The Quest for Relevant Air Power

190 │ GERMAN Air Force
backdrop, topics such as effects-based operations or the challenges
of modern conflicts are rather rare. 248
Education and training at the FüAk have been influenced by
the major reforms of the German armed forces since the end of
the 1990s. For instance, the primary educational goal of making
students understand the planning responsibilities of an air component
commander goes hand in hand with the German armed
forces’ thrust towards more autonomous planning responsibility,
which became particularly apparent with the establishment of the
GAF Air Operations Command in late 2001. Furthermore, in line
with the reform of the German armed forces and the particular
emphasis upon jointness, the FüAk presented in 2004 a concept
for the reform of the staff officer courses. 249 Consequently, education
and training at the FüAk have to a very high degree become
joint regarding both organisation and content. 250 Along with this
reform, teaching modules—which can be attended by staff officers
during the remainder of their professional careers—have been introduced.
251 Air power modules have so far focused on the GAF’s
ongoing reforms. 252
In line with Germany’s deep integration into NATO and the
emerging ESDP, about a quarter of the participants on the national
general/admiral staff course come from NATO and/or EU countries.
Besides the national course, there also exists an international
general/admiral staff course for participants from non-NATO/EU
countries, which lasts one year. Furthermore, an American exchange
officer from the USAF is integrated in the Air Force branch
of the teaching staff, and four to eight GAF officers are annually
sent abroad to staff colleges in France, the United Kingdom, and
the United States. 253 As in the case of France, this thrust towards
multi national education has been complemented since 2001 by
the Euro exercise CJEX. 254 Conducted in close cooperation with
the staff colleges of the United Kingdom, France, Italy, and Spain,
this exercise represents a high spot at the FüAk. 255
While air education at the FüAk thoroughly prepares officers
for staff work, the teaching of the underlying theory and history of
air power is hardly dealt with and certainly not properly institutionalised.
Moreover, as of 2006, no link existed between the military
historical research office in Potsdam and the FüAk with regard
to teaching. 256 Hence, one can make the argument that