1

CAPACITY ENHANCEMENT OF CIPS

TO
IMPROVE ITS INTERNATIONAL STATURE
BY
BRIGADIER JAMAL ABDUL SAMAD (RETIRED)

Introduction
1. Pakistan, guided by the vision of its founder, Quaid-e-Azam Muhammad Ali
Jinnah1, has a long and credible history of contributing to all spheres of UN
peacekeeping across the globe. Since 1960, when she deployed her first military
contingent to the United Nations Operations in Congo2 (Opération des Nations Unies
au Congo - ONUC), Pakistan has been deploying excellent leadership and
capabilities to various peacekeeping missions. Pakistan’s contributions helped these
missions significantly to achieve the objectives of their mandates. Pakistani
peacekeepers have consistently earned recognition and admiration from the UN and
the world leadership for their professionalism, devotion to the cause of peace, spirit
of sacrifice and conduct par excellence. This can be rightly attributed to their
objective and realistic training for the job, reinforced with the strong culture of
professionalism and discipline of the Pakistan’s armed forces.
2. With the pre-deployment training (PDT) of the uniformed personnel deploying
to UN operations becoming a national responsibility3, Pakistan decided to establish a
dedicated institution for this purpose. In order to maintain its tradition of deploying
peacekeepers with requisite knowledge, skills and attitudes, Pakistan established the
Centre for International Peace and Stability (CIPS) on 1st March 2013. CIPS aims to
undertake research, education and training in inter-state relations, peace operations
and conflict resolution, in consonance with UN Charter, international treaties and
conventions4. CIPS, led by senior faculty members possessing rich teaching and
peacekeeping experience, made its mark very quickly. UN Integrated Training
Service (ITS) accredited three of the CIPS’ PDT courses5 within four years of its
establishment. UN ITS granted recognition to the first course in November 2014, i.e.
within only one and half years of CIPS’ establishment. Besides imparting training to

1 Guiding Principles of Pakistan’s Foreign Policy - http://www.mofa.gov.pk/

2 https://peacekeeping.un.org/en/mission/past/onucF.html
3 General Assembly Resolution https://undocs.org/en/A/RES/49/37
4 http://www.nust.edu.pk/INSTITUTIONS/Schools/NIPCONS/nipcons-

institutions/CIPS/About%20Us/Pages/Mission.aspx
5 UN Military Observers Course, UN Staff Officers Course and UN Protection of Civilians Course
 2

the Pakistani peacekeepers, CIPS also invites peacekeepers from overseas to

participate in the UN ITS recognised courses. As of 30 September 2019, 201 foreign
peacekeepers completed PDT in 23 courses organised at CIPS in last six years.
Given Pakistan’s eminent standing among the nations as a regular contributor of
highly trained and efficient leadership and troops to the UN peace operations, the
number of foreign peacekeepers attending courses at CIPS looks rather modest.
Similarly, CIPS has never hosted any regional or international conference or seminar
on behalf of the associations that it is a member of, i.e. Association of International
Peace Training Centres6 (IAPTC) and Association of Asia-Pacific Peace Operations
Training Centres (AAPTC)7. Besides, UN ITS has never selected CIPS as a venue to
organise its training sessions and courses. That bespeaks of CIPS’ inadequate
visibility as a coveted peace training institute at international level.
Aim
3. This treatise aims to carry out an analytical study of CIPS’ existing capacity to
identify deficiencies therein which limit attainment of its objective of gaining
international stature as a coveted peace training institution and proffer a roadmap to
that end.
Progression
4. In consonance with its aim, this paper will analyse the factors that impinge
upon CIPS’ projection at international level. These include organisational structure,
academic environment, outreach approach and perceptions about Pakistan’s
security situation. That will help to identify inadequacies in CIPS’ capacity to fulfil its
aspiration to be counted among the world’s top peace training institutions.
5. Based upon the analysis of the aforementioned facets, a summary of CIPS’
inadequacies will be concluded, followed by suggested roadmap to achieve the
objective of improving its international stature. For the purpose of the
aforementioned analysis, CIPS will be compared with some of the reputable peace
training institutes.
Organisational Structure – CIPS in Comparison with Some of the Leading
Peace Training Centres
6. Organisational structure of an institution must be capable of achieving the
institution’s vision, mission and objectives. CIPS was established with a vision, “To

6 https://iaptc.org/previous-conference
7 http://aaptc.asia/index.php/about-us/aaptc-brief
 3

develop as a centre of excellence in international peace and stability with focus on

peacekeeping, peace-building and conflict resolution within the existing international
and regional milieu”.8 CIPS’ mission is to “Undertake research, education and
training in inter-state relations, peace operations and conflict resolution in
consonance with UN Charter, international treaties and conventions”9. Both, the
vision as well as the mission, are expressly ambitious statements, requiring
elaborate and apposite academic, research and administrative infrastructure for their
fulfilment. A glance at CIPS’ current organisation (organogram given below)
indicates a serious mismatch between its maximal capacity and scope of the CIPS’
vision and mission statements.

CIPS (Dean)

Steno (PA)

Department of Department of
Research and
Peace and Peacekeeping
Analysis Cell
Conflict Studies Training (HOD)

Senior Research
Faculty (5) Faculty (2)
Fellow (1)

Training & Liaison Research

Library
Team (MO Dte) Assistant

7. A brief comparison of CIPS’ organisation with the organisational structures of

some of the reputable peace training institutions amplifies the foregoing conclusion
about incompatibility of its organisation vis-à-vis its vision and mission. For this
purpose, we shall study three models. The first of these, i.e. Kofi Annan
International Peace Training Centre (KAIPTC), is a hybrid institution like CIPS,
organising academic programmes (masters and PhD) and delivering training to
peacekeepers in diverse subjects of peace operations. The latter two, i.e.
Bangladesh Institute of Peace Support Operation Training (BIPSOT) and Malaysian
Peacekeeping Centre (MPC) deal solely in delivering peace operations training.

8 http://www.nust.edu.pk/INSTITUTIONS/Schools/NIPCONS/nipcons-
institutions/CIPS/About%20Us/Pages/Vision.aspx

9 http://www.nust.edu.pk/INSTITUTIONS/Schools/NIPCONS/nipcons-
institutions/CIPS/About%20Us/Pages/Mission.aspx
 4

8. Kofi Annan International Peace Training Centre (KAIPTC)

a. Vision10. KAIPTC seeks to become the leading and preferred
international Centre for training, education and research that are
focused on ensuring a peaceful and secure Africa.
b. Mission11. KAIPTC provides globally recognised capacity for all
actors on African peace and security through training, education,
research, and policy dialogues to foster peace and stability in Africa.
c. Organogram12. At next page.
d. Comparison with CIPS
(1) Leadership. KAIPTC has all the relevant bigwigs on its
Governing Board13, including Inspector General of Ghanaian
Police and UN Resident Coordinator, as well as ambassadors
from the development partners (non-members). That helps
KAIPTC to: project an inclusive image and international
character of the institution; attract national and international
participants from police department to their academic and peace
training programmes; and obtain training support from the police
department and UN agencies and programmes in the country.
In case of CIPS, membership of NUST Board of Governors is
restricted only to the high-ranking civilian and military
functionaries. That deprives CIPS from accruing the benefits
mentioned earlier.

10 https://www.kaiptc.org/about-us/vision-mission/
11 ibid
12 https://www.kaiptc.org/about-us/organogram/
13 https://www.kaiptc.org/about-us/governing-board/
 5

(2) Training Department14. As compared to four faculty members

at CIPS (including Head of Department and Senior Research
Fellow), KAIPTC has eighteen (18) Course Directors and
Assistant Course Directors. They include military and police
officers of the rank of Colonel and Senior Superintendent, as
well as civilian faculty members. KAIPTC organises 34 training
courses15 in three thematic areas: Peace Support Operations;
Conflict Management; and Peace and Security Studies 16. CIPS
runs twenty (20) courses on an average every year. Thus,
comparative ratio of course sponsorship versus faculty of
KIAPTC and CIPS is 1:1.8 :: 1:5, respectively. Besides fulfilling
their academic responsibilities, two of the faculty members of
CIPS also have to perform additional tasks of the Head of
Department and Senior Research Fellow. These tasks
consume much of their time that they otherwise should be giving
to their academic responsibilities.

14 https://www.kaiptc.org/staff/training-department/
15 https://www.kaiptc.org/wp-content/uploads/2017/05/Training-course-brochure.pdf
16 https://www.kaiptc.org/training/all-training-courses/
 6

(3) Training, Evaluation and Development (TED) Unit. TED

unit17 within the Training Department designs, develops, delivers
and reviews all training courses to ensure currency and
relevance of the course contents. It ensures a high calibre of
facilitators or resource persons. The dedicated TED unit runs
close evaluation loops on course level. The KAIPTC TED
TRACKER operates to maintain high relevance of course
contents by ensuring that integration of students’ feedback into
courses’ designs. The rolling feedbacks include best practices
exchange on the KAIPTC alumni platform. The TED unit
manages eLearning projects. It supports students and trainers
with an integrated learning management system (LMS). The unit
provides related database management for the design of new
courses. There is no corresponding component in CIPS’s
organisation.
(4) Information, Communication and Technology (ICT) Unit18.
KAIPTC has a dedicated, appropriately staffed and adequately
equipped ICT unit. This unit enables the Centre to use ICT as
an effective tool to optimise productivity. The unit manages the
entire ICT network and provides technical support to its
administration, ensuring provision of relevant state-of-the-art
services that guarantee efficiency to its clients. CIPS has only
one ICT engineer loaned to it from the NUST ICT Office, who
only manages the routine functioning of the ICT equipment.
(5) ELearning19. KAIPTC uses technology as an integral part
of training and education. This platform provides the prospective
candidates, who aspire to attend courses at the Centre, with
eLearning courses in Peace Support Operations category.
These online courses provide the participants a fundamental
understanding of the relevant training course, before
participating in the full course on-site at KAIPTC. Enhancing

17 https://www.kaiptc.org/training/training-evaluation-development/
18 https://www.kaiptc.org/staff/administration/#ict
19 https://www.kaiptc.org/training/e-learning/
 7

learning, teaching and assessment through eLearning is one

key way for the Centre to achieve its strategic vision and
mission of developing and delivering internationally recognized
professional training courses to build capacities of relevant
personnel working in multidimensional peace support
operations. CIPS does not offer any online courses.
(6) Dedicated Website20. KAIPTC has a dedicated, well-
designed, attractive and easy to access website that provides all
the essential information and training materials to those
interested in peace operations training and/or academic pursuits
at the centre. The website is regularly maintained and kept
updated by posting the recently conclude, ongoing and
upcoming events and related information/material. The
prospective participants have the option to enrol themselves
online in the courses of their choice. Contrarily, CIPS webpage
is hidden underneath at least three layers on the NUST website.
It is neither eye-catching nor does it contain adequate
information and material about the centre and the courses and
academic programmes offered by the centre.
(7) Library21. The KAIPTC has the latest and fully automated
academic library. This is a unique and excellent facility for
research, study and training in conflict prevention, management
and resolution, as well as peace support operations and other
related disciplines. The library has its own webpage, which
provides off-campus access and serves as the gateway to the
resources of KAIPTC Library, serving faculty, participants,
students, staff and the community. CIPS’ library neither offers
adequate relevant books and materials to the courses’ participants
nor off-campus access.
(8) Partnership22. While CIPS is a formal member of only two
organisations (IAPTC and AAPTC), KAIPTC has formal
partnership arrangements with twenty (20) regional and

20 https://www.kaiptc.org/
21 https://www.kaiptc.org/academic-programmes/library/
22 https://www.kaiptc.org/about-us/partners/
 8

international organisations. KAIPTC’s partners include: regional

and international organisations engaged in humanitarian,
developmental and peace support operations; research
organisations; academia; and peace training institutes. KIAPTC
thus avails multitudinous opportunities of international projection
as compared to CIPS.
(9) On Campus Accommodation. KAIPTC has 70 rooms23 to
host the courses participants on the campus. NUST has only
ten (10) rooms available to accommodate the participants of the
CIPS course. Foreign participants of CIPS courses have to
often share rooms with others, which causes them discomfort
and inconvenience, especially in terms of their compromised
privacy.
9. Bangladesh Institute of Peace Support Operation Training (BIPSOT)
a. Vision24. To promote global peace and security as an international
Centre of Excellence.
b. Mission25. To impart specialized multifaceted training to national and
multinational military, police and civilian participants on peace
operations in accordance with current international standards through
research, education and professional programmes.

23 https://www.kaiptc.org/facility/accomodation/
24 https://www.bipsot.net/index.php?option=com_content&view=article&id=51&Itemid=190
25 ibid
 9

c. Organogram26

Headquarters

Training Support Administration

Training Wing
Wing Wing

Instructional Technical
Academic Group
Group Training Support

Contingent IT & Language

Division Laboratory

UNMO Division

d. Comparison with CIPS

(1) Faculty. BIPSOT has twenty faculty members27, including
the Commandant. Their ranks range from Major to Major
General or equivalent. The faculty members, drawn from all
three services of the Bangladesh armed forces, possess hands-
on experience of UN peace operations. This team of 20
organises 20 courses28 every year, most of which are short
duration courses of two to three days each. Thus, comparative
ratio of course sponsorship versus faculty of BIPSOT and CIPS
is 1:1 :: 1:5, respectively.
(2) Training Facilities29. BIPSOT has a Command & Staff
Simulation Room (CSSR) and a modern Language Lab. It has
both left and right-hand driving simulators to train the
peacekeepers on driving before they are deployed to the
missions. All classrooms are computerized. To keep in touch
with the Bangladeshi contingents deployed in UN peace
missions, and to obtain latest information about the missions’
environments and challenges, BIPSOT has high speed Internet.
26 https://www.bipsot.net/index.php?option=com_content&view=article&id=51&Itemid=190
27 https://www.bipsot.net/index.php?option=com_content&view=article&id=54&Itemid=194
28 https://www.bipsot.net/index.php?option=com_content&view=article&id=56&Itemid=197
29 https://www.bipsot.net/index.php?option=com_content&view=article&id=27&Itemid=189
 10

It has very well organized and highly equipped syndicate

discussion rooms, a growing library and an auditorium with 300
men capacity.
(3) Training Support30. Besides using the facilities available
within Rajendrapur Cantonment, BIPSOT has its own training
area spread over 50 acres of land for conducting field training.
An infantry battalion is affiliated and co-located with BIPSOT,
which provides requisite training support like conducting
demonstrations, exercises and necessary administrative
assistance.
(4) Dedicated Website31. BIPSOT has its own website
containing relevant information and material. The website offers
online registration to the prospective candidates for various
courses.
(5) ELearning32. BIPSOT, in collaboration with Peace Operations
Training Institute (POTI), provides eLearning platform to the
desirous peacekeepers. All the gratis and some of the paid for
courses offered by the POTI are available to the participants
registering through BIPSOT.
(6) Outreach Activities33. BIPSOT regularly organises courses,
seminars, workshops, exercises and other training activities in
collaboration with its regional and global partners. BIPSOT’s
partners include various UN entities and foreign peace training
centres, as well as IAPTC and AAPTC. UN ITS frequently
organises its courses at BIPSOT. BIPSOT has twice hosted
IAPTC’s annual conferences.
(7) On Campus Accommodation34. BIPSOT has an
officers' mess with 60 rooms and an NCOs' dormitory with a
capacity to house 130 persons.

30 ibid
31 https://www.bipsot.net/
32 ibid
33 ibid
34 https://www.bipsot.net/index.php?option=com_content&view=article&id=27&Itemid=189
 11

10. Malaysian Peacekeeping Centre (MPC)

a. Mission35. To train and provide Armed Forces officers, Royal
Malaysian Police and NGOs with appropriate knowledge on
peacekeeping prior to their assignment with United Nations.
b. Organogram36

Headquarters

Research &
Training Management
Development
Division Division
Division

Academic Curriculum
Admin Branch
Branch Branch

Evaluation
SME Branch Logistic Branch
Branch

Publication Transport
FIT Branch
Branch Branch

Training
ICT Cell
Support Cell

Religious Cell

Resource Centre

c. Comparison with CIPS

(1) Faculty. MPC has an appropriately staffed Training
Division, comprising Academic Branch, Subject Matter Experts
Branch, Force Integration Training Branch and a Training
Support Cell. The faculty members come from all services of
the Malaysian armed forces. The faculty organises on an
average seventeen (17) courses37 and seminars per year, some
of which are of less than one week in duration.

35 http://www.mafhq.mil.my/mpc/index.php/en/2012-10-30-06-04-09/2014-01-20-03-36-01
36 http://www.mafhq.mil.my/mpc/index.php/en/2012-10-30-06-04-09/2012-10-30-06-09-40
37 http://www.mafhq.mil.my/mpc/index.php/en/2012-10-30-06-10-39/courses-and-seminar-2015
 12

(2) Training Support. MPC has a dedicated Training Support

Cell38 that coordinates provision of requisite support to the
training activities.
(3) Research and Development. This Division39 comprises
Curriculum Branch, Evaluation Branch and Publication Branch.
While MPC has separate staff dealing with these aspects, CIPS
has assigned these responsibilities to the lean faculty.
(4) Information and Communication Technology. MPC has
an ICT Cell40 that provides ICT support to all activities of the
Centre.
(5) Dedicated Website. MPC’s website41 provides essential
information to the courses’ participants. It also contains links to
the three services of the Malaysian armed forces and training
institutions.
(6) Training Facilities. MPC provides a host of modern day
facilities42 to the courses’ participants. These include a well-
stocked library, driving simulator, computer lab, classrooms and
a conference room.
(7) ELearning. Peace Operations Training Institute (POTI)43
provides eLearning platform to the faculty and students of PMC.
POTI offers 29 courses free of cost. This programme is also
available to all military, police, and gendarmerie of Malaysia.
(8) Amenities44. MPC has a Participant Accommodation Block that
houses the participant on single occupancy basis. Swimming
pool, gymnasium and sports grounds cater to the participants’
sports and physical fitness needs. There is banquet hall to
serve meals and refreshments to the participants.

38 http://www.mafhq.mil.my/mpc/index.php/en/2012-10-30-06-04-09/2012-10-30-06-09-40
39 ibid
40 ibid
41 http://www.mafhq.mil.my/mpc/index.php/en/
42 http://www.mafhq.mil.my/mpc/index.php/en/2012-10-30-06-04-09/2012-10-30-06-11-01
43 https://www.peaceopstraining.org/programs/ntcelp/asia-pacific/elpap/?fbclid=IwAR3-

b3kydiAfL0e8_jfExpOo4mhdo5B9ET_GyxWTgxSxibRRWRJuUAyeJQU
44 ibid
 13

(9) Outreach Activities45. MPC has received and trained 612

international participants from 52 countries. It collaborates with
Canadian Forces Peace Support Operations Training Centre
(PSOTC) and Swedish International Centre (SWEDINT), who
offer specialist courses to Malaysian participants and exchange
instructors with MPC. In collaboration with Global Peace
Operations Initiative (GPOI) and United States Pacific
Command (USPACOM), MPC received recognition as Full
Training Capability (FTC) from the USA. MPC and UNDP are
collaborating in developing and organising various course. The
latter also funds these courses. MPC is a regular host to the ITS
organised international courses. In 2012, MPC hosted the
annual conference of the Association of Asia-Pacific Peace
Operations Training Centres (AAPTC)46.

Academic Environment at CIPS

11. Conventional Teaching Methodology. CIPS uses conventional teaching
method, i.e. the traditional way of teaching wherein most of the time lecture method
is used. This method of teaching is textbook centred, teacher dominant and exam-
oriented. The emphasis is mainly on rote learning and memorisation. Conventional
method, despite the adoption of progressive education practices worldwide, still
might have some relevance in pedagogy. It, however, certainly does not fulfil the
adults’ learning needs. All the participants of the CIPS’s courses are educated and
experienced adults. Since the conventional method does not incorporate the
principles of andragogy47 in design and delivery of the lessons, it elicit very less
interest in the courses’ contents. The participants, therefore, often do not reliably
demonstrate the desired learning outcomes at the end of their courses, especially
when it comes to applying their learnings to the practical situations. The
questionnaires are peculiarly designed to evaluate the participants’ ability to
memorise rather than determining their comprehension of the subject matter and its
pragmatic application to the practical problems. The results of the end-course
exams, therefore, do not reflect the true level of comprehension achieved by the
participants. Most of the participants play diplomatic while giving formal feedback
and express satisfaction with the teaching methods. While interacting informally with

45 ibid
46 https://www.aaptc.asia/index.php/about-us/aaptc-brief
47 https://web.archive.org/web/20140217103828/http://www.literacy.ca/professionals/professional-

development-2/principles-of-adult-learning/
 14

the faculty, they, however, do tell candidly that the courses’ contents need to be
more practical oriented to make them interesting and derive optimal learning value.
While various reasons, including the time constraint, can be cited to justify adoption
of the conventional approach, adoption of a pragmatic mix of andragogical and
heutagogical approaches will definitely make the learning more interesting and
beneficial for the participants.
12. Bland Practical Training. Owing to absence of dedicated training resources
and suitable training area, practical training organised for various courses remains
much short of being realistic. For example, in order to impart realistic practical
training to the Military Experts on Mission (MEoM), CIPS would need: driving
simulator for left-hand drive jeep; left-hand drive 4x4 jeeps; VHF radios installed in
the jeeps; VHF hand-held radios; VHF base station; GPS; binoculars; digital camera;
night vision/observation devices; first aid kits; engineer stores to depict mined
areas/explosive remnants of war (ERW); and demonstration troops (infantry,
engineers, medical). Similarly, some of these and some other resources would be
required to organise realistic practical training to the participants of other courses.
13. Nomination of the National Participants to Irrelevant Courses. CIPS
often receives the national participants to those courses that have no relevance to
their designated peacekeeping roles. One sees the designated staff officers
attending the MEoM course and vice versa. It can only be a guess as to how good
the participants trained in irrelevant skill sets would perform when deployed to the
peacekeeping missions.
CIPS’ Outreach Approach
14. Absence of a Formally Structured Outreach Policy. There is no
formal policy to guide CIPS’ outreach efforts. It all depends on the personalities and
vein of the CIPS’ management and their military liaisons as to: how and when do
they make these efforts; whom do they target; what methodology do they adopt; and
how consistently do they follow up to achieve the results. Foreign military diplomats
stationed in Islamabad often enquire after the CIPS about the schedule of courses,
since they do not receive it through General Headquarters or Joint Staff
Headquarters. Similarly, most of the Pakistan’s military diplomats abroad either
seem to be unaware of the existence of CIPS or uninterested in advertising it in the
countries of their assignment. This is evident from the fact that CIPS traditionally
receive participants from only a few selected countries.
 15

15. Introvert Approach. CIPS, like all other Pakistani institutions, follows an
approach characterised more by introversion. Although a member of IAPTC and
AAPTC, it does not directly communicate with them. Similarly, it has no direct
communication with its counterpart training institutions across the world. CIPS has
never offered to host IAPTC and AAPTC annual conferences. It has never offered to
host the ITS sponsored international courses. Trained for decades to overrate the
confidentiality value of all information, CIPS’ management and their military liaisons
habitually display an overcautious attitude while approaching and interacting with the
international organisation dealing directly or indirectly with the peace training. CIPS’
management and their military liaison view with suspicion every offer of assistance
by these organisations. In such an atmosphere of paranoia, CIPS is the ultimate
loser as it remains deprived of the training opportunities and funding offered by the
UN and non-UN organisations.
Perceptions about Pakistan’s Security Situation
16. International media, more often than not, projects Pakistan as an insecure
destination for the foreigners. Such negative propaganda helps shape peoples’
perception about security situation in Pakistan. Most of the foreigners are, therefore,
reluctant to travel to Pakistan for any business, including attending courses at CIPS.
Faculty’s preaching to the contrary helps little to change such perceptions when the
foreign participants find themselves virtually ‘confined to the lines’ on the pretext of
security or being taken to the markets and restaurants under visibly outlandish
security vigil. On their return, the foreign participants have very less to tell their
families, friends and colleagues, which would alter their perceptions vis-à-vis
Pakistan being a dangerous destination to visit.
Conclusions
17. Organisational Structure
a. Current faculty and staff are inadequate to achieve the vision and
mission of CIPS, especially its projection as a peace training centre of
international standing.
b. CIPS lacks appropriate ICT support structure, which prevents it from
making optimum use of technology for design and delivery of training.
c. CIPS does not have a dedicated and eye-catching website, which
could attract the foreign participants.
 16

d. Owing to lack of sufficient ICT support, CIPS does not offer any
ELearning platform, which, as a corollary, would attract the foreign
participants for face-to-face courses.
e. CIPS’ inadequate classroom space limits the number of participants to
maximum of 25.
f. On-campus accommodation is insufficient to house more than 8-10
foreign participants at a time.
18. Academic Environment
a. Conventional teaching methodology that CIPS follows is quite foreign
to the foreign participants who receive their education and training in
technologically advanced environment following the modern teaching
approaches.
b. CIPS’ classroom is not equipped with desktops/laptops/tabs, which are
considered necessary tools for imparting knowledge effectively and
innovatively.
c. CIPS neither has requisite training facilities, e.g. driving simulators, 4x4
left-hand drive vehicles, radio sets, GPS, night vision devices, etc., nor
dedicated demo troops to impart realistic practical training to the
potential peacekeepers.
d. Foreign participants do not form a good opinion of the presence of
Pakistani peacekeepers on irrelevant courses. They view it as a sign
of non-serious and myopic planning by the designating authorities and
deceit on part of CIPS management.
19. Cumulated Outcome. Logical consequence of the aforementioned
inadequacies is a less satisfied participant. Foreign participants, especially from
developed countries, are accustomed to the academic environments characterised
by the modern teaching/learning approaches and latest technologies. Similarly, they
expect a compatible level of administrative comfort, convenience and freedom of
movement that they are used to back home. After their exposure to the skimpy
training environment, and restrictive living conditions, it would be unreal to expect
them to be CIPS’ ambassadors and advertisers on their return to the respective
militaries.
20. Outreach Approach
 17

a. CIPS has neither an appropriate structure nor a formal outreach policy

to guide activities in this domain.
b. CIPS management and their military liaisons are shy of engaging with
non-Un organisations, especially those based in the West.
c. General Headquarters and Joint Staff Headquarters do not engage
proactively with Islamabad based foreign military diplomats to project
CIPS and invite participants from their armed forces, as well as civilian
cadres.
d. Pakistani military diplomats do not receive policy/guidance to advertise
CIPS in the countries of their assignment and attract participants to
various ITS recognised courses.
e. CIPS has never offered to host IAPTC or AAPTC annual conferences,
which provide an excellent opportunity to introduce CIPS to the world.
f. CIPS has never offered to host ITS sponsored international courses,
which would enable it to advertise itself across the globe.
21. Perceptions about Pakistan’s Security Situation. Restricting free
movement of the foreign participants on the pretext of security reinforces their
perceptions about Pakistan being an insecure place. We, therefore, cannot expect
them to project Pakistan and CIPS in a positive vein on their return home.
Suggested Roadmap for CIPS to Attain a Global Stature
22. Organisational Reforms. CIPS organisation should be reviewed and
reformed to make it capable of achieving CIPS vision and mission. The suggested
review should be assigned to a panel comprising Head of Peacekeeping Training
Department CIPS and representatives from NUST Human Resources Department,
NUST ICT Department and Military Operations Directorate. The panel may take the
organogram of KAIPTC as a reference and suggest one that is capable of achieving
the objectives derived from the CIPS’ vision and mission.
23. Ad hoc ICT Cell. NUST Headquarters should be requested to post
appropriate ICT staff to CIPS to enable it develop its dedicated website and
ELearning platform.
24. Classrooms Equipped with Computers for Participants. CIPS should
have at least two classrooms equipped with laptops or tablets for the individual
participants.
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25. Construction of On-campus Accommodation. An apartment block

designed to house at least 50 participants with attached dining facilities should be
constructed at the campus. A proposal to this effect has already been initiated by
the Head of Department of Peacekeeping Training Department CIPS.
26. Provision of Training Support. Pending the finalisation and implementation
of the organisational reforms, Military Operations Directorate should make the
following available to CIPS on ad hoc basis:
a. Two driving simulators for 4x4 left-hand drive vehicles – These may be
installed in a military unit in Defence Complex Islamabad and given on
their charge for maintenance.
b. Two 4x4 left-hand drive vehicles equipped with VHF radio sets.
c. Thirty six (36) handheld VHF radio sets.
d. VHF base station.
e. Forty (40) first aid kits.
f. Six (6) GPS.
g. Six (6) night vision devices.
h. Fort (40) sets of maps of the training area.
i. Forty (40) blue helmets (UN) for the participants.
j. Forty (40) flak jackets for participants.
k. Demo Troops
(1) Infantry – One platoon equipped with riot control gear
(2) Engineers – Four (4) personnel qualified in mines/IEDs/ERW
handling.
(3) Medical – Two (2) paramedics to impart training in first aid and
use of prophylaxis.
27. Teaching Methodology. CIPS should redesign the course contents to make
them compatible for delivery using andragogical and heutagogical approaches.
These redesigned courses can be delivered as soon as the requisite classroom
facilities and training support becomes available.
28. Nomination of Pakistani Participants. Military Operations Directorate
should coordinate with the Military Secretary’s Branch and other relevant quarters to
ensure that participants are nominated only to attend courses relevant to their
respective roles as peacekeepers. That will help project CIPS as a credible
institution.
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29. Formulation of an Outreach Policy. CIPS management, in conjunction

with the Military Operations Directorate, should formulate a comprehensive and
futuristic outreach policy, capable of attaining the objectives of CIPS’ vision and
mission. Inter alia, the policy should contain:-
a. Concept
b. Objectives
c. Methodologies
d. Resources
e. Timelines
f. Roles and responsibilities
g. Target countries, organisations and armed forces, etc.
h. Periodic review mechanism for course correction
30. Engagement with the Peace Partners. CIPS management and
Military Operations Directorate should review their overcautious approach vis-à-vis
engaging the international peace partners, including the UN and non-UN
organisations, peace training centres, online peace training platforms and foreign
diplomats based in Islamabad. After all, CIPS is not undertaking any secret projects
that need to be protected from a foreign inquisitive eye. CIPS management and
military authorities might have apprehensions about cultivating the Pakistani officers
by hostile agencies through peace partners with benign façade. With the
technological advancements, especially the omnipresent social media and numerous
international exposures of Pakistani officers, CIPS does not remain the only choice
place of the hostile agencies to contact and cultivate their targets. CIPS should enter
into partnership agreements/memoranda of understanding with the Islamabad based
UN and non-UN organisation to receive funding, training assistance and assistance
for faculty development from them. Similarly, CIPS should conclude mutual
assistance agreements/memoranda of understanding with the leading peace training
centres for hosting/co-hosting various international peace operations course,
seminar, conferences and workshops, as well as faculty development and faculty
exchange programmes.
31. Engagement with Foreign Military Diplomats. General Headquarters
and Joint Staff Headquarters should engage the military diplomatic community in
Islamabad to advertise CIPS and attract foreign participants to its courses. Military
Operations Directorate and CIPS should arrange a comprehensive brief on CIPS for
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the Pakistani military diplomats as part of their pre-deployment preparations. Military

Operations Directorate should assign them annual targets to attract foreign
participants to CIPS’ courses.
32. Engagement with the Foreign Diplomats. Inviting Islamabad based
diplomats to deliver talks on various peace issues and as chief guests or guests of
honour on important occasion and ceremonies will enhance CIPS’ visibility at the
international level. The circle of invitees should be gradually expanded, focusing
more on the countries with which Pakistan enjoys good and collaborative relations.
33. Collaboration with the World’s Leading Peace Training Centres. CIPS
should enter into formal memoranda of understanding with the world’s leading peace
training centres to collaborate in the areas like faculty and students exchange on
regular basis and sharing of best practices. Currently, CIPS does have informal
collaboration arrangements with some of the peace training centres. The
collaboration activities, therefore, are rare.
34. Hosting of IAPTC and AAPTC Annual Conferences. CIPS should
offer to host these conferences on the campus. This will provide an excellent
opportunity to introduce and advertise CIPS to the UN, governmental and non-
governmental peace partners across the globe.
35. Hosting of ITS Sponsored Courses. CIPS should engage ITS for
choosing its campus as a venue for the international courses. Military Operations
Directorate should galvanise the Military Assistant at Pakistan’s Permanent Mission
to the UN to pursue it vigorously and persistently with the ITS to organise its
international and regional courses at CIPS. CIPS’ offer of bearing the boarding and
lodging expenses of the organisers, guest faculty and foreign participants should be
a good incentive for the ITS to accede to this proposal.
36. Organising International Peace Seminars, Workshops, Symposia, etc.
CIPS should organise seminars, workshops and symposia, etc. and invite eminent
speakers of international repute to speak on the issues of current relevance to the
world peace. Such events not only serve as a platform to introduce and advertise an
organisation per se, they also attract international media’s attention, thus ensuring a
wider publicity.
37. Foreign Participants as CIPS Ambassadors. Foreign participants attending
courses at CIPS can be its best ambassadors and advertisers, at least in the armed
forces and countries of their origin. CIPS should, therefore, provide them the best
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possible learning environment, adequate administrative conveniences and sense of

security without curtailing their freedom of movement. Attainment of the former two
benchmarks, i.e. provision the best possible learning environment and adequate
administrative conveniences will be a gradual process dependent upon
implementation of the recommendations in the relevant spheres. It, however, costs
nothing to show the foreign participants a safe, secure and welcoming beautiful face
of Pakistan by allowing them freedom to move around Islamabad and Rawalpindi.
After all, there are hundreds of foreigner roaming day and night, freely and safely, in
these twin cities. What is so peculiar about foreign participants of courses at CIPS
that distinguishes them from other foreigners in the locale and marks them as
potential targets for the mischief? As a precaution and to satisfy any apprehensions
lurching in the management’s minds, an invisible security detail may, however, be
deputed to accompany them whenever they are going to the town in a large group.
Conclusion
38. Academic and training intuitions gain international recognition through their
effective and efficient ‘marketing’. However, the marketing campaign, howsoever
effective and efficient, yields only ephemeral results unless the product being
showcased is worth the time and money spent by the consumers. In case of CIPS,
the consumers are the potential courses’ participants, peace training institutions, and
UN as well as non-UN peace partners. CIPS needs to reach out to them all,
presenting to them: an enviable quality of courses (design and delivery); a beautiful
environ that they can explore freely and safely during their stay at CIPS; plenty of
extra-curricular activities; an accommodation furnished with the modern amenities;
and affordable costs. So, in order to realise its dream of gaining an international
stature “as a centre of excellence for international peace and stability”, CIPS needs
to adopt a two-pronged strategy. The first prong comprises the work on improving
academic environment and administrative comforts for the foreigners coming to
CIPS as courses’ participants, guest faculty, speakers and attendees on international
events. The second prong is pursuance of a pragmatic and persistence projection
campaign. While both these prongs should move in parallel, success of the latter will
depend largely on materialisation of the former. In this context, the set of
recommendations proffered as the roadmap, if implemented, can realise the
objective of making CIPS a world-famous peace training institution.