– Military history
– Military pedagogy/military psychology
– Military economics
– Military leadership sciences
– Tactics
– Communications and air traffic control
– Electrical engineering/electronics
– Automatic controls
– Aerodynamics/flight mechanics
– Helicopter engineering (propulsion, equipment, navigation, armament, controls)
The helicopter pilots’ flight training took place in the first and second years of their studies in Helicopter Training Squadron 35 (HAG-35) at the Brandenburg-Briest airfield on Mi-2 helicopters. Mi-8 helicopters were used in the third and fourth years of the study. The civilian qualification was a degree in transportation engineering. After the final exam, they were promoted to lieutenant with the 3rd class pilot badge.
In March 1983, a staff of teaching officers began to set up the aviation training/helicopter forces section at Magdeburger Straße 52. The commander at this time was Colonel Heinrich Schäfer.
Officer training began in 1984. Basic military training took place before the theoretical training. The OHS (Officers’ College) for military pilots was founded on November 24, 1986. The aviation training section in Brandenburg/Havel was separated from the OHS Franz Mehring and placed under the new OHS in 1986.
Ensigns were also trained to become second helicopter pilots/operators in the training section and in HAG-35. The civilian qualification corresponded to the qualification level of a technician or economist (technical school qualification). The scheduled training should begin in the 1990/91 training year. A test phase had been running since 1987.
In 1990, the military leadership still assumed that the facility would continue to exist in the long term – albeit with changed and adapted training guidelines. However, with the election of the last GDR government in March, reunification became ever closer, so transition options were quickly worked out.
With the order issued in January 1990 to ensure the completion of studies for the beginners’ classes from 1986 to 1989, those officer trainees who wanted to later work as professional pilots in the military and civilian sectors were assured that they would continue and complete their studies as planned. Alternatively, the acquisition of a diploma without any flying training was also offered. Officer trainees born in 1988/89 who decided against flying training should be returned to active military service.
With effect from February 15, 1990, according to Order 6/90 of the Ministry of National Defense, the political organs of the universities were dissolved, and the resources released went directly to the newly formed public relations/social affairs organs. The released personnel should be transferred to other positions or supported in switching to a civilian profession.
The last graduates were farewelled on August 10, 1990.
On September 23, 1990, an inspection by Bundeswehr officers appeared in Brandenburg to prepare for the takeover of the NVA’s aviation forces, including on Magdeburger Straße. When the NVA was decommissioned in 1990, the aviation training/helicopter forces section was also dissolved.
In 1990, the Bundeswehr took over today’s university campus from the National People’s Army. After a short period of use by the Bundeswehr, the barracks property was handed over to the Federal Property Office in the spring of 1991 and in 1992 the cuirassier barracks was taken over by the newly founded technical college.
This process, called “conversion,” is also a symbolic act:
Instead of military conflict with other peoples, we now focus on education and understanding.
How do military pedagogy and psychology influence the adaptability of officers in rapidly changing combat environments?
Thematic Section 1: The Significance of Military Pedagogy and Psychology in Officer Training and Development
Guest 1: As an expert in military pedagogy and psychology, how do you assess the role of these disciplines in shaping the leadership and decision-making abilities of military officers?
Guest 2: In your opinion, how can military pedagogy and psychology contribute to the development of interpersonal skills essential for collaborative efforts in modern warfare scenarios?
Thematic Section 2: Transitioning from Military to Civilian Education
Guest 1: Can you discuss the challenges and opportunities associated with the transition from a military-focused education to a broader, civilian-oriented curriculum?
Guest 2: As someone who has experience in both military and civilian education systems, what advice would you give to institutions seeking to develop effective training programs for military personnel?
Thematic Section 3: The Value of Military Leadership Sciences in Post-Cold War Contexts
Guest 1: In light of the end of the Cold War and the changing nature of global conflicts, what role do you see for military leadership sciences in training future leaders?
Guest 2: How can the study of military leadership be applied to non-military contexts, like business or politics?
Thematic Section 4: Preserving Military Knowledge and Resources
Guest 1: As someone involved in the transition of military resources and infrastructure to civilian use, what strategies do you recommend for preserving unique military expertise and adapting it to new contexts?
Guest 2: In your opinion, what are the ethical considerations involved in repurposing former military facilities for civilian use, particularly in education?
Thematic Section 5: The Intersection of Science and Military Technology
Guest 1: How do you think the fields of electrical engineering, electronics, automatic controls, aerodynamics, and helicopter engineering contributed to the effectiveness of the military during the Cold War era?
Guest 2: In what ways can advancements in these technical fields be leveraged to promote peace and stability in today’s world?
