47 Sodobni vojaški izzivi, december 2015 – 17/št. 4
Contemporary Military Challenges, December 2015 – 17/No. 4
ALI	LAHKO	PROCES	PROFESIONALNEGA
VOJAŠKEGA	IZOBRAŽEVANJA	USTVARI	VOJAŠKE
STRATEGE?
Mojca Pešec
Uroš Krek
CAN	THE	PROCESS	OF	PROFESSIONAL	MILITARY
EDUCATION	CREATE	MILITARY	STRATEGISTS?
Povzetek
Ključne 
besede
Abstract
Izobraževanje vojaških strategov je tema, ki v pogojih vedno bolj kompleksnega 
varnostnega okolja postaja ponovno aktualna. Vojske bolj kot kdaj koli prej 
potrebujejo voditelje, ki bodo sposobni strateškega razmišljanja. Novembra 2011 
je na Poveljstvu za doktrino, razvoj, izobraževanje in usposabljanje potekalo 5. 
redno srečanje Foruma centralnih evropskih držav o vojaškem izobraževanju 
(Central European Forum on Military Education – CEFME). Osrednja tema 
posveta je bilo izobraževanje vojaških strategov. Na srečanju so sodelovali visoki 
predstavniki s področja vojaškega izobraževanja iz devetih srednjeevropskih držav 
in predstavnik zveze Nato. Osrednja referata sta pripravila Uroš Krek, predavatelj 
predmeta vojaška strategija v generalštabnem programu Slovenske vojske, in 
polkovnica Mojca Pešec. V nadaljevanju avtorja predstavljata poglede na programe 
izobraževanja vojaških strategov v Sloveniji s teoretičnega in praktičnega vidika 
in utemeljujeta potrebo po intenzivnejšem in kakovostnejšem študiju strateške 
teorije za učitelje in študente predmeta vojaška strategija, nujnost oblikovanja 
celovitega programa učenja strategije z vidika izbora udeležencev in predavateljev 
ter potrebo po postavljanju dosegljivih ciljev, ko gre za časovni obseg in določanje 
vsebin programa. Oblikovanje nove generacije kompetentnih častnikov, ki bodo 
sposobni prepoznati varnostne izzive 21. stoletja in strokovno prispevati k civilno-
vojaškemu procesu oblikovanja strategij, je nujno.
Strategija, vojaški strateg, vojaško izobraževanje in usposabljanje.
In the increasingly complex security environment the education of military 
strategists is a topic which is again becoming of interest. More than ever before, the 
armed forces need leaders who will be capable of strategic thinking. In November 
2011, the 5th regular meeting of the Central European Forum on Military 
DOI:10.33179/BSV.99.SVI.11.CMC.17.4.3
48 Sodobni vojaški izzivi/Contemporary Military Challenges
Education (CEFME) was convened at the Doctrine, Development, Education 
and Training Command. The central theme of the conference was the training 
of military strategist. The meeting brought together senior military education 
representatives from nine Central European countries, and a representative of 
NATO. The two central papers were prepared by Uroš Krek, military strategy 
lecturer in the Slovenian Armed Forces General Staff Programme, and by Colonel 
Mojca Pešec. In their article, the authors present views on education programmes 
for military strategists in Slovenia from the theoretical and practical point of view, 
and substantiate the need for more intensive and better quality strategic theory 
study programmes for military strategy teachers and students. They also define the 
need for developing a comprehensive programme of learning the strategy in terms 
of selection of participants and lecturers, and the need for setting up achievable 
targets when it comes to the time frame and the determination of programme 
subjects. It is essential to form a new generation of competent officers who will be 
able to identify the 21st century security challenges and contribute expertly to the 
civil-military process of the strategies formulation.
Strategy, military strategist, military education and training.
In the recent decade, countries have faced increasing threats to global security. 
In comparison to the threats from the previous periods, these threats are more 
intense, more complex, multidimensional and above all unpredictable. As the 
importance of classic military threats to security is diminishing, non-military 
threats are becoming increasingly more common. Despite the continued efforts 
of the global community to establish peace and security, threat management is 
becoming increasingly challenging. States and international institutions, such as 
NATO, strive to establish systemic solutions and appropriate mechanisms for the 
provision of a comprehensive approach to the resolution of contemporary crises 
though the interconnection of (competent) institutions. To be able to better manage 
possible crisis situations, the crisis management systems defining coordination, 
interagency cooperation and mobilization of social resources and like are being 
established in individual countries and across the international community. 
But what should the military or civilian experts and leaders who will be capable 
of directing and managing such complex systems be like? What knowledge and 
what kind of skills should they have to be able to effectively incorporate the expert 
findings of the highly specialized government and non-government agencies into 
the appropriate anti-crisis measures? 
Essential for the coping with the current and the future security hazards and threats 
is to have the right people in the right positions at the right time. Each state should 
form and establish an identification, selection, education and training system 
for leader candidates capable of strategic management and of making decisions 
regarding national security. Leadership signifies the coping with challenges and 
the capacity to motivate, unify and direct people towards a specific objective. A 
Key words
Introduction
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state desiring to establish an effective government strategy for the elimination of 
security threats must have capable leaders at all management levels; leaders who 
successfully manage and guide comprehensive systems and organizations with 
their knowledge, skills and personal qualities. 
 1 CAN A GOOD MILITARY STRATEGIST BE THE RESULT 
OF APPROPRIATE EDUCATION?
The "strategy" notion covers not only the capability of planning, but also the 
capability to be goal-oriented and to be able to predict effective actions for the 
attainment of political and military objectives. Strategy introduces a special way 
of thinking and conduct, the ability to see the bigger picture and understand the 
connection between and interdependence of activities and their consequences. The 
nature of strategy is universal and not linked to a specific place or time. Strategy 
students should therefore be taught to think strategically outside the familiar 
constraints. Strategy teachers are not creating experts for solving strategic issues 
from the early 21st century, but experts who will be capable of strategic thinking 
and strategic assessment of all time-space situations. 
Strategists must be capable of long-term and comprehensive planning, decision-
making, command and control which to a great extend depends on the character 
and personal characteristics of an individual (Troha, 2009, p. 77). They must also 
understand theory and be capable of upgrading their theoretical knowledge with 
experience. For this reason, there are certain limitations regarding the teaching of 
strategy within the formal educational process; those who excel in the understanding 
of military theoreticians are not necessarily the best of strategists. 
There is but a handful of strategy genius, but there are individuals with a talent for 
strategy both in the military and in the business world. Just as any other talent, the 
talent for strategy can likewise be improved through education and operation in 
appropriate circumstances. The integration of personal characteristics and values 
with knowledge and skills during the education and training process supplements 
and develops individuals’ capability (Troha, 2009, p. 74).
All professional military education systems believe to be educating military 
strategists and leaders. However, the curricula of higher military education 
programmes are often not oriented towards the development and promotion of 
strategic and critical thinking. They are more influenced by the characteristics and 
expectations of the training participants who have entered this program because 
they have performed duties which enabled them promotion and further education. 
Participants of strategic education are not selected on the basis of scientific 
procedures or methods aimed at assessing their psycho-physical characteristics, 
but by their superiors (Kotnik, 2008, p. 88–89). They are usually selected for their 
past success and diligence in the performance of their duties and are not required 
to have predispositions for a strategist or meet the objective criteria for academic 
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studies (Baraka et al. 2010; Allen, 2010). On the other hand, there are some capable 
individuals who are not sent to schooling by military units as it is believed that 
sending them to schooling would mean depriving them of first-hand experience 
in practice. We, however, know that tactical experience without the possibility of 
insight into and understanding of the entire spectrum of complex situations does 
not support the development of strategists (Allen, 2010; Bethel et al., 2010). 
Experts participating in military education estimate that the graduates of the current 
university programmes do not meet the standards required for the production of 
coherent and logical arguments and for written expression. (Gray, 2009). Clear 
expression and argumentation is a prerequisite for entry into the professional 
military education system. Should the students lack this skill, its development has 
to be included in the curriculum which represents a considerable challenge for 
the planners of military education. Education in the military education system is 
sadly still more of a »necessary evil« required for career path development, and 
to a much lesser extent an honour and an privilege bestowed only upon a couple 
of chosen individuals expected to fulfil their study obligations with a high level of 
academic maturity.1
Military leaders of the 21st century have to learn strategy. The strategy studies 
are compulsory at the master and doctoral levels. Study candidates should thus 
be selected based on the assessment of their capability to effectively and logically 
integrate different information into coherent conclusions which can be applied in 
problem solving. Personal experiences are undoubtedly the best teacher. However, 
knowledge and wisdom deriving from the works of the greatest strategic minds are 
equally important and valuable. 
The learning of strategy cannot be founded exclusively on contemporary 
challenges and challenges anticipated in the near future. By employing this 
approach, strategic studies would become nothing more but an examination of the 
current situation. The students would thus learn to value only those strategic issues 
that they estimate as extremely important, which would taint their analysis with 
prejudice. A good strategist is highly educated also in other areas, has vast general 
knowledge and is familiar with the development principles of the society in which 
he is active. The success of strategic operation often depends on the strategist's 
capability to successfully communicate military issues to professional politicians 
(Kotnik, 2008). 
1 A research conducted among education providers, participants and graduates of all levels of military education 
programmes in the SAF in the field of military education and training in the context of the Defence Sector 
Strategic Review (SPOR 09) confirmed these statements. The findings of the research are available in the joint 
material of the inspection performed at the Ministry of Defence of the Republic of Slovenia.
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 2 THEORETICAL ASPECT OF THE IMPORTANCE OF EDUCATION 
OF MILITARY STRATEGISTS 
"The illiterate of the 21st century will not be those who cannot read or 
write, but those who cannot learn, unlearn and relearn."
 Alvin Toffler
Strategy education is important for the development of the strategic approach, a 
way of thinking that can help solve contemporary and future strategic challenges. 
Nonetheless, such education should be based on very clear assumptions regarding 
the nature, importance and function as well as the fact that the nature of strategy is 
constantly changing.
Theoreticians (Gray, Hughes, Lyman, McCausland) agree that a good strategist is a 
result of the nature and personality, in short, psychological characteristics, and the 
experience related to the opportunities presented to an individual during his personal 
and professional development. They all promote the importance of formal education; 
although there is no scientific proof that education and training do in fact contribute 
to the making of a strategist.
Colin Gray is convinced that strategic talent nowadays suffices for work at the 
strategic level. A strategic genius, however, is a true rarity and not even close to 
continuous phenomena, as they are hard to be found. Both the conceptual basis 
which will serve as a foundation for the study of strategy and the desired content of 
strategic education have to be defined. He also warns that different circumstances 
require different strategic conduct which should be taken into account during the 
preparation of the curriculum for strategic education (Gray, 2009). 
The education of military strategists should include both theory and the practice. It 
should include ideas and the method of their execution through plans carried out by 
commanders.
Wayne P. Hughes recommends that the strategy and tactics are taught in a way that 
the contents supplement and upgrade each other, stressing that it is the tactics that 
defines the borders of strategy. Theory (strategy as a plan) and practice (tactical 
activity) constitute a whole. The difference lies in the purpose and the instrument 
by means of which the intention is achieved. Therefore strategy theory and practice 
should be taught at all levels of warfare and for each war or armed conflict individually 
(Hughes, 1989, p. 75). 
Robert Lyman is convinced that the operational level of warfare must be led by 
generals with a pronounced feeling for strategy (Lyman, 2008). There, nonetheless, 
exists a traditional belief that only command in military sense can be carried 
out at the operational level of warfare, without any political elements included 
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(Gray, 2009). As warfare and the objectives defined as a military instrument are 
part of the external politics and the political will reality, the teaching of strategy 
can be quite a challenge.
A couple of basic questions to be answered prior the formation of the strategy 
education curriculum: 
What can be required from a strategist?
Why are we educating future strategists?
What does it mean to be a strategist?
Colin Gray believes the following could be expected from future strategists:
 – Theorize abstractly and contribute to the development, or more accurately the 
interpretation, of strategy’s eternal and universal general theory.
 – Conceive, invent, or discover, the master idea(s) that provide the basic guidance 
for planners in particular historical contexts.
 – Shape and draft the actual historical operational plans, also known as strategies, for 
the use of the armed forces; this requires command and control of the process of 
strategic planning, including adaptive planning once the enemy begins to cast his 
vote.
 – Command and control of the attempted implementation of plans. (Gray, 2009, 
p.13)
According to Kotnik senior officers should:
 – Be capable of analytical integration which will ensure better understanding of the 
comprehensive strategic environment. 
 – Be able to manage a wide spectrum of activities surpassing the activities of a 
classical theatre.
 – Be able to operate in different environments in which they will come across 
different races, religions, cultures etc. (Kotnik, 2008, p. 83). 
Strategists must be able to direct, lead and form military operations the purpose of 
which is to secure the advantage obtained in the military area. 
Troha states that "a strategic leader" focuses on the formation of the vision and the 
organization structure, and allocates resources and assets. He operates in unclear 
circumstances and deals with complicated and challenging problems which are 
influenced by events and organizations that are not part of the military" (Troha, 2009, 
p. 77). Strategists should also be able to form and direct military activities supporting 
the attainment of political objectives; "military commanders must be able to take 
on a multilayered and a complex role of a soldier-scientist and a soldier-diplomat" 
(Kotnik, 2008, pr. 82). 
What should the strategists be educated in?
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Gray warns that the teaching of strategy should take into account the different roles a 
strategist can carry out, as well as the fact that strategy is a science not to be treated 
by the teachers (lecturers) as a never changing set of truths. 
He is also convinced that education in the field of strategy should influence an 
individual, his behaviour and his conduct; a strategist should be a dynamic product 
or a mix of biology, psychology or character, experience and opportunity. The 
mere intelligence does not suffice for the attainment of the highest quality strategic 
conduct. Good tacticians are not always good strategists and good strategists do 
not need an exceptionally brilliant career in tactical warfare. In practice, however, 
an individual who has the potential to become a great strategist will never get the 
opportunity at the strategic level, if his performance of duties at the lower levels will 
not be satisfactory, even though if such duties do not correspond to his capabilities. 
There are three closely intertwined developmental paths leading to a military leader 
at the strategic level: a selection process which ensures the selection of an individual 
with the most appropriate personal qualities and personal values; the formation 
of the organizational structure which enables monitoring, assessment and the 
rewarding of an individual through promotion to more responsible positions as well 
as education and training aimed at the development of knowledge (e.g. experience 
and findings) and conduct, both essential elements for an individual assuming the 
highest leadership positions (Troha, 2009, p. 77).
The strategy theory signifies a conceptual basis and the understanding of war. Is a 
tool which can be used for analyzing war and peace problems. The understanding of 
theory means that a student has both the concept and the questions which help him 
and guide him through further studies. The study of strategic theory helps us think 
strategically (Mahnken, 2010, p. 68).
The general theory of strategy is always important. It is the context in which strategy 
is applied that differs, most likely leading to significant differences in the contents. 
The challenge in this respect is, above all, to define the necessary topics for future 
strategists in relation to the history and context. It is much easier to reach a consensus 
on the contents of the general theory of strategy than to define which strategies should 
be applied at the present time and in the future.
Gray claims that the future strategists should be trained in a variety of different 
peacetime and wartime scenarios, as we cannot predict the type of conflicts that will 
require their professional skills. This training would, however, have to include also the 
classical form of warfare. Gray is a strong advocate of the revival of forgotten skills. 
He believes that we merely think that we understand conflicts of the new century 
and that it is dangerous to presume that contemporary conflicts are the same as the 
conflicts we will be confronted with in the future. To his belief the contemporary 
study approach to strategy should take into account the different conflicts and all 
aspects of such conflicts, even though this may not be the modern tendency or desire.
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How good can a general who has never commanded in an engagement be? How 
capable and efficient will the armed forces be in 2025 or 2030? 
There are two sides to the issue of the teaching of strategists; On the one hand, 
military profession has been lacking real-life experience for years. On the other 
hand, strategic professions in the military are much more demanding than other 
professions, since strategy deals with the issue of national security and human 
survival. For this reason strategic education must be as realistic as possible.
Kotnik says that "war still demands both science and skills from (military) leaders" 
and that "creativity, intuition, leadership, motivation and the adoption of correct 
decisions", all attributes of skills or qualification and personal characteristics of an 
individual, remain the key factors also in the present-day theatre situation (Kotnik, 
2008, p. 86).
Appropriate peacetime strategic conduct must be adaptable, flexible and adequate, 
and must enable operation in different types of conflicts and warfare. In the future, a 
military instrument able to support political decisions in that context will be required. 
Strategic education must therefore take into account historical experience, but must 
not be directed towards or rely exclusively on the study of contemporary history and 
the current events.
What should we teach?
The aim of the education programme is to provide strategists with quality knowledge 
and appropriate competencies, and not only the attainment top-notch results. The 
most important thing to teach a strategist is strategic assessment.
Gray presents seven areas in which strategists can gain appropriate knowledge.
1. To think strategically; to focus on activities which enable coping with
consequences or results of decisions and to predict immediate (direct) and future
effects of activities. To understand or justify the desired end state, the manner in
which this state will be attained and the means to be used to this end.
2. Formal education in strategy is mandatory. Since war changes only in character
but not also in nature, the general theory of strategy should be applied to all
historical examples of war and conflicts.
3. Apply theory to contemporary examples of conflicts and war and assess the
value of theoretical premises.
4. Understand the opponent and be able to adapt to new opponents.
5. Use healthy scepticism, critical and creative thinking and understand that these
are strategic advantages.
6. Understand that strategy can function well enough to carry out specific tasks
despite the scepticism and negative historical experience.
7. Be familiar with humanistic studies. Successful strategic operation depends on
appropriate education and the worldliness of an individual. A strategist must be
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able to explain the current and future military activities to civilian high officials 
in a way they will understand them (Gray, 2009, p. 37–51).
Kotnik believes that future commanders will have to master combat and diplomatic 
skills and be capable of assessing activities "not only from the aspect of military 
effectiveness but also in the light of the influence of political, ethnic, linguistic and 
religious circumstances in the environment they are operating in" (Kotnik, 2008, 
p. 78).
Strategic conduct must therefore include the capability to make decisions, carry out 
command and control and the capability to understand events. To that end practical 
limitations of formal education in the field of strategy must be understood.
In addition, in order to define what needs to be taught, we also have to define who 
should the strategy students be, what do they have to achieve or do and what should 
they be taught and what not.
 3 THE CURRENT EXPERIENCE IN THE EDUCATION OF MILITARY 
STRATEGISTS IN SLOVENIA AS A GUIDANCE FOR THE FORMATION 
OF EDUCATION FOR FUTURE STRATEGISTS
In Slovenia, the preparation of curriculum for military strategists started six years ago. 
In that time, Slovenia had a number of military and civilian experts who completed 
strategic education at the National Defense University and some other colleges in the 
USA, the Royal Military Academy in Great Britain and at the General Staff College 
in Germany. The drafting of the curriculum turned out to be very challenging as there 
was but a handful of people who had both the experience at the strategic level and 
a solid theoretical knowledge. The Faculty of Social Sciences, however, stepped in 
and helped with an expertise which was mostly theoretical. 
Further on, the article presents the experience and the authors' proposals deriving 
from the attendance of the Military Strategy subject at the General Staff Programme 
in the Slovenian Armed Forces by one of the authors and the experience of both 
authors obtained during the performance of functions at the strategic level and the 
theoretical knowledge gained at strategic trainings. 
 3.1 Strategy teachers
During the process of preparation of the military strategy curriculum, Slovenia 
has gained a number of experiences which support the theoretical premises for the 
formation of the study of strategy. 
The first important Slovenian experience has brought the realization that individuals 
who would be capable of teaching strategy should be identified already at the major 
or lieutenant-colonel level. Consequently, the planning of their professional and 
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career development has to be provided for. They have to complete adequate military 
and civilian post-graduate studies, participate in the process of military education 
and training as instructors or as assistants in the strategy course and gain practical 
experience from engagement in command and control at the strategic level and return 
in the education process as strategy teachers with all the theoretical knowledge and 
practical experience. One of the key elements without which a national military 
higher-education school system cannot be formed is quality lecturers (Žabkar, Svete, 
2008; SPOR09).2
In the future, effective cooperation between civilian and military actors for the 
formation of appropriate national security strategies will become increasingly 
important. Therefore the experience that better results in education can be achieved 
only through the inclusion of military and civilian experts, theoreticians and 
practicians with work experience from civil and military field in the teaching of 
strategy at the national and international strategic level in the form of permanent 
staff (co-workers). 
The next challenge to be solved is the objective of the training or in other words 
the question "What is the desired end result?". Strategy students must develop the 
capacity to understand and reflect critically about skills and the knowledge for the 
formation and the use the national military power which can be used to support 
national interests. They have to develop critical thinking and the capability to use 
concepts and understand the current and future strategic challenges. 
Up until the present time the curriculum of military strategy included topics on 
the theory of war and the military force, military strategy, war strategy, strategic 
planning, the planning of strategic resources, strategic planning for the future and 
the preparation of own (national) military strategy. It was practically impossible to 
carry out all required topics and meet the set goals completely, as they were too 
extensive and too demanding content-wise. These findings result in the following 
experience: we should set attainable objectives and support them with topics and 
exercises which can be carried out with the personnel and technical capabilities at 
hand. It is very difficult to lower the level of ambitions and expectations, however the 
2 The key findings from the field of personnel selection to support the process of military education and training 
in the Slovenian Armed Forces in the context of the strategic review of the defence field carried out in 2009 
were as follows: The personnel plan does not envisage the inclusion of expert personnel for the manning of 
duties within the education and training system: nor the education and training implementers nor those who 
provide for the uninterrupted execution of education and training processes; the mandatory directions for 
the SAF active component members career paths system even to the present day do not stipulate a planned 
development of personnel for the manning of duties within the education and training system; the majority of 
education and training implementers, working in centres which provide teaching personnel, and in military 
schools, attend supplementary andragogical and pedagogical training, but not before they are assigned to the 
new duty post; the personnel who does not have the appropriate knowledge and previous experience required 
for quality work in education and training and who do not see the work in the education and development 
process as a professional challenge are likewise assigned to schools and centres; we are not training military 
experts who are capable of independent and quality takeover and execution of basic military subjects from the 
field of education and training in the SAF; experts who would take over the execution of basic military subjects 
at the highest levels of education and training are also a problem. 
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following principle "less is more" has to be applied for the definition of objectives, 
while the thematic scope of the education and the credibility of the programme has 
to be preserved. The set conduct, when execution becomes a formality but does not 
ensure the desired quality, has to be avoided. 
In addition, the formation of the strategy curriculum also requires the definition of 
the type of strategists required. The experience shows that individuals who combine 
the capability to operate at different strategic areas of operation, such as strategic 
management, planning, the development of concepts and other areas are difficult to 
find in the education process. Therefore the curriculum has to be prepared in a way 
that supports the strengthening of the natural capabilities of students, thus providing 
for better education results.
 3.2 Strategy programme timeframe
Another important experience was learnt; time is also essential for the attainment of 
the education objective. And so are the selection of students, preparation of the study 
process in a methodological sense (teaching methods and techniques), the selection 
of study material, comparison of curriculum with other programmes, courses (the 
upgrading, connection and the transfer of experience) and other activities.
The time available for the execution of a subject is a key factor for the attainment of 
curriculum objectives. There are 48 hours planned for the execution of the military 
strategy subject; for both lectures and practical exercises.3 In practice, the time 
available was much too short for a quality presentation of topics, therefore the lecturers 
had to decide by themselves what to exclude from the programme. The execution of 
the programme in the given timeframe presented an even greater challenge in the 
generation of students who attended the schooling while employed full-time; they 
attended the education one week per month at which the lectures lasted at least eight 
hours per day, followed by individual study. It is therefore important that the subject 
preparation process provides the lecturers with the freedom to assess and decide in 
which way they would like to address the topics. When time is limited, it is more 
important to address the key topics than to merely go over the prescribed content.
 3.3 The role of teachers in the selection of topics or the flexibility of syllabus
The possibility of a flexible presentation of specific topics in the context of prescribed 
topics is important, as it enables the lecturer to include the discussions on and the 
experience gained from the current global or regional events. The lecturers must 
have the knowledge and the skills required to include real-life events in their lecture 
with the intent of encouraging discussion and application of the students' theoretical 
knowledge to current events. This provides the students with a possibility to educate 
3 When Krek took over the Military Strategy subject in 2006, the subject was 48 hours long, which is the exact 
number of hours that the General Staff Programme curriculum encompassed in 2008 when Žabkar and Svete 
prepared a critical comparison of the programme with comparable programmes abroad (Žabkar, Svete, 2008, p. 
202–203). The programme is, however, still applicable (Program, 2007).
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in the field of military strategy and helps them form their own strategy which could 
prove useful in an actual real-life situation. Strategy students can be an excellent 
professional audience for a critical assessment and supplementation off current 
strategic documents from the field of defence planning and doctrinal documents. 
Experience from practice to be applied in the preparation of the strategy curriculum 
show that the syllabus has to be flexible enough for the lecturer to include current 
events in the discussion and use them to support the theory. In this way, the lecturers 
provide for a higher quality execution of the course and includes the students' 
opinions in the preparation of the expert assessments of the current normative and 
expert national security documents. 
3.4 Study literature and material
The study material used in the implementation of the strategy education is essential 
for quality education. There is currently a great variety of useful literature available 
in the English language, some of it in German, French, Italian and even Russian. 
Naturally, the limitation in the use of these materials are the lecturer's and the students' 
language skills. In the recent years, English language skills have considerably 
improved; however, the knowledge of other languages saw only little progress. 
Nonetheless, the greatest challenge remains the selection of the appropriate study 
material in the vast variety of all material available. It is relatively simple to select 
the material on the theory of strategy, on the identification of the use of strategy in 
history of warfare and in a number of modern conflicts. A much bigger challenge is 
the selection of the study material, which is appropriate for the examination of the 
strategy and military strategy of the Second World War in Slovenia, the Slovenia's 
War of Independence and the Balkan Wars after 1991, in short, the strategies which 
are of special national and security interest for Slovenia. There is more than enough 
material and books addressing the subject, however we have to identify the parts 
with expert explanations which could serve as appropriate study material. Hence the 
lecturer is often confronted not only with the task to prepare the study material, but 
to write it as well. A strategy lecturer must be able to produce quality study material 
addressing strategy issues.
3.5 Interconnection of the strategy subject with other areas in the military 
education programmes
Among other things, the experience gained from military education demonstrated 
the importance of relation to other subjects and courses or other education 
programmes. Also very important are the appropriate upgrading of knowledge and 
the joining of individual contents of different subjects under one single course and 
the interconnection between them. It is especially challenging to prevent repetition 
and to ensure the inclusion of important topics in at least one of the courses. During 
the drafting of curricula for different education programmes such interconnection 
between subjects can be attained only through professional coordination which has 
to be ensured also during the execution of programmes or subjects.
Mojca Pešec, Uroš Krek
 59 Sodobni vojaški izzivi/Contemporary Military Challenges
 3.6 Education participants and their previous knowledge
The strategy study programme should not be prepared without paying special 
attention to the education participants who enter the education process with different 
experience; some of them completed education abroad, their civilian and military 
prior knowledge differs, they have different language skills and different capability 
for preparing written papers at the postgraduate study level. Across the world certain 
strategic education programmes are attended by both civilian and military persons 
of different nationalities together (civilians and soldiers). It is very difficult to find a 
common premise which would serve as a basis for quality teaching of the subject if 
the lecturers have no influence over the curriculum requirements and are not familiar 
with the students' capabilities.
The quality of the lectures and the study can be increased through certain activities 
that facilitate the adjustment of the work method to the education participants. These 
are:
 – Conducting interviews with education participants who will enter the education 
programme before the selection of participants and immediately afterwards;
 – Preparing the selected material in advance; the material can be prepared for each 
individual and/or for all training participants, especially if the group of participants 
is large;
 – Carrying out a preparation course to determine the level of knowledge. Based on 
the latter individuals are able to enter the education process without interruptions. 
This can be taken into account only if the lecturer has the possibility to determine 
an individual's experience and knowledge beforehand.
All of the listed activities can be carried out in practice even though an effective 
way for their execution might be difficult to find. A more feasible way is when 
the individuals obtain the knowledge required for successful inclusion in strategic 
education through a prior mandatory course (operational level). In the Slovenian 
example this means that a subject providing the basic knowledge on strategy 
(e.g. Strategy 101) to participants would be included in the Higher Staff Course 
syllabus.
 3.7 Monitoring the successfulness of the graduation candidates following 
the completion of the strategy studies
There are two more experience relevant for further education on strategy in Slovenia; 
The work of those who have completed their education has to be monitored also in 
the future, especially when they take over duties at the strategic level of decision-
making. The monitoring and assessment of their work results, also during this 
period, can improve their readiness and capability for the performance of strategic 
functions. It often occurs that individuals understand the operation of the national 
security system, the area of work and the responsibilities at individual functions/
duties at the strategic level up to the time they are confronted with real-life action, 
the influence of national politics and the civil society on the functioning of the system 
CAN THE PROCESS OF PROFESSIONAL MILITARY EDUCATION CREATE MILITARY STRATEGISTS?
60 Sodobni vojaški izzivi/Contemporary Military Challenges
and the individuals. A particular problem at this level is an individual's incapacity 
to present strategic problems in a clear, unambiguous and comprehensive way. Even 
high officers occupying strategic positions, including those who passed education 
at the strategic level, are not versed in explaining professional arguments to civilian 
officials and politicians. On the other hand, civilian officials and politicians do not 
have the appropriate knowledge on national security which additionally hinders 
mutual communication and the assessment of issues which are often of national 
importance. In Slovenia, this problem was evident especially in relation to the 
question on the downsizing of the defence budget, assessment of certain more 
important programmes for the purchase of military equipment, the discussions on the 
cooperation of the Slovenian Armed Forces in Afghanistan and last but not least in 
the discussion on the abolishment of the Slovenian Armed Forces. Since we operate 
in an environment in which there are less and less available (financial and material) 
resources, political skills of high officers who are able to express the needs of the 
military in a persuasive and argumented manner, are becoming increasingly more 
important (Kotnik, 2008, p. 82–83). 
Strategy students must be trained in the coping with challenges they will be confronted 
with at their strategic duties. They have to be versed in constructive discussion and 
be able to adequately explain professional military standpoints to both civilians and 
politicians. Already during their studies, the representatives of both the government 
and non-government organizations and the civil society are to be included in the 
education process. Strategy students have to be introduced to different circumstances 
and confronted with difficult questions regarding the resolution of the current crisis 
situations. Education at this level is their last systemic education or the last academic 
education during which they are free to express and defend their standpoints and 
opinion without their opinion having a negative influence on the defence and national 
security system.
At present, a strategic education curriculum is being formed under the auspices of 
the Central European Forum of states for military education. The initiative resulted 
from the needs of the small states which were later joined by the large ones. A joint 
curriculum for the education of soldiers and civilians at the strategic level would 
facilitate the formation of the curriculum for individual countries. It would unify 
professional knowledge at the strategic level, which would support the cooperation 
between agencies not only within individual countries but also at the international 
level (Comprehensive Approach), especially in the decision-making and the 
implementation of activities connected to the world crisis. The exchange of lecturers 
especially for those subjects, for which they are difficult to ensure within the national 
framework, is envisaged. This will improve the quality of execution and contribute 
to the better understanding of the English language, since the course will be held in 
English. The planners of this curriculum in general tend to organize the lectures in 
the English language for all participants. The unified learning language would enable 
the countries to send their students abroad, while the only subjects they would attend 
in the homeland would be those that are exclusively of national importance, such as 
Conclusion
Mojca Pešec, Uroš Krek
 61 Sodobni vojaški izzivi/Contemporary Military Challenges
the exercises for the improvement of the operation of the system of national defence 
or any of its part and other similar contents.
Slovenia has to continue to be actively involved in the formation of the joint strategy 
curriculum and its actual realization, to support initiatives which would facilitate 
the study and support its quality. A small army, such as Slovenia's, will have to learn 
how to better exploit the different possibilities for a quality professional training of 
personnel and for the obtainment of better results in relation to the resources and the 
time invested also in the future. However, it is important to take on an active role in 
such initiatives, as we have both the experience and the knowledge we do not have 
to be ashamed of.
The politics has to support our efforts to provide the best quality lecturers, students 
and programmes for the study of strategy. Without a doubt, a course the objective of 
which would be the familiarization of the members of parliament and the Government 
and other important political officials with the system of national security and 
especially with the matters pertaining to the defence system, would prove to be more 
than suitable and significant, as it would contribute to the improvement of the general 
knowledge, familiarization with terminology in the defence field and the knowledge 
required for work and, in particular, for making decisions at the strategic level.
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CAN THE PROCESS OF PROFESSIONAL MILITARY EDUCATION CREATE MILITARY STRATEGISTS?