{"id":34388,"date":"2024-05-31T10:47:14","date_gmt":"2024-05-31T14:47:14","guid":{"rendered":"https:\/\/www.rmcalumni.ca\/?p=34388"},"modified":"2024-06-06T08:30:40","modified_gmt":"2024-06-06T12:30:40","slug":"responding-to-the-cmc-review-towards-renewal-what-we-learned-from-allies-and-canadian-post-secondary-institutions","status":"publish","type":"post","link":"https:\/\/www.rmcalumni.ca\/fr\/responding-to-the-cmc-review-towards-renewal-what-we-learned-from-allies-and-canadian-post-secondary-institutions\/","title":{"rendered":"Responding to the CMC Review: Towards Renewal \u2013 What we learned from Allies and Canadian post-secondary institutions"},"content":{"rendered":"<p><span style=\"text-decoration: underline;\"><strong>Summary<\/strong><\/span><\/p>\n<p>As part of preparing to engage with the CMC Review Board, we conducted an extensive benchmarking study of military academies in the US, UK, and Australia, as well as Canadian civilian universities. This study identified best practices in program structure, instructor \/ cadet roles and selection processes, and strategies to enhance diversity, equity, and inclusion (DE&amp;I) and address misconduct.<\/p>\n<hr \/>\n<p>As part of preparing to engage with the CMC Review Board, alongside conducting a detailed alumni survey and reviewing alumni submissions, the RMCAA undertook a comprehensive benchmarking study involving Canadian universities and international military academies. The study includes reviewing public domain reports and news articles, as well as interviews with former leaders, instructors and graduates of the U.S. service academies, Royal Military Academy Sandhurst (UK), and the Australian Defence Force Academy (ADFA).<\/p>\n<p>The benchmarking focused on five topics:<\/p>\n<ul>\n<li>Program structure of Allied service academies<\/li>\n<li>Military instructor roles and selection processes<\/li>\n<li>Cadet leader selection processes<\/li>\n<li>Diversity, equity, and inclusion (DE&amp;I) strategies and initiatives<\/li>\n<li>Initiatives to address misconduct and mental health<\/li>\n<\/ul>\n<p><strong><u>Program structure of Allied service academies <\/u><\/strong><\/p>\n<p>There are various models for program structure in Allied service academies. The Canadian Military Colleges (CMCs) and U.S. service academies offer four\/five-year undergraduate degree programs combined with military and athletic training, often requiring cadets to live on campus (boarding). Meanwhile, the ADFA offers a joint four-year program with civilian universities, where the military oversees physical and military training while UNSW Canberra<a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a> manages the academic component. Conversely, the Royal Military Academy (Sandhurst) model has candidates complete degrees at civilian universities followed by one year of post-graduate military training.<\/p>\n<p>There are advantages and disadvantages to each model. However, the four\/five-year boarding program structure offers officer and naval cadets unique developmental opportunities, such as experiential leadership, formation of strong bonds between peers, strong familiarity with the Canadian Armed Forces (CAF), early development of basic military skills and inculcation of values. Indeed, a significant majority of CMC alumni \u2014 nearly nine in ten (86%) \u2014agree that the CMCs effectively prepared them for careers in the CAF and beyond, and a similar proportion (92%) believe that the program structure equipped them to tackle challenging situations. The one-year Sandhurst model has the advantage of being seen as a true \u201cleadership center of excellence\u201d for the British Army and driving consistency in officer training across all cohorts.\u00a0 However, other academies, like West Point, also provide a model recognized for leadership excellence that combines undergraduate education with military training and athletics.<\/p>\n<blockquote><p><em>\u201cManaging my responsibilities as a cadet and varsity athlete helped prepare me for the intensity of army operations.\u201d\u00a0 \u00a0&#8211; CMC Graduate, Class of 2000-2009<\/em><\/p><\/blockquote>\n<p><strong><u>Military instructor roles and selection processes<\/u><\/strong><\/p>\n<p>In the CMCs, the Training Wing instructors are primarily involved in supervising the Cadet Wing. These military instructors are the first exposure to the CAF outside of basic training.\u00a0 Our alumni survey results suggest opportunities for improvement in instructor selection, given the importance of having good role models in these positions.<\/p>\n<p>At U.K. and U.S. service academies, there are various initiatives to attract, select and retain the best military talent as instructors. At Sandhurst, instructors are primarily non-commissioned officers, under the theory that officers are best trained by the soldiers they will ultimately lead. The selection process is highly competitive, taking up to three years from nomination to selection, culminating in a four-week course consisting of arduous mental and physical assessments.<a href=\"#_ftn2\" name=\"_ftnref2\">[2]<\/a> Additionally, instructors are eligible for fast-track promotions and receive civilian education accreditation after ~2 years, enhancing the role&#8217;s appeal. Similarly, in the US, instructors receive strong career recognition in command and leadership, and can complete additional graduate studies as an incentive. For instance, USAFA<a href=\"#_ftn3\" name=\"_ftnref3\">[3]<\/a> instructors have opportunity to complete a Masters in Counselling and Leadership at the University of Colorado.<a href=\"#_ftn4\" name=\"_ftnref4\">[4]<\/a> These structured programs and emphasis on professional development ensure that instructors are among the best of the best from the armed forces, and are also effective educators and mentors.<\/p>\n<blockquote><p><em>\u201cServing as an instructor in Sandhurst is known as getting \u2018the Golden Ticket\u2019 because you are fast tracked to success.\u201d\u00a0 &#8211;\u00a0 Former UK Army leader<\/em><\/p><\/blockquote>\n<p><strong><u>Cadet leadership selection processes <\/u><\/strong><\/p>\n<p>At CMCs, the Cadet Wing offers important opportunities for experiential learning opportunities for officer and naval cadets in more senior years, mirroring the hierarchical nature of the CAF\u2019s chain of command. The Cadet Wing has been recommended for elimination in the IECR because of issues with culture and safety. Structures similar to the CMC Cadet Wing can be found in all allied service academies. <a href=\"#_ftn5\" name=\"_ftnref5\">[5]<\/a> \u00a0The U.S. academies have three robust features to limit misuse of power among cadet leaders. First, informal and formal peer evaluations are used in cadet leader selection, with defined criteria for character and leadership ability. Second, there is more staff supervision during night\/off hours, with many instructors living on campus. Third, cadet leaders do not have disciplinary authority, only being able to impose remedial training, such as physical exercises, while sanctions require training instructor\/officer approval (e.g., confinement to base). The majority of the CMC alumni surveyed (81%) agree that the Cadet Wing structure at the CMCs enables experiential leadership and should not be dismantled. However, the findings of the benchmarking study underscore opportunities to enhance peer leadership, restructure the selection process, realign authorities for sanctions, and improve supervision.<\/p>\n<blockquote><p><em>\u201cThe officers would come to us and ask \u2013 \u2018We want to make this person a leader, what do you think?\u2019 \u201d &#8211; USMA graduate<\/em><\/p><\/blockquote>\n<p><strong><u>DE&amp;I Strategies and Initiatives<\/u><\/strong><\/p>\n<p>CMCs lag in DE&amp;I metrics: visible minorities represent ~24-26% of CMCs compared to ~40% at Canadian universities, and women represent ~23% of students at CMCs versus ~40-50% at other universities.<a href=\"#_ftn6\" name=\"_ftnref6\">[6]<\/a><\/p>\n<p>The CMCs have DE&amp;I strategies in place, including the Athena Network and AGORA. The Athena Network, created by two professors and with the full support of the commandants and chains of command, offers all CMC cadets unique opportunities to meet and share ideas with current and former CAF members, and alumni, through networking and mentorship activities. The Athena Network\u2019s primary focus is to encourage women\u2019s initiatives and discussions on gender roles at the CMCs. AGORA is the CMCs support and social group for Two Spirit, Lesbian, Gay, Bisexual, Transgender, Queer, Intersex Plus (2SLGBTQI+) communities and their allies. Monthly meetings include \u2018talking circles\u2019, guest speakers, film nights, social events and discussions on various topics.<\/p>\n<p>Our benchmarking observed that there are many DE&amp;I initiatives at civilian universities that could further inform DE&amp;I strategy improvements at the CMCs. For recruitment and retention, McGill University has launched the &#8216;Branches&#8217; program, which provides academic programming and community mentorship for under-represented youth. McGill has also published a DE&amp;I Strategic Plan for 2020-2025 outlining five main aspirations and conducts student demographic surveys to inform enrollment and operational decisions. Queen\u2019s University&#8217;s Access and Inclusion team actively engages with underserved communities in the GTA and Ottawa, assisting with applications, financial aid information, campus tours and events.<a href=\"#_ftn7\" name=\"_ftnref7\">[7]<\/a> Additionally, they use interim metrics to publicly track and enhance representation from under-represented groups, ensuring accountability.<a href=\"#_ftn8\" name=\"_ftnref8\">[8]<\/a> Finally, Western University&#8217;s &#8216;Big Sister\/Little Sister&#8217;<a href=\"#_ftn9\" name=\"_ftnref9\">[9]<\/a> system supports female students often underrepresented in engineering programs.<\/p>\n<p><strong><u>Initiatives to address misconduct and better support mental health <\/u><\/strong><\/p>\n<p>We researched mental health supports and misconduct prevention programs in Allied service academies and civilian universities. We recognize that the CMCs have existing programs and supports in place for student success, and mental health support, including the Sentinel Program, and Resilience Plus which is actively supported by the RMCAA.<\/p>\n<p>U.S. service academies have dedicated offices to address harassment and misconduct. For instance, the USAFA<a href=\"#_ftn10\" name=\"_ftnref10\">[10]<\/a> has an Equal Opportunity Office,<a href=\"#_ftn11\" name=\"_ftnref11\">[11]<\/a> the USNA<a href=\"#_ftn12\" name=\"_ftnref12\">[12]<\/a> operates a Sexual Assault Prevention and Response Office<a href=\"#_ftn13\" name=\"_ftnref13\">[13]<\/a> with expert staff, and the USMA<a href=\"#_ftn14\" name=\"_ftnref14\">[14]<\/a> has the ACT Program<a href=\"#_ftn15\" name=\"_ftnref15\">[15]<\/a> where cadets lead preventive peer discussions. Additionally, support and rehabilitation efforts are significant. The USMA&#8217;s Return to Health<a href=\"#_ftn16\" name=\"_ftnref16\">[16]<\/a> policy supports cadet recovery after sexual assault by ensuring access to necessary services, while the USNA offers the NeuroFlow<a href=\"#_ftn17\" name=\"_ftnref17\">[17]<\/a> program, teaching resilience techniques to 4,500 midshipmen to improve mental well-being.<\/p>\n<p>Canadian universities like McGill University have established extensive programs to educate on and deter harassment and sexual violence.<a href=\"#_ftn18\" name=\"_ftnref18\">[18]<\/a> The mandatory &#8220;It Takes All of Us&#8221; program is designed to enhance awareness and foster a community free from sexual violence. Additional initiatives include mandatory faculty training, strict alcohol and drug policies, the appointment of an Ombudsperson, and &#8220;WalkSafe,&#8221; a peer buddy system to improve security. McGill also has an Office for Sexual Violence Response, Support and Education, which handles investigation processes and aids with reporting. It offers direct support through group therapy, trauma support groups, various self-care options, and crisis response planning that advises on post-assault protection and security measures. These comprehensive measures aim to address misconduct and improve mental health outcomes, ensuring that both cadets and students have access to comprehensive prevention and support programs.<\/p>\n<p><strong>On behalf of CMC Renewal Team,\u00a0<\/strong><\/p>\n<p><a href=\"mailto:rmcaa.account@rmcalumni.ca\">rmcaa.account@rmcalumni.ca<\/a><\/p>\n<p><a href=\"https:\/\/www.rmcalumni.ca\/wp-content\/uploads\/2024\/05\/What-we-learned-from-Allies-and-Canadian-post-secondary-institutions-1.pdf\" target=\"_blank\" rel=\"noopener\">PDF Version<\/a><\/p>\n<hr \/>\n<p><a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> University of New South Wales, Canberra<\/p>\n<p><a href=\"#_ftnref2\" name=\"_ftn2\">[2]<\/a> https:\/\/bootcampmilitaryfitnessinstitute.com\/military-training\/armed-forces-of-the-united-kingdom\/british-army-phase-1-initial-military-training\/the-sandhurst-group-snco-instructor-cadre\/<\/p>\n<p><a href=\"#_ftnref3\" name=\"_ftn3\">[3]<\/a> US Air Force Academy<\/p>\n<p><a href=\"#_ftnref4\" name=\"_ftn4\">[4]<\/a> https:\/\/www.usafa.edu\/aoc-mp\/<\/p>\n<p><a href=\"#_ftnref5\" name=\"_ftn5\">[5]<\/a> \u00a0\u00a0See, for example: COMMANDANT OF MIDSHIPMEN INSTRUCTION 1601.12E (Aug 31 2021), USNA (https:\/\/www.usna.edu\/Commandant\/Directives\/Instructions\/1000-1999\/COMDTMIDNINST-1601.12E-BRIGADE-STRIPER-ORGANIZATION-AND-SELECTION-PROCEDURES.pdf)<\/p>\n<p><a href=\"#_ftnref6\" name=\"_ftn6\">[6]<\/a> IECR. Ranges based on differences between RMC Kingston and RMC Saint-Jean, and various civilian universities<\/p>\n<p><a href=\"#_ftnref7\" name=\"_ftn7\">[7]<\/a> https:\/\/www.queensu.ca\/admission\/access\/first-generation-supports<\/p>\n<p><a href=\"#_ftnref8\" name=\"_ftn8\">[8]<\/a> https:\/\/www.queensu.ca\/inclusive\/initiatives\/progress<\/p>\n<p><a href=\"#_ftnref9\" name=\"_ftn9\">[9]<\/a> https:\/\/www.eng.uwo.ca\/undergraduate\/women-in-engineering.html<\/p>\n<p><a href=\"#_ftnref10\" name=\"_ftn10\">[10]<\/a> US Air Force Academy<\/p>\n<p><a href=\"#_ftnref11\" name=\"_ftn11\">[11]<\/a>https:\/\/www.usafa.af.mil\/Portals\/21\/documents\/10ABW\/10ABW_EqualOpportunityOffice\/EqualOpportunityFlyer2018.pdf?ver=2018-04-04-102725-930<\/p>\n<p><a href=\"#_ftnref12\" name=\"_ftn12\">[12]<\/a> US Naval Academy<\/p>\n<p><a href=\"#_ftnref13\" name=\"_ftn13\">[13]<\/a> https:\/\/www.navymwrannapolis.com\/family-support\/fleet-and-family-support\/sexual-assault-prevention-responseprogram#:~:text=The%20Sexual%20Assault%20Prevention%20and,%2C%20respect%2C%20and%20trust%2C%20while<\/p>\n<p><a href=\"#_ftnref14\" name=\"_ftn14\">[14]<\/a> US Military Academy<\/p>\n<p><a href=\"#_ftnref15\" name=\"_ftn15\">[15]<\/a> https:\/\/www.westpoint.edu\/news\/press-releases\/west-point-remains-committed-creating-culture-of-trust#:~:text=Established%20the%20ACT%20(Addressing%20Sexual,student%20body%20of%204%2C400%20cadets.<\/p>\n<p><a href=\"#_ftnref16\" name=\"_ftn16\">[16]<\/a> https:\/\/www.westpoint.edu\/about\/academy-leadership\/superintendent\/sexual-harassment-assault-response-prevention<\/p>\n<p><a href=\"#_ftnref17\" name=\"_ftn17\">[17]<\/a> https:\/\/start.neuroflow.com\/usna<\/p>\n<p><a href=\"#_ftnref18\" name=\"_ftn18\">[18]<\/a> McGill University website<\/p>\n<hr \/>\n<h3 style=\"text-align: center;\"><strong>R\u00e9ponse \u00e0 l\u2019examen des coll\u00e8ges militaires du Canada\u00a0: la voie du renouvellement \u2013 ce que nous avons appris de nos alli\u00e9s et des \u00e9tablissements d\u2019enseignement postsecondaire canadiens \u00a0<\/strong><\/h3>\n<p><strong><u>R\u00e9sum\u00e9<\/u><\/strong><\/p>\n<p>En vue de notre rencontre avec le comit\u00e9 d\u2019examen des coll\u00e8ges militaires du Canada, nous avons effectu\u00e9 une grande analyse comparative afin de nous comparer aux acad\u00e9mies militaires des \u00c9tats-Unis, du Royaume-Uni et de l\u2019Australie, ainsi qu\u2019aux universit\u00e9s civiles canadiennes. Cette \u00e9tude nous a permis de cerner les pratiques exemplaires en ce qui concerne la structure des programmes, les r\u00f4les des instructeurs et des \u00e9l\u00e8ves-officiers, les processus de s\u00e9lection, de m\u00eame que les strat\u00e9gies pour augmenter la diversit\u00e9, l\u2019\u00e9quit\u00e9 et l\u2019inclusion (DEI) et g\u00e9rer les inconduites.<\/p>\n<hr \/>\n<p>Afin de pr\u00e9parer sa rencontre avec le comit\u00e9 d\u2019examen des coll\u00e8ges militaires du Canada, en plus de r\u00e9aliser un sondage d\u00e9taill\u00e9 aupr\u00e8s des ancien(ne)s et d\u2019examiner leurs r\u00e9ponses, l\u2019Association des ancien(ne)s des CMR a entrepris une grande analyse afin de comparer les coll\u00e8ges militaires canadiens aux universit\u00e9s canadiennes et \u00e0 plusieurs acad\u00e9mies militaires \u00e9trang\u00e8res. L\u2019exercice impliquait l\u2019examen de rapports et articles du domaine public, ainsi que des entrevues avec d\u2019anciens cadres, instructeurs et dipl\u00f4m\u00e9s d\u2019acad\u00e9mies militaires des \u00c9tats-Unis, de la Royal Military Academy Sandhurst (Royaume-Uni) et de l\u2019Australian Defence Force Academy (ADFA).<\/p>\n<p>Cinq\u00a0sujets ont \u00e9t\u00e9 explor\u00e9s dans le cadre de cette analyse comparative\u00a0:<\/p>\n<ul>\n<li>La structure des programmes des autres acad\u00e9mies militaires<\/li>\n<li>Le r\u00f4le et le processus de s\u00e9lection des instructeurs militaires<\/li>\n<li>Le processus de s\u00e9lection des \u00e9l\u00e8ves-officiers en charge<\/li>\n<li>Les strat\u00e9gies et initiatives en mati\u00e8re de DEI<\/li>\n<li>Les initiatives de gestion des probl\u00e8mes d\u2019inconduite et de sant\u00e9 mentale<\/li>\n<\/ul>\n<p><strong><u>La structure des programmes des autres acad\u00e9mies militaires <\/u><\/strong><\/p>\n<p>Les programmes des autres acad\u00e9mies militaires rev\u00eatent des structures vari\u00e9es. Les coll\u00e8ges militaires canadiens et acad\u00e9mies militaires am\u00e9ricaines offrent des programmes d\u2019\u00e9tudes de premier cycle de quatre ou cinq\u00a0ans combin\u00e9s \u00e0 une formation militaire et un entra\u00eenement sportif qui requi\u00e8rent souvent des \u00e9l\u00e8ves-officiers qu\u2019ils r\u00e9sident sur le campus (en pension). Quant \u00e0 elle, l\u2019ADFA propose un programme de quatre\u00a0ans en collaboration avec une universit\u00e9 civile. L\u2019arm\u00e9e supervise la formation militaire et l\u2019entra\u00eenement physique, et l\u2019UNSW Canberra<a href=\"#_ftn1\" name=\"_ftnref1\">[1]<\/a> s\u2019occupe du volet scolaire. \u00c0 l\u2019inverse, les candidats de la Royal Military Academy Sandhurst obtiennent leur dipl\u00f4me dans des universit\u00e9s civiles pour ensuite suivre un an de formation militaire.<\/p>\n<p>Chaque mod\u00e8le comporte ses avantages et inconv\u00e9nients. Les programmes en quatre ou cinq\u00a0ans offrent cependant aux officiers et aux aspirants de marine des occasions d\u2019apprentissage uniques, comme des exp\u00e9riences de leadership, la formation de liens solides avec leurs pairs, l\u2019accumulation de nombreuses connaissances sur les Forces arm\u00e9es canadiennes, l\u2019acquisition pr\u00e9coce d\u2019habilet\u00e9s militaires fondamentales et l\u2019inculcation des valeurs. D\u2019ailleurs, une importante majorit\u00e9 d\u2019ancien(ne)s \u2013 pr\u00e8s de neuf dix (86\u00a0%) \u2013 s\u2019entendent pour dire que les coll\u00e8ges militaires du Canada les ont pr\u00e9par\u00e9s \u00e0 une carri\u00e8re au sein des Forces arm\u00e9es canadiennes et ailleurs, et une proportion similaire (92\u00a0%) croit que la structure du programme les a \u00e9quip\u00e9s pour faire face aux situations difficiles. Assurant toujours le m\u00eame enseignement d\u2019une cohorte d\u2019officiers \u00e0 l\u2019autre, l\u2019acad\u00e9mie de Sandhurst, qui offre une formation militaire d\u2019un an, a l\u2019avantage d\u2019\u00eatre per\u00e7ue par l\u2019arm\u00e9e britannique comme un vrai \u00ab\u00a0centre d\u2019excellence en mati\u00e8re de d\u00e9veloppement du leadership\u00a0\u00bb.\u00a0 Toutefois, les autres acad\u00e9mies, comme celle de West Point, utilisent \u00e9galement un mod\u00e8le reconnu d\u2019excellence en leadership combinant \u00e9tudes de premier cycle, formation militaire et sport.<\/p>\n<blockquote>\n<p style=\"text-align: center;\"><em>\u00ab Le fait d\u2019avoir \u00e0 g\u00e9rer mes responsabilit\u00e9s d\u2019\u00e9l\u00e8ve-officier et d\u2019athl\u00e8te universitaire m\u2019a pr\u00e9par\u00e9 \u00e0 l\u2019intensit\u00e9 du travail militaire. \u00bb\u00a0 \u00a0<\/em><em>(Dipl\u00f4m\u00e9 des coll\u00e8ges militaires du Canada, promotion de 2000-2009)<\/em><\/p>\n<\/blockquote>\n<p><strong><u>Le r\u00f4le et le processus de s\u00e9lection des instructeurs militaires<\/u><\/strong><\/p>\n<p>Dans les coll\u00e8ges militaires canadiens, les instructeurs de l\u2019escadre d\u2019entra\u00eenement ont pour responsabilit\u00e9 principale de superviser l\u2019escadre des \u00e9l\u00e8ves-officiers. Ces instructeurs militaires sont le premier contact avec les Forces canadiennes \u00e0 l\u2019ext\u00e9rieur de la formation de base.\u00a0 Les r\u00e9sultats de notre sondage aupr\u00e8s des ancien(ne)s sugg\u00e8rent que la s\u00e9lection des instructeurs pourrait \u00eatre am\u00e9lior\u00e9e, vu le r\u00f4le exemplaire que rev\u00eatent ces personnes.<\/p>\n<p>Les acad\u00e9mies des \u00c9tats-Unis et du Royaume-Uni ont mis sur pied plusieurs initiatives pour attirer, s\u00e9lectionner et retenir les meilleurs militaires comme instructeurs. \u00c0 Sandhurst, les instructeurs sont surtout des sous-officiers. L\u2019id\u00e9e est que les officiers sont mieux form\u00e9s par les soldats qu\u2019ils se pr\u00e9parent \u00e0 diriger. Le processus de s\u00e9lection est tr\u00e8s comp\u00e9titif. Il peut s\u2019\u00e9couler jusqu\u2019\u00e0 trois\u00a0ann\u00e9es entre la mise en candidature et la s\u00e9lection. Le processus se termine par un cours de quatre\u00a0semaines comprenant de difficiles \u00e9valuations mentales et physiques<a href=\"#_ftn2\" name=\"_ftnref2\">[2]<\/a>. Les instructeurs peuvent en outre obtenir des promotions rapides et recevoir des titres de comp\u00e9tence civils apr\u00e8s environ deux\u00a0ans, ce qui augmente l\u2019attrait du poste. De fa\u00e7on similaire, aux \u00c9tats-Unis, les instructeurs re\u00e7oivent beaucoup de reconnaissance pour leur carri\u00e8re sur le plan du commandement et du leadership. Comme mesure incitative, ils peuvent \u00e9galement faire des \u00e9tudes suppl\u00e9mentaires aux cycles sup\u00e9rieurs. Par exemple, les instructeurs de l\u2019USAFA<a href=\"#_ftn3\" name=\"_ftnref3\">[3]<\/a> jouissent de la possibilit\u00e9 de faire une ma\u00eetrise en counseling et leadership \u00e0 l\u2019University of Colorado<a href=\"#_ftn4\" name=\"_ftnref4\">[4]<\/a>. Ces programmes structur\u00e9s et l\u2019importance accord\u00e9e au perfectionnement professionnel garantissent que les instructeurs figurent parmi la cr\u00e8me de la cr\u00e8me des forces arm\u00e9es, et soient \u00e9galement des enseignants et mentors de qualit\u00e9.<\/p>\n<blockquote>\n<p style=\"text-align: center;\"><em>\u00ab\u00a0On dit que devenir instructeur \u00e0 Sandhurst, c\u2019est comme gagner \u00e0 la loterie parce que c\u2019est un chemin rapide vers la r\u00e9ussite.\u00a0\u00bb\u00a0 (Ancien dirigeant de l\u2019arm\u00e9e au Royaume-Uni)<\/em><\/p>\n<\/blockquote>\n<p><strong><u>Le processus de s\u00e9lection des \u00e9l\u00e8ves-officiers en charge <\/u><\/strong><\/p>\n<p>Dans les coll\u00e8ges militaires du Canada, l\u2019escadre des \u00e9l\u00e8ves-officiers offre d\u2019importantes occasions d\u2019apprentissage par l\u2019exp\u00e9rience aux officiers et aspirants de marine avanc\u00e9s, ce qui refl\u00e8te la nature hi\u00e9rarchique de la cha\u00eene de commandement des Forces arm\u00e9es canadiennes. L\u2019examen externe complet et ind\u00e9pendant (EECI) a recommand\u00e9 l\u2019\u00e9limination de l\u2019escadre des \u00e9l\u00e8ves-officiers en raison de probl\u00e8mes li\u00e9s \u00e0 la culture et \u00e0 la s\u00e9curit\u00e9. Toutes les acad\u00e9mies militaires \u00e9trang\u00e8res \u00e9tudi\u00e9es renferment des structures semblables \u00e0 celle de l\u2019escadre des \u00e9l\u00e8ves-officiers des coll\u00e8ges militaires du Canada. <a href=\"#_ftn5\" name=\"_ftnref5\">[5]<\/a>\u00a0 Les acad\u00e9mies am\u00e9ricaines ont mis en place trois\u00a0mesures efficaces pour limiter l\u2019abus de pouvoir par les \u00e9l\u00e8ves-officiers en charge. Premi\u00e8rement, leur s\u00e9lection comprend des \u00e9valuations informelles et des \u00e9valuations par les pairs incluant des crit\u00e8res li\u00e9s \u00e0 la personnalit\u00e9 et aux capacit\u00e9s de leadership. Deuxi\u00e8mement, la supervision du personnel est renforc\u00e9e durant la nuit et les p\u00e9riodes libres, car de nombreux instructeurs r\u00e9sident sur le campus. Troisi\u00e8mement, les \u00e9l\u00e8ves-officiers en charge ne poss\u00e8dent pas de pouvoir disciplinaire. Ils ne peuvent imposer que des entra\u00eenements, comme de l\u2019exercice physique. Les sanctions (comme le confinement \u00e0 la base) requi\u00e8rent l\u2019approbation d\u2019un instructeur ou d\u2019un officier. La majorit\u00e9 (81\u00a0%) des ancien(ne)s sond\u00e9(e)s conviennent que l\u2019escadre des \u00e9l\u00e8ves-officiers des coll\u00e8ges militaires du Canada permet d\u2019acqu\u00e9rir de l\u2019exp\u00e9rience en leadership et qu\u2019il ne devrait donc pas \u00eatre \u00e9limin\u00e9. N\u00e9anmoins, les r\u00e9sultats de l\u2019analyse comparative mettent en \u00e9vidence des possibilit\u00e9s d\u2019am\u00e9liorer le leadership entre pairs, de r\u00e9viser la structure du processus de s\u00e9lection, de revoir l\u2019attribution du pouvoir disciplinaire et d\u2019am\u00e9liorer la supervision.<\/p>\n<blockquote>\n<p style=\"text-align: center;\"><em>\u00ab Les officiers nous disaient : \u201cNous voulons donner un r\u00f4le de leader \u00e0 cette personne. Qu\u2019en pensez-vous?\u201d \u00bb\u00a0 (Dipl\u00f4m\u00e9 de l\u2019USMA)<\/em><\/p>\n<\/blockquote>\n<p><strong><u>Les strat\u00e9gies et initiatives en mati\u00e8re de DEI<\/u><\/strong><\/p>\n<p>Les coll\u00e8ges militaires canadiens accusent un retard en mati\u00e8re de DEI\u00a0: les minorit\u00e9s visibles repr\u00e9sentent environ 24\u00a0% \u00e0 26\u00a0% des \u00e9l\u00e8ves comparativement \u00e0 environ 40\u00a0% des \u00e9tudiants dans les universit\u00e9s canadiennes, et les femmes comptent pour environ 23\u00a0% des \u00e9l\u00e8ves contre environ 40\u00a0% \u00e0 50\u00a0% dans les autres universit\u00e9s<a href=\"#_ftn6\" name=\"_ftnref6\">[6]<\/a>.<\/p>\n<p>Les coll\u00e8ges militaires canadiens ont mis en \u0153uvre des strat\u00e9gies de DEI, y compris le r\u00e9seau Ath\u00e9na et AGORA. Cr\u00e9\u00e9 par deux\u00a0membres du corps enseignant avec le soutien absolu des commandants et des cha\u00eenes de commandement, le r\u00e9seau Ath\u00e9na offre \u00e0 tous les \u00e9l\u00e8ves-officiers des coll\u00e8ges militaires canadiens des occasions uniques de se r\u00e9unir et d\u2019\u00e9changer des id\u00e9es lors d\u2019activit\u00e9s de r\u00e9seautage et de mentorat avec les militaires actifs des FAC, ainsi que les anciens militaires et \u00e9l\u00e8ves-officiers. Le r\u00e9seau vise d\u2019abord \u00e0 encourager les initiatives et les discussions des femmes sur les r\u00f4les genr\u00e9s aux coll\u00e8ges militaires canadiens. AGORA est le groupe social et de soutien de la communaut\u00e9 bispirituelle, lesbienne, gaie, bisexuelle, transgenre, queer, intersexu\u00e9e et autre (2ELGBTQI+) et de ses alli\u00e9s. Ses r\u00e9unions mensuelles incluent des \u00ab\u00a0cercles de discussion\u00a0\u00bb, des conf\u00e9renciers invit\u00e9s, des soir\u00e9es cin\u00e9ma, des \u00e9v\u00e9nements sociaux et des conversations sur divers sujets.<\/p>\n<p>Notre analyse comparative a r\u00e9v\u00e9l\u00e9 que les coll\u00e8ges militaires canadiens pourraient s\u2019inspirer de nombreuses initiatives de DEI mises en place dans les universit\u00e9s civiles pour am\u00e9liorer leur strat\u00e9gie. En mati\u00e8re de recrutement et de r\u00e9tention, l\u2019Universit\u00e9 McGill a lanc\u00e9 le programme \u00ab\u00a0Branches\u00a0\u00bb, qui propose aux jeunes issus des groupes sous-repr\u00e9sent\u00e9s des programmes d\u2019\u00e9tudes et des occasions de mentorat dans la communaut\u00e9. L\u2019Universit\u00e9 McGill a aussi publi\u00e9 son Plan strat\u00e9gique en mati\u00e8re d\u2019\u00e9quit\u00e9, de diversit\u00e9 et d\u2019inclusion 2020-2025, qui d\u00e9crit ses cinq\u00a0priorit\u00e9s en mati\u00e8re de DEI. L\u2019\u00e9tablissement effectue \u00e9galement des sondages d\u00e9mographiques aupr\u00e8s de ses \u00e9tudiants afin d\u2019\u00e9clairer les d\u00e9cisions sur les admissions et l\u2019exploitation. L\u2019\u00e9quipe responsable de l\u2019acc\u00e8s et de l\u2019inclusion \u00e0 la Queen\u2019s University entretient activement des relations avec les membres des communaut\u00e9s mal desservies de la r\u00e9gion du Grand Toronto et d\u2019Ottawa. Elle les aide \u00e0 soumettre leur dossier d\u2019admission, leur fournit de l\u2019aide financi\u00e8re, et organise des visites du campus ainsi que d\u2019autres \u00e9v\u00e9nements<a href=\"#_ftn7\" name=\"_ftnref7\">[7]<\/a>. De plus, elle rend des comptes en publiant les mesures provisoires qu\u2019elle prend de la pr\u00e9sence des groupes sous-repr\u00e9sent\u00e9s sur son campus afin de l\u2019augmenter<a href=\"#_ftn8\" name=\"_ftnref8\">[8]<\/a>. Enfin, le syst\u00e8me \u00ab\u00a0Big Sister\/Little Sister<a href=\"#_ftn9\" name=\"_ftnref9\">[9]<\/a>\u00a0\u00bb de la Western University offre du soutien aux femmes \u00e9tudiantes, qui sont souvent sous-repr\u00e9sent\u00e9es dans les programmes de g\u00e9nie.<\/p>\n<p><strong><u>Les initiatives de gestion des probl\u00e8mes d\u2019inconduite et de sant\u00e9 mentale <\/u><\/strong><\/p>\n<p>Nous avons \u00e9tudi\u00e9 les programmes de soutien de la sant\u00e9 mentale et de pr\u00e9vention des inconduites dans les autres acad\u00e9mies militaires et les universit\u00e9s civiles. Nous reconnaissons que les coll\u00e8ges militaires canadiens ont mis en place des programmes et des mesures pour soutenir la r\u00e9ussite de leurs \u00e9l\u00e8ves ainsi que leur sant\u00e9 mentale, y compris le programme Sentinelle, et R\u00e9silience Plus, qui b\u00e9n\u00e9ficie du soutien actif de l\u2019Association des ancien(ne)s des CMR.<\/p>\n<p>Les acad\u00e9mies militaires am\u00e9ricaines ont cr\u00e9\u00e9 des bureaux sp\u00e9ciaux pour la lutte contre le harc\u00e8lement et l\u2019inconduite. Par exemple, l\u2019USAFA<a href=\"#_ftn10\" name=\"_ftnref10\">[10]<\/a> dispose d\u2019un bureau pour l\u2019\u00e9galit\u00e9 des chances<a href=\"#_ftn11\" name=\"_ftnref11\">[11]<\/a>, l\u2019USNA<a href=\"#_ftn12\" name=\"_ftnref12\">[12]<\/a> a mis en place un bureau de pr\u00e9vention et d\u2019intervention en mati\u00e8re de violence sexuelle<a href=\"#_ftn13\" name=\"_ftnref13\">[13]<\/a> qui compte des experts parmi ses rangs, et l\u2019USMA<a href=\"#_ftn14\" name=\"_ftnref14\">[14]<\/a> a mis sur pied le programme ACT<a href=\"#_ftn15\" name=\"_ftnref15\">[15]<\/a>, dans le cadre duquel les \u00e9l\u00e8ves-officiers dirigent des discussions entre pairs sur la pr\u00e9vention. De plus, des efforts consid\u00e9rables sont consacr\u00e9s au soutien et au r\u00e9tablissement. La politique de l\u2019USMA en mati\u00e8re de retour \u00e0 la sant\u00e9<a href=\"#_ftn16\" name=\"_ftnref16\">[16]<\/a> soutient le r\u00e9tablissement des \u00e9l\u00e8ves-officiers apr\u00e8s une agression sexuelle en garantissant l\u2019acc\u00e8s aux services n\u00e9cessaires, tandis que l\u2019USNA offre le programme NeuroFlow<a href=\"#_ftn17\" name=\"_ftnref17\">[17]<\/a>, qui enseigne des techniques de r\u00e9silience \u00e0 4\u00a0500\u00a0aspirants de marine afin d\u2019am\u00e9liorer leur sant\u00e9 mentale.<\/p>\n<p>Les universit\u00e9s canadiennes comme McGill ont mis en place de vastes programmes de lutte contre la violence et le harc\u00e8lement sexuels et d\u2019\u00e9ducation sur le sujet<a href=\"#_ftn18\" name=\"_ftnref18\">[18]<\/a>. La formation obligatoire \u00ab\u00a0\u00c7a nous concerne toutes et tous\u00a0\u00bb est un programme de sensibilisation ayant pour but de cr\u00e9er une communaut\u00e9 exempte de violence sexuelle. Entre autres initiatives figurent une formation obligatoire \u00e0 l\u2019intention du corps professoral, des politiques strictes en mati\u00e8re d\u2019alcool et de drogues, la nomination d\u2019un m\u00e9diateur et \u00ab\u00a0WalkSafe\u00a0\u00bb, un syst\u00e8me d\u2019accompagnement par les pairs pour augmenter la s\u00e9curit\u00e9. L\u2019Universit\u00e9 McGill a aussi son Bureau d\u2019intervention, de pr\u00e9vention et d\u2019\u00e9ducation en mati\u00e8re de violence sexuelle, qui prend en charge les processus d\u2019enqu\u00eate et facilite les signalements. Celui-ci offre du soutien direct dans le cadre de th\u00e9rapies de groupe et de groupes de soutien aux personnes ayant v\u00e9cu un traumatisme, ainsi que diverses options de prise en charge personnelle et un service de planification des interventions de crise qui fournit des conseils sur la protection et les mesures de s\u00e9curit\u00e9 \u00e0 la suite d\u2019agressions. Visant \u00e0 lutter contre les inconduites et \u00e0 am\u00e9liorer la sant\u00e9 mentale, ce vaste \u00e9ventail de mesures garantit que les \u00e9l\u00e8ves-officiers et les \u00e9tudiants aient acc\u00e8s \u00e0 des programmes complets de pr\u00e9vention et de soutien.<\/p>\n<p><strong>Au nom de l\u2019\u00e9quipe du renouvellement des CMC<\/strong><\/p>\n<p><a href=\"mailto:rmcaa.account@rmcalumni.ca\">rmcaa.account@rmcalumni.ca<\/a><\/p>\n<p><a href=\"https:\/\/www.rmcalumni.ca\/wp-content\/uploads\/2024\/05\/Ce-que-nous-avons-appris-de-nos-allies-et-des-etablissements-denseignement-postsecondaire-canadiens.pdf\" target=\"_blank\" rel=\"noopener\">Version PDF<\/a><\/p>\n<hr \/>\n<p><a href=\"#_ftnref1\" name=\"_ftn1\">[1]<\/a> University of New South Wales, Canberra<\/p>\n<p><a href=\"#_ftnref2\" name=\"_ftn2\">[2]<\/a> https:\/\/bootcampmilitaryfitnessinstitute.com\/military-training\/armed-forces-of-the-united-kingdom\/british-army-phase-1-initial-military-training\/the-sandhurst-group-snco-instructor-cadre\/<\/p>\n<p><a href=\"#_ftnref3\" name=\"_ftn3\">[3]<\/a> US Air Force Academy<\/p>\n<p><a href=\"#_ftnref4\" name=\"_ftn4\">[4]<\/a> https:\/\/www.usafa.edu\/aoc-mp\/<\/p>\n<p><a href=\"#_ftnref5\" name=\"_ftn5\">[5]<\/a>\u00a0\u00a0 Voir, par exemple\u00a0: COMMANDANT OF MIDSHIPMEN INSTRUCTION 1601.12E (31\u00a0ao\u00fbt\u00a02021), USNA. [https:\/\/www.usna.edu\/Commandant\/Directives\/Instructions\/1000-1999\/COMDTMIDNINST-1601.12E-BRIGADE-STRIPER-ORGANIZATION-AND-SELECTION-PROCEDURES.pdf]<\/p>\n<p><a href=\"#_ftnref6\" name=\"_ftn6\">[6]<\/a> Examen externe complet et ind\u00e9pendant. La variation s\u2019explique par les diff\u00e9rences entre le CMR Kingston et le CMR Saint-Jean, ainsi que les diverses universit\u00e9s canadiennes.<\/p>\n<p><a href=\"#_ftnref7\" name=\"_ftn7\">[7]<\/a> https:\/\/www.queensu.ca\/admission\/access\/first-generation-supports<\/p>\n<p><a href=\"#_ftnref8\" name=\"_ftn8\">[8]<\/a> https:\/\/www.queensu.ca\/inclusive\/initiatives\/progress<\/p>\n<p><a href=\"#_ftnref9\" name=\"_ftn9\">[9]<\/a> https:\/\/www.eng.uwo.ca\/undergraduate\/women-in-engineering.html<\/p>\n<p><a href=\"#_ftnref10\" name=\"_ftn10\">[10]<\/a> US Air Force Academy<\/p>\n<p><a href=\"#_ftnref11\" name=\"_ftn11\">[11]<\/a>https:\/\/www.usafa.af.mil\/Portals\/21\/documents\/10ABW\/10ABW_EqualOpportunityOffice\/EqualOpportunityFlyer2018.pdf?ver=2018-04-04-102725-930<\/p>\n<p><a href=\"#_ftnref12\" name=\"_ftn12\">[12]<\/a> US Naval Academy<\/p>\n<p><a href=\"#_ftnref13\" name=\"_ftn13\">[13]<\/a> https:\/\/www.navymwrannapolis.com\/family-support\/fleet-and-family-support\/sexual-assault-prevention-responseprogram#:~:text=The%20Sexual%20Assault%20Prevention%20and,%2C%20respect%2C%20and%20trust%2C%20while<\/p>\n<p><a href=\"#_ftnref14\" name=\"_ftn14\">[14]<\/a> US Military Academy<\/p>\n<p><a href=\"#_ftnref15\" name=\"_ftn15\">[15]<\/a> https:\/\/www.westpoint.edu\/news\/press-releases\/west-point-remains-committed-creating-culture-of-trust#:~:text=Established%20the%20ACT%20(Addressing%20Sexual,student%20body%20of%204%2C400%20cadets.<\/p>\n<p><a href=\"#_ftnref16\" name=\"_ftn16\">[16]<\/a> https:\/\/www.westpoint.edu\/about\/academy-leadership\/superintendent\/sexual-harassment-assault-response-prevention<\/p>\n<p><a href=\"#_ftnref17\" name=\"_ftn17\">[17]<\/a> https:\/\/start.neuroflow.com\/usna<\/p>\n<p><a href=\"#_ftnref18\" name=\"_ftn18\">[18]<\/a> Site Web de l\u2019Universit\u00e9 McGill<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Summary As part of preparing to engage with the CMC Review Board, we conducted an extensive benchmarking study of military academies in the US, UK, and Australia, as well as Canadian civilian universities. This study identified best practices in program structure, instructor \/ cadet roles and selection processes, and strategies to enhance diversity, equity, and&hellip;<\/p>","protected":false},"author":1,"featured_media":34296,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[458],"tags":[],"class_list":["post-34388","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-responding-to-the-cmc-review-towards-renewal"],"_links":{"self":[{"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/posts\/34388","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/comments?post=34388"}],"version-history":[{"count":0,"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/posts\/34388\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/media\/34296"}],"wp:attachment":[{"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/media?parent=34388"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/categories?post=34388"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.rmcalumni.ca\/fr\/wp-json\/wp\/v2\/tags?post=34388"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}