1 “Content, Processes, Environment: Holistic Curriculum Design to prepare Military Leaders for the Future” Brigadier General Jimmy Tan SAFTI Military Institute, Singapore 10 Oct 07

2 Strategic Defence & Security Perspective Singapores’s defence & security strategies contingent on peaceful regional and global order Twin pillars of defence policy  Diplomacy  Deterrence Traditional roles of Armed Forces Expansion of non-traditional roles of Armed Forces

3 Future Defence & Security Environment Need to be trained to simultaneously conduct conventional, humanitarian, civil military & counter-insurgency operations. Rapid urbanisation of global landscape offers advantages for potential adversaries to operate in it & seek shelter amongst innocent populations

4 Future Defence & Security Environment Non-governmental organisations and international media can be exploited to shape complex informational landscape Advanced technologies, capabilities and weapons of mass destruction point towards escalation of conflicts beyond military realm and with wide-ranging catastrophic consequences Future clashes of ideologies or civilisations are transnational and dispersed in nature

5 Need to introduce conceptual & doctrinal changes Concept of “3 rd Generation SAF” that is characterised by jointness and integration among services More integrated multi-state and multi- agency approach Military officers and defence officials need to possess a depth of understanding Future Defence & Security Environment

6 3rd Generation SAF Officer

7 Content – Design Challenges

8 The SAF Leadership Framework OPERATING ENVIRONMENT (social, societal, cultural, temporal, technological, organisational) DESIRED OUTCOMES (e.g. Will to Fight, Engagement, Experience, Organisational Learning, Openness etc.) MISSION & PURPOSE Values Styles Action  Outcome Contingencies Self (self awareness, management & personal mastery) Competencies

9 Process - Design Challenges

10 Environmental Design Challenges Need to create conducive & collaborative technologically enabled teaching and learning environment that supports networking & a lifelong learning culture Need to create conducive & collaborative technologically enabled teaching and learning environment that supports networking & a lifelong learning culture ` SAS PRONTO (Small) Up to Syndicate Level (20pax) COSMOS (Large) Up to Coy Level (100 pax) OCS OCS LEVEL 2 (Med / Large) Up to Wing Level (120pax)

11 Use of Simulation Systems

12 Strong Bilateral Links

13 Networking USA AUSTRALIA THAILAND NEW ZEALAND

14 Supporting Lifelong Learning Culture Enterprise System for Integrated Learning & Knowledge “e-SILK”

15 Learning Culture & Climate

16 Conclusion Challenges:  Contraint in manpower  Balance between training & education  Joint vs Service competencies & cultures  Changing mindsets  Breakdown “Silo Thinking” Holistic approach of addressing Content, Processes & Environment

17 Quote from LG Desmond Kuek, CDF “In all areas, we need to review and refresh the syllabus and curriculum to strengthen the training and education of our leaders and servicement, clearly assimilating new doctrines and requirements while keeping correct emphasis on fundamentals relevant to the 3 rd Generation SAF. “In all areas, we need to review and refresh the syllabus and curriculum to strengthen the training and education of our leaders and servicement, clearly assimilating new doctrines and requirements while keeping correct emphasis on fundamentals relevant to the 3 rd Generation SAF. What we want is to strengthen professionalism and commitment, and to build knowledge through clearer differentiation in advancement tracks, deeper specialisation, more open learning and inspired leadership. Only then will we attain the status of first class people, world class organisation.”

18 Thank You