within
complex interagency and multinational environments.
3. Demonstrate leadership and effective staff work principles as part of an operational level
staff.
4. Demonstrate the ability to brief joint orders to senior decision-makers.
5. Implement operational plans through written orders, formal briefings, and dynamic staff
situations.

Assessment is based on the following criteria: Summative (Fail/Pass)
1. Participation in the exercise.
2. Feedback based on the contribution and
performance during the exercise
Credits: 8 ECTS

Module 12: Innovation and Military Technology
The aim of module 12 is to describe how innovations have transformed warfare and explain how
technology is shaping the future character of war and the development of military capabilities.
The main topics of this module are theoretical innovation models, a historical perspective on innovation,
technology's role in traditional and new forms of warfare, military, NATO, and EU inputs for defence
and security innovation, national capability development in Research and Development (R&D),
industry and technological trends such as Artificial Intelligence (AI), robotics and automation, 5G, etc.,
and the future innovation landscape.
Learning Outcomes
1. Identify how and why innovations have affected the development of warfare in history, present,
and the future.
2. Distinguish the roles and dynamics between NATO, EU, military, R&D, and industry in
creating innovations and capability development.
3. Explain the possibilities and challenges automation, robotics, and AI could pose to armed
forces.

Student’s contribution to syndicate activities Summative (Fail/Pass/Pass with Distinction)
(blog post), individual preparation and
participation in educational activities.
Credits: 1.5 ECTS
International Study Trip
The aim of the International Study Trip (IST) is to familiarise participants with a real-world example of
a staff's role in the joint environment and coordination between lower and higher command levels,
emphasising the operational level. The IST expands and deepens knowledge gained during the course,
emphasising cooperation across the NATO entities and nations.
The trip also aims to appreciate the processes and instruments available within different levels of the
NATO command structure for transforming operational planning into military implementation.
Familiarisation with the NATO’s training and education institutions and national professional military
education (PME) institutions is an additional goal of this trip.
Throughout the journey, course participants have the opportunity to investigate the essence of the
defence industry supplying the required capabilities. The tour also includes a relevant military historical
case study, in which course participants investigate their knowledge in operational level planning.
Course participants should view the IST as a summary and culmination of all topics covered throughout
their time at BALTDEFCOL and a reward for their efforts throughout the academic year.

At the end of the IST, students should be able to:

1. Understand the joint operational environment and linkages between the NATO Command
Structure (NCS) and NATO Force Structure (NFS);
2. Analyse operational planning process and procedures of the NATO decision-making process;
3. Analyse the roles of components and their contribution to achieving desired operational effects.

Group back-briefs Summative (Fail/Pass/Pass with Distinction)
Participants participate actively in briefings and
discussions throughout the trip.
Credits: 1.5 ECTS
Research Project
The aim of the research project is to generate original analytical arguments on an operational or strategic
level issue and communicate them effectively in both written and oral form.
This activity is meant to develop the skills needed to carry out original independent research on a topical
subject. It allows the students to perform an in-depth critical analysis on a topic of their choice and
improve argumentation and professional communication skills. “Original” in the context of Research
Project (RP) means that it is written specifically for the purposes of the RP in the JCGSC and has not
been presented/published elsewhere before.
Upon completion of the module, students will be able to:

1. Use principles of critical thinking and critical argumentation.
2. Find and analyse information and draw logical conclusions based on the data gathered.
3. Demonstrate the standards, ethical principles, and formal requirements of professional
communication.
4. Generate a logically flowing research paper.
5. Deliver a presentation and defend the conclusions and recommendations with arguments.
• Research paper Summative (0-10)

• Verbal presentation
Credits: 8 ECTS

2.3 Electives
The primary focus of students’ education is on developing the necessary skills and knowledge to excel
in an unknown future where the only constant is change. Electives are the key means of achieving this,
which makes them an essential part of the course. They allow students to take greater ownership of their
development and receive a broader education. There are two periods of electives with different ways of
organising them and different contents:
Elective 1 runs throughout the first semester, takes place on Mondays, and is mostly conducted by the
College faculty. This elective provides theoretical and academic subjects on selected topics of
international security, history, and leadership and is an essential part of the MA programme. This
elective is intellectually demanding and requires preparatory reading, active engagement, and the
accomplishment of a specific assignment in the selected elective.
Elective 2 is conducted during the second semester and runs for one week. Thus, it allows for external
participation. Several electives are chosen to be certified as NATO courses. The attractiveness and high
quality of these electives is also due to close cooperation with Centres of Excellence in the Baltic states
and beyond.
One of the objectives of Elective 2 is to facilitate preparation for the combined joint staff exercise by
exploring some functional areas and specific topics. The other objective is familiarisation with topics
such as energy security and similar contemporary security issues.
Elective Topics and Selection
Students will participate in one elective of their choice in each elective period. The choice of electives
reflects the needs and interests of the students. Prior to the beginning of the elective, students will
prioritise the top three electives they would like to take. The Course Director will review their selection
and ensure that each elective group has enough students in the group to conduct the education. The
Course Director reserves the right to re-assign students' choices to maintain balance and critical mass in
each elective.
Elective 1
1.1 Military Security of Estonia, Latvia, and Lithuania (DMS)
The aim of the elective is to consider the current international security environment influencing the
Baltic region, in particular the three Baltic states, not least from a military point of view.
The elective consists of group discussions/seminars and involves students’ individual work and
preparation.
The main topics of this elective are military security of Estonia, Latvia, and Lithuania, Russia’s security
strategy, doctrine, and military capabilities, the Baltic states’ defence strategy, doctrine, and military
capabilities; Baltic military cooperation, the role of Poland; the Nordic factor, Western powers, and
Baltic cooperation, the effectiveness of NATO’s response to the changing security environment and
Belarus military capabilities and posture.
Learning Outcomes
At the end of the elective, students should be able to:
1. Examine how the Baltic states (Estonia, Latvia, and Lithuania) have responded to the recent
developments in the military security environment in Europe.
2. Examine aspects of the Baltic States’ (Estonia, Latvia, and Lithuania) future cooperation.

3. Investigate the perspective of Sweden and Finland regarding the Baltic region's military
security.
4. Examine the strategic postures of the Great Western powers in relation to the Baltic region's
military security.
5. Examine the effectiveness of NATO’s response to the changing security environment.
6. Investigate Belarus’ situation regarding Baltic region military security.
1.2 Russia challenge (DPS)
The aim of the elective is to consider Russia’s contemporary state and society, especially as it relates to
intertwined regional and international security challenges stemming from Russia’s revisionist
resurgence and inherent geopolitical ambitions. This elective will engage students in both the theoretical
and empirical levels of analysing Russia’s challenge to the Euro-Atlantic community bound by the
institutional fabric of the EU and NATO.
Learning Outcomes
1. Consider the kinds of power(s) Russia wields in regional and wider international relations and
compare them with its ambitions.
2. Explain Russia’s security strategy, including towards the Baltic states, from the collapse of the
Soviet Union until today.
3. Examine whether Russia can be changed and reformed from the outside in a predictable and
stable way.
4. Investigate possible deterrence methods; whether and how Russia can be deterred at all or at
least distracted away from the former Soviet bloc zones or its self-declared areas of special
interest.
1.3 Practices of Leadership (DLMS)
The aim of the elective is to investigate leadership with a focus on decision-making skills to supplement,
extend and enhance the knowledge disseminated in module 1 “Leadership and Command’. Because of
its importance for all allied forces, ‘Mission Command’ will be an overarching theme of the elective.
To that effect, the elective will introduce decision-forcing case (DFC) studies as a leadership teaching
and learning tool. The decision-forcing cases will be based on scenarios the students themselves can
choose. They will run these case studies ‘against’ their peers in class, moderated by the elective
coordinator. The theme of the case will be selected by the students, and they will challenge their peers
during the course of the case study.
Learning Outcomes
1. Examine how leaders have solved problems in difficult situations on land, at sea, and in the air,
as well as in the political arenas.
2. Analyse the leadership challenges faced by the leader during their involvement in operations
and compare their approach with the philosophy of mission command.
3. Design a case study demonstrating leadership principles and decision-making skills.
1.4 Military History (DPS)
The aim of the elective is to consider history as a tool to aid professional judgment, exploring the
evolution of war, strategy, tactics, leadership, and operational art in the Baltic context.

The elective consists of a case study and preparations for a roundtable discussion, individual
preparation, and an analysis of the materials followed by discussions.
The main topics of this elective are the role of military history, Baltic states in the First World War, the
wars of independence, Baltic Defence Cooperation, the Baltic States and the Second World War, the
Soviet-German War, proxy wars, and the nature of war after World War II. The Elective focuses mainly
on the 20th century.
Learning Outcomes
1. Analyse the historical context and understand that Baltic countries were influenced by the
events.
2. Understand the background of the Baltic countries from a historical military perspective and
help analyse modern trends in professional military judgment.
3. Explain military conflicts using a historical approach.
4. Analyse the causes, nature, and consequences of societal, economic, and political aspects on
military institutions and battlefield performance and assess the role of technology in warfare.
1.5 Foreign Policy Analysis and Decision Making (DPS)
The aim of this elective is to examine the fundamental tenets of foreign policy decision-making.
The elective will consist of lectures and case studies to understand how specific foreign policy decisions
are made. Lectures will explore the foreign policy decision-making processes and structures of leading
great powers, such as China, Russia, the UK, and the US, and discuss how foreign policy analysis can
be applied to contemporary security issues. Key case studies will include the Cuban Missile Crisis and
the Iraq war.
Learning Outcomes
1. Explain the foreign policy decision-making process of great powers.
2. Examine theoretical approaches to foreign policy decision-making from both IR theory and the
wider social sciences.
3. Consider theoretical and policy debates in foreign policy decision-making.

Elective (E) 1 assignment and assessment methods in Summative (Fail/Pass/Pass with Distinction)
each elective will vary. Students will be graded based
on:
E 1.1 Individual participation/engagement (40%) and
staff paper (60%)
E 1.2 Individual presentations and reviews of peer
presentations
E 1.3 Individual participation/engagement (40%) and
team/group work/decision forcing cases (60%)
E 1.4 Written exam
E 1.5 Individual presentations
Credits: 3 ECTS

Elective 2
2.1 Operational Level Energy Security (DLMS)
The aim of the elective is to apply energy security factors relevant to NATO by introducing fundamental
concepts and analysing energy security developments in the current geopolitical situation and their
potential impact on alliance security and military operations at an operational level.
The elective is certified as a NATO course and consists of ADL, individual preparation, lectures,
seminars, reading tasks, presentations, and group work. The lectures will be delivered in cooperation
with the specialists’ network from the NATO Energy Security Centre of Excellence.
The main topics of the elective are NATO’s role in energy security, NATO ENSEC COE: introduction
and activities, military aspects of energy security, geopolitics of energy security, power production and
distribution in the Baltic states, energy conflicts, hybrid warfare, and energy security, critical energy
infrastructure protection (CEIP), the energy infrastructure in the maritime domain, intersection of
cybersecurity and critical energy infrastructure (CEI), energy efficiency in military operations, and
energy behaviour changes with military application.
Learning Outcomes
1. Analyse energy security developments and their potential impact on military operations.
2. Analyse risks to Critical Energy Infrastructure (CEI) by focusing on the entire energy system.
3. Apply innovative energy efficiency approaches to improve NATO capabilities.
2.2 Intermediate Strategic Communications (STRATCOM) (DMS)
The aim of the elective/course is to educate planners in order for them to ensure StratCom integration
and execution occurs at all levels within their headquarters.
The elective/course is certified as a NATO course and consists of Advanced Distributed Learning
(ADL) or an online course, lectures, seminars, and group work and involves students’ individual work
and preparation. Lectures will be delivered in cooperation with the specialists from NATO Strategic
Communications Centre of Excellence, the Baltic states, NATO Force Structure, and NATO Command
Structure.
The elective/course is open to external students. The course can be organised as an online course
depending on necessity and time available.
The main topics of this elective are STRATCOM framework, STRATCOM narrative, implementation
of STRATCOM, and information environment – challenges and opportunities for a military leader.
Learning Outcomes
1. Understand the fundamentals of NATO Strategic Communications.
2. Understand NATO StratCom policy and its relationship to Political-Military (POLMIL)
Direction and Guidance (D&G).
3. Understand Information Environment in relation to StratCom.
4. Understand the role, function, utility, and limitations of StratCom related functions and
capabilities.
5. Implement StratCom considerations into processes and products of their branch/department.

2.3 Resistance Operating Concept (DMS)
The aim of the elective is to utilise the Resistance Operating Concept to develop a national, organised
resistance capability, implementing a whole of the government approach to deter external actors.
The lectures will be delivered in cooperation with specialists from NATO Special Operations
Headquarters, Swedish Defence University, US Special Operations Command Europe, and US Joint
Special Operations University.
The main topics of this elective are Total Defence (resilience and resistance), Resistance Operating
Environment, and Interagency coordination.
Learning Outcomes
1. Examine the organisation of a Total Defense program, building resilience and planning
resistance pre-conflict.
2. Use resistance planning considerations in the discussion of the Operating Environment,
threats that lead to instability, and programs to counter the effects.
3. Employ interagency functions and considerations for developing an organised resistance.
4. Demonstrate an understanding of Resistance Operating Concepts in the review of a
historical case study.
2.4 Joint Logistics and HNS (DMS)
The aim of the elective is to provide students with an understanding of NATO Joint Logistics and Host
Nation Support (HNS) at the operational level.
The elective consists of lectures, group work, round tables and daily plenary discussions. The ‘EX
JOINT RESOLVE’ scenario will be used throughout the elective.
The main topics of this elective are: NATO Joint Logistics capabilities and organisational forms,
logistics inputs to Situational Awareness of potential crisis in Baltic Sea Region Countries (EST, LVA,
LTU), Factor Analysis (from logistics perspective), use of Host Nation Support (HNS) in planning and
conducting the operations, development of basic logistics concept of operations, and the purpose and
the role of Resource Coordination Working Group/Resource Coordination Board in Joint Task Force
Headquarters’ (JTFHQ) daily Battle Rhythm.
Learning Outcomes
1. Apply the principles of Operational Planning Process in operational appreciation of the
Strategic Environment from a logistics perspective.
2. Describe joint logistics challenges in the provision of logistic support to joint operations.
3. Estimate necessary requirements for the provision of the HNS in the Joint Operations Area.
4. Identify the key principles and practices for effective planning, execution, and control of the
logistics concept of operations.

2.5 Intelligence and Counter-Intelligence (DMS)
The aim of the elective is to develop and enhance students’ knowledge regarding intelligence and
counter-intelligence, including the Intelligence disciplines, especially aspects of Human Intelligence
(HUMINT) and Joint Intelligence, Surveillance, and Reconnaissance (JISR).
The main topics of this elective are the role of staff officers in supporting the Intelligence Process, the
formulation of intelligence requirements, and the significance of the timeline of when they should be
formulated, Counter-Intelligence in NATO, and HUMINT.
Learning Outcomes
1. Examine the intelligence process linking tactical, operational, and strategic levels.
2. Describe the processes and activities related to Counter-Intelligence measures.
3. Identify the role of HUMINT as one of the Intelligence collection discipline's contributions
to military operations.
2.6 Law of Visiting Forces (DPS)

The aim of the elective is to introduce the law of visiting forces in peacetime and an armed conflict
context.
The elective focuses on the status of forces agreements relevant not only in planning and conducting
contemporary military operations but also when serving in international headquarters or participating in
military exercises abroad. The elective consists of lectures and group work and involves the students’
individual work and preparation.
The main topics of this elective are the essence of the law of visiting forces, NATO status of forces
agreements, the European Union’s and United Nations' status of forces agreements, and the law of
visiting forces in an operational context.
Learning Outcomes
1. Explain the international legal frameworks established for visiting forces.
2. Employ the law of visiting forces in a peacetime environment.
3. Employ the law of visiting forces in an armed conflict environment
2.7 Cyber Defence Policy on National and International Levels (DPS)
The aim of the elective is to analyse the strategic aspects of cybersecurity in national and international
security contexts through the evaluation of comprehensive cyberspace policies and approaches. The
Elective will underscore the multidimensional character of cyber defence. Guest speakers representing
diverse opinions from the political, military, academic, and private sectors will stress the importance of
cyberspace for the contemporary security environment and its effects on conventional and hybrid
warfare. The Elective is EU certified and will be delivered in cooperation with the European Security
and Defence College (ESDC).

The main topics of the Elective are: key concepts - cyberspace, cybersecurity, and cyber defence; Threat
environment and threat actors in cyberspace; Laws, norms, and responsible behaviour in cyberspace;
Cyber diplomacy; Practical aspects of cybersecurity: vulnerabilities and responses; Cyber policy
dilemmas; Military considerations: deterrence, defence or defence forward? and Comprehensive
approach and resilience in cyberspace.
Learning Outcomes
1. Consider strategic aspects of cybersecurity.
2. Analyse trends in the cybersecurity environment.
3. Apply cybersecurity terminology, concepts, issues, and components.
4. Assess the role of cybersecurity in national and international security contexts.
2.8 Russian History and Culture (DPS)
The aim of the Elective is to identify core historical developments and cultural properties of Russia that
shape its politics today and are used constantly in both political debates as well as in the making of
strategic decisions. The aim is to provide students with an overview of Russian history and its
geopolitical aspects influencing its military-strategic decisions. At the end of the course, students will
be familiarised with the development of Russian thought and the formulation of cultural identity. This
Elective will take the form of a seminar with student presentations. The task will consist of analysing a
contemporary speech from the Russian political elite, looking for cultural and historical references
within them, and identifying them and their importance in the speech. The main topics are an overview
of Russia’s history, imperial Russia, the ‘Third Rome’, wars, revolutions, and shocks in Russia, the
Russian ‘art of war’, Russian culture, and Eastern European perspectives on these Russian historical
implications.
Learning Outcomes
At the end of this Elective, a student should be able to:
1. Explain the importance of the core historical events in Russia’s history.
2. Express an understanding of Russian political and strategic culture as well as a cultural
identity.
3. Express the importance and the development of Russian thought and formulation of Russian
cultural history.
4. Categorise and be able to explain the importance of large conflicts before the 20th century
influencing Russia’s strategic mindset.
2.9 Strategic Decision Making in NATO
The aim of the elective is to expose students to the processes, methods, and best practises of NATO
Strategic Level Operations Planning. Students will appraise NATO planning and decision-making
processes that take place at the strategic and military-political levels using a scenario-based approach.
The Elective will use a combination of lectures and simulated processes (exercise "Consensus
Building"). At the successful conclusion of each course, each student should be able to evaluate the
knowledge and practical experience obtained regarding the political-military processes in NATO. The
students should also have first-hand experience on how to evaluate the challenges of building consensus
in a realistic scenario.

Learning outcomes
At the end of this Elective, a student should be able to:
1. Appraise NATO strategic level operations planning processes, methods, and best practices;
2. Assess the challenges of consensus building during operations planning at NATO strategic
levels;
3. Apply NATO strategic level operations planning skills in formulating military advice to
strategic decision-making in national and international contexts.
All Elective (EL) 2 assignments are based on individual Summative (Fail/Pass/Pass with
participation/engagement and contribution to Distinction)
syndicate/team/group work throughout the elective (ICGW) but
may vary. Additionally, the assessment is based on:
EL 2.1 ICGW, case study group presentation, and completion of
pre-course ADL
EL 2.2 ICGW and a test
EL 2.3 ICGW
EL 2.4 ICGW
EL 2.5 ICGW
EL 2.6 ICGW and a group presentation
EL 2.7 ICGW and two group presentations (50% each)
EL 2.8 ICGW with seminar presentations
EL 2.9 ICGW
Credits: 1.5 ECTS
2.4 Conferences
Baltic Defence College Annual Conference on Russia
The aim of the Annual Conference on Russia is to provide a forum for the discussion of Russia’s foreign,
security, defence, and military policies as well as the responses of the Euro-Atlantic community to those
challenges. The flagship academic event of the BALTDEFCOL, the Annual Conference on Russia,
attracts high-level experts from both military and academic circles. The conference has become an
integral part of the curriculum at the BALTDEFCOL and provides students with the newest insights on
developments in Russia and beyond. Given its high attendance (400 participants in 2022) and numerous
speakers, it serves as a unique networking opportunity and an important professional development event
during the course.
Annual Conference on Baltic Military History
The aim of the Annual Conference on Baltic Military History is to explore how lessons from the past
can offer examples for the development of more effective defence policies for the region. History is of
crucial importance in the professional development of officers and has been used as a source of
knowledge and inspiration ever since the establishment of professional military education. Since 2018,
it has become an integral part of the curriculum of the JCGSC and affords students a unique insight into
the interaction between military history and current-day decision-making. The 2021 Conference was
dedicated to the events of the Second World War in the Baltics. The 2022 Conference is dedicated to
the irregular warfare and forest brother movement in the Baltics.

The College provides additional opportunities for students and faculty to attend both academic events
and roundtable seminars organised at the College and facilitates participation in seminars and regular
conferences on a range of topics organised by cooperation partners in the region, academic institutions,
and Centres of Excellence. The College provides additional opportunities for students and faculty to
attend both academic events and roundtable seminars organised at the College and facilitates
participation in seminars and regular conferences on a range of topics organised by cooperation partners
in the region, academic institutions, and Centres of Excellence.
3.0 Educational Framework

3.1 Introduction
The JCGSC’s educational framework is predicated on a combined educational approach, including

lectures, seminars, and small group (syndicate) activities and exercises to facilitate adult learning.
Consequently, the primary responsibility for learning and achieving the specified learning outcomes is
placed on the student. To help facilitate this process, the BALTDECOL aims to provide the students of
the JCGSC with the best possible educational environment for learning. Moreover, blended-learning
methods and tools, incorporating e-learning, m-learning, and Advanced Distributed Learning on various
platforms such as Microsoft Teams and ILIAS, are used whenever applicable and suitable to achieve
adult learning objectives. Thus, active learning and the full participation and contribution of all students
are encouraged; this allows students to share their knowledge, experience, and learning with others in
an open and positive environment.
In summary, the JCGSC is designed for self-motivated, competitive, and experienced professionals who
have the required language skills in English to engage with their peers and want to excel during their
time at College.
3.2 Educational Charter

The delivery of education at the BALTDEFCOL is guided by an ‘Educational Charter’, which includes
six principles related to both students and faculty:
1. Education is not received, but achieved: education is the basis for professional and individual
self-improvement, students are therefore encouraged to devote themselves to their studies,
understanding that the effort they put in will be rewarded with what they get out of the educational
process.
2. Minds are not vessels to be filled, but fires to be kindled: faculty should not simply provide facts
for students to learn; through small group learning methods, they should seek to mentor students to
help them develop their ability to think for themselves. The objective is not to educate students on
what to think, but rather to show them how to think.
3. Knowledge is a potent weapon, so arm yourself well: research facilitates the acquisition and
transmission of knowledge. Whilst knowledge is not necessarily power, power can only be wielded
effectively with knowledge. Students are inspired to research information in support of their own
interests and requirements. Equally, the development of education requires continuous research and
self-development on the part of the faculty.
Course Plan 2022-2023 3.0 Educational Framework 29

4. Professionalism is the key to education and research: responsible faculty must be experts in their
respective fields, capable of enacting quality management over the educational process, able to
maintain excellent educational materials and ready to devote themselves to their students and work.
5. Assessment should be rigorous and fair: assessment should be understood and designed as a
productive learning experience for students, meaning that faculty should always endeavour to
provide professional, meaningful and constructive feedback. Meanwhile, students should receive
this feedback in the positive way it is intended—as a learning tool to facilitate self-improvement.
6. Voices should not be raised, arguments should be improved: in keeping with an ethos of free
enquiry and transparency, the Baltic Defence College will always foster an open atmosphere, where
staff and students can engage – sometimes even robustly – in discussion and debate.
3.3 Educational Components and Methods

The BALTDEFCOL follows the guidelines and principles of the Bologna Process, initiated within the
European Higher Education Area to standardise the duration of European educational courses and
assessment procedures to facilitate the easy transfer of qualifications between academic institutions.
One academic hour corresponds to 45 minutes of work; 26 academic hours correspond to 1 ECTS
(European Credit Transfer and Accumulation System) credit. The total student workload, which forms
the basis of ECTS calculation, is the sum of contact hours (CH) and individual preparation time (IPT).
The course includes 1820 hours or 70 ECTS credit points in total. The time allocated should enable the
average student to pass each module and, therefore, the course, but those students seeking to gain the
highest grades should expect to put in more time and effort. Each week contains an average of 44 hours
of study time (total CH and IPT), which is commonly divided as follows:
1. Contact Hours (CH): within the curriculum, this includes time spent in lectures, syndicate activities,
exercises, exams, and study trips, during which students are expected to interact with faculty or act
under the direct supervision of faculty. Lectures, plenary discussions, and syndicate work via e-
learning methods are counted as CH.
a. A lecture is a presentation on the topic or curriculum material delivered by a faculty member

or guest speaker. Lectures are one of the ways through which adult education is provided,
allowing all students to congregate with an expert – either a member of the faculty or a guest
speaker – who presents a topic to stimulate students’ thinking and convey key facts,
experiences, or ideas whilst simultaneously drawing students into debate and discussion.
b. Conferences provide opportunities to share scientific knowledge and in-depth expertise on

a specific topic. Students will be provided an opportunity to participate in such events,
including the Annual Conference on Russia 2022 and the Annual Conference on Baltic
Military History 2021, organised by the BALTDEFCOL.
c. Exam: an assessment intended to measure the test-taker’s knowledge and analytical skills.
An exam can take place in many forms (e.g., written, oral, online tests, or an open book
exam). Written exams have a variety of formats, including short answers, long answers,
multiple-choice, or a combined approach.
d. Exercises are (the military) analysis of a situation coupled with a role-based interactive
application of previously covered curriculum material within a formatted, simulated
scenario. Exercises are conducted to allow students to apply the theories and concepts
studied throughout the curriculum and demonstrate leadership and other qualities and
capabilities. All exercises are well connected to the relevant learning outcomes and are a
major aspect of the educational experience during the course.
30 3.0 Educational Framework Course Plan 2022-2023

e. Extra Curriculum Activities involve high-level visitors or distinguished guests who will
deliver a lecture for all the courses present and the faculty, providing an opportunity to be
updated on contemporary issues or gain a unique personal and professional insight. These
types of activities are often not planned and thus require adjustments in the course schedule
and weekly plans.
f. Joint Operations Planning Group (JOPG) is a functional staff team composed with the
purpose of performing operations planning tasks at an operational level. JOPGs are formed
during College exercises to replicate the operational staff environment. For exercises, each
student is assigned a specific leadership or staff function within the JOPG.
g. Open Book Exam: A type of examination in which various study materials, including notes,
books, textbooks, and other information, can be utilised by the student in answering the
questions. It is used to assess the ability to interpret, analyse, and critically think about the
module's topics.
h. Plenary Discussions are group discussions or syndicate presentations moderated by either
a member of the faculty or a guest speaker. Plenary discussions may take place after the
lecture or as syndicate work presentations.
i. Seminars are organised by the faculty or students. They typically involve group discussions
chaired by an assigned faculty member and may be structured around briefings,
presentations, or preliminary readings. This method facilitates the exchange of views,
develops analytical skills and critical thinking, and the ability to reflect on the given subject
area.
j. Staff Ride is an educational activity outside the College that places students on actual terrain
and expands upon their knowledge and analysis of the significance of the location or events
across this terrain. Staff rides are usually volunteer activities conducted during weekends,
and they support the JCGSC curriculum. The College organises 2-3 staff rides per academic
year.
k. Study Trips are collective visits to institutions, organisations, and agencies outside of the
BALTDEFCOL. As such, they constitute an essential and integral part of the JCGSC and
are planned to meet the relevant learning outcomes for selected modules. These trips provide
students with an excellent opportunity to meet national, regional, and global practitioners in
the environment in which decisions are made, allowing students to obtain first-hand
knowledge of allied, European, and national policies as well as armed forces and cultural
values.
l. Supervision is the key means for students to complete selected written assignments through
regular meetings with a supervisor. It is vital to note that the role of the supervisor is not to
write a student’s assignment for them but rather to offer critical feedback and advice on
drafts of their paper, which can then be used to make improvements and amendments to
future versions.
m. Syndicate Work/Activities allow students to develop and present briefings on particular

topics to one another. The students are divided into syndicates (approximately 10 to 12
students per syndicate). Syndicate activities generally consist of preparatory reading, a
presentation, and a discussion. These discussions are intended to encourage students to
consider course material at a higher cognitive level. They are chaired, in rotation, by students
(the Syndicate Leader or Task Leader), who are expected to carry out additional work in
preparation for this role.

2. Individual Preparation Time (IPT): time allocated for individual study and research, preparation for
syndicate activities, and reflection, as well as work on assignments. When the IPT is foreseen beyond
the daily schedule, the students, students should plan to spend, on average, three hours from Monday-
Thursday engaged in such activity as well as five hours over the weekends.
Individual Research Project is research carried out by a student on a topic mostly related to the
course curriculum, which consists of required reading, tutoring, a written paper, and a presentation.
During the course, students will be tasked to develop a Research Paper (5000 words) involving
detailed research and applying academic standards.
The JCGSC includes two varieties of reading but could include additional tasks:
a. Preparatory Readings are mandatory readings to be completed in advance for particular
educational activities. Preparatory readings are intended to provide students with a broad
overview of the topics identified to reach the learning outcomes specified.
b. Supplementary Readings are provided to support each educational activity, providing

additional insight into certain aspects of the curriculum. The complete list of supplementary
reading material will often be well in excess of that which can be reviewed in the time
available. Students will thus have to make choices as to what they consider of greatest value
to their personal goals and interests.
3. Additional educational components, methods, and assignments - individual or group activity:
a. Advanced Distributed Learning (ADL) – An educational or training course delivered over

a computer network using a standard web browser.
b. Blog post: a short and purposely written short article expressing views or opinions on a
specific and up-to-date subject based on analysis or syndicate work.
c. Case study: a researched and detailed analysis of a historic or current event, battle,
campaign, or other real-life situation for the purpose of applying gained knowledge or
reinforcing previously covered material. It allows learners to participate actively following
the guidance of an instructor in applying the concepts or principles under study and to foster
problem-solving, higher-level learning, and respect for other opinions.
d. Closed book exam: an exam during which students are not allowed to consult their own
material or external resources.
e. Decision Forcing Case: a type of case study that requires participants to provide timely
decisions and/or orders.
f. E-Learning – all structured educational activities, such as ADL and video lectures, that are
delivered electronically through a computer or other devices
g. Essay: a written work on a specific topic accomplished by the inclusion of the author’s
personal assessment based on their opinions founded on individual research; the four main
types of essays are narrative, descriptive, expository, and argumentative
h. Group Research Project is carried out by student teams on an issue related to the course
curriculum and within the context of a historical scenario, a research question, analytical
tasks such as a case study or comparative study, or another appropriate activity. A team
research project or task consists of required reading, discussions, tutoring, and a written
paper or verbal presentation.
32 3.0 Educational Framework Course Plan 2022-2023

i. Learning Diary: A learning diary is a written tool of reflection the student uses to assess
and analyse what they learned. It can also reflect on the meaning of that learning with respect
to past experiences and future challenges that may arise.
j. Online test: a domain of e-learning aimed at assessing the learner’s knowledge on a given
topic using online means.
Point-paper is a written product that conveys information by listing facts, assessments, and
recommendations.
k. A policy paper (policy brief, policy memo) is a short report on a problem for decision or
policymakers. The typical structure is as follows: a) issue (title); b) executive summary; c)
background information; d) discussion of policy options; and e) actionable
recommendations.
l. Presentation: a formal speech aiming to describe or explain a specific subject to a group of

people. There are different formats and aims for presentations (e.g., informative or
persuasive). At the College, presentations are usually the result of an individual or a group
assignment and often represent the findings of discussions or solutions to given problems.
m. Quiz: a short test on a particular subject. A quiz could also be conducted in the form of a
competition between individuals and teams.
n. Staff paper: a short and focused paper often produced in military organisations and
following a predefined structure. It has two main purposes: to impart information or to obtain
direction. To achieve such a purpose, a staff paper must present facts and be unambiguous,
concise, and direct in its style so that the reader can understand them easily.
3.4 Master’s Degree in Military Leadership and Security
The JCGSC curriculum is part of the Master’s Studies programme approved by the Ministry of
Education of Latvia and conducted with the National Defence Academy of Latvia (NDAL). Thus, the
JCGSC forms the first two semesters with 60 ECTS of a three-semester Master of Arts study in Military
Leadership and Security (with a total of 90 ECTS).
The students enrolled in Master’s degrees have, in addition to the JCGSC programme, separate sessions
after class hours following the MA programme requirements. MA students will write a research
dissertation of 60-80 pages. Enrolment requirements can be found at the following webpage:
https://www.naa.mil.lv/index.php/en/node/681
3.5 Team Building Athletics

It is important that officers and civil servants are able to maintain their physical standards and develop
team spirit and leadership. During the first semester, team-building athletics are organised with the
purpose of developing students in teams (syndicates). This is a mandatory activity offering sports events
usually scheduled on Thursday afternoons. There are numerous other activities organised by the College
that support the students’ team building.

4.0 Organisation of the Joint Command and General Staff Course

4.1 Key Faculty
a. Course Director
The Course Director is directly responsible to the Commandant for the development, planning, and
execution of the course. The Course Director is supported by the Dean, the Curriculum Developer,
Module Coordinators, Syndicate Guiding Officers (SGOs), and any other relevant faculty members.
b. Module and Elective Coordinators

Module and Elective Coordinators are responsible for implementing the academic subjects by planning,
conducting, and assessing various educational activities. They are responsible for the liaison with, use
of, and administration matters related to external support, e.g., Guest Speakers, Study Trips, and event
timings.
c. Faculty
Faculty delivers the academic content for specific lectures, syndicate activities, and other educational
activities. The faculty consists of military and civilian personnel deployed by their nations or hired
directly by the College and who plan and implement educational activities and assess assignments. The
faculty implements educational activities in their roles as Module/Elective coordinators, supervisors of
research papers, assessors, lecturers, and SGOs. The Dean, Directors of Departments, and other
Management Group members are also part of the faculty.
d. Guest Speakers and SME

Guest Speakers and Subject Matter Experts (SMEs) are supplemental contributors to the JCGSC,
delivering education and mentoring students based on their expertise in a specific area.
e. Syndicate Guiding Officers

An SGO is a faculty member who is assigned to a specific syndicate with the primary role of facilitating
the development of assigned students according to the course aims and learning outcomes. It requires
them to act primarily as a mentor to students. SGOs monitor and evaluate student progress during a
course and provide feedback and feedforward to optimise their learning experience. SGOs perform their
duties under the supervision of the Course Director.
f. Senior Mentor
Senior Mentors assist with supervision of student work, offer advice on how they might tackle particular
tasks, and assist in evaluating their achievements and assignments. For operational planning module
and exercises, a Senior Mentor could serve as an operational level commander and Subject Matter
Expert.
g. Course Office
The Course Office is represented by the Course Secretary and the Registrar. The Course Secretary is
responsible for all daily secretarial and administrative duties. One of the main duties of the Course
Secretary is publishing and updating weekly plans with the Course Director's approval. The Registrar
is responsible for receiving all official students' assignments, evaluations, documents, and records,
issuing all the grades and other official documents to the students, and preserving them all in databases.
4.2 Student Representation

There are several important roles for students attending the JCGSC. Specific roles that support the
educational and developmental process within the student body are:
34 4.0 Organisation of the Joint Command and General Staff Course Course Plan 2022-2023
4.2.1 Class Leader
The Class Leader is the students’ voice to the Course Director and faculty. An initial Class Leader from
one of the Baltic states will be selected by the Course Director after the course starts. This officer will
perform the duties until a permanent Class Leader is elected by the students. The Class Leader is usually
selected from among nominees from Estonia, Latvia, or Lithuania, but this is not a predetermined rule.
The Course Director approves the results of the election (sometimes a run-off is necessary) and appoints
the Class Leader officially. The Class Leader represents the students in any matters not covered by other
functional representations of the course. They will act as a representative in collecting the corporate
view of the class on significant issues and passing opinions to the Course Director and staff members.
These duties include organising and conducting course feedback sessions at the middle and end of the
course.
In the conduct of official duties, the Class Leader has delegated the authority with respect to fellow
students. The Class Leader’s responsibilities include, but are not limited to:
• Maintaining direct communication with and taking guidance from the Course Director
regarding course initiatives;
• Disseminating information to students;
• Acting as the focal point in collecting the corporate view of the class on significant issues and
passing the opinions to the faculty;
• Contributing to the College’s representation and course’s formal events;
• Ensuring proper decorum and discipline are maintained by students;
• Organising and executing the course social events (e.g., Course Farewell Reception,
International Night);
• Assisting the faculty in planning and executing athletic events;
• Organising and preparing end-of-course tokens (digital photo album, contact list, etc.) on behalf
of JCGSC students;
• Organising course feedback briefings in the middle and at the end of the course;
• Supporting faculty in the preparation and execution of activities outside of the College (e.g.,
study trips);
• Overseeing the administration of the ‘Best Coursemate’ Award;
• Appointing deputies as necessary (Academic Representative, Social/Welfare Officer, Athletic
Officer, Public Officer, and Community Service Officer) and overseeing their efforts;
• Organising the election for the Best Faculty Member of the Year honourable nomination.
4.2.2 Syndicate Leader
Students will be divided into syndicates to facilitate small group learning and experience exchange. The
composition of these syndicates may be fixed for the duration of the course or rearranged at the end of
the first semester, as determined by the Course Director. Each syndicate will have an SGO.
Each syndicate has a Syndicate Leader. The Syndicate Leader is one of the syndicate’s students and is
selected by the SGO in close cooperation with the syndicate students within two weeks after the course
starts. The Syndicate Leader’s tasks are twofold. First, in their external role, the Syndicate Leader assists
the SGO, the Class Leader, and Course Office in administrative and other matters. In their second role
internally, the Syndicate Leader is responsible for the inner synergy and internal atmosphere of the
syndicate. For example, the Syndicate Leader assists in selecting and coordinating social, sports, and
other activities outside the scheduled programme.
Course Plan 2022-2023 4.0 Organisation of the Joint Command and General Staff Course 35
The Syndicate Leader is also responsible for selecting the Class Assistant when the syndicate is
responsible for this role according to the weekly plans. The Syndicate Leader supports the Class Leader
in conducting duties. As it is not a permanent position, the SGO can rotate the Syndicate Leader during
the course.
4.2.3 Task Leader
Usually designated by the SGO, the Task Leader is responsible for the assigned task or project and plays
a critical role in ensuring that it is completed to the desired standard. The Task Leader might be
appointed for syndicate work or another task performed by a larger group.
4.2.4 Class Assistant
The Class Assistant is a rotational duty. The Class Assistant is responsible for notifying the class when
lessons start and notifying the lecturer that the class is ready. It is also the responsibility of the Class
Assistant to provide a written attendance report every working day by 09:45 to the Course Office. After
daily teaching is completed, the Class Assistant is responsible for the restoration of Von Sydow Hall
and other academic rooms to their original configuration. When there is more than one course gathered
in the lecture room, the Class Assistant of the JCGSC will act for all courses. As required by the Module
Coordinator or Course Director, the Class Assistant could be responsible for introducing and thanking
lecturers/guest lecturers if not otherwise decided by the Class Leader.
4.2.5 Additional Functional Roles and Representation
Students fulfil other functional and representational duties academically or outside curriculum activities.
These functions are permanent throughout the course. Additionally, a student may volunteer to facilitate
an external activity.
The students will elect a Class Leader and deputies as necessary in the following functions: Academic
Representative, Social/Welfare Officer, Athletic Officer, Public Affairs Officer, and Community
Service Officer. Student functions can be divided by syndicate, except the Academic Representative,
who will represent the entire course position on academic matters. The main tasks of deputies are:
• Academic Representative: represents the course opinion regarding the quality of academic
content and achievement of learning outcomes, approaches the Dean with respect to academic
matters;
• Social/Welfare Officer: coordinates social events for the class;
• Athletic Officer: coordinates extra-curricular sports activities;
• Public Affairs Officer: provides the content to the College Information Manager such as
websites entries, news articles, imagery, gathers/records student events, etc.;
• Community Service Officer: coordinates community support activities, such as volunteer
service.
4.3 Student Responsibilities
While on the JCGSC, students have several responsibilities pertaining to both academic rigour and
individual propriety. Students should:
• Conduct themselves with good manners both at the College and in public places;
• Respect Guest Speakers, faculty, support staff, and other students;
• Act in a scholarly way during class, syndicate, and extra-curricular activities;
• Meet with their supervisors on a regular basis;
• Undertake the necessary preparation to engage fully with syndicate activities;
• Ensure compliance with the applicable academic regulations and standards during all oral and
written assignments.
36 4.0 Organisation of the Joint Command and General Staff Course Course Plan 2022-2023
5.0 Student Assessment System

5.1 Introduction
Assessment is a continuous process intended to support students’ progress throughout the JCGSC and
enable the College to report to sending states on their performance. Guided by the Dean, the Course
Director is ultimately responsible for the assessment of students. SGOs assist the Course Director in the
assessment of students’ Qualities and Capabilities. Module and Elective coordinators support
Departmental Directors in meeting academic education requirements, including the students’
assessment. The following forms of assessment are utilised by the JCGSC:
Purpose Form Sequence

Diagnostic To assesses what students already know and/or the Ungraded feedback Before a
difficulties they might have, which may limit their module or
engagement in new learning. course
Formative To provide feedback during an educational Ungraded feedback During a
activity or module. To achieve this, students may module or
be given the opportunity to complete tasks during course
modules to assist with their learning, which will
always result in feedback.
Summative To determine whether students have met the Graded feedback, End of a
prescribed aim and learning outcomes for modules resulting either in module,
and electives. To achieve this, students are numeric 0-10 or elective, or
required to complete one summative activity – an non-numeric Pass course
assignment, sometimes consisting of various with Distinction/
components – for each module and elective. Pass/ Fail
gradings)
5.2 Assessment Process
The process for the student assessment system consists of two parts. Firstly, all modules and electives
include an assignment that will be formally assessed – these are known as summative assessments. The
assessment, along with feedback, is intended to assist the students’ development throughout the course.
A summative assessment is designed to formally assess the performance and knowledge of students in
relation to the learning outcomes for JCGSC modules and electives. Students must pass all assignments
associated with a particular module or elective in order to pass the whole module/elective. A student
who for any reason receives a ‘Fail’ grade in one or more of the summative assignments will not
graduate from the JCGSC but will receive a Letter of Attendance.
Secondly, students’ performance during all course activities will be observed and assessed according to
Qualities and Capabilities, forming the basis of a report (Performance Review) to be issued to both the
student and their sending state. This form of assessment is conducted through both counselling
conducted by SGOs and the Course Director and, at the end of the course, a written Performance
Review. SGOs and the Course Director will monitor the students’ progress and performance throughout
the course and will also provide them with informal feedback and feedforward when appropriate. More
details are provided in section 5.4.
Course Plan 2022-2023 5.0 Student Assessment System 37

5.3 Assessment of Student Academic Ability
The purpose of the assessment is to formally assess the performance and knowledge of students in
relation to the aim and module learning outcomes.
The BALTDEFCOL uses an assessment system compatible with the European Credit Transfer and
Accumulation System (ECTS) and follows the requirements of the MA programme conducted with the
National Defence Academy of Latvia. These requirements state that each module and elective has to be
assessed with a summative assessment (Fail/Pass/Pass with Distinction or graded 0-10).
All modules, electives, and the Research Project will have a separate assessment based on the stated
requirement and grading matrix. These matrixes are generated by Module and Elective Coordinators to
ascertain how the grade scale will correspond to the assessment of a specific assignment and will be
made available to students.
The following grade scale will be applied for all summative assessments:
The student is displaying an outstanding grasp of the subject matter and

Distinction 9-10
a very broad level of achievement of learning outcomes.
The student has fully met the module’s aim by displaying a strong grasp of
Merit 7-8
the subject matter and attainment of learning outcomes at a very high level.
The student has met most of the module’s aim by displaying a satisfactory
Pass 5-6 grasp of the subject matter and attainment of learning outcomes at a
satisfactory level.
The student has not quite met the module’s aim due to a deficient grasp of
Bare Pass 4
the subject matter and attainment of learning outcomes at a minimal level.
The student has failed to meet the module’s aim due to an inadequate grasp
Fail 0-3 of the subject matter, and acquired knowledge and skills are below the
minimum level.
Those assignments assessed using Fail/Pass/Pass with Distinction criteria will use the grades outlined
below.
The student is displaying an outstanding grasp of the subject matter

Pass with Distinction
and a very broad level of achievement of learning outcomes.
The student has met most of the module’s aim by displaying a satisfactory
Pass
grasp of the subject matter and attainment of learning outcomes at a
satisfactory level.
The student has failed to meet the module’s aim due to an inadequate grasp
Fail of the subject matter, and acquired knowledge and skills are below the
minimum level.
5.3.1 Re-Assessment Policy
Summative assessments also represent an opportunity for continued learning and improvement. To
achieve this, students will receive feedback on their performance from the faculty. This feedback
includes the refinements required to improve performance in the future.
38 5.0 Student Assessment System Course Plan 2022-2023

If a student receives a ‘Fail’ for an assignment, they will be afforded a single opportunity to undertake
reassessment. The student has the responsibility to work actively through their SGO or directly with
appropriate faculty to support their educational requirements. A student who receives ‘Grade 0-3’ or
‘Fail’ for the original assignment can, upon successful completion of the reassessment, receive a
maximum of ‘Grade 4’ or ‘Bare Pass’. After failing to pass the assignment during the reassessment
process, the Academic Board will be called to make a recommendation for the Commandant. Based on
the recommendation of the Academic Board, the Commandant will inform the Sending/Sponsoring
Nation of further actions.
5.3.2 Appeal Policy
Students may appeal any grade they receive during their studies on the JCGSC. The appeal must include
well-defined evidence showing why they believe they have been assessed incorrectly or treated unfairly.
The process and criteria for appealing are outlined in the academic regulations of the BALTDEFCOL.
5.3.3 Academic Misconduct
The BALTDEFCOL is proud of its academic integrity and will not tolerate any academic misconduct.
All students and faculty are expected to read and abide by the academic integrity policy (including the
description of various forms of academic misconduct) as provided in the academic regulations of the
BALTDEFCOL. In the event of academic misconduct, students may face expulsion from the JCGSC
and return to their home country in accordance with procedures approved by the Baltic states and set
out in the BALTDEFCOL Regulations.
5.4 Assessment of Qualities and Capabilities
Along with students’ academic enhancement and performance, the students’ individual and leadership
development on selected qualities and capabilities (outlined in the matrix below) are observed, coached,
and assessed throughout the course. More details will be provided by SGOs.
Students’ development and counselling is achieved through the utilisation of the following key tools:
• Mentoring by SGO (SGO Dialogue).
• Individual Development Planning.
This is a measure of the student’s ability to influence others whilst holding a leadership position.
The leader’s approach to leading others depends on the environment, the team, and the task. It is
the ability to influence others by providing purpose, direction, and motivation depending on the
situation at hand.
Leadership
A student in a leader’s position is expected to:
• understand the circumstances and variables of the operating environment;
• provide subordinates with a sound and nested purpose;
• guide the process by providing clear direction;
• keep subordinates focused and engaged through the application of motivational tools.
This is a measure of the student’s ethics, morals, and values as an individual and as a leader. It
is their ability to exercise wise judgment while in a leadership position. It requires a student to
accept and embrace the values and standards of the BALTDEFCOL’s Code of Conduct.
A student should be able to demonstrate:

Character • honour and discipline that adhere to the Code of Conduct;
• integrity that is beyond reproach, possessing high moral standards, and honesty in
word and indeed;
• moral courage in the face of adversity and opposition, manifesting in the self-confidence
that leads to physical and moral bravery;
• loyalty and allegiance to their nation, to this College, and to their peers and subordinates;

• respect for self and for others that promotes dignity, diversity, and equal opportunity;
• selfless service that places the organisation and welfare of others above one’s self;
• duty in fulfilling professional, legal, and moral obligations.
This is a measure of the student’s ability to evaluate key facts, content, logic, and motives
simultaneously in order to arrive at reasoned deductions and conclusions that are beyond one’s
own mental limitations and biases. Critical thinking describes the mental processes, strategies,
and representations people use to solve problems, make decisions, and learn/develop new
concepts. It is the ability to apply distinctive cognitive skills to identify, analyse and solve
Ability to apply complex problem sets.
Critical
Thinking As a result, a student:
• is able to identify key factors;
• can apply sound reasoning to the facts, understand the context and motives, and draw
rational deductions and conclusions;
• is able to understand the capabilities and limitations of their own thought process.
This is a measure of the student’s ability to demonstrate a professionally disciplined interest in
expanding their knowledge both within their specialised functional area and across the wider
aspects of defence and security.
Students should demonstrate the ability to:

Professional
Competence • research and comprehend current global and regional security issues and their impact on the
operational environment;
• gain thorough knowledge and understanding of national force/service level components and
capabilities and applicable NATO military doctrines;
• seek enhanced knowledge and understanding of new technology, force developments, and
their implementation/integration into contemporary military affairs.
This is a measure of the student’s ability to express themselves verbally and non-verbally to
include written form.
Verbal and non-
verbal A student should be able to deliver:
Communication • written and oral assignments that follow prescriptive standards and style;
Skills • written work/oral presentation proficiency that meets Joint Operational Staff Officer
requirements using grammatically correct English language;
• written and oral assignments that exercise proper terminology and use of vocabulary.
This a measure of the student’s ability to plan and organise individual and team tasks whether
assigned as a task leader or acting as a member of a team.
Organisational A student should demonstrate the ability to:

Skills • plan and organise the tasks and delegate when in position of authority;
• take appropriate action without being prompted by peers or faculty;
• develop clear priorities and apply time management in both individual work and syndicate
work/assignments.
This is a measure of the student’s personal relations and interactions with other students and
faculty.
Relational Behaviour is demonstrated by:

• clear and respectable cooperation with others, regardless of cultural, religious, or social
Relational
experience or bias;
Behaviour
• the ability to modify personal behaviour appropriately and proportionate to the
circumstances;
• the ability to adapt to the corresponding environment in order to improve personal cultural
and social awareness whilst enhancing multinational diversity that enriches life-long
relationships.

5.4.1 Mentoring by Syndicate Guiding Officers
The purpose of the SGO Dialogue is to facilitate professional exchange between an SGO and a student
as part of the coaching, mentoring, and teaching process. During the Dialogue, the SGO should present
a holistic picture (‘whole person concept’) to the student about their performance according to the
Qualities and Capabilities and overall progress of the student.
At the end of each semester, the SGO will prepare a written summary of the progress of each student
within their syndicate according to the format provided in the SGO Handbook. The Mid-Course report
– following the first semester and the Final Performance Report – will be provided to the student and
the national authorities to document their development/performance.
An SGO may, at any time, provide additional written feedback if a student’s progress and/or
professional conduct and behaviour have been observed. This feedback will include the observed
behaviour and performance as well as the necessary corrective actions in order to bring the student back
to normal standards of academic or professional performance.
5.4.2 Individual Development Planning
Individual Development Planning is all about creating a long-term goal for professional and personal
development. From the start of the course, students will be afforded the opportunity to become familiar
with the concept of individual development and practice by preparing an Individual Development Plan
at least for the period of the studies.
SGOs will be the main facilitators for this concept, and they advise students in their individual
development. Upon planning individual development, the following sequence should be followed:
• Students must understand their own needs so they can set meaningful goals.
• Students define these goals in terms of what they want to achieve and the steps necessary to get
there.
• Finally, students identify gaps in their skills and experience and create an action plan that will
fill them so that they can start to move towards their end goal.
5.4.3 Performance Review
Formal assessments of students’ performance are made in written performance reviews. This is an
essential process in two aspects:
• Periodic reports offer an indication to faculty and students of the strengths and weaknesses of a
student as a basis for their performance. This indication is important to develop the student’s
potential.
• For those outside the College concerned with career development, the Performance Review
provides information about the relative achievement of the student.
During the academic year, the following reports will be prepared and delivered:
 Initial Counselling: during counselling, the students will begin to develop the Individual
Development Plan. The purpose of the Individual Development Plan is for the person, with
support from their SGO, to determine what he or she wants to improve during the JCGSC and
how to assess such progress. Counselling is conducted throughout the course as required and
guided by the CD and SGO.

 Mid-Course Performance Review: this serves as a basis for the Final Performance Review and
it is compiled considering the students’ academic performance and an assessment of their
qualities and capabilities. It provides feedback on the students’ performance to their nations
(Estonia, Latvia, and Lithuania) and the students. SGOs draft the document guided by the CD
and submitted to the Commandant by the end of January 2022.
 Final Performance Review: the final Performance Review is a written record of each student’s
performance that gives information useful for the student’s future career management to their
national authorities and provides recommendations for possible areas for future postings. The
Performance Review will be marked for official use only and handled so that only appropriate
BALTDEFCOL faculty and sending nations have access. Final students’ counselling is conducted
to discuss and complete the Performance Review, including reviewing the results of their
Individual Development Plan.
5.5 Graduation Process and Requirements
To graduate, students must meet the following graduation requirements:

• Receive at a minimum “Bare Pass” (Grade 4) or “Pass” (for Pass/Fail assignments) for all
summative assignments in the modules and electives.
• Demonstrate proper “character” during their time in the course, which are related to no issues
recocgised in respect to academic misconduct or general misconduct outside of the College.
Should they meet these requirements; students will receive graduation documents. The graduation
documents will include a Diploma, Diploma Supplement, and the Performance Review. The Diploma
certifies the qualifications obtained as a result of successful graduation. The Diploma Supplement
documents the ECTS Credits earned during the course and is designed to enable the transfer of academic
credit should students seek to pursue further qualifications at colleges of higher education and/or
universities.
In cases of failure to achieve the required academic standards for graduation, the Commandant
recommends that the Sending and/or Sponsoring Nation withdraw a student or provide them with a
Letter of Attendance declaring that they attended the JCGSC but did not meet the graduation
requirements.
5.6 JCGSC Awards
The JCGSC graduates are eligible to receive the following academic awards – Commandant’s Award,
Academic Writing Award, Joint Operations Award, Class Leader, and the ‘Best Course mate’ Award.
All awards will be presented during the graduation ceremony:
• The Commandant’s Award is given to a student with the highest overall performance in all
areas of assessment.
• The Academic Writing Award is meant for a student who writes the best Research Paper. This
student’s thesis will also be considered for publication in Ad Securitatem.
• The Joint Operations Award recognises a student who demonstrates the superior application
of knowledge during module 3: Fundamentals and Components, module 7: Operational Level
Planning, module 9: Allied Joint Operations, module 11: Combined Joint Staff Exercise JOINT
RESOLVE.
• The Class Leader Recognition is presented to a student who has performed the Class Leader’s
tasks.
• The ‘Best Coursemate’ Award is given by JCGSC students to a student who has demonstrated
exemplary officership and teamwork and contributed the most to the overall success and
reputation of the JCGSC and the BALTDEFCOL.

At the end of the course, the Course Director will invite students to nominate a faculty member who has
contributed to their success and who best epitomized the precepts of the BALTDEFCOL Educational
Charter, including professional competence in subject matter, pedagogical and communication skills,
and are animated by a strong desire to mentor students.
The Course Director may allow up to three faculty members to be elected and publicly recognised, but
only the top candidate will receive the honourable nomination.
The nomination consists of a large wooden plaque with the mention “Best Faculty Member Nomination
for JCGSC” and includes a brass plate with the name of the nominee along with the year.
The nominee will also receive a personalised course shield plaque bearing his/her name with the mention
“Best Faculty Member of the Year (year of award)”.
6.0 Course Evaluation Process

6.1 General
The students’ opinion and feedback are important to refine our current course plan and develop the
future curriculum. Curriculum development is a continuous process involving a review of the current
course programme, planning and authorship of new or revised material, approval of changes, and
production and distribution of the course material.
The BALTDEFCOL will continuously endeavour to make the curriculum more effective, relevant,
flexible, and responsive to new challenges.
To improve and develop the course, upon graduation, a survey will be sent to the Baltic states and other
countries to gather your assessment of the course. Please take the time to answer the feedback request
critically and constructively.
6.2 Course Evaluation System
Operational-level officers are expected to publicly or individually share their constructive feedback and
recommendations, and the JCGSC feedback mechanisms represent one opportunity to develop this
critical skill. There are several ways students can evaluate the education they have received:
1. Weekly feedback is collected depending on the length of the modules and additional
requirements either through the information management system, questionnaires, or the
student’s representation (Syndicate Leaders or Academic Representative).
2. Module/Elective Feedback: at the end of a module/elective, everyone will submit their

feedback in the information management system. A Module/Elective Coordinator will review
it and discuss the results in a separate meeting with students and faculty as required.
3. Course Feedback: after the first semester and at the end of the course, students provide mid-
course and end-of-course feedback. The Class Leader, supported by the other students, will be
responsible for organising these sessions and producing the results. The briefings are followed
by the discussion with faculty.
4. After course assessment/questionnaires: course evaluation continues after graduation when

students have taken new positions and tasks in their countries or international postings. The
former students and their direct superiors (senior leaders) will be asked to provide feedback/fill
in a questionnaire on the relevance of the course and learning outcomes in relation to their new
tasks and job requirements.
Course Plan 2022-2023 6.0 Course Evaluation Process 43

ANNEX A | Abbreviations
ACH Admiral Cowan Hall

ADL Advanced Distributed Learning
BALTDEFCOL Baltic Defence College

BDU Battle Dress Uniform
BDST Baltic Defence Study Trip
BWR Baltic Way Room
CDT Commandant
CD Course Director
CSELC Senior Enlisted Leaders’ Course
CL Class Leader
CP Course Plan
CTC Critical Thinking and Communication
DCDT/COS Deputy Commandant/Chief of Staff

DOS Director of Support
DMS Department of Military Studies
DLMS Department of Leadership and Management Studies
DPS Department of Political and Strategic Studies
ELS English Language Seminar
EC Elective Coordinator
EXE Exercise
IST International Study Trip
GS Guest Speaker
HCSC Higher Command Studies Course
HHH Hans Haekkerup Hall
ISD Individual Study Day
IPT Individual Preparation Time
JCGSC Joint Command and General Staff Course
JOPG Joint Operations Planning Group
MC Module Coordinator
P2P Peer-to-Peer Development
PME Professional Military Education
SGO Syndicate Guiding Officer

SL Syndicate Leader
SLC Senior Leaders’ Course
SNR Senior National Representative
SM Senior Mentor
SME Subject Matter Expert
SYNA Syndicate Activity
SYN Syndicate
TBA Team Building Athletics
VSH von Sydow Hall
44 ANNEX A | Abbreviations Course Plan 2022-2023

ANNEX B | JCGSC Key deliverables/Assessment
Module/ Deliverables/ Date Due or

Department
Elective Assessments* Assessment
FIRST SEMESTER
Diagnostic/Pre- See instructions
JCGSC Initial Unit All/CD
Course on ILIAS
English Language
During In-
English Language Assessment CD
processing
(In-processing week)
Selection of research 29 AUG 22

project topics
DPS
Research Project Research paper outline 30 SEPT 22
and literature overview to RP supervisors
supervisor
Introduction and Ch 1 12 DEC 22
M1: Leadership
Staff paper 16 SEPT 22 DLMS
and Command
M2: Security and

Policy Paper 31 OCT 22 DPS
Strategy
M3: Fundamentals
Written Test 29 NOV 22 DMS
and Components
Elective 1 ELE 1 assignments/exam 12 DEC 22 DLMS/DPS/DMS
M4: Defence
Planning and Staff Paper/Presentation 20/21 DEC 22 DLMS
Management
Course Plan 2022-2023 ANNEX B | JCGSC Key deliverables/Assessment 45

ANNEX C | JCGSC Key deliverables/Assessment
Module/ Deliverables/ Date Due or

Department
Elective Assignments* Assessment
SECOND SEMESTER
M5: Project Group work: staff paper

19/20 JAN 23 DLMS
Management and presentations
M6: Operational
Written exam 3 FEB 23 DPS
Law
First full draft of Research

27 FEB 23 Supervisors
Research Project paper presented to
supervisor
M7: Allied Joint

Written exam 6 MAR 23 DMS
Operations
M8: Media Individual interviews 13-16 MAR 23 DLMS

Communications Group presentations
M9 Operational Group presentations 17 APR

DMS
level planning Written exam 18 APR
M10 Managing
Group presentation 27 APR 23
Contemporary DPS
Staff paper 28 APR 23
Crisis
M12: Innovations Group work and
and Military individual contribution to 5-9 JUN 23 DLMS
Technology a blog
Research paper submitted 2 MAY 23

Research
All faculty
Project
Presentation 31 MAY- 2 JUN 23
* Assessment standards are being developed by each Elective/Module Coordinator and will be reviewed and
approved by the Course Director prior to the module/elective going active.
46 ANNEX C | JCGSC Key deliverables/Assessment Course Plan 2022-2023

ANNEX D | Curriculum Flow – First Semester

August-December 2022
JCGSC 2022-2023 1st Semester
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Restor.
JCGSC M0 Leadership and
of Foundation I (how to learn)
August
Open In-Processing Command

Indep. (M0)
Cerem. (M1)
of EST
Intro ELE SF ELS EXE RP and ELS
1, RP Shield/ Ice ELE1
topics Breaking selected
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
er
Septembe
M1 ELE1 Leadership and ELE1 Leadership and ELE1 Security and ISD /
Fund. and Comp. (M3) Military
Command Command Strategy Facult
Theory/ Op. Art
(M1) (M1) (M2) y Dev.
TBA ELS TBA ELS TBA TBA ELS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
October
ELE1 Security and ELE1 Mil. ISD / ELE1

Security and Strategy Security and Strategy
Strategy BDST Hist Facult
(M2) (M2)
(M2) Conf y Dev. M1
RP outline ELS TBA ELS TBA ELS
due
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
November
Fundamentals and ELE1 Fundamentals and ELE1 Fundamentals and ISD /

Fundamentals and Components
Components Components Components Facult Staff Ride Albion
(M3)
(M3) (M3) (M3) y Dev.
ELS ELS ELS LVA ELS

Indep. Day
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
December
Staff Ride
Albion M2 Defence Planning and ELE1 Defence Planning and Defence Planning and
Mid. AAR
Christmas Break
Management (M4) Management (M4) Management (M4)
IST
ELS RP Intro + ELS Mid AAR Mid AAR
ELS
1 ch. prep. prep.
TBA - T eam Building A thletic s ISD - I ndividual Study D ay

BDST - Baltic D efenc e Study T rip ELS - E nglis h L anguage Seminar
DMS DPS DLMS ELE
E1 - E lec tive RP - Res earc h P rojec t
SF - Supervis ors ' Fair
Course Plan 2022-2023 ANNEX D | Curriculum Flow – First Semester 47

ANNEX E | Curriculum Flow – Second Semester

January-June 2023
JCGSC 2022-2023 2nd Semester
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
January
Project Management Project Management Operational Law Operational Law

Christmas Break (M5)
HCSC Open.
(M5) (M6) M6
CD Brief NY
gathering
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28
February
Int. ELE2; EST

Operational Law M3 Allied Joint Ops Allied Joint Ops Allied Joint Ops Allied Joint Ops
RP cons. Indep.
(M6) (M7) (M7) (M7) (M7)
Day
LTU Indep. BDC B-Day RP draft
Day due
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Conf. on Russia Media ISD /

March
Allied Joint Ops Media Communications Operational Level Planning

M7 Communications Faculty Elective 2
(M7) (M8) (M9)
(M8) Dev.
Intern.
night
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
EST ISD / Operational Level Managing

Operational Level Planning Easter Operational Level Planning Managing Contemporary Crisis
April
Good Faculty Planning Contemp. Crisis

(M9) Sunday (M9) (M10)
Friday Dev. (M9) (M10)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
EST ISD / ISD /

Prep. for CJSE JR Combined Joint Staff Exercise JOINT RESOLVE EST Whit
RP ppts
May
Spring Faculty Faculty

(M11) (M11) Sunday
Day Dev. Dev.
RP due
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Out- Out-
processing processing AY 22/23
RP ppts EST
Innovations and Military Technology EST V.
June
AAR
International Study Trip (IST) prep for AAR Course AAR GRAD Mids.
(M12) Day
Out- Out- Day
processing processing
Grad. din.
E2 - Elective RP - Research Project

ISD - Individual Study Day
DMS DPS DLMS ELE
HCSC - Higher Command Studies Course
48 ANNEX E | Curriculum Flow – Second Semester Course Plan 2022-2023

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Joint Command and General Staff Course

Course Plan 2022-2023

Course Plan 2022-2023 Contents 3

5.0 Student Assessment System .......................................................................................................................... 37

4 Contents Course Plan 2022-2023

Course Director’s Foreword

Course Plan 2022-2023 Course Director’s Foreword 5

Course Director’s Foreword

I am looking forward to personally welcoming you to the College!

6 Course Director’s Foreword Course Plan 2022-2023

1.0 About the Joint Command and General Staff Course

1.2 Aim of the JCGSC

1.3 Course Objectives and Learning Outcomes

1.4 Admission Requirements

1.5 Code of Conduct

Responsibility Having Fun

2.0 Curriculum and Curriculum Flow

2.2 JCGSC Modules and other Educational Components

10 2.0 Curriculum and Curriculum Flow Course Plan 2022-2023

JCGSC Initial Unit

By the end of the unit, students should be able to:

b. Leadership and Command (3 hours):

c. Security and Strategy (4 hours):

d. Research Project (10 hours):

e. Cyber Hygiene (2 hours):

f. History of the Baltic States: (2 hours)

Assessment method Assessment

Course Plan 2022-2023 2.0 Curriculum and Curriculum Flow 11

Module 1: Leadership and Command

12 2.0 Curriculum and Curriculum Flow Course Plan 2022-2023

Module 2: Security and Strategy

Assessment method Assessment

Module 3: Fundamentals and Components

Course Plan 2022-2023 2.0 Curriculum and Curriculum Flow 13

Assessment method Assessment

Module 4: Defence Planning and Management

Assessment method Assessment

14 2.0 Curriculum and Curriculum Flow Course Plan 2022-2023

Module 5: Project Management

Assessment method Assessment

Module 6: Operational Law

Assessment method Assessment

Course Plan 2022-2023 2.0 Curriculum and Curriculum Flow 15

Module 7: Allied Joint Operations

Assessment method Assessment

Module 8: Media Communications

Assessment method Assessment

16 2.0 Curriculum and Curriculum Flow Course Plan 2022-2023

Module 9: Operational Level Planning

Module 10: Managing Contemporary Crisis

Course Plan 2022-2023 2.0 Curriculum and Curriculum Flow 17

Module 11: Combined Joint Staff Exercise JOINT RESOLVE

Assessment method Assessment

18 2.0 Curriculum and Curriculum Flow Course Plan 2022-2023

Module 12: Innovation and Military Technology

Assessment method Assessment

International Study Trip

Course Plan 2022-2023 2.0 Curriculum and Curriculum Flow 19

At the end of the IST, students should be able to: