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The language training within the Ministry of Defence [MoD] of the Czech Republic is primarily focused on English. However, in accordance with the Concept of Personnel Training for the Needs of the MoD, the MoD provides language training in other foreign languages as well. The language teaching is the responsibility of the Language Centre of the University of Defence Brno [CJV UO] and includes English, French, German and Russian. The aim of this article is to compare the activities of the CJV UO with similar language centres in the defence departments of Germany, Austria and France and to present the teaching of French, German and Russian within the MoD through examples of good practice. In the context of the current geopolitical situation, the teaching of French, German and Russian becomes more important, and the CJV UO responds flexibly to the demands of the MoD regarding the provision of the teaching of these languages including professional language and electronic teaching support.

The article provides necessary information about the link between lifelong learning and the education and training of personnel within the Ministry of Defence of the Czech Republic sector. It offers the information about the relationship between the class management system and distance and electronic education. It deals with the implementation of the class management system in career courses of professional soldiers under the auspices of the Centre for Security and Military Strategic Studies of the University of Defence. It clarifies the course of study in career courses, identifies the problems and generates their possible solutions.

The article deals with the state of English e-learning on the premises of the University of Defence. The authoress introduces some pages of the electronic materials used for the General Staff Course as an example of modern methods of learning English. She explains the basic principles of the work with these exercises. There is also mentioned the military English interactive CD-Rom that was published last year and is used as the electronic support for learning military English; and also a new CD-Rom that is being developed now is mentioned because it will be used for the General Staff Course participants as well. Because of the fact that Czech military personnel are expected to serve in multinational operations, this interactive CD-Rom will make their language training easier. In the last part of the article, the opinions of the General Staff Course participants on using e-learning materials are given on the basis of questionnaires.

The article describes certain findings obtained during the introduction of new methods in the teaching of English language courses organized at Defense Language Institute, Vyškov. It outlines possible problems, which will have to be addressed before the wider exploitation of e-learning in language education for the MoD. It expresses the optimism that e-learning will find the rightful place, especially in the realm of distance learning, as well as support of the administrative and command authorities. The dynamic development of e-learning is prevented only by the barriers of legislative provenance, as military computer network must be protected and secure. The leading authorities are searching for suitable connecting of users that are not only passive participants, but they must be tested and instructed.

There are many methods/ways how to master foreign languages. Dickinson (1987) stresses that self-access learning is using materials in a self-instructed way to facilitate learning. This term is "neutral on how self-directed or other-directed the learners are". Students could choose to be either self-directed or tutor-directed learners. Seen in this light, tutor-guided schemes might be considered to be an appropriate device for students who opt for tutor-directed learning in the self-access learning centre. Among others, Benson (2001) describes selfaccess learning as dealing with the relationship between the self-access system and autonomy in learning which means learners organising the self-access learning resources and environments to interact with the process of their own learning. Despite the variations in defining self-access learning, all educators mentioned by Capt. Vráblíková acknowledge the important role that a learner plays in the language acquisition process in the self-access approach of learning and emphasise the promotion of autonomous learning in each individual through taking responsibility for his/her own learning.