41 Sodobni vojaški izzivi, junij 2014 – 16/št. 2
Contemporary Military Challenges, June 2014 – 16/No. 2
SODOBNI	IZZIVI	VOJAŠKEGA	IZOBRAŽEVANJA	–
PRIMER	MAKEDONSKE	VOJAŠKE	AKADEMIJE
Slavko Angelevski
Metodi Hadji-Janev
CONTEMPORARY	CHALLENGES	IN	MILITARY
EDUCATION	–	MACEDONIAN	MILITARY
ACADEMY	IN	THE	CONTEXT
V članku so vrednotene nedavne reforme sistema makedonskega vojaškega 
izobraževanja. Tako sodobni izzivi vojaškega izobraževanja kot evroatlantska 
zaveza so oblikovali proces transformacije sistema vojaškega izobraževanja in 
usposabljanja v Republiki Makedoniji. Ta dinamika je zahtevala ponovno opredelitev 
vloge in pristojnosti Vojaške akademije Generala Mihaila Apostolskega v Skopju. 
Vojaška akademija danes izobražuje, usposablja in ustvarja mlade vojaške in civilne 
voditelje, ki so se sposobni spopasti s sodobnimi varnostnimi izzivi, ki vplivajo na 
obrambni sistem in krizno upravljanje ter sektor za zmanjševanje tveganja nesreč, 
ne le v Makedoniji, temveč tudi v Jugovzhodni Evropi. Razloženo je tudi, kako 
je načrt izobraževanja Vojaške akademije usklajen z zahtevami evropskega sistema 
za prenašanje kreditnih točk in z načeli modernega vojskovanja in varnostnimi 
izzivi. Poleg tega se članek dotakne tudi vprašanja enakosti spolov ter uvajanja 
informacijske tehnologije v vojaško izobraževanje.
Izobraževanje, usposabljanje, moderno vojskovanje, izobraževalni programi, 
vprašanja enakosti spolov, kibernetske grožnje, modeliranje in simulacija. 
This paper evaluates latest reforms in the Macedonian military education system. 
Both, contemporary challenges in military education and Euro-Atlantic commitment 
have shaped transformation of military education and training system in the 
Republic of Macedonia. Hence, these dynamics urged the redefinition of the role and 
responsibilities of the Military Academy “General Mihailo Apostolski” – Skopje. As 
a result, today, the Military Academy educates, trains and produces young military 
and civilian leaders ready to meet contemporary security challenges that affect the 
defence system, crisis management and disaster risk reduction sector, not only in 
Macedonia, but in the region of South East Europe as well. The paper explains how 
the education curricula at the Military Academy reconcile with the European credit 
transfer system’s requirements on the one hand, and the principles of modern warfare 
Povzetek
Ključne 
besede
Abstract
DOI:10.33179/BSV.99.SVI.11.CMC.16.2.3
42 Sodobni vojaški izzivi/Contemporary Military Challenges
Slavko Angelevski, Metodi Hadji-Janev
Key words
Introduction
and security challenges on the other. In addition, the paper touches on gender issues 
in military education, and implementation of information technology in military 
education.
Education, training, modern warfare, curricula, gender issue, cyber threats, 
modelling & simulation.
Global political dynamics, along with the economic, information technology 
development and building of the democratic societies dominate education systems 
in Europe and in the most parts around the Globe. The most important single factor 
demanding change, however, is the development in technology in general, and 
especially in information technology. This factor changes the ways the military 
operate, train and plan for future operations. Today, we need military officers who 
are critical thinkers, capable of anticipating the change, deal with ambiguity and 
uncertainty. We need leaders who can promote organizational change in the face of 
traditional attitudes and adverse economic situation.
Providing security in a rapidly changing and unpredictable world, and maintaining 
national security still depends to a large extent on the military, their morale, 
motivation, and specialized skills which are influenced by their academic background, 
professional education, and special military training. In this approach, the social and 
economical justification for the subsistence of the own Military Academy comes out 
of the needs of the Republic of Macedonia to generate its own officer core that will 
fulfil certain duties within the defence and security system of the state. 
Education and training of officers and civilian personnel that carry out certain duties 
and tasks within the defence system and the Army entails acquisition of theory and 
practice of complex military and other sciences at different educational levels within 
the system of military education and training throughout professional career. In line 
with that, quality of education and preparedness of the personnel within the defence 
system is in high correlation with the development of theory and practice in the area 
of military sciences.
Based on the Republic of Macedonia’s determination for NATO and EU membership, 
a need for transformation of officer education and training system, and in line with 
that, redefinition of the role and responsibilities of the Military Academy have 
emerged. The transformation of the system is conveyed in accordance with the 
standards of NATO and EU member countries, and includes establishing a high 
level of compatibility with their educational systems. Success in conducting defence 
missions, personnel training, teamwork, high personnel motivation and efficient 
command and control will be enabled with the construction of this system. In other 
words, it would provide efficient professional and qualitative personnel working in 
the Army of the Republic of Macedonia, and other institutions within the defence 
and security system of the country. The goal is to build educated and skilful officer 
43 Sodobni vojaški izzivi/Contemporary Military Challenges
CONTEMPORARY CHALLENGES IN MILITARY EDUCATION – MACEDONIAN MILITARY ACADEMY IN THE 
CONTEXT
core that should successfully accomplish the mission in the country and abroad, 
respecting the basic standards, values and regulations.
The transformation of the Military Academy was connected with the requirements for 
the Republic of Macedonia to develop education and training in the crisis management 
area, which includes disaster relief and integral border control, in accordance with 
the standards and procedures adopted by the NATO countries and EU members, 
where crisis management is one of the basic security related tasks. The efficient 
conflict management and the active participation during the crisis management is 
an integral part in the NATO approach and represents a significant contribution in 
the Republic of Macedonia in maintaining peace and reinforcement of stability and 
security in the region and all around Europe. One of the key achievements through 
the transformation was that this system became open for students – officer candidates 
from other countries in the region as well.
1 THE NEED FOR CHANGES IN MILITARY EDUCATION SYSTEM
The most important part of the military education system in every country, and the 
primary source for recruitment of young officers, are still military academies. These 
institutions educate, train and thus produce young leaders, capable of commanding 
and leading the way in ambiguity. Along with this, military officers need to be 
honourable people who are ready to serve their country. This is for example why 
“Science, honour, duty and country” is the motto of the Macedonian Military 
Academy. 
Modern warfare and technological development dictate that future officers have 
comprehensive training, less specialized and will have to cycle back through school 
often during their careers. In this context for example, Friedman argues that: “[…] in 
the age of globalization success is guaranteed to the one who can make connections 
among disciplines […]” (Friedman, 2000, p. 18). Hence, future young military 
leaders will need a broader range of skills in order to be ready to deal with modern 
challenges. Additionally, military education systems in the region of South East 
Europe face the requirements for another set of changes that one needs to consider. 
Unlike the previous system (the former Yugoslav Army for example), Euro-Atlantic, 
i.e. democratic standards have urged changes that affect military leaders’ future
careers. Today for example, retirement from the military is not really a retirement,
but merely a change of careers. Therefore, to respond to personnel challenges, to
contribute to the recruiting and retention of the best-qualified personnel, professional
military education must tailor its education to individual needs (Spacecast, 2020).
Development of information technology perhaps is one of the most important 
factors that have affected changes in which military organizations function during 
peace and war (Rokke, 1995). Breakthroughs in sensors, information processing, 
communications, and visualization will make huge amounts of information 
available to the individual soldier. Revolutionary changes in technology place 
44 Sodobni vojaški izzivi/Contemporary Military Challenges
information and knowledge at the core of national influence and military power. 
Budget cuts and technological developments are pushing for smaller and more 
flexible forces. The growing complexity of forces and missions requires a new 
level of weapon systems integration and organizational change. The Information 
Age not only places requirements, but also provides opportunities to meet them. 
We conclude that the organization of military education has the chance to lead the 
changing military in the twenty-first century (Tagarev, 1996).
The influence of technology and the information technology in particular, is 
overwhelming. It impacts the process of planning and conducting military 
operations, organization, communication, command and control, intelligence, 
procurement, education and training. Today, a new kind of warfare emerged 
- Information Warfare. “There are plans to expand offensive and defensive
capabilities in cyberspace and increase budget for cyber operations. Pentagon
announced a major expansion of its Cyber Command and the development of new
cyber weapons and a revised set of “rules of engagement” for cyber conflicts, which
will help field commanders determine how and when to deploy cyber capabilities”
(Michaels, 2013).
Cyber espionage and cyber sabotage can not only speed up enemies’ development of 
their own defence technologies but can also impose severe consequences for military 
forces engaged in combat, as enemies can knock out communications, corrupt 
data, and cause computer-based weapons to malfunction. A well-executed cyber-
attack could shut down or disrupt military command, control, communications, 
computers, intelligence, surveillance and reconnaissance (C4ISR) systems, and 
jeopardize the execution of entire military missions. The consequences for the 
military, and national security, could be devastating (Nakashima, 2013).
So far, another dimension of the use of military force - the ecological impact has 
been largely unaddressed by the military. However, the ecological dimension of 
a military operation could affect both the circumstances under which the Army is 
used and the way it is used (Rokke, 1995). The area of ecology is still to receive 
attention from our military educators.
Respective doctrinal changes are taking places and new missions appear. Today, 
the emphasis is shifting towards participation in international missions, coalition 
warfare, peacekeeping and peacemaking missions, thus requiring from the military 
student a qualitatively new level of ethnic, religious, cultural, ecological, and 
human rights awareness. These new missions demand from the officers, often 
even on a platoon level, deeper knowledge of psychology and social behaviour, 
languages, history of the conflict, cultural and religious peculiarities of the fighting 
factions. Communication skills on every level become critical (Gray and Tagarev, 
1995). A proper attitude of an educated officer can speed up the solving of the 
conflict and lower the casualties among the soldiers, as well as among the civilian 
population.
Slavko Angelevski, Metodi Hadji-Janev
45 Sodobni vojaški izzivi/Contemporary Military Challenges
All of the above dictates that the military education and training should focus on 
developing capabilities such as: critical thinking; professionalism, ethics, and 
cooperation; operation research, system analysis; cultural awareness; law and 
economics competence, as well as development of research experience, and strive 
for quality. Thus, a primary task of any military education system should be the 
development of leadership capable of making decisions under pressure and in 
uncertainties. We believe that underlying these skills is the ability to exercise 
consequential/critical thinking. 
2 MODERN CURRICULA OF MILITARY EDUCATION
Security dynamics in international relations have dramatically changed after the 
Cold War. Processes of globalization and technological development along with all 
benefits have brought many challenges too. Employing benefits from globalization 
and technological development, many non-state actors like never before have gained 
strategic power and thus, have started to influence international relations including 
security. 
To address existing challenges, leading nations (predominantly Western powers have 
introduced a range of new missions for military forces. These new missions, from 
peacekeeping and peace building through humanitarian assistance and disaster relief 
to the regime change and democratization under the auspices of the war on terror 
have unequivocally imposed necessity for change in military culture. Concepts 
such as "network centred warfare", "rapid, decisive operations" or "shock and awe" 
remain as valuable as ever. However, from military engagement in Afghanistan and 
Iraq we learned that operational environments have radically changed. As a result, 
contemporary operations on tactical level hold potential to have strategic impacts.
The military of the twenty-first century, more than ever, will need leaders able to 
anticipate change, to deal with uncertainty, to present ideas, to communicate vision, 
and to lead organizational change (Toffler, 1993). In compliance with this, military 
leaders in order to make sound judgments must have better understanding of 
economics, technologies, and diverse cultures than their predecessors.
The above mentioned requirements and operational surrounding dictate that military 
educational system must complement the civilian one. This approach in education 
widens the perceptions among future young leaders. It also equipped them with the 
knowledge and skills based on wider range of options and solutions to the problems 
that they might face. 
The growth of expert military knowledge is accomplished, among other, through 
the development and implementation of formal, written military doctrinal literature 
in the military education system. Tritten (1994) asserts that doctrine is the body of 
institutionally approved and widely articulated concepts, practices and procedures 
which inform and guide the role of professionals and give them senses of common 
CONTEMPORARY CHALLENGES IN MILITARY EDUCATION – MACEDONIAN MILITARY ACADEMY IN THE 
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46 Sodobni vojaški izzivi/Contemporary Military Challenges
purpose and common activity. It not only creates a better and clearer understanding 
but also enhances, or attempts to enhance, their sense of community and their esprit 
de corps. It is the codification of what military personnel should both understand 
(their beliefs) and do (their practices).
In the Information Age security environment, the first requirement for the 
curricula is to ensure that military students do not presume to know who their 
future opponents or coalition partners will be. This appreciation for uncertainty 
is the beginning of wisdom in the post-Cold War era (Rokke, 1995). In order to 
make sound judgments, students must have better understanding of economics, 
technologies, and diverse cultures than their predecessors. 
The emphasis of military curricula is shifting from preparing managers to 
preparing leaders. Managers function in the lower cognitive domain of knowledge, 
comprehension, and application. Leaders function in the higher cognitive domain 
of analysis, synthesis, and evaluation. Managers are people who do things right 
and leaders are people who do the right thing (Capozzoli, 1995). The military 
student needs an understanding and appreciation of the blurred boundaries among 
military, diplomatic, economics, media, and psychological tools for influencing 
an opponent, as well as the specific requirements of interagency and international 
cooperation. New dimensions of information and knowledge impact all aspects of 
defence and security (Perlmutter, 1977).
The dilemma in the military education about how to provide balance between the 
academic and the specialized education, as well as between the humanitarian and 
the technical education, is not new. This in fact is the dilemma that also occupies 
military wisdom in the SEE (RACVIAC, 2014). In the Information Age, however, 
the initial educational phase of preparation of a specialist is quickly rendered 
obsolete by the rate of progress. It is not only special skills and knowledge we 
should be seeking but a higher level of abstract thinking which can be acquired 
from a higher academic education and a system of life-long learning (Gilman and 
Herold, 1993).
Universities stand poised to serve as incubators of these non-technical cyber leaders, 
“bringing theory and doctrine, with methodology, tools, and implementation” 
(Kallberg and Thuraisingham, 2013). They ought to play a key role in educating 
civilians and members of the military on the unique aspects of cyber security, 
fusing knowledge, intellectual capacity, practical skills, and optimizing their 
campus-wide resources to devise comprehensive curricula that synthesize 
technical, policy, sociological, and legal components in the study of cyber threats. 
Even professional military institutions studying national security and strategy 
have only recently begun to integrate cybersecurity education in their curricula, 
despite more than a decade’s worth of experience suggesting that networks and 
information technologies are both essential to operations and vulnerable to attack 
(Spidalieri, 2013).
Slavko Angelevski, Metodi Hadji-Janev
47 Sodobni vojaški izzivi/Contemporary Military Challenges
The proposal to institute a new structure to educate civilians within the system of 
military education may seem as a contradiction to the principle of civilian control of 
the military. However, even NATO experts reason that “Democratic control brings 
a responsibility for the military to educate civilians in the government, parliament 
and media on military affairs, and it is incumbent on civilian officials to be prepared 
to learn, so that civilian and military can collaborate effectively” (Donnelly, 1997).
3 NEW MILITARY EDUCATION SYSTEM FOR OFFICERS 
IN THE REPUBLIC OF MACEDONIA
Basis for new education and training system for officers in the Republic of Macedonia 
straddle the boundaries of several factors. More or less these factors are: the idea to 
promote qualitative, competitive spirit and training while developing young officer 
corps, promotion of new sources and methods for promotion of officers, selection 
and education of quality and competent candidates for officers. It should also insure 
that the roles, duties and responsibilities of officers match future force structure by 
rank and level of responsibility, and insure that education requirements are linked to 
the needs for new missions and responsibilities of the Army.
Military Academy has become a part of the higher education system in Republic 
of Macedonia with a status of associate member to the one of the state universities 
- university “Goce Delcev” in Stip. Military Academy offers studies in three
cycles (the first cycle - bachelor degree, the second cycle - master studies and
specializations, and the third cycle - PhD). The university diploma of completed
undergraduate studies at the Military Academy is verified in the country, which
provides cadets and students with relevant positions for further education within
the educational system of the Republic of Macedonia and other countries members
of the Bologna's process.
Military Academy, as the only military higher education and research Institution in 
the Republic of Macedonia, has a basic role to conduct research work and to educate, 
train and qualify personnel for the needs of: Ministry of Defence, Army of Republic 
of Macedonia, Crisis Management and Protection and Rescue Systems.
The educational process in the Military Academy is accomplished through three 
cycles of university studies, and it will encompass continuous professional education 
for the officer core of the Army, mainly for the needs of the Defence System, but also 
for the Crisis Management, and Protection and Rescue Systems.
The three cycles of university studies are according to the Bologna Convention and 
European Credit Transfer System (ECTS) - university studies in duration of 4+1+3 
years. The University diploma of graduate studies of Military Academy will be 
verified in the country, which provides cadets and students with relevant positions 
for further education within the education system of the Republic of Macedonia and 
other foreign countries members of the Bologna process.
CONTEMPORARY CHALLENGES IN MILITARY EDUCATION – MACEDONIAN MILITARY ACADEMY IN THE 
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48 Sodobni vojaški izzivi/Contemporary Military Challenges
The curriculum for the 1st cycle (undergraduate study in duration of 4 years) is providing 
theoretical and practical (hand on) education. It focuses on developing fundamental 
knowledge in the social, natural, technical and military sciences (security and defence 
systems, security and defence policy, world affairs, civil defence, strategy, operations, 
tactics, war fighting techniques, military equipment and technology). Along with 
this the education system in this context contains programme that supports broader 
general and technical culture for further education, computer literacy for the service, 
good foreign language training (English + other optional language); high military 
knowledge and skills; higher level of military expertise at tactical level, physical fitness 
and mental readiness and professional training for basic leadership responsibilities. 
The curriculum for undergraduate studies includes academic disciplines, modules of 
military training, and physical education. 
The first two years of education are general, and the last two years are branch specific 
(infantry, artillery, armour, signals, engineer, air defence, pilots, NBC, and also for 
specific duties in crisis management, disaster relief, and protection and rescue). 
This will provide all necessary preparation for the first commanding duty - platoon 
commander, and other duties. Military Academy will educate highly motivated, 
physically and military prepared cadets and students that will be challenged with all 
the dangers of asymmetrical and other threats, as well as organized crime, terrorism, 
WMD, etc.
One of the key functions of the Military Academy, along with the education, is to 
carry out scientific and research work and development of special studies according 
to the guidelines from the Ministry of Defence and General Staff of the Army of 
the Republic of Macedonia (ARM). Scientific and research work is a task that 
supports activities in defence sector. Along with these duties, the Military Academy 
accomplishes other tasks in the area of higher education, which comply with the 
law for higher education. The Military Academy also has the lead in introducing the 
modern computer technology in the field of education and training, and enables the 
use of these technologies to the other subjects in defence sector.
The Military Academy aims to develop and improve the teaching staff as the 
foundation of the educational process and the bearers of scientific and research work. 
It also aims to modernise the curriculum according to above mentioned principles, 
develop military science and technology, and to fulfil the needs of the Army. Another 
aim is to develop the instructional material base by introducing the computer 
technology, and new teaching aids and equipment in the teaching process required 
by up-to-date teaching methods.
4 PERMANENT EDUCATION DURING THE CAREER AS A PRIORITY 
In the Information Age, formal schooling provides only the first step in a lifelong 
process of learning and utilizing technology. Learning is truly becoming a life-long 
endeavour rather than an activity that ends with formal schooling. Thus, students 
Slavko Angelevski, Metodi Hadji-Janev
 49 Sodobni vojaški izzivi/Contemporary Military Challenges
must learn 'how to learn', which means being able to collect, organize, analyze, 
evaluate, and communicate all types of information. Military students must become 
active problem solvers and collaborative learners. They must also learn to become 
effective users of information technology (Houston, 1995). 
Their education must be continuous, combined with training, coherent with the 
whole process of professional development and career planning. A long educational 
process or training apart from a real practice is not the remedy. The Information 
Age technology provides means for everyone to learn what they need, at a time they 
find convenient, from the place they are, in the way they prefer. Furthermore, the 
new technologies will greatly facilitate comparison shopping for education and will 
contribute to the emergence of a reliable education assessment system (Jacobsen, 
1993). 
In addition to the primary level of education, Military Academy is responsible for 
continuous professional military education of officers, which represents the system 
of gradual increase of knowledge, skills and perspective throughout their career. The 
goal is to produce a quality officer core for the Army with knowledge, courage, self-
esteem, understanding and vision for future military tasks and ability to make right 
decisions at critical moments. Bearing in mind that Army always has to be prepared 
to fulfil its duties and responsibilities stated in the Constitution, the officer core has 
to go through permanent training for functional roles as well as through adaptation 
to newly developed situations and changes in accordance with high demanding 
tasks. This type of educational system has to be dynamic, progressive and integrated 
throughout officers’ career.
Within the framework of continuous professional education for the officer core, 
the Military Academy of the Republic of Macedonia developed a set of courses 
at intermediate level (for the duties of company commanders and staff duties for 
battalion level). At this level, the Military Academy offers Company commander 
course and Battalion staff officer course. The aim of the Company commander course 
is to produce officers for the appropriate positions, while the second one is aimed 
to prepare the officers for battalion staff positions. Intermediate level of education 
is not branch specific and its aim is to provide the officers that are promoted to 
O-3 (captain rank) with all the leader skills, tactics and techniques necessary for 
command position on company level, as well as battalion staff positions. Also one 
should be able to understand all the principles of joint military operations that includes 
oversight of resources, restrains and use of doctrine at this level of operations. At this 
level of education, there is a shift from officer skills focused on training and missions 
on lower tactical level to development of analytical skills pointed to planning and 
evaluation of more complex military missions.
The next level of continuous professional education for the officer is advanced 
level. An this level, the Military Academy is organizing university studies for the 2nd 
and 3rd cycle (master and doctor of science studies) in the field of military science, 
CONTEMPORARY CHALLENGES IN MILITARY EDUCATION – MACEDONIAN MILITARY ACADEMY IN THE 
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50 Sodobni vojaški izzivi/Contemporary Military Challenges
defence and security. The aim is to further improve the officer knowledge in military 
science, and to prepare the officers for command and staff positions at higher levels. 
Selected officers will be developing values and standards to professionally carry 
out military and non-military operations during peacetime, conflicts and war. 
Throughout the studies, officers will develop greater intellectual and analytical 
knowledge and skills.
At this level, the officer studies procedures, tactics, scenarios and doctrines for joint 
tactical units at a battalion level and higher, and at the same time they are trained for 
staff positions at a brigade level and above, and command positions at a battalion 
level. Further at this level, the officer develops skills to analyze and solve different 
military problems, to work as a part of a team at the unit staff, which includes a 
full understanding of complex military operations, organization and procedures for 
the mission. This form of education is organized within the 2nd cycle of university 
studies, as a specialization for command and staff duties. Specialization will be 
organized and for the need of the employees in the system for crisis management 
and disaster relief. 
5 GENDER ISSUES IN MILITARY EDUCATION
Constitutional and legal provisions that seek to ensure the equality of all citizens 
prohibit discrimination and envisage measures for the attainment of full equality 
(so-called positive discrimination) guarantee the equal representation of women 
and men in the security sector, and this is the case with the military education. 
Constitution of the Republic of Macedonia stipulates that the state guarantees the 
equality of women and men and develops a policy of equal opportunities, enshrines 
the principle of equality for all in the Constitution and the law. The Constitution 
prohibits all forms of direct or indirect discrimination, especially based on race, 
gender, national affiliation, social origins, birth, religion, political or other opinion, 
property status, culture, and language. Development and enhancement of gender 
integration in military education and training was one of the focuses of the reforms 
in military education system.
The Military Academy has embedded the concept where the issue of “gender” is 
not strictly focusing on women in the militaries, as many may initially think. When 
discussing gender and security sector reform, the topic cuts across a myriad of gender 
topics and includes gender relations among many cultures between men, women, 
boys and girls. It considers cultural development, individual socialization, education 
within communities, and development and existence of the acceptable gender roles 
in various societies, among others (Lorber, 1994).
Topics related to gender equality and gender based violence are only partially 
integrated in the curricula of Military Academy. Still no in-depth curriculum 
specifically addresses gender-based and sexual violence. We believe that this should 
be the future objective that will provide military personnel with an appropriate 
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51 Sodobni vojaški izzivi/Contemporary Military Challenges
understanding of how these issues affect their professional success. Another main 
shortfalls include weak preventive culture and policies, and inadequate inter-agency 
cooperation as well as analytical and planning capacity.
There are certain steps and measures taken for integration of the gender perspective 
into recruitment process in the Military Academy, and military service in general. 
The most important are the following:
1. The physical fitness criteria for the selection of female applicants are regulated.
During fitness testing, the same tests are administered; however, standards and
scores are adjusted to recognize biological differences between women and men.
All remaining selection tests are the same.
2. Legal equality, which means that male and female personnel have the same
rights and duties. They receive equal pay to their male counterparts. Women can
join the military forces both as civilian employees or military personnel, and the
majority of posts in Army are open to women. Officers are appointed to a service
position according to the necessary qualifications; however, measures may be
adapted to promote equality of women and men.
3. Promote equal opportunities between women and men. Women enter the Army
on a voluntary basis. Women can enter the Military Academy equally after
passing competitive examinations such as medical, psychological, physical
fitness, grades from high school, as well as a personal interview.
4. No influence on the career due to pregnancy or childbirth. This is applicable
after military education and training, when they start with the military career.
The assignment will remain open and conditional upon successful completion
of the other tests. It does not hinder motherhood. Thus, motherhood does not
become an obstacle for those women who wants to have military career.
5. Information campaigns. This campaigns have the goal to outlining possibilities
to develop military careers for women and to combine professional and family
life by men and women.
The great progress in institutionalizing women’s recruitment into the Military 
Academy in the Republic of Macedonia was made in 1997, when we started with 
education of female officers for the needs of the Army. In that year, the education 
of the officer candidates that have finished higher education (faculty level) for the 
officers of logistic specialties and other services in the ARM, in a form of course, 
was open to women. The results were clear: in the 1997–2010 period, out of the 
240 candidates who finished this form of course at the Military Academy and were 
promoted in officers rank, 99 or 41% were women.
The Government of the Republic of Macedonia in 2008 made decision to begin 
process to restart the work of the Military Academy, and in 2009 new Law for 
Military Academy was endorsed in the Parliament. According to this Law women 
were authorized to enrol in the Military Academy as students/cadets. That year, 
for the first time in the history of military education institutions in the Republic of 
Macedonia, the Ministry of Defence invited women to apply for admission to the 
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52 Sodobni vojaški izzivi/Contemporary Military Challenges
Military Academy, as regular students/cadets at the 1st cycle of study (undergraduate 
study in duration of 4 years).
The total quota for admission of students/cadets for Military Academy is set each 
year ‘based on a job needs assessment’ prepared by the General Staff of the Army. 
The number of women’s recruitment for all five generations of students/cadets at 
the Military Academy are given in Table 1. Although such efforts represent some 
progress, gender equality in the officer core of the Army of the Republic of Macedonia 
has yet to reach a satisfactory level.
Generation
(School 
years)
Total Male Female %
2009-2013 34 27 7 20%
2010-2014 34 24 10 29 %
2011-2015 35 26 9 26%
2012-2016 35 29 6 17%
2013-2017 31 24 7 23%
TOTAL 169 130 39 23%
These figures indicate that not all levels of military education are equally accessible 
to female and male candidates, despite the principle of equal opportunities in place. 
In order to remedy the unequal representation of women in the military, the active 
promotion of women’s recruitment should continue. However, this statistical data 
should not be regarded as a quota for affirmative action, but rather as a target against 
which the level of recruitment of both male and female candidates, and members of 
national minorities would be measured. 
6 NEW EDUCATIONAL METHODOLOGIES BASED ON INFORMATION 
TECHNOLOGY
Military training has made a big progress from the time of the first war training 
techniques that were used in the Prussian armies (Brewster, 2002). That progress 
is mainly driven by the advantages that are brought by the new computer, sensor 
and micro-processing technologies. These technologies are used like a particular 
replacement of the traditional training programs in the Army, mainly for: better 
readiness of the military, lowering the costs for training, longer use of the real 
equipment and combat technique, and because they are eco-friendly.
Table	1:	
 Women’s 
recruitment 
into the Military 
Academy as 
regular students/
cadets at the 
1st cycle of study
Slavko Angelevski, Metodi Hadji-Janev
53 Sodobni vojaški izzivi/Contemporary Military Challenges
The Information Age technology and its all-encompassing influence not only 
demand changes, but also provide tools facilitating life-long education. Today's 
distance learning, multimedia, virtual reality, and telepresence concept allow the 
development of a new concept of officers education and a relevant restructuring of 
the military educational system. Technology enables us to facilitate learning in new 
and innovative ways and to provide access to the wealth of information available.
The dawn of the Information Age brings with it concepts and technologies that 
provide unparalleled opportunities for the military and security force, to develop 
and adopt new operational concepts that may radically enhance their competitive 
edge. According to Herz and Michael, 2002, “the military is undergoing a major 
cultural shift in its approach to simulation. The use of entertainment technology is 
not a new phenomenon in the military. What is different today is the emergence of 
a culture that accepts computer games as powerful tools for learning, socialization, 
and training”.
Technology cannot substitute for good teachers, but can allow a teacher to facilitate 
and tailor learning for individual students. The emerging concept requires redefining 
the way military schools are organized and what occurs within the school, as well 
as rethinking how teachers teach and students learn. According to Brewster (2002), 
technology enables restructuring of the military educational system by: 
 – providing new and more powerful ways for students to receive, understand, and
manipulate information;
 – enabling students to become active learners;
 – escaping the boundaries of a fixed location school to facilitate interaction with
people and events in faraway places;
 – encouraging international, multi-disciplinary project-oriented education;
 – promoting cooperative learning;
 – allowing both independent and distance learning opportunities;
 – matching teaching methodologies to student's learning styles and preferences;
 – developing new ways of assessing student performance.
There is an embedded culture of excellence in modelling, simulation and war 
gaming within the military that has already begun to benefit from advances in video 
game technologies and methods. Using video game technologies more widely in 
learning and training within the military feels like a natural extension of this culture. 
A wide range of games options is now available, from simple board games, through 
casual gaming, dozens of genres of console and PC games, to massive multiplayer 
online environments. Advantages of simulation games lay in the provision of a safe 
training environment, where users are able to play, test and probe without serious 
consequences. At the same time, it is important to engage learners by providing 
a motivating, challenging environment, which becomes meaningful to the player 
when skills and knowledge acquired within the game are transferrable to real work 
tasks (Heide, Theo and Alexander, 2012).
CONTEMPORARY CHALLENGES IN MILITARY EDUCATION – MACEDONIAN MILITARY ACADEMY IN THE 
CONTEXT
54 Sodobni vojaški izzivi/Contemporary Military Challenges
Advances in simulation technology have enabled an increasing amount of training 
and instructions to be conducted on training simulations instead on real systems. 
Nowadays, practically no military training programs exist without some form of 
simulation or use of a simulator. The simulation of combat, or a wargame, is used 
more and more extensively to reduce cost and maintain a trained force. It is an 
inexpensive alternative to live training exercises (Coppieters, 2002).
Based on previous statements, the Military Academy is stimulating and supporting 
implementation of new educational methodologies based on information technology 
in order to improve and increase the quality of the educational processes. This is 
especially the case in education and training of helicopter pilots, where modern 
helicopters simulators are used. Also, the Academy uses simulation software based 
on gaming technology for cadets’ tactical training at platoon level. There have been 
plans to introduce constructive simulations software in the process of education 
for specialization for command and staff duties, and courses at the intermediate 
level. In addition, the Military Academy has also developed concepts of distance 
learning and video-teleconferencing, using multimedia tools, virtual reality and 
other concepts.
Education and training of officers and civilian personnel that carry out certain duties 
and tasks within the defence system entails acquisition of theory and practice of 
complex military and other sciences at different educational levels within the system 
of military education and training throughout professional career. The Military 
Academy is the most important part of this system.
The paper started with the evaluation of the needs for changes in military education 
system. On this basis, the content of modern curricula of military education was 
anticipated. This was next connected with the new military education system for 
officers in the Republic of Macedonia which will encompass continuous professional 
education for the officer core of the Army, mainly for the needs of the Defence 
System, but also for Crisis Management and Protection and Rescue Systems.
Based on positive experiences and analyses, the conclusion is that education 
of the officers must be continuous, combined with training, coherent with the 
whole process of professional development and career planning. The goal is to 
produce a quality officer core for the Army with knowledge, courage, self-esteem, 
understanding and vision for future military tasks and ability to make right 
decisions at critical moments.
For many militaries, gender is still a new topic. Educators face on the one hand the 
challenges of developing new curricula and teaching materials on gender, and on the 
other, the broader call to integrate gender dimensions across all military education 
and training. Gender, as a security concern, remains at the forefront of defence 
institutions and military operations.
Conclusion
Slavko Angelevski, Metodi Hadji-Janev
55 Sodobni vojaški izzivi/Contemporary Military Challenges
New developments in technology enable us to facilitate learning in new and innovative 
ways and to provide access to the wealth of information available. New educational 
methodologies based on information technology provide tools for: better readiness 
of the military, lowering the costs for training, longer use of the real equipment and 
combat technique, and because they are eco-friendly.
We are aware that the key to achieving necessary standards in education and training 
is in development of teaching personnel and equipping the Military Academy with 
teaching aids and facilities similar to military academies in the developed countries. 
Cooperation with similar institutions in NATO and partner countries has a very 
important role in further development of the Macedonian Military Academy.
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Povzetek
Ključne 
besede
Abstract
Slavko Angelevski, Metodi Hadji-Janev