The dissertation builds on existing knowledge in the field of improving organizational framework and pedagogical approaches to the reserve officers’ professional readiness for military service in higher education institutions (HEI). The rapid changes in technology, tactics, and missions that are characteristic of today’s military operations prove to require matching agility in the design and development of training and education programs. Among these reasons are those that stem from the magnitude of military research and development in training, practices for designing and developing military training, and procedures for assessing military training programs, especially those concerned with cost and effectiveness. Consequently, the Higher Education Institutions’ Department of Military Training programs involve, at their core, an ability of reserve officers’ to respond effectively to new requirements for professional defense of the nation as well as their establishing as a personality in general and their readiness for military professionalism in particular.
In the context of an increasingly complex and unpredictable security environment, and the JFO in the east of Ukraine, the building block of a competency-based training is a set of behaviors that encompasses knowledge, skills, abilities and personal attributes that are critical to successful accomplishments. These arguments suggest that reserve officers’ effective training involves mastering the relevant competencies, which implies their ability and readiness for immanent military-related activity. The doctoral dissertation attempts to crystallize key aspects which influence competency-based approach to reserve officers’ training by recognizing the critical necessity for acceptable method of capturing and recording the learning outcomes of its predominantly competency-based training and education, in particular the system of training and educating reserve officers who have proven their ability to fight and think their way through all types of challenges. The dissertation delves into the problem of different approaches to organizing military training and educating of students/civilians in compliance with the program of reserve officers in the leading countries of the world. Simultaneously, the dissertation highlights the contradictory aspects of the Ukrainian modern military training and education system, involving the ongoing JFO participation of the units of the Armed Forces of Ukraine in the East of Ukraine.
Accordingly, the author’s focus revolves around techniques of military higher education institutions (MHEI) and military training units of civilian higher education institutions (MTU of CHEI) to modelling pedagogical system of formation of future reserve officers’ professional and psychosocial readiness for their effective military service. Furthermore, focused, methodical, and rapid forward momentum into a competency-based human capital management system is essential to capture the capabilities offered by the information age.
In the context of an increasingly complex and unpredictable security environment, the building block of modelling the reserve officers’ training is the possibility of obtaining the results of experimental research of their quantitative-qualitative dependencies of the complex influence of ergonomic factors on the reserve officers’ readiness indicators and the quality of their performance. Evaluating the level and strength of knowledge of reserve officers, the effectiveness of the educational process at the Department of Military Training (DMT) is profited by finding the optimal organizational forms, content and methodology for training highly qualified, professionally trained military specialists within the timeframe for its preparation, with maximum use of opportunities of academia and educators, military training packages and the minimum material costs. It is significant to enable a more systematic approach to educate reserve officers at HEI with approaches to systematization of the process of military training of students/civilians according to the syllabus of reserve officers’ training in military institutions of higher education and military training units of institutions of higher education (MTU of CHEI). The scientific and methodological analysis, conducted at the philosophical, scientific and professional levels proved the feasibility of developing a purposeful and powerful integrative pedagogical system for future reserve officers’ preparedness for military-related activities.
Also, with conclusive evidence the author considered substantiated components of the content of military training of civilians – reserve officers in military higher education institutions and military training units of civilian higher education institutions (MTU of CHEI). Specific applications of components, criteria and indicators of developing core military training competences of reserve officers deserve further specific attention.
