Education for disarmament and non-proliferation
Building a culture of responsibility: education for disarmament and non-proliferation
Journal of Strategic Trade Control, Special Issue, Vol. 2 (September 2024)
I am honoured to have been invited to contribute to the Special Issue of the Journal of Strategic Trade Control (JoSTC) focussed on Training programs to counter current and emerging biological and chemical proliferation risks: themes, practices, and lessons learnt. Between January 2018 and December 2023, I was involved in the design, development and implementation of a master’s course on dual-use technology transfer control, which was implemented in Central Asia through the International Science and Technology Centre (ISTC) and Ukraine, Moldova, and Georgia via the Science and Technology Centre in Ukraine (STCU).
Challenging as the project was, the COVID-19 pandemic starting in early 2020 and the Russian invasion of Ukraine in February 2022 demanded flexibility, adaptability and, most importantly, improvisation. Notwithstanding, good results were achieved thanks to the involvement of a great team. Indeed, the outcomes would not have been possible without the brainstorming sessions, comments, and suggestions of a great team of partners. They include Dr Maria Espona (Argentina), the overall project coordinator, as well as contributions from the work package leaders, Ms Anne Harrington (USA), Dr Richard Guthrie (UK), Dr Kai Ilchmann (Germany), and Prof Dr Quentin Michel (Belgium). The exchanges with academic colleagues in Ukraine and Kazakhstan in setting up the courses were also of great value. Other meaningful experiences and insights came from interacting with interested parties in the Kyrgyz Republic, Tajikistan, Georgia, and Moldova. The same goes for the staff at the ISTC and STCU. I refrain from citing their names or identifying their roles because of the war in Ukraine (and ensure equal recognition of all colleagues).
From the abstract and conclusions:
Controlling the development, utilization, or transfer of dual-use technologies underlying non-conventional weaponry has become a significant issue from a disarmament and non-proliferation perspective. However, evidence suggests that stakeholder communities often lack awareness of technology transfer risks and their responsibilities in preventing or mitigating their consequences. This article examines the case of the master’s course on chemical, biological, radiological, and nuclear (CBRN)-relevant dual-use technology transfer controls developed within the framework of the European Union- funded Targeted Initiatives on “Export Controls of Dual-Use Materials and Technologies” as part of efforts to address these challenges. The paper outlines the process of developing and implementing this modular course successfully implemented in several former Soviet republics in Central Asia and Southeast Europe.
Emphasizing the preference for education over more traditional training approaches, the article discusses how the course aims to enhance awareness and foster responsible behaviour among stakeholders. In addition to assisting academic institutions in setting up the courses and advancing knowledge among professors, significant effort was invested in engaging decision-makers and various stakeholder communities to broaden the educational initiative’s foundations. Under the organizing theme of building a culture of responsibility, these interactions proved to have significant educational value and contributed to the core ambitions of local ownership and sustainability. In conclusion, the article argues that sustained educational efforts and collaborative initiatives are essential for addressing challenges posed by dual-use technology transfers and contributing to global security and non-proliferation efforts.
The article underscores the imperative for sustainable efforts in building a culture of responsibility among stakeholders in the target countries, particularly concerning dual-use technology transfers. While many vocational training programs and projects in treaty implementation assistance or norm-strengthening initiatives often falter due to their one-off nature or reliance on external funding, the master’s course, as part of the Targeted Initiatives, sought to buck this trend.
Central to this ambition is the recognition that mere knowledge transfer will always remain insufficient to shape attitudes. Instead, the master’s course adopted a comprehensive educational approach aimed at enhancing awareness and fostering responsible behaviour among audiences. This approach entails not only imparting knowledge but also empowering individuals to identify and assess short-term and longer-term risks and threats and acquire situational awareness to maintain standards of responsible behaviour.
