Philippine Army Education and Training Manual

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GENERAL HEADQUARTERS
ARMED FORCES OF THE PHILIPPINES
OFFICE OF THE CHIEF OF STAFF
Camp General Emilio Aguinaldo, Quezon City
13 November 2007
SUBJECT: Promulgation
TO: All Concerned
1. The Philippine Army Education and Training Manual (PAM 8-

00), provides information and guidelines on Army Training and Education
Management in support to Army Operations.
2. This manual was reviewed by the PA Capability Development

Board and approved by the Commanding General, PA for use as reference
and guide for the stakeholders of the Army’s Education and Training system.
3. This manual is hereby promulgated for the information and

guidance of all concerned effective this date.
HERMOGENES C ESPERON JR
General AFP
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COMMANDING GENERAL
PHILIPPINE ARMY
Fort Andres Bonifacio, Metro Manila
FOREWORD
The PHILIPPINE ARMY EDUCATION AND TRAINING MANUAL (PAM

8-00) is an official reference on policies and guidelines governing the
education and training of our personnel who are the most important effective
element in all military efforts. The fundamentals of education and training
management, the methodologies to be employed to achieve the training
objectives, and the mechanism for doctrine development as found therein
were thoroughly tested and affirmatively validated.
This Manual is hereby approved for use by the Philippine Army.
I urge all Army personnel to follow the Manual within the context of the
underlying fundamentals contained therein. I likewise encourage all soldiers to
recommend improvements thereon to the Doctrine Center, TRADOC, PA to
sustain this worthy effort
ROMEO P TOLENTINO
Lieutenant General, AFP
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AMENDMENT CERTIFICATE
1. Proposals for amendment or additions to the text of this manual should

be made through the normal channels to the sponsor. A sample format of an
amendment proposal is found in Annex P of PAM 8-01.
2. It is certified that the amendments promulgated in the under-mentioned

amendment list have been made in this manual.
Amendment List Amended by Date of

Number Date (Printed Name and Initials) Amending
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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PREFACE
1. Purpose
This manual provides the education and training guidelines that shall
be adopted by the Philippine Army in order to enhance and develop the
knowledge, skills and attitudes of PA personnel necessary to perform various
roles.
2. Scope and Applicability
This manual sets forth the general guidelines for the education and
training system of the Philippine Army. It focuses on the basic doctrinal
concepts of education and training management, methodologies to achieve
the training objectives and the mechanism for doctrines development.
PAM 8-00 is designed for use by the commanders, education and
training staff officers and training institutions in the analysis, design,
development, conduct and evaluation of the education and training system.
3. User Information
The proponent of this manual is the Office of the Assistant Chief of

Staff for Education and Training, G8, Philippine Army. The Office is
responsible in the review and update of this publication. Send comments and
recommendations to the Office of the Assistant Chief of Staff for Education
and Training, G8, Philippine Army, Fort Andres Bonifacio, Makati City, ATTN:
Chief, Research and Doctrine Development Branch.
4. References
a. Philippine Army Doctrine Development PAM 8-01, series 1999
b. Philippine Army Basic Doctrine PAM 0-1, series 1996
c. HPA Staff Handbook, series 1997
d. Writers and Editors Guide to PAM Preparation, series 2001
e. Philippine Army Training System, series 1997
f. Circular Nr 4, GHQ, AFP dated 1 September 1982, Subject:

AFP Scholarship Program and Other Similar Grants.
g. Webster’s Third New International Dictionary
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5. Rescission
All publications, manuals and directives inconsistent with this manual

are hereby rescinded.
6. Gender
Unless this publication states otherwise, masculine nouns and

pronouns do not refer exclusively to men.
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CONTENTS
Letter of Promulgation i
Foreword iii
Amendment Certificate v
Preface vii
Contents ix
Section Page
CHAPTER 1 – FUNDAMENTALS OF PHILIPPINE 1-1

ARMY EDUCATION AND TRAINING
CHAPTER 2- EDUCATION AND TRAINING 2-1

ORGANIZATIONAL STRUCTURE
CHAPTER 3 – THE EDUCATION AND TRAINING 3-1

MANAGEMENT SYSTEM
CHAPTER 4 – FORMS OF EDUCATION AND 4-1

TRAINING
CHAPTER 5 – EDUCATION AND TRAINING 5-1

METHODS
CHAPTER 6 - PROFESSIONAL DEVELOPMENT 6-1

PROGRAM IN CIVILIAN EDUCATIONAL
INSTITUTIONS
CHAPTER 7 - PHILIPPINE ARMY DOCTRINE 7-1

DEVELOPMENT
Glossary
Abbreviations
Record of Changes
Recommendation for Changes
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CHAPTER 1
FUNDAMENTALS OF PHILIPPINE ARMY EDUCATION AND TRAINING
1. Vision. Philippine Army education and training is based on a vision of

creating “a highly professional and well-trained Philippine Army that will win
our nation’s wars and contribute to national development.”
2. Mission. To attain the vision, the Army education and training shall
extensively prepare army soldiers, leaders and units to undertake various
military missions and succeed through purposive, responsive and effective
education and training programs.
3. Principles. Education and training priorities and methodologies

constantly evolve in response to the various factors of change and the needs
of the organization. Certain tenets, however, remain true which stood the test
of time. They have become the guiding principles in the formulation of a
relevant, progressive and purposive education and training program.
a. Train for position. Any army personnel, whether officer, soldier

or civilian employee, should be equipped with the appropriate knowledge,
skills and attitudes needed to successfully perform his assigned tasks
efficiently.
b. Train for combat readiness. Multi-role functions and

interoperability with other services and armies of allied countries. The army’s
reason for being is to win our nation’s wars. The army has to continuously
train to fight effectively in order to win its battles at any level, anytime,
anywhere. The global factors of change ushered a new dimension in warfare.
This revolution in military affairs demands that our forces be able to undertake
joint and combined operations as well as non-traditional military roles such as
disaster response, nation building, counter-terrorism, police assistance and
multinational peacekeeping operations.
c. Train to promote leadership development and skill proficiency. It

has been said, “a unit is only as good as the man who leads it”. Officers and
soldiers shall be equipped with the necessary knowledge and skills to
effectively and efficiently lead in accomplishing the mission. Likewise, the
performance of a unit is largely dependent on the skill level of its personnel,
which requires comprehensive and progressive leadership training.
d. Application of Doctrine in Training. Our training shall be based

on validated and dynamic doctrines while it plays a vital role in the evaluation
and development of Army doctrines.
e. Realistic Training. Realism shall characterize Army training

wherein real-life scenarios, either in the classroom or in the field, are applied
or simulated in order to develop the competence and confidence of personnel.
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f. Continuous Training. Continuous training offers a two-fold

benefit. This ensures the development of individual and unit efficiency to the
highest standards and assures a ready pool of human resource.
4. The Philippine Army Education and Training System (PATS). A

“systems approach to training” was adopted in 1997 to give direction and
meaning towards the attainment of the army’s training mission. PATS require
a holistic approach to training wherein the entire process is examined and not
just one aspect.
This systems approach desires that the related aspects of training are
drawn together to address the Army’s current needs and thrusts. It is founded
on a competency-based training and criterion reference assessment.
a. Characteristics. The main characteristics of the PATS are:
Performance analysis. This is conducted to determine the

problems, issues and concerns in the conduct of training and whether such
training is indeed required.
b. Checks and Balances. The system provides an opportunity for

the organization to learn and improve. The training system, when applied,
should satisfy the following questions:
1) Is learning relevant to the soldier’s job performance?
2) Does this improve individual performance?
3) Dynamic dependence of phases of the training system.

The phases of the system are mutually dependent. If change is made in one
phase, it is likely that changes will be required in the other phases. Changes
are expected as a result of the validation of training and the effects of
resources, manpower, materials and logistics. The system ensures that it
remains dynamic.
4) Outcome-oriented. Training should be result-focused.

Determining at the outset precisely what the training is expected to achieve,
under what conditions and to what standards, form the basis of all subsequent
work.
5) Learner-oriented. The army training system is learner-

oriented. It guides both the trainers and the trainee to be mindful of what is
required at each phase of the training, the standards to follow and expected
results.
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c. Education and Training Cycle.
The PATS is a continuing process that involves 5 phases:
Figure 1.1 Philippine Army Training System Cycle.
1) Analyze. This phase is characterized by performance

and training analysis. Its aim is to determine precisely what training is
required to address a perceived problem on performance and to redesign
existing training program to address identified shortfalls and inadequacies or
design new training programs for the required performance output.
2) Design. The design phase is concerned with the

conversion of the data gathered during the analysis phase into a specification
for training. In this phase, an evaluation chart containing the learning outputs,
assessment plan and the curriculum will be made in accordance with the
training design.
3) Develop. This phase determines the most efficient

means of presenting instruction and completing a plan for the efficient
management of training. To achieve this, learning environments are
confirmed, while training programs are developed. The major output of this
phase is the production of the training plan to conduct the training.
4) Conduct. This phase is concerned with the

implementation of training which has been designed and developed in the
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previous phases. (In this phase, a person may be exempted from all or part
of the training when assessments are completed and the training is
completely evaluated. The major output in this stage is a competent
personnel.
5) Evaluate/Validate. This phase seeks to find answers to
two critical questions:
(a) Did it solve the initial performance problem?
(b) Has the training been transferred to the

workplace?
It likewise provides for the efficient evaluation of

the training, the trainers and the facilities used in order to uphold the standard
of the training or to further improve it. More importantly, this phase will
provide feedback whether those who were trained are able to perform well as
projected before the start of the training.
Revisions can be done at any of the foregoing

phases to improve and to make the system more responsive to changes.
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CHAPTER 2
EDUCATION AND TRAINING ORGANIZATIONAL STRUCTURE
1. The AC of S for Education and Training, G8, PA. A principal staff

responsible to the Commanding General, PA on matters pertaining to
education and training is maintained in order to comply with the following
functions.
a. Formulate training plans, programs, and policies required to

attain professionalism and combat readiness of PA personnel and units.
b. Formulate plans, programs, and policies on the conduct of

training of the PA regular and active reserve components in coordination with
concerned G-Staffs.
c. Formulate plans, programs, policies, and procedures in the

preparation, evaluation and other aspects of doctrine development for the PA.
d. Plan, coordinate and supervise local and foreign education and

training activities in military training institutions involving PA personnel.
e. Determine educational opportunities for PA personnel in civilian

academic institutions and other agencies both local and foreign.
f. Formulate plans and policies on the acquisition and allocation of

needed training equipment and construction of facilities in coordination with
the concerned G-Staff.
g. Conduct researches and studies on education and training and

other matters, as directed by higher authorities.
2. Primary Training Units
a. Training and Doctrine Command (TRADOC). The highest

education and training institution of the Philippine Army that sets appropriate
standards and procedures in the implementation of policies for
institutionalized training. It provides training supervision and control in the
conduct of career course and other trainings through its organic primary
training schools enumerated as follows:
1) Command and General Staff College
2) Combat Arms School
3) Combat Support School
4) Combat Service Support School
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5) Officer Candidate School
6) NCO Academy
b. Mission: To conduct training and develop doctrines for the Army.
c. Capabilities:
1) Conducts pre-entry, career and specialization courses.
2) Conducts the military phase of technical service courses.
3) Develops tests, evaluates and validates doctrines.
4) Evaluates units on training.
5) Publishes manuals/pamphlets for doctrinal and historical

information and instructional purposes.
6) Conducts researches and special studies related to

training and doctrine development.
7) Participates in any joint and combined exercises with

other services and allied nations.
d. Army Training Groups (ATGs). units organic to TRADOC but

perform as its extension schools to strategic areas in order to conduct
individual career and specialization courses of personnel assigned in Luzon,
Visayas and Mindanao.
1) Mission: To provide standardized career and

specialization courses extended by TRADOC.
2) Capabilities:
a) Provide training to PA personnel assigned in

Luzon, Visayas and Mindanao
b) Assist TRADOC in accomplishing its training

activities.
e. Service Extension Schools (SES). Schools organic to service

units that cater the conduct of specialized training in their respective areas of
interest according to the standards, procedures and policies set by TRADOC.
1) Mission: To plan for and conduct specialization training

not normally conducted by TRADOC.
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2) Capabilities:
(a) Provide specialized training to PA personnel.
(b) Organize the mobile training team (MTT) to assist

other units in the conduct of training.
(c) Perform combat mission when necessary.
(d) Develop doctrines on specific specialty.
3. Secondary Training Units (STUs). Units organic to major Army units

that plan and conduct remedial training in their respective area of coverage
according to the standards and procedures set by TRADOC. These include
the infantry division and engineer brigade training units.
a. Mission: To plan for and conduct remedial training to organic

personnel and units.
b. Capabilities.
1) Conduct specialized training primarily to organic

personnel.
2) Organize MTT
3) Provide training assistance to organic units.
4. Provisional Training Units (PTUs). These are units that are

temporarily organized for specific missions but given the additional task to
conduct training in order to fulfill the training requirements of the Philippine
Army units and personnel. The training activities of the PTUs shall conform to
the standards and procedures set by TRADOC.
5. Philippine Army Education and Training Board (PAETB)
a. General. The Board shall act as an advisory body of the

Commanding General, Philippine Army on matters pertaining to the education
and training system. It serves as an independent body that shall not interfere
with the training responsibilities of PA nor affect the functions and
responsibilities of the different PA staffs. It shall be responsible in overseeing
and monitoring the implementation of all AFP and PA training directives in the
PA training schools and institutions.
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b. Functions:
1) Conducts overall assessment/evaluation on the training

curricula and other related activities of all PA service schools and training
units in consonance with the PA training objectives.
2) Recommends policies geared towards improving the
training process and educational system of the PA.
3) Evaluates and determines appropriate equivalents for the

accreditation of local and foreign courses undertaken by PA officers and
enlisted personnel;
4) Selects and recommends PA personnel for foreign

schooling.
5) Selects and recommends PA personnel for senior officer

courses.
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CHAPTER 3
THE EDUCATION AND TRAINING MANAGEMENT SYSTEM
1. Career and Specialization Training Management. Education and

training within the Army organization is a continuing process. As Army
personnel progress through the ladder of their respective service branches,
the skill competencies required of higher positions need to be developed and
enhanced by undergoing progressive career courses. Likewise, every
personnel will have to specialize in secondary skills other than their own
primary service branch by undergoing various specialization courses.
The management of career and specialization training of personnel

follows a cycle illustrated in Figure 3.1 below:
Figure 3.1 Career and Specialization Training

Management Cycle.
a. Selection:
1) Performance: While career and specialization courses

are designed to equip the personnel with essential knowledge and skills
required to effectively perform the functions for which he is trained, the
physical and mental capability of the personnel is a very significant factor to
consider in the accomplishment of the objectives of the course. Along this
line, the evaluated performance shall be considered in selecting officers to
undergo a particular course.
Respective unit commanders shall perform a
critical evaluation of the performance of personnel being recommended to
undergo career and specialization courses. Other medium for performance
evaluation shall also be considered such as Commanders Evaluation and
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Officer Evaluation Report for officers and EP Evaluation Mark for enlisted
personnel.
2) Projected Assignment:
In line with the principle of training for position, the

projected assignment, not promotion, shall be the primary basis in selecting
personnel for career and specialization course.
b. Training:
1) Program of Instruction:
(a) All career and specialization courses are governed

by a Program of Instruction (POI) for each particular course. The POI shall
contain the following essential prerequisite on a particular course: Training
data (duration, school/venue, quota, start/completion date and pre-requisites
for the course). Curriculum (list modules and subjects with periods and points
allocated) Training Schedule (list of subjects, type of instruction, instructor and
scope)
(b) POIs shall be periodically reviewed and revised as

necessary in order to make it always responsive and relevant to the existing
situation.
2) Training facilities: Training facilities enhance the

capability of training units to conduct courses and trainings. The basic
facilities required for Army training institutions to effectively conduct career
and specialization courses are as follows:
(a) Classrooms to accommodate programmed number

of students.
(b) Library containing basic reference materials

relevant to courses conducted.
(c) Multi-purpose hall for ceremonies, combined

classes, social activities and course-related activities.
(d) Billeting with toilet, bathroom and laundry facilities.
(e) Consolidated mess and kitchen facilities.
(f) Open ground for parade and drills purposes.
(g) Other specialized facilities required by training

such as firing range, obstacle course, etc.
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3) Instructors/Trainors:
(a) All training institutions shall maintain a pool of

qualified instructors/trainors for programmed courses.
(b) To enhance the professionalism and quality of

instructors/trainors, all personnel being detailed as instructors/trainors shall be
made to undergo the Instructors Qualification Seminar to be conducted by the
concerned training unit.
c. Placement:
1) Students graduating from the course shall be

appropriately designated to positions for which they were trained.
2) A performance evaluation of personnel shall be made

after graduation from the course and subsequent posting to appropriate
position. In this regard, unit commanders shall forward performance
evaluation report on personnel to the concerned schools.
3) The performance evaluation report shall be used primarily

to gauge the responsiveness of the course POI in attaining the course
objectives. Review and revision of the POI may be made as determined by
the Schools POI Review and Revision Committee.
2. In-Service Training Management. It is a process used by leaders to

identify the in-service training requirements; plan, resource and conduct the
training; and subsequently evaluate and validate the in-service training
conducted. It follows training management cycle illustrated in Figure 3.2
below:
Error!
Figure 3.2 In-Service Training Management Cycle.
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a. Phases of In-Service Training Management Cycle
1) Mission Analysis. The kind of training conducted is

determined primarily by what the unit is set to achieve. The unit’s mission
identifies the skills of the unit and individual soldier required to effectively
accomplish the mission. Units cannot obtain a high degree of proficiency on
every possible task, and proper analysis of the mission allows the commander
to narrow the training requirement to an achievable degree.
2) Planning:
(a) Long-range planning. It reflects the training

strategy of the unit to attain the desired level of unit proficiency. It is based on
the assessment of the unit as well as command training guidance. Unit
assessment identifies strengths and weaknesses. From these data, a training
strategy is conceived to sustain identified strengths and improve on known
weaknesses.
(b) Short-range planning. It refines the long-range

plan and defines in greater detail the broad guidance of training events and
activities in the long-range plan.
(c) Near-term planning. It defines specific actions

required to execute the short-range plan. It is the final phase of planning prior
to execution.
3) Execution. The proper execution of training is a difficult

but rewarding process. The result of properly executed training is a unit
trained to effectively perform a given mission.
4) Assessment. Training assessment is an integral part of

the training management cycle. The two (2) basic tools used in making an
assessment are evaluation and unit assessment.
(a) Evaluation. It is the cornerstone of quality training

that measures the demonstrated ability of individuals, leaders and units
against specified training standards. It is a dynamic process that can occur as
internal evaluation (one that is planned, resourced and conducted by the
organization under evaluation) or external evaluation (one that is planned,
resourced and conducted by an organization higher than the one undergoing
the evaluation). It can be done formally (utilizing evaluators that are generally
scheduled in the long-range or short-range plans) or informally (gathering
real-time feedback from the students, the instructors and the proponent
school as well as the field commanders).
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(b) Evaluation is used to:
(1) Ensure implementation of the training

programs, processes and guidance required by higher authority.
(2) Verify the use of the training system in order

to ensure the high performance of personnel in their jobs under operational
conditions.
(3) Identify deficiencies, recommend corrective

actions, and ensure correction of deficiencies.
(c) Unit assessment. Leaders use evaluations and

other feedbacks to assess soldier, leader and unit proficiency. The analysis
of the information provided through evaluations is the key mechanism that
commanders use for their assessment. Additionally, commanders can adjust
priorities and resources as necessary to synchronize all unit functions.
Information obtained from the evaluation and unit

assessment provides the basis for the assessment of the training program.
Ultimately, adjustments are made in resources, personnel, training methods
and other areas to refine the training program.
3. Formulation of Training Programs. The, HPA in conjunction with the

service branch chiefs and the Army education and training personnel, shall
prepare an annual operating program (AOP) which will cater to the needs of
career, in-service and specialization course requirements of the Army. This
training program shall be based from the training needs identified by the
service branch chiefs and various job categories.
4. Development of Program of Instruction (POI) / Curriculum. The

HPA, the Army training schools and other training institutions will periodically
review, evaluate and develop curricula or POI relevant to the changing times,
current trends and the Army thrusts and programs.
5. Training Support and Facilities.
a. Army training institutions shall vigorously pursue a continuing

development to enrichment programs for faculty and training staff.
b. A career management system for the Philippine Army

instructors/trainers shall be formulated and institutionalized as a means to
further professionalize personnel in the field of education and training.
c. The purchase of instructional aids, materials and equipment

particularly war gaming equipment and simulators, the repair and
maintenance of existing facilities and infrastructure shall be given priority
support. This includes acquisition and upgrading of computers for networking
to improve data gathering and decision-making process.
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d. Funding for construction of new and much needed training

facilities and infrastructure shall be in accordance with the AFP Modernization
Program.
e. Generally, all training support of the Philippine Army schools

and training institutions shall complement the physical, mental and moral
requirements and development of the students and its organic personnel.
6. Instructors Development. The Army shall vigorously conduct

instructors development training in order to ensure an adequate complement
of qualified, competent and committed teaching staff in the various army
schools and training institutions.
Army training institutions shall administer Instructor Qualification

Course to all newly assigned personnel who are projected to become
instructors. All projected instructors must, as a final test, be able to effectively
deliver a mock lecture before a designated panel before being finally allowed
to teach.
7. Student Evaluation. The performance of all personnel after attending

the course shall be critically evaluated in order to validate the effectiveness of
the course in attaining the given objectives. A student shall be evaluated
during the course to assess his attitude towards the course and his
responsiveness in meeting the learning objectives.
Upon completion of the course, a student shall be designated to a

position for which he was trained. All unit commanders shall perform an initial
performance evaluation on the concerned personnel to assess his level of
efficiency vis-à-vis the course he has undertaken. Performance evaluation
shall be forwarded to COs/Commandants of concerned schools which shall
further be used as inputs in assessing the effectiveness of the POI and the
training system.
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CHAPTER 4
FORMS OF EDUCATION AND TRAINING
1. Individual Training
a. General. Individual training is a continuous process which

begins the moment a person enters the military service and until he leaves
the organization. Training takes a significant role throughout his career,
carried out both in schools and units or other organizations. It is the source of
production of proficient units and combined arms teams. Individual skills must
be periodically reviewed throughout the soldier’s career and each degree of
complexity in a skill must be mastered before moving on to the next level. In
a nutshell, this is a progression in the development of the individual. The
knowledge and skills which the soldier acquires must be continuously honed
to attain excellence.
Initially, individual training familiarizes the new soldier with his

chosen profession and acquaints him with his duties and responsibilities as a
soldier. During this period, he receives bits of orientations on expectations
while in the military service. The objective of the initial conduct of individual
training is to bring about a rapid transition from civilian to a soldier status.
Practice, drills, and physical training develop knowledge, discipline,
coordination and teamwork in execution. The primary purpose of this training
is to instill in each individual precise and orderly habits. As the soldier
progresses, he develops proficiency in weapons familiarization and
marksmanship, maintenance of individual equipment, and other trainings.
This provides him with a firm foundation in the fundamentals of basic military
subjects. His training is directed toward the development of skills with respect
to job performance. Application in later phases of training insures a high
degree of proficiency.
b. Replacement Training. Replacement training is the training

conducted to provide new soldiers with basic military knowledge. It develops
their proficiency for a specific duty assignment within a unit or organization.
The AFP assists in maintaining the operational proficiency of units of the
major service commands by providing qualified basic soldiers and specialists
as replacements for unit personnel losses, and in some cases, as fillers for
newly activated units. These individuals are normally trained in training
centers, special service schools, and in designated TOE units of the major
service commands within the country. The qualified replacement must be
properly disciplined, physically conditioned, technically qualified, and
emotionally prepared to perform successfully in combat operations. This
training provides a continuous flow of qualified basic soldiers, as individuals or
in packets of variable size to units in combat or conducting peacetime training
requirements.
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The replacement training phase consists of the basic

combat and advanced individual training phases. The Army has established
mandatory training requirements in time and subject areas to insure
standardization of training and qualification of replacements for major
subordinate units. These requirements are also contained in applicable
training programs which cover all replacement training in consonance with
current Army standards.
1) Basic Combat Training. This phase of training transforms

the civilian into a basic soldier. The basic combat training phase is prescribed
in AFP training programs. The objective of basic combat training is to develop
a disciplined and highly motivated soldier who is qualified in his basic weapon,
physically conditioned, and drilled in the fundamentals of soldiery. Emphasis
during this phase is on motivation, proficiency in the use of individual
weapons, disciplinary training, and physical fitness.
2) Advanced Individual Training. Advanced individual

training is the second stage of individual training and completes the
mandatory replacement training. Its objective is to qualify an individual to
perform the job required by a TOE or table of distribution (TD) assignment.
This phase of training may be conducted in training centers, service schools,
or in TOE units. It may be accomplished by on-the-job training (OJT),
schooling or a combination of both. Upon successful completion of training in
this phase, individuals are awarded the Armed Forces Occupational Specialty
(AFOS)/Military Occupational Specialty (MOS) they were trained for.
Subsequent to the completion of replacement

training, any individual found to be deficient in his primary AFOS/MOS is
retrained until he reaches the proper proficiency level. If retraining is
impractical, appropriate personnel procedures are undertaken to assign him a
new primary AFOS/MOS that is commensurate to his demonstrated
capabilities and qualifications.
c. Phases of Training
1) Pre-entry Course. It is designed to qualify prospective

Army personnel for the military service. It is a formative phase of training
which introduces the personnel to the Army through the acquisition of broad
and basic military knowledge and skills as well as the emotional and physical
preparedness to assume the functions, duties and responsibilities of Army
personnel.
2) Pre-deployment Course. This is given to newly employed

Army personnel prior to their deployment to initial assignments. It is a rigid,
well-rounded and balanced training designed to prepare the personnel to
effectively perform their given tasks. While these courses are standard and
predefined, it could likewise be dynamic to appropriately address the peculiar
needs of a particular unit.
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3) Basic Career Course. An army personnel needs to be

categorized into distinct service branches. They are trained to acquire basic
military knowledge and skills peculiar to a service branch and prepares them
to assume branch-material positions corresponding to their ranks. At this
stage, personnel assume their primary AFOS/MOS.
4) Specialization Course. Other than the primary

occupational specialty, Army personnel may assume secondary occupational
specialties in order to progress into other fields of specialization.
Specialization courses are designed to equip Army personnel with specialized
knowledge and skills in order to prepare them to assume positions requiring
specialized training.
(a) Advance Career Course. It is a higher level of

career training designed to prepare an individual to assume positions of
higher responsibility along his primary occupational specialty.
(b) Intermediate Staff Course. It prepares senior

Captains and junior Majors to assume staff positions in the brigade, division
and Army headquarters levels.
(c) Command and General Staff / Senior NCO

Course. The PA Command and General Staff Course aims to prepare the
officers for assignment in a wide variety of command and staff positions at
non-tactical units and headquarters. As such, only those who in their best
performance have displayed high potentials to assume said positions shall be
considered in the selection.
On the other hand, the PA Senior NCO
Course aims to prepare NCOs for higher supervisory positions, except for unit
Sergeant Major which requires a separate qualification course.
d. On-The-Job-Training. On-the-job-training (OJT) is a method

used to train individual or smaller groups of the personnel, (normally in a
specialized AFOS/MOS), to maintain proficiency. It is particularly applicable
to the training of staff personnel, company overhead, mechanics, cooks,
repairmen, and cadres. It may be used to train personnel initially or to further
develop skills learned in other training. Generally, OJT is best utilized
immediately after an individual has completed formal schooling in an
AFOS/MOS or a general education course. The effectiveness of this system
depends primarily on proper planning and close supervision over the training
being conducted.
e. Active Cadre Requirements
1) A cadre is the key group of leaders and specialists

needed to perform essential duties in the formation, administration, and
training of a unit. Cadres consist of officer and enlisted positions as listed in
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the cadre column of appropriate TOE or, if appropriate TOE does not include
cadre requirements, as designated by the respective major services
2) The requirement for each designated TOE unit to
maintain an alternate qualified cadre insures the capability of units to provide
the skeletal force to activate a similar type unit in any rapid expansion of the
AFP. This requirement makes it necessary for units to select and train
alternate personnel for TOE positions designated as cadre positions.
Personnel may become qualified to serve as members of a cadre through
OJT, training in service schools, or through prior experience in an MOS/AFS.
Maximum advantage should be taken from service school quota for the
training of cadre personnel. Unit training of the cadre is normally conducted
as OJT under close supervision of the persons assigned to the TOE positions.
Unit commanders should make provisions for training an alternate cadre
concurrently with conduct of normal AFP training program and operational
readiness training.
f. Career Management and Guidance. Career plans aid

commanders in developing the capabilities of officers and enlisted personnel.
These are generally directed by the AFP and administered by Major Service
commanders. Such plans are designed to provide a system of progressive
development of military personnel through assignment, training, and
advancement based on individual abilities, aptitudes, and initiative. They
assist in the efficient utilization of manpower and provide the maximum
opportunity for advancement within the individual’s capabilities.
1) A unit commander’s responsibility includes direction and

assistance to his officer personnel in improving themselves professionally. He
increases their experience by carefully varying their duty assignments. An
officer must continue to increase his own knowledge and skill by capitalizing
on his various assignments, by taking advantage of opportunities at service
schools, unit and installation schools, and by individual study.
2) A commander must give his non-commissioned officers

responsibilities commensurate to their demonstrated capabilities and
appropriate grades. He develops them as leaders by requiring them to
exercise their abilities and by supporting their position within the unit. The
commander uses available and appropriate schools to professionalize non-
commissioned officers in their duties and to prepare them for higher positions
of authority and responsibility.
2. Unit Training. Training can be as simple as performance-oriented

training on a soldier’s manual task. The training phase requires guidance with
appropriate resources based on long-range, short-range and near- term
plans.
Unit training develops and sustains those individual and collective skills
that soldiers and units (including squads, crews, and sections) need in order
to accomplish their missions. To help soldiers and leaders learn and sustain
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their skills, commanders develop training programs that implement the

best mix of individual, leader and collective training.
Unit training follows the hierarchy in Figure 4.1 Collective training

involves the upper five levels of the hierarchy. The training exercises
described in this chapter also applies to these levels but concentrate on unit
and combined arms and services proficiency.
Combined Arms
and Services
Proficiency
Unit
Proficiency
Platoon
Proficiency
Squad
Proficiency
Crew/Team
Proficiency
Individual
Proficiency
Figure 4.1 Unit Training Hierarchies.
Training exercises provide an excellent environment for the

simultaneous performance of multi-echelon training activities to evaluate and
to sustain the skills of soldiers, leaders, teams, staffs, and units. Exercises
simulate battle conditions to train leaders under mission-unique conditions
and standards for applying the best TTP to the unit METT-T. Some exercises
use minimal troop support in providing commanders and staff realistic practice
in executing wartime missions. Other exercises combine units, including other
services, to train critical teamwork and synchronization skills. Goals
associated with training exercises are:
1) To sustain soldier, leader, and collective skills.
2) To develop and sustain command and control skills of

commanders and their respective staff.
3) To support multi-echelon training.
4) To provide an opportunity to train using increasingly more

realistic (difficult) conditions.
Effective unit training requires the personal time, energy, and guidance
of commanders. Commanders must personally observe and assess training at
all echelons. Their specific emphasis is on training one level down and
evaluating two levels down. For example, battalion commanders train
company commanders in handling their units and evaluate platoon leaders
with their platoons. Company commanders train platoon leaders with their
platoons and evaluate section, squad, team, and crew leaders with their units.
In addition to the commander’s responsibilities, all leaders must require

their subordinates to understand and perform their roles in training. The
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commander assigns primary responsibility to officers for collective training and

to non-commissioned officers (NCOs) for soldier training. NCOs also have a
responsibility to train sections, squads, teams, and crew. The commander is
responsible to mold leader and soldier training requirements into collective
training events using multi-echelon techniques.
a. Small Unit Training. Small unit training is usually conducted at

the squad and platoon levels. Its primary objective is to develop the soldier’s
individual and collective skills in support of the training requirements of the
company and battalion.
This training can be conducted by the company or by the battalion units of the
Philippine Army. The training shall include but not limited to patrolling, battle
drills, movement formation & techniques, map reading, troop leading
procedures and familiarization/marksmanship training.
b. Company Retraining. The company retraining was conceived to

address the need to conduct retraining to the reconnaissance companies of
the infantry divisions. Company retraining is also being conducted to the
companies of the First Scout Ranger Regiment and the Special Forces
Regiment (Airborne) of the Special Operations Command.
The DTU shall conduct, supervise and oversee the training

activities of the reconnaissance companies while the respective training
schools of the special units conduct the training of their companies. The
company commander will be responsible in the orderly conduct, discipline and
utmost participation of personnel in the training. The company for retraining
must be composed of personnel from a solid company organized and
equipped according to the present TOE.
There are four (4) modules for the company retraining which
emphasizes on individual skills and teamwork. Special unit training schools,
however, can incorporate into the modules subjects relevant to their
respective field of expertise. Likewise, an evaluation and after activity review
(AAR) are integrated after every module in order to determine the level of
proficiency and comprehension achieved by the unit. The training will be
conducted in four (4) phases namely:
Phase I - Basic Individual and Specialization Module

Phase II - Squad Module
Phase III - Platoon Module
Phase IV - Company Module
c. Battalion Retraining. The Philippine Army through the DTU shall

conduct and supervise the retraining of the infantry battalions. The training
shall be conducted in five (5) phases by batch and by units. As such, the rifle
companies will be trained one (1) at a time at the DTU followed by the
headquarters company and the battalion staff. Battalions undergoing
retraining shall be relieved of control of present AOR in order to train as a
solid unit at DTU. In some extreme cases, however, when pulling out of the
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battalion will not be feasible due to the exigency of the situation, the battalion
may be trained by DTU MTT within the present location/station.
The objective of the training is to develop skills in combat,

combat support (CS), and combat service support (CSS) operations of the
battalion at all levels of command in order to prepare them for rapid
deployment missions and in defeating enemy forces in any intensity levels of
conflict.
The phases of battalion retraining are as follows:
Phase I - Individual Refresher Module

Phase II - Unit Refresher Module
Phase III - Staff Function and Procedure/Specialization
Module
Phase IV - Command and Staff Operations Module
Phase V - Evaluation Module
d. Combined Arms Training. The Army usually operates with the

full range of unique capabilities for combat, CS and CSS functions for
sustained land combat operations as part of a joint, combined or inter-agency
team. Combined arms training is a simultaneous training of combat, CS, and
CSS elements toward a common goal. These arms and services are
integrated horizontally at each command echelon, normally battalion through
divisions, and vertically between command echelons.
Combined arms training produce effects that are greater than

the sum of the individual parts. The combined arms team strives to conduct
fully combined arms forces operate over increasingly large areas of the
battlefield with less force density than in the past.
Army forces overwhelm the enemy’s ability to react by

synchronizing direct and indirect fires from the ground, assaulting with armor /
mechanized vehicles, and dismounted units; jamming the enemy’s
communications; concealing friendly operations; and attacking from several
directions at once. The goal is to confuse, demoralize, and destroy the
enemy with the coordinated impact of combat power. The sudden and
devastating impact of combined arms paralyzes the enemy’s response,
leaving him vulnerable to defeat.
The application of combined arms operations is complex and

demanding. It requires detailed planning and vigorous execution by highly
trained soldiers and units who have been thoroughly rehearsed.
e. Joint Service Training. Joint Service Training (JST) involves two

(2) or more services of the armed forces. The joint service training may be in
the form of joint training exercise (JTX), map exercise (MAPEX), command
post exercise (CPX), and field training exercise (FTX).
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The planning steps for JST are similar to those employed in

preparation for the conduct of other types of exercises. The planning staff
includes representatives from all the services involved. Each service must
have adequate time to plan, staff, and approve its exercise support plans.
In pre-exercise training, participants review each service’s
tactical SOP and joint training regulations. Umpires study the capabilities of
the various weapon systems used by each service. They must prepare
appropriate tables to assess weapon effects and battle casualties.
JST participants must receive detailed attention during the

planning, execution, and evaluation phases. The following considerations are
essential to the success of JST:
1) Command and control relationships
2) Interoperability of weapon and support systems
3) Communication and electronics compatibility and

procedures
4) Map compatibility
5) Administrative and logistics arrangements
During the planning phase, services must be advised of AAR

procedures and the necessity for their participation. Representatives from
each service must actively participate in the AAR.
f. Combined Training Exercise
Combined Training Exercise (CTX) involves armed forces from

two or more nations. CTX may be in the form of any of the training exercises
previously described.
Language differences among participants must be addressed

and practical steps taken to ensure effective two-way communication. CTX
planners must also consider differences in doctrine, organization, logistics,
and customs. The unified commander of the multinational armed forces
involved in a CTX must establish an exercise planning group to ensure these
matters are considered. This group must include planning staff
representatives from all the armed forces elements involved. The group’s
primary goal throughout the planning, execution, and evaluation phases is
interoperability of both equipment and methods of operations. Interoperability
allows multinational armed forces to work smoothly and effectively together.
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The following considerations are vital to successful CTXs and

must receive detailed attention during the planning process:
1) Common objectives
2) Command and control relationships
3) Standing operating procedures
4) Coordination
5) Communications
6) Liaison
7) Plans and orders
During the planning phase, all national armed forces must be

advised of AAR procedures and the necessity of their participation.
Representatives from each national force should participate actively in the
AAR.
2. Bilateral Exercise
Bilateral exercise involves armed forces from two (2) nations

which aims to enhance interoperability of both forces in the conduct of joint /
combined sea, air and ground operations. This exercise includes cross-
training exercises with limited field training exercises (FTXs) and civil-military
operations (CMO) activities at designated target areas.
Language differences among participants must be addressed

and practical steps taken to ensure effective two-way communication. The
aim of this exercise is to test inter-operability among participants and establish
a firm basis for future coalition partnership, if required, as well as to
strengthen the personal and professional relationship between participating
nations. It also aims to improve individual/team skills and standard of
professionalism through combined discussions, formal instruction and field
training exercises.
3. Army Physical Fitness Program
a. Program Components:
The physical fitness program of the Army is a comprehensive

program extending into all facets of army life. This program consists of four
(4) parts as follows:
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1) Physical Fitness Training.
The objective of physical fitness training is the attainment and

maintenance of operational readiness. The complete personal readiness
includes physical training and conditioning to sustain operations anytime
under various environmental conditions. This combination of training to
develop proficiency in physical skills and conditioning to improve strength and
endurance results in physical readiness.
This is part of the training effort to physically condition personnel

during individual training and in units employing group directed exercise
programs.
2) Special Service Sports.
This offers individual or teams an opportunity to

participate or compete in intramurals or higher level sports activity designed to
enhance morale and develop physical fitness.
3) Weight Control.
The control of the body weight and the physical fitness

are closely related. The cooperation of the commanders and the medical
officers in the supervision and control of personnel in maintaining proper body
weight is an important part of the Army’s physical fitness program.
4) Staff and Specialist Fitness.
This applies to those personnel who, by virtue of their

duty assignment, are prevented to participate in a group-directed exercise
program. A large number of personnel are in this category and commanders
must ensure that they attain and maintain acceptable standards of physical
fitness.
b. Army Physical Fitness Test.
A policy shall be adopted in order to ensure the conduct of the

Army Physical Fitness Test to all officers and men. This policy shall apply to
HPA and all subordinate commands/units. All officers and men shall undergo
the Army Physical Fitness Test on regular basis. Such test shall evaluate the
physical condition of each personnel.
c. Command Action.
1) Command.
The physical fitness of individuals assigned to a unit is a

command responsibility. The achievement of the overall objectives of
physical fitness training depends upon continuous command emphasis
throughout all levels of commands.
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2) Responsibility.
There are three (3) levels of responsibility in physical

fitness training:
(a) The individual soldier’s responsibility towards his

own personal physical fitness based on the standards required by the Army.
(b) The commander’s responsibility at all levels and

takes the form of command emphasis including planning, support and
supervision.
(c) The third is on the lower level where the company

commanders, platoon leaders, responsible NCOs and physical fitness
instructors implement and execute the program. The program will not be
successful unless all areas of responsibility are properly administered.
3) Evaluation.
A periodic PFT shall be the medium of evaluating fitness

profile of all military personnel. All military personnel under forty (40) years of
age should be tested at least four times annually. All personnel who are forty
(40) years of age and older should be tested at least twice annually or every
six (6) months. The effectiveness of the physical training programs shall be
evaluated at least every three (3) years.
4) Administrative Sanction and Retest.
A remedial measure shall be given to all personnel who

fail to attain the minimum standards on the appropriate physical fitness tests.
Appropriate personnel action or medical reclassification shall be considered in
cases where individuals demonstrate physical ineptness.
5) Support Requirements.
Sound program planning and management, the

assignment and training of leaders who are motivated mark the development
of physical fitness. The provision of funds to provide the needed facilities is
very necessary. The attitude and interest of company, battery or troop/unit
leadership is of great significance in attaining a state of individual and unit
physical fitness
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CHAPTER 5
EDUCATION AND TRAINING METHODS
1. Methods of Instruction
a. Brainstorming. It provides a means for the students to develop

solutions to unpredictable situations or problems. All possible problem
resolutions are thoroughly discussed among the members of the group. It
provides a listening exercise that allows creative thinking for new ideas and
encourages full participation because all ideas are equally considered and
recorded. It is an Instructor/facilitator driven activity. The instructor/facilitator
selects the issue and must stimulate and steer the group discussion towards
problem resolution.
b. Case Study. The student is presented a description of a

situation and is required to solve problems or identify actions related to the
situation. It provides an excellent means for a student to solve problems either
individually or as a member of a group. It develops analytic and problem
solving skills, and allows for exploration of solutions for complex issues.
However, the student may not see the relevance of the topic to his own
situation if insufficient information is provided thus, it may lead to
inappropriate results. Hence, the case study must be thoroughly prepared and
must be clearly defined in some cases.
c. Conference Discussion. It is a student-centered instruction in

which the instructor leads a discussion of the learning objective. It is normally
used to prepare students for follow-on training and the application of theory
and procedures to specific situation. It stimulates interest and thinking, and
develops imaginative and creative solutions to problems. Student participation
is encouraged and elicited. It pools ideas and experiences from the group and
allows everyone to participate in an active process. It requires careful
planning by the facilitator to guide the discussion through a question outline.
The three (3) general types of discussion are as follows:
1) Directed discussion. The instructor guides the student

discussion so that facts, principles, concepts, or procedures are clearly
articulated and applied.
2) Developmental discussion. The instructor guides the

discussion to pool student knowledge and past experience to improve the
performance of all students.
3) Problem-solving conference. The instructor uses the

conference to find an acceptable answer or solution to a problem. The
instructor defines the problem and encourages free and full student
participation.
d. Demonstration. The instructor and/or support personnel show

and explain operation or action to the students. The student is expected to be
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able to perform the operation or action after the demonstration. This method
of instruction shows how something is done. It illustrates principles on why
something works and set workmanship standards. Some of its more important
uses are to: teach manipulative operations and/or procedures like how
something is done; equipment operations or functions, like how something
works and safety procedures. It also teaches teamwork, like how people work
together to do something as a team.
e. Guest Speaker. An individual, other than a member of the

normal staff and faculty, presents information to support a specific lesson to
the class. These are experts that provide information directly supportive of the
learning objectives. The most important uses of the guest speaker are to
provide: expertise not available within the course staff, information based on
extensive experience, current information and motivation. However, avoid
having the speaker present a "Lecture" instead of a discussion-type lesson.
f. Panel Discussion. A panel consists of instructors, guest

speakers, or a combination that discuss materials pertinent to the lesson-
learning objective. It can provoke better discussion due to frequent change of
speaker that keeps the student’s attention from lagging. It provides a variety
of views, opinions as well as solutions concerning a material or problem.
However, personalities may overshadow the content and may affect the
logical order of the discussion. Hence, It is basically Instructor/ facilitator
control driven to ensure focus during the discussions.
g. Small Group Instruction (SGI). It is a means of delivering

training, which places the responsibility for learning on the soldier through
participation in small groups. SGI capitalizes on student experiences, requires
intensive student interaction, and makes each student responsible for his/her
own learning. Cooperation takes precedence over competition. SGI provides
individualized learning, team building and maximum exchange of ideas.\
The SGI is led by a small group leader (SGL) or faculty adviser

who facilitates role modeling, counseling, coaching, learning, and team
building in SGI. SGL and instructors conduct leadership assessments,
counseling, and assist students to identify strengths, weaknesses, and actions
to improve their performance; and are responsible for student physical
conditioning, control, discipline, and administrative requirements.
h. Lecture. An individual verbally passes information to attending

students. It presents factual material in direct, logical manner; contains
experience that inspires; and stimulates thinking to open discussion. Student
participation is minimal. It has low training efficiency since learning is difficult
to gauge. Dissemination of information in written format is usually more
efficient and effective. Lecture is a means to tell students information they
need to know. Some of its more important uses are to disseminate information
that is not yet available in print, orient, and motivate to set the stage for a
demonstration, discussion, or performance.
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i. Research/Study. Students research/study material in

preparation for subsequent course requirements. It is associated directly to
specific, identified lesson(s). Research/study is conducted during regular
training hours. Research/study is used to provide the students the opportunity
to locate, analyze, and determine facts, procedures, and concepts on their
own.
j. Role-playing. The students act out the simulated situation. The

student may assume the duties of a staff member in an organization and
perform the work of that position. It provides: simulated experience in the
situation being acted out, a means to assess decision making in a specific
role, and opportunities for the student to develop solutions to unpredictable
situations and conditions. The instructor should define the problem situation
and roles clearly, and must give very clear instructions to ensure emphasis on
the desired teaching points.
k. Practical Exercises. Student is required to perform the action

required by the learning objective under controlled conditions to the
established standard. The most efficient way to learn to do something is to
actually do it. This method of instruction is the best way for a student to learn
to perform the required action to the established standard. Examples are
operation and repair of equipment and exercises such as field training (FTX)
and command post exercises (CPX).
1) Hardware oriented. Performance is on actual equipment,

to include simulators and training devices. It is used when the actual hardware
is available and the risk to individuals and equipment is kept to an acceptable
level.
2) Non-hardware oriented. Performances not involving

actual equipment like paper-based exercises. It is used when the hardware is
not required to perform the required actions, like planning a re-supply
operation.
2. Types of Practical Exercises
a. Map Exercise (MAPEX). MAPEX is a portrayal of operational

situations on maps and overlays. It is economical in terms of resources and
may be conducted inside headquarters or in the field. Signal equipment may
be used for multi-echelon participation. MAPEX assists the commander train
his staff and subordinate leaders in planning, coordinating, and executing
operational tasks on map boards, situation maps, training mock-ups, and
sand tables. It is a good training tool before conducting other more costly
exercises. MAPEX trains the troops and units on the following:
1) Team building.
2) Preparing plans and estimates.
3) Evaluating actions.
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4) Making recommendations and decisions.
5) Issuing orders and coordinating the execution of orders.
MAPEX may be conducted by only one echelon of

command or unilaterally or multi-echelon involving a maximum of three levels
of command. It should include all the leadership of organic and OPCON units.
MAPEX should aim to represent the operational situation

as realistically as possible. It should include all aspects of the operational
situation, to prepare leaders and soldiers for the physical and psychological
effects of continuous operations. It should portray and exercise all operational
systems of the unit to integrate all aspects of the operation. It should portray
voice and data communications realistically to allow participants to attain
proficiency in working through interferences, coding/decoding, jamming and in
exercising appropriate countermeasures.
Controllers should make players aware of the operational

situations of friendly and opposing forces, as well as of the impact of the
civilian situation upon tactical operations. The control group must render
immediate and logical rulings for all tactical and logistical situations that arise.
Controllers allow the situation to develop until a tactical ruling is required. The
control group assesses personnel collateral casualties and equipment
damage and announces engagement results. Players of subordinate units use
this information to depict the operational situation to players of higher
headquarters. Players and controllers must not disclose information
unavailable in a real situation.
Controllers avoid influencing exercise play artificially

since it may create artificial situations later. Controllers should not interfere
with the players even though they may be allowed access to the players so
that they can perform their assigned duties. Controllers should provide their
insights and suggestions during periodic critiques to assist players in
maximizing lessons learned through the exercise.
b. Tactical Exercise Without Troops (TEWT). TEWT is conducted

on an actual terrain with unit leaders and staff, without soldiers. The exercise
allows the commander to train his staff and subordinate leaders. It also allows
the commander to analyze, plan, and determine how the operation will be
executed on the actual ground.
TEWT is normally conducted unilaterally, since only the

concerned officers, staff and selected support personnel are involved. It is an
inexpensive way to familiarize leaders and selected personnel with the area of
operations. It is used to train personnel to:
1) Analyze terrain.
2) Employ units and weapons according to terrain analysis.
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3) Prepare and validate plans.
4) Plan CS and CSS operations.
The commander must select the proper terrain and

reconnoiter since TEWT teaches tactics in an actual terrain. The general area
is selected from a map reconnaissance and then subsequently with a ground
reconnaissance. The pre-selected terrain should be appropriate for the
training objectives and flexible enough to depict more than one practical
solution. Locations selected for specific events during ground reconnaissance
become training sites for specific situations.
c. Command Post Exercise (CPX). CPX may be conducted in the

headquarters or in the field. It requires the establishment of the command
post. A CPX is an expanded MAPEX for staff and all commanders to lead and
control tactical operations by using tactical communications systems. Often,
the CPX is driven by a simulation or is part of a larger exercise. Normal
operational situation distances between CPs may be reduced. CPX trains
commanders and staff to:
1) Build teamwork and cohesion.
2) Exchange information by proper reporting IAW tactical

SOPs.
3) Establish and employ tactical communications.
4) Displace headquarters and command posts.
5) Integrate synchronized battlefield operating system.

(BOS)
Successful CPX is conducted under operational situation

conditions. Administrative and logistical situations are represented and played
realistically so that player commanders and staffs realize their effects on all
aspects of the operation.
CPX forces the players at all echelons to emplace and

displace their TOC. TOC displacement teaches the units to use tactical and
main CPs, to perform continuous operations and reconnaissance, and to set
up organic and supporting communications systems. It also provides realistic
time and distance experience.
The control group renders immediate and logical rulings

for all situations that arise during the exercise play. When player and threat
forces make contact, controllers allow the situation to develop until a tactical
ruling is indicated or required. Rulings are based on results obtained from
war-gaming, based on player-directed actions. The control group assesses
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personnel and civilian casualties and equipment and other collateral damages
and announces engagement rulings. The company players use this
information to show the operational situation picture to the higher
headquarters. Controllers are allowed free access to player facilities to
perform their assigned duties, but they do not interfere with player.
d. Situational Training Exercise (STX). This exercise is mission-

related and designed to train one collective task, a group or a series of related
tasks and drills, through practice. STX teaches the standard, preferred
method for carrying out the task. It is more flexible than drills and usually
include drills, leader and soldier tasks. STX may be modified, based on the list
of tasks assigned to a unit, or expanded to meet special mission
requirements. These tasks and missions may cover the operating systems on
fire, intelligence, logistics, signal and civil-military operations.
The company commander conducts STX and other similar

exercises while platoons execute initial action drills. The battalion commander
does the same for company exercises. He also directs his staff to evaluate
and assist with the STX. This is also one way of preparing units for larger
scale exercises.
Prerequisite training for the STX is progressive with heavy

emphasis on drills. “Close-in” or local training follows with drills executed in a
tactical setting using TEWT, sand tables, and simulation. The STX should
bring C2 elements to a high level of proficiency.
e. Command Field Exercise (CFX). The CFX lies on a scale

between the CPX and FTX. Available resources determine where the CFX fits
on the scale. The CFX can also be a backup for the FTX if the situation or
other factors prohibit the planned FTX. The CFX is an FTX with reduced unit
and vehicle density, but with full C2, CS, and CSS elements. For example, the
platoon leader in his vehicle represents the entire platoon; or a battery HQ,
the FDC, and base gun represent an artillery firing battery.
CFX is an excellent vehicle for training leaders and staff with full
C3 and logistical systems. It is less expensive and exercise intersystem
linkages and real distances. Moreover, it sharpens unit skills in such areas as
intelligence, fire support, combat service support, rear area operations and
C3.
A CFX can train as much, or as little, of the battalion as

necessary, depending on the commander’s assessment and training
objectives.
CFX is less expensive than FTX, yet it provides equal training

value for training of the staff. It may be the single best way to train inter-
systems linkages for full integration of all brigades and above assets.
Commanders should use CFX to sharpen unit skills in such areas as:
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1) Fire support.
2) Resupply procedures
3) Rear area operations
4) C4I
f. Field Training Exercise (FTX). FTX is conducted under

simulated combat conditions in the field. FTX fully integrates the total force in
a realistic combat environment. It involves combat arms, CS, and CSS units.
FTX encompasses such training as operation drills, crew drills, and STX to
reinforce soldier and collective training integration. It is used to train the
commander, staff, subordinate units, and attached elements to:
1) Move and maneuver units realistically.
2) Employ organic weapons systems effectively.
3) Build teamwork and cohesion.
4) Plan and coordinate supporting fires.
5) Plan and coordinate logistical activities to support tactical

operations.
FTX is executed under operational situation conditions. It

provides opportunities to practice both offensive and defensive operations.
Thus, it enhances the ability of soldiers and leaders to fight and survive on an
integrated operational situation. Such training builds teamwork under
conditions likely to prevail in time of war and impresses players, commanders,
and staffs with the magnitude and scope of planning and operations.
FTX portray administrative and logistical situations
realistically so that player commanders and staff experience their impact on
all aspects of the operation. POW play should be realistic. Trained personnel
should act as POWs so that interrogators and capturing units get realistic
training.
FTX controllers, umpires, or evaluators must consider
how players will be affected by the information they input. These inputs should
make the players aware of the tactical and logistical situations. The inputs
present situations and requirements that will cause players to act.
Controllers must not influence play artificially. The control

group must render prompt and logical rulings in all tactical and logistical
situations that may arise. When the players and OPFOR controllers make
contact, the control group allows the situation to develop until a tactical ruling
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is indicated or required. The control group assesses casualties and damage.

It announces rulings in a manner that provides as much realism as possible.
These rulings are based on observation of the player units, as well as on
results from war-gaming, player-directed actions. Controllers have free access
to player facilities so they can perform their assigned duties. However, they do
not interfere with the players.
g. Live Fire Exercise (LFX). LFX is resource-intensive. Playing

units maneuver and employ organic and supporting weapons systems using
full-service ammunition. LFX integrate all combat arms, CS, and CSS
elements. The extensive range and resource requirements usually limit them
to platoon and company team levels. Consequently, their principal focus is
unit and weapons integration at company team level. LFX provide realistic
training on collective and soldier skills in such areas as:
1) Fire control and distribution.
2) Command and control in a noisy, confusing environment.
3) Individual movement techniques.
4) Integration of all fire support assets.
5) Small-unit tactics.
6) Weapons, demolitions, and other pyrotechnics not used

in other exercises.
7) Safety awareness.
LFX is executed under simulated operational situation

conditions. It is employed by commanders to train integration of fire and
maneuver or movement against a realistic target array. Squads, crews, and
sections are trained to employ their weapons in a tactical environment. It
allows evaluation of tactical employment and precise measurement of the
effectiveness of fire employed against target arrays.
h. Joint Training Exercises (JTX). Joint Training Exercise (JTX)

involves two or more services of the AFP. A JTX at brigade level and higher
may conduct a MAPEX, CPX, CFX or FTX.
The planning steps for JTX are similar to the preparation for the
conduct of other types of exercises. The planning staff includes
representatives from all the services involved. Each service must have
adequate time to plan, staff, and approve its exercise support plans.
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In pre-exercise training, participants review each service's

tactical SOP and joint training regulations. Umpires study the capabilities of
the various weapon systems used by each service. They prepare appropriate
effects tables to assess weapon effects and operation casualties.
Involved personnel must receive detailed attention on the
following factors during the planning, execution and evaluation phases:
1) Command and control relationships.
2) Interoperability of weapon and support systems.
3) Communication and electronics compatibility and

procedures.
4) Map compatibility and logistics arrangements.
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CHAPTER 6
PROFESSIONAL DEVELOPMENT PROGRAM IN CIVILIAN
EDUCATIONAL INSTITUTIONS
1. Concept. The Philippine Army education and training system

advocates the development of personnel in certain academic disciplines in
order to provide the necessary skill requirement in specified areas to
complement the military education and training program. Along this line,
higher headquarters and the Philippine Army shall establish a comprehensive
professional development program for personnel in local and foreign civilian
institutions in order to promote career growth and development.
The pursuit of graduate and postgraduate courses in civilian

educational institutions can be under the auspices of a scholarship grant
through AFP educational assistance programs, defense cooperation
programs with allied countries, foreign and local scholarship grants under
private sponsorship, agreements with local educational institutions and
personal pursuit using government time.
2. Mechanisms
a. AFP scholarship program and other similar grants. The mandate

for AFP scholarship program is Section 22K, National Defense Act (NDA).
This scholarship program applies to officers of the AFP with the following
objectives:
1) To provide maximum opportunities to selected officers in

the development of their potentials through the acquisition of knowledge and
expertise for career growth and development.
2) To develop the officers according to annual forecast for

continuing AFP needs for expertise in certain academic disciplines in order to
provide manpower requirements in specified areas.
Among other considerations, the program thoroughly

considers the relevance of each field of study to specific AFP objectives, the
overall development program in a particular field of study as they relate to the
national development emphasis and trends affecting the development of the
AFP.
Subject to usual accounting and auditing procedures, the

following expenses shall be authorized per scholar on a reimbursement basis:
3) Tuition, matriculation and library fees, medical and dental

fees, required books and reference materials and instructional aids and
devices.
4) Expenses for thesis writing and preparation, including but

not limited to, adviser’s consultation fees, typing and book binding.
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5) Graduation and diploma fees.
A variant of this program is the granting of authority to

officers to pursue graduate and post graduate studies using government time,
without expense on the government. The prospective grantee shall
appropriately apply for the approval of this grant as endorsed by his unit
commander.
b. Trust fund for educational assistance program. Trust Fund for

educational assistance program may be availed of by Army personnel in the
active service who plan to pursue graduate studies. Such program is basically
established to develop selected personnel to fill-up positions required in the
military organization.
c. Foreign scholarship grants under private sponsorship. Army

personnel may avail of foreign scholarship grants under private sponsorship
of an individual, college, foundation, or corporate organizations that are
outside of the purview of the AFP education and training program
The student-beneficiary (SB) availing of these grants shall be

required to execute a contract of support (COS) with the sponsoring entity.
The COS shall be approved by the CSAFP as evaluated by the
GHQ/AFPWSSU Scholarship/Schooling Board (GASSB). Except for the
usual AFP pay and allowances, the SB under private sponsorship is neither
entitled to any government travel expenses nor per diem authorized.
Additionally, at no instance shall the SB be allowed to resign his commission
or request for separation during or after the scholarship studies abroad or
within the period of mandatory contractual service obligation.
d. Schooling grants under defense cooperation programs. In some

instances, allied countries offer the Philippines with schooling in civilian
institutions in addition to military schoolings offered under existing defense
cooperation program. Processing of personnel to this schooling grant is
undertaken under the same procedure as processing of personnel for foreign
military trainings.
e. Agreements with local educational institutions. The Philippine

Army recognizes the fact that military scholarship grants may not sufficiently
cater to the majority of personnel aspiring for higher learning. In this regard,
steps shall be undertaken to venture into agreements with reputable local
schools that are willing to provide additional benefits to Army personnel taking
graduate and post graduate courses. Benefits and advantages may include,
but not limited to, the following:
1) Percentage discounts on tuition and other fees.
2) Accreditation of applicable subjects taken under military

courses with the end view of shortening the course.
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3) Limited or full scholarship grants to deserving personnel

who shall satisfy the requirements of the school.
4) Special instructional package that will address the

peculiarities and limitations of the military service.
5) Other benefits advantageous to the Philippine Army and

the prospective student.
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CHAPTER 7
PHILIPPINE ARMY DOCTRINE DEVELOPMENT
1. Doctrine Development System. The development and production of

Army doctrines is the primary responsibility of the whole army organization.
This entails the active participation of all personnel involved in its activities
and requires considerable support and resources. The Army shall therefore
endeavor to set-up a system that specifies the processes, provides the
necessary support and pinpoint responsibilities in order to ensure continuity in
the effort and that the finished products will meet the needs of the Army in
form and substance.
The Philippine Army doctrine development system involves not only the
whole Army organization but also higher headquarters, other major services,
AFPWSSUs, and individuals supportive of the Army.
a. Responsibilities
1) GHQ, other major services/AFP-wide service support

units (AFPWSSUs). GHQ has organized the AFP Doctrine Board to oversee
all doctrine development activities of the AFP with OJ8 providing staff
assistance. The other major services and AFPWWSUs have also organized
respective doctrine boards and doctrine centers where doctrine proponents
and writers of the Army coordinates for assistance and for the development of
doctrine for joint operations.
2) Headquarters Philippine Army (HPA). The HPA, through

the staff, particularly G8, PA provides the policies, guidance and direction in
the development of army doctrine. CG, PA authorizes the PA manual (PAM)
publications with the approval of CSAFP or DND.
3) Philippine Army Modernization Board (PAMB). While the

Modernization Program under RA 7898 is being implemented, the PAMB is
the overall overseer in doctrine development relative to the attainment of the
objectives of the modernization program. Upon completion of the
modernization program resulting to the dissolution of the Board, the PA
Doctrine Board will be created.
4) Doctrine Center, TRADOC. It is responsible for the over-

all planning and integration of the doctrine development effort of the Philippine
Army.
2. Doctrine Development Process. The Philippine Army establishes the

process in the development of doctrines from its initial planning until its use.
The process involves six (6) phases:
a. Planning and Initiation
b. Research and Development
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c. Test, Evaluation and Pre-Validation
d. Validation and Promulgation
e. Printing and Publication
f. Application and Review.
Figure 7.1 Doctrine Development Process.
3. Doctrine Development Strategy
The development of doctrine requires the systematic management of

fundamental structures, resources and processes a sensibly set approach
that guides action, provides feedback and affords flexibility aimed at
maintaining a body of doctrine that reflects the Army’s professional
understanding of warfare and other army activities. The development of
doctrine in the Philippine Army shall be undertaken through the systematic
management of several strategic factors of the Philippine Army doctrine
development system like organizations and individuals involved development
process and doctrine publications.
The development of doctrine starting from the formulation of doctrine

by the proponent up to its promulgation by the CSAFP involves series of
actions indicated in Figure 7.2 below:
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CG, PA
HPA CSAFP/
NO SND
Proponent DC NO
Writer YES
YES YES YES
NO NO PAMB
NO DCT
YES
YES
PE
PUBLISHED APPROVED
Figure 7.2 Flow of Doctrine Development.
4. Doctrine Development Organization
The Philippine Army will establish an organizational structure that will

address continuous development of doctrines. The organization may vary as
the Army modernizes. Basically, it is composed of three (3) major players; the
writer, the proponent and the unit that shall have the responsibility to
formulate, develop, test, evaluate and pre-validate all army doctrines.
a. Doctrine Writer. A doctrine writer is an individual or group of

individuals selected to formulate, conduct research, write and develop the
details of a doctrinal concept and put them in written form or publication.
b. Proponent. Proponents are units/offices or individuals which are

appointed by the Army and tasked to plan, direct and supervise the
development or review of particular doctrine, usually related to their respective
functions. A proponent is a sponsor of a proposed doctrine or publication.
c. Units.
1) Command and General Staff College (CGSC).As the

highest Army educational institution, the college is tasked to assist TRADOC
in its doctrine development activities. It helps the command in determining the
current doctrine requirements of the Army based on current strategic
guidance. It conducts research on specific doctrine requirements. It acts as
proponent of specific doctrine proposals. It conducts test and evaluation of
proposed doctrine. The students are its potent sources of ideas and
information.
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2) Primary Training Schools of TRADOC. TRADOC primary

training schools are tasked to assist the Doctrine Center in the conduct of test
evaluation and pre-validation of proposed doctrine. They are also the
proponents of a number of doctrines they are mandated to teach.
3) Division Training Units (DTUs) and Unit/Service Schools.

Training units and schools of Army major units may also be tasked to assist in
the test, evaluation and validation of proposed doctrine. They may act as
proponents of specific proposed doctrine. They are good sources of feedback
on field application of doctrine and other information on current activities on
the ground, which may have doctrine implications.
4) Other Units/Offices. Units and offices are required to

monitor operation and administrative concept, techniques and materiel and
non-materiel development in order to assist in the identification of new
doctrine or changes in doctrine requirement, as well as in the testing,
evaluation and validation of new doctrine. They may become proponents or
help in the identification of proponents and writers. They participate when
required in the deliberation of proposed doctrine and are encouraged to
contribute to the validation of existing publications by using the amendment
proposal forms contained in each publication.
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GLOSSARY
After action review – a method of providing feedback to units by involving

participants in the training diagnostic process in order to increase and
reinforce learning. The AAR leader guides the participants in identifying
deficiencies and seeking solutions.
Area of responsibility - a defined are of land in which responsibility is

specifically assigned to the commander of the area for the development and
maintenance of installations, control of movement, and the conduct of tactical
operations involving troops under his control along with parallel authority to
exercise these functions.
Armed Forces of the Philippines Occupational Specialty - a term used to

identify duty positions, career areas and field of concentration that requires
closely related skills. It identifies the types of skills but not the level of skills.
Battlefield operating systems - the major functions occurring on the

battlefield and performed by the force to successfully execute operations.
The seven (7) systems are: (1) intelligence, (2) maneuver, (3) fire support, (4)
mobility, counter-mobility and survivability, (5) air defense, (6) combat service
support, and (7) command and control.
Combat service support - the assistance provided to sustain combat forces,

primarily in the field of administration and logistics.
Combat support - fire support and operational assistance provided to combat

elements.
Doctrine - fundamental principles by which the military forces guide their

actions in support of objectives. It is authoritative, but requires judgment in
application.
Doctrine development - the process of formulation, development, testing,

evaluation and revision of doctrines.
Education - the act or process of giving intellectual, moral or social

instruction, especially as a formal or prolonged process.
Mission - the primary task assigned to an individual, unit, or force. It usually

contains the elements of who, what, when, where and the reason therefore,
but seldom specifies how.
Performance-oriented training - training that involves learning by doing.

Performance to standard is required.
Philippine Army manual - an Army publication approved by CG, PA and

promulgated by CSAFP that contains basic information, tactics and
procedure.
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Program of instruction - a program outlining the actual conduct of a

particular course. It includes the course objectives; subjects with detailed
information on the scope, type of instruction and periods allocated; master
training schedule; and pool of instructors.
Refresher training - training conducted to train again a task with soldiers or

units who have previously been proficient but require a reorientation to a task.
Refresher training is conducted prior to containment training.
Standing Operating Procedure (SOP) - a set of rules, regulations,

guidelines or procedure which spell out the action to take in certain specified
circumstances or situations, the purpose of which is to remove the necessity
of requesting for or issuing orders.
Table of Organization and Equipment - details the authorized levels of

personnel and major equipment of units and defines its order of battle.
Task - a clearly defined and measurable activity accomplished by soldiers

and units. Tasks are specific activities which contribute to the
accomplishment of encompassing missions or other requirements.
Training - the instruction of personnel to individually and collectively increase

their capacity to perform specific military functions and tasks.
Training management - the process used by Army leaders to identify the

training requirements and subsequently plan, resource, execute and evaluate
the training.
Training management package - a consolidation of materials and

documents that supports the conduct of a particular course. It primarily
includes the instructional package and program of instruction, as well as other
documents necessary in conducting the course.
Training requirements - the difference between the demonstrated and

desired levels of proficiency for mission-essential or battle tasks.
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ABBREVIATIONS
ACE - Academic Counselor and Evaluator

AFOS - Armed Forces Occupational Specialty
ATG - Army Training Group
AAR - After Activity Report
ATS - Army Training System
AOP - Annual Operating Program
BOS - Battlefield Operating System
CP - Command Post
CPX - Command Post Exercise
CTX - Combined Training Exercise
CFX - Command Field Exercise
CSS - Combat Service Support
CS - Combat Service
C2 - Command and Control
C3 - Command, Control and Communications
C4I - Command, Control, Communications,
Computer and Intelligence
DTU - Division Training Unit
FDC - Fire Direction Center
FTX - Field Training Exercise
JTX - Joint Training Exercise
JST - Joint Service Training
LFX - Live Fire Exercise
MAPEX - Map Exercise
METT - Mission, Enemy, Terrain, Troops and Time Available
MOS - Military Occupational Specialty
MTT - Mobile Training Team
NCO - Non-Commissioned Officer
OFFR - Officer
OJT - On-the-Job Training
OPFOR - Opposing Force
PAETB - PA Education and Training Board
PATS- PA Education and Training System
PFT - Physical Fitness Test
POI - Program of Instruction
POW - Prisoner of War
PTU - Provisional Training Unit
SES - Service Extension School
SGI - Small Group Instruction
STU - Secondary Training Unit
STX - Situational Training Exercise
TOC - Tactical Operations Center
TOE - Table of Organization and Equipment
TEWT - Tactical Exercise Without Troops
TD - Table of Distribution
TRADOC - Training and Doctrine Command
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TTP - Tactics, Techniques and Procedures
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RECORD OF CHANGES
Identification of change or Date By Whom entered

Correction and Reg. No. (if Entered (Signature, Rank, Grade,
any) Name or Rate, Name of
Command)
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RECOMMENDATION FOR CHANGES
_____________________________________
________________________________
_________________________
(Originating Agency)
________________
(Date)
SUBJECT: Recommendation for Changes
TO: Commanding Officer

Doctrine Center, TRADOC
Fort Bonifacio, Makati City
The following recommendation is submitted for improvement of

_____________________________________________________________
(Short Title)
________________________________ __________________________
(Long Title) page
________________________________ __________________________
Article Para. No. Line Sentence
________________________________
Figure No.
Comment:
Recommendation:
_____________________________
(Signature of CO)
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TO: All Concerned

1. The Philippine Army Education and Training Manual (PAM 8-

2. This manual was reviewed by the PA Capability Development

3. This manual is hereby promulgated for the information and

The PHILIPPINE ARMY EDUCATION AND TRAINING MANUAL (PAM

This Manual is hereby approved for use by the Philippine Army.

1. Proposals for amendment or additions to the text of this manual should

2. It is certified that the amendments promulgated in the under-mentioned

Amendment List Amended by Date of

2. Scope and Applicability

The proponent of this manual is the Office of the Assistant Chief of

a. Philippine Army Doctrine Development PAM 8-01, series 1999

b. Philippine Army Basic Doctrine PAM 0-1, series 1996

c. HPA Staff Handbook, series 1997

d. Writers and Editors Guide to PAM Preparation, series 2001

e. Philippine Army Training System, series 1997

f. Circular Nr 4, GHQ, AFP dated 1 September 1982, Subject:

g. Webster’s Third New International Dictionary

All publications, manuals and directives inconsistent with this manual

Unless this publication states otherwise, masculine nouns and

CHAPTER 1 – FUNDAMENTALS OF PHILIPPINE 1-1

CHAPTER 2- EDUCATION AND TRAINING 2-1

CHAPTER 3 – THE EDUCATION AND TRAINING 3-1

CHAPTER 4 – FORMS OF EDUCATION AND 4-1

CHAPTER 5 – EDUCATION AND TRAINING 5-1

CHAPTER 6 - PROFESSIONAL DEVELOPMENT 6-1

CHAPTER 7 - PHILIPPINE ARMY DOCTRINE 7-1

1. Vision. Philippine Army education and training is based on a vision of

3. Principles. Education and training priorities and methodologies

a. Train for position. Any army personnel, whether officer, soldier

b. Train for combat readiness. Multi-role functions and

c. Train to promote leadership development and skill proficiency. It

d. Application of Doctrine in Training. Our training shall be based

e. Realistic Training. Realism shall characterize Army training

f. Continuous Training. Continuous training offers a two-fold

4. The Philippine Army Education and Training System (PATS). A

a. Characteristics. The main characteristics of the PATS are:

Performance analysis. This is conducted to determine the

b. Checks and Balances. The system provides an opportunity for

1) Is learning relevant to the soldier’s job performance?

2) Does this improve individual performance?

3) Dynamic dependence of phases of the training system.

4) Outcome-oriented. Training should be result-focused.

5) Learner-oriented. The army training system is learner-

c. Education and Training Cycle.

The PATS is a continuing process that involves 5 phases:

Figure 1.1 Philippine Army Training System Cycle.

1) Analyze. This phase is characterized by performance

2) Design. The design phase is concerned with the

3) Develop. This phase determines the most efficient

4) Conduct. This phase is concerned with the

(a) Did it solve the initial performance problem?

(b) Has the training been transferred to the

It likewise provides for the efficient evaluation of

Revisions can be done at any of the foregoing

1. The AC of S for Education and Training, G8, PA. A principal staff

a. Formulate training plans, programs, and policies required to

b. Formulate plans, programs, and policies on the conduct of

c. Formulate plans, programs, policies, and procedures in the

d. Plan, coordinate and supervise local and foreign education and

e. Determine educational opportunities for PA personnel in civilian

f. Formulate plans and policies on the acquisition and allocation of