THEORETICAL APPROACHES TO POSSIBLE EVALUATION STRATEGIES, METHODS, TECHNIQUES AND STYLES NECESSARY FOR STREAMLINING DEFENCE INTELLIGENCE LIFELONG LEARNING EDUCATION
THEORETICAL APPROACHES TO POSSIBLE EVALUATION STRATEGIES, METHODS, TECHNIQUES AND STYLES NECESSARY FOR STREAMLINING DEFENCE INTELLIGENCE LIFELONG LEARNING EDUCATION

Summary/Abstract: The current evolution of human knowledge, with its intense technological applications and increasingly powerful influence on the development of social, economic and cultural life, has generated a series of deep changes of the whole education system in our country. In this context, it was required that the priorities and choices of training, in general, both in the civilian and in the military environments, including its main components, teaching, learning and evaluation, are adapted and reconfigured. If teaching and learning are activities clearly determined, on the one hand, by the initiator of learning (the teacher/trainer), and, on the other hand, by the subject of learning (pupil/student/learner), the evaluation has an interferential character by excellence, its dynamism, permanence and complexity generating a multitude of cognitive, affective-motivational and psychomotor processes and mechanisms and can contribute to a large extent to making the lifelong learning education in the defence intelligence field more efficient.

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