Samenvatting

Institutions for officer education, and the RNLMA is no exception, have always faced the problem of relevancy of the contents of their curriculum. The educational history of the RNLMA is replete with course-corrections and since the 1960s there has been a tension between the roles of the officer as manager and warrior. This article describes the relevant factors that account for this tension and the many ways in which it manifests itself.