block 6 · 2003-10-27 · performance. skills and habits are formed and perfected in the process of...

CIVIL PROTECTION TRAINING AND

EDUCATION - PEDAGOGICAL ASPECTS

INFORMATION AND EDUCATION

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BLOCK 6

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MAJEURS • MAJOR HAZARDS AGREEMENT

Conseil de l'Europe • Council of Europe

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SCHOOL OF CIVIL PROTECTION

HANDBOOK

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MAJEURS • MAJOR HAZARDS AGREEMENT

Conseil de l'Europe • Council of Europe

CIVIL PROTECTION

TRAINING AND

EDUCATION -

PEDAGOGICAL ASPECTS

Authors

Kolio P. KOLEV

Director, Council’s of Europe ‘ European Center for Risk Prevention Training at SchoolLevel (CSLT-Sofia)’, Sofia, R. BulgariaDirector of Central Civil Protection School, Sofia, R. Bulgaria

1995 Deputy Director of Civil Protection department, Ministry Defence of R. Bulgaria1982 Military Academia, Sofia, R. Bulgaria1975 Higer Artillery Military School, speciality: Geodesy and photogrametry

Dimitar IONCHEV

Associate Professor – Free University of Varna, R. Bulgaria (1998)President of the Democracy and Security Foundation

1990 – 1994 Member of Parliament Veliko Turnovo (Bulgarian Socialist Party)1990 – 1991 Chairman of the Parliamentary National Security CommitteeDoctor of Philosophy, Political Academy, Moscow, USSR, 1997Research activities: National Security; Defence; Foreign Policy; Sociology of Violence; CivilMilitary Relations

Toute reproduction partielle ou totale à usage collectif de la présentepublication est strictement interdite sans l’autorisation expresse des auteurs.Reproduction interdite par quelque procédé que ce soit(impression, photographie, photocopie, scanner, etc.)Crédit photographique : tous droits réservés

1. Characteristics of the teaching process at the School for Civil Protection . . . . . . . . . . 11.1 Basic concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.3 Teaching features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.4 What is needed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.5 Direction and structure of the teaching process . . . . . . . . . . . . 3

2. Basic principles of training and education at the School for Civil Protection . . . . . . . . . . 52.1 Teaching principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2.2 Training principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2.3 Principles of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

3. Basic methods and forms of training at the School for Civil Protection . . . . . . . . . . . . . . . 113.1 Methods of training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

3.2 Methods of passive training . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3.3 Methods of active training . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

3.4 Methods for control of training . . . . . . . . . . . . . . . . . . . . . . . . 20

3.5 Forms of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Table of contents page

CIVIL PROTECTION TRAINING ANDEDUCATION - PEDAGOGICALASPECTS

4. Management of the training and education process at CP School . . . . . . . . . . . 214.1 The management cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

4.2 Planning of the education and training process . . . . . . . . . . . . 21

4.3 Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4.4 Operational management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4.5 Control and reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

4.6 The role of management and of the Methodological Council . . . 24

4.7 The role of the instructors’ team and the instructor . . . . . . . . . 25

4.8 Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4.8 Refinement of training process . . . . . . . . . . . . . . . . . . . . . . . . 27

4.9 Organising teaching work at CP School . . . . . . . . . . . . . . . . . . 27

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PEDAGOGIC ASPECTSOF CIVIL PROTECTION

TRAINING AND EDUCATION

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1. Characteristics of the teaching process at the School for Civil ProtectionThe teaching process has two elements - training and education. They are so interrelatedthat often are perceived as one. However, the educational theory describes and analysesthem separately. The teaching process is inherent in human activity and accompanieshuman development. It is both general and specific, and both aspects must be consideredin order to present it fully.

1.1 Basic conceptsThe basic concept for training and education is “Pedagogy”. The subject of pedagogy is:the objectives, tasks, laws, principles, methods, conditions and means for effective andpurposeful teaching. Pedagogy is a system of scientific knowledge with many branchesclosely related to the social sciences such as philosophy, sociology, ethics, aesthetics,theory of social management, psychology, physiology, cybernetics, etc.

The key concepts of teaching are:

D educationD training

Education in a wide sense is the overall influence on man by society and the surroundingworld in a wide pedagogical sense, the whole training and educational process involvingforming human personality (social education, training classes, self-education, the impact ofliterature, art, mass media. In a narrow pedagogic sense it is an educational activity whichis meant to build a system of definite virtues, outlooks and convictions in those educated(carrying out of various tasks, for example, forming motor skills and moral values).

Education is also a process in which the older generation passes experience down to theyounger generation to prepare them for life and work and to further develop society. Thisis the case of education in the School for Civil Protection (CP).

Training is a dynamic and results-oriented process in which teachers and trainees inter-act. It takes place by teaching in a classroom, forming habits and skills by exercises andby self-education (study). It is results-oriented and includes practical, applied activity. Self-education is part of this training the trainee uses reading material, technology, specialisedfilms, listens to special radio programmes, etc. Self-education (study), when used togeth-er with other forms of education, is self-preparation.

Training requires certain conditions:

• the instructors must be better informed on the subject than the trainees• the trainees must be interested in receiving information from the instructor

(learning)• the participation of both instructor and trainee in the process of training does

not change their social status

The educative process (both education and training) creates a change in the personality ofthe trainee. It creates an interconnected system of methods, forms and means, for pass-ing on knowledge to the trainees, so that they can absorb it, acquire habits, skills, formideas, develop cognitive abilities and, form aspects of their personality which will permitthem to deal with problems encountered in disasters in the future.

Skills and habits are two very important concepts in pedagogy.

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Skill is the ability to perform an activity. Habit is an activity made automatic by its repeatedperformance. Skills and habits are formed and perfected in the process of exercise, but skillsrequire the presence of both knowledge and definite habits. There is always an element ofcreativity in skills, which allows people to act confidently and with initiative in various, oftencomplex situations. Together, habits and skills determine the abilities of the trainee to performvarious tasks based on acquired knowledge. This is “knowledge in action”.

1.2 KnowledgeKnowledge is the result of human thought and activity in its broadest meaning. Whenknowledge can be proven, it is treated as scientific knowledge.

“Schooling” is the process of obtaining knowledge within a social framework. It is the socialexpression of presenting and receiving knowledge.

Education is a main activity and concern of society and takes place within a specially cre-ated system. Its different stages, according to type, can be termed ‘special’, ‘technical’ or‘political’.

1.3 Teaching featuresA classic example of education is the one where the trainees have similar social charac-teristics – children of the same age, young men in the army, young people at university,etc. But in the CP School trainees are of various ages, genders, educational background,professions, social background, family status, intellect, physical abilities, knowledge, expe-rience in CP, interest, temperament, mentality, etc.

Sometimes the differences are considerable: there may be young and old, people with ele-mentary education and higher education, with great or little life experience, etc. This makesteaching particularly difficult. Another disadvantage is that the courses are short. It is notpossible to have a complex educational effect on trainees, to overcome flaws in character,social habits or way of thinking.

Trainees at the CP School must master a basic knowledge and, if the time allows, to devel-op initial habits and skills to perform the duties for which they are being trained.

1.4 What is needed?D Teaching must help trainees to attain the objectives outlined in the syllabus

• to convince them that Civil Protection is scientifically based and socially nec-essary in face of contemporary calamities, accidents or other catastrophes

• to sustain the conviction that each one in the CP system, notwithstanding age,professional, educational or other differences, should support and improve itaccording to his/her functional obligations

The Civil Protection Schools must produce professionals who not only havemastered the training material but should also be ready to convert the train-ing and objectives of CP into action.

D Because of their age, most trainees have already formed work habits and an out-look on life, have positions in society, a defined character, definite political views,can analyse their own and the actions of others, and have a sense of responsi-bility and duty, rarely believe on trust, are often critical of their environment and donot accept advice easily. Some are sensitive, others are sceptical of CP, and yetothers do not have a clear idea of its function. The instructors should understandthis and should allow for it within the educational process.

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D The various social backgrounds of the trainees, especially their differences in edu-cation, gender, age, and career are grounds for an individual approach by theinstructor, and training according to group and category of trainees. Keeping inmind the limited duration of the courses, to ensure its success the instructorshould obtain preliminary information on the trainees.

D To integrate trainees in the training process as quickly as possible, it is advisablethat a senior of the group be appointed at the beginning of the course.

D The main problems, which instructors at the CP School should solve during theirteaching activity, are:• they must implement, as creatively as possible, the educational and training

objectives set in the syllabus for the different categories of trainees. Thisincludes finding the most appropriate teaching approach for each category oftrainees and adjusting the content to the educational level and preliminaryexperience of the trainees.

• they must develop psychological strength in the trainees which will permit themto work in difficult situations, deal with the population and solve critical problems.

• according to their rank, trainees should obtain knowledge and be shown meth-ods and forms of work and management in the CP system, so as to contributeto the improvement and development of the CP profession.

• instructors should give trainees new knowledge. During the first and secondday of the course instructors should observe and ask questions informally todefine the trainees’ level of knowledge on CP issues.

• instructors must demonstrate a high level of training, knowledge and organiza-tion. The trainees must feel respect for the knowledge of their instructors, theircourtesy, their efficient help with studies, the order and atmosphere in the classand the personal appearance of the teachers they must respect the educa-tional equipment and their study environment.

1.5 Direction and structure of the teaching process The teaching process at the CP School is dedicated to contributing to the stable function-ing, improvement and development of the CP system, and the education and training ofthose within its system. Its direction depends on these objectives, and the tasks and spe-cific content of its courses supports these objectives.

The length of the courses and the age differences of the trainees influence the teachingprocess at the CP School. Short-term courses have limited educational objectives, close-ly related to the training material. Within such a short period the trainees cannot changetraits of character or behaviour. It is often useful, therefore to use more persuasive phras-es in the process of education such as:

• “To create… correct image. ..”• “To create a positive attitude…” (toward the CP events)• “To be aware of… (the necessity for strict observance of the requirements of CP)”

The possibility of achieving more radical objectives in the educational process at the CPSchool should not be underestimated, especially when the trainees are new to the systemand know little about CP. Then it is worthwhile to use statements such as:

• “Creating firm conviction...” (concerning the important role of CP for the safe-guarding of the population for constant personal improvement in CP)

• “Creating of basic premises for development… “, etc.

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The differences in education and age of the trainees also affect the goals of the educationprocess. The higher the level of education, the higher the objectives that can be set forconfirming their scientific outlook, for increasing their political and aesthetic awareness,and the greater the possibility of affirming convictions and norms of behaviour. On the otherhand, when the level of education is lower and trainees younger, the instructors at the CPSchool should set themselves less ambitious goals. Often it will be enough to contribute tothe forming of their scientific outlook and convictions.

In spite of the short courses at the CP School, and the differences in the social character-istics of the trainees, it is necessary to continue what has begun at school and other edu-cational institutions. The concrete goals of education should be based on methodologicalinstruction and should be specified by the management of the school, depending on theneeds of the class.

It is also often necessary to reduce the learning objectives. Usually training for certain cat-egories of trainees has the objective “To be mastered...” while for others it is “Traineesshould get acquainted with ...”. As a rule these objectives are well defined in the syllabus,but this does not free the school management from their obligation to specify them accord-ing to the educational level, age, etc. in a concrete situation according to the category oftrainee. Trainees with a below average education can still learn something by being givenrecipes for tasks. If trainees have a higher level of education (high school or higher), thegoal will be better achieved by providing more significant knowledge, and though moresynthesized and more difficult, this kind of knowledge lasts longer and is broader.

The teaching process within the Civil Protection system has its own structure that comprisesix components:

D purposeD stimulation/motivationD contentD organization and managementD control/regulationD evaluation of results

PurposeThe awareness of the objectives and tasks of the educative process, perceived by bothinstructors and trainees, (according to category of trainees and conditions of the course,requirements of laws and principles of training and education).

Stimulation/motivationThe complex of measures for stimulating trainees, arousing in them positive motives formastering knowledge, habits and skills as defined in the syllabus. If the trainees have apositive attitude towards the material in the first place, they will be stimulated to master it.

ContentThe contents of the syllabus, textbooks, lectures and exercises for group work, methodol-ogy, the contents of the training-educational work, concrete instructions by school man-agement and the activity of the instructors for its realization.

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Organization and managementThe management of the teaching process for the overall organization, using specific meth-ods, technology, devices when training, optimising the relation between instructors andtrainees. This component is the most closely connected with the essence of training andeducation.

Control/regulationThe control of the instructors and self-control of the trainees for the teaching process to beconducted properly, in keeping with preliminary parameters – duration of training, propor-tion of time spent on different parts of the syllabus, observing the schedule, the time allot-ted for learning the material, etc. This component includes feedback from the trainees,which helps the instructors to react to events and permits the trainees to self-regulate theirown activity when they find mistakes or feel unsure in learning the material. This compo-nent is also included in the organizational/management component but is repeated here tostress its significance.

Evaluation of resultsThe grades given by the instructors and the self-esteem of the trainees as a result of theteaching process. The results are provided for the improvement of training and education.The trainees also benefit from such evaluation and can thus see whether they haveimproved their knowledge, habits and skills.

The above components of the teaching process are all closely related. The objectivesdetermine the content and together they require certain methods, technology, media andforms for stimulating, organizing and management of training and education. Control andregulation must be conducted correctly. The end result requires all the other components.Furthermore, each component should be consistent with the others because they form acomplete organic system to co-ordinate purposefulness, activity, unity of training and edu-cation, in compliance with social needs.

Good results in the teaching process depend on the other components. This includes thecontent and objectives of training and education, the relations between them and the con-ditions for their realization (the experience of the instructors, the equipment available fortraining, conditions of life, psychological adjustment of the trainees to study, etc.).

2. Basic principles of training and education at the School for Civil Protection

2.1 Teaching principles Each human activity is defined by our standpoint of view and by our attitude toward it. Tochoose the most appropriate principles for work we must know our objectives and our pos-sibility of achieving them. In the following presented are different principles of training andeducation at the CP School according to different aspects of the teaching process.

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The most important aspects of training are:

D content• the relation between life and the practice of CP• the systematic nature, consistency and complexity of training• the accessibility of training

D methods• its scientific character• the demonstrative nature of training• the conscientiousness and activity of the trainees• a team or individual approach

D conditionsD results

• durability of knowledge• habits• skills

Training organization forms: include flexibility in combining different forms of trainingaccording to:

• tasks• contents of training

The necessary conditions for training must be created for effective training.

Principles of education should be approached from the following points of view:

D environmental:• the relation of education to life and the requirements of CP tasks• education within the formal process of schooling• the educational influence of the team

D educational impact• the individual approach to the trainees• combining the need to be demanding with respect for the dignity of trainees• use of positive stimuli• the relation between consciousness and behaviour• unity, co-ordination and continuity of educational impact

The teaching process has four phases:

• teaching and understanding the material • rationalizing the material by the trainees• absorbing the material as knowledge and skills• application of what has been learned

Basic principles must be remembered in each of the four stages of the forming CivilProtection experts.

One of the most significant principles is that of the scientific character of the training. CivilProtection is an independent science, but it has stick rigidly to truth and logic.

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2.2 Training principlesThe basic training principles are as follows:

D relation of CP training to lifeD conscientiousness and activity of the traineesD demonstrative aspect of trainingD accessibility of trainingD systems, consistency and complexity in teachingD team and individual training approachesD stability of knowledge, habits and skills

Relation of CP training to lifeThis principle expresses the practical orientation of CP training, the need for the trainingitself so that trainees can successfully carry out the basic task of CP that is: to protect thepopulation in case of disaster.

Neglecting these principles makes training difficult, unproductive, abstract and unrealistic.On the other hand, if this principle is successfully observed the trainees will easily achievethe objective of the instructors. Their obligation is to continue to improve their specialisedtraining and ability to teach so as to be in touch with the development of both theory andpractice in the CP system.

Conscientiousness and activity of the traineesThis principle has a direct relation to the absorbing of knowledge. It reflects the active roleof trainees in the teaching process. Trainees should be guided and stimulated by theinstructors, but at the same time should show their interest and enthusiasm.

How are trainees stimulated? This is a problem for any kind of training. The classical wayis to present the educational material skilfully, making trainees look for answers to well for-mulated questions, combining presentation of facts with logical arguments and drawing thetrainees together to form a team in which they find the correct answers together.

Training should make trainees feel they have spent their time usefully in learning unfamil-iar things and should give them confidence in new learning methods.

Demonstrative aspect of trainingThe Chinese have a saying “One picture is worth 100 words”. Contemporary scienceshows that the abilities of the human senses in perceiving the world are hearing, touch andsight in a ratio of 1:10:100.

Contemporary studies confirm that the greatest effect of perception is obtained when com-bining the various senses. Text should be accompanied by visual and audio supports and,if possible, with sensory effects.

The way we demonstrate, according to the source, are divided into four basic types:

• Concrete: which includes concrete objects such as devices, equipment, train-ing fields that are the basic for CP. These give the most vivid impression andshould be preferred.

• Verbal: gives a verbal description of individuals, events (historical, past expe-rience in CP training). With words a good instructor can create strong imagesand emotional responses.

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• Graphic: these are drawings, tables, graphics, diagrams, photos, etc., whichexplains more fully what, is being taught. This type of demonstration requiresa higher degree of abstract thinking and the ability to generalize.

• Virtual: the use of modern information and demonstration technology bymeans of computer models.

The principle of demonstration requires the CP School to have at its disposal modernteaching equipment, contemporary training fields, visual aids, production plants andregions where practical training can take place to demonstrate the specific dangers.

Equipment for demonstration is strongly influenced by scientific and technologicalprogress. The instructors should periodically attend specialised courses and keep up withthe latest information.

Demonstration is not an end in itself. If it is underestimated the success of training will belower but if it is excessively used then the logic of the contents will be lost and the knowl-edge obtained will not effective.

Good advice for instructors is that the instructor’s team should discuss the materials avail-able for demonstration and how to use them.

Accessibility of trainingThe objectives, tasks and contents of training should be suited to the real abilities of thetrainees. In other words, what trainees learn should be appropriate for their experience andknowledge.

Accessibility for the student does not requires the material to be made elementary.Contents can be delivered using a specialised vocabulary, but they can also be presentedwith words from everyday life, understandable to a wider range of people. In the secondcase the instructor should find a way to explain in his own words unwritten experience. Toexplain something complicated with simple words is one of the most difficult tasks of thepedagogical process.

Training should be an ascending process. The basic rules are as follows (Great Didactics,Jen Amos Kominsky, 1632):

• From the easy to the difficult: If from the beginning unknown things are pre-sented the trainees will become discouraged. If, on the other hand, the processremains at an elementary level, then training has no use.

• From the known to the unknown: The instructor should know his audienceof trainees well, particularly if the training period is short and the tasks are com-plex, and should be in active contact with the trainees.

• From the simple to the complex: The instructors should not proceed withtraining before the preceding lesson is understood and clear. To make thetrainee understand something, it should first become a problem for the instruc-tor himself to solve. The instructor should transfer at least one issue into aproblem in front of the trainees.

When making ideas accessible, several mistakes are often made during the training course:

• Discrepancy between the time allotted for study and the volume of material tobe learned (too much material to be squeezed into the time provided). Thelearning of material is rushed, there is no time for proper explanations and thetrainees do not understand the material.

• Discrepancy between the volume of the material and learning capacity of thetrainees (the instructor does not take into consideration the level of the

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trainees’ previous schooling and overburdens them with abstract knowledge).In most cases the instructor is not understood.

• Mistakes in the planning of lessons, ignoring the methodological sequence,giving more complex lessons at the end of the day when the attention of thetrainees is reduced, presenting training material in incorrect doses (paying lessattention to the difficult parts and more to the easier ones), etc.

The ability to present the training material in an accessible manner is achieved by experi-ence over the years and combines good preparation, understanding people, flexibility inthinking and reactions and long teaching experience.

Systems, consistency and complexity in teachingIt is important to observe strict logic when presenting the teaching material (the way thecontent is arranged at the planning stage within the curriculum, syllabus, timetables,schedules, etc.) and also how the instructors and trainees work together. Every new pieceof knowledge (habit, skill) should be supported by the preceding and should be the foun-dation for the following. This principle is a stairway - the lack of one stair hampers or evenmakes it impossible to ascend further.

A system is the place and space where elements act together. If an organ, for example theheart, is placed in a glass jar in formalin it is just like any other heart but lacks the qualityit obtains from the system, that of life. The organ gets this quality only when functioning inthe system of the live organism. A cogwheel makes sense only when it is a part of a work-ing mechanism. Otherwise it is waste. In this case a system refers to all elements of train-ing that are organically related and cannot exist separately. This is what the process oftraining should be –containing only the elements necessary for the achievement of theobjective.

To gain the most from a system the following principles should be followed:

• Training must be planned and must follow the outline contained in the syllabus.• When compiling the syllabus, logical links should be made between the sub-

jects, themes and types of training. The instructors must involve the trainees inself-preparation (study) for coming lessons – seminars, team exercises, fieldexercises, etc. The instructors, the Schools’ Methodological Council and thedirector of the school, who approves each programme, should arrange thetraining material into separate lessons.

• The overall system, its consistency and its complexity should be made clear tothe trainees as well. They should be guided with relevant instructions, guidancefor self-training, informal discussion and opportunity for interaction.

• The instructor should be well acquainted with the content of the lesson, as wellas the previous and next lessons so as to connect them into a whole.

• The training material should be presented in complete, interrelated parts in orderfor the trainees to see it as part of the whole body of knowledge on a certain topic.

Team and individual training approachesThis principle is very important for teaching, perceiving, rationalizing and assimilating thematerial. The trainees are being prepared in a team to work in a team. This should beemphasized throughout training. Not every individual works easily in a team. This abilityshould be taught and supported during the course. Skilful directing of the team influencesthe whole group and the individuals in it. They should appreciate the value given to theteam and their own place in it.

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Stability of knowledge, habits and skillsThe difficult and risky situations in which CP tasks are performed require a mastery of theknowledge and well-established habits and skills.

The stability of knowledge, habits and skills depends on repetition. It is important that thetrainees think by themselves, using their brains and not reciting answers by heart. Even iftrainees cheat in order to do well, they should be involved in conversation with the instruc-tors on the material and taught to look for independent answers.

2.3 Principles of educationTraining and education are inseparable. In the process of training we consciously setobjectives in the field of education. Therefore, it is necessary to observe the following prin-ciples of education:

D relation between the education and the life and the requirements for implementa-tion of CP tasks

D education in the process of learningD educational impact of the teamD the individual within the teamD reliance on the positive characteristics of the individual and the teamD thought and behaviourD unity, co-ordination and success of education

Relation between the education and the life and the requirements for implementation of CP tasks.Every activity should be closely related with the world around us, and based on practice.

Education in the process of learningAt the CP School trainees are influenced by the organization of education, by life in theschool, by the attitude of the instructors and by their contacts with the team and with theinstructors.

Educational impact of the teamEducation within the team at the CP School should not be overlooked, in spite of the shortperiod of study. A good team can be created even in a one-week course. Properly used,teams can produce good educational results, especially in encouraging discipline and seri-ousness during the course. The ability of the team to act in a synchronised way, especial-ly during calamities and accidents is a basic requirement for the success of CP formation.

The individual within the teamEach person is different, but there are frameworks for accepting these differences, whichdepend on concrete circumstances and work tasks. This presents two problems. The indi-vidual must decide how much of the requirements of the team, instructor and CP systemhe can accept and to what extent he requires respect for his own differences.

The other problem concerns the team, the instructors, and the management of the school,who should determine how the human rights and dignity of the trainees can be respectedwhile achieving the objectives of training and education.

To be successful, the instructors and trainees must establish mutual trust and good willfrom their first contacts with students.

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Reliance on the positive characteristics of the individual and the teamIn relying on their individual strengths and those of the team at the CP School, the confi-dence of the trainees in their own strength grows and the training objectives are achievedmore efficiently. To achieve these objectives the conduct and work of the trainees must bescrutinized in order to bring out their most positive attributes and act upon them to stimu-late active participation in training.

Thought and behaviourThinking is a complex process when analysed, it comes naturally. The motivation for man’sdeeds is hidden in his thoughts. He clings to certain values he prefers certain culturalstereotypes but is not inclined to analyse them. For him they are a fact. Man is moreinclined to explain his behaviour in reference to the past, rather than thinking beforehandof the possible results of his activity.

The task of training and education in the CP School is to create a thinking interest in anissue, to discuss it and to analyse it as a problem. If this is done, the effect on behaviourcan be very positive.

Unity, co-ordination and success of educationThis principle supposes correct understanding of the tasks, principles, methods and formsof training and education of the trainees to objectively estimate the behaviour of the courseand its separate groups, as well as the behaviour of the individual trainees. The central rolein observing this principle lies with the director of the school who is responsible for organ-ising and directing work.

The processes of training and education at the CP School are complex components, andshould be fully understood for successful training.

The guarantee for the success of such training is a high scientific and methodological levelof teaching, based on appropriate training equipment and instructors with knowledge andexperience. But it is necessary to begin with good will, an understanding of the responsi-bility of the undertaking and the hard work it involves.

3. Basic methods and forms of training at the School for CivilProtection There is a practical difference between the “method” and the “form”.

The more repeated an action is the more firmly remembered and the more easily it isrepeated. This ‘type’ of activity is the “form”, which shows the activity as it has been con-firmed in practice.

Method describes how things are done. Scientific method explains why certain ways arepreferred to others, or a certain order is preferred to another.

Method and form are closely related. Applying certain methods preserves or optimises itsform, which shows that they are applied correctly. The two concepts go together but arenot the same.

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3.1 Methods of trainingMethods in every field of knowledge are usually divided into two parts according to theirorigin. They can be taken from other fields or created for a specific field. This situation isalso valid for methods in training at the CP School. Most of the methods used are takenfrom other fields.

Another way of grouping methods is to divide them into three groups:

D passive training• written presentation• oral presentation• methods of demonstration

D active training• seminar/workshop training• functional (practical) methods• in role-play games

D methods for training control• examinations• tests• methods of individual assignments

In teaching, a combination of methods is used. On the other hand separate methods arecombinations of actions which contain within them smaller methods called “devices”.These are directly related to the action.

Before each course, the instructors should define the methods of action bearing in mindthe following:

• the instructors: their educational level, motivation, preliminary knowledge of theproblems of CP, individual features

• the length of training: the shorter the term, the stricter the choice of methodsand organization of the syllabus

• financial provisions for the course: according to the funds provided for training

As a rule, training at the CP School is short. This places an enormous obligation on theinstructors and the management of the school.

Methods of training are applied with a certain objective, in certain conditions and with theappropriate means to achieve effective results. Each method is used in compliance withthe content, assignments and peculiarities of CP problems as a whole and with concretethemes in particular. So when choosing the method of training at the CP School, a creativeapproach should be applied, taking into account the training objectives (assignments)determined in the syllabus, the conditions of training, the training equipment, the trainingand practice of the instructors, etc. Each method is unique but depending on circum-stances it can be varied in relation to the number and order of methodological devices,technical devices and their combination, which play a subordinate role in teaching. Thepeculiarities in applying the methods of training at the CP School should not be sought intheir essence (for example, a lecture is a lecture and nothing else), but in the order of theuse of the applied method and devices.

Success when using one or other method of training is conditioned by the “methodologicaldevices”. These play an auxiliary role in applying the method. Many of the devices areincluded in various methods (for example, writing and drawing on the blackboard). Eachmethod includes devices, which are interconnected with each other in the logical system.

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3.2 Methods of passive trainingThe trainee is in a passive position while the instructor performs the action. The followingare methods of passive training:

D written presentationD oral presentationD methods of demonstration

Written presentationA method of written presentation is based on individual use of educational texts and dis-tance learning.

Individual use of educational texts is classically used in education, in individual study andself-education. These are appropriately created by the instructors, disseminated and usedin the process of learning by the trainees. Today the most widely used way of obtainingaccess to texts is through the Internet.

The advantages of this method are in the possibility of going over any part of the text asmany times as necessary, working alone or with a team. Its shortcomings are a lack ofdirect contact with the instructors, which slows down learning and the risk of acquiring non-systematic knowledge in a certain field.

To some extend these shortcomings are eliminated with the method of distance learning.This is a comparatively modern method. The instructors work out individual texts which aresent to the trainees. The trainee studies them and answers questions. This method isexpensive in the time and money necessary for its preparation. Nevertheless, the distancelearning method has a bright future.

Oral presentationThe lecture (oral presentation) has elements of narration and explanation.

This method is still considered the basic method of training at the CP School.

The lecture is a logically and harmoniously laid out theoretical presentation on a certaintheme. The lecture provides basic knowledge on a subject, analyses and presents facts,compares them and reveals the relation between them, makes generalizations and drawsconclusions.

The lecture does not repeat the textbook on the same theme. The lecture has the advan-tages of oral presentation methods only because the instructor has a live connection withthe trainees and directs their attention to the most important sections of the material.

The skill required to deliver good lectures is build up over many years. It is similar to the artof public speaking. It requires clear and correct speech, exactness of concepts, simplephrasing, good diction, etc. The instructor must have a feeling for the audience, following the“pulse”, directing attention, creating an interest in the problems of CP, sustaining or loweringtension when necessary and using the connection with the trainees in the most effective way.

Demonstrational materials play an important role in CP lectures. It is virtually impossible todemonstrate in any other way many of the themes discussed. CP lectures must guaranteetheir practical application in the protection of the population in time of disaster.

One way to observe this requirement is to co-ordinate the training with the future activityof the trainees in connection with the problems of CP.

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The basic task of a CP lecture is to create and sustain the interest of the trainees by:

• pointing out personal and public interest in studying the material• comparing the opinions of several authors (specialists) on the issue discussed • giving historical examples or examples arising from CP training • stating known sources of information (newspapers, magazines, radio, TV) with

which to underline the importance of up-to-date facts• quoting CP leaders, scientists, etc. on the issues discussed• describing personal experience of the lecturer • using comparison and analogy so that trainees will discover something by

referring to the known and familiar • asking rhetorical questions to provoke trainees to find a suitable answer• making trainees experience the situation described in the lecture• providing refreshing remarks, jokes or funny stories related to the theme• using the paradoxical situation (examples of an original solution are given to a

certain problem when seeking the solution of totally different problem, such asaccidental circumstances, a mistake which provides a new solution)

• being in constant contact with the trainees, drawing their attention to the mostimportant parts of the lecture with appropriate emphasis, change in the rhythmof speaking, artistic pause, etc.

Delivering a lecture requires individual creative work, original ways of delivery in front of anaudience, constant renovation of forms and ways of communicating with the audience toconvince it of the facts contained in the lecture. A good lecture mainly depends on the goodpreparation of the instructor.

he preparation of the instructor includes, when necessary, practical exercises for deliver-ing a lecture. This is extremely useful for beginners. Such exercises for the effective deliv-ery of a lecture should be acquired through the instructors’ team.

Elements of the oral presentation are:

• narration• explanation

Narration is a short, picturesque emotional presentation where facts are given, certainpoints and conclusions are made, and feelings for phenomena and events are expressed.The narrative is used very often in lectures. For example, it is an appropriate tool in a classsituation for introducing the purpose, mechanics and use of dosimetric devices, of devicesfor chemical monitoring, etc.

Explanation is similar to a very short lecture. Questions such as “Why” and “What is this?”require logical answers.

Methods of demonstrationThe following methods are included in this group:

• demonstration classes• demonstrations• educational films, etc.

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Demonstration classesDemonstration class is a demonstration of educational, practical or theoretical activity inwhich some of the trainees take part while the others watch. In CP training the demon-stration classes shows complex activities in front of a wider audience of trainees, thusallowing those watching to analyse the pedagogical process and to find ways and meth-ods of improving it.

DemonstrationsDemonstrations as a method in CP training are very varied and can include:

• CP sites (management centres, units, etc. as well as civil and natural sites -buildings, machines, regions, etc)

• didactic materials (drawings, slides, scale models, films, virtual objects)• actions of the instructor and of people specially chosen for the demonstration

Illustrative devices (also called “technical devices”) should be carefully looked at by alltrainees and shown by the instructor in an appropriate way (for example, graphic schemeswith a pointer, on the computer with a mark and on overhead drawings with a laser ray).

Demonstrations should be performed in front of the trainees in the following order: (1) thedemonstrative action is performed at its usual speed, then in parts and in slow motion sothat trainees can understand what is being shown; (2) the trainees perform the demon-stration in reverse order, first slowly and in parts and after that as a whole in real time.

Educational filmsEducational films are a very popular demonstration tool for training, but their use should bewell balanced and have a purpose. When used during a lecture, technical tools and edu-cational films should not take more than 1/4 of the time.

When the showing of an educational film is planned, time before the film should be setaside to tell the trainees what to look for at the end of the film the instructor should intro-duce or confirm the new knowledge to the trainees.

3.3 Methods of active trainingThese methods include all actions in the training process when trainees are given an activerole. There are three groups of methods in which the trainee takes on an active role:

D seminars/workshopsD functional (practical) methodsD in role-play games

Seminar (workshop) trainingThe seminar is conducted after one or more lectures on interrelated subjects. The traineesare given time to prepare for the activity. Their participation in the seminar puts them in anactive position. During the seminar, because of their personal participation, the traineescan check their knowledge, make corrections if needed, and become more confident thatthey are able to perform the CP tasks.

The seminar is especially useful for tasks that can be mastered through repeated exercise,such as life-saving operations and management.

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The instructor is the key to a successful seminar. He should prepare and conduct it care-fully to stimulate the active participation of the trainees. The themes are chosen accordingto complexity and significance and should be announced beforehand and appropriatereadings on the subject should be provided.

The role of the instructor during the seminar is to direct the discussions without participat-ing. The trainees discuss and solve problems. It is recommended that several traineesprepare a short report on the theme discussed. The instructor should provide an appropri-ate conclusion at the end of the discussions and summarizes the results.

The seminar can have one person talking (during presentation of a report and at the endof the seminar by the instructor) or it can be dialogue (discussion) between several par-ticipants and the instructor. For the trainee the dialogue within a seminar provides oraltraining. It can later be used in all activities during training and there is an immediate con-tact between the instructors and trainees.

Functional (practical) methodsThese methods include:

• exercises• laboratory work• probation• individual work

ExercisesExercises are a basic element of the learning process where a specific action is repeatedin increasingly complicated situations. The aim is to create and affirm the necessary habitsand skills for further activities of CP. Exercises can be qualified according to:

• the participation of the trainees (individual and group)• their place within the teaching process

• initial• main• drilling

Initial exercises follow practical demonstration by the instructor. The main focus is on thegood performance. It is repeated several times.

Main exercises form and affirm the learned habits and skills, ensuring a normal speed forthe action performed.

Drilling should lead to mastery of the performance when the situation is more complex andcreates greater physical and mental stress.

A variety of drilling exercises in the CP system are the staff drills. These drills may takeplace in a longer training course (a month or more) at the CP School with key personnelfrom the CP organs of the Territorial Administrative Units. The staff drills are more complexand are therefore discussed under the forms of training section.

Group drillsGroup drills are a variety of exercise at the CP School. They are applied when training thecommanding and instructors’ teams in operative-tactics and special training. This trainingis intended to create habits and skills in the trainees so that they can operate in a fixedtime, estimating the situation, making decisions and preparing documents in connectionwith CP. In the course of group drilling role-playing is not provided. Preparation and assem-bly of staff and services makes group drills easier to organise and conduct.

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Group drilling takes place both in class and in the field. When working in class, maps,plans, models, drawings, recordings, videotapes and overhead projections are used forillustration and demonstration. When working in the field more attention is paid to choos-ing appropriate areas (sites), which provide good learning conditions.

The preparation and organization of group exercises include specifying the initial data,design of the idea and assignment, working out of a plan (methodology) for conducting theexercise and examples of educational issues, as well as preparing the instructor, traineesand place of exercise.

When defining the training objectives, the content of the subject and degree of readinessof the trainees is taken under consideration. Depending on the training time and degree ofreadiness of the students the instructor may include all training issues or part of them aftertaking into consideration their interdependence.

The concept is a briefing on the general activity of the services or officials who take partin solving the tasks. The concept is composed in such a way so as to create conditions asclose to reality as possible in which the management organs and CP forces would work.The concept is graphically worked out on a map, accompanied by an explanation in whichthe subject, training objectives, training issues, duration, initial situation, the sequence ofthe training, the category of the trainees and the equipment are stated.

For conducting group exercises on a site (plant, factory), instead of concept, a plan isworked out (as well as a plan of the site) which is graphically and textually presented.

The initial data and situation are put on the map (for example the boundaries of the admin-istrative unit, the centres of contamination, the areas where formations are situated, thesites where production accidents have occurred, the commanding posts) the resolution ofthe head of CP (forces, routes, areas and sites for work organization of interaction and dataconnected with training issues). The subject, the resolution of the senior head, data on themeteorological situation and other necessary explanations are included in the footnotes.

The concept (the plan) is approved by the director of the School. Based on the concept,assignments worked out by the trainees are introduced to the created (operative) situationand they begin carrying out their functional obligations at the defined position.

The quantity of assignments depends on the content of the theme, training issues and thecharacter of the tasks. When the problems presented are complicated the training issuesare themes of separate training sessions. Usually several assignments are worked out, theinitial assignment, the main one and one or two additional ones.

The main assignment is described in detail and consists of four sections:

D the general situationD the concrete situationD information dataD requirements

In the general situation, general data are given, creating a situation for the beginning of thetraining and the providing state of the equipment, forces and means at the disposal of CP.

In the concrete situation, concrete data are provided concerning the situation in a certainpart of the territory where the trainees are to carry out the task data for the state of theequipment and forces of CP related to making decisions, the task set by the senior headof CP and the order of interaction with other institutions are provided.

The information data gives the characteristics of destruction, the state of managementand the communication-signal system, the complement of staff and mechanics for life-sav-ing forces, the radiation, chemical, biological and meteorological situation, etc.

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In the requirements, the literature and the reference materials to be investigated are point-ed out, the tasks for trainees to carry out, how forms and documents should be filled outand the devices and samples which may be used. When defining the requirements, theabilities of the trainees, their readiness and time for individual work should all be taken intoconsideration.

Additional assignments can be worked out for solving separate training issues whichrequire the situation to drastically change or become worse (new data should be given tothe trainees). These assignments are prepared in compliance with the requirements,signed by the instructor and confirmed by a senior officer.

When working out the concept and assignments for several training sessions on complextasks, the information given to the trainees for each additional training session should begradual and presented in such a way so as to keep them busy and to make them think cre-atively. It is desirable that during the first training session trainees be given comparativelyfull consistent information for the situation. A subsequent session can provide less full andcontradictory information. A third should describe in full a contradictory and indefinite situ-ation, or time should be limited with an overflow of information. Thus the trainees are stim-ulated to think creatively and to develop their management skills.

The plan for conducting the group exercise and a sample of its development on trainingissues are the working documents of the instructor. Often they are called “methodologicaland sample developments”. By “methodological development” is meant that part of theplan in which the methodology of the organization and conducting of the group exercise isshown. “Sample development” means the samples, reports, resolutions, documents, etc.which serve as criteria for the evaluation of trainees’ answers.

The plan for group exercise should include the theme, the training objectives, trainingissues, distribution of time, the method and place, fund provisions and the sequence ofconducting the training.

Depending on the degree of preparedness of the instructor, the plan can be worked out infull or in a reduced version. At the CP School it is usually worked out in the full version sothat it can be use by the other instructors as well during simultaneous training sessions.

The methodological part of the plan can be written up descriptively or be presented in tables.The table version of the plan takes more time to prepare but has more visual impact.

This preliminary preparation of the instructor and trainees is the most important conditionfor achieving the objectives and for the successful conducting of the group exercise. Theinstructor should prepare for the exercise by reading literature, studying the existing docu-ments and creating additional variants for conducting the exercise, depending on the readi-ness of the trainees. Even the best devices can fail if the trainees are not prepared for theexercise. In such cases the instructor should readjust the plan. But only a good instructorcan make such a readjustment.

Trainees should be prepared carefully, with timely the instructions and enough time for indi-vidual study. The ratio between training sessions and time for individual study should be2:1 and in the worst case 1:1. During their individual study time the instructor should be incontact with the trainees to help and direct them.

The group exercise, (as other training sessions), has three main stages:

D preparationD main body of the exerciseD the conclusion

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Preparation for the exercise aims to revert the trainees from one state to another, to pre-pare them for work. This should take 10 to15 minutes.

The group exercise begins with an attendance check of the trainees and announcement ofthe theme, aims, issues and order of training. The preliminary practical and theoreticalreadiness of the trainees is also checked. If the theme includes several group exercisesthe instructor announces the common theme, the common aims, the topics of the separatetraining sessions and the time necessary for carrying them out, after which he announcesthe theme and aims of the first training session.

If the group exercise is conducted on-site, then trainees are given time for topographicaland tactical orientation. Their practical preparation is checked. The instructor evaluates thepreliminary preparation of the trainees for performing the tasks, points out their achieve-ments and shows them how to avoid mistakes.

Theoretical questions for checking the knowledge of the trainees should be directed totraining issues they should be short, concise and unambiguous.

The main training part takes up the bulk of time allotted. Training issues are discussed ina logical sequence and applied to the training in a practical manner.

The conclusion formulates significant theoretical and practical points. The level of prepa-ration of the trainees is now analysed and evaluated. This takes 10 to 15 minutes.

The main part of the group exercise has the following agenda:

• the operative time is announced• the trainees who will play the role of officials are appointed• the position of the instructor is announced• one or two of the trainees prepare the main report on the subject and the rest

either add something or report their opinions or differences they can then askquestions

• the instructor answers the questions that have not been answered during thereporting, discusses the reports and gives the correct solution

At the end of each subject the instructor provides an analysis in which he emphasizes boththe positive and negative aspects of the trainees’ performance.

Laboratory work Laboratory work in CP can be conducted in the field of radiation and chemical protection,the protection of animals and plants, etc. It mainly consists of different types of measure-ments and experiments in specially equipped laboratories.

Laboratory work in CP is usually connected with lectures on a specific subject.

ProbationProbation is applied in a more advanced stage of training and is a conclusive stage in thetraining of a CP specialist. Probation is organized and controlled individual participation oftrainees in the structures of CP in which they take over certain responsibilities and performset assignments.

The management of the CP School, after consulting with the senior management of the CPsystem, organizes and conducts the probation. Its complex organization and relatively highprice have led to practical work, which can be regarded as a variety of probation. In the CPsystem, practical work drills are conducted with training devices, tactical drills, tactical spe-cialists, tactical and operative commanding staff trainings and operational games.

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Individual workThe individual work method is also a part of practical activity because most often, whiledoing individual work, trainees perform tasks set by the instructor all by themselves.

The individual work of the trainees can be either an educational assignment given by theinstructor or it can be planned by means of training aids. Individual work is organized andmanaged by the instructors’ staff.

In role-play gamesGame methods are contemporary and widely applied methods of education and testing.Most often they can be divided into psychodramas and simulation games. Simulationgames include a number of methods of training and analysis, such as “brain storming” andthe “Delfi” method.

In CP training one simulation game is very popular. It is conducted in two military versions -staff training and commanding staff training. Both will be presented at the end of this lecture.

3.4 Methods for control of trainingThese methods are divided into two large groups according to where they are situated intime. There is a constant control on behalf of the team of instructors but there is also a spe-cial separate time for controlling activities. This second group includes examination meth-ods, tests, and methods of evaluation of an individually performed assignment.

3.5 Forms of education

General principlesForms of training at the CP School can be grouped according to several criteria:

D the content of training• theoretical• functional

D the commitment of the trainees• in-class training• distance learning

D the duration of training• interrupted - discrete• continuous - throughout the professional career

Training forms according to training content

Theoretical trainingAs a rule, theoretical training covers the methods of passive training. It is conducted in anauditorium for groups of trainees. It is demanding for trainees because it requires a highlevel of theoretical knowledge. Crisis conditions require theoretical training which does nothave an abstract character but is closely related to tasks.

Theoretical knowledge on CP includes various types of oral presentation, discussions,demonstrations, individual work and consultations. Many of these are intended for thesimultaneous training of whole groups of trainees. This type of training ensures theoreticalpreparation and requires well-equipped premises.

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The instructor’s staff should have a depth of knowledge, solid habits and excellent skills toconduct theoretical training in all its variety. It is thus necessary to study and constantlyimprove the organization and conducting of training by each instructor and by the man-agement of the school.

Functional trainingHere the methods of active training and control are applied. When organizing functionaltraining trainees naturally want to have the longest time possible and to get the closest toreal conditions in order to master certain activities. The state of the equipment and the pro-ficiency of the instructors are of great importance. Thus when working with equipment anddevices for radiation and chemical monitoring, if they allow all samples to be used by thetraining group, a frontal form of training can be applied. But if there are not enough sam-ples, centres for technical samples should be organized and the principle of rotation shouldbe applied.

In the CP School, functional training includes illustration, drills, special tactics, instructors’methodological training, staff training and commanding-staff trainings.

Staff training includes simulation games at which the trainees individually perform certainwork corresponding to their functional obligations with an artificially created situation as abackground. The instructor organizes discussion on the documentation prepared by thetrainees and evaluates the results. In order to be interchangeable, trainees should betrained not only for their own duties but for those of others.

Staff training consists of complex simulation games intended for joint training of the headsof the CP services. This training can be conducted together with the trainees at the CPSchool but require a longer period of training. In such training trainees perform their com-plex functional duties with a background of a concrete and constantly changing situation.

At the CP School staff training can be performed in one or two stages, at the administra-tive unit and on site, with duration of up to two days and nights.

4. Management of the training and education process at CP SchoolManagement is the combination of purposeful actions that create an impact to sustain orchange the situation within a system. The contemporary science of management had itsbeginnings in the investigations of Norbert Weiner, at the beginning of the 20th century.

To understand management as a process it is necessary to understand systems and theirdynamics. We cannot go deeper in the management theory at present and we will deal withvarious management concepts only when necessary to explain certain issues in their rela-tion to management at the CP School.

4.1 The management cycleAs in any other school, training at the CP School is spread out over a one-year cycle. Inour case the object of management is the training and education of trainees at the CPSchool, planned by management staff and assisted by the instructors. The goal is to devel-op in the trainees the qualities, skills and habits that will allow them to carry out their dutiesin Civil Protection efficiently.

Over the year of activity, management of the training and educational process includesplanning, organization, operative management, controlling and reporting.

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4.2 Planning of the education and training process Planning is carried out within a designated framework. The documents and parameters areset out for the entire year.

Planning is a long process and includes:

• tasks identification for the new schooling year• determination of staff and establishing categories of the trainees• setting up the timetable for training of the different categories of trainees• studying documents which regulate the planning (instructions, syllabus, etc.)• laying out a curriculum, timetables and work schedules that should comply with

the CP School Regulations; then period/date they are to be discussed by theMethodological Council for adopting both the plan and schedules as well asauthorized by the director of the school

• preparation of auxiliary documents (if necessary) by the CP school director• planning the use of training cabinets, training fields, determining municipalities

and sites for practical work, etc.

The planning is carried out by the deputy director for [or head in charge of] training, underthe supervision of the director of the school. Planning should be reflected in the monthlyplans of the school (responsible to work them out, when they will be discussed on themeeting of the Methodological Council, and when resolutions should be presented fordirectors’ approval).

4.3 Organization Organization includes three stages:

D setting up tasks for instructors over the school year or the length of the courseD co-ordination of their workD organization of provisions

Tasks are often set 2 to 3 times to determine their volume, content and when they will becarried out. Six months before the end of the preceding year the management of the schoolshould brief the instructors on the subjects which will be studied during the new school yearand distribute new topics. The instructors will thus have time to prepare new material.Later, when the categories of the trainees are determined together with the length of eachcourse, the tasks will expanded and updated.

Co-ordination is important to establish and synchronize the use of cabinets and trainingfields, to procure new training equipment or to improve what already exists.

Management must clearly outline the end objective, the objectives of each instructor, the var-ious stages and deadlines of work and, most importantly, who will and when carry out tasks.For example, when establishing complex tactical tasks and conducting life-saving activitiesin a plant, factory or other site, all instructors should participate, led by the tactical instructor.For smooth planning the director (deputy) of the school must co-ordinate the activities ofeveryone, distributing work. He must maintain this cooperation throughout the course.

Organization guarantees the normal course of the education process during the schoolyear. This includes organization of training equipment, information, staff, methodology,assistance from outer organizations or businesses, as well as assistance from othersources (funds allocation, providing scientific or methodological help, training instructors).

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4.4 Operational management Operational management is dynamic and requires constant improvement of managementpractices in the school.

Management is a day-to-day process and includes:

• regulation• current prognostics• elimination of instructors’ team flaws

Regulation is necessary to maintain the educative process along the same lines as the plan-ning documents, resources, participants, rhythm and methodological order. The instructors’team must stick to the methodology and measures should be taken to avoid deviation.

The current prognostics are performed to establish the degree of compliance of the actualwith the planned course. This must be done by management of the school in the middle ofeach course if the course is longer, it should be done towards the middle of the first andsecond half.

Elimination of instructors’ team flaws is necessary to maintain the training and educationprocess within the desired framework. School management should undertake variousorganizational, pedagogical and sociological measures. This is carried out on the basis ofpersonal supervision of the course and by conversations with the instructors and trainees.

4.5 Control and reporting Control and reporting are the feedback to management. To be successful they should beplanned. Control and reporting are included in the planning for the whole year’s activity andwithin every separate activity.

Control can establish how full, correct and precise the teaching and studying of the mate-rial are, how the instructors and trainees cope with set tasks, and to what extend man-agement is in touch and able to provide a high level of training and education. Control alsocreates a feeling of responsibility, of criticism and self-criticism and creates mutual confi-dence among members of the team.

Control should evaluate systems and timeliness objectivity, accuracy and purposefulness.It should be planned and carefully prepared, it should be understandable, centralised andcomplete and results should be made available. Thus control can be performed in anorganized and systematic manner and both instructors and trainees can work on eliminat-ing their weak points. Their achievements are pointed out the results of the control areannounced and conclusions are drawn.

Control can take the form of various check-ups:

D completeD partialD thematic

Complete check-up could be undertaken by the management at any time during the schoolyear to study the entire process. It may be conducted once a year, preferably during the firsthalf, so that there will be greater benefit from the control during the remainder of the year.

Partial check-up can be performed at any time during the school year in connection withthe fulfilment of various tasks (mastering certain material, equipping a training cabinet, self-education of the trainees, etc.).

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Thematic check-up is usually performed on difficult and new themes or new issues of atheme to determine how they are presented (understood and mastered) and what helptrainees and instructors require.

Current check-ups are part of the day-to-day process. School Regulations defines themand the director and his deputies are obliged to check the classes of each instructor eachmonth. Furthermore, every day they should check various aspects of the process:

• readiness for classes• use of training equipment• observing discipline, etc.

Such check-ups can provide precise information on the current situation.

Retrospective control is carried out after the course has finished, in a separate stage orwhen the yearly cycle has concluded. Its main aim is to draw conclusions and so as not torepeat past mistakes in future work and to enrich the experience of the managers.

Management should strive to make control comprehensive, to include it in the main duties inpreparation of classes, during the process and in its results. It should be preventive, that is,it should strive to eliminate mistakes in the future and at the same time teach concrete skills.

The Annual Report, agenda for class activity, examination protocols, registry book and cur-riculum are all planning devices that at the end of the year become a report. The man-agement of the school has the right to request reports from instructors on a monthly basis,at the end of the course or after concluding a set task. Report can be requested from classsupervisors in the course of teaching, after the course or on a monthly basis.

Management functions are classified on an organizational basis and are regarded as struc-tural and typical for the organizational cycle, with the exception only of working with themanagers (selecting and defining duties, evaluation, career promotion, provisions and dis-missal), which are part of specific management functions.

Specific management functions include the management of training and education, pro-viding equipment, information and research.

4.6 The role of management and of the Methodological Council The direction of the training process and guidance of the instructors’ team is carried out bymanagement, represented by the director of the school and his deputy in charge of training.

The director of the school manages all activities, organizes and participates in planning,conducts the educative process and scientific pedagogical activity, manages the work of theMethodological Council and periodically analyses the training and education processes.

The deputy director for [or head in charge of ] training develops the planning documentsand timetables, organizes and conducts activities to improve the methodology of theinstructors and participates in training, both of trainees and instructors.

Enhancing the teaching qualifications of instructors is a main requirement for achievinghigh results in training. Management must assist instructors in conducting systematic con-trol over their work.

The director of the CP School and his deputy should meet regularly with each instructor todiscuss concrete issues of the training. Instructors should be encouraged to use initiativeand to be creative and independent.

A main task of school management is to provide fair and objective evaluation of the instruc-tors. The instructor should be encouraged to believe in his abilities to achieve high resultsin training.

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The instructors are presented with documents, directives and regulations and instructed ontheir duties during administrative meetings.

At Methodological Council meetings, held once or twice a month, training plans and pro-grammes are discussed and reports are given on pedagogic, methodological and scientif-ic research and the development of training equipment, instructors’ improved qualifica-tions, proposals for improvement of systems, lecture methods, group exercises and prac-tical lessons, trainees’ work and the state of discipline.

Of great significance for the enhancement of both the knowledge and the teaching skills ofthe instructors are discussions in the Methodological Council and at open demonstrations.Here they become acquainted with the materials for discussion and increase their spe-cialised knowledge on a wide range of issues related to CP. They also improve their skillsin preparing lectures, using training materials, methodology and examples for group exer-cises. Discussing methods at open training gives them the opportunity to exchange theirpoint of view and experiences.

4.7 The role of the instructors’ team and the instructorThe instructors’ team is the main unit in achieving training objectives. The instructors areat the centre of this process and the immediate contact with trainees.

Basic tasks of instructors are:• participating in the planning, development of the syllabus and schedule, and in

the development of the training equipment• in compliance with the syllabus, working out the necessary training materials

(for lectures, materials, tasks) and the related demonstration materials (graph-ics and didactic materials)

• conducting training in the relevant subjects and themes• studying the experience of the conducted drills and activities in CP and apply-

ing them in their training• taking part in carrying out the plan on scientific research and in the work of the

Methodological Council• studying the experience of the heads of sites, the territorial units and fields of

economy all connected with CP

The instructor works with people whose life and experience is under constant develop-ment. The instructor is thus required to develop a variety of important qualities.

4.8 InstructorAs in any other school, the instructor is a central figure. He has the responsible and diffi-cult task of training and educating. He is under constant scrutiny by the trainees who eval-uate him, his experience, his teaching expertise and general knowledge. They then forman opinion of him and the subject he is teaching. The instructor should not be petty,immoral, undisciplined, or unprepared for class, which will undermine his authority as ateacher and the school as a whole. On the contrary, his positive attributes will attracttrainees, motivate them, make them wish to imitate him and appreciate the subject he isteaching. His positive attributes contribute to the authority of the whole school.

Intelligence, broad experience, good teaching skills and special trainingThis can be achieved by constant self-education, based on the education of the instructor,the CP courses he has taken and continuing interest in developments in his/her profes-sional field.

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Most important for the authority of the instructor is his/her experience in his professionalfield. Good teaching methods cannot make up for a lack of knowledge and skills.

Teaching experience is a synthesis of personal qualities, knowledge and the art of workingwith people, individually, in a team or in the lecture hall.

The instructor must have skills to teach in an accessible and interesting manner, to sys-tematically control and impartially evaluate trainees, to create habits and skills in traineesfor use in practical situations in the course of CP work, the ability to direct and manage theirthinking, self-preparation and self-education and the ability to govern his own conduct inthe interest of teaching.

Achieving and improving teaching skills is a long, difficult process. Some are more inclinedthan others to be instructors. The instructor should constantly increase his knowledge andexperience, be critical and self-critical and be able to creatively approach any task. He/sheshould keep in touch with colleagues and learn from their experience in the educativeprocess.

Organizational and communication skillsThe instructor actively participates in the whole cycle of managing the pedagogical processat the school and is responsible for the classes he teaches. He must have good organiza-tional skills to set tasks for the trainees, to direct their efforts to achieve results, to controltheir activities and to manage their time appropriately.

The instructor must have the ability to discover the essence of each task, to concentrateefforts on important issues and undertakings, to achieve set objectives in the most eco-nomical manner, to solve problems efficiently and to seek practical results. He must assignconcrete and clear tasks to the trainees, to work according to plan and to save time, hisown and that of the trainees.

In achieving successful communication with the trainees an important instrument is tact,demonstrated by natural and simple relations, insistence without pressure, lack of famil-iarity in conduct, being demanding but not rude and petty, sincerity, humour without beingmocking and constant concern for the trainee.

Capacity for work and efficiencyWork in CP is intense, systematic and is often carried out under stress. The instructor mustdevelop new and updated training material each year, sometimes consisting of hundreds ofpages, to take part in drills and methodological assemblies on CP, to give consultations, etc.

He/she does not have specific working hours. The creative working instructor uses part of hispersonal time for self-education, for improving his/her lectures, preparing for classes, etc.

An instructor who wants to be respected and have authority, and who is responsible for thetrainees’ knowledge spends a great deal of time and energy in teaching. He/she should,nevertheless, not go beyond his psychological and physical limits.

Personal qualitiesThe personal qualities of the instructor are important for trainees.

Basic personal qualities of the instructor are:

• Attention: stability, intensity, concentration, ability to apportion tasks, flexibleand having a wide range of objectives

• Speech: lively, literate, with good pronunciation, well balanced gestures andfacial expressions

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• Feelings: moderate in every respect• Emotions: good humoured when in contact with trainees and colleagues, calm

and enthusiastic in work• Will: having set objectives, independent, strong-minded, energetic and persist-

ent, tenacious, self-contained, disciplined, having initiative and self-control• Temperament: should consider his own temperament in conducting classes• Character: demanding, communicative, tactful, hard working, meticulous, opti-

mistic and self-critical.

4.8 Refinement of training processThe practical nature of teaching at the CP School prepares trainees for solving of tasks(protecting the population and rescue work when disasters occur).

The practical tendency of training and education at the CP School depends mainly on thereadiness of the instructors’ staff to perform tasks in the conditions in which the traineesare put during the educative process the state of training equipment and its rational use. Itis important to underline here that the experience of the instructors’ staff is of great impor-tance and strongly influences the practical tendency of training and education.

The volume of information given to the trainees for a unit time is constantly rising becauseof developments in the field, improvements, discovering new types of disasters and imple-menting new means of protection. The syllabus must accommodate an increase of train-ing material without increasing the time for training. This is best achieved by the “intensityof the process of training and education”, that is, achieving maximum efficiency by opti-mising all components.

How to increase intensity of trainingTo increase the intensity of the process of training adequate measures should be under-taken. They are as follows:

• improving organization and management of activities• rational use of contemporary devices for training and education• improving the principles, methods and forms of training and education• creating and maintaining modern training equipment• improving the scientific and teaching qualifications of the instructors’ staff

Intensifying the educational process puts a greater burden on the instructor who plays isthe main source of information for the trainees.

4.9 Organising teaching work at CP SchoolThe work of the instructors’ staff at the CP School is in four interrelated fields of work:

D constructiveD organizationalD communicativeD scientific-pedagogical

Constructive activity is directed at creative interpretation of the school material conformingto the category of trainees and the objectives and tasks of their training. It is based on thesyllabus, statutes, regulations, instructions and CP literature, the orders and directions ofthe senior organs of CP and the teaching experience of the instructor’s team.

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Organizational activity is directed at organizing personal work and to maintain the attentionof the trainees during classes. Here techniques for teaching are improved. The quality andefficiency of classes depends greatly on the way the instructor organizes the teaching ofthe training material, both in classes and during the self-preparation of the trainees, as wellas the management of his personal conduct during classes.

Communicative activity of the instructor includes his behaviour as a teacher and humanbeing. The instructor should have positive relations with his students, based on high stan-dards, good will, and knowledge. The trainees will then study with enthusiasm.

Scientific-pedagogical activity is directed at analysis, learning from personal experienceand that of others, improvement of training-educational methods and techniques preparinglectures and training materials, research, etc.

The work of the instructor is mental and creative. The instructor is dealing with concepts.This type of work requires solid scientific and practical training in the relevant subject, mas-tery of teaching techniques, a good general knowledge, and systematic and intense work.

The work of the instructor at the CP School is performed in cooperation with many people:colleagues, trainees, representatives of senior institutions, etc. The instructor must bemore or less a commander to the trainees. The range of his duties is greater than that ofinstructors in civilian life. He must be more organized, demanding, and to strictly maintainspecific times for work and rest. Work at the CP School is sometimes complicated, oftendemands reorganization of schedules and requires interchangeability of instructors. Thiscan happen when instructors are required for training in other areas or institutions. Thus,the requirements for instructors are high, for well-qualified instructors should be able toswitch quickly from one type of work to another.

Allotment of the instructor’s time is of great importance for optimising the working hours ofthe instructors’ staff and for better results in the pedagogical process.

Working hours include training, methodological and scientific work preparing documents,literature official meetings and administration.

Instructors’ time allotment throughout the year: • Training activities: 30-32% (all types of work with trainees, classes, consulta-

tions, check-ups and evaluation of the trainees’ knowledge)• Methodological work: 6-8% (work in the Methodological Council of the school,

improving the pedagogical process, instructor-methodological demonstrations,investigating issues connected with methodology of training and education)

• Scientific work: 2-5% (participation of the instructors in working out of themesassigned by other authorities)

• Developing literature related to training material and preparing class work: 44-46% (preparing lectures and visual aids, preparing tests, etc.)

• Other activities: 9-17%

The majority of the time is taken up with developing literature and preparation for classes.Together with the methodological work it takes up 80-86% of the working time. This is normal.

The correct distribution and rational use of the working time of the instructors at the CPSchool is a basic prerequisite for good quality work and efficiency.

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Scientific organization of trainees’ workThe framework for such organization is created by the daily schedule at the CP School.The instructors should:

• control the observance of the daily schedule• control and assist trainees in using their time fully for self-preparation (giving

advice on how to study efficiently, how to use technical devices most effective-ly, discipline

• organized use of free time• setting tasks which are in the trainees capability, both physically and psycho-

logically• correctly applying the material determined by the syllabus for each category of

trainees• directing self-management of the trainees to increase their discipline and results

The scientific organization of the pedagogical work at the CP School is a strong mediumfor enhancing the quality and efficiency of education process.

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