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NIGERIAN ARMY SCHOOL OF SIGNALS
ENHANCING COMPETENCY IN RADIO COMMUNICATION
FOR NIGERIAN ARMY SCHOOL OF SIGNALS STUDENTS
THROUGH A SIMULATION CENTRE
BY
13NA/70/9334 CPL DIDEL OLUWAFEMI
Apapa ROP B1 96/24
Nov 24
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TABLE OF CONTENTS
Introduction……………………………………………………………………….…..1
Aim………………………………………………………………………………........2
Overview of the Current Teaching Methods in Combat Communications
Department…………………………………………………………………………....2
The Impact of Current Teaching Methods on student Competency………………..…3
Challenges Associated with Current Teaching Methods ……………………………...4
Way Forward……………………………………………………..…………….……..4
Conclusion………………………………………………………………………..…...5
Recommendations…………………………………………………………….……....6
List of Annexes and Enclosures ………………………………………….…………...6
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ENHANCING COMPETENCY IN RADIO COMMUNICATION FOR NIGERIAN
ARMY SCHOOL OF SIGNALS STUDENTS THROUGH A SIMULATION CENTRE
INTRODUCTION
1. Capacity development has become a critical part of many organizations around
the world. In the military, training personnel is fundamental for success in operations.
In this regard, militaries around the world have adopted training reforms to enhance
the capacity of their personnel. Effective signal communication is vital for command,
control, and efficient battlefield management within the Armed Forces. Reliable
communication systems enable swift decision-making and seamless coordination,
directly impacting mission success. The Nigerian Army School of Signals is charged
with training Nigerian army personnel in these critical skills, equipping them with the
technical expertise required to handle high-stakes operational communication in
combat scenarios.
2. Radio communication, particularly through Combat Net Radios (CNR) and
other field equipment, forms the backbone of military signaling. These systems provide
secure, real-time communication between units, essential for navigating challenging
operational environments. As battlefield demands evolve, the need for flexible,
reliable, and resilient radio operators is paramount. Despite the rigorous training in
courses such as the Radio Operator Course, limitations in equipment and hands-on
training restrict the depth of practical skills students can acquire.
3. The purpose of this paper is to proffer ways to enhance competency in radio
communication for NASS Students. The paper will highlight the current teaching
methods in Combat Communication Department (CCD) and the impact of the current
teaching methods on student’s competency. Thereafter, the paper will consider the
challenges associated with the method and training reforms that will enhance the
competency of the students. This paper is limited to radio operators’ course in CCD,
because CCD is the lead force for effective communication the NASS.
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AIM
4. The aim of this paper is to discuss ways of enhancing the competency of NAS
students in radio communication with a view to making recommendations.
OVERVIEW OF THE CURRENT TEACHING METHODS IN COMBAT
COMMUNICATIONS DEPARTMENT
5. The Radio Operator Course is a six-months program covering essential areas
such as voice procedure, communication security, communication center working,
antenna propagation, communication equipment, signal tactics, ICT, map reading,
basic electricity, mathematics, general service knowledge and alternative power
supply. Students undergo theoretical training complemented by practical exercises to
reinforce these concepts.
6. While the course includes hands-on components, such as setting up
communication centers, erecting antenna such as dipole and Datron broadband
antennas, handling/communicating with radio and programming RF 5800H radios,
limited equipment availability and time constraint restricts student participation. Only
a subset of students can engage directly in each session, which impacts their practical
readiness.
7. The shortage of equipment, such as Combat Net Radios and Computer, means
that students often have limited opportunities to practice. While theoretical knowledge
is reinforced, hands-on experience in troubleshooting and field operations is limited,
affecting their overall operational readiness.
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THE IMPACT OF CURRENT TEACHING METHODS ON STUDENT
COMPETENCY
8. The existing methods of teaching radio communication at the Nigerian Army
School of Signals focus on foundational and advanced skills through a blend of
theoretical instruction and limited practical sessions. While students receive essential
training on all subjects the restrictions on equipment accessibility and time constraint
create gaps in practical exposure. This section assesses the competency levels students
achieve under the current approach, highlighting the strengths and weaknesses of the
training. By evaluating skill acquisition in real-world contexts, it becomes clear how
limitations in practical engagement affect the operational readiness and adaptability of
graduates.
9. Skills Acquired Through Present Methods. Students acquire knowledge in
signal operations, including frequency management, encryption, and map reading for
communication planning. Practical exercises, such as setting up a communication
centre, programming equipment and voice communication, introduce students to real-
world applications.
10. Challenges in Practical Proficiency. Due to unavailability of some
communication equipment deployed in the field and limited hands-on practice,
students struggle with complex troubleshooting and adapting to variable field
conditions, such as signal interference or electromagnetic disturbances, essential skills
for real-world scenarios.
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CHALLENGES ASSOCIATED WITH CURRENT TEACHING METHODS
11. Despite the comprehensive curriculum offered at the Nigerian Army School of
Signals, various challenges hinder the effectiveness of hands-on training. The primary
obstacle is time constraint, conducive hands-on environment and the limited
availability of critical communication equipment, such as Combat Net Radio and
computer which restricts students’ access to essential practice opportunities.
Additionally, the lack of advanced simulation tools prevents instructors from
replicating complex tactical scenarios that are vital for real-world preparation. This
section explores the equipment shortages, practical application gaps, and technological
limitations that currently impact the depth of student learning, underscoring the urgent
need for an enhanced training solution.
12. Equipment Shortages and Accessibility Issues. A major limitation in the
current training approach is the scarcity of equipment, such as radios. Some radios are
currently deployed in various operations within and outside the country, especially in
North East but are not currently in NASS inventory for student to train with. This
shortage means students must share devices, reducing individual exposure and the
ability to develop mastery.
13. Limitations in Advanced Practical Scenarios. Realistic training scenarios,
such as encrypted communication under high-stress conditions or exercises involving
jamming, signal interference, interception, action to be taken on-sight or remotely
when under an attack or when the capture of radio communication equipment is
eminent are often impractical with the available equipment. This affects students’
exposure to complex operational conditions.
14. Gaps in Simulation Capabilities. While practical exercises are conducted,
there is no technology available to simulate tactical scenarios comprehensively.
Without this, students lack preparation for the adaptability required in modern military
communication roles.
WAY FORWARD
14. To bridge the gap between theoretical knowledge and practical proficiency, this
paper proposes the establishment of a dedicated simulation centre for radio
communication training. A simulation centre would provide a scalable, cost-effective
environment in which students could practice essential communication skills, such as
programming radios, establishing tactical networks, and troubleshooting, without
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reliance on limited physical resources. This centre would emulate real-world military
communication scenarios, allowing students to engage in scenario-based learning that
includes encryption, interference, and signal jamming exercises. By equipping students
with advanced, hands-on experience in a controlled setting, a simulation centre would
elevate the overall competency level, preparing graduates for the demands of modern
military operations.
15. Overview of the Simulation Centre Model. Establishing a simulation centre
would provide a controlled environment where students could practice and refine their
skills without relying on limited physical equipment. Modelled after network
simulators like Packet Tracer, the centre would use software to replicate the setup and
operations of various radio communication devices.
16. Benefits of Simulation in Military Training. A simulation centre allows
students to engage in tactical communication exercises using IP-based connections,
simulating Combat Net Radio (CNR) operations without physical equipment. This
setup also enables immersive scenarios, such as frequency management, encryption
under combat conditions, and signal troubleshooting.
17. Key Features and Functionalities of the Proposed System. The simulation
software would replicate field radios, antenna setup, and encryption. It would allow
students to communicate, manage frequencies, and troubleshoot in a virtual setup,
helping them gain familiarity with various equipment (holding or not) and various
types of communication equipment under diverse conditions. The simulation could
also incorporate tactical challenges, such as interference, jamming, and rapid
regrouping.
CONCLUSION
18. While the current training framework provides essential foundational and
advance knowledge, it lacks sufficient practical and scenario-based learning
opportunities. A simulation centre would address these gaps, providing a robust
solution for training large groups simultaneously.
19. By simulating real-world tactical communication challenges, students would
gain confidence and proficiency, translating theory into practice and improving overall
readiness.
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RECOMMENDATIONS
20. It is recommended that NASS should:
a. Begin by developing the simulation software and setting up a well-
equipped pilot simulation centre. Initial training should focus on basic radio
operation simulations, with more complex scenarios introduced over time.
b. Implement policies for ongoing software updates, instructor training, and
the gradual integration of simulation exercises into all courses. Regular
assessments should ensure the simulation centre evolves to meet emerging
training needs.
c. Periodic reviews should consider adding advanced features, such as
encryption challenges, signal interference, and network security protocols, to
keep training aligned with the latest battlefield communication requirements.
DIDEL O
Apapa Cpl
Nov 24 Student
Annexes:
A. List of Nigerian Armed Force Establishment That Have Implemented
Simulation Centre.
Enclosures:
1. Pictures showing different simulation centers and Their Facilities in Nigerian
Armed forces.
2. Picture of Practical Training Session on RF 5800H Base Station in NASS.
3. Picture of Datront Broadband Antenna erected by students during practical
session in NASS.
4. Sample Picture of How a Standard Radio Communication Simulation Center
Should Look Like.
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ANNEX A TO
ROP B1 96/24
DATED NOV 24
LIST OF MILITARY GRADE SIMULATION CENTRE ACROSS NIGERIA
Serial Centre Location Remarks
(a) (b) (c) (d)
1. Land Forces Simulation Center Abuja
2. Nigerian Navy Simulation Centre NDA Kaduna
3. NAF Electronic Shooting Range NAF Base Bauchi
4. Ultra-modern Small Arms Simulation NDA Kaduna
Shooting Range
5. Nigerian Police Force shooting Abuja
Simulation Centre
A -1
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Enclosure 1
Land Forces Simulation Center
Nigerian Navy Simulation Centre
Nigerian Airforce Simulation Equipments
Ultra-modern Small Arms Simulation Shooting Range
Nigerian Police Force shooting Simulation Centre
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Enclosure 2
Picture of Practical Training Session on RF 5800H Base Station in NASS
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Enclosure 3
Picture of Datront Broadband Antenna erected by students during practical session in NASS.
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Enclosure 4
Sample Picture of How a Standard Radio Communication Simulation Center Should Look Like
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