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Journal of the Spanish Institute for Strategic Studies Núm. 7 / 2016 both the Ministry of Defence and those who oversee education in the armed forces must be aware that even though a significant number of students do not manage to pass the curricula, this does not mean that the system or education model is a failure. In the current panorama of reform that seeks excellence in military education, the appropriate preparation and training of military teaching staff is of paramount importance because it is a key factor for student success. Therefore, the training of military teaching staff should be encouraged, allowing them to acquire the necessary educational, professional and technical skills by taking the appropriate courses both in civil and military fields. An important point in this regard is that military teaching staff, and particularly those in higher education CDMs, are able to take specialisation and postgraduate courses. Indeed, the Ministry of Defence has signed numerous agreements with universities to allow them access to a wide variety of masters and doctorate programmes on the subject of security and defence. Research is another cornerstone on which the quality of military education and teacher training are based. However, military teaching staff often receive insufficient facilities for this purpose, including a lack of resources and time to conduct it. To overcome this drawback, it is proposed that military training staff be allowed to devote themselves to research full time, as this would allow them to cope with the innumerable academic and non-academic tasks, functions and activities they are expected to complete. As vocation is an important aspect in the work of any teacher, the policy for assigning destinations and vacancies to candidates should enable professionals with a genuine vocation for teaching to occupy posts in the military education system. Furthermore, vocation on the part of the teaching staff is also closely linked to other decisive factors in education such as motivation and satisfaction. Consequently, military education needs teachers with a vocation, who are highly motivated and satisfied with the work they carry out. On this point, there are numerous measures that the Ministry of Defence could take, from the provision of specific wage supplements (supplements for special dedication) and greater opportunities for training and retraining, to an appropriate organisation and distribution of the work, which could be achieved by assigning subjects to the most suitable teachers, and the better streamlining of tasks and working hours. An essential requirement for job motivation and satisfaction among teaching staff is also recognition, by the military authorities, of the role of teachers and the important work they do. In this sense, teacher postings should be given special weight in military assessment processes based on criteria such as the type of destination the teacher is posted to, how it is assigned, the special skills required for the teaching post and the specific duties carried out. In short, military education and training is a vocational profession that is little appreciated and recognised, but which still requires full dedication on the part of the teacher. Moreover, military teaching staff are expected to reconcile their teaching work with other duties and tasks inherent in their position and speciality, which often gives 336 http://revista.ieee.es/index.php/ieee
Juan Antonio Martínez Sánchez Thoughts on military education and training in Spain rise to an excess workload and makes it difficult for them to apply themselves fully to their teaching duties. Consequently, it is important that the Ministry of Defence facilitate as much as possible the education and research work of military teaching staff, promote opportunities for professional development and afford them the same importance and recognition that the mainstream education system is aiming for and demanding of its own teaching staff. BIBLIOGRAPHY “20 años de la Academia Básica del Aire”, Revista de Aeronáutica y Astronáutica, no. 813, 2012, p. 411. “Formación en valores”, Revista de Aeronáutica y Astronáutica, no. 751, 2006, p.163. “General Francisco Gan: «Tenemos que esperar 7 años para evaluar la formación de los nuevos oficiales»”, One Magazine, 13 November 2010, http://www.onemagazine. es/noticia/3124/Sin-Especificar/General-Francisco-Gan:-Tenemos-que-esperar-7-anos-para-evaluar-la-formacion-de-los-nuevos-oficiales-.html. “Los alumnos de la Academia General de Zaragoza no aguantan. Aumentan los abandonos en los últimos cursos por la dureza de Bolonia y la exigencia de los profesores civiles”, El Confidencial Digital, 10 September 2012, http://www. elconfidencialdigital.com/defensa/Academia-General-Zaragoza-Aumentan-Bolonia_0_1904809509.html. “Por qué está fracasando la Academia General Militar?. Profesores civiles, menos instrucción castrense y rebaja del tiempo de estudio”, El Confidencial Digital, 20 September 2012, http://www.elconfidencialdigital.com/defensa/Academia-General-Militar-Profesores-instruccion_0_1910808921.html. AGENCIA NACIONAL DE EVALUACIÓN DE LA CALIDAD Y ACRE- DITACIÓN (ANECA), Programa de Evaluación de Profesorado para la contratación. Principios y orientaciones para la aplicación de los criterios de evaluación, 2007. ALCOVER, Pedro M.; PASTOR, Juan A.; GUILLAMÓN, Antonio y GARCÍA LAENCINA, Pedro J.: “Una experiencia docente en el nuevo modelo de formación militar”, Revista de Aeronáutica y Astronáutica, no. 824, 2013, pp. 446- 453. ÁLVAREZ JIMÉNEZ, Juan A.: “Enseñanza Militar”, 27 May 2015, http://www.defensa.gob.es/Galerias/ministerio/organigramadocs/presentacion-general-ensenanza.pdf. ÁLVAREZ JIMÉNEZ, Juan A.: “La enseñanza de los valores en las Fuerzas Armadas”, Memorial de Infantería, no. 68, 2013, pp. 29-36. http://revista.ieee.es/index.php/ieee 337
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