Horizontal and Vertical Integration of LOAC Into Military Academy Curriculum

Abstract

This article signals the need for an integrated approach to curriculum development and implementation with a focus on a group of disciplines related to the Law of Armed Conflict (LOAC). By highlighting various teaching approaches of LOAC, I argue that there is a risk that LOAC be perceived by many non-legal practitioners, like the cadets, as difficult to grasp, interpreted and corelated with real situations they will face daily in operations, exercises or even during execution of routine peace-time duties. I support the idea that the LOAC, as a horizontal discipline in a military academy curriculum, need to be integrated dynamically, both horizontally (in relation to other operational disciplines) and vertically (along the academic path of a military cadet) into the overall construct of learning the basics of the profession of arms. To operationalise this finding, I propose an integrated educational model that suggests horizontal coordination of the academic schedule and enhanced cooperation among the teaching staff of the relevant disciplines.