ABSTRACT
This chapter examines the application of different evaluation tools: more subjective, personal evaluation by teachers personally familiar with their students to assist in vocational development, more collective or objective means, including external reviews, to address the high risks of massive ethical and public relations failures in the field. It discusses the different approaches to vocational and situational preparedness taken across military ethics and ethics education programmes. The chapter also examines arguments for pursuing different options for evaluation in the face of factors which make evaluation of ethical preparedness particularly difficult. It concludes with reflections on the interests, challenges and opportunities involved in focusing either on teacher or on external evaluations, or alternatively in combining the different examination resources.
