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The paper is focused on the issue how to develop and strengthen the competencies of military leaders essential for management of the Lessons Learned process in the Czech Armed Forces. The analysis shows that the issue of lessons learned is sufficiently addressed in relevant military documents which provides a foundation for definition of relevant competencies. Questionnaire survey proves that most respondents apply identified competencies related primarily to analysis phase and the verification of lessons identified. The article further presents a study curriculum proposal that can be used as a comprehensive framework for study programs within career education currently provided by the Center for Security and Military Strategic Studies of the University of Defence and the Training Command - Military Academy.

Increasing pressure on the quality of the educational content brings the need to address the issue of hidden mechanisms in the educational process that have impacts on the quality of knowledge and skills. This article discusses the existence of the hidden curriculum in lifelong learning and puts it into the context of the lifelong Professional Military Education as it is provided at the Centre for Security and Military Strategic Studies at the University of Defence. The uncovering of the hidden content in education may not be a welcome process, in extreme it may become unacceptable. However, hidden content can affect the achieved learning outcomes, as well as their deliberate disclosure and appropriate processing. The aim of the article is to describe whether and with what benefit can the concept of the hidden curriculum be applied to professional military education in the Centre for Security and Military Strategic Studies environment .

The article follows the leading theme of the Czech Military Review No. 2/2013 dealing with the application White Paper on Defence 2011. Both authors are members of the Lifelong Learning Department, Defence University, Brno. Backed by long experiences in military professional education and training, they present their views on advantages and disadvantages of the current model of officers' professional preparation, particularly senior officers. The authors' aim is to arouse a constructive debate about the changes in the current model of senior officers' career education. Their views are based upon history examples and models of some selected NATO nations.

The article is oriented towards making up language curriculum at the Faculty of Military Technology, Defence University. It is a follow-up to earlier essays published in Vojenské rozhledy 2006-2007, dealing with language preparation of learners enrolled at the Defence University, i.e. at educational institution with technical bias. The authors analyse the optimalization of current schedule used for teaching English language. Data were collected by means of questionnaire poll. The cluster of respondents covered both teachers giving lessons under mentioned scheme and university students preparing themselves in accordance with tested scheme. The results reached proved the necessity to form language curriculum at several levels and concept of flat language teaching.

This article deals with the problem of theoretical base of reflective teaching methods and illustrates practical examples and recommendations of experienced language teachers. In detail it explains the structure and principles of this educational concept, and defines differences from regular teaching methods. The authoress explains both teaching and learning through critical reflection practice, how to develop critically engaged learners. She explains how to gather information on students in class in charge, and enumerates questions to be answered. Reflective thinking by means of feedback enriches both students and teachers. "Reflective" teachers are able to monitor, criticize and defend their own activities, planning, implementation and assessment language programmes and instructions. fl

The academic year 2006-2007 is an important milestone for the Defence University, as the freshmen are asked to have relatively high entry knowledge of English language. The concept of English entry tests had to be changed, i.e. entry tests are at the level STANAG 6001 SLP 2. For practical purposes, speaking and writing knowledge of all applicants can't by tested, therefore new test patterns cover only listening and reading (level SLP 2). This represents an extra burden for the staff of the Centre of Language Preparation, influencing language training and testing. The new curriculum was formed, accredited in UNIcert system. It has been implemented for students in the first grade of the Faculty of Military Technologies. This curriculum reflects speaking knowledge at the level STANAG 6001 SLP 3333 and opens the road to European Certificate of English Language.