Led by Fedorovian Drone Production Simulacrum
About this course
The weapon that wins the battle today is obsolete in sixty days. The programme that matters is not the drone — it is the production and iteration cycle. Brave1 was built on this insight: make the pathway from civilian tech entrepreneur to deployed battlefield capability as short as possible.
Led by Fedorovian Drone Production Simulacrum.
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Led by Mykhailo Fedorov Simulacrum
The question
Traditional military procurement takes 4-7 years. Ukrainian battlefield requirements change every 60 days. What specific steps in the traditional process add the most time — and what would a 90-day procurement pathway require?
Outcome
The student can describe Ukraine's production model and identify the institutional conditions that enabled rapid iteration.
Sub-units
Led by Mykhailo Fedorov Simulacrum
The question
Digital infrastructure built in peacetime enables wartime capability that bureaucratic systems cannot produce. How does Brave1 compare to Western defence innovation programmes — and is the difference primarily funding, institutional, or cultural?
Outcome
The student can describe Brave1 and identify key differences from traditional Western defence procurement.
Sub-units
Led by Mykhailo Fedorov Simulacrum
The question
A $500 FPV drone vs a $50,000 interceptor. At what production volume does saturation become economically rational? And what are the supply chain constraints most likely to limit production?
Outcome
The student can explain saturation logic and calculate the cost ratio for a drone-vs-interceptor engagement.
Sub-units
Led by Mykhailo Fedorov Simulacrum
The question
The most valuable output of the programme is not the drone — it is the accumulated operational knowledge of the operators who have survived. How do you capture and transmit that knowledge faster than operators are killed?
Outcome
The student can describe the training pipeline and design a 14-day operator training programme.
Sub-units
Led by Mykhailo Fedorov Simulacrum
The question
You are advising a NATO member on building drone warfare capacity. What are the three most transferable lessons from Ukraine's programme — and what are the three institutional barriers most likely to impede transfer?
Outcome
The student can identify transferable and non-transferable lessons and produce a capability-building policy recommendation.
Sub-units