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The System of Military Higher Education in the Russian Federation

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The System of Military Higher Education in the Russian Federation 20142019 nrnr 34 (XVII) BEZPIECZEĠSTWO • TEORIA I PRAKTYKA e-ISSN 2451-0718 DOI: 10.34697/2451-0718-b p-2019-3-011 ISSN 1899-6264 Kazimierz Kraj Associate Professor, Jacob of Paradies University ORCID 0000-0002-9646-1383 The System of Military Higher Education in the Russian Federation Introduction Modern wars and other activities that bear the hallmarks of war – but are actu- ally not a war in themselves – require a high level of preparation and training of of- ficers. These days, war has a number of different dimensions – both in the time and the space where it takes place – and this makes it a highly complex social, political, technical, technological, psychological and informational phenomenon. This also means that the requirements set to the commanding officers need to be different from those that were applied during the Second World War and all the subsequent struggles where the prevailing role was played by the power of the gunfire, as well as the technical and quantitative advantage over the enemy clearly seen in terms of the size of equipment and the number of soldiers. The experiences brought by the wars that have been fuelled by a variety of national liberation movements, the Vietnam War, but also the intricate course taken by the conflicts in the Middle East and Africa, have laid out new areas of conducting warfare. War has been rede- fined as a set of psychological activities. These transformations in the sphere of the methods and techniques of waging wars have necessitated major improvements at the level of training and educating commanding officers. One of the first histor- ical twentieth-century examples is the overall level of education and training of the Reichswehr staff, which across a relatively short time span made it possible to de- velop an army of the Third Reich, made up of a few million soldiers. This explains why looking into the level of training and general military education is of key im- portance for the evaluation of the capacities of not just a potential enemy, but also a possible ally, and this, in turn, can facilitate the effective planning and supervising of the foreign, defence and security policy. 169 Kazimierz Kraj Essentially, military education encompasses a complex of institutions, schools, or military courses, all of which are geared towards educating, perfecting and raising military staff1. Given the editorial limitations, the paper looks solely at one segment of the military education provided in the Russian Federation, i.e. the tertiary insti- tutions of the country’s Armed Forces. Apart from the colleges and academies that are subordinated to the army, in Russia, officers are also trained and educated by a number of universities that operate as part of the system of law enforcement and other related services of the state. These include the Academy of the Federal Secu- rity Service (also known as the FSB Academy), the Academy of Foreign Intelligence (also known as the SVR Academy), the Academy of the Federal Border Service of the FSB, and the University of the Ministry of Internal Affairs. The traditions of the Russian military higher education2 are closely related to the reign of Tsar Peter the Great. The first military academy in Russia was organised at the artillery company of the Preobrazhensky Life-Guard Regiment in 16983. Of the other major forerunners of modern Russian military colleges and academies, it is es- sential to mention the Moscow School of Mathematics and Navigation, founded in 1701 and operating at the Arsenal, as well as the Moscow-based Engineering School, established in 1712. Almost in parallel with it, there was a similar school, founded in 1719 in Saint Petersburg. The reign of Catherine II saw the growth of the Ground Forces Cadet Corps and the Artillery Cadet Corps, which had jointly provided educa- tion to 4,900 officers4. These were the beginnings of Russian military education. The goal of this paper is to provide a succinct overview of the system of educa- tion in the Russian Federation. The might of the military forces does not depend only on their armament or budget, but it also rests on the skills and qualifications of the soldiers. From the lowest level up to the top commanding level of officers, the com- manding staff have an unquestionable impact on the soldiers’ morale and motiva- tion. Admittedly, war can be regarded as a truly psychological occurrence, which is why alongside the technology, equipment and training, issues related to soldiers’ motivation – especially in the age of national armies, liberation movements, or or- ganised terrorist organisations – are of key importance. The armed forces have be- come a psychological organism, as Jewgienij Messner, one of the most prominent theoreticians of military science and practice, once put it5. Therefore, proper educa- tion and training of the military staff is pivotal, and this idea can only be put into prac- tice through a well-organised system of military education. 1 Leksykon wiedzy wojskowej, ed. A. Kowalska, Warszawa 1979, p. 433. 2 The Russian military education has a longer tradition than the Polish one, whose origins are to be sought in the foundation of the Nobles’ Academy of the Corps of Cadets of His Royal Majesty and the Commonwealth established in 1765 by King Stanislaus August Poniatowski. 3 А.С. Геращенко, ‘Военное образование в России в конце ХХ – начале ХХI веков’, Приоритет- ные направления развития науки и образования 2016, no. 2 (9), pp. 68–73, https://interac- tive-plus.ru/ru/article/112994/discussion_platform [accessed: 30.06.2019]. 4 А.А. Имерекова, Модернизация военного образования в России: задачи и первые итоги, Ека- теринбург 2016, pp. 6–7. 5 See: K. Kraj, ‘Wojny asymetryczne czy miatieżewojna Jewgienija Messnera zagrożeniem dla bezpie- czeństwa XXI wieku’, Bezpieczeństwo. Teoria i Praktyka 2012, no. 3, p. 36. 170 The system of military higher education in the Russian Federation Military schooling in the Russian Empire in the 19th and 20th centuries The functioning of military schools in the Romanov Empire can be broken down into four major stages6: 1) the first stage lasted from the first quarter-century of the 18th century, when the first schools were founded in order to cater for the training of specialists for dif- ferent branches of the military; 2) the second stage of the development of the Russian system of military education until the end of the 18th century was strictly related to the establishment of cadet corps; 3) the third stage of the development of military schooling was related to the first six decades of the 19th century. It was indeed at that time when a major growth of the network of cadet corps took place, and some of them were profiled. Those that functioned as colleges and/or academies (academic facilities) would educate officers; the other cadet corps provided preliminary education, including the ed- ucation of minors. This period also saw the establishment of a network of military schools, and the general military academy; 4) the fourth stage of the development of military education in the Russian Empire spans the few decades from 1860 to 1917. This was the stage when the system was being perfected and took its ultimate shape. The then military and academic institutions safeguarded an appropriate level of moral, aesthetic, spiritual and pa- triotic education of the prospective officers. The entire military education system was overseen by the emperor himself, as well as by the grand dukes, and the highest-ranking commanders of the army7. Military education in the Soviet Union On 17 November 1917, by virtue of the order given by Nikolai Podvorsky, the Peo- ple’s Commissioner for Military Affairs and the Navy, the military schools that had 6 For example, А.С. Геращенко, chief commandant of the Military Training Centre (a military unit) at the Southern State Federal University in Taganrog, colonel, graduate of the military communication academy, and several post-graduate programmes held at the military academy. He began his service in 1985. 7 А.С. Геращенко, op. cit.; see: А.А. Имерекова, op. cit., pp. 8–13. The system of military education functioned at four distinct levels (tiers). The first level included the academies: the Nikolaevsky Gen- eral Staff Academy, the Mikhailovskaya Military Artillery Academy, and the Nikolaevsky Engineering, Military and Law Academy. The second tier was made up of military colleges for officers of all types of armed forces and included: the Cadet Page Corps and the Finnish Cadet Corps, two schools of infan- try: the Pavlov School of Infantry, and the Alexandrov and Michajlow School of Artillery. There were also other schools: a military and topographic one, and six junker schools that offered education to officers of the infantry and cavalry. The third level consisted of military middle schools that provided comprehensive education and made it possible to join the military officer schools, or civil colleges. There were three middle schools in Saint Petersburg and Moscow, and one in Voronezh. The fourth level was made up of military schools that prepared specialists in technology, artillery officers, and officers serving in engineering forces. 171 Kazimierz Kraj been operating during the Romanov Empire were abolished, and the system of mili- tary education and training was thus annihilated. The only institutions that managed to survive, albeit in residual pieces, were the military academies that manifested a certain degree of loyalty towards the new authorities. They included the artillery academy, the military and medical academy, the engineering academy, the commis- sariat academy, and a few specialist schools – such as the aviation college, the motor college, and the electro-technical college. The intellectual and educational resources, as well as the background facilities, had practically been entirely lost.
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