COMPETENCE EVALUATION OF THE TEACHING STAFF WITHIN THE FRAMEWORK OF MILITARY HIGHER EDUCATION

Education bears the sign of value and valorization. Everything that happens in this space is imprinted with the mark of the axiological exercise, values being, thus, attributed. The signification and evaluation represent essential moments of the teaching “chain”. As the teaching activity is premeditated aiming at attaining certain ends, it is natural that somebody should be interested in granting what was demanded, in carrying out certain requirements. It is necessary to mention the fact that the estimation and evaluation are valorizing acts interfering in all human actions.

Valorization is a sign showing that the things and events are not indifferent to us and that, at a certain moment, there appears the necessity of a signification, of a classification and of a hierarchy. The meaning of the term “evaluation” allows different connotations, according to the educational realities: evaluation of the system and of the educational establishment, assessment of the syllabi, of the teaching staff and of the students.

The present paper analyzes the way of evaluating the competences of the teaching staff within the framework of the military higher education, establishing the performance indicators. The indicators of performance are approached as instruments measuring the degree of achieving a certain activity carried on by the teaching staff as deliverers of education. The performance indicators highlight those results which vary from a minimum acceptable level to a maximum identifiable level.

This assessment of the teaching staff is not perceived as a means of control, but as a way of improvement supposing a global strategy of training, of shaping the individual’s personality. It is carried out through self-evaluation, peer evaluation (when a teacher is evaluated by an evaluator, a colleague, having a teaching degree at least equal with that of the evaluated person), evaluation made by the students, assessment carried out by the head of the department and finally the approval of the academic Senate as a decisional factor.

This paper presents, in a concrete manner, the general aspects concerning the evaluation methodology, the higher education teaching staff assessment record according to the evaluation criteria and performance indicators, the teaching staff self-evaluation record, the peer evaluation record and the teaching staff evaluation record made by the students.
All these aspects are presented in order to offer a basis for further discussions and a real exchange of views and experience.