Our defense education curricula are available to any institute wishing to implement Western style defense education teaching methodologies. Such practices foster the intellectual interoperability among partner nations.
Additionally, our defense education curricula can function as a model/template for the development of defense education curricula on any given topic, as our downloadable curriciula can be used as a starting point for custom curriculum development.
This Cybersecurity Reference Curriculum is the result of the work of a multinational team of volunteer academics and researchers from 17 nations associated with the Partnership for Peace Consortium (PfPC) Emerging Security Challenges Working Group (ESCWG). The document serves as a flexible and generally comprehensive approach to the issue of cybersecurity and can be used by any entity interested to developing a cybersecurity education program.
This handbook is a useful defense education and defense institution building tool for gender and international security experts, military instructors and educators. It is a comprehensive resource on what to teach and how to teach gender in the military and can help cultivate a network of experts and enhance further collaboration between NATO and Partner Nations.
This document provides NATO partner countries with in-depth learning objectives and curriculum development support for academic courses focused on defense institution building or reform. It is informed in part by the typical academic programs and courses found in Western civilian and military academic institutions.
This document is the result of the best intentions of a multinational team of civilian and military academics (See pages 167-169 in the curriculum for the list of names) drawn from 13 countries. The aim of this document is modest. It does not pretend to be comprehensive nor does it purport to be the last word on NCO professional military education. Rather, this document aims to serve as a reference, a starting off place, for individuals or organisations in NATO member states and partner countries looking to develop and/or supplement their NCO professional military education (PME).
This document is the result of the best intentions of a multinational team of academics (See pgs 93-94 in the curriculum for list of academics) drawn from 11 countries. Typically, every document has an underlying reason for its existence and this one is no exception. The aim of this document is modest. It does not pretend to be comprehensive nor does it purport to be the last word on officer professional military education. Rather, this document seeks to serve as a reference, a starting off place, for individuals or organizations in partner countries looking to develop or to approximate officer professional military education (PME) curriculum in western military academies.