Abstract

The article demonstrates the current situation and the new challenges in the field of military science in the Czech army. At the same time the article shows the relations between education and science where each of them determines their next development.

The manifold history and practice of the development of academic institutions all over the world do not cast doubts on a significant thesis: "Science and teaching at these institutions always form connected vessels". In our opinion, the principle mentioned refers to all features of impartiality and thus it is also advisable to recall its validity within the context of searching for new paths in the sphere of the military sciences. History, especially our own recent past suggests that the principle mentioned is valid regardless of what particular situation exists at any single university, and regardless of how an institution fulfils its mission in the framework of a particular social system and circumstances related to it.

Through our own experience here in the Czech Republic (hereinafter CR) we can confirm that in a particular developmental stage social conditions may artificially deform the necessary balance and equilibrium of the relationship between scientific development and teaching being carried out. Sooner or later, such instability, however, will become evident in both the society and the framework of the academic environment of a particular university institution. After some time, the scientific development of a particular country which ignores this reality, usually lags behind the rest of the world. Then, as a consequence, outdated and obsolete teaching without innovation starts to impair the quality of the scientific research in a given country. The ability of teaching to keep abreast with the development of its disciplines starts to decrease the longer it is isolated from its peers, since the natural process usually evolves in the historical context of worldwide knowledge of mankind as a whole.

As for the sphere of military sciences within the CR this fact dictated that, after 1989, the society even seemed to refuse the existence of military science as a legitimate educational endeavour. The removal of the permanent member appointed to the Accrediting Commission of the CR Government for military affairs was a symbolic expression of these conditions. At that time, this permanent member at the state level represented the CR military university educational system and science and, at the same time, he was responsible for solving all relevant issues relating thereto. Therefore, from time to time, we argue, in the framework of the CR military structures, about the issue of whether it is or is not legitimate to strive for the rehabilitation of military science and if such a phenomenon actually exists. In addition, it is necessary to examine how military science in the Army of the CR is perceived today.

Scientific and research activities within the CR MoD are carried out in a goal-directed way and based on the taskings of the command and control structure at the strategic level. Strategic elements of the department have established close links to the CR defence industry (e.g. Defence Industry Association (AOP = Czech abbreviation) and the research and development board has also been used to develop appropriate goals.

The scientific and research activities within the CR MoD are performed within the framework of a multilevel control system as follows:

a) strategic level,
b) operational-tactical level,
c) realization and application level.

Ad a) Strategic level is represented by the CR MoD Research and Development

Council (hereinafter Council) which is a standing advisory and initiative body of the Minister of Defence to solve the problems of science, research and development within the CR MoD. The Council views and proposes solving issues that are related to scientific and research conceptual activities developed on the basis of scientific knowledge and defence requirements. The Chairman of the Council is Director, Armament Section, MoD. The senior vice-chairman is the First Deputy Chief of General Staff. The junior vice-chairman is the Deputy Chief of Joint Force. The third Chairman is elected by regular members of the Council based on the rules laid down in the Council Routine Order from among out-of-department council members.

Ad b) The operational-tactical level is represented by the elements that enable the department to keep contact with up-to-date knowledge for the progress and long-term maintenance of required capabilities of the Army of the CR and that have sub-elements in their structures, the responsibility of which is to implement research and development (R&D) within the CR MoD. It is e.g. the Doctrine Administration at the Training and Doctrine Centre that is responsible for the development of science in the sphere of military affairs on the level of operational art and tactics.

Ad c) The realization and application level is represented by the department elements that participate in the development and realization of research and development results, among which the University of Defence can be included. Besides the University of Defence there are other institutions within the CR MoD that are accountable for the development of scientific and research activities in military affairs.

The scientific and research activities within the CR MoD are carried out in a goal-directed way based on the tasks assigned at the strategic level. The proper focus of scientific and research activities within the CR MoD for next years is defined in "The Concept of Research and Development in the MoD Sphere of Action for 2005-2009".

After long discussions and exchange of opinions both inside and outside the MoD we assume that the issue of military science vs. science should be viewed from another angle. It is no longer necessary to argue that military science exists. There are many arguments now which indicate that it is an applied discipline. It is a discipline that takes advantage of the pleiad of standard branches of science to achieve its results. These include the social, medical, natural, engineering sciences, etc. However, it is significant that the society will begin to accept the phenomenon of military science only when soldiers, scientists or university teachers persuade it, using actual results, that their work is beneficial, useful and important for the society as a whole. Also for these reasons we, in the CR, have started to prefer the term "security science" that, in comparison with the term "military science", appears more complex. Thus, from the all-society viewpoint, we assume that this term (security science) is more comprehensible and, therefore more rational for most of citizens with regard to their everyday experience. Its inclusion can be illustrated using the following scheme.

Scheme 1 Interdisciplinary platform of security problems

When considering the thesis that science and teaching form connected vessels, it is undoubtedly interesting that the military university educational system in the CR need not have gone through a process when it was rejected by the society and was then forced to fight its way back into favour. After 1989, the society sent a clear signal to our military universities through the new University Act. Its content can be expressed briefly as follows: "If you want us to have respect for you as university institutions having all the appropriate rights and duties, you must completely fulfil all the necessary qualitative and quantitative requirements that civil universities must follow."

Nowadays, in the process of the continuous development of the University of Defence the education acquired here is considered to become a matter of prestige in the CR. The qualifications of the graduates are now widely accepted by the society and the University graduates, after the completion of their service obligations, will find full-value positions even in the spheres outside the defence department. As a result, there is an increasing concern in the University study programs among civilian students. Moreover, the remarkable results of military university academic workers in the field of medical sciences and the increased interest of defence industry enterprises in work results of university workers engaged in the engineering sciences, as well as deepening regional cooperation with the private sphere can be compared with the European level.

We assume that this experience of ours is fully comparable with the military sciences and related education provided at military universities all over Europe. Undoubtedly, it is impossible to solve the issues of military sciences without any interconnection with teaching or to separate them from those of military university education in any artificial way. However, here we get to the first key point that appears to be a possible source of discussions, contradictory opinions or different views of solving the given situation. This key point is related to the question what to start with, whether with the science or teaching carried out at this type of universities. Simultaneously, we find it crucial to emphasize that the question asked is not interchangeable or even identical with the sort of question which is more important - science or teaching. Most probably, such a question has no sense and belongs to the category of questions what emerged earlier - the chicken or the egg.

The essential question is, whether we will be able to reach an agreement with our counterpart military universities here in Europe on priorities in the areas of military sciences and then begin working with them. We believe that if we answer the question in the context of European territory the starting point should be in the area of teaching. To be more specific, it means reaching such conditions which enable smooth co-operation of schools in the implementing of educational programs and their further development in the context of European security framework. Clearly only appropriate compatibility of implemented educational programs will fully enable to develop their scientific and research potential and optimal utilization with regard to the quality of outcomes and the co-ordination of creative activities and co-operation.

All the activities which have occurred in Europe in the past few years in connection with the - Bologna process - really support our views in this regard. Although 29 European countries participated in the process, it is important for us to note that the situation is not the same among academic communities at military universities. This aspect is very important and we think that military universities should not divorce or isolate themselves from the activities of our civilian colleagues. In the long-term it could have a negative impact on the prestige and quality of research, scientific and educational activities. We certainly do not infirm specifics of army and military in each country and desirability of enforcing and protecting each country's justifiable national interests.

The Milestone for the common framework of European university education within the Bologna process was established as of 2001. We should establish a similar milestone in the area of military university education. There is a suitable opportunity for the parallel solution of issues in military areas. We think that the appropriate time has arrived which will make our goal of building a common system of military university education and research a realistic possibility. Military universities of individual European countries should play more active roles on national levels and faithfully implement the principles of the Bologna process. These principles are considered to be primary challenge for military university educational systems in Europe and will enable to create appropriate conditions for the parallel development of military sciences.

It should be reminded that the Bologna declaration signatory states are bound to pay attention to the harmonization of European university education in the first decade of this century. Measures follow the elementary directions of reforms relating also to military universities in the following areas:

• adoption of clear and comparable system of academic titles;
• adoption of a system based on three levels of education;
• introduction of credit system;
• support of teachers ' and students' mobility;
• intensification of European co-operation in order to guarantee quality;
• support of European dimension in university education;
• definition of joint scientific and research projects.

We recommend this process to be co-ordinated within the European military university community. It seems to be useful to do it on the basis of regular meetings of the rectors of the NATO military universities, or perhaps to start with the Vysegrad Group IV. It should be analyzed on this forum what has already been accomplished by schools in individual countries, where the problems are and what measures are difficult to be taken.

There is no doubt that situation at military universities in Europe is more or less influenced by the Bologna process and all its related activities. Discussions are already being held at schools without such experience as to whether they should provide their graduates with essentially the same university qualifications also required in the civilian sector. At the same time, a number of military universities have already adopted this model. The military universities have specific differences from similar civilian institutions. They are basically small schools with respect to the size of their national armies. Therefore number of military schools seeks to attract civilian students as well. This model is managed differently in each country. There are number of objective constraints on incorporating these military university institutions into international co-operation of all European universities, such as e.g. special daily routines and organization of academic year which is divided into the period of study and the period of duties or military training. Work at these universities is also influenced by the existence of secret information related to teaching, scientific activities, military regulations and laws of a country, etc.

It results from the above mentioned information that military schools should prefer co-operation mainly among themselves as far as new trends of international co-operation are concerned. With regard to a relatively small number of students it is necessary to consider the advantages of integration and specialization of the education which can be provided, and which can be utilized in the civil sector of any European country. This process will require the analysis of implemented study programs, the classification of the programs according to the EU scientific branches and their cohesion with similar study programs provided by European civil universities.

This way, the military schools study programs can be integrated into the groups of similar types, which will be cohesive for a certain scientific branch. This will help the schools to focus on particular specializations which will be unique and offered to the whole European military educational system. In this way, the institutions can be focused on specialized types of education provided to all military students in the European Union according to the acquired quality level, which is usually expressed by the degree of qualification, prestige and quality of outcomes produced by members of scientific and pedagogical staff.

It is a matter of priority to create conditions for the mobility of students and teachers at all European military university institutions in order to fulfil the above mentioned goals. The primary prerequisite is a system wide language compatibility of study programs, teachers, students and service staff of all schools, enabling them to start working on joint projects.

Scientific and research activities at the University of Defence are focused mainly on the following areas:

• build-up of land and air forces;
• the building of a research and educational base in the area of NBC (Nuclear, Biological, Chemical) defence within the existing Centre of Excellence;
• transfer of technologies and their development, with a focus on NBC defence under the control of the University of Defence;
• use scientific expertise to advice and assist the state security and defence;
• creation of a command and control system;
• complex logistical support system for the troops;
• protection against terrorism as an integral part of all activities of the Czech Army.

An effort to integrate these measures into international co-operation within NATO states and EU projects is emphasized in all the above mentioned areas. It is both an opportunity and challenge for the co-operation with other military universities.

It is clear that we face a number of tasks to be solved if we are interested in being an integral part of the European educational, scientific and research environment. Only the fulfilment of these tasks will enable our institutions to develop our full capabilities for dynamic problem-solving in the areas of the military and security sciences. The relationship between education and science at a university institution is based on the principle of communicating vessels and is uncompromising. It is essential to solve all these tasks, partially on a national level and partially on an international level. We would like, now, to initiate a discussion among the community of European military university institutions aimed at finding a solution in the area of science and education on an international level.

In conclusion, we submit a summary of new challenges which will determine, either directly or indirectly, the development of military or security science. It is essential to consider the following facts:

• the downsizing of military schools; due to this fact, general study programs do not require or do not permit the implementation of highly specific research in individual areas of military science;
• current development strengthens scientific disciplines generally developing the area of security, rather than solving the specific needs of the military;
• the building of professional armies requires higher interconnection of scientific research in the military and a private sector;
• our current social needs emphasize the practical, recognizable benefits of scientific work at the expense of the theoretical basic research;
• need for convergent educational programs and integrated scientific teams;
• similar issues to be solved in different countries in the area of security enable co-operation from the level of students´ scientific work and Bc. projects up to the joint projects of universities;
• the establishment of a committee of rectors from the Vysegrad Group 4 or from other countries may optimize the development in the field of military science.

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