Basic Factors in the Subjective Factors of the Teaching Staff of Lao People's Army Academies

The concept of “objective conditions”. Objective conditions are a category used to refer to aspects and factors that exist independently of the subject and regularly affect the subject’s activities. The factors that make up objective conditions are very rich and diverse. They include aspects, factors, and material structures that exist in a form readily available in nature: natural geographical conditions, living environment, social production methods, etc. These are material factors. In addition, objective conditions also include social relations, ideologies, customs, practices, laws, rules, regulations, disciplines, cultural level, scientific level, etc. These factors exist independently of the subject, not depending on the subject’s will. Objective conditions act as a premise for the subject’s activities.

In the most general sense, it can be conceived that: objective conditions are the sum of aspects and elements that exist independently of the subject, regularly affecting the subject's activities in certain historical conditions. Objective conditions , first of all, are material conditions that create real circumstances, are independent of the subject and determine the activities of that subject. Along with material conditions, objective conditions also include elements in the field of consciousness and ideology when they exist objectively, independently of a specific subject and play a decisive role in the subject's activities.

Although men create history, they do so not in circumstances of their own choosing, but in certain circumstances that have been formed and exist independently of their consciousness. Objective circumstances, trends of the times, laws, relationships between the subject and other forces, etc. are important factors of objective conditions. “All circumstances that do not depend on the will and consciousness of the acting subject, in which men make their history, belong to objective conditions”[34, p.28].

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Objective conditions are also understood as material, economic and social conditions. Belonging to objective conditions are also material conditions.

of human action. In other words, material conditions that exist independently of the subject's consciousness constitute the main things in objective conditions.

The objective conditions of officer training at the People's Army Academies are not only a part of the general objective conditions, but also have their own specific characteristics. These are real circumstances beyond the consciousness and will of the teaching staff. They always affect and determine the activities of the teaching staff in their teaching process. They are both favorable conditions for promoting the subjective factors of the teaching staff and obstacles that hinder the promotion of their subjective factors. The objective conditions of officer training are very rich and diverse, constantly moving and developing, affecting the subjective factors of the teaching staff. Those objective conditions include natural conditions, areas, regions, and localities where the People's Army Academies are stationed, economic - cultural - social development conditions, Party guidelines and policies, State laws, military discipline, regulations of the Academies, material conditions for officer training, conditions of objectives, requirements, content, training programs, conditions of quantity and quality of the teaching staff and students of courses, classes and majors, etc. They have both their own characteristics and common attributes of the country, region and the world. The objective conditions of officer training not only become factors that influence and determine the subjective factors of the teaching staff but also become objects of perception, reform and application in the activities of the teaching staff.

2.1.2. Basic factors in the subjective factors of the teaching staff of the Lao People's Army Academies

The People's Army Academy includes: Kommadam Army Academy. This academy has the task of training officers commanding combined arms; political officers; officers of other specialized arms such as:

Tank and armor officers; artillery officers; engineering officers... The Logistics Academy is responsible for training logistics officers in various specialties. The Military Technical Academy is responsible for training military technical officers in various specialties. The above-mentioned academies are currently training officers for agencies and units under the People's Army with university degrees. After graduating, they can be assigned to command at the squad level. In the near future, the Ministry of National Defense will establish the Military Political Academy and the Military Medical Academy. The People's Army Academies are responsible for training high-quality officers for agencies and units under the People's Army.

In the sociological survey, the teaching staff at the National Defense Academy includes: 174 comrades, of which 149 comrades have bachelor's degrees, 24 comrades have master's degrees, and 1 comrade has doctorate degrees. Among them, there is a long teaching experience. According to the survey, 55.92% of the teaching staff have teaching experience from 1-10 years, 23.71% of the teaching staff have teaching experience from 11-20 years, 20.32% of the teaching staff have teaching experience from 21 years or more. Compared to before, the proportion of teaching staff with bachelor's and master's degrees is increasing, the proportion of teaching staff trained and coached abroad accounts for a large percentage.

Since taking on the task of training officers, the teaching staff at the People's Army Academies has been both lacking in quantity and limited in quality. The knowledge level of the teaching staff is basically college and military bachelor's degree, most of them have not been trained at master's, doctoral and higher levels, have not attended pedagogical classes, so there are still many shortcomings in terms of expertise and profession.

Nowadays, because the Party and the State, directly the Party Committee, the Board of Directors, departments, institutes, and faculties, lecturers always correctly perceive the position, role, and significance of promoting the subjective factors of the teaching staff, the teaching staff is always interested in training and building both in quantity and quality, considering this as the key step to improve the quality of officer training at the People's Army Academies. We want to train a high-quality team of officers, first of all

We must train a team of high-quality lecturers to ensure this. To do so, we must regularly have specific policies and measures, have reasonable mechanisms and policies, and seriously organize the implementation of training, fostering, building, and managing the teaching staff. In which, the training and building of the teaching staff always has a reasonable plan in selecting and arranging the teaching staff for long-term and short-term training, completion, training, accumulation of credits, intensive training, and practical training in units, especially sending them to study for master's and doctoral degrees abroad to improve their knowledge. In recent years, the teaching staff has always been assured, excited, and actively studying to improve their knowledge, especially knowledge of expertise and profession. With the positivity and efforts, the knowledge level of the majority of lecturers has increasingly developed and improved, many lecturers have mastered knowledge and applied it well in their teaching work.

In general, compared to the training requirements in the new period, the People's Army Academies still lack many lecturers with doctoral degrees and higher. Therefore, improving the knowledge level of the lecturers is both an urgent goal and requirement as well as a basis and criterion for promoting the subjective factor of the lecturers in officer training in the People's Army Academies in the new period. The quality of officer training in the People's Army Academies can only be achieved when the subjective factor of the lecturers is promoted. However, the subjective factor of the lecturers can only be promoted to a certain extent if they are not thoroughly trained, do not have favorable conditions and opportunities, and do not have enough qualities and abilities. The subjective factor of the lecturers can be promoted when their knowledge level is improved. The key issue that determines the quality of officer training at the People's Army Academies is to train a team of good, excellent, exemplary lecturers who are worthy of being revolutionary teachers. Therefore, it is necessary to build a team of lecturers that is on par with practical requirements.

To solve the pressing problems, the People's Army Academies regularly send lecturers for training, fostering, improving, training, visiting, and going on field trips to improve their knowledge and experience in foreign countries such as Vietnam, Russia, China, etc. Although the knowledge level of the teaching staff at the People's Army Academies has not yet developed by leaps and bounds, and has not yet met the goals and requirements of military university training in the new revolutionary period. However, in general, there is still a gradual development and can meet a certain need in officer training. This is the potential, the foundation for a new, higher development step of promoting the subjective factor of the teaching staff in officer training at the current People's Army Academies. This potential will be mobilized by the teaching staff for use in their pedagogical practice when there are favorable conditions and opportunities.

The teaching staff at the People's Army Academies have both the common qualities of a lecturer and the specific characteristics of a lecturer at the People's Army Academies. Most of them are basically trained, have qualifications, expertise, qualities and abilities, and good health in accordance with the current standards of lecturers at the People's Army Academies. This teaching staff is basically people who have grown up and developed from military schools, so they are both people who have the opportunity to study and develop their thinking, research, and approach science, and are also people who directly impart scientific knowledge, experience, personality, qualities, and ethics to the next generation. Along with the teaching staff trained at the People's Army Academies, there are also lecturers trained abroad and at non-military universities. With a fairly rich training source, promoting the subjective factor of the teaching staff in officer training has many advantages, but it is also inevitable that there are difficulties and shortcomings. That shows the diversity of subjective factors of the teaching staff at the People's Army Academies.

The teaching staff comes from different regions and localities of different ethnicities across the country, so they are different in terms of class,

customs, habits, culture, educational level, ideology, style, lifestyle, thinking and action. They are a mixture of experienced lecturers and new lecturers, and are not equal in military and political knowledge, teaching experience and practical capacity. That characteristic contributes to the subjective factor characteristics of the teaching staff of the People's Army Academies.

It can be understood that the subjective factor of the teaching staff of the People's Army Academies is all aspects, elements, and attributes of the teaching staff (knowledge, moral qualities, emotions, will, capacity, etc.) mobilized in the process of training officers of the People's Army Academies to train a team of highly qualified officers, meeting the requirements of building a strong national defense and security force with high combat capability, which is the key force in protecting the Fatherland.

Accordingly, the basic elements of the subjective factors of the teaching staff of the National Defense Academy include:

First, the knowledge of the teaching staff.

Knowledge is the basic element of the subjective factor of the teaching staff at the National Defense Academy. It is the understanding of this team about nature, society and themselves, specifically the necessary knowledge about the specialties they are in charge of. Knowledge is the result of the dialectical relationship between the cognitive subject and the cognitive object. Talking about knowledge is talking about the special role of the human brain, especially the lecturer; is the direct basis for the formation of worldview; is the basic factor of consciousness, promoting the positivity and self-awareness within the subject's consciousness. At the same time, it is the basis, tool, and condition for the subject to apply to the perception and reform of the object (which is directly the team of students) and the subject himself.

The knowledge of the teaching staff at the National Defense Academy is the understanding and information they acquire during the process of studying, researching and teaching.

and participate in social practical activities; at the same time, it is the professional knowledge that they impart to the team of students at the People's Army Academies. The knowledge of the teaching staff is the result of the dialectical relationship between them as the subject of officer training with all training objects at the People's Army Academies, especially the team of students, goals, requirements, training programs, pedagogical environment, guaranteed material conditions... On the basis of existing knowledge, it will be the basis and conditions for the teaching staff to create and impart new knowledge to the team of students. The knowledge of the teaching staff at the People's Army Academies can be classified according to many different levels, qualifications, scopes and general fields. If we consider the scope of coverage, there is knowledge about nature, society and people. If we consider the level, there is emotional knowledge and rational knowledge; experiential knowledge and theoretical knowledge. However, based on the characteristics of the activities of the teaching staff at the National Defense Academy, knowledge can be divided into the following basic types: Natural science knowledge; social science and humanities knowledge; military social science and humanities knowledge, military specialized knowledge, military practical experience knowledge, etc.

The teaching staff at the People's Army Academies are equipped with scientific knowledge from the time they study and research in the Military, National and International education systems. In turn, it is the basis for the teaching staff to impart the scientific knowledge system, train skills, techniques, build qualities, personalities, and military operational capacity for the students, meeting the training goals and requirements of the People's Army Academies. Those scientific knowledges have a dialectical and unified relationship with each other, but have different positions and roles, creating their comprehensive knowledge. The mutual impact of that knowledge system creates the ability, cognitive level and practical pedagogical capacity of the teaching staff. All scientific knowledge is important and necessary for the teaching staff in officer training. It has a decisive meaning for the success or failure of the officer training task at the People's Army Academies, for

Therefore, no type of knowledge should be underestimated. Because it guides the political orientation, motivation, attitude, responsibility and regulates the qualifications, abilities and teaching methods of the teaching staff. V. Lenin wrote: "One can only become a communist when one knows how to enrich one's mind with the understanding of all the treasures of knowledge that mankind has created" [101, p.362].

Second, the teaching capacity of the teaching staff

Pedagogical capacity is a fundamental and characteristic factor that constitutes the subjective factor of the teaching staff, a synthesis of psychological and physiological attributes that are suitable for the teaching staff's ability to perceive, reform, and transform training objects, meet training goals and requirements, and the ability to convey content and apply active teaching methods and means. The teaching staff's pedagogical capacity is a measure of their work efficiency. It is the combination and unity of the material and conscious factors of the teaching staff that impact the training objects and subjects in order to transform the training objects and subjects according to their needs. The teaching staff cannot, by their pure consciousness, transform students according to training goals and requirements. The important issue is their pedagogical capacity (physical activities) that can transform students according to training goals and requirements. Pedagogical capacity indicates the ability and quality of imparting knowledge, experience, techniques and skills of each lecturer. The professional work efficiency of each lecturer reflects the ability, role, characteristics and most basic nature of each lecturer in relation to the training object. C. Marx wrote: "The question of finding out whether human thinking can reach objective truth is not a theoretical problem but a practical problem" [10, pp.9-10]. In pedagogical practice, the lecturer uses a synthesis of his subjective factors in accordance with objective conditions. Only through pedagogical practice can the subjective factors of the lecturer fully develop their potential factors.

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