<p>The Swedish armed forces has for many years educated squad leaders by letting them start their training two and a half months before the soldiers start their training. 2007, this system was used for the last time. I went trough this system myself in 2005 and had a positive experience and when I did my internship I experienced a slight difference in the attitude of the squad leader. I talked with my colleges at the company and they had felt the same. This essay will try to analyse if the squad leaders has lost any of there ability and if so, what could be the cause? To analyze the ability of the squad leader in this essay it will first analyze their ability through the <em>Direct leadership</em> theory, which is the theory that is presently used in the Swedish armed forces. The method used is hypothesis. The hypothesis is as follows; Squad leaders have lowered their ability since the cancellation of advance training. Then the organization was analysed to see if the organization changed the conditions for the squad leader. What was realized was that the ambition of the organization has been lowered and this can be a reason why squad leaders are experienced as if they lowered their ability. Then the squad leaders was analysed to see if they even lowered their ability at all by analyzing what their ability was before they started their education. Finally six officers were interviewed about their experience with the squad leaders both before having the advance education and after. The conclusions are that there hasn’t been a significant decrease in the squad leaders’ capacity that can be measured but that the loss of advance education has decreased their confidence and it’s more difficult for them become natural leaders of their groups. Another conclusion is that the actual training for the squad leaders’ has decreased considerably.</p> / <p>Försvarsmakten har under ett flertal år använt sig av förstegsutbildning vid utbildandet av gruppchefer. Inför utbildningsåret 2008 avskaffades detta system och en generell uppfattning bland officerare är att gruppcheferna inte har haft möjlighet att nå samma färdighet i deras befattning efter denna förändring.</p><p>Denna uppsats avser att utreda om det har blivit en förändring av förmågan hos gruppchefen samt identifiera eventuella faktorer som kan ha påverkat gruppchefens utbildning. Uppsatsen beskriver först de grundläggande ledarskapsteorierna för att använda dessa som ett mätinstrument för gruppchefens förmåga. Därefter jämförs olika resultat från utbildningsåren 03-04, 04-05 och 08 för att se om gruppchefens förmåga har förändrats dessutom intervjuas officerare om deras uppfattning av gruppchefen efter förstegsutbildningens avskaffande. Slutsatserna som dras är att avskaffandet av förstegsutbildningens avskaffande inte har påverkat förmåga mätbart men att gruppchefens självförtroende har sänkts. Gruppchefen har också fått kortare utbildning vilket innebär att deras utbildningsståndpunkt blir lägre än gruppchefer med förstegsutbildningen.</p>

The Swedish armed forces has for many years educated squad leaders by letting them start their training two and a half months before the soldiers start their training. 2007, this system was used for the last time. I went trough this system myself in 2005 and had a positive experience and when I did my internship I experienced a slight difference in the attitude of the squad leader. I talked with my colleges at the company and they had felt the same. This essay will try to analyse if the squad leaders has lost any of there ability and if so, what could be the cause? To analyze the ability of the squad leader in this essay it will first analyze their ability through the Direct leadership theory, which is the theory that is presently used in the Swedish armed forces. The method used is hypothesis. The hypothesis is as follows; Squad leaders have lowered their ability since the cancellation of advance training. Then the organization was analysed to see if the organization changed the conditions for the squad leader. What was realized was that the ambition of the organization has been lowered and this can be a reason why squad leaders are experienced as if they lowered their ability. Then the squad leaders was analysed to see if they even lowered their ability at all by analyzing what their ability was before they started their education. Finally six officers were interviewed about their experience with the squad leaders both before having the advance education and after. The conclusions are that there hasn’t been a significant decrease in the squad leaders’ capacity that can be measured but that the loss of advance education has decreased their confidence and it’s more difficult for them become natural leaders of their groups. Another conclusion is that the actual training for the squad leaders’ has decreased considerably. / Försvarsmakten har under ett flertal år använt sig av förstegsutbildning vid utbildandet av gruppchefer. Inför utbildningsåret 2008 avskaffades detta system och en generell uppfattning bland officerare är att gruppcheferna inte har haft möjlighet att nå samma färdighet i deras befattning efter denna förändring. Denna uppsats avser att utreda om det har blivit en förändring av förmågan hos gruppchefen samt identifiera eventuella faktorer som kan ha påverkat gruppchefens utbildning. Uppsatsen beskriver först de grundläggande ledarskapsteorierna för att använda dessa som ett mätinstrument för gruppchefens förmåga. Därefter jämförs olika resultat från utbildningsåren 03-04, 04-05 och 08 för att se om gruppchefens förmåga har förändrats dessutom intervjuas officerare om deras uppfattning av gruppchefen efter förstegsutbildningens avskaffande. Slutsatserna som dras är att avskaffandet av förstegsutbildningens avskaffande inte har påverkat förmåga mätbart men att gruppchefens självförtroende har sänkts. Gruppchefen har också fått kortare utbildning vilket innebär att deras utbildningsståndpunkt blir lägre än gruppchefer med förstegsutbildningen.

Depuis la fin de la guerre froide, on note que le rôle de la religion s’est grandement accru dans l'élaboration des visions du monde et dans la fragmentation globale, en partie en étant impliquée dans certains violents conflits. Cette situation se reflète en particulier dans la politique ethno-religieuse du Nigéria. La passation du pouvoir des militaires aux civils en 1999 a été accompagnée de violents conflits entre chrétiens et musulmans. Ces conflits constituent l'une des crises les plus graves auxquelles le Nigéria est aujourd’hui confronté. Au cours des dernières années, les émeutes interreligieuses sont devenues des événements de routine au Nigéria. Face à cette situation, quelles contributions les milieux éducatifs nigérians ont ils apportées? Même si depuis le début des années 1980s le domaine de l’éducation à la paix a vu naitre un nouveau mouvement de réforme visant à directement analyser les problèmes de la violence, ce mouvement de réforme n’a guère touché le milieu de l’éducation supérieure au Nigéria, que ce soit dans ses institutions religieuses ou non-religieuses. Elle laisse les élites éduqués avec peu de formation formelle pour comprendre les causes de cette violence et en particulier les solutions alternatives à y apporter pour contribuer à plus de relations pacifiques au Nigéria. A partir de la théorie et méthodologie de la praxéologie, la présente thèse entend combler cette double lacune. Elle présente le contexte nigérian et les détails d’un curriculum interreligieux d’éducation à la paix élaborée pour les leaders religieux nigérians. Elle permet de mieux comprendre le rôle que le discours religieux joue dans la banalisation de la majeure partie de la violence actuelle. Elle met l’emphase en particulier sur les besoins de mieux former les leaders religieux grâce à une éventuelle dissémination d’un curriculum d’éducation à la paix interreligieuse adaptée à la réalité multi-religieuse nigériane et, en particulier, à sa longue histoire des conflits interreligieux. Ce curriculum est fondé sur les conceptions religieuses de la paix provenant des traditions yoruba, musulmanes et chrétiennes. Il vise à favoriser des relations interreligieuses qui soient compassionnelles, spirituelles, pacifiques et pleines de succès entre toutes les diverses communautés de croyants au Nigeria. Le curriculum couvrira une période intensive d’un an et, en guise d’exemple, sera appliqué au département de science des religions de l’Université d’Ibadan. Cette thèse postule que l'élaboration d'un curriculum interreligieux d’éducation à la paix pour les leaders religieux au Nigeria réduira, à long terme, la violence religieuse grandissante au Nigéria, en abordant les tensions entre les populations traditionnelles, musulmanes et chrétiennes et en permettant aux artisans religieux de la paix de créer des îlots interreligieux de paix ainsi que de participer activement dans la découverte de moyens de réduire la violence récurrente. / Since the end of the Cold War, we have witnessed the increasing role religion plays in shaping worldviews as well as global fragmentation, part of which through being directly involved in violent conflicts. This situation is no better reflected than in the ethno-religious politics of Nigeria. Since the transition from a military to a civilian regime in 1999, violent conflicts between Christians and Muslims continue to erupt and constitute one of the gravest dangers facing Nigeria. In the last few years, interreligious riots have even become routine events in Nigeria. What have Nigerians done about this situation, especially in educational circles? Although since the early 1980s the field of Peace Education has developed a new educational reform movement aimed at addressing directly problems of violence, this reform has hardly reached Nigerian higher education (both religious and non-religious institutions of higher learning). It has left the educated elites with little formal educational training to understand the causes of this violence and especially how to provide alternatives for more peaceful relations within Nigeria. Using a praxeological theory and method, this dissertation addresses this doubly bleak situation by presenting the context for and the details of an interreligious curriculum for peace education for religious leaders in Nigeria. Understanding the role religious discourse plays in fostering much of the current violence, this thesis focuses in particular on the needs to educate better religious leaders through the eventual dissemination of an interreligious curriculum for peace education adapted to the Nigerian multi-religious reality and long history of interreligious conflicts in particular. This one-year curriculum builds upon religious Yoruba, Islamic and Christian conceptions of peace, with the goal of creating a safe, caring, spiritual, peaceful and successful interfaith relationship between all Nigerian religious communities. It is contextualized for use as an example in the Department of Religious Studies at the University of Ibadan. This thesis argues that the development of an interreligious curriculum for peace education for religious leaders in Nigeria will, in the long term, reduce the growing religious violence in Nigeria, by addressing the tensions between Traditional, Christian and Muslim populations and by enabling religious peacemakers to create interreligious islands of peace as well as to actively participate in finding ways to reduce the on-going violence.