The Early YearsThe Partnership for Peace Consortium of Defense Academies and Security Studies Institutes, based at the George C. Marshall Center Garmisch, Germany, is leading an innovative and unprecedented program for defense education reform five Partner countries (Armenia, Azerbaijan, Georgia, Kazakhstan, and Moldova). The modus operandi for these efforts includes finding fertile ground for defense reform other countries beyond the Partnership for Peace nations. Defense education general is gaining attention as a useful tool for security policy makers. Why and how this is happening is an intriguing story that begs to be told. This article attempts to tell that story.It begins, as do so many post-Cold War accounts, with the demise of the Warsaw Pact and the USSR 1991 and the steadily growing interest from Central and Eastern European countries NATO membership. At the same time, the newly independent sovereign states of the USSR, the former Soviet Socialist Republics, began to choose their own paths. Some of them installed democratic systems of government and links to the West, while others retained authoritarian rulers.NATO's response to all three groups began first as an offer of a of friendship, an exploration of a new cooperative relationship. By 1994, this hand evolved into the Partnership for Peace, a practical program of bilateral cooperation for those states willing to participate as Partners alongside NATO Allies. NATO shaped these individual programs initially around achieving interoperability for peacekeeping operations, a useful goal indeed as a number of Partner countries deployed troops to Bosnia and Herzegovina 1996. By 1999, NATO opened its doors to three new members, a political choice based heavily on military criteria - specifically, on what these countries could add to the Alliance's capabilities.In the same year, NATO endorsed the Partnership for Peace Consortium, a joint German-American initiative established to strengthen defense and military education and research through international cooperation. Switzerland and Austria quickly joined the Consortium as stakeholders. NATO remained on the sidelines, preferring to see the organization operate in the spirit of PfP, free to follow the interests of the stakeholders and the Partner members.Uncharted TerritoryThe Consortium embarked on a journey of discovery into uncharted territory, helping the Partners find their way security sector and defense education reform. Switzerland's Center for the Democratic Control of Armed Forces played a key role these early years. Working groups fields of interest to both the stakeholders and the Partners formed, met, and exchanged ideas. Although exposure to Western colleagues was valuable, a number of working groups drew criticism because they lacked products or deliverables, as some like to call them.1A new vista opened for the Consortium with the publication of NATO's Partnership Action Plan for Defense Institution Building (PAP -DIB) and its supporting initiative for Education for Defense Reform 2004-05. Soon after, NATO's International Staff saw promise the Consortium as a way to influence defense institution building Partner states and joined the Consortium as a stakeholder. But what concrete tasks should the Consortium take on? How and where should it start?New Energy, New DirectionsAn intriguing idea emerged early 2006. An ad hoc group of defense educators, calling themselves the Friends of PAP-DIB, met several times that year and elaborated what eventually became the foundation for the current Defense Education Enhancement Programs, or DEEPs. The formula was simple concept - to engage Western defense educators peer-to-peer discussions with their Partner counterparts on three themes:* What to Teach (that is, curriculum content)* How to Teach and Learn (pedagogy)* Faculty Development (peer-to-peer mentoring aimed at a holistic approach to defense education). …
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