Page 78 - Wish Stream Year of 2018

denly morphs into the deepest enigma. By the end I was totally spent, my once crisp uniform was drenched, and my painstakingly bulled boots were scratched to pieces. As I smoked a cigarette, I sighed with the relief that it was all over and smiled knowing that I would soon be on the road back to London’s warm embrace, away from all the pace sticks and leering eyes. As I blew smoke and let my thoughts take me away from the drill square nightmare, I suddenly felt a small tap on my shoulder. Another OCdt
was standing there sheepishly. Before I could ask what was up, she said: “The Platoon Com- mander wants you; it seems you failed the drill test and need to do it again”. My heart sank. We both looked awkwardly at the ground. The sum of all my fears had been realised. And before I knew it, I was back on that square with the RSM and eight other degenerates, watching in the background as 200 other Cadets fled from the wire and escaped for their first Academy Weekend.
Best Practices in Academic Contributions to UK Defence Engagement: Teaching International Conflict Management in Chile
Dr An Jacobs & Dr Norma Rossi
The Royal Military Academy Sandhurst’s Fac- ulty for Leadership, Security and Warfare (LSW) contributes to the UK’s
Defence Engagement (DE) efforts
ticipants on a journey through themes of ICM in order to promote a holistic approach to the topic through an interactive learning experi- ence. Adopting a holistic approach to ICM aims to achieve three key learning outcomes. A first learning objective is to enhance the understanding of the interdependencies of strategic, tactical and operational levels. Secondly, there is the importance of considering the effects of long, medium and short-term usage of ICM tools, and finally, the value of creating a productive dialogue between military and civilian stakeholders involved in the conflict. This allows course participants to reach informed decisions on the strategic and legal context of conflict, and on the military, politi- cal, and societal ways and means available to
achieve sustainable peace.
Our pedagogy reflects the RMAS ethos of a stu- dent-focused and active learning approach to education. The teaching methods used include a combination of problem-based learning, guided class debates, interactive lectures, group work, exercises and simulation games. We designed a case study based upon a fictitious conflict that
by delivering a variety of academic
courses to military institutions over-
seas. This article discusses our
experience as two Senior Lecturers
from the Department of Defence and International Affairs (DIA) delivering
an International Conflict Manage-
ment (ICM) Course at the Academic
College for Military Studies (ANEPE)
the context of the UK engagement in the country, strategic and operational level courses are at the core of the UK-Chile strategic relationship. This contribution covers the content and methodol- ogy of the course, the reasons for successful delivery in Chile, whilst also highlighting oppor- tunities to inform best practice in the academic contributions to UK Defence Engagement.
We designed the content and teaching meth- ods of this course in a way that takes the par-
1
This ICM course took place from the 24th till the 28th of September 2018
This allows course participants to reach informed decisions...
in Chile1. In
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