Military Training in the Face of Globalization

Military Training in the Face of Globalization

By Geraldine Cook/Diálogo
July 20, 2018

The Paraguayan Army’s Military Instruction Institutes Command provides comprehensive training and prepares students to confront the challenges of a globalized world.

Guidelines and academic policies for future leaders of the Paraguayan Army are conceived within the facilities of the Paraguayan Army’s Military Instruction Institutes Command (CIMEE, in Spanish). For 38 years, CIMEE has trained officers and noncommissioned officers in the different areas and fields of the military career path.

“Our vision is that military education be known for its excellence,” said Paraguayan Army Major General Miguel Eliodoro Matto, commandant of CIMEE, who studied and taught at institutions under CIMEE before taking office in October 2017. “This education allows for a permanent consolidation of the military profession to perform efficiently and effectively in positions, roles, and activities society calls for and the Army requires.”

CIMEE dates back to May 1980, with the creation of the Instruction Institutes Command (CIME, in Spanish). With the reorganization of the Armed Forces in November 1991, CIME became part of the Army Command, and took on the name CIMEE. “Education is about changing attitude toward the positive,” Maj. Gen. Matto said. “In the history of CIMEE, we have seen positive changes in the personnel, and that’s a strong incentive.”

Academic structure

CIMEE, the governing body for the Paraguayan Army’s military education, oversees training, specialization, and modernization of military personnel. It also coordinates training opportunities for future military forces with scientific, technological, and humanistic activities at scientific investigation centers nationwide.

“It’s an honor to be part of this institution,” said Paraguayan Army Colonel Sergio Cabral Avalos, academic director of CIMEE. “One of my roles is to ensure compliance with the institute’s educational philosophy and the proper implementation of instruction and higher education in academic units.”

To meet educational objectives, CIMEE has a general command, an academic council, and 11 military secondary and higher education institutions, as well as professional training centers. About 2,200 students, mainly from the Army, are enrolled at CIMEE. Cadets from partner nation militaries and civil personnel also attend the institution. Classes are taught in Spanish and Guaraní.

Some of the secondary education institutions include the Acosta Ñu Military Preparatory School, the First Lieutenant Manuel Irala Fernández Army Noncommissioned Officer Academy, the Armed Forces School of Physical Education, and the Army Center for Language Studies. Higher education institutions include the Mariscal Francisco Solano López Military Academy, the Brigadier General Eugenio Alejandrino Garay Army Officer School, the Mariscal José Félix Estigarribia Army Command and General Staff College, and the Center for Pedagogical Training. Specialization courses are conducted at the Colonel Roberto Cubas Barboza Training Center for Peacekeeping Operations, the Army Intelligence Center, and the Reserve Officer Military Training Center.

Military forces of the future

CIMEE focuses on meeting academic, administrative, and legal requirements set by the National Council of Higher Education to keep higher education programs certified, while increasing postgraduate and master programs, and creating doctorates. The military institution has international agreements with Brazil, Argentina, and the United States, among other countries. It also connects with international military academies for academic exchanges.

“We want to train the military leaders that the globalized world demands, as officers must have certain ethical and moral characteristics, as well as knowledge and physical aptitude,” Maj. Gen. Matto said. “We contribute to the training of future military forces as we develop cutting-edge, dynamic, and up-to-date educational policies that shatter old educational paradigms.”