Quality from Quantity: The PLAN’s Road to Achieve American Skill via Size

By Matthew Hipple

The United States Navy holds up quality as the firebreak against the People’s Liberation Army Navy (PLAN) dominant fleet size and overwhelming industrial capacity. But the development and maintenance of professional skills to fight wars, build ships, and maintain fleets requires material, time, and people – in a word, quantity, for which the PLAN holds the undeniable advantage. The cliché that “quantity has a quality all its own” improperly frames the advantages conferred upon America’s PLAN adversary by the size of its navy and its various supporting enterprises. Quantity is not merely an attribute with which to bury one’s opponent; quantity pragmatically applied provides individuals and entire professional classes the opportunity to cultivate and cement quality. Without the opportunity afforded by scale, the U.S. Navy will fall behind an adversary with a world of opportunity to explore new skills, new systems, and grow its force-wide professionalism. The potential qualitative impact of quantity shows at every level – from the shipyards to fleet training for individual sailors.

The Maritime Industry and a Nation’s Maritime Character

The Office of Naval Intelligence (ONI) recently assessed that the China’s shipbuilding industry fields 232 times the shipbuilding capacity of the United States, representing almost 50% of total global shipbuilding capacity. To stark quantitative differences like these, the U.S. Navy responds, “in many ways our shipbuilders are better shipbuilders, that’s why we have a more modern, more capable, more lethal Navy.”

An unclassified slide from the Office of Naval Intelligence (ONI) highlighting differences between U.S. Navy and PLA Navy shipbuilding capacity, ship count, and overall tonnage. (U.S. Navy graphic)

Unfortunately, these snapshots of quantitative position fail to account for the rate of qualitative improvement required for China to achieve this feat of material and professional development – from backwater to backbone. China’s modern shipbuilding behemoth is only 20 years old, the result of a deliberate Chinese Communist Party (CCP) campaign of maritime expansion begun in response to the US Navy’s Summer Pulse 2004 exercise when China represented only around 10% of global ship production. In the time between LCS program initiation in 2004 and the final mission package reaching initial operating capability in 2023, the CCP revolutionized an entire industry and supporting professional class. Meanwhile, 20 years of mismanaged shipbuilding plans – have left American shipbuilders without the demand needed to sustain itself, its professional community, or meet naval demand. John Konrad of GCaptain estimates that making “an American shipyard professional takes about 3-5 years.” Although the communal professional improvement of China’s shipyard workers will take longer due to their extreme individual specialization compared to more broadly skilled Western shipyard workers – the China’s shipbuilding cadre have that opportunity to improve with the scale of their enterprise. And ultimately, specialized workers who exist are superior to theoretically higher quality generalists who do not.

But shipbuilding is just a piece of that qualitative puzzle solved by the scale of China’s maritime industry. There is a maritime quality to China’s population that America has left behind. As Mahan notes, “in point of population, it is not only the grand total, but the number following the sea, or at least readily available for employment on ship-board and for the creation of naval material, that must be counted.” Mahan goes on to say that this is a quality of,

staying power… which is even greater than appears on the surface; for a great shipping afloat necessarily employs, besides the crews, a large number of people engaged in the various handicrafts which facilitate the making and repairing of naval material, or following other callings more or less closely connected with the water and with craft of all kinds.”

But even in front-facing maritime industries, America falls behind, as evidenced by the Maritime Administration (MARAD) finally sounding the alarm on mariners available for the ready reserve fleet in a war against a thoroughly maritime nation with a maritime militia and weaponized commercial fleet.

These maritime qualities expand beyond mariners and their supporting maritime industry. From commercial electronics to drone manufacturing, China fields vast and ever-improving professional communities in pursuits related to the development, sustainment, and operation of a modern Navy. Mahan recognized that “such kindred callings give an undoubted aptitude for the sea from the outset.” Even industries unassociated with naval warfare provide those with the character and skill needed to support the fleet. Mahan notes a particularly canny English mariner, Sir Edward Pellew, who, “when the war broke out in 1793… Eager to get to sea and unable to fill his complement otherwise than with landsmen, he instructed his officers to seek for Cornish miners; reasoning from the conditions and dangers of their calling… would quickly fit into the demands of sea life. The result showed his sagacity… he was fortunate enough to capture the first frigate taken in the war in single combat.” China’s multitude industries provides such individuals experienced in the conditions and wielding the skills sufficient to make useful mariners.

The U.S. Navy highlighting contemporary quality recalls Mahan’s unnamed French officer, who after “extolling the high state of efficiency of the French fleet… goes on to say: ‘Behind the squadron of 21 ships-of-the-line which we could then assemble, there was no reserve.’” China certainly displays Mahan’s qualities for a maritime nation’s industrial character and its relation to the sea. The CCP’s groundwork of capacity is now well laid to improve the qualitative muscles at sea, opportunities well in excess of the U.S. Navy’s.

Practice Makes Perfect – But How, When, and With What?

When faced with the ever-growing size of the PLAN, a common U.S. Navy response is that, “they script their people to fight, we actually train our people to think.” While valid, the United States Navy has had its own past struggles with training quality  and scripting. Meanwhile, the PLAN pursues improvements in the quality and accurate assessment of its combat exercises.

Only nine years ago the surface fleet founded the Surface and Mine Warfare Development Center (SMWDC) to repair decades of atrophy in tactical and operational training and expertise. Still, scripts and constraints continued to erode junior officers’ desire to command while early command opportunities decrease. From my own experience, experienced, post-command mentors wondered aloud if seeking command at sea was and is worth the ever-shrinking margin of actual command exercised against a sea of requirements.

Ship for ship, the U.S. Navy is still better than America’s PLAN adversaries. U.S. Navy waterfront leadership’s resentment of administrative leashes indicates they still strive for independence and know what right looks like. However, institutionally the U.S. Navy fails to detect the diminishing opportunities for excellence that its size and those leashes provide, and how the opposite opportunity is now offered to America’s principal adversary. The diminished size of the U.S. fleet against growing operational requirements requires leadership to impose ever greater oversight and ever smaller margins of independence, while the PLAN’s mere size allows broad new opportunities for autonomy and professional growth if they want to pursue it.

To demonstrate these narrow margins, during the roll-out of the 36-month Optimized Fleet Response Plan, my officemates and I at the Surface Forces Atlantic Commander’s Action Group did a loose internal analysis projecting the cycle over time. We determined that scenarios existed in which the margins imposed by the historically low fleet size in 2014-2015 were such that major exercises would suffer. Our limited quantity imposed clear potential limitations on our ability to generate quality – highlighting how a lack of capacity can force greater invasive or disruptive acts to ensure the fleet-level schedule meets basic requirements.

Those invasive acts further limit a commanding officer’s ability to exercise their own judgment and build trust with their crew, as exercised during “CO’s time” – the time underway free of outside direction where a ship’s captain independently sets the agenda and priorities for training or testing. There is no data I know of tracking the availability and use of “CO’s time,” but over the past decade I have heard its absence lamented in greater volume every year. As an operations officer (OPS), my CO tasked me with clawing back what little time I could for us to set our own destiny. Even after triple-stacking requirements just to meet our timetable, I cannot recall ever having succeeded. I have yet to meet a CO or a fellow OPS with a success story on this front. The fleet’s limited numbers often force condensation and scripting of training by necessity, precluding greater independent opportunities for teams to develop and exercise their tactical creativity.

Additionally, the U.S. Navy’s often minimalist approach to procurement shows how limited quantity limits development of quality in arenas like tactical and technical development. As an example, the 10-years-behind-schedule LCS Mine Counter-Measures (MCM) Mission Package (MP) has still yet to certify Full Operating Capability. When I was OPS with LCS Crew 206 in 2020, when the package was only seven years behind schedule, we could only field a single unmanned surface vessel (USV) for limited periods to conduct basic testing – let alone tactical development. This was after the disastrous attempt to base the MCM mission package off the Remote Multi Mission Vehicle (RMMV) – a corner-cutting approach that tried to repurpose a program from 1999 for DDGs into an LCS minehunting system into the 2020’s.

Among numerous other programmatic issues, the paucity of resources always limited the speed of development. The U.S. Navy is making strides learning from that failure on the unmanned front with CTF 59 in Bahrain, USV DIV One in San Diego, and a new approach for 4th Fleet. Nonetheless, the US Navy remains well short of needed manned surface vessels. As the qualitative lag in the MCM MP caused by a paucity of USV assets demonstrates, the same applies to manned surface vessels. But unlike the U.S. Navy, the PLAN has nothing if not extra ships, ordnance, and unmanned systems to train and experiment with.

July 24, 2020 – The crew of USS MANCHESTER (LCS 14) conducts USV training. (Author photo)

Our Advantage Is Our People – If We Can Get Them To School

Finally, the ultimate advantage of the U.S. Navy against the PLAN is that its sailors are better on their feet. But to be better improvisers, they need training they can stand by – a lesson learned during the lost decade replacing in-person schools with CD-based SWOS-in-a-box and online GMTs. While the U.S. Navy has greatly improve the availability and quality of training today, getting to this training demands adequate capacity: enough ships to fulfill fleet requirements while giving COs and crews the space to learn and enough sailors to cover the watch while shipmates are at school. The lack of the former is discussed above, and the 22,000 gapped at-sea billets underscore the continuing lack the latter.

With overtasked, undermanned ships – a force cut to the bone against ever-increasing global demand for conventional maritime forces – ships are caught in a Catch-22: they need to send their sailors to school, but the persistent demands of security, engineering, maintenance, administration, domestic fleet tasking, and the like means there are very few sailors to spare. Here, LCS shows a world that could have been, had the fleet not hamstrung its future manning with the ill-conceived Perform-to-Serve cuts. For a time, the Blue-Gold model showed what a properly manned command could do- with time for sailors to attend school, watchteams available for a month to fight entire virtual wars in the simulator, opportunity to focus on personal and family health, and opportunities to assist other crews as necessary while training along the way. In our case, LCS Crew 206 sent 12 sailors to train on and test the USV with the prime contractor and Naval Sea Systems Command’s LCS Mission Modules program office (PMS-420) in Panama City. Properly resourced, these well-trained and well-practiced sailors achieve feats like USS Charleston’s 26-month deployment.

SAN DIEGO (March 5, 2020) – Sailors stand a simulated watch on the bridge of the Littoral Combat Ship (LCS) Integrated Tactical Trainer (ITT)-2B at the Littoral Training Facility on Naval Base San Diego, March 5, 2020. (U.S. Navy photo by Mass Communication Specialist 3rd Class Kevin C. Leitner)

Unfortunately, contemporary manning gaps have made proper resourcing of any manning model a challenge. Geography also exacts an asymmetric toll: While a San Diego-based warship takes a month to cross to the Western Pacific and another month to return, a PLAN vessel can steam around Taiwan to conduct a Restriction of Navigation Operation (RONOP) on a whim. Across the roughly 425 combatants of the PLAN, that home field advantage grants years of extra operating time, which then provides the PLAN greater opportunity for professional development at every level. Whether that opportunity is properly utilized is another question – but its potential must be recognized.

Quality is Molded From Quantity

Quantity may be a quality all its own but quantity is, in jargon terms, a “force multiplier.” Quantity is opportunity – exposure to new skills, repetition and practice of old skills, and chance to develop both. Quantity is bandwidth – the capacity to cover requirements while still supporting schools, training, technical and tactical development, and innovation. The U.S. Navy may field a relative advantage in quality today but the main adversary fields capacity that enables an opportunity to overtake.

The U.S. Navy’s historically diminished size combined with the constraints necessary to maximize that diminished force’s availability paves a path to relative diminished quality against a PLAN which is growing and improving every day. If the U.S. Navy is truly serious about honing a cognitive combat edge against its numerically superior opponent, then it must recognize, advocate for, and invest in the quantity necessary to cultivate quality. There are no silver bullets for the Navy’s most likely adversary; they are communists, not werewolves. The U.S. Navy is going to need, in laymen’s terms, “more” – not merely to fight the next war, but enough to keep cultivating in ourselves the skills and mindset to win it.

Matthew Hipple is an active duty naval officer and former President of the Center for International Maritime Security (CIMSEC). These views are presented in a personal capacity and do not necessarily reflect the views of any U.S. government department or agency.

Featured Image: October 2023 – Chinese Navy warships attached to a destroyer flotilla under the PLA Eastern Theater Command sail in formation en route to a multi-subject training exercise in East China Sea. (eng.chinamil.com.cn/Photo by Wei Chenping)

Flotilla SITREP: Red Sea Combat and Information Warfare Shortfalls

By Dmitry Filipoff

This month the CIMSEC Warfighting Flotilla will be hosting sessions focused on the Red Sea combat operations, and potential shortfalls in the Navy’s information warfare enterprise. If you haven’t already, sign up through the form below to become a Flotilla member and receive the invites to our upcoming off-the-record February discussions. The full listings for these upcoming discussions are featured down below.

Feel free to visit the Flotilla homepage to learn more about this community, its activities, and what drives it.

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Upcoming February Sessions

Red Sea Combat Lessons

The Navy has been engaged in combat operations in the Red Sea for several months now. These operations have featured air defense against salvos of missiles and drones, as well as a strike campaign against Houthi targets. How is the Navy performing in these operations, and what are the possible lessons learned? Join us to discuss these questions and more as we consider recent combat events in the Red Sea.

Read ahead: What the Navy is learning from its fight in the Red Sea,” by Geoff Ziezulewicz
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Navy Information Warfare Shortfalls

The Navy is heavily dependent on effective information warfare capabilities to be effective. Yet this warfare area may be evolving at a pace that outstrips the Navy’s ability to adapt. What are the Navy’s shortfalls in building its information warfare community? Do fleet commands and afloat formations effectively wield information warfare capabilities and authorities? Join us to consider the Navy’s potential information warfare shortfalls.

Read ahead: The Navy Is Not Ready for the Information War of 2026,” by Vice Admiral T. J. White and Rear Admiral Danelle Barrett, U.S. Navy (Retired), and Commander Jake Bebber, U.S. Navy
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Dmitry Filipoff is CIMSEC’s Director of Online Content and Community Manager of the Warfighting Flotilla. Contact him at Content@cimsec.org.

Sea Control 493 – “Assertive Transparency” in the Gray Zone with Ray Powell

By Nathan Miller

Ray Powell joins the program to discuss his recent work “Game Changer: The Philippines’ Assertive Transparency Campaign: How the Philippines Rewrote the Counter Gray Zone Playbook in 2023.”

Ray Powell is the Founder and Director of SeaLight, a maritime transparency project of the Gordian Knot Center for National Security Innovation at Stanford University, California. Powell served 35 years in the U.S. Air Force, including posts in the Philippines, Japan, Germany, and Qatar, as well as combat tours in Iraq and Afghanistan. He served as the U.S. Air Attaché to Vietnam and the U.S. Defense Attaché to Australia.

Download Sea Control 493 – “Assertive Transparency” in the Gray Zone with Ray Powell

Links

1. “Game Changer: The Philippines’ Assertive Transparency Campaign: How the Philippines Rewrote the Counter Gray Zone Playbook in 2023,” by Col. Raymond Powell US Air Force (Ret.) and Benjamin Goirigolzarri Ph. D., Stratbase ADRi, January 12, 2024.

2. Sea Control 456 – China’s Maritime Gray Zone Tactics and SeaLight with Ray Powell and Gaute Friis, by Jared Samuelson, Sea Control Podcast, August, 24, 2023

Nathan Miller is a Co-Host of the Sea Control podcast, and edited and produced this episode. Contact the Sea Control team at Seacontrol@cimsec.org.

Other People’s Wars: The U.S. Military and the Challenge of Learning from Foreign Conflicts

Sterling, Brent L. Other People’s Wars: The US Military and the Challenge of Learning from Foreign Conflicts. Washington DC, Georgetown University Press, 2021. 336 pp. $39.95 (soft cover). ISBN: 1647120594.

By LtCol Adam Yang, USMC

The conflict between Ukraine and Russia has already raged on for nearly two years and continues to provide the US Department of Defense an incredible opportunity to derive insights on the changing character of war. Similarly, Israel’s offensive against Hamas terrorists in Gaza today may likely reveal new insights on urban and tunnel warfare in densely populated areas. 

Though it can be quite hazardous to draw definitive lessons for an ongoing conflict, there is a remarkable appetite across the defense community to extract preliminary lessons and implications from their unique vantages. For observer nations, the spectacle of a foreign conflict might reveal critical battlefield information on new capabilities and concepts and provide the critical information-edge needed to overcome an opponent in future battle. Why learn the hard way when you can learn from the wartime successes and challenges of others?

Though there is plenty of literature on learning and training processes, Brent L. Sterling’s book, Other People’s Wars, provides a structured academic view into the lesser-examined topic on how, specifically, the US military has served as third-party but direct observers to learn from foreign conflicts in the field. Sterling delves into four historical examples when the United States deployed some of its best military minds to learn up close battlefield lessons in a bygone era that lacked the information systems we enjoy today. The four cases are the Crimean War (1854-56), the Russo-Japanese War (1904-05), the Spanish Civil War (1936-39), and the Yom Kippur War (October 1973). 

In each case, Sterling provides a snapshot of each respective conflict and answers four basic questions: 1) How did the US military attempt to identify lessons, 2) What lessons did the services identify, 3) How did the services apply those lessons, and 4) What were some of the implications of those applied lessons? As an overarching theme, Other People’s Wars is less about the specific lessons derived from each conflict and more about the leadership, bureaucratic, parochial, and cultural challenges military organizations face when they attempt to “learn” lessons and enact resource decisions based on foreign battlefield information.1

The academic foundation of Other People’s Wars blends literature from military innovation, information diffusion, and organizational learning and Sterling, thankfully, keeps much of his analysis away from academic jargon. Sterling rightly distinguishes the act of “drawing a lesson” and “learning a lesson.” The former implies the process of collecting, observing and deriving a valid insight from a foreign conflict. The latter idea of learning itself relates to how organizations actually apply observed lessons to improve their combat effectiveness.2 In other words, Sterling suggests that organizational learning does not truly occur unless there is actually change in organizational behavior based on related combat findings.

Across four cases, Other People’s Wars offers the gritty details how the US Army, Navy, and Air Force leaders strived to glean insights from foreign conflicts based on their unique political climates, budgetary constraints, and cultural lenses. The cases then show how military organizations enacted or failed to enact change after returning home with their troves of newly acquired tactical knowledge. The decision and authority to initiate such studies were almost exclusively top-down given the political sensitivities of their work and invasiveness with scrutinizing foreign armies in active combat zones. The ideal method to learn from foreign conflicts is to embed neutral observers with all belligerents to capture reciprocal perspectives of their engagements. However, at least in the Sterling’s cases, this standard was rarely met save for a few limited instances.

For example, during the Crimean War in June of 1855, Secretary of War Jefferson Davis dispatched three trusted Army officers to Crimea via Russia. However, though acting as neutral observers, these officers were blocked by both sides (France and Britain on one side and Russia on the other) and lost valuable observation time waiting in neutral areas because local commanders did not want any distractions amidst active battle. Later, during the Russo-Japanese War, the US War Department’s General Staff dispatched eight observers to observe both Japanese and Russian forces with greater success. Those observers gained enough access to observe the aftermath of the Japanese siege of Port Arthur in December 1904, and directly monitor the Battle of Mukden on the front lines in February 1905 – two of the most decisive battles of the entire conflict.

When the United States could not gain direct access to a foreign battle, it leveraged third-party observers for direct reporting of critical capabilities and systems. Sterling shows how the US military frequently leaned on its network of defense attaches. During the Spanish Civil War in the 1930s, US defense attaches in Spain, Germany, Italy, and Russia, developed a dense network of local contacts and foreign officials to help collect.3

The Pitfalls and Perils of Learning from Others

For US military personnel attempting to learn from foreign conflicts, Sterling draws a clear line between their observations, drawn lessons, and reports back to senior military and political leaders. However, it is the process of stateside reception and critique and of those lessons that complicates the learning process in each historical case. In some instances, the US Army or Navy enthusiastically adopted lessons from the front lines that would trigger systematic doctrinal and capability changes across their Services.

To illustrate this point, Sterling describes how the Army dispatched Major General Donn A. Starry – a future Commanding General for the Army’s Training and Doctrine Command (1977-81) – to capture lessons from the Israelis shortly after the Yom Kippur War in 1973. In turn, the Army would transform Starry’s findings, particularly those related to combined arms and the need for greater air-ground coordination, to guide the development of its famed Air-Land Battle doctrine over the next ten years. Yet, this example tends to the be exception rather than the norm in terms of bureaucratic change. Sterling identifies at least five recurring challenges the US military faced when learning from others:

Preexisting Preferences. A recurring culprit in this book, prior organizational preferences shape every aspect of a learning process, including what data to pursue, how to interpret such data, and whether any “lessons” are relevant to the service. The Navy believed that the Russo-Japanese War validated Alfred Thayer Mahan’s core idea that “concentrating capital warships was the key to winning fleet engagements” and that defense-oriented alternatives were a losing proposition for any great navy.4 Though this lesson may be have been “correct,” the Japanese never allowed US Navy personnel directly near the waters of Port Arthur and forced the Navy personnel to interpret battle information from Japanese liaisons and foreign attaches that had first-hand accounts of the battle.5

Failure to Identify What Happened. The inability to access relevant battlefield information undermines the entire learning process. Surprisingly, the act of sending multiple observers to document different battlefield phases and stages tended to generate contradictory and conflicting reports, which buried important lessons under the noise and weight of lesser observations.

Application of Disputed Lessons. Senior leaders with bureaucratic power can build “artificial consensus” and use ambiguous lessons to muscle through preferred programs. Sterling cites how Secretary Davis and some Army leaders used the Crimean War to justify the development of more masonry fortifications after claiming this is what allowed Russia to repel the assaults by the Allies, rather than focusing on the failure of Allied coordination during the assault.

Rejection or Ignoring of Lessons. This pitfall occurs when military forces ignore or write off important observations because they do not directly apply to their current activities. Sterling shows that in the 1930s the Army Air Corps failed to take notice of German close air support tactics because they were primarily focused on the effects of strategic bombing.

Identifying Contradictory Guidance. Another common challenge includes the identification of two or more relevant lessons that signal contradictory behaviors and investments. After the Yom Kippur War, the Army observers separately noted that it was more beneficial to boost the “tooth” (i.e. combat power) versus “tail” (sustainment) ratio – and vice versa – to generate the greatest utility from its armor formations. Consequently, the Army diluted its limited resources for several years as it experimented with both courses of action.

A Modern Context

As the conflict in Ukraine nears the end of its second year, the Department of Defense and other foreign militaries will continue to capture what they believe to be relevant information on the conflict inform resource decisions. Modern information technologies provide military experts and researchers incredible access to information and individuals at incredible rates, however, an on-the-ground investigatory approach even today would yield incredible insight and knowledge that one does not get from distant observation. Even Carl von Clausewitz recommended that military leaders “should be sent to observe operations and learn what war is like.”6

Sterling’s book offers a historical gateway into this phenomenon and provides remarkable insight into the benefits and challenges of learning from foreign conflicts from an American point of view. Other People’s Wars mostly focuses on the challenges with institutional learning and, admittedly, does not attempt to detail how to overcome such issues. Sterling writes that there are “no easy remedies;” but stresses the need for organizations to build complete and objective histories of events, and to disseminate findings widely to solicit a broad assessment of findings. For a different view on this subject, readers can also explore John Nagl’s dissertation turned book, Learning to Eat Soup with a Knife, as he elucidates how organizational culture skews organizational learning by comparing the US Army and British Army experience with counterinsurgency.

Overall, Brent Sterling does a remarkable job illuminating the benefits and challenges of organizational learning in the US military. Though this subject has been written on in other forms, Other People’s Wars captures the US military’s historical experience methodically and with great clarity, purpose, and evidence. While these cases are historical, the stories related to leadership, hubris, and bureaucratic slow-walking are timeless and seemingly reminiscent to the strategic churn that occurs today. This book is a must-read for military professionals, educators, and those interested in organizational change.

Lieutenant Colonel Adam Yang, PhD is a Marine Corps strategist assigned to the Strategy Branch in the Plans, Policies, and Operations directorate of Headquarters Marine Corps.

References

1. Brent L. Sterling, Other People’s Wars: The US Military and the Challenge of Learning from Foreign Conflicts (Washington, DC: Georgetown University Press, 2021).

2. Sterling, 6.

3. Sterling, 138–39.

4. Sterling, 74.

5. Sterling, 62.

6. Carl von Clausewitz, On War, ed. Michael Howard and Peter Paret (Princeton University Press, 1989), 122.

Featured Image: Ukrainian troops participate in a military exercise. The main task of this brigade is to shoot down Shahed-136/131 drones used by Russia to attack Ukraine. (Photo via the “Rubizh” Rapid Response Brigade of the National Guard of Ukraine)

Fostering the Discussion on Securing the Seas.