MILITARY THOUGHT: SOME QUESTIONS ON THE ORGANIZATION OF MILITARY-EDUCATIONAL INSTITUTIONS, BY COLONEL V. CHOPOROV

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP80T00246A029700270001-3
• Release Decision: RIPPUB
• Original Classification: S
• Document Page Count: 20
• Document Creation Date: December 22, 2016
• Document Release Date: January 13, 2012
• Sequence Number: 1
• Publication Date: July 5, 1962
• Content Type: MEMO

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SE RET
50X1-HUM
WASHINGTON 25. D. C.
IRONBARK
5 JUL 1962
MEMORANDUM FOR: The Director of Central Intelligence
SUBJECT : MILITARY THOUGHT (SECRET): "Some Questions on
the Organization of Military-Educational
Institutions", by Colonel V. Choporov
1. Enclosed is a verbatim translation of an article from the
SECRET Collection of Articles of the Journal "Military Thought"
published-by the,-Ministry of Defense, USSR,-and distributed down
to the level of division commander.
2... For convenience of reference by USIB agencies, the
codeword IRONBARK has been assigned to this series of TOP SECRET
CSDB reports containing documentary Soviet material. The word
IRONBARK is classified CONFIDENTIAL and is to be used only among
persons authorized to read and handle this material.
3. In the interests of protecting our source, IRONBARK
should be handled on a need-to-know basis within your office.
Requests for extra copies of this report or for utilization of
any part of this document in any other form should be addressed
to the originating office.
Richard Helms
Deputy Director (Plans)
100 c, . r-/Q-FT
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IRONBARK
Original: The Director of Central Intelligence
cc! The Director of Intelligence and Research,
Department of State
The Director, Defense Intelligence Agency
The Director for Intelligence,
The Joint Staff
The Assistant Chief of Staff for Intelligence,
Department of the Army
The Director of Naval Intelligence
Department of the Navy
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U. S. Air Force
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CIFr?bITT
IRONBARK
COUNTRY : USSR
SLPJECT MILITARY THOUGHT (SECRET) "Some Questions on the
Organization of Military-Educational Institutions",
by Colonel V. Choporov
DATE OF INFO: December 1961
APPRAISAL OF
CONTENT : Documentary
SOURCE : A reliable source (B).
Following is a verbatim translation of an article entitled
"Some Questions on the Organization of Military Educational Insti-
tutions", by Colonel V. Choporov. This article appeared in Issue
6 (61) of 1961 of a special version of the Soviet journal Military
Tho &ht which is classified SECRET by the Soviets and is published
irregularly.
Issue 6 (61) was sent to press on 7 December 1961.
vow
ministry of,Defense in three versions
+classifiedjRESTRICTE
,
,
D
SE
CRET,
and TOP SECRET. The RESTRICTED version has been issued monthly since
1937, while the other two versions are issued irregularly. The TOP
SECRET version was initiated in early 1960. By the end of 1961, 61
issues of the SECRET version had been published, 6 of them during
1961.
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IRONBARK
'O SFAPFT
Some Questions on tne organization of
Military-Educational Institutionsl
by
Colonel V. Choporov
CuMMENT ON A PREVIOUS ARTICLE
At all stages in the building of the Soviet Armed Forces, the
Co!f.z unist Party has attached considerable importance to improving
the organization of military education and to the organization of
officer personnel training.
Li the Program of the CPStJ, among the measures for the further
tr'engtheni,fg of the Armed Forces and of the defensive capabilities
of the country, serious attention has been given to the problem of
officer personnel training.
"The Party," states the program, "will tirelessly look after the
training of command and political personnel of the Army and Navy se-
lected from among the best representatives of the Soviet people, and
selflessly devoted to the cause of Communism. The Party deems it
necessary that command personnel persist in mastering ? rxist-Leninist
theory, have the highest military-technical training, fulfil all the
requirements of modern military theory and practice, and strengthen
military discipline."
The reorganization of the system of training of specialists with
higher and secondary education, the strengthening of ties between
school and reality, and the further improvement in the quality of
training for cadres of builders of Communism always were, and always
will be, subjects of special concern to the Party.
1. This article discusses the military educational institutions of
the Ground Troops, the Missile Troops and the PVO Troops of the
Country, and military educational institutions not assigned to any
particular type of Armed Forces. The term, "ground troops military
educational institutions", is used in some cases for the sake of brevity.
A-L-W
ANNE--q r, I
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The principal features provided for in the law, "On Strengthening
of Ties between School and Reality and on the Further Development .)f a
System of Public Education in the USSR", which was passed by the Supreme
Soviet of the USSR on the initiative of the Central Committee of the
Party back in 1958, also affect the Ministry of Defense educational in-
stitutions engaged in training officer personnel,and have introduced ra-
dical changes in the training of specialists with higher and secondary
special education.
The basic direction which should be followed in improving the
quality of specialist training is to strive for a major improvement in
theory and, especially, in practice, by combining theoretical and indus-
trial training. It is recognized that, in order to achieve this, it is
necessary to expand and strengthen the materiel-technical facilities of
educational institutions, to equip laboratories with the latest machinery
and equipment, and to increase the role of higher educational institutions
in the field of scientific research. All this is necessary in order to
improve theoretical training and to expand greatly night and correspondence
school education, which is now considered one of the basic ways of training
specialists.
Besides measures designed to improve the quality of theoretical and
practical training of specialists, there are also plans for the further
development and improvement of the system of higher and secondary special
educational institutions. First of all, the number of educational insti-
tutions in new industrial areas is being increased. Also, educational
institutions with similar training curricula are being consolidated,
ministries and agencies are cooperating on a broad scale in the field of
specialist training, and specialist training is being expanded to cover
new technical fields.
Questions concerning improvement in the quality of officer per-
sonnel training, in the perfection of training methods, and in the improve-
ment of the training process, have already been dealt with in the press.
In particular, they have been preserted in a rather detailed form in an
article entitled, "Some Questions of Higher Military Education', written
by Major-General Sinitsa, Colonel Konoplyanik and Engineer-Colonel
Shevyakov, and published in Collection of Articles of the Journal
"Military Thought".l
1. Collection of Articles of the "Military Thought"
No. 4(48),1959
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In this article we shall only touch upon some of the problems deal-
ing with improving the system and the organizational structure of .nlitary
educational institutions, which, in our opinion, might be taken into con-
sideration when carrying out future organizational measures concerning
military educational institutions of the Ministry of Defense.
The system and the capacityl of military educational institutions are
directly proportionate to the needs of the armed forces for officer per-
sonnel,and are not permanently set at given levels. In the event of a re-
duction in the strength of the armed forces,wi ther as a whole or in some
type (arm) of troops, naturally there will be a reduction in the needs for
officer personnel and, consequently, a reduction in the system and capacity
of corresponding military educational institutions.
Thus, for example, as a result of the reduction in strength of ground
troops, in accordance with the decision of the Fourth Session of the Supreme
Soviet of the USSR, certain measures were also carried out for the reduc-
tion in the number of military educational institutions of these forces:
the number of students in some of the military academies and schools was
reduced; several schools were disbanded; and military institutes, in view
of the decrease in size of their student bodies, were converted to military
faculties in appropriate civilian higher educational institutions. At the
same time, however, there was a substantial increase in the training of
officers for the missile troops and, also, in training with new tech-
nical equipment used by other arms and types of troops, inasmuch as there
has been considerable development along these lines in recent years. .use
number of military educational institutions of missile troops has been
increased by transferring to them some higher educational institutions from
other types of Armed Forces.
1. By capacity (yemkost) is meant the total number of temporary per-
sonnel (students). By system (set) is meant the number of military
educational institutions.
" SECRET
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IRONBARK
Thus, the system and capacity of the educational institutions of
the Ministry of Defense keep changing and improving, reflecting th
evolution that is taking place in the organizational structurectthe
Armed Forces themselves,and in their technical equipment. Usually,
sweeping organizational changes in the armed forces are followed by
a revision of officer personnel requirements in the types and arms of
troops and in the training and specialty curricula. There are also
corresponding changes in the educational institutions which train officer
personnel.
What, then, is the path to be followed for improving the system
and organizational structure of our military educational institutions?
"The main attention at all levels of planning and management of
the economy," states the CPSU Program, "must be focused on making the
most efficient and effective use of materiel, labor, and financial
rescurces. . ."
It is our view that, in the planning and execution of organizational
changes in the military educational institutions, we should strive to
make them into large educational centers. Unquestionably, just as in the
case of any industrial enterprise, a large educational institution has
many advantages over a small one. First of all, it is more economical
in comparison with a small one. In the training of personnel, it is
likewise necessary to strive to carry out a given task with the minimum
expenditure of manpower and materiel.
It is no secret that the training of officer personnel is expensive.
Therefore, it behooves each person connected with this activity always to
strive to reduce the maintenance costs of military educational institutions.
In a large military educational institution, the ratio of administrative-
management and support personnel to one student is lower. This can be
clearly seen from the following examples.
Let us compare two existing secondary military schools with the
same training curriculum but with a different numerical strength of
temporary personnel. The T/?s of these schools were worked out at the
same time.
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Numerical strength
of temporary person-
nel (students)
First School
Second School
Increase in the second
school in comparison
with the first school,
in percentages
Numerical
strength of
permanent
personnel
(military,
worker, and
civilian
employees)
Ratio
of per-
manent
personnel
to one
student
900
700
0.77
1800
980
0.55
40
Approx-
imately
29 per-
cent
less
The above figures show that, with a twofold increase of students in
the second school over that of the first, there is only a 40 percent in-
crease in the number of permanent personnel. If a large school has a
ratio of slightly more than 0.5 of a permanent staff member to each
students a small school has an appreciably higher ratio of more than 0.75
of a permanent staff member to each student. This means that if, instead
of two schools with 900 students each, there is one school with 1800
students, the numerical strength of permanent personnel is reduced by more
than 400 persons.
Let us now compare three existing communications schools with 1000,
550, and 500 students respectively. The permanent staff at the school
with 1000 students comprises 387 military personnel and 248 workers and
civilian employees. The ratio of permanent personnel to temporary per-
sonnel at this school is 0.64 to I. The other two schools have a x-
imately the same number of students as the first one, but they havera-
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IM, Sr-Of/?n
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ANW4Zr_iF'/'IDr_T
IRONBARK
total of 214 more permanent personnel (493 military personnel and
356 workers and civilian employees). In this case, the ratio of
permanent to temporary personnel is 0.85 to 1, i.e. almost one-third
higher.
If there were one school with 1000 students, instead of two
small ones with approximately 500 students each, it would be poss-
ible to reduce the number of permanent personnel by more than 200
persons.
Of course, because of differences in training curricula, technical
complexities of existing armaments, housing conditions, and many other
reasons, it is impossible to achieve complete equalization in the
numbers of permanent personnel,even in higher educational institutions
with the same number of students. Moreover, the organization of an
educational institution, especially a higher educational institution,
is influenced by such factors as established traditions, established
methods of teaching, the experience of scientific-pedagogical personnel,
etc. In spite of this, however, the concept that a large enterprise is
more economical than a small one is also being fully applied to educa-
tional institutions.
In order to corroborate our thinking, let us examine the organi-
zation of three military academies which train command-engineer per-
sonnel for different arms of troops.
Since the exact names of the academies have no significance, we
shall simply call them first, second, and third.
Here are the actual data on the numerical strength of these
academies.
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Numerical strength of temporary
personnel, in percentage ratio*
Ratio of permanent personnel
to one student
Military _
Workers and civilian
employees. . . . . . . 1 .5 1 .94 1 1.09
Total permanent per-
sonnel (military,
workers and civilian
employees). . . . . .
1 1.13 2.29 2.55
* Includes only the main faculties which have the greatest influence
on the organization and numerical strength of permanent personnel.
The above data show that the lower the numerical strength of students
in a higher military educational institution, the higher the ratio of per-
manent personnel to temporary personnel. Whereas the first academy, which
is the largest, has a ratio of slightly more than one member of permanent
personnel to one student, the second academy, which has a student body less
than half of that of the first academy, has a ratio of 2.3 to 1; and the
third academy, which is even smaller than the second one, has a ratio of
more than 2 members of permanent personnel to one student.
Judging by the cost of maintaining permanent personnel, the cost of
military engineer training in the second and third academies is much
higher than the cost of similar training in the first one. Moreover, the
second and third academies do not differ from the first either in the
complexity of arms or technical equipment, or in any special training
processes. This increase in permanent personnel and in the cost of train-
ing is explained by the fact that they are educational institutions with
small student bodies.
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IRONBARK
It is our view that the cost of training of specialists in these
academies could be lowered by consolidating them. We are also certain
that the quality of training of specialists will not suffer thereby
but, on the contrary, will improve, and the saving, of course, will
be considerable.
One of the arguments usually raised in opposition to proposals
for the enlargement of military educational institutions is the lack
of sufficient support and housing funds. This fact cannot be over-
looked. It is true that housing facilities have a great deal to do
with limiting the capacity of an educational institution. However,
under our existing conditions this is still not the main reason. In
this connection, we shall cite several examples.
Prior to 1959, one of the military small schools, a tank school and a tank-technicalSschool.haEa choone
of them had its own organs of command,and support and supply
Naturally, this perplexed many people. Numerous proposals is w subunits. d-ts.
vented for their unification. were d-
cally opposed this, basing its refusal on heddiffeerenceeiin thetsubor-
dinations of the two academies. And apparently they would still be
there, if a decision had not been made to create in their place a
single artillery school. It should be mentioned that, at that time,
this was not a unique case in the higher educational schools of the
armored troops, for there were other cities with two tank schools.
For a long time, for example, there were two communications schools
located in the city of Gorkiy. It seemed that they should be combined
into one in order to reduce the cost of training communications officers.
However, this.was not done; instead, one of the schools was moved to
another city.
We have only cited those cases in which two schools of the same
arm were located in the same city. But if one cares to examine this
problem on a broader scale, one will find even more possibilities
for the consolidation of military educational institutions. Thus,
for example, there are scores of cities which have two or more ground
troops educational institutions. In our opinion, in the future, when
planning measures for the development and improvement of the system of
military educational institutions, the idea of consolidation of schools
should be pursued more vigorously.
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IRONBARK
The most serious arguments against the consolidation of military
educational institutions could be those based on military-strategic
and mobilization considerations. When developing the organization
and the entire system of military educational institutions, it is
necessary, of course, to keep in mind their deployment in wartime,
because the expansion of the armed forces in wartime and the in-
creasing,irrevocable losses. among officer personnel will require
significant expansion in the system and capacity of military educa-
tional institutions. Howev,r, it would be inadvisable to maintain
as many schools during peacetime as are needed during a war. After
all, the capacity of military educational institutions in peacetime
is determined on the basis of current requirements for officer per-
sonnel (replacement of natural losses; organizational measures, if
carried out), and the number of military educational institutions
must be as low as possible in order to minimize unnecessary ex-
penditures for their maintenance. In the event of war, the deployment
of educational institutions must be carefully planned in advance in
complete accordance with the deployment of troops, and on the basis
of expected losses among officer personnel under wartime conditions.
We are convinced, therefore, that the existence of a large number of
small military educational institutions cannot be justified at the
present time even by these arguments.
In our opinion, the first military educational institutions which
should be consolidated are those which have the same and related
curricula and specialties.
At the present time, many of the higher military educational
institutions of the Ministry of Defense are training officer personnel
in the same or related specialties. For example, at the present time,
officers with a higher education are being trained for the antiair
defense troops in five higher military educational institutions, four
of which are part of the PVO Troops of the Country and one of which is
in the Ground Troops. Furthermore, two of these schools are located
in the same city.
All these educational institutions are comparatively small organi-
zations so far as their numerical strength is concerned, and the train-
ing of specialists in these schools, naturally, is a duplication of
effort. In addition to the special command academy of the PVO, which
SFfRFT
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SF
%""'L -mg an'Glair defense command personnel for
all types of armed forces, Kiev also has, for example, a higher
artillery engineering school for the training of personnel for the
Ground Troops PVO; and this same school also has a command training
department. Also in Kiev, the Higher Engineering Radio-Technical
School of the PVO Troops of the Country is training engineers in the
same specialties as is the Radio-Technical Academy i/n i rshal of
the Soviet Union L. A. Govorov,
At the present time,military engineers with radio-technical
specialties are being graduated from many higher military educational
institutions. But is there any sense in training engineers in radio-
technical specialties, for example, in the Military Academy of Communi-
cations when there is a well developed system of special radj:ti-technical
educational institutions and,at the same time, when communications
officers are being trained in higher military educational institutions
of other arms of the armed forces? All these questions must be studied
in detail, and resolved.
However, we are not talking solely about higher educational insti-
tutions. Undoubtedly, there are also possibilities for the consolidation
of secondary military schools, especially those of the Ground Troops and
of the PVC Troops of the Country, where the numerical strength of temporary
personnel is much lower in comparison with schools of other arms of
armed forces.
the
arms We have analyzed and compared the T/Os of secondary schools of two
troops with similar training curricula. The total number of
temporary personnel in each of these groups of schools was approximately
the same during the past academic Pthe fact
that one of these arms of troops hasammore H schools than view
the o other,, the
numerical strength of permanent personnel in its schools was 28 percent
higher than in the schools of the other arm. Hidden here are internal
reserves for a saving in manpower and resources.
In this connection, it is interesting to take a look at the process
of development of higher and secondary special educational institutions
in the country. In the academic year 1940-41 we had 817 higher educational
institutions with a total of 812 thousand students.
1959-60, the number of higher educational institutionsndecreasedeto year
753,
while the number of students in these schools increased to 2260 thousa
nd
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The average number of students in a higher educational institution
thus went up from 994 in the 1940-41 academic year to 3000 in 1959-60
i.e.,it increased more than three times. '
The number of secondary special schools also decreased during that
same period (from 3773 in 1940-41 to 3329 in l
of students increased 959-60), while the number
almost twofold: from 975 thousand to 1907 thousand.
The second direction in which the improvement of the system of
educational institutions, especially higher military educational insti-
tutions, should proceed is, in our opinion, to increase the role of the
faculties in higher rn lita educational institutions. vvuz .
According to a generally accepted understanding, a faculty is the
academic-organizational part of a higher educational institution, com-
bining the chairs that conduct the training of students and graduate
students in several related specialties. A faculty is headed by a dean,
chosen from among the body of professors of the leading who directs the entire academic and scientific work of thesfaculty, its
chairs, and its academic-auxiliary and academic-industrial establishments.
A faculty is that part of a higher educational institution where the
training of highly qualified specialists in established curricula is
carried out, and,. also, where the entire academic-methodological and
scientific-research work conducted by the chairs is concentrated.
A number of military academies and higher engineering schools have
truly full-fledged faculties. As an example we could cite the Military
Air Engineering Academy i/n A. F. I4ozhayskiy. The faculties of this
academy are large in terms of numbers of students, and each faculty is
training engineers in several specialties. Each faculty has 5 to 12
chairs, training laboratories, and polygons. For the purpose of con-
ducting scientific research, the faculties have scientific-research
laboratories which correspond to the curricula in the training of special-
ists. The faculties are headed by generals and officers who have academic
degrees and ranks and who have extensive experience in the scientific and
pedagogical field. Such faculties are the authentic organizers and
leaders of all academic-methodological and scientific-research work.
But, unfortunately, this situation exists in far too few of the
higher military educational institutions.
academies of the ground tr In approximately half of the
oops,and in many higher engineering schools,
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the faculties do not even have chairs. Naturally, such faculties can
provide no direction of academic work, and even less of scientific
work. Thus, they are simply line subunits whose principal task is
the maintenance of military discipline and order among the students.
In addition, such faculties, as a rule, are small in terms of numbers.
Thus, fcr example., in almost half of the military academies Lone word
missin 7 numerical strength of faculties does not exceed 200-250
students, and personnel training in such faculties in almost all cases
is Offered only in one specialty. Can such faculties really be con-
sidered full-fledged?
Evidently, this served as the reason for Comrades Sinitsa,
Konoplyanik, and Shevyakov to come forth with the proposal to abolish
faculties in many higher military educational institutions in the
interests of reducing the administrative apparatus. with this proposal. The abolition of facultyleadershipcwould have
insignificant economic results, but it would cause serious damage to
the educational work with students and, at the same time, to the quality
of officer personnel training. The desire to bring the academy leader-
ship and students closer together is undoubtedly
are in favor of this. But it is difficult foe a one
ttoproper
see how.theeheado
of an academy could directly supervise each curriculum course, each chair, etc. It seems to us that a different line (specialty).,
shold each
be followed. If a serious approach is to be made to the
question
economy in manpower and resources and to a reduction in theecost off
officer personnel training, it is necessary to speak, not of abolishing
faculties in a number of higher educational institutions but, on the
contrary, of strengthening and consolidating faculties and
from this, perhaps of abolishing a number of independent higher military
e
educational institutions and reorganizing them into the faculties of
other higher educational institutions. When a faculty becomes a true
organizer of the entire academic and scientific work of its curriculum.,
then it will be possible to create multi-curricular, reliable, and
economical higher military educational institutions.
We do not wish, in this article, to make more specific proposals.
Nevertheless, it can be said that the saving which would result from
reorganizing one of the smallest academies into a faculty would be
considerably greater than that which would result from cutting back
the directorates of faculties even in all the higher military educational
institutions of the ground troops.
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IRONBARK
In the Program of the CPSU, along with the tasks for further
improvement in the training of scientific and engineer personnel,
particular emphasis was given to the need "to develop scientific-
research work in higher educational institutions". The carrying
out of scientific-research work is now viewed as one of the most
important missions of schools of higher education.
Such broad development of scientific research is dictated,
first of all, by the fact that without scientific-research work
there can be no training of specialists of scientific pedagogical
personnel on the level required by present-day science and technology.
Secondly, with their large body of highly qualified scientific work-
ers in the persons of professors and teachers, and with their thou-
sands and tens of thousands of students who are participating more
and more in scientific-research work, the higher milita
institutions are capable of maki r'y educational
ment of science. a large contribution to the develop-
Recently, important measures have been carried out for the pur-
pose of improving the scientific research work in the hi
educational institutions. One of the most i suer military
radical improvement in the organization of theowwork of pr ofesors al
pedagogical personnel. The Resolution of the Council of Ministers USSR
No. 456, dated 12 April 1956, introduced a principle for determining
the overall, numerical strength of professorial-pedagogical personnel
in higher educational institutions on the basis of the ratio of students
to one teacher, instead of on the scheduled annual academic load,as
has been done in the past. This permits a more effective distribution
and utilization of scientific pedagogical personnel; and it creates
favorable conditions for the best possible improvement in the training
process and, on this basis, a maximum saving of time for scientific-
pedagogical workers to conduct scientific work. Unfortunately, this
has not yet been introduced in all of the higher military educational
institutions.
Important measures have also been carried out to expand the
materiel and technical facilities of higher military educational
institutions for scientific research and to provide them with new
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SFC'61 T
models of combat equipment, instruments, and other equipment.
Training-experimental plants have been set up in a number of military
academies, while training-industrial shops have been e
rest of the higher dlita xpanded in the
special scientific-research laboratories ~have tbeen norganized in al-o
most all military academies and higher engineering schools.
used totdmust bessaid, however., research that in higher onvelop ly one method has been
the creation of separate,uncoordinatedgscientific-research itlab-ions
lab-
oratories (NIL) for each subject, which often lack their own materiel-
technical facilities and use the equipment of the training laboratories
of various chairs. Actually, this.
Port personnel and in a only results in an increase in sup-
workers being assigned to scie tificeresearch laboratories. Y tific
law concerning the reorganization of higher , tly
for the creation of laboratories, but also for thesorgprovides anization tofnl ic-rese
es at wellnasffor theaunificationrch
somei~er educational institutions, as
with higher educational institutions, ientific-research installations
In view of this presentation of the
it is not only a matter of creating a question, it seems to us that
combining the efforts of scientific workersf of higher ed c do also insti-
tutions and scientific-research installations, thusensuring t elsolui-
tion of important complex tasks. In this way,,
achieved in scientific work with a minimum expenditure ofseffortiandbe
resources. Our country has already had some
positive unifying higher educational institutions withscientificp-researchiin-
stallations.
Practical proposals for the unification of some scientific-re-
search institutes with military academies have also been advanced by
the Ministry of Defense, but so far they have not been reflected in
any of the organizational measures being carried out in regard to
higher military educational institutions or scientific-research in-
stallations.
There is no basis for the fear that such a unification would be
detrimental either to scientific-research work or to the training of
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personnel. On the contrary, in our opinion, the unification of
scientific research institutes with similar training curricula
with higher military educational institutions should have a favor-
able influence upon the work of both. The large body of highly
qualified scientific personnel in higher military educational
institutions will be given the opportunity of conducting scientific
work jointly with scientific workers of scientific-research insti-
tutes,usig modern laboratory equipment of the institute. In this
way, scientists of the higher military educational institutions will
be placed in closer contact with important research activities.
The unification of efforts of the two scientific bodies will in-
crease their capabilities and will permit the solution of important
complex problems of major significance.
In turn, the workers of scientific-research institutes may be
used to deliver lectures or to carry out other work with students.
Undoubtedly, this will improve the training-educational work and
will free some of the basic professorial staff from teaching duties
and enable them to carry out scientific work.
Thus, the unification of higher educational institutions with
s
for
cientific-research installations will create favorable conditions imp of ttheorr etovemenicaltresearchin the
process and for further development
ntific.-z'esearch work.
At the same time, unification will automatically resolve the
problem of coordination of scientific-research work of the higher
military educational institution and of the scientific-research
institute. This will eliminate the parallelism which, unfortunately,
still exists.
It seems to us that it would be advisable to effect such a unifi-
cation between one or two scientific-research institutes and military
academies. The experience gained therefrom could be studied, after
which the practice could be used further.
The CPSU has presented enormous tasks in the field of public
am _q /Dr-T
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Jaw
education and, particularly, of higher and secondary special education.
"With the progress of science and technology" states the Program of the
CPSU, "there will be a further development in) higher and secondary
special education, which have been called upon to train highly qualified
specialists possessing broad theoretical and political outlooks." This
fully applies also to our military educational institutions.
At the present time, there is no single organ in the Ministry of
Defense responsible for the development and improvement of the system
of military educational institutions. Their direction is totally in
the hands of commanders-in-chief of the types of armed forces.
The functions assigned to the Assistant to the Minister of Defense
for Higher Military Educational Institutions are
quite
limi --
dination of academic methodological activities of thehigheremilitaryr-
educational institutions of the Ministry of Defense; and control over
the training of scientific-pedagogical personnel of these institutions.
In order to put into practice the tasks which the Party on further developing and improving higher and secondary special educa-
tion , on raising the quality of specialist training, and on improving
the overall activities of educational institutions, it is necessary for
the Ministry of Defense to improve the leadership of the activity of
the military educational institutions.
Without replacing the direct supervision which the commanders-in-
chief of the types of armed forces have over the higher military
educational institutions subordinate to them,and without relieving them
of the responsibility for the training of officer personnel, it would
be advisable to expand the functional duties of the Assistant to the
Minister of Defense for Higher Military Educational Institutions. He
should be assigned the task of directing the development and improvement
of the system of higher and secondary military educational institutions of
the Ministry of Defense in accordance with the long-term plans for the
training of officer personnel.
Use should be made of the long experience acquired in the management
of civilian educational institutions.
higher and secondary special educationaleinstitutthe tt a number of
ionscaresubordinate to
various departments of the government, the overall direction of these
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institutions in our country is in the hands of the Ministry of Hither
and Secondary Special Education of the Soviet Union. The validity
of this system has been proven in practice.
The proposed change in the functional duties of the Assistant to
the Minister of Defense for Higher Military Educational Institutions
will undoubtedly require organizational
but in our opinion, strengthening of his staff,
, such a iaeasure will prove itself.
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