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RESTRUCTURING TRAINING IN THE NIGERIAN NAVY TO MEET EMERGING OPERATIONAL CHALLENGES

BY

CAPT (NN) HA EFENUDU (NN/0742)

Participant Course 15

Being a Research Project submitted to the National War College in partial fulfillment of the requirements for the award of Fellow of the War College (fwc)

NATIONAL WAR COLLEGE ABUJA-NIGERIA

JULY 2007

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RESTRICTED NATIONAL WAR COLLEGE RESTRICTIVE PUBLICATION NOTICE 1. Having regards to the National War College CDS/56 dated 25 April, 1991 with respect to studies and research carried out at the College, other laws related to national security, the Board of Governors of the College has resolved and accordingly directed that: a. Research projects written by participants being requirement in fulfillment for the award of Fellow of National War College (fwc), Nigeria certificate shall be considered and treated as the sole property of the College. b. No participant shall publish or cause to be published any research project written while same is/was participant pursuant to paragraph (a) above. c. Provided that nothing shall prevent the College where the Board deems it necessary in national and general academic scientific advancement, from approving and/or collaborating with a participant or any other person from effecting any publication of material, being within the category of this directive. 2. I, Capt (NN) HA EFENUDU (NN/0742), being a Participant of the National War College, Nigeria, Course 15 2006/2007 session, having read the above directive, undertake to comply with same. Signed .. Participant Date .. Signed .. Name Supervisor Sign Director of Academic Research and Analytical Support (DARAS) Date ii RESTRICTED

Date ..

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CERTIFICATION This is to certify that the research project titled, RESTRUCTURING TRAINING IN THE NIGERIAN NAVY TO MEET EMERGING OPERATIONAL CHALLENGES was conducted by Capt (NN) HA EFENUDU and completed under my supervision. However the participant bears full responsibility for the content of this project.

Jun 07

OO OLAWUMI Cdre Supervisor

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DEDICATION This work is dedicated to my lovely wife Maro and my children Kome, Rosie, Joshua and Jesse

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RESTRICTED ACKNOWLEDGEMENT I acknowledge my great indebtedness to the authorities of the Nigerian Navy especially the Chief of the Naval Staff for offering me the opportunity to attend the National War College. My appreciation also goes to Brigadier General Maina and the Commandant, R/Adm Isa for all the encouragement.

I wish to express my appreciation to the following people who read the drafts and offered valuable guidance; my supervisor Cdre OO Olawumi, Cdre TJ Lokoson, Capt AD Noafa and Dr Nwankwo. However any error and shortcomings in this work are entirely the responsibility of the author.

R/Adm FD Akpan, Cdre OO Olawumi, Capt OF Oduyemi and Capt AD Noafa provided me with valuable materials and I am grateful to them. To my wife and children who provided the much needed rest of mind, I pledge my continued love and support.

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RESTRICTED ABSTRACT

The Global Security challenges in the post Cold war era has evolved more of intra- state conflicts involving irregular or unconventional warfare. This has necessitated most nations in the World, like the United States of America to continually restructure their Armed Forces training in order to appropriately meet the challenges associated with irregular warfare. Like other Armed Forces, the Nigerian Navy (NN) has began to experience operational challenges in the area of irregular warfare which it has previously not trained for. This project is an appraisal of the present NN training policy and structure vis--vis the emerging operational challenges. The objective is to ascertain if the training imparted to NN personnel is adequate for meeting the emerging operational challenges. In doing this the NN training policy, structure of training on ground, departments responsible for training and training establishment are examined. The study undertook the review of the concept of navies, restructuring, training, and emerging operational challenges in order to properly understand the relationship between training and operational challenges. The study revealed that the NN presently trains for conventional warfare whereas the emerging operational challenges are more of unconventional war. The challenges are identified as terrorism, hostage taking, illegal bunkering, crude oil theft, sea piracy, robberies, illegal fishing, oil pipeline vandalization and youth militancy amongst others. Further, it was discovered that the NN personnel are presently not trained to enable them adequately combat these gamut of challenges. The study therefore sought a review of the NN Training Policy which should involve a restructure of NN training concept including establishment of a Special Forces school in irregular warfare. The study recommends that the NN should adopt unconventional military training for all its personnel irrespective of specialization and should seek the establishment of a special Forces Corps.

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RESTRICTED TABLE OF CONTENTS Content Page

Title Page------------------------------------------------------------------------ i Restrictive Publication Notice------------------------------------------------ ii Certification--------------------------------------------------------------------- iii Dedication----------------------------------------------------------------------- iv Acknowledgement-------------------------------------------------------------- v Abstract-------------------------------------------------------------------------- vi Table of Content---------------------------------------------------------------- vii List of Enclosures --------------------------------------------------------------ix List of Abbreviations----------------------------------------------------------- x

CHAPTER 1

INTRODUCTION

Background---------------------------------------------------------------------- 1 Statement of the Research Problem------------------------------------------ 4 Objective of the Study--------------------------------------------------------- 5 Significance of the Study------------------------------------------------------ 6 Scope of the Study-------------------------------------------------------------- 6 Methodology-------------------------------------------------------------------- 6 Limitation------------------------------------------------------------------------ 8

CHAPTER 2

LITERATURE REVIEW

Navies---------------------------------------------------------------------------- 10 Restructuring-------------------------------------------------------------------- 11 Training-------------------------------------------------------------------------- 12 Emerging Operational Challenges--------------------------------------------- 14 Relationship between Training and Operational Challenges--------------- 16 Review of some Existing literature------------------------------------------- 17 vii RESTRICTED

RESTRICTED CHAPTER 3 OVERVIEW OF TRAINING AND OPERATIONAL CHALLENGES IN THE NIGERIAN NAVY

Nigerian Navy Training Policy---------------------------------------------- 21 Departments Responsible for Training in the Nigerian Navy------------ 25 Nigerian Navy Training Establishments------------------------------------- 31 Assessment of Nigerian Navy training for Emerging Operational Challenges-------------------------------------------------------- 38 Challenges Confronting the NN Training----------------------------------- 39 CHAPTER 4 STRATEGIES FOR RESTRUCTURING TRAINING IN THE NIGERIAN NAVY TO MEET EMERGING OPERATIONAL CHALLENGES

Way Forward-------------------------------------------------------------------- 45 Review of Nigerian Navy Training Policy---------------------------------- 46 Establishment of Special Forces School------------------------------------ 49 Relocation of AWWS to a more suitable Environment------------------- 50

CHAPTER 5 -

CONCLUSION AND RECOMMENDATIONS Conclusion---------------------------------------------------------------------- 53 Recommendations------------------------------------------------------------- 54 BIBLIOGRAPHY Books ----------------------------------------------------------------------Official Publications ----------------------------------------------------Unpublished Works ----------------------------------------------------Internet---------------------------------------------------------------------viii RESTRICTED 56 57 57 58

RESTRICTED LIST OF ENCLOSURES 1. 2. Extract of Nigerian Navy Training Policy of December 1996. Unstructured Interview with Chief of Training and Operations

(CTOP) NHQ, R/Adm M Ajadi. 3 Unstructured Interview with Chief of Policy and Plan ( CPLANS)

NHQ R/Adm GAS Ombo. 4. Unstructured Interview of the Commanding Officer NNS

QUORRA Capt JO Aikhomu . 5. Unstructured Interview of Commanding Officer Nigerian Navy

Basic Training School ( NNBTS) Capt SI Alade. 6. Unstructured Interview of Commanding Officer of NNS

BEECROFT Capt AOA Ikioda. 7. Unstructured Interview with the Commanding Officer NNS

PATHFINDER Capt IAA Ibuwariso

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RESTRICTED LIST OF ABBREVIATIONS AOR AWWS B&D BRs BSTS CNS CPLANS CO CTOP DOT DSSC EEZ ENC Area of Responsibility Above Water Warfare School Basic and Divisional School Books of References Basic Seamanship Training School Chief of the Naval Staff Chief of Policy and Plans Commanding Officer Chief of Training and Operations Director of Training Direct Short Service Course Exclusive Economic Zone Eastern Naval Command Flag Officer Commanding Naval Training Command Flag Officer Commanding Sea Training Command Indian Naval Ship Key Point Ministry of Defence Naval Training Command Navigation and Direction School x RESTRICTED

FOC NAVTRAC FOST -

INS KP MOD NAVTRAC ND

RESTRICTED NDA NHQ NN NNBTS NNC NNEC NNHS NNLS NNO NNS NPA NWC OJT OLC STC STC USA USSR UWWS WNC UTO VP Nigerian Defence Academy Naval Headquarters Nigerian Navy Nigerian Navy Basic Training School Nigerian Naval College. Nigerian Naval Engineering College. Nigerian Navy Hydrographic School Nigerian Navy Logistics School. Nigerian Navy Order Nigerian Navy Ship Nigerian Port Authority National War College On the Job Training Officer Long Course Sea Training Command Sub Technical Course United States of America Union of the Socialist Soviet Republics Under Water Warfare School Western Naval Command Officer Under Training Vulnerable Point xi RESTRICTED

RESTRICTED CHAPTER 1

INTRODUCTION

BACKGROUND 1. Global security after World War II was shaped by disparity of

alliances by nation states whereby the United States of America (USA) and the Union of Soviet Socialist Republic (USSR) became the dominant players.1 The rivalry between these dominant players brought about the Cold War, which tended to balance the International security situation between the Capitalist West and the Socialist Eastern Bloc. However, the demise of the USSR in 1991 brought about an end to the Cold War but resulted in changes to the structure of the International Security environment with the USA becoming the dominant power. 2 2. This brought about new security challenges such as global terrorism

and an escalation of intra-state conflicts like insurgency, hostage-taking and civil wars.3 Arising from these challenges was the realization that Armed Forces are more likely to be tasked in intra-state conflicts than inter-state operations.4 As a result, armed forces would require new strategies in their methods of training to combat these challenges because the more traditional methods of training for war may not be adequate to effectively contain these emerging threats.
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RESTRICTED 3. In the maritime world, global sea-based commerce has for

centuries brought countries together and naval forces have always played a central role in its defence.5 Globalization, which has recently brought about faster trans-national flow in goods and services made the states ability to control international trade increasingly difficult.6 It is therefore, not surprising that countries like Britain, France, Spain and Portugal among others with developed navies, regularly assess their training strategies to device new methods to cope with new challenges.7 The United States Navy, for instance has made force re-structure a routine in its efforts to cope with the new security challenges.8 4. In the far eastern countries of the World, particularly the

Philippines, the Navy has concentrated efforts on improving its inshore support capabilities.9 It has thus begun to adapt new strategies in naval training procedure.10 In the African continent, the South African navy has begun restructuring to meet current national challenges by focusing primarily on defensive posturing instead of its former offensive structure. As a result of this, changes have been made in the training concept and doctrine.11 5. The Nigerian Navy (NN), was established by an Act of Parliament

in 1964, and the 1999 Constitution tasked it with the territorial defence of Nigeria from the sea among others.12 However, new security challenges,
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RESTRICTED especially the militancy in the Niger Delta are emerging. Consequently, newer strategies in training are required to effectively cope with this emerging security challenges. This is necessary because the current focus of the NN training policy is geared toward operational and type training which are meant to cope with conventional warfare and can therefore, not deal effectively and efficiently with the current militancy including oil pipeline vandalization, hostage taking and sea robberies in the Southern Coastal areas of Nigeria.13 6. Thus, the tasks presently engaged in by NN personnel in the Niger

Delta creeks are far beyond the training skills impacted with the present training policy.
14

While NN personnel are engaged in anti-armed

robberies in the territorial waters, patrols in the Exclusive Economic Zone (EEZ) and the provision of adequate security in Key Points (KPs) and Vulnerable Points (VPs) within the maritime sector, the emerging threats are youth restiveness and militancy, hostage taking and seizing or damage of oil exploration facilities including oil and gas pipeline mostly in the Niger Delta areas.15 7. The emerging challenges (threats) can be grouped into three

categories namely militancy, economic and political. The threats are further expressed as, threat in the internal waters, territorial waters and beyond the territorial waters.
16

While the basic and conventional

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RESTRICTED professional training provide for NNs operations in the territorial waters and beyond to some extent, the NN is yet to develop Joint Training and specialized creek/land operation courses for its personnel to cater for internal waters threats. The fact that these challenges now exist and NN personnel are still lacking the required training skills to meet them, aroused the researchers interest in this subject. STATEMENT OF THE RESEARCH PROBLEM 8. The experiences from the activities of restive and militant youths in

coastal southern Nigeria and re-occurring challenges of hostage taking, have impacted on NN operations in the Niger Delta area. Confrontation between militant youths and naval patrol boats reveal that, NN personnel do not have adequate skills and training for the kind of threat situation.17 Furthermore, NN platforms are not adequate.18 This situation has been compounded by increasing vandalization of oil installations and these threats seem to be beyond the conventional warfare concept the NN presently trains in. It has therefore become obvious that the emerging threat scenario is beyond the NN training modules. There is therefore need to expand or restructure the training concepts to be able to address the emerging threat situations in the NN areas of responsibility. 9. It is against this background that this study intends to appraise NN

training concept with a view to proffering strategies to meet the emerging

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RESTRICTED challenges. This study will seek to provide answers to the following questions: a. What is the relationship between training and operational

challenges? b. How adequately has the present NN training met the

emerging operational challenges? c. What are the challenges confronting the NN training in

meeting emerging operational challenges? d. What are the strategies for restructuring NN training to meet

the emerging operational challenges? OBJECTIVE OF THE STUDY 10. The main objective of the study is to appraise the need to

restructure training in NN to meet emerging operational challenges. The specific objectives are to: a. Establish the relationship between training and operational

challenges. b. Examine how adequate the present NN training has been in

meeting emerging operational challenges. c. Identify the challenges confronting NN training in meeting

emerging operational challenges.

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RESTRICTED d. Propose strategies for restructuring NN training to meet

emerging operational challenges. SIGNIFICANCE OF THE STUDY 11. This study will benefit the Naval Headquarters (NHQ) in policy

formulation for training. It will also benefit the Naval Training Command in training policy implementation. The Ministry of Defence (MOD), National Assembly or relevant Defence Committees in matters of national security will benefit from this research in areas of procurement and funding for the NN. The study will also add to the body of knowledge on naval training and will be of value to future researchers in the field. SCOPE OF THE STUDY 12. This study covers NN training from 1980 to 2006. This time is

chosen because it covers the period the NN started experiencing new operational challenges especially in the Niger Delta. The study focuses on training in the NN. METHODOLOGY 13. The study adopted descriptive method. a. Sources of Data. The data for this study were sourced from

both primary and secondary sources.

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RESTRICTED b. Method of Data Collection. Methods of collection for

both primary and secondary data were as follow: (1) Primary Data. Primary data were collected

through unstructured interviews which were conducted with naval personnel holding appointments relevant to the study such as Chief of Training and Operations (CTOP) and Chief of Policy and Plans (CPPLANS) at Naval Headquarters (NHQ) and from the Flag Officer Commanding Naval Training Command (FOC NAVTRAC) and the

Commanding Officers of training establishments in the field. Some commanding officers of operational bases were also interviewed (2) Secondary Data. Secondary data were collected

from libraries in Naval Headquarters (NHQ), National War College (NWC) and from the Naval Information Directorate. Nigerian Navy Orders (NNOs) such as those establishing Naval Training Command (NAVTRAC), Sea Training, NNS QUORRA, Nigerian Navy Basic Training School (NNBTS) and Nigerian Navy Engineering College (NNEC) were consulted. Other publications examined included the NN Training Policy, Chief of the Naval Staff (CNS) Training Directive, Sailor Magazines and the syllabi of NNBTS and
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RESTRICTED NNS QUORRA amongst others. In addition, Books of References (BRs) and the internet were also examined. c. Method of Data Analysis. The data collected from

primary and the secondary sources were analyzed qualitatively using logical arguments. The analyses were used to draw conclusion and make recommendations that will improve NN training strategy. LIMITATION 14. Some relevant publications and data in the NN were not readily

available. However efforts were made to overcome the constraint through the use of unstructured interviews. Therefore, the aforementioned limitations did not adversely affect the findings of this research.

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RESTRICTED NOTES 1. G Evan and J Newman, Reference Guide to Concepts Ideas and Institutions, (New York: Harvester and Wheatsheaf, 1990) p. 66. 2. Encarta Reference Library Premium 2005 DVD. 3. AFCSC: Seapower Symposium; Adapting Training to Emerging Trends in Naval Warfare: Nigerian Navy Perspective, A paper presented by Syndicate 4, Course 26, 2004. 4. US Naval Institute: Proceedings, (Annapolis: March 2005), p. 60. 5. Ibid. 6. Ibid., p. 61. 7. William Reitzel, Sea Power and Maritime Affairs on the use of the Sea, (Maryland: Naval Institute Press, 1974), p. 11. 8. Ibid. 9. US Naval Institute, Op cit, March 1998, p.165 10. Ibid. 11. South African White Paper: Defence in a Democracy, p. 6. 12. Constitution of the Federal Republic of Nigeria, (Lagos: Federal government Press,1999). 13. The Sailor Magazine, Repositioning the NN to Meet Emerging National Security, (Abuja: March 2006), p. 18. 14. The Sailor Magazine, Op. Cit. 15. AFCSC, Op. Cit. 16. The Sailor Magazine, Op. Cit. 17. Discussion with the Commanding Officer NNS DELTA at Warri on the need to Restructure Training in the NN on 23 Dec 06. 18. Ibid.

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RESTRICTED CHAPTER 2

LITERATURE REVIEW 15. This chapter discusses some related research works and other

published materials, including those of the internet. The key variables of the study, which include navies, restructuring, training and emerging operational challenges are conceptualized. Thereafter the relationship between training and operational challenges is established. Finally, the chapter identifies the gap in literature which the study seeks to fill. NAVIES 16. The Encarta Dictionary defines a navy as the sea going military,

that is a branch of a countrys armed forces that fights using warships.1 Navies are used by the state as an instrument for policy and for the nations maritime defence. According to Afolayan, navies are established by maritime states to protect commerce.2 Mahan, a 20th century maritime strategist, invented the term Sea Power which propagated a strong navy to enable control of commerce.3 Navies can be categorized depending on the size and capability. 17. Morris categorized navies into nine ranks, namely: major global

force projection (complete), major global force projection (partial), medium global force projection, medium regional force projection,
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RESTRICTED adjacent force projection, offshore territorial defence, inshore territorial defence, constabulary and token navies.4 Morris ranked the US Navy as the only complete major force projection navy, the former USSR as partial force projection while Britain and France were placed at the third rug as medium global force projection navies.5 Booth offered another classification based on geographical reach. He classified navies as global, ocean going, contiguous seas and coastal seas navies. The NN was classified as a coastal navy by Booth. 6 Both classifications show that the navies in sub-Saharan Africa are ranked amongst the lowest cadres of the worlds maritime forces. In Morris ranking, the NN was placed in the fifth category as an offshore territorial defence navy.7 In this study, a navy is defined as a sea going armed force that is used by the state as an instrument of policy and for the nations maritime defence. RESTRUCTURING 18. According to Lapiana Association, restructuring implies re-

organization of a system in a new and different way.8 Wikipedia says that restructuring is the corporate management term for the act of naturally dismantling and re-organizing a company for the purpose of making it more efficient and therefore more profitable.9 This is to enable it meet the corporate objective. The characteristics of restructuring include, changes in the management, outsourcing such items as technical support and re11

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RESTRICTED organization of functions.10 Organizations that have been restructured effectively will generally be leaner, more efficient, better organized and focused on its core business. 19. The restructuring process addresses issues pertaining to the strategic

vision. Some of the questions that require answers are; what are the benefits, how does it affect the personnel and what areas are being restructured? Other questions will be, who will effect the restructuring? Is there a set model for the restructuring, what areas will be affected and at what cost?11 A restructuring effort that is not aimed at enhancing the mission of the organization will be baseless. In this study, restructuring is defined as the reorganization of a system to enable it meet its corporate objectives efficiently. This definition is apt because while the NN may be doing some restructuring, it will not be completely dismantling the existing structure nor be putting in place a completely new and different system. TRAINING 20. The Nigerian Armed Forces training manual defines training as the

act of instructing personnel to individually and collectively increase their capability to perform specific military functions and tasks.12 The manual further states that the development of capabilities or skills could be achieved through daily work experience or as a consequence of systematic training
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RESTRICTED programme. This definition does not address the selection processes in training. Training emphasizes knowledge of processes and skills necessary for effective performance.13 Training can help secure increased profits, lower cost and risk, but will not solve problems of faulty organization, remedy unsound initial selection nor impact anything if the personnel do not want to learn.14 21. While stressing the importance of training in the military, Douglas

warned that in no profession are the penalties for employing untrained personnel as appalling and irrevocable as in the military.15 In most instances training includes the selection or recruitment process.16 Ogunbameru posits that training implies preparations for a specific task or role by ordered instructions and that it is a process whereby people acquire capabilities to aid in the achievement of a goal.17 He asserts that, a training need exists when the gap between actual and required performance is met economically by training intervention.18 Training therefore aims to change behaviour at the work place in order to stimulate efficiency and higher performance standard. 22. Another writer, Maduabum opines that the need for training is a result

of a gap between the kind of performance or competence an employee has and the kind of performance or competence which he or she is expected to have. The gap or need he says grows out of operating problems.19 Pigor and
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RESTRICTED Myers say that training can help employees to develop their ability to learn and adapt skills to new work methods, thus learning to use new kinds of equipment and adjusting to major changes in job content.20 They aver that, in a world where technology advances continue to change, learnability, versatility and adaptability may well be the most important advantages derived from training.21 Synthesizing the aforementioned definitions and clarifications brings out three features, namely, training is a process; to learn a skill; to meet performance or competence gap. Therefore in this study, training is defined as the formal process of acquiring skills or competence to meet operational obligations in an organisation. EMERGING OPERATIONAL CHALLENGES 23. The concept of emerging operational challenges will be approached

by first understanding the words that make up the variable. These words are; emerging, operational and challenge. The Oxford Dictionary defines emerging as something coming out of darkness.22 Akpan posits that emerging bothers on issues or situations just coming into prominence.23 Emerging in this study is therefore seen as issues or situations just coming into prominence. 24. The word operational is derived from operation which means a

mission designed to meet military objectives.24 The mission may be strategic, tactical, or even of a training nature. An operation can be combat
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RESTRICTED or logistical.25 Operational can be used to describe equipment such as tanks, aircraft and ships when they are in a state of repair good enough to make them immediately useable.26 Keane says that operational can be used in such ways as operational area, operational art, operational effectiveness and operational readiness amongst others.27 It can further be utilized as operational challenges. This study adopts Keanes definition of operational. 25. Finally, challenge is generally understood as the assertion of

opposition against an individual by a challenger who believes victory is possible.28 Odumosu asserts that challenge in simple terms means summons to take part in a contest or a trial of strength or a summon to prove or justify something, or a call to respond.29 He says challenge could also mean objection, opposition, confrontation, defiance, resistance and to thwart.30 The word challenge is associated with difficulties of human endeavors. Akpan identifies some of these challenges to include insecurity, terrorism, hostage taking, illegal bunkering, sea piracy or robbery, illegal fishing, oil and gas pipeline vandalization in the maritime areas, youth militancy amongst others.31 In this study, challenge is defined as all issues or conditions which constitute resistance or thwart purposefulness to perform statutory duties.

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RESTRICTED 26. Emerging operational challenge in this study is defined as all issues

or conditions just coming into prominence which constitute resistance or which thwart operational duties. This can further be explained as any untoward activities coming into prominence that militate against operational duties. RELATIONSHIP BETWEEN TRAINING AND OPERATIONAL CHALLENGES 27. The need for training is to fill the competence gap existing between

when an employee is engaged and the competence that is expected by the organisation.32 Through training, employees can develop their ability to adapt new skills that will close the existing gap. Operational effectiveness means the combat readiness of platforms and personnel. Operational effectiveness relies not only on ships and equipment alone but by the preparedness of the men and their reserves in manpower and training terms.33 Orji opined that apart from the importance of working equipment, operational effectiveness relies on availability of expertise and well trained personnel to operate ships.34 Expertise and experience of personnel stem from good training which leads to overcoming operational challenges. 28. Carl Von Clausewitz said that the teaching of tactics is right input

for war.35 Therefore, training plays important role in recommending strategy and tactics that are required to overcome operational challenges.36
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RESTRICTED The relationship between training and operational challenges becomes obvious because effective training directly affects operational challenges positively. That is, if training is effective, the challenges in operations become minimized or surmountable. Therefore, if there are emerging challenges there would be need to train or retrain personnel to meet the new challenges. REVIEW OF SOME EXISTING LITERATURE 29. A number of studies have been undertaken, particularly over the last

few years on NN training. Akingbemila in 2005 appraised NN sea training and maritime warfare and raised the need for training to be modernized.37 His study was however restricted to conventional operations including sea training only. In a sea power symposium held at the AFCSC in 2004 on adapting training in the NN to meet emerging trends in naval warfare, the participants upheld that trained and knowledgeable manpower are the backbone of modern warfare. Though some of the emerging challenges were identified, the study focused on cost savings as a result of local training and information technology.38 It failed to appraise the practical realities on the ground vis--vis the operational tasks. 30. The NN Training Policy of 1996 reveals obvious gaps in various

areas. Unlike in most renowned schools where there are established school boards to regulate and advice on training standards, NN professional

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RESTRICTED schools lack school boards. The professional advice which school boards readily proposes to the appropriate authority is therefore not available. 31. Though each of the above work or literature has important addition

to knowledge on NN training, none of them addressed training with respect to the emerging operational challenges of the NN. This study sets out to fill that particular void in the existing literature and knowledge.

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RESTRICTED NOTES 1. Microsoft Encarta (2005). 2. SO Afolayan, Nigerian Navy, a lecture delivered at Abuja Nigeria to NWC Participants Course 11, 2001, p.5. 3. William Murray et al, Making of Strategy, (Cambridge: Oxford University Press, 1994), p. 1. 4. AT Morris, Expansion of Third World Navies, (London: Macmillan, 1987), p. 24. 5. Ibid. 6. FD Akpan, The Challenges of the Nigerian Navy in Sub-Regional Defence, NWC Project Course 11, 2003. 7. GTA Adekeye, Nigerian Navy in National Defence, Lecture delivered to NWC Course 15, January 2007. 8. Lapiana Association, Restructuring, http:.//www.lapiana.org /resources/ hpleadership/ 06a_ 2004 . html accessed 27 Jan 07. 9. Wikipedia the Free Encyclopedia, http//www.wikipedia/restructuring. .org. 10. Ibid. 11. Ibid. 12. MPRI Review on Nigerian Armed Forces Training Manual. 13. OA Ogunbameru, Organization Dynamics, (Ibadan: Spectrum Books Ltd, 2004), p. 256. 14. Ibid., p. 259 15. EAK Akingbemila, Sea Training and Maritime Warfare in the 21st Century: An Appraisal of the NN, NWC Course 13 Project, 2005. 16. HA Efenudu, Naval Training Requirements, a paper presented at Naval Training Command Training Seminar, 14 Dec 05. 17. OA Ogunbameru, Op. Cit. 18. Ibid. 19. Ibid. 20. M Pigors and G Myers, Personnel Administration, A Point of View and a Method, Ninth Edition, (London: Mdraw-Hill International, 1994), p. 27. 21. Ibid. 22. Oxford Advanced Learner Dictionary, 6th Edition. 23. FD Akpan, Op. Cit. 24. Michael Keane, Dictionary of Modern Strategy and Tactics, (Annapolis, Maryland: New Institute Press, 2005), p. 144. 25 . Ibid. 26. Ibid., p. 145. 27. Ibid.
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28. Dele Ezeoba, Nigeria and the Gulf of Guinea Commission: Challenges for the Nigerian Navy, NWC Project, Course 13, 2004. 29. O Odumosu, Armed Attack on Shipping in the Niger Delta: Challenges for the Nigerian Navy, NWC Project, Course 13, 2005. 30. Ibid. 31. FD Akpan, Repositioning NN Training to meet Emerging Challenges, Paper presented at CNS Training Seminar, 2006. p.4 32. O Odumosu, Op. Cit. 33. IF Jenkins, quoted in , Local Refit in the Nigerian Navy: A Critical Analysis, NWC Project paper Course 11, Jul 2002, p.10. 34. JC Orji, Local Refit and Ship Operational Efficiency: The Nigerian Navy Experience, NWC Project Course 10, 2000, p. 14. 35. Raja Mennon, Maritime Strategy and Continental Wars, (London: Frank Cass Publishers, 2000), p. 4. 36. Ibid. 37. EAK Akingbemila, Op. Cit. 38. AFCSC, Adapting Training in the NN to meet Emerging Trends in Naval Warfare: Nigerian Navy Perspective, Seapower Symposium 2004.

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RESTRICTED CHAPTER 3

OVERVIEW OF TRAINING AND OPERATIONAL CHALLENGES IN THE NIGERIAN NAVY

32.

The concept of training in any navy is an important factor in the

operations of that navy. This is because a navy ought to train as it plans to operate.1 Training needs form the manpower skill pre-requisite necessary for the navys operations.2 This chapter therefore sought to discuss how adequate the present NN training has been in meeting the emerging operational challenges. This includes discussion of the structures of training, those charged with training responsibilities and the training establishments. The challenges confronting NN training are also highlighted in this chapter. 33. To be able to establish the adequacy of the NN training concept,

the present NN training policy is discussed. The objective is to be able to appraise if there are any shortcomings that will require updating or on the other hand if a complete new policy needs to be put in place. NIGERIAN NAVY TRAINING POLICY 34. The NN Training Policy is based on the concept that, training is

all encompassing and should be the focal point of the Navys operational efficiency.3 The strategy is based essentially on human resource 22 RESTRICTED

RESTRICTED development with a view to achieving the cardinal points of NN Trident Strategy which are: coastal defence, sea control and sealift. Coastal defence involves protection of the sea approaches and vital economic and military installations. The objective of sea control is to secure sea areas for NN operations such as power projection, while sealift involves NN capability to provide logistic support and naval gunfire support in amphibious operations.4 The policy aims at achieving the objective of the NN Trident strategy. The NN is therefore committed to dedicating considerable effort and resources to ensuring that its personnel are adequately trained in relevant skills. 35. The NN Training Policy thus focuses on three levels of specialist

training for the various cadres of officers and ratings. Its formulation considered all training options available, so the policy was designed to meet NN peculiar needs and environment aimed at evolving a balanced training programme to adequately prepare NN personnel for effective deployment.5 The training policy which was promulgated in 1996, seeks to achieve the following objectives:6 a. To produce personnel with relevant professional and

technical knowledge and to develop in them a commitment to those moral qualities required for leadership as defined by the ideals of duty, honour and service to the nation. 23 RESTRICTED

RESTRICTED b. To ensure the combat readiness and operational efficiency of

the NN operational units and support elements. c. To encourage regular joint operations with the sister

Services in order to keep abreast with the current battle plans of the different arms of the Services. 36. Though the policy appears adequate, it still falls short in contents

and methodology. The policy does not provide the avenue for the establishment of professional boards for the NN professional schools. It is also tailored towards meeting the objectives of the NN Trident Strategy which involves only conventional operations. Aside this, the training policy is over ten years old and unreviewed because the appropriate office failed to perform its responsibility. In the NN Training Policy, the training pattern is categorized into; basic military training, specialist training and professional military training.7 This study examined each of the training pattern as follows: a. Basic Military Training. This entails pure basic

military training in areas such as drills, discipline, procedure, small arms handling, dress regulation, divisional duties, physical education and civics. The objective is the regimentation of the individual. In the NN, basic military training is conducted at the Nigerian Navy Basic Training School (NNBTS) Onne, for ratings 24 RESTRICTED

RESTRICTED and the Nigerian Defence Academy (NDA) Kaduna for officers. The structures to embark on these basic trainings in the two establishments are adequate. b. Specialist Training. According to the Training Policy,

specialist training is given to both officers and ratings to prepare them for their individual branches and trades. For example, the officers will attend the sub-technical course (STC), officers long course (OLC) for seamen officers and application courses for engineers etc. Each of the Branches conduct their specialization courses accordingly. Courses such as principal warfare are categorized as Advanced Specialist Courses by the Training Policy. On the other hand, ratings are trained in various skills to fit into their particular trades. The specialist training level is adequate if well implemented. This training affords the personnel

specialization skills which may not necessarily be pure military duties. c. Professional Military Training. The word military

relates to soldiers or warlike activities.8 Military professionalism could be defined as, the professional expertise acquired by the members of the Armed Forces in order to perform military duties.9 These skills are acquired through training and systematic 25 RESTRICTED

RESTRICTED exposure to duty.10 Therefore professional military training may be defined as skills acquired in order to perform military duties. Professional military training may be considered to include areas such as more advanced land warfare and irregular operations which are not covered in the present policy. The NN emerging operational challenges include military warfare in the Creeks or brown waters. 37. The NN Training Policy therefore requires re-structuring in the

following areas: a. Addition to the courses that fall under specialist training.

The new courses may include advanced weapon handling, unarmed combat, small boats operations, land and creek warfare and antiterrorism among others. b. Inclusion of professional boards in NN professional schools

to serve on advisory levels. This will enable maintenance of high level of the course contents and monitoring of procedures and standards. The boards will advise on the need for periodic reviews and assessment as necessary. c. The policy could emphasis instruction in irregular warfare.

DEPARTMENTS RESPONSIBLE FOR TRAINING IN THE NIGERIAN NAVY 38. The responsibility for training in the NN lies with particular

departments who have been tasked accordingly. These departments or 26 RESTRICTED

RESTRICTED offices include those of the Chief of Training and Operations (CTOP) at the Naval Headquarters (NHQ), the Flag Officer Commanding Naval Training Command (FOC NAVTRAC) and the Flag Officer Commanding Sea Training Command (FOST).11 CHIEF OF TRAINING AND OPERATIONS 39. The CTOP answers to the Chief of the Naval Staff (CNS) in all

areas of training, both locally and abroad. The CTOP is responsible for identifying the training needs and prepares the NN foreign training budget.12 Other functions of the CTOP include the formulation and implementation of policy guidelines for the overall training effectiveness. The quality and standard of training depends on the decisions, actions and instructions passed down and which affect recruitments, training, drafting of ratings and appointments of officers from NHQ. It is expected that the CTOP initiates the need for the training policy review as necessary. The CTOP is assisted by the Director of Training (DOT) at the NHQ. It was revealed that the jobs performed at the directorate are mostly routine. There is hardly any research done to ascertain if the impact of training on NN Personnel reflects in the operational challenges.13 The need for a review in training policy, if necessary, is expected to be addressed through the Training and Operations Branch. Unfortunately, this has not been done because the present NN Training policy has remained unreviewed for over ten years despite its numerous lapses. 27 RESTRICTED

RESTRICTED 40. The CTOP agreed that there is need to upgrade training to meet

operational challenges, but insisted that the present training policy is adequate.14 On the contrary, some of the inadequacies observed in the policy included non-provision of avenues for reviews, assessment and the non-existence of Boards for the professional schools. The CTOP also agreed that there is a need for Special Forces to be trained and that the forces could involve Special Boat operations, oil rig protection and counter insurgency operations.15 Of course Special Force Training is not covered in the present policy. This clearly shows that there is a need to restructure NN training to include the suggested additions which became necessary because of the emerging operational challenges. NAVAL TRAINING COMMAND (NAVTRAC) 41. NAVTRAC was established vide NNO 06/87.16 The Command is

headed by a Flag Officer (FOC NAVTRAC). He is charged with the centralized control, execution and superintendence of local training of NN personnel and coordinating and harmonizing the training doctrine, concepts and standards.17 FOC NAVTRAC is answerable to the NHQ. Other functions of FOC NAVTRAC include the management of training schools within the NN and the administration of NN personnel attending courses in local civil institutions. NAVTRAC is also tasked with harmonizing the training doctrine, concepts and standards in the NN. In 28 RESTRICTED

RESTRICTED achieving this, some of the command responsibility may involve establishment of parameters to monitor the value of training vis--vis the current operational challenges. This may be done by establishing a

feedback system between the operational commands and NAVTRAC, because there is the need to know whether the personnel being trained are well skilled for the jobs on the field. 42. The FOC NAVTRAC emphasized the need for adequate training aids

for the schools.18 Interviews with the commanding officers NNS QUORRA in Lagos and NNBTS at Onne, Rivers State corroborated the FOCNAVTRAC desire for the requirements for training aids as the schools lacked training aids. The FOC opined that with more training aids and funding, the present NN training programme is adequate to beef up present NN personnel skills to meet the challenges to the NN in the Niger Delta area.19 Thus, the present training mode is theoretical due to dearth of training aids. More practical training is required. Provision of adequate training aids and funding could improve the situation. SEA TRAINING COMMAND (STC) 43. The STC was established on 17 February 2003, vide NNO 03/03

and charged with the following:20

29 RESTRICTED

RESTRICTED a. Design and promulgation of appropriate documents for

continuation training for various classes of ships. b. Provision of familiarization pre-joining training for potential

sea command staff. c. Design and implementation of shake-up schedules for NN

ships not due for work-up. d. Design and implementation of basic sub-specialist training

programme onboard NN ships during work-up. e. Planning and development of sea training command facilities

to provide advanced operation and tactical training for NN ships. f. Provision of logistics support for ships for sea training and

work-up. g. Direct liaison with other authorities such as Nigerian Port

Authority (NPA), Western Naval Command (WNC) and Eastern Naval Command (ENC) for ships exercise programme aimed at continuation training in ships movement. 44. The responsibility for sea training rests on the STC and on the-job

training (OJT) onboard ships under the operational commands. The Flag Officer Sea Training (FOST) complements other training to meet NN training standard and objectives. The STC is presently under-staffed and

30 RESTRICTED

RESTRICTED under utilized.21 Work-up of ships which should be a routine matter are not regularly carried out as the ships are just becoming operational. 45. The FOST posits that though the tasks of the FOST are laudable in

line with the NNO establishing the command, a lot still needs to be put in place to achieve the objectives. He agreed that the NN personnel require additional training to be able to adequately respond to the new operational challenges especially in the Niger Delta area. Furthermore, he stated that although some training has commenced in the area of small boats handling, its combat implementation is still far from being achieved.22 From the foregoing, it can be observed that more training in area of Small Boat Operations is required for NN personnel in the face of the evolving challenges. NIGERIAN NAVY TRAINING ESTABLISHMENTS 46. The NN has many establishments tasked with training. Presently

there are 6 major schools that conduct both basic and professional courses. These are as follow: a. b. c. d. Nigerian Navy Basic Training School (NNBTS), Onne. Nigerian Naval College (NNC) Onne. Nigerian Navy Ship (NNS) QUORRA, Apapa. Nigerian Navy Engineering College (NNEC), Sapele.

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RESTRICTED e. Nigerian Navy Finance and Logistics School (NNLS),

Owerrinta. f. Nigerian Navy Hydrographic School, Borokiri, Port

Harcourt. There are other detached schools under NNS QUORRA which include Nigerian Navy Music School, Otta, and the Nigerian Navy Medical School at Offa in Kwara State. NIGERIAN NAVY BASIC TRAINING SCHOOL (NNBTS) ONNE 47. The NNBTS was formerly known as NNS AKASO and was

commissioned in May 1975 as a Navy Operational Base in Port Harcourt. It was eventually changed to a training base when the Basic Seamanship Training School (BSTS) and Nigerian Navy Technical School (NNTS) were established in 1976 and 1981 respectively and tendered to the then NNS AKASO. The Basic and Divisional School (B&D) in Apapa, Lagos was also carrying out similar functions to those of BSTS. In order to avoid duplication of efforts and to streamline NN basic training, the B&D School was merged with BSTS in 1986.23 As a result of the merger NNBTS assumed a new responsibility of training all new entrant ratings recruited into the NN. Annually NNBTS trains an average of 750 trainees.24 The NNBTS objective is to provide initial basic military training to enable the ratings fit into the NN Service. 32 RESTRICTED

RESTRICTED 48. The CO NNBTS observed that there has been improvement in the

training standard in the school due to the good attitude of the instructors and trainees.25 He however opined that there is a need for training in oil rig protection, counter terrorism and ground weapon handling in NN.26 Thus, NNBTS graduates require further training before they can be deployed for land/creek operations. Therefore, at the basic level of training, there may be need to introduce subjects such as oil rig protection, counter terrorism awareness and adequate training on small arms handling. Thereafter, graduates of NNBTS irrespective of trade could be returned for further professional military training that may prepare them for operational engagement in land/creek warfare in line with the emerging operational challenges. NIGERIAN NAVAL COLLEGE (NNC) ONNE 49. The NNC Onne was established to train naval cadets. However the

role of the College was reviewed to meet new requirements of the NN such as conduct of naval professional training for the Nigerian Defence Academy (NDA) cadets during the summer holidays.27 It also conducts management training for officers on Sub-Technical Course and Special Duty List Qualifying Course. Others are Direct Short Service Course (DSSC), Post Commissioning and Midshipman Phase I Training. NNC is an officer training institution to enhance naval proficiency. The school 33 RESTRICTED

RESTRICTED however does not have some necessary aids like training ship or training boats. 50. The Commandant, NNC Onne observed that training at the Naval

College has remained very theoretical for years since there are no training aids. The College has no boat for seamanship training and there is also no training ship. He opined that the officers under training (UTO) are therefore not getting the practical seamanship necessary for a good professional foundation.28 51. It was therefore revealed that up-to-date training facilities including

training boats and ship are not available in the College. The trainee officers therefore are not acquainting themselves with the environment they are to operate on, in the future and thus enhance their operational proficiency. NIGERIAN NAVY SHIP QUORRA 52. NNS QUORRA is the main hub of seaman training in the NN. The

School is made up of the various professional schools charged with the responsibilities of providing professional and advanced professional training for both officers and ratings in the NN. The school also has in addition specialist schools like the Medical, Music, Computer, Instructional Technique and Physical Training Schools. The professional schools at NNS QUORRA; are: 34 RESTRICTED

RESTRICTED a. b. c. d. Above Water Warfare School (AWWS). Under Water Warfare School (UWWS). Navigation and Direction School (ND). Communication School.

It is desirable that the AWWS be co-located with a Special Force school that would be established. 53. NNS QUORRAs scope of studies presently addresses

conventional war and not irregular warfare as the situation presently is in the Niger Delta area. The School adequately trains for manning of the big warships. The CO NNS QUORRA opined that though training in the school is going smoothly; there is dearth of training aids which would have added to the effectiveness.29 He suggested a need for the establishment of a Specialist School to address challenges in the area of asymmetric warfare including terrorism. He further stated that though the scope of training at NNS QUORRA can address challenges of manning and fighting the ship in the NN, it does not meet challenges in creeks and brown water warfare.30 The school currently does not train in irregular warfare.31 To be able to meet the challenges in creek warfare and asymmetric fighting, some Special Forces courses need to be instructed in the school.

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RESTRICTED NIGERIAN NAVY HYDROGRAPHIC SCHOOL 54. The Nigerian Navy Hydrographic School (NNHS) is located in

Port Harcourt, Rivers State. The school provides training for survey recorders. It also conducts course in basic hydrography. However the school presently trains only ratings in survey recorder classes 2 and 3. The OIC Hydro-School highlighted the sorry state of the school and its facilities. He stated that a lot of letters have been written requesting for the upgrading of facilities in the school.32 He said the school was very relevant since it provides necessary knowledge and skill to personnel in the hydrographic department. The hydro-school in Port Harcourt could be reinvigorated by reequipping it with up-to-date facilities. Apart from this, the syllabus of the school is adequate33. NIGERIAN NAVY ENGINEERING COLLEGE (NNEC) 55. The NNEC is located at Sapele in Delta State. The School runs

several engineering courses which include the following:34 a. b. c. d. e. f. Basic Marine Engineering Course. Weapon Electrical Engineering Course. Nuclear, Biological, Chemical and Damage Control Courses. Officers Application Course. Intermediate Level Maintenance Course. Petty Officer and Leading Hand Qualifying Courses. 36 RESTRICTED

RESTRICTED The NNEC is the hub of the NN engineering courses. The school is well equipped with facilities though may require upgrade of her facilities.35 The NNEC is an engineering school but may need to introduce some form of basic training in irregular warfare in its syllabus. NIGERIAN NAVY FINANCE AND LOGISTIC SCHOOL (NNFLS) 56. The Nigerian Navy Finance and Logistic School (NNFLS) is

located at Owerrinta in Abia State. The school trains personnel in three departments namely; Store Management, Catering and Writers. The courses offered in the school include professional qualifying courses for Leading Hands and Petty Officers. Others are Refresher courses for Petty Officers and Warrant Officers. In addition Sub-Lieutenant Technical Courses, Junior Officers Account and Budget/Logistic Course, Medical Store Accounting and Advanced Certificate Courses are offered.36 The NNFLS does not presently train personnel on naval operation matters. It may however be necessary for some basic irregular warfare courses to be included in the syllabus for purpose of orientation. 57. In addition to the interviews with authorities responsible for

training and heads of training establishments, this study sought the views of two Commanding officers of operational bases, one each from the western and eastern naval Commands. These operational bases are the end users of the trained manpower from NN Schools who are involved in 37 RESTRICTED

RESTRICTED creek and land operations. The purpose was to establish if the end products of NN schools are adequately trained for the tasks they perform. a. Unstructured Interview with Commanding officer (CO)

NNS PATHFINDER. NNS PATHFINDER is an operational base in the Eastern Naval Command located in Portharcourt. The base is charged with riverine patrols and internal security duties in its Area of Responsibility (AOR). The research revealed that the manpower available is not adequately skilled to handle some of the operations they are involved with.
37

There was a strong opinion for the need

for Special Forces to be trained mostly in the area of creek warfare.38 b. Unstructured Interview with CO NNS BEECROFT. NNS

BEECROFT is an operational base in the Western Naval Command located in Apapa, Lagos. The base is a direct user of graduates of NN Schools. The interview revealed that the manpower required in the base both in terms of number and skill is inadequate.
39

The discrepancies between the type of training

offered by NN Schools and the job schedules in some areas was highlighted. It was generally suggested that the Navy need to train Special Forces especially in brown water operations, counter terrorism and insurgency operations.40 38 RESTRICTED

RESTRICTED 58. Strong reasons emerged during the interviews to necessitate a

review of NN training or a complete restructure to enable present challenges to be addressed appropriately. The includes the fact that the creeks where NN personnel were not factored into the training module presently used. Aside from this, the threats are now more militant and dangerous. ASSESSMENT OF NIGERIAN NAVY TRAINING FOR EMERGING OPERATIONAL CHALLENGES 59. The analysis of the NN Training Policy and the training

establishments, revealed that the present course contents do not adequately address the operational challenges presently faced by the NN. Therefore, the training processes or pattern may require some restructuring. For example, a rating or officer that graduates from NNBTS or NNC, is only exposed to basic conventional military training in their area of specialization. If such a personnel is drafted onboard an operational base, and is deployed for creek patrols, it can easily be concluded that an inadequately trained personnel is being deployed for such a task. There is therefore a need to establish appropriate department or school which are expected to conduct specialized courses such as creek and land operations as may be necessary. 60. Escort duties are common responsibilities carried out by NN

operational bases in the Niger Delta area. Available evidence revealed 39 RESTRICTED

RESTRICTED that none of the syllabi in the training establishment outline procedures by escort patrol boats. An incident onboard NNS DELTA by a naval patrol boat escorting oil companys convoy proved fatal as the patrol was easily ambushed by militant youths. During a gun battle that ensued, the NN lost four personnel including a commander.41 This incident was traced to inadequate platform, ammunition and inappropriate tactics by the naval escort boat.42 Apart from overwhelming fire power from the militant youth, there was also failure of tactics by the naval patrol boat.43 Therefore, the present training in the NN cannot adequately meet the emerging operational challenges. There is thus a need to restructure the training concept in line with the emerging scenario. CHALLENGES CONFRONTING THE NN TRAINING 61. Various challenges confront the navys training. The challenges

identified in this study include inadequate training objective in the training policy, absence of training establishment for land/creek warfare and special operations and inappropriate training environment. 62. Inadequate Training Objectives in the Training Policy. The

present training policy was formulated to address the challenges of the NN Trident Strategy which primarily focuses on conventional warfare and policing duties. The policy does not address areas such as oil rig 40 RESTRICTED

RESTRICTED protection, creek patrols and unconventional warfare amongst others. It also does not make provision for overseeing boards for each individual professional schools and procedure for review. One of the challenges confronting NN training is therefore inadequate training objectives in the training policy. 63. Absence of a Training School for Special Forces. Evolving

scenarios in modern military operations readily point to the need for specialized training. Asymmetric warfare, a term used to describe a military situation in which two belligerent of unequal strength interact and take advantage of their respective strengths and weaknesses involves strategies and tactics outside the bounds of conventional warfare.44 Countries like Nigeria where continuing internal security problems are prevalent, should put structures in place to enhance inshore support capabilities in meeting the insecurity problems by involving in irregular warfare procedures.45 These inshore support facilities require special training for the personnel. The NN may therefore need to include the training of Special Forces to handle the inshore challenges in the coastal parts of Nigeria. This will require the acquisition of appropriate training platforms.

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RESTRICTED 64. Appropriate Training Environment. Another challenge to

training in the NN is inappropriate training environment. The surrounding where a person undergoes a course of instruction or direction to a large extent affects the expected productivity.46 Training environment could either be external or internal. When it is internal, it deals with those factors within the training establishment which affects training activities.47 The external environment on the other hand includes factors such as locations of the establishment, approaches to establishment, weather, host communities and political activities.48 The location of the Nigerian Navy AWWS at NNS QUORRA in Lagos for example may not have satisfied a good training environment. A one time OIC of the school pointed to the fact that, training activities in various areas are hindered because of inadequate and inappropriate land area for exercise.49 65. Deduction: An AWWS that trains in IS and land operations is

expected to have the advantage of large land exercise area. The Indian Naval Ship (INS) DRONACHRYA of the Indian Navy does not just have the advantage of land area, it also enjoys proximity of the Indian Ocean Sea coast where it practices live firing.50 The NN is expected to seek for a relocation of the AWWS to another location accordingly. An appropriate environment could therefore be considered before the training in conventional warfare can commence. 42 RESTRICTED

RESTRICTED NOTES

1. Military Professional Resource Initiative (MPRI) Manual on Nigerian Armed Forces Training. 2. 3. 4. 5. 6. 7. Ibid. Nigerian Navy Training Policy (1996), pp. 1-2. Ibid. Ibid. Ibid. Ibid.

8. Webster Reference Library, Concise Edition, Dictionary and Thesaurus (Scotland: Dale House, 2006) 9. JWT Gbor, Military Intervention and Military Professionalism, quoted in Col AS Kele, Military Professionalism and Challenges for the Armed Forces, NWC Abuja Project, 2005. p. 17. 10. 11. 12. Ibid. Nigerian Navy Training Policy, Op. Cit. Ibid.

13. Discussion with the Acting Director of Training, NHQ, Abuja by the Researcher on 20 Feb 07. 14. 15. 16. Ibid. Unstructured interview with CTOP, NHQ, Abuja on 5 Dec 06 Ibid.

17. AFCSC: Seapower Symposium; Adapting Training to Emerging Trends in Naval Warfare: Nigerian Navy Perspective: 2004. 43 RESTRICTED

RESTRICTED

18. FOC NAVTRAC, R/Adm FD Akpan in an interview granted the Researcher on Training in the NN, Lagos on 15 December 2006. 19. Ibid.

20. EAK Akingbemila, Sea Training and Maritime Warfare in the 21st Century: An Appraisal of the NN, NWC Course 13 Project, 2005. 21. FOST, R/Adm N Dirisu in a telephone interview granted the Researcher on Training in the NN, Lagos on 15 December 2006. 22. 23. 24. Ibid. NNBTS Commanding Officers Handling Over Notes, Aug 06. Ibid.

25. Unstructured Interview with Capt S I Alade Commanding Officer NNBTS in Port Harcourt on 20 December 2006. 26. Ibid.

27. Telephone Interview with Cdre PE Egwuonwu Commandant NNC in Port Harcourt on 20 December 2006. 28. Ibid.

29. Unstructured Interview with Capt JO Aikhomu Commanding Officer NNS QUORRA on 15 December 2006 in Lagos. 30. 31. Ibid. Ibid.

32. Telephone Interview with Capt Mustapha OIC Hydrographic School by Phone on 21 December 2006. 33. 34. Ibid. AFCSC, Seapower Symposium, Op. Cit. p. 16. 44 RESTRICTED

RESTRICTED

35. 36.

Ibid., p. 18. Ibid.

37. Unstructured interview with Capt I Ibuwariso Commanding officer NNS PATHFINDER in Portharcort on 21 December 2996. 38. Ibid.

39. Unstructured interview with Capt A Ikioda Commanding officer, NNS BEECROFT in Lagos on 17 December 2006. 40. 41. Ibid. NNS DELTA signal DTG 131105 Jul 06.

42. Telephone discussion with Capt Ajibade CO NNS DELTA on 11 Mar 07. 43. Ibid.

44. Arreguim Toff Ivan, How the Week win Wars? A Theory of Asymmetric Conflict, (New York and Cambridge: Cambridge University Press (e-book). 45. US Naval Institute, Proceeding, March 1989, p.165.

46. HA Efenudu, Naval Training Requirements, a paper presented at Naval Training Command Training Seminar, 14 Dec 05. 47. 48. Ibid. Ibid.

49. Discussion with Capt Itoko in Abuja with regards to the location of the NN AWWS on 11 Mar 07. 50. HA Efenudu, Naval Training Recruitment, a paper presented at Naval Training Command Training Seminar, 14 Dec 2005. 45 RESTRICTED

RESTRICTED CHAPTER 4 STRATEGIES FOR RESTRUCTURING TRAINING IN THE NIGERIAN NAVY TO MEET EMERGING OPERATIONAL CHALLENGES. 66. This chapter proffers strategies for restructuring training in the NN.

This was to enable NN training to fully address the evolving operational challenges. The ability of a force to attain the desired standards of proficiency depends largely on its policy, implementation and coordination. The implementation of a training policy will depend on determination and adherence to certain parameters like curricula, procedure and assessment of the training programme. This chapter will discuss these parameters. STRATEGIES 67. The strategies will involve the NHQ to first review the present

training policy in the areas of including training in irregular warfare, establishing advisory boards, setting modalities for review and structuring in such a way that it can easily be implemented. Secondly, the NN will need to establish training in irregular warfare. This is because, future warriors are expected to be as proficient in irregular operation, including counterinsurgency and stabilization operations as they are today in high intensity combat.1 There is also the need to relocate the AWWS presently onboard NNS QUORRA to a better environment. In addition, graduates 45 RESTRICTED

RESTRICTED of NNBTS irrespective of specialization could attend the basic special forces course after one year of graduation for a short duration. This is to consolidate their military bearings and fighting tenacity when deployed on purely military duties. On the other hand, officers will be expected to attend a short duration basic Special Forces course in the ranks of SubLieutenant and Lieutenants. REVIEW OF NIGERIAN NAVY TRAINING POLICY 68. It has been identified in this study that the present NN Training

Policy is inadequate in content and will need to be reviewed accordingly. It falls short in three areas. These include inadequate curricula, lack of procedure for review and non-provision of professional boards to serve on advisory roles for the professional schools. The present training policy provides for the NN roles in conventional warfare only. It does not provide for instruction on special areas such as terrorism, hostage situations, asymmetric warfare, land/creek operations, boarding of ships amongst others. The Policy needs therefore to re-address these omissions/deficiencies. 69. The new Policy should be more elaborate and clearly spell out the

various types of training, and to who it should be conducted. It also needs to define who has the responsibility for the various types of training. The Policy would state in clear terms what training plans are to be made and 46 RESTRICTED

RESTRICTED how they are to be executed and assessed. The Policy may prescribe a methodology for periodic review as necessary to meet emerging challenges and trends. To implement the strategy, NHQ may need to convene a Training Policy Review Board with specific instructions on the observed lapses and the need to adequately address the shortcomings. In addition certain parameters could be considered. These are enumerated below. 70. Training Curricula. The training curricula of NN schools ought to

be determined by the Navys operational goal or objectives. Today and future maritime forces are expected to be proficient in irregular warfare directed at riverine force projection.2 Therefore, the course content for all professional NN schools should be revisited with the objective of updating same. The additional course content need include studies in areas such as terrorism, peace support operations, land and creek operations, oil rig protection, counter insurgency, boarding of big ships at sea, small boat handling and such special training as may be necessary. 71. Training Procedure. No matter how a training programme

may seem, it is unlikely to attain the desired standard of proficiency if not carefully planned, executed and regularly assessed. The desired hours of training that need to be allocated to a particular course is expected to be 47 RESTRICTED

RESTRICTED considered in line with the general objective. The science of developing a training plan is expected to consider ease of implementation and cost implications. Training ought to be made for short, medium and long term purposes.3 a. Long and Medium Term Training Plans. Long term

training plan is expected to be published by Naval Headquarters sufficiently in advance. This will help to develop and integrate large number of subordinate plans. In the NN, this plan is expected to be included in the Training directive. Medium training policy plans ought to be published by the Commander, who needs to define in further details the broad guidance on training events and other activities. This plan defines the allocation of resources to subordinate organisation and provides a common basis for preparing short term training plans. Thus, plan enables the commanders requirements. b. Short Term Training Plans. Short term training plans and staff to prioritize and refine mission

need to be conducted at unit levels. The plan is to culminate into detailed training schedules. The schedules will specify when

training starts, where it is to take place, the time allocated. This

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RESTRICTED training procedure adherence is necessary in fulfilling the training curricula. 72. Training Assessment. To be able to determine the effectiveness

of training, a process of evaluation is needed in the NN. Evaluation takes place when an evaluator visits ongoing training. This helps to provide immediate feedback on the training environment and the proficiency of training. Qualified evaluators are to be tasked on these duties. The feedback will allow commanders to make changes which will lead to superior training result in the NN. The Navy needs to put in place the requirement for training evaluators to enable good assessment of training. 73. Professional Boards. There will be need for the NN to

establish professional boards in all the professional schools. The boards responsibility is to assist in an advisory role in areas of curricula and training effectiveness. Members of the boards are to be drawn from both serving and retired naval personnel and notable civilians. This will enable adequate input from a qualified persons which is expected to enrich the schools syllabi. ESTABLISHMENT OF SPECIAL FORCES SCHOOL 74. The need to establish a Special Forces school in the NN has

become necessary based on the current challenges being encountered by 49 RESTRICTED

RESTRICTED NN forces. Naval personnel are often required to dislodge militants from oil platforms and facilities at sea despite the fact that they are not being trained for such operations. The different encounters with militant youths and sea robberies by NN patrol boats and the often high casualty rate is also a result of lack of the necessary special training required for such tasks. It is therefore desirable that a Special Forces school be established. 75. This Special Forces school when established in the NN, will handle

warfare situations other than conventional warfare. Officers and ratings trained in the school are expected to make it their specialization or subspecialization. There will eventually be a reservoir of personnel for the NN to meet the challenges evolving. RELOCATION OF ENVIRONMENT 76. AWWS TO A MORE SUITABLE

The NN AWWS is presently located within NNS QUORRA at

Apapa, Lagos. The opinion of most AWW specialist officers including one who once served as the officer in charge of the school is that the present environment is not conducive for the expected training exercises.4 The AWWS is expected to conduct the following courses amongst others: AWW weapons (including small arms handling) general gunnery, internal security (IS) guns.5 Most of these highlighted subjects may

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RESTRICTED require isolated environment to enable more effective practical instructions. Facilities such as firing range and land area are a necessity.

51 RESTRICTED

RESTRICTED NOTES

1. US Naval Institute, Proceedings, (March 2006), p. 17. 2. Ibid. 3. Center for Naval Analysis, Future Naval Training Environments, (Alexandria: Virginia, Nov 02), p. 45. 4. Discussion with Capt K Itoko in Abuja on 14 Apr 07. 5. Nigerian Navy Training Policy, Dec 1996, p. 5.

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RESTRICTED CHAPTER 5

CONCLUSION AND RECOMMENDATIONS CONCLUSION 77. Over the last two decades, the NN has experienced emerging

operational challenges to its operations. The challenges include terrorism, insurgency, crude oil theft, hostage taking, pipeline vandalization, sea robberies, youth militancy and destruction of oil exploration facilities amongst others. 78. The NN inability to effectively tackle these challenges excluding

platforms availability is inadequate skills of its personnel. This inability stem from the training that has been made available to them. 79. The NN training policy has been found to be inadequate in the

prevailing operational challenges as it dwells entirely on conventional warfare tactics. The policy is also focused entirely on the NN Trident Strategy which is now inadequate. 80. NN needs to restructure its training to enable the personnel acquire

the necessary skills required to effectively address the emerging operational challenges. The training needs to be restructured as follows:

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RESTRICTED 81. That a Special Forces school need to be established to train and

impact necessary skills on irregular warfare. 82. The AWWS at NNS QUORRA need to be relocated to a more

suitable environment. 83. Ratings ex-NNBTS need to undergo basic Special Forces course

after one year of graduation for a short duration to be determined. All officers within the rank of sub-Lt and Lt are to undergo a basic Special Forces course. 84. It is desirable that a Special Forces Corps be established in the NN.

RECOMMENDATIONS 85. It is hereby recommended that: a. NN should review its Training Policy in the area of module content, procedure, assessment guideline and the

course

requirement for professional boards to oversee the professional schools in advisory capacity. b. NN should include training in irregular warfare in its course

content. c. AWWS NNS QUORRA should be relocated into a more

suitable environment. d. The NN should establish a Special Forces school in the

Niger Delta area. 54 RESTRICTED

RESTRICTED e. f. A Special Forces Corp be established by the NN Ratings ex-NNBTS should undergo a short course in a

duration to be determined later in irregular warfare after a year of passing out of NNBTS. g. Officers of sub-Lieutenant and Lieutenant ranks should

undergo a short course in irregular warfare.

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RESTRICTED BIBLIOGRAPHY BOOKS Booth K, Navies and Foreign Policy (New York: Holmes & Meier 1979) Centre for Naval Analysis, Future Training Environment, ( Alexandria: Virginia November 2002) Evan G and Newman J, Reference Guide to Concept, (New York: Harvester and Wheat leaf 1990) John Baylis, James Wirtz, Strategy in the Contemporary World (Oxford University Press 2002) Keane Micheal, Dictionary of Modern Strategy and Tactics, (Annapolis, Maryland: New Institute Press, 2005) Memon Roja, Maritime strategy and Continental Wars, (London: Frank Cass Publishers 1997), p.22. Morris AT, Expansion of Third World Navies, (London: Macmillan, 1987) Murray Williams et al, Making of Strategy, (Cambridge: Oxford University Press , 1994)

Ogunbamern OA, Organizational Dynamic, (Ibadan: Spectrum Book ltd, 2004) Oxford Advance Learners Dictionary, 6th Edition. Peter Paret (ed) Makers of Modern Strategy (Princeton University Press New Jersy, 1986) Reitzel Williams, Sea Power and Maritime Affairs Mohan on the use of the Sea, (Maryland: Nava Institute press, 1974).

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OFFICIAL PUBLICATIONS Constitution of the Federal Republic of Nigeria, (Lagos: Federal Government Press 1999) MPRI Review on Nigerian Armed Force Training Manual. Nigerian Navy Training Policy. NNS DELTA Signal DTG 131105 Jul 06. NNS PATHFINDER Signal DTG 071400 Jun 06. NNS PATHFINDER Signal DTG 221947 Jun 06. South African White Paper, Defence in Democracy The Sailor Magazine, (Abuja) March 2006 United State Army Doctrine Publication, Vol 4, training PLA- 2 US Naval Institute: Proceedings, (Annapolis: March 1989) US Naval Institute: Proceedings, (Annapolis: March 1998) US Naval Institute: Proceedings, (Annapolis: March 2005) US Naval Institute: Proceedings, (Annapolis: March 2006)

UNPUBLISHED WORKS AFCSC: Sea power Symposium; Adopting Training to Emerging Trend in Naval Warfare: Nigerian Navy Perspective, A paper presented by Syndicate 4, Course 26, 2006. Afolayan SO, Nigerian Navy, a Lecture delivered at Abuja, Nigerian to NWC Participants Course 11, 2001 Akpan FD, Challenges of the Nigerian Navy in Sub- Regional Defence, NWC Project Course 11, 2003. 57 RESTRICTED

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Akpan FD, Repositioning NN Training to meet Emerging Challenges:, Paper Presented at CNS Training Seminar , 2006. Adekeye GTA, Nigerian Navy in National Defence, Lecture delivered to NWC Course 15 January 2007. Akingbemila EAK, Sea Training and Maritime Warfare in the 21st Century: An Appraisal of the NN, NWC Course 13 Project, 2005. Efenudu HA, Naval Training Recruitment. A Paper Presented at Naval Training Command Training Seminar 14 December, 2005. Ezeoba Dele, Nigeria and the Gulf of Guinea Commission: Challenge for the Nigerian Navy, NWC Project Course 13 , 2004. Jenkins IF, quoted in , Local Refit in the Nigerian Navy: A critical Analysis, NWC Project paper Course 12, 12 Jul 2004. NNBTS Commanding Officers Handing Over Note, August 2006. Nigerian Navy Training Directives 2006/2007 April 2006. Odumosu O, Armed Attack on Shipping in the Niger Delta: Challenges for the Nigerian Navy, NWC Project , Course 13 , 2005. Orji JC, Local Refit and Ship Operational Efficiency: The Nigerian Navy Experience, NWC Project, Course.

INTERNET Lapiana Association Restructuring, http;,// www.Lapiana.org/resources/hpleadership/06a_2004 html . Wikipedia the free Encyclopedia, http//www. Wikipedia / restructuring. org.

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