revistaieee7

Journal of the Spanish Institute for Strategic Studies Núm. 7 / 2016
Logically, it can reasonably be concluded that the lack of recognition for their work
and self-sacrifice, together with other factors mentioned in this article such as the great
variety of tasks, excess workload, limited training opportunities, etc., do little to boost
the motivation, satisfaction and morale of military teaching staff.
Towards a total quality model
As stated at the beginning of this document, military education and training must
be inspired by the same principles as the mainstream education system, which include
“quality education for all students, regardless of their conditions and circumstances”. 115
This gives rise to the need for continuous self-assessment and improvement.
The quality of education cannot be measured solely by student satisfaction levels
with the training received or how well it equips students to fulfil the requirements
and duties they have to carry out at their next destination. While these criteria are an
important part of quality self-assessment, they are not the only ones. In this regard,
let us not forget that ANECA has identified five basic aspects to be used for assessing
the quality of a CDM, namely: 1) organisation of the centre; 2) development of the
curricula; 3) regime for the teaching staff; 4) regime for students and 5) the assessment,
qualification and classification system. 116 This not only calls for an assessment of
teacher activity, but also the obtainment of their opinions and experiences, given that
nobody is as well versed as them in the intricacies of military education and instruction,
its strengths and weaknesses, its advantages and shortcomings. On this point,
ANECA uses the results of satisfaction surveys with teaching staff as information on
which to base the assessment of the five aspects mentioned previously. 117 However, it
is necessary to attach greater importance to the results of the surveys by including the
teaching staff’s opinion on the aspects assessed, possible weaknesses, and measures that
can be taken to improve the quality of education and training.
Focusing specifically on teaching, it is important to point out that ANECA, 118 when
compiling bases to support the CDM quality assessments, includes such important
items as the OC-02A tables (takes account of the type and number of teachers working
full time and part time, as well as the credits they teach); OC-02B (includes data such
115 Organic Law 2/2006 on Education, op. cit., p. 17164.
116 Ministerio de Defensa y Agencia Nacional de Evaluación de la Calidad y Acreditación (ANE-
CA): Evaluación del sistema de enseñanza militar. Anexo 1: Modelo para la evaluación de los Centros
Docentes Militares, 5 de junio de 2007.
117 Ministerio de Defensa y Agencia Nacional de Evaluación de la Calidad y Acreditación (ANE-
CA): Evaluación del sistema de enseñanza militar. Anexo 2: Guía para la autoevaluación de los Centros
Docentes Militares, 2007.
118 Ibid.
334
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