LT COL PJ DE MONTFORT'S THESIS ON PEACEKEEPING OPS

A model of co-OPERATIVE EDUCATION
On
peace support operations in africa
By
PIERRE JUAN DE MONTFORT
THESIS
Submitted in fulfilment of the requirements
for the degree of Doctor of Technologiae
Human Resource Management
School for Entrepreneurship and Business Development,
in the Faculty of Management Sciences
Central University of Technology, Free State

PROMOTER: DR K.J. DE BEER
CO-PROMOTER: PROF H.J. LANGHOLTZ

DATE SUBMITTED: 01 FEBRUARY 2007
declaration
I, PIERRE JUAN DE MONTFORT, with identification number: 561128 5019 088 and student number: 9739874, declare that this research project is my own, unaided work, submitted, in fulfilment of the requirements for the degree DOCTOR TECHNOLOGIAE: HUMAN RESOURCE MANAGEMENT to the Central University of Technology, Free State, not submitted for a degree or examination at any other University.
PIERRE JUAN DE MONTFORT
On this 1ST day of February 2007





acknowledgements
First, I give all glory to God, the source of my strength, for granting me both the mental and physical endurance to complete this monumental task. Then, I would like to thank my entire family, especially my loving wife Anna-Marie, for her love patience, and understanding.
I would like to extend my sincere thanks and appreciation to my promoter, Dr K.J. de Beer, who encouraged and assisted me in so many ways. Without your help and compassion, I would have found this a far more difficult task. Thank you for believing in me and for your continued support and encouragement throughout the process.
Special thanks to Prof Harvey Langholtz. Thank you for friendliness, encouragement and above all your preparedness to assist.
The Central University of Technology, Free State for giving me the opportunity to enrol for a Doctoral study.
Table of Contents
Cover Page i
Declaration iii
Acknowledgements iv
Table of Contents v
List of figures vii
List of tables viii
List of Acronyms ix
Synopsis xvi
CHAPTER 1: INTRODUCTION
1.1 Background ......................................................................................... 1
1.2 Rationale for the study......................................................................... 2
1.3 Statement of problem ......................................................................... 9
1.4 General research design and methodology ........................................ 12
1.5 Outline of the research report.............................................................. 13
CHAPTER 2: LITERATURE REVIEW
2.1 Introduction........................................................................................... 15
2.2 Definition of key concepts................................................................... 16
2.3 Discussion........................................................................................... 24
2.4 Conclusion........................................................................................... 63
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction........................................................................................... 68
3.2 Design of the study ............................................................................. 69
3.3 Sampling.............................................................................................. 70
3.4 Description of measuring instrument.................................................. 72
3.5 Data collection procedure.................................................................... 74
3.6 Data analysis …................................................................................. 77
3.7 Limitations of the study........................................................................ 77
3.8 Conclusion .......................................................................................... 79
CHAPTER 4: RESEARCH RESULTS
4.1 Introduction........................................................................................... 80
4.2 Section 1: Need analysis .................................................................... 81
4.3 Section 2: Job description and target group analysis.......................... 100
4.4 Section 3: Formulation of outcomes.................................................... 113
4.5 Section 4: Selection and sequencing of content ................................ 119
4.6 Section 5: Determine delivery method and learning aids.................... 126
4.7 Section 6: Learner assessment.......................................................... 143
4.8 Section 7: Programme evaluation....................................................... 154
4.9 Conclusion........................................................................................... 161
CHAPTER 5: FINDINGS AND RECOMMENDATIONS
5.1 Introduction........................................................................................... 163
5.2 Summary of findings and conclusions .............................................. 163
5.3 Limitations............................................................................................ 165
5.4 Recommendations.............................................................................. 166
5.4.1 Programme overview........................................................................ 166
5.4.2 Curriculum content........................................................................... 178
5.5 Further research.................................................................................. 247
5.6 Larger relevance of the study.............................................................. 247
5.7 Conclusion........................................................................................... 251
LIST OF REFERENCES............................................................................. 252

List of figures
Number Page
1 – Research design framework 70
2 – ETD process 95
3 – Main elements of ISD 96
4 – PDA Model of Instructional Design 98
5 – ISD model integration 99
6 – Curriculum framework 118
7– Sequence of learning programmes 124
8 –Selection of delivery method according to nature of the outcome 128
9 - Selection of delivery method according to target group 129
10 - Selection of delivery method according to content 130
11 - Availability of learners 131
12 - Levels of Training Evaluation 155



LIST OF TABLES
Number Page
1 - Survey results 82
2 – Target group analysis survey results 104
3 – Learner profile 112
4 – Selection of learning content 119
5 – Sequence of learning units 124
6 - Selection of delivery method 133
7 – Learning styles 137
8 - Selection matrix for learning aids 140
9 - Informal learner activities in outcomes-based assessment 142
10 - Assessment methods 146
11 – Articulation with other programmes 171
12 – Structure of the qualification 172
13 – Internal structure of qualification 172
14 – Exit level outcomes 173
15 – Levels, credits and learning components assigned to qualification 174
16 – Possible combinations of electives 176
LIST OF ACRONYMS
AC – Abstract conceptualisation
ADDIE - Analysis, Design, Development, Implement, Evaluate
AE – Active experimentation
AIDS – Acquired Immune Deficiency Syndrome
ASF – African Standby Force
AU – African Union
AWOL – Absence without official leave
C2 - Command and Control
CA - Civil Affairs
CAI - Computer Assisted Instruction
CE – Concrete experience
CIMIC - Civil-Military Coordination Process
CIVPOL – Civilian Police
COE - Contingent-Owned Equipment
COLET – College of Education Technology
CUT – Central University of Technology, Free State
CRI - Criterion Referenced Instruction
CRP – Command Research Paper
DDR - Disarmament, Demobilisation, and Reintegration
DOD – Department of Defence
DRC - Democratic Republic of the Congo
ECOWAS - Economic Community of West African States
ED Tech – Educational Technology
EOD - Explosive Ordnance Disposal
ELO – Exit Level Outcome
ETD – Education Training and Development
ETDP – Education Training and Development Practitioner
ETQA – Education Training Qualifications Authority
G8 – Group of Eight Countries
GPCT – General Purpose Combat Training
GEO-POL – Geographical and Political Studies
HA - Humanitarian Assistance
HIV – Human Immunodeficiency Virus
HQ – Headquarters
HR – Human Resources
ICRC - International Committee of the Red Cross
IDP – Internally displaced people
IED - Improvised Explosive Device
IFOR - Implementation Force
IHL - International Humanitarian Law
IO – International Organisation
IOM - International Organisation for Migration
IMPI - Indigenous Military Peace-building Initiative
IMAS - International Mine Action Standards
IRC – International Red Cross
ISD – Instructional Design
ISS – Institute for Strategic Studies
JA - Yugoslav Army
JSCSP - Joint Senior Command and Staff Programme
KLA - Kosovo Liberation Army
KSA – Knowledge, Skills and Attributes
LOAC - Law of Armed Conflict
MBT – Mine Ban Treaty
MILOBS – UN Military Observer
MILOPS – Military Operations
MSCA - Military Support to Civil Authorities
MOOTW - Military Operations other than War
MONUC - UN mission in the Democratic Republic of the Congo
MP – Member of Parliament
NATO - North Atlantic Treaty Organisation
NCO – Non-commissioned Officer
NEO - Non-combatant Evacuation Operations
NEPAD - New Partnership for Africa’s Development
NGO – Non-governmental Organisation
NIHE - Northern Cape Institute for Higher Learning
NQF – National Qualifications Framework
NRF – National Research Foundation
OBE – Outcomes Based Education
OSCE - Organisation of Security Co-operation in Europe
ONUSAL - The United Nations Observer Mission in El Salvador
ONUMOZ - The United Nations Operation in Mozambique
PBT - Performance-Based Training
PCM - Project Cycle Management
PDA - Plan, Develop, and Assess
PE – Peace enforcement
PfP - African Partnership for Peace
PK - Peacekeeping
PSO – Peace Support Operations
PTSD - Post-Traumatic Stress Disorder
PO – Peace Operations
POW - Prisoners of War
PVO – Private Voluntary Organisation
SA Army - South African Army
SAHMS - The SA Medical Health Services
SADC – Southern African Development Community
SANDF – South African National Defence Force
SANWC - South African National War College
SAARDHE - South African Association for Research Development
SAQA – South Africa Qualifications Authority
SAT - Systems Approach to Training
SASCE - South African Association for Co-operative Education
SEBO – School for Entrepreneurship and Business Development
SFOR - Stabilization Force
SSR – Security Sector Reform
STDs - Sexually Transmitted Diseases
TB – Tuberculosis
TCC – Troop Contributing Country
TEWT - Tactical Exercise without Troops
TUT – Tswane University of Technology
RDP - Reconstruction and Development Program
RO – Reflective observation
RSA – Republic of South Africa
RPD - Rapid Prototyping Design
RPL – Recognition of prior learning
UN – United Nations
UNEF - UN Emergency Force
UNISA - University of South Africa
UNTAG - United Nations Transition Assistance Group
UNTAC - The United Nations Transitional Authority in Cambodia
ONUC - UN Operation in the Congo
UNHCR - UN High Commission for Refugees
UNICEF - UN Children’s Fund
UNFICYP - UN Peacekeeping force in Cyprus
UNIFIL - UN interim force in Lebanon
UNITAR POCI – United Nations Institute for Training and Research Peacekeeping Operations Correspondence Instruction
UNOSOM I - The First United Nations Operation in Somalia
UNPROFOR - The United Nations Protection Force in the Former Yugoslavia
UK – United Kingdom
USA – United States of America
UXO - Unexploded Ordnance
WACE - World Association for Co-Operative Education
WFP – World Food Programme
WHO – World Health Organisation
WO – Warrant Officer








Synopsis

A Model of CO-OPERATIVE EDUCATION
On
peace support operations in africa
By
PIERRE JUAN DE MONTFORT


PROMOTER: DR K.J. DE BEER
CO-PROMOTER: PROF H.J. LANGHOLTZ
DEGREE: D.TECH (DOCTOR OF TECHNOLOGIAE)
HUMAN RESOURCES MANAGEMENT




Summary
The focus of this study is on a Model of Co-operative Education on Peace Support Operations (PSO) in Africa.
PSO are multi-functional operations involving military forces and diplomatic humanitarian agencies. They are designed to achieve humanitarian goals or a long-term political settlement, and are conducted impartially in support of a UN mandate. These include peacekeeping (PK), peace enforcement (PE), conflict prevention, peacemaking, peace building, and humanitarian operations.
Since the advent of democracy in 1994, domestic and international expectations have steadily grown regarding a new South African role as a responsible and respected member of the international community. These expectations have included a hope that South Africa will play a leading role in a variety of international, regional and sub-regional forums, and that the country will become an active participant in attempts to resolve various regional and international conflicts.
Peacekeeping is becoming more and more important as South Africa plays a vital role in African missions, mandates, deployment and restructuring. The core of peacekeeping operations in Africa is no longer about the deployment of armed forces, but the focus is shifting towards a more integrated approach including reconstruction, development, stability, civilian involvement and humanitarian aspects. While skills required for peace operations overlap with those required for war, there is increasing recognition that additional peace operations training is needed to successfully conduct these missions.
The demand, advancement and application of peacekeeping evolve worldwide, especially in Africa, where enormous funding is being poured into local research and development, testing and training.
The market for Education, Training and Development (ETD) in the field of PSO is growing, as South Africa is becoming increasingly involved in peacekeeping missions on the African continent. At present, there is no Co-operative Education programme on generic PSO on the operational/strategic level presented by any of the major universities in South Africa in order to enhance other PSO training.
The objectives of this research project are in phase one:
To determine the need for and feasibility of a Co-operative Education Program on PSO.
To write a instructional design (ISD) report for a Co-operative Education Model on PSO and,
To draft possible curriculum content.
The second phase of the project could involve the development of learning material, and the evaluation of the proposed Co-operative Education Model on PSO by running a pilot programme.
The principal product (output) of this research will consist out of an ISD report on a Model for Co-operative Education on PSO in Africa, presented by means of Correspondence Instruction with contact sessions. The key factors in production of the learning program include geo-political and security studies in order to create an understanding of the African battle space, PSO as presented by UNITAR POCI, the assessment of international practice with regards to PSO in order to relate the information to operations in Africa, PSO on the African continent, and Civil-Military Cooperation.
The research team consists of D. Tech candidate, Lt Col P.J. de Montfort and the study leadership team of Dr K.J. de Beer and Prof H.J. Langholtz - Director of UNITAR POCI. Other potential partners in this project include the Central University of Technology, Free State (CUT); the University of South Africa (UNISA); The SA National Defence Force (SANDF), The SANDF College of Educational Technology (SANDF COLET); The Northern Cape Institute for Higher Learning (NIHE), and the South African National War College (SANWC).
The target market of potential learners includes military practitioners from the SANDF and SADC countries, diplomats, civilian employees of ministries of defence, foreign affairs, employees of NGO’s, scholars and normal citizens who could benefit from a Co-operative Education Program on PSO. The typical customer of is someone who is working in the PSO and humanitarian relief related fields.
As PSO will increasingly play a significant role in foreign policy of South Africa, the under mentioned recommendations are offered for consideration:
· The non-availability of a Model of a Co-operative Education on PSO in Africa within Institutions of Higher Learning makes this a feasible project.
· Partnerships for co-operation should be formed with the Central University of Technology, Free State (CUT); the University of South Africa (UNISA); The SA National Defence Force College of Educational Technology (COLET); The Northern Cape Institute for Higher Learning (NIHE), the South African National War College (SANWC) and the Institute for Security Studies (ISS) in order to establish a sound knowledge base on PSO in Africa.

· Marketing strategy should be to aggressively enhance, promote and support the fact that the envisaged product will be unique, due to the fact that no Institution of Higher Learning in South Africa currently has a similar programme based on scientific instructional design.
· Sales strategy need to consist out of making the product available at a competitive price in order to capture market share before the entrance of other competitors especially from the international arena.
· Profit goals could be established later when the Institute of Higher Learning has a consistent sales volume and customer base. Financial projections indicate that the exit of investment will be achievable within one year.
· The SANDF could subscribe to the program in order to give its officers a higher learning qualification (tertiary) in an applicable field.
· The SANDF could subscribe to the program in order equip its members with non-combat skills that includes a wide variety of PSO subjects.
· The learning program would be of great assistance to educate the SA community and humanitarian aid organisations with non-combat skills on PSO.
· The Institute of Security Studies (ISS) could become an important role player in the compilation of instructional content focussed on the African continent.
· The ISS could form a partnership with the other mentioned role players to further, and enhance a culture of peace in the South African community.
· Offering the program to other African countries in line with NEPAD initiatives could enhance capacity building.


The consideration, development and adoption of these recommendations will provide the different stakeholders an avenue for the effective participation of Institutions of Higher Learning in the peace drive in Africa by presenting a Model of Co-operative Education on PSO in Africa.
The first research findings of this project were submitted for a competition of the National Research Foundation (NRF) at the Centre for Entrepreneurship and Business Development at the Faculty of Management Sciences of the Central University of Technology, Free Sate (CUT) in 2004. It obtained a third price in the business plan category after an internal and national assessment process and was verbally presented at the official prize giving event at the CUT.
A following chapter, namely, Co-operative Education in Peacekeeping Operations Correspondence Instruction, was subsequently submitted to the World Association for Co-Operative Education (WACE) international conference in Boston, June 2005. It was evaluated by international peer reviewers and presented by the Director of UNITAR POCI, Prof Harvey Langholtz, who is the co-promoter of this dissertation.
A command research paper (CRP) written by the researcher, and assessed by the Tswane University of Technology (TUT), on the topic “A Model of Higher Learning on Peace Support Operations in Africa” was awarded the price for the best CRP during the Joint Senior Command and Staff Programme (JSCSP) of 2005.
The promoter and the researcher also submitted posters and papers respectively to the South African Association for Research Development (SAARDHE) international conference at the KwaZulu Natal University in November 2005 as well as at the international conference of the South African Association for Co-operative Education (SASCE) in April 2006. All submissions were peer reviewed.
The poster session was prepared in collaboration with the Director Student Services of the University of South Africa (UNISA) in the Free State and Northern Cape, Dr J.W. Mostert, as part of a joint NRF focus area research project. Dr Mostert also presented a keynote address on this joint project at the plenary session of a national SASCE conference at the Tswane University of Technology (TUT) based on the research outputs of the promoter, DR K.J. de Beer and the researcher. In the final stages of this research project, an abstract approved for the UNISA conference “Contesting Spaces – The Curriculum in Transition”, the 1st African Conference on Curriculum Development in Higher Education, 1