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This study aims to identify and analyse the actions the Swedish Armed Forces take working towards gender equality. This is done by examining various governing documents, reports, and media coverage. An interview with an employed women with relevant competence of the organisations active work and policies regarding gender mainstreaming is also conducted. These aspects are analysed using Critical Discourse Analysis (CDA) and a liberal feminist theoretical approach. A brief background of previous research and history is also presented. As a conclusion of this study, the resulting framing and consequences of the Swedish Armed Forces gender mainstreaming is presented.

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No studies have been published on the Swedish Armed Forces´ (SAF) diversity regarding minorities with a foreign national background. The purpose of this pilot study is therefore to start the field by looking at how the SAF, or similar organisations, can work with diversity management effectively. This is done through seven interviews with the organisation´s employees, as well as interviewing ten persons in Sweden which are part of minority-groups with a foreign national background. Avery & McKay´s (2006) theory about attracting diversity was used as basis for the interview questions, especially regarding which recruitment tactics to use when attracting minorities. The results indicate that SAF are employing the correct tactics but that the lack of clear, definable, and measurable goals for the organisation impedes the effort. As well, SAF´s focus on diversity has so far mainly included gender equality which has led to a diminishing effort towards other diversity-dimensions. However, there is a great will in the organisation to improve the work towards the other dimensions. Also, even though the SAF is employing the correct tactics, the interviews with the respondents show that some tactics might be more necessary than others. Going forth, top priority should be targeted information through personal meetings in certain areas and locations which contain a higher concentration of minorities.

國軍為社會之一環，也必須隨著社會進步，積極提昇人員的本質學能，才不致於為社會所淘汱，國軍自85年「精實案」後，93年再實施「精進案」，其所透露的訊息即是國人希望國軍部隊是一個「質精，量小，戰力強」的勁旅，在未來的人員逐漸遞減，國防業務依舊繁重的情況下，國軍幹部必須大幅提升個人工作能力及效率，才足以應付各項挑戰。目前既有的軍事教育體系所無法一時滿足的，準此，國防部積極推動「終身學習制度」並以學費補助配套措施為誘因，鼓勵國軍幹部利用公餘進修，希望能將所習得的知識運用於工作上，大幅提昇工作效率。 　　我空軍二代兵力自86年起相繼成軍，高科技精密武器與裝備業已順利獲得，而戰力之發揮，有賴我空軍官兵高素質人員之操作，如此方可發揮我空軍最大戰力，因此，解決迫切的人員素質提昇，便是空軍幹部「終身學習」的重要課題。 空軍政戰軍官在未實施精進案第二階段組織調整前，雖佔空軍軍官人數的十分之一（約1000餘人），未來精進案組織調整定編後，可能更少於這個數字。然而，其分佈於空軍每一個層級，小至排、連級，大至師、軍團及總部級，只要有官兵的地方，一定就有政戰軍官在列。　　空軍政戰軍官已參與終身學習，雖有逐年增加，但比例仍算少，如何瞭解影響空軍政戰軍官終身學習的真正原因，進而提昇空軍政戰軍官終身學習意願，除對提昇空軍整體終身學習具有指標作用外，對空軍未來發展將有重大影響。 　本研究擬對空軍政戰軍官終身學習影響相關因素，做一分析探討，並針對其影響因素提出具體建議，以為學術單位及空軍組織提供終身學習政策之參考，主要研究目的有以下四點： 一、瞭解空軍終身學習制度是否週全。 二、大學院校終身學習管道能否配合空軍政策需求。 三、空軍政戰幹部個人及組織單位、家庭狀況及社會關係等問題，影　 　　響其終身學習意願程度如何。 四、將研究結果做成具體建議，以為空軍組織及學術單位提供終身學 　　習環境與政策之參考。 　　最後依據研究結論，提出以下建議： 一、對國軍終身學習主管機關的建議 （一）貫徹「上下班制」，有助終身學習參與 （二）提高「學費補助」，促進終身學習參與 （三）加強「終身學習」政策推廣與宣導 二、對教育機構的建議 （一）進修科目排定，以進修者實需考量 （二）課程時間安排，採彈性化調整 （三）教學地點設置，採增設或彈性調整 三、對單位組織的建議 （一）主官（管）支持，鼓勵參與進修 （二）開放連結網際網路，增進資料蒐集 四、對個人及社會的建議 （一）充實本職學能，提昇國軍戰力 （二）爭取社會支持，獲得進修動力 / The Armed Forces, one part of the society, should actively enhance each individual’s profession in order not to be knocked out. After “Jingshih Program (The ROC Armed Forces Strengthening Program)” in 1996, the Armed Forces brought “Jingjin Program (The ROC Armed Forces Refining Program)” into practice in 2004. These moves meant that all ROC’s citizens expect the Military to be an armed force with “refined quality, low quantity and strong power.” In the future, military faculty is in gradual reduction but national defense affairs are still burdensome; therefore, in order to tackle all challenges, every cadre has to advance his personal working ability and efficiency in great deal. Presently, educational system in the army couldn’t satisfy the need. Because of this, the Ministry of National Defense (MND) actively sets ”Lifelong Learning System” into practice and provides tuition subvention as a seducing motive, encouraging all cadres go for advanced study on holidays. MND hopes all cadres to utilize their acquired knowledge in their works, consequently enhancing working efficiency. The second generational forces in Air-Force were formed since 1997. We also obtain high-tech weapons and equipments successfully. It still depends on the operation of all Air-Force members with high quality. In this way, Air-Force could bring its fighting power into full play. Accordingly, the significant problem of “Lifelong Learning” in Air-Force cadres is to solve the urgent enhance of personal quality. Before the second phase organizational modulation in Jingjin Program, political warfare officers were only 1/10 (about 1000 people) of all officers in Air-Force. In the future, the number would be less after the organizational modulation in Jingjin Program. However, political warfare officers are in every order in Air-Force, from a platoon and a company to a division, a legion and even the Headquarter; wherever there are officers and soldiers, there are political warfare officers. The number of political warfare officers in Air-Force who go for advanced study increases year by year, but it grows in low proportion. To understand the real reasons that affect lifelong learning in political warfare officers in Air-Force and to improve their will to learn would play the role as a directional function in enhancing the whole lifelong learning in Air-Force and have great influence on the future development in Air-Force. This research aims to do analysis and discussion about the relating factors that affect the lifelong learning for political warfare officers in Air-Force. To supply academic institutes and Air-Force organizations with the information concerning policies about lifelong learning, the research lists some practical suggestions by integrating those effecting factors. Four main objectives of this research are as follow: I. To understand if lifelong learning system in Air force is thorough. II. To know if the ways to lifelong learning in all colleges could meet the needs of Air-Force political policy. III. To see how personal problems, organizations, family situations and social relationship affect Air-Force political warfare officers’ will to lifelong learning. IV. To provide Air-Force organizations and academic institutes with information about lifelong learning environment and policy after summing up some practical suggestions based on the research results. Last, I offer some suggestions according to the conclusion: I. Suggestions about the military lifelong learning for the authoring institute: (I) Implement of “Working Hours from 9 to 5” helps participation in lifelong learning. (II) The increase of “tuition subvention” stimulates participation in lifelong learning. (III) Promotion and propaganda of lifelong learning policy. II. Suggestions for educational institutes: (I) Arrangements of learning subjects must meet the learners’ practical needs. (II) Schemes of timetables should be flexible. (III) Arrangements for teaching locations should be in larger quantity or in flexibility. III. Suggestions for the authority: (I) Support for the authority stimulates the participation in advanced study. (II) Free Internet connection helps data collection. IV. Suggestions for individuals and the society: (I) Fullfill personal profession to improve fighting power in the armed forces. (II) Gain social support to motivate advanced study. Keywords: The Armed Forces cadres,Lifelong Learning of the Armed Forces cadres,Lifelong Learning of the Armed Forces,Political Warfare Officers,Effecting Factors of Lifelong Learning

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / The United States (U.S.) response to events in Africa in the 1990s—warlords in Somalia, the genocide in Rwanda, the crisis in Burundi, and the destruction of the U.S. embassies in Kenya and Tanzania—was the development of the African Crisis Response Initiative (ACRI) followed by the African Contingency Operations Training and Assistance (ACOTA) program. This study examined the impact of the command and staff operational skills portion of the ACOTA program to determine how well it prepared Ghanaian commanders and staff officers to conduct peace support operations under the auspices of a legitimate mandate. The importance of this program was revealed in its wide acceptance by the African leaders of 24 participating nations, by its ongoing support by the U.S. State Department, and by the budgetary increases it has received from the U.S. Congress over the years. This case study used qualitative methods to capture and analyze the self-reported perceptions of the course participants. Findings discovered that the students perceived the program as effective; team building was a perceived strength; U.S.-Ghanaian cultural differences were not perceived as effecting training; the teaching methodology instilled confidence to perform the mission; and course reference material, books, and CD-ROMs were valued. Results also showed that the time allowed for the course was insufficient; contingency training did not familiarize students with their mission area; students required timely notification to attend the course in order to properly prepare; and the course benefited the junior officers more than the senior officers.