SEPE Final Report

SURVEY ON EUROPEAN POLICE EDUCATION
AND TRAINING
(SEPE)
Final Report
(Draft)
Apeldoorn, Lisboa, Bramshill – November 2006

Table of Contents
Overview of tables 4
I INTRODUCTION 5
I.1 Introduction to the Survey on European Police Education and 6
Training
I.1.1 Incentive 6
I.1.2 Objectives and outcomes 7
I.2 Historical Background 7

I.2.1 First phase: Tallinn and the quantitative and qualitative 8
questionnaires
I.2.2 Second phase: Rome and the qualitative/quantitative 9
questionnaire
I.2.3 Third phase: Europe and the qualitative interviews 10
I.2.4 Fourth phase: Lisbon and the final report 11
I.3 Liability and copyright 12
II QUESTIONNAIRE 13
II.1 Procedure of data collection 14
II.1.1 Different steps 14
II.1.1.1 Revision of the questionnaire 14
II.1.1.2 Rome workshop 15
II.1.1.3 From Word to a web-based questionnaire 17
II.1.1.4 Lisbon meeting 18
II.2 Outcome 19
II.2.1 Data and analysis 19
II.2.2 Participation 20
II.2.3 Analysis per section 21
II.2.3.1 Section 1: Police structure and Police academies/colleges 21
II.2.3.2 Section 2: Basic Police education and training 22
II.2.3.3 Section 3: Advanced Police education and training 45
II.3 Summary 61
II.3.1 Objective and method 61
II.3.2 Police structure and Police education/training 61
II.3.3. Basic Police education/training 62
II.3.4 Advanced Police education/training 64
III FIELD SURVEY 67

III.1 Defining principles 68
III.1.1 About ‘benchmarking’ 68
III.1.2 About the objectives 68
III.1.3 About the ‘partners’ 69
III.1.4 About the methodology 70
III.1.5 A final remark 71
III.2 Common standards 72

III.2.1 Learning or training objectives 72
III.2.2 Learning and teaching 73
CEPOL Survey on European Police Education 2

November 2006
III.2.3 Assessment 74
III.2.4 Recruitment 75
III.3 Learning and training courses 75

III.3.1 Arson and Explosion 78
III.3.2 Border Policing 85
III.3.3 Child Abuse 90
III.3.4 Crime Investigation Techniques 95
III.3.5 Diversity, Human Rights and Ethics 106
III.3.6 Domestic Violence 109
III.3.7 Economic Crime 117
III.3.8 Environmental Crime 130
III.3.9 High Tech Crime 136
III.3.10 Hostage Negotiation 147
III.3.11 Human Trafficking 151
III.3.12 Leadership and Management 154
III.3.13 Special Learning Programmes 182
III.3.14 Sports Events 191
III.3.15 Terrorism 194
III.3.16 Traffic Policing 196
III.3.17 Train the Trainers
IV Conclusion 206
IV.1 Promoting dialogue and learning 207
V Appendices
A Acknowledgements
B List of Participating and Missing Police Academies and Colleges
Part II
C List of the Participating Police Academies and Colleges Part III
D Explanation of Terms
E Template Specialised Courses
F Online Questionnaire Section 1
G Online Questionnaire Section 1
H Online Questionnaire Section 1

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Overview of the tables
II.2.2 Survey Participation

Table 1a Participants part 1
Table 1b Participants part 2
Table 1c Participants part 3
II.2.3.1 Section 1: Police structure and Police academies/colleges

Table 2 Police structures in the European Union
Table 3 Number of police schools per target group of education and training activities
per country
Table 4 Mainstream of relations in the EU countries between police
academies/colleges and police forces
Table 5 Financing of the institutes for police education and training
Table 6 Control of the management/authority of the police academies/colleges
II.2.3.2 Section 2: Basic Education/Training

Table 7 Formation of police academies/colleges
Table 8 Number of candidates passing and failing the selections and percentages of
candidates failing the selections
Table 9 Types of didactical structures of basic police education/training
Table 10 Average partition of workload every week
Table 11 The extent to which some important issues are included in the curricula of the
programmes
Table 12 Important incentives for updating the curricula in the responding institutes
Table 13 Criteria used for updating the curricula in the responding institutes
Table 14 The responsibility for programme and curriculum development
Table 15 Assessment in basic police education and training
Table 16 Type and percentage of facilities
Table 17 ICT-facilities used by staff and students
Table 18 Types of systemic evaluation used in police academies/colleges
Table 19 Quality of curricula controlled by external institutions
Table 20 International co-operation
II.2.3.3 Section 3: Advanced Education/Training

Table 21 Formation of police academies/colleges
Table 22 Number of candidates passing or failing the selections
Table 23 Number of training programmes and those which have impact on career per
specialisation per institute
Table 24 Types of didactical structures of basic police education/training
Table 25 Average partition of workload per week
Table 26 The inclusion of some important issues in the curricula of the programmes
Table 27 Assessment of training needs (supply and demand) takes place especially on
request of
Table 28 Incentives for curriculum updating
Table 29 Type and percentage of facilities
Table 30 ICT-facilities used by staff and students
Table 31 Types of systematic evaluation used in police academies/colleges
Table 32 Quality of curricula controlled by external institutions
Table 33 International activities of the institutes providing advanced police education
and training

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Part I
INTRODUCTION
Author:
Elisabeth Zinschitz

November 2006
I.1 Introduction to the Survey on European Police Education and Training
I.1.1 Incentive
Cross-border and international crime threats are increasing in the European Union, but also
the role of police in democratic societies in general is becoming more and more important.
The emphasis is increasingly put on diversity, Community policing, management and
interpersonal skills and knowledge. Police organisations need specialised learning and
training programmes to face these threats. They also need an environment of mutual
confidence and trust in the certifications and competencies of senior police officers all over
Europe.
Most European police organisations admit that the exchange or the adoption of good
learning and training practices are one way to improve confidence and trust. Excellent
logistics and instruments for the selection and recruiting of candidates and teachers/trainers
for specialised courses can be an assurance in terms of future police competencies and
skills. Also a thoroughly reflected planning of contents and of delivery/learning methods as
well as techniques can be an assurance in terms of future police competencies and skills.
An efficient system for the evaluation and certification of the acquired police competencies
and skills, and for the overall assessment of specialised learning and training outputs and
outcomes, can contribute to the urgent need for an environment of mutual confidence and
trust in European policing.
In this context, the initiative was taken to improve the knowledge in the Member States on
the status quo in the different police Education and Training systems in the European Union.
In accordance with articles 5, 6.1,7 (d), 7 (g) and 7 (h) of CEPOL’s Purpose, Objectives and
Tasks (ENFOPOL 73, July 13, 2005), the Governing Board agreed on the proposal of the
Chair of the Training and Research Committee1 to do a survey on European Police
Education including quantitative and qualitative components.
The proposed survey is intended to give an overall view of and produce a collection of data
on the different national police education/training systems in the Member States. This data
collection can serve several purposes, e.g.
a) It can enhance the knowledge on police education and training in the European Union
b) It can promote the exchange of good learning and training practices
c) It can support the exchange of selection and recruitment methods and instruments
d) It can promote mutual confidence and trust in the certifications and competencies of
senior police officers all over Europe and thus support the process of mutual
recognition of national certificates
e) It can be a source of information and a supporting tool for the exchange programmes
for trainers and for Senior Police Officers
f) It can facilitate the exchange of research outcomes and cooperation on the level of
police science and research
Considering the huge amount of data to be collected as well as the complexity and large
variety of the structures of the police education/training systems in the Member States of the
European Union, the Survey on European Police Education/Training does not claim to be
complete. It can only provide an impression of the status quo in the time when it was carried
out and finalised: 2004/2005.
1
At this time, the Presidency of the GB lay with Luxemburg; the TRC was chaired by Austria.

November 2006
I.1.2 Objectives and outcome of the project
The objective of this survey is to obtain an overall view of the organisation and content of
courses for Senior Police Officers in police academies and colleges in the European Union
and thus to facilitate external benchmarking for the sake of improving good practice. The
Survey describes the status quo in this field without giving any judgements. It rather provides
an overall view which can serve as a basis for a process of searching for excellent levels of
performance.
On the one hand, this information can be useful in the context of exchange programmes and
study visits, or for bilateral cooperation initiatives. On the other hand, it may be inspiring for
institutions of police education to introduce new elements from other countries into their own
system. In general, it might also provide an orientation for those institutions about the status
of and developments in police education/training in other European countries
The original plan was to produce a book on the European Systems for Police Education and
Training. However, the fact that the education systems in most countries are subject to a
rapid succession of reforms to a rather large degree, leads to the conclusion that such a
book would need to be revised on a regular basis or would become obsolete rather soon.
This means that a different kind of product might be more useful which could facilitate such
revisions. Therefore the decision was made to produce a final report, and it was suggested to
think about some form of online presentation in the Electronic Network, which could be made
accessible for a certain target group. This would make it possible to update the information
on a regular basis provided the required logistics are put in place. At the same time, a CD-
ROM version with the final report could be made and distributed.
The outcome of this project at the moment of finalisation of the final report is therefore:
a) A collection of data with relevant information about police structure, police education
and training in 23 (out of 25) Member States of the European Union, involving at least
one academy/college per country, and in all 37 academies/colleges (out of 76)
academies/colleges offering basic education/training and 36 (out of 76) offering
advanced education/training.
b) A collection of data on specialised courses in 6 countries selected according to
geographic diversity within the European Union.
c) An analysis of the collected data.
The fact that not all academies/colleges in the Member States have contributed to the Survey
signifies that this description of the status in the European Union cannot be complete. The
Spanish contribution, for example, refers only to the training programmes for the National
Police Force which are delivered both for Police Officers on a basic level and for Senior
Police Officers. For some countries where there is only one police academy/college, this
description is representative of the situation in that country. A list of academies/colleges in
the participating and missing countries can be found in Appendix B.
I.2 Historical Background
In 2004, CEPOL, being a network of Member States on the level of institutions delivering
police education and training, initiated a process of facilitating an exchange between these
institutions to create and develop good practice in police education and training. The need for
this arose from the lack of up-to-date information on good practice in terms of planning,
training and evaluation methods when speaking of specialised training courses organised by
CEPOL members.

November 2006
A survey was initiated and evaluated by Portugal, and for analysis and validation, a
workshop was organised in Tallinn, Estonia, by the Management of Learning Committee2
with the title “Why does police education look like it looks?” for Senior Police
education/training staff. The outcome of this workshop was the development of another
questionnaire for the Member States to give a qualitative description of their national
education system and the publication of the quantitative survey outcome summarised in a
draft report by the Portuguese experts, Mr Eduardo Ferreira and Mr João Cabaço. The
qualitative questionnaire, not having been completed by all countries, led to a proposal in the
Training and Research Committee to review and expand the project.
The Netherlands, represented by Mr Jan Prins, took it on them, with the support of the
Secretariat, to amend the questionnaire based on the original quantitative questionnaire and
including qualitative questions in order to obtain a deeper level of information on European
police education and training systems. The list consisted in open and closed questions,
which not only referred to the advanced and specialised levels, but also started with
questions on the police structure and the basic education/training system in the different
countries. A workshop was organised in Rome where the questionnaire was discussed and
amended by the persons responsible for collecting the information in the participating
Member States.
Portugal took on the task to do a series of qualitative interviews in a carefully selected

sample of police academies and colleges in the European Union. The interviews were
focused on specialised courses, so called ‘flagship courses’. Nevenka Tomovic from the
Slovenian Police Academy in Ljubljana must be thanked for her contribution in doing some
interviews in her part of Europe.
In a final meeting, the analysis of both parts of this Survey were reviewed and amended by
representatives of the participating countries.
The different parts of this survey were integrated into this final report and are meant to
provide an overall view of the situation of the structures and content of police education and
training within the European Union. Its purpose is to enable European police academies and
colleges to benefit from each other’s experiences and to learn about good practice.
I.2.1 First phase: Tallinn and the quantitative and qualitative questionnaires
In a meeting of the Management of Learning Committee3, it was agreed to do a survey on

police learning and training. The implementation of this initiative was taken on board by
Portugal, and is to be considered as a very first step in an extensive process of becoming
familiar with the status of police education and training in the Member States of the European
Union. A workshop on education for senior police education staff was organised in Tallinn,
where the results of the Portuguese survey on police learning and training were distributed to
the participants. Apart from the first survey which consisted in a quantitative questionnaire,
another one with qualitative questions was distributed to the participating countries.
The quantitative questionnaire was completed by 27 police academies/colleges and

contained questions on ‘Training Needs, Objectives, Curricula, Methods, Pedagogical
Techniques and Evaluation’; ‘Teaching Staff – Recruitment, Training and Career’; ’Facilities –
Classrooms and Support Equipment’, ’Students – Selection’, ’Assessment/Evaluation of
Training Courses and of Students’, and ’The Academy’s Status and Financial Structures of
the Specialised Training Courses’.
2
From 2005 on, this Committee was renamed Training and Research Committee.
3
This meeting took place in the Netherlands on August 23, 2004; the proposal was accepted by the Governing
Board.

November 2006
The qualitative questionnaire asked open questions about the structural position of police
education in relation to government, ministries and police; the number of students and
institutions; the organisation of quality assurance; the pedagogical methods (Q13); police
involvement in the establishment of curricula; the ways the European dimension appears in
national police education; and the vision on learning of the academies/colleges.
A low number of answers to the qualitative questionnaire, as well as staff changes, led to the
circumstance that the answers were not processed and analysed. The quantitative
questionnaire, however, was analysed by the Portuguese experts and led to the following
results.
The analysis of the collected data showed some common strengths and weaknesses of the
academies/colleges that participated. The strengths lay in excellent teaching/learning
equipment and in good methodologies and techniques for course assessment. The
weaknesses, on the other hand, seemed to lie in the decision-making processes about
training needs, objectives, curricula, pedagogical methods and evaluation techniques. But
also the processes for student selection, assessment and certification as well as the
assessment processes of teacher performance and of career development could benefit from
mutual learning. One of the causal elements for this circumstance was considered to lie in
the apparent lack of pedagogical autonomy in most of the academies/colleges.
It was acknowledged that these results are not representative of all European police
academies and colleges, but they constituted a first assessment which deserved some more
in-depth research and which provided a path to achieve some consensus on the needs for
improvement. Apart from this, it was clear that there is a set of criteria for police
education/training, which is becoming widely accepted across Europe.
It was concluded that in this process of promoting and sharing good practice within police
education/training in the European Union, CEPOL can play a major role, certainly where it
concerns quality management and certification issues. As such, this analysis gave way for a
more extensive exploration of the status of police education/training in the European Union.
I.2.2 Second phase: Rome and the qualitative/quantitative questionnaire
The reviewing and revising of the two questionnaires was done by Jan Prins from the
Netherlands, with the support of the CEPOL Secretariat. As the Portuguese analysis had
shown, the descriptions of the participating countries vary a great deal in quality and style.
This makes it hard to use the data in connection with the outcomes of the quantitative data
and feed them into an integral report. Therefore, a new list of topics and questions was
developed.
Structures of police education are based on the police forces in the different countries, which
are manifold. Programmes for Senior Police Officers are strongly related to the needs of
those police forces, and, usually, the structure of these programmes is based on previously
absolved basic education/training programmes. This was accounted for by the development
of a set of questions on the structures of the police in the countries as well as two different
sections with questions on basic respectively advanced training. The issues which were paid
attention in the previous quantitative and qualitative questionnaires (see above 3.1) were
included and expanded.
The analysis of the collected data confirmed the conclusions made by the Portuguese
experts (see 3.1) and deepened the available knowledge on practice of police
education/training in the European Union. A summary of the outcomes of this part of the
Survey can be found in Part 2 of this report.

November 2006
I.2.3 Third phase: Europe and the qualitative interviews
Recent experiences have shown that benchmarking in European Police specialised learning
and training still has to deal with some lack of confidence or even some mistrust. Most police
academies or colleges are still reluctant to disclose information about their good practices in
planning, delivering and evaluation of specialised courses, especially through what they
consider to be ‘insecure channels of communication’ (e.g. the Internet).
Apart from that, standardised questionnaires, which have to be completed by a person in

isolation, have their limits both with regard to the questions and the answers. Interactive
questioning often leads to a better result because of the productive effect of a dialogue.
Therefore it was proposed by Portugal to the CEPOL Governing Board to add to the project a
Field Survey on good practice. In person-to-person interviews, more available and relevant
data on the planning, delivery and evaluation/certification of specialised police courses, at
least for a pre-selected sample of academies/colleges4 should be collected.
It was also proposed to harmonise all the collected information and make it available in
HTML format so that programme managers or teachers/trainers in all police
academies/colleges of the European Member States can access it.
Consequently, field visits were planned to be made to a sample of 9 countries in the North,
South, West, East and Centre of the European Union. Included were countries with just one
institution for police education/training as well as countries with a large number of such
academies/colleges.
The National Key Persons in those countries who had also attended the SEPE workshop in
Rome received three weeks in advance a request to select some of their ‘flagship’ courses,
that is, specialised programmes or short courses important for career development that are
delivered by the academy/college and that meet certain criteria. They were also asked to
collect all available information on each selected programme or course and to have that
information translated into English.
The requested information for above mentioned programmes included the following items:
‘Detailed Objectives and Contents’, ’Selection and Recruiting Methods, Techniques and
Tests/Instruments of Teachers/Trainers and of Trainees’, ’Previously Required Knowledge,
Competencies, Skills and Police Experience of Trainees’, ’Minimum Required Knowledge,
Competencies, Skills, Diplomas and Police Experience of Teachers/Trainers’, ’Delivering
Timetables Including Delivering Hours and Methods for Each Content/Subject’, ’Evaluation
Systems and Types of Instruments/Tests Used for Each Content/Subject and for the
Programme or Course as a Whole’, ’Type of Certification’, ’Minimum Learning and Training
Facilities and Equipments’, and ’E-mail address or other form of contact of Programme or
Course Manager and Teachers/Trainers’ (see Appendix G).
Each selected academy/college was visited by two teams, one covering some of the western
and southern countries, the other covering some of the southern, central and eastern
countries (see the Project Flow Chart). The first team was coordinated by João Cabaço and
Eduardo Ferreira (Portugal), the second one by Nevenka Tomovic (Slovenia).
4
For a list of the participating academies/colleges in the Field Survey, please see Appendix C.

November 2006
Project Flow Chart
Tasks Period
Invitation and selection of key persons October/November
2005
Request for information and for planning of field visits November 2005
Field visits first team

o Training and Development Division of the Spanish Police
(Madrid, Spain)
o Politieacademie (Apeldoorn, The Netherlands) December 2005
o Polizeiführungsakademie (Münster, Germany)
o Danish National Police College (Brondby, Denmark)
o Centrex (Bramshill, United Kingdom)
Field visits second team

o Scuola per Perfezzionamento per le Forze di Polizia December 2005/January
(Rome, Italy) 2006
o SIAK - Federal Ministry of Interior (Vienna, Austria)
o Academy of the Police Force, Bratislava
(Slovak Republic)
Collection, Treatment and Harmonisation of Data January/March 2006
Final Document April 2006
A summary and analysis of the field survey was made and can be found in Part 3 of this
report.
I.2.4 Fourth phase: Lisbon and the final report
After all data were collected and the different reports were sent to the CEPOL Secretariat,
they were compiled into a common final report. The introduction and the historical
background were added, and the relating documents were added as appendices. Each of the
reports was edited, and amendments were proposed to and accepted by the authors.
A final meeting of the National Key Persons was organised in order to facilitate a final
discussion and analysis of the final product to enhance the validity of the survey, and on the
possibilities for an online presentation of the data as well as the updating logistics.
The National Key Persons reported that the collected data were useful already at this stage,
e.g. in the process of a reform of education/training generally and in particular with regard to
the Bologna Process, for benchmarking exercises, for increasing the understanding of the
status of police education/training in other countries, and for countries involved in the
Socrates and Leonardo Programmes.
Difficulties5 encountered in the process of collecting data for the online questionnaire were
reported to be due to the following factors: the National Key Persons, not having specific
authority or official function, could only invite academies/colleges to participate; the
complexity of the questionnaire but also the fact that the questions were to be answered in
English caused some reluctance within the academies/colleges to undertake the effort of
5
Germany reported to not have been able to answer some of the questions focused on a modular
system/concept of education/training which does not comply with the ‘state of the art’ in some countries (e.g.
credits, role and value of certificates for gaining higher vocational qualifications). The result could be that some
information concerning those countries is missing and that therefore the collected data may not in every case give
a representative and valid description of the situation in all countries.

November 2006
completing the questionnaire; in the process of replying, it would have been useful to have
an overall view of all the questions, while the online questionnaire only showed one question
at a time; and some terms were unclear, having different meanings in different language
contexts (in spite of the SEPE glossary). In the context of the Field Survey, some specialised
courses from France and the Netherlands are missing due to communication problems.
The three parts of the Final Reports were discussed and amended, and decisions on which
appendices should be added were made.
With regard to a possible online presentation of the collected data, it was agreed that it is
imperative to make the data accessible online: first, so they can be of use to the CEPOL
audience; and second, so they can be updated easily and regularly, which is important for
maintaining and safeguarding its use. Recommendations were made with regard to updating
responsibilities and procedures. Apart from that, it was proposed to complete the collected
data by inviting the new Member States, the acceding countries and the candidate countries
to add their data.
I.3 Liability and copyright
The Survey was produced by means of a close cooperation between several acting
members:
1) the chairs of the Training and Research Committee, under whose chairmanship the
Survey was initiated, respectively finalised, Mr János Fehérváry (A) and Mr Antonio Ramirez
(E);
2) Portugal represented by Eduardo Ferreira and João Cabaço (Field Survey), the
Netherlands, represented by Mr Jan Prins (Questionnaire), who are the authors of the tools,
the evaluation and the content of the final report, part II and III;
3) the Member States represented by the National Key Persons and the different
academies/colleges in the Member States which contributed;
4) the CEPOL Secretariat, represented by the Training and Research Coordinator, Ms
Elisabeth Zinschitz, who was responsible for the coordination of the Survey, contributed to
different parts and is the author of part I.
In this combined effort, the National Key Persons have given their best to provide the
required information and to ensure the validity of the Survey as much as possible by
reviewing the analysis of the provided data. The responsibility for the quality of the survey
lies with Mr Jan Prins, Mr Eduardo Ferreira and Mr João Cabaço. The copyright for the
Survey on European Police Education/Training, called SEPE, remains with CEPOL.

November 2006
Part II
Questionnaire
Overall view of the structures and content of police education

and training in the European Union
Author:
Jan Prins

November 2006
II.1. Procedure of data collection
II.1.1 Different Steps
In order to obtain a satisfying end result for such a significant project, it is imperative to
collect as many data as possible, and this cannot be done without the full cooperation of the
Member States. Previous experiences have shown that the collection of these data is a
rather challenging task. Therefore, some thought was given to the question of how to
facilitate this process, and the following procedure was developed:
1) In the first step, the Member States were asked to nominate a National Key Person who
has knowledge about their national police education/training system and/or knows where to
collect this knowledge, and also has a good command of the English language. These key
persons received information about the project and the procedure, and were also sent the
information which had already been collected from their country in the first part of the project
along with the new questionnaire.
2) In the second step, the National Key Persons were invited to a workshop in Rome aimed
at supporting them in their endeavour to provide complete and adequate information, as well
as at involving each other in refining the topics and questions on the list according to the
conditions within the countries’ police education and training institutes. There, the National
Key Persons discussed the questionnaire with their colleagues from other countries and
received additional information.
3) The third step was to provide the National Key Persons with an access code to a web-
based questionnaire. This questionnaire was adapted according to the suggestions made at
the workshop, and completed by the National Key Persons.
4) This part of the project was completed by a final meeting of the National Key Persons in
Lisbon in order to give them the opportunity to discuss, analyse and refine this final draft
report summarising objectives, procedures and outcome and give recommendations for
further procedures.
II.1.1.1 Revision of the Questionnaire
In the process of reviewing the questionnaire, a list of items was drafted on which information
needed to be obtained. For this, questions of both the existing quantitative and the qualitative
questionnaire were screened in order to see whether they adequately covered all relevant
topics.
Evidently, the information to be obtained should refer to CEPOL’s target group, that is,
Senior Police Officers. However, in order to be able to thoroughly understand the training
structures in a specific country, it seems necessary to assess which educational career a
person must follow in order to reach such a position. Therefore, a new group of questions
was developed which refer to basic training. In order to be able to place this information in a
larger context, some questions on the police system in these countries needed to be
answered in addition. Since quite a number of different models are in existence, it was
necessary to ask for more details.

November 2006
The following groups of questions were proposed:
I. Police system Kind of police forces in each country (including national,

regional, border, military police, etc.) and their structure
II. Overall view Structure of national police education/training

Responsibilities within the institutes
IIIa. Institute – Basic The institute details

Recruitment and admission policy/conditions
Types of basic education and training
Curriculum
Student aspects
Facilities/equipment
Staff
Quality Management
(Inter)national cooperation
IIIb. Institute – Advanced: The institute details

Recruitment and admission conditions
Types of specialised education and training
Curriculum
Student aspects
Staff
Quality Management
IV General issues Strengths and weaknesses of the system

Specific topics
* Human Rights
* International Cooperation
* Domestic Violence
* Sexual abuse/exploitation
* Integration aspects and Refugees
* Terrorism
* Diversity
* Ethics and Corruption
II. 1.1.2 Workshop in Rome
The workshop was attended by 22 National Key Persons from 21 countries6 who had been
nominated by their countries as responsible for providing the required information on their
national education/training systems. They had received the questionnaire two months earlier
and had been asked to complete it as far as they could for at least one of their education
/training institutes. They had also been asked to communicate any difficulties they had
encountered while doing so to the authors of the questionnaire. 19 countries had already
sent their first version of the questionnaire before the workshop. And finally, they had been
invited to bring hard copies of information material on their national education/training system
for phase 3 of the Survey.
6
France was represented by both the outgoing and the new National Key Person.

November 2006
The workshop was organised by CEPOL Italy and moderated by the experts from the
Netherlands and Portugal, Mr Jan Prins, Mr Eduardo Ferreira and Mr João Cabaço, as well
as by the CEPOL Training and Research Coordinator, Ms Elisabeth Zinschitz.
Workshop objectives
The workshop aimed at reaching the following objectives:
to reach an agreement on the topics covered by the questionnaire and the
formulation of the questions
to develop an understanding of the responsibilities of the National Key Persons
to amend the questionnaire according to the circumstances in the different national
police education/training systems
to make the National Key Persons aware of which information they still had to deliver
within a certain timeframe
to reach an agreement on the structure and on the administration of the data
Workshop structure
The structure of the workshop consisted of three parts:
a) First day: The participants were welcomed and got the opportunity to get to know each
other. The moderators presented the programme and the objectives of the workshop, and
informed the participants in which working group they were invited to participate the next
day. Those groups had been set up by the moderators mixing countries with only one or
a few national training institutes with those having many national training institutes, while
at the same time considering the geographical distribution within the European Union.
b) Second day: Each working group, assisted by a moderator, discussed one of the five
sections of the questionnaire. In a plenary session a discussion took place and
suggestions for amendments were collected by a ‘revision panel’ consisting of Mr Jan
Prins (NL), Martin Patterson (UK), Peter Potasch (SK) and Rossanna Farina (I). The
results of the first survey done by Portugal (see I.2.1) were presented by Mr Eduardo
Ferreira; Mr Jan Prins presented some examples of a preliminary analysis of the data
collected so far by means of the Word-questionnaire.
c) Third day: The participants worked according to their own choice in four different topic-
driven working groups. The topics were decided upon in a plenary session:
1. Amendments of the questionnaire (revision panel, moderated by Mr Jan Prins)
2. Next steps
3. Online presentation of the data
4. Responsibilities of the National Key Persons
Outcomes of this work were suggestions and recommendations presented and discussed in
a final plenary session.
Outcomes of the workshop

The work of the participants led to the following results:
a) Amendments and changes were suggested concerning the content of the questionnaire.
These will be integrated by Mr Jan Prins and Ms Elisabeth Zinschitz, and sent to the
National Key Persons for their agreement. Further recommendations were made.
b) The following suggestions and recommendations were made regarding the collected data:
The data should be presented online in a programme designed according to specific
web rules and tools also included in EPLN
The online presentation of the data should fulfil three objectives:
- To obtain accurate information quickly and easily

November 2006
To allow the user to go find links in order to go deeper into the data and to
-
print them
- To provide the user with names and email addresses of the National Key
Person or another person who could give more information on the relevant
topics (in English).
c) The following suggestions and recommendations were made regarding the next steps:
The new version of the questionnaire should be sent to the National Key Persons,
including the already given replies and highlighting the amendments; this
questionnaire should be an online version.
A short and clear glossary should be developed and sent with the new questionnaire,
explaining the meaning of a series of terms used in the questionnaire; suggestions
which terms should be included had been given on the first day.7
Changes in the questionnaire should be made by the National Key Persons before
the end of 2005.
d) The following suggestions and recommendations were made regarding the responsibilities
of the National Key Persons:
The National Key Persons should receive a proposal for a final version of the
questionnaire and of the report to the Governing Board on the Survey in order to be
enabled to give their input and comments.
The National Key Persons should be responsible for collecting the missing data from
the national education/training institutes in their countries and complete the final
questionnaire.
Updating of the data should be done only by the National Key Persons, either directly
or via a liaison officer within CEPOL.
Each country should add a date of validity for the information.
National Key Persons should be reminded by CEPOL every year to update the data.
e) Further suggestions:
In case the National Key Persons will have a long-term responsibility with regard to
the data on European police education/training, it seems necessary and useful to
include a definition and description of their role in the CEPOL guidelines.
The evaluation and analysis of the data should be done with precision and caution in
order to prevent misinterpretation and an incorrect presentation of facts, also
considering who will have access to the data.
A biannual symposium could be organised for an exchange of ideas on education
and training and on good practice.
II.1.1.3 From Word to the web-based questionnaire
Based upon the suggestions and recommendations of the workshop, an elaborated (Word-)
version of the questionnaire was sent to the National Key Persons to check the results of the
discussions and the decisions made by the project group. In December 2005, the Word-
version of the questionnaire was converted into an online version in three sections.8 This
conversion merely followed the structure of the Word-version. Differences between both
versions were caused by the possibilities or limitations of the web-based questionnaire.
Section 1 focuses on the national police systems and the organisation of police education
and training. It gives a brief overview of the police academies/colleges in each country and
their relationship with the police structure. In section 2, information about basic education
and training programmes per police academy/college in every country was collected. Section
3 was meant for those police academies/colleges of each country which provide advanced
education and training programmes. Part 2 and 3 contain open and closed questions about
admission conditions, types of education and training, organisation of curricula, student
7
The explanation of terms can be found in Appendix H
8
The three parts of the online questionnaire can be found in pdf-format in the Appendices D, E and F.

November 2006
aspects, facilities, staff and professional development policy, quality control and international
aspects.
In January 2006, all National Key Persons were invited to fill in the online version of the
questionnaire and received access to the website. Countries with more than one police
education/training institute (e.g. Germany, Belgium) received an access code per institute for
section 2 and section 3.
II.1.1.4 Lisbon meeting
In the final NKP meeting in Lisbon, 12-13 November, 2006, the National Key Persons
amended the Final Report and gave thoughts to further procedures around the collected
data. They agreed that this valuable collection of information on police education and training
institutions in 23 Member States of the European Union should be made accessible for the
CEPOL audience as they expect them to be useful on different levels:
g) to enhance and deepen the knowledge on police education and training in the European
Union
h) to promote the exchange of good learning and training practices
i) to refer to for benchmarking exercises
j) to provide mutual learning opportunities, e.g. in the context of structure reforms in general
and in particular within the Bologna Process;
k) to enhance mutual confidence and trust in the quality of police education and training of
senior police officers in the European Union
l) to support the process of mutual recognition of national certificates (e.g. European
Diploma on Policing)
m) to support exchange programmes for trainers and for senior police officers
n) to facilitate the exchange of research outcomes and cooperation on the level of police
science and research.
In order to make the data widely accessible and easy to update, the National Key Persons
would consider a presentation online as the best option.
Options for an Online presentation
In order to provide access to the CEPOL audience, the following three options seem
possible:
a. The data are summarised and put in pdf files; updating in a pdf-file is not possible, as the
master would need to be rewritten
b. The data are made accessible as a whole through software which is free but not user-
friendly, e.g. excel, and updating would be very difficult
c. The data can be made accessible in a database with search engine, which would require
a special programme; updating would be easy.
Considering the fact that the last option seems the best, but also taking into account that it
would take some time to make this possible, the National Key Persons would like to
recommend a 2-step process: 1) put the data in a pdf-file on EPLN as soon as possible; 2)
explore the technical and financial possibilities for a database with search engine within the
CEPOL Electronic Network. This database should make it possible to look up data on 4
levels: per country, per academy, per course, per topic, and should show when the data were
updated last. CEPOL might also want to think about a regular procedure to add new
information which was not asked for in the questionnaire.

November 2006
In case such an online presentation is accepted by the Governing Board, it must be made
sure that both steps are made, as otherwise regular and efficient updating would be very
difficult.
Updating logistics
In the course of the project, the National Key Persons have gained quite some knowledge on
the police education and training system in their country and remain responsible for the
updating of the data. They are also best informed about the history, the objectives and the
implementation procedure as well as the tools of this Survey. Therefore it seems efficient, if
they were to be assigned with the future responsibility of updating procedures. In those
countries which have a large number of academies/colleges, it might be recommended to
allow contact persons in these institutions to have access in order to update the data
themselves, always in close contact with the National Key Person. For deeper clarification of
issues, an address list should be added with contact data, including the language the contact
person can be addressed in.
Summary of the recommendations
1) To make the collected data for the moment accessible in pdf-format on EPLN;
2) To make the collected data accessible online for the CEPOL audience as a user-friendly
database in the CEPOL Electronic Network using software which makes a more
sophisticated updating and search procedure possible; the ENWG could be asked to
explore the technical and financial aspects of this option;
3) to assign the National Key Persons with the responsibility for updating; the National
Contact Points would then be responsible for making sure that the NKP position is refilled
in case of changes; countries with a large number of academies/colleges could be
allowed to share the updating responsibility with the academies/colleges if they wish to
do so;
4) to complete the collected data by inviting the new Member States, the acceding and the
candidate countries to add their data.
II.2. Outcome
II.2.1 Data and analysis
The final result of this part of the SEPE-project is:

1) a collection of data with relevant information about police structure, police education
and training in 23 Member States of the European Union and
2) an analysis of the collected data.
The questionnaire contains so-called open and closed questions, both qualitative and
quantitative information, which could be converted to an internet database giving an overview
of relevant information on European police education and training.
Even if this collection of data will never be entirely complete, it does enable the reader to
gain some insight into police education and training in the European Union. To facilitate this,
the data are presented as follows:
a. Open qualitative information has been clustered and aggregated to deliver
descriptions of topics and countries.

November 2006
b. Closed qualitative and quantitative information was statistically analysed and can be
presented as such. The most commonly used analysis techniques are frequency
analysis of the data providing frequency tables, totals, means, deviations, etcetera.
c. Information has been related to other information; similarities and differences
between institutes, countries or themes have been calculated. Some information has
been be clustered per country and per topic.
The results of the analysis of the quantitative data and the descriptions are:
a. an overview of participating countries and institutes per type of police education and
training,
b. a brief overview of topics per country and
c. a thematic presentation of police education/training in the European Union.
In this process, some tables and graphics are presented with comments.
II.2.2 Survey Participation
The following tables 1a to 1c show the participation of countries. Of the Member States in
2006, 90% participated, even if some only partly. From some of the countries which, for
various reasons, did not complete the online version of the questionnaire, a Word-version is
available. At the end of May, 2006, only 2 countries (Czech Republic and Luxembourg) have
not contributed to the survey; for the United Kingdom, information on Scotland was given
only.
The tables list the countries per section of the questionnaire: section 1 on the national
structures of police forces; section 2 on basic education/training and section 3 on advanced
education/training/training and specialised programmes.

November 2006
Table 1a: Participants part 1*
Word
Web-based questionnaire questionnaire No response
1 Belgium 10 Malta 1 Austria 1. Cyprus
2 Denmark 11 Netherlands 2 Greece 2. Czech Republic
3 Estonia 12 Portugal 3 Ireland 3. UK-England,
4 Finland 13 UK-Scotland* 4 Lithuania Wales and
5 France 14 Slovakia 5 Poland Northern Ireland*
6 Germany 15 Slovenia 4. Luxembourg
7 Hungary 16 Spain
8 Italy 17 Sweden
9 Latvia
* The UK (Scotland and England/Wales) received two questionnaires.
Table 1b: Participants part 2

Word
1. Belgium (2x) 9 Malta 1 Austria 1 Cyprus
2. Denmark 10 Netherlands 2 Greece 2 Czech Republic
3. Estonia (2x) (2x) 3 Hungary (2x) 3 UK-England, Wales
4. Finland 11 Portugal 4 Ireland and Northern Ireland
5. France 12 UK-Scotland 5 Lithuania (3x) 4 Luxembourg
6. Germany (5x) 13 Slovakia 6 Poland
7. Italy (4x) 14 Slovenia
8. Latvia 15 Spain
16 Sweden (2x)
Table 1c: Participants part 3

Word
1 Belgium 9 Latvia 1 Austria 1 Czech Republic
2 Cyprus 10 Malta 2 Greece (2x) 2 UK-England, Wales
3 Denmark 11 Netherlands (2x) 3 Hungary and Northern Ireland
4 Estonia 12 Portugal 4 Ireland (4x) 3 Luxembourg
5 Finland 13 UK-Scotland 5 Lithuania
6 France 14 Slovakia 6 Poland (4x)
7 Germany (6x) 15 Spain 7 Slovenia
8 Italy (3x) 16 Sweden (2x)
Some countries have a rather complex political and police structure. Due to this fact, the
structure of their police education/training system is also complex with different police
academies/colleges providing training for different aspects of police work. The National Key
Persons were asked to fill in a questionnaire (sections 2 and 3) for every (independent or
autonomous9) Police academy/college in their country in keeping with their national police
education/ training structure.
9
Independent or autonomous Police Academy: every institute which provides education to police officers being
not a part of another police education institute.

November 2006
II.2.3 Analysis per section
II.2.3.1 Section 1: Police structure and Police academies/colleges
Introduction
Section 1 refers to the structure of the police forces in the EU countries and gives an overall
view of police education and training in relation to this police structure.
Police structure
Most police structures can only be understood against their historical background as this is
elementary for understanding the differences between the police structures in the countries
of the European Union. Some of them have only one national police force for the entire
country; in others, the police have a very complex structure it being related, for example, to
their federal governmental structures. Table 2 presents a brief overall view of the police
forces in every country. It shows that police structures within the European Union differ
enormously. National police forces take care of the larger part of police tasks. Some of those
tasks are allocated to a separate or specialised force such as Border Police, Military Police
or Criminal Police. National police forces often have more organisational levels than the
others: a national or centralised level, and a decentralised regional and/or local level.
The most common models are:

o national police force which includes all different kinds of police work (Austria,
Denmark, Estonia, Greece, Ireland, Malta, Slovenia, Sweden);
o national police force and a separate border police; (Finland, Hungary);
o national police force and a separate military police (France);
o national police force and several separate specialised police sub-organisations (Italy,
Portugal, Slovakia)
o national or general police, and regional police forces (Belgium, Germany10, Latvia,
Netherlands, Spain);
o only federal or local police forces (United Kingdom-Scotland);
o several police forces (Lithuania, Poland).
Most national police forces and border police forces are controlled, organised and supervised
by Ministries of Internal Affairs or Interior. In some countries, national security, the
supervision of the national police force, is supervised by the Ministry of Justice (Sweden,
Portugal) or Ministry of Finance (Lithuania). Also in other countries some specialised forces
can be supervised by the Ministry of Justice, the Ministry of Defence or the Ministry of
Transport, Post and Telecommunications. An example is the Slovakian Railway Police: they
are under the control and supervision of the Ministry of Transport, Post and
Telecommunications of the Slovak Republic.
At a regional or local level, regional or local authorities have often a joint responsibility.
Particularly in the South Western region of Europe, often two national police forces can be
found: the National Police Force and the police forces with a military background, like the
Gendarmerie, the Guardia Civil, the Carabinieri, and the GNR.11 The National Police Force
usually operates in cities and areas with large populations, whereas the second group is
mainly concentrated in rural areas.
10
Regions in Germany are ‘Bundesländer’ ; in fact it is better to write ‘state police’ instead of regional police.
11
GNR is one of Portugal’s three most important national police forces.

November 2006
In some countries, the National Police Force is divided into several independent or
autonomous forces, which have a responsibility for a specific geographical area. Examples
for this are the United Kingdom-Scotland and the Netherlands.
In federally organised countries, like Germany and Belgium, ministries of interior of regions
or ‘Bundesländer’ have supervision over the police forces.
The Military Police is always supervised by a ministry of defence. All other types of police
forces are supervised in one way or the other by a ministry.

November 2006
Table 2: Police structures in the European Union
12
Austria Federal Police (Bundespolizei ) including the Border Guard Lithuania o National Police
Belgium Structured at two levels: federal and local o Border Guard Service
o State Security Service
Denmark Danish National Police
o Service of Special Investigations
Estonia One national police: Estonian Police o Service of Financial Investigations
Organisations with other investigation and surveillance rights: o VIP Protection Service
o customs o Customs Crimes Investigation Service
o border guard o Customs Crime Prevention Service
o military police o Common Rescue Centre
Finland o One national police force o Police Public Security Regiments
o Border Guard o Military Police
France o Police Nationale Malta Malta Police Force
o Gendarmerie Nationale Netherlands o 26 independent police forces, divided in 25 regions and 1 national
Germany o 16 State Police forces force
o 1 Federal Police Force (former Bundesgrenzschutz) o Royal Marechaussee, a police organisation with military status
o 1 Federal Investigation Police (Bundeskriminalamt / BKA) Poland o Police (national)
o Military police o Municipal Police (city, district)
o Parliamentary Police o Court Police
Greece o Hellenic Police and o Military Police
o Port Police o Border Police
Hungary Police: Portugal o Polícia Judiciária (PJ)
o National Police Headquarters o Polícia de Segurança Pública (PSP)
o County Police Headquarters (Budapest + 19 counties) o Guarda Nacional Republicana (GNR)
Border Guard: o Serviço de Estrangeiros e Fronteiras (SEF)
o National Border Guard Headquarters o Polícia Marítima (PM)
o Border Guard Directorates (10 directorates) o Serviço de Informações de Segurança (SIS)
Ireland National Police Force (Garda) o Instituto Nacional de Aviação Civil (INAC)
Italy Five police forces having national competence, three of which are United 8 Regionally based police forces including
civilian Kingdom - o Crime and Drugs Enforcement Agency
o Polizia di Stato (the National Police), Scotland o British Transport Police
o Polizia Penitenziaria (the Prison Police) and o Ministry of Defence Police
o Corpo Forestale Dello Stato (the National Corps of Forest Slovakia o The Police Force
Rangers) o Other Police Services - e.g. Railway Police, Prison Guard,
and two military Municipal (City Police), Military Police
o Carabinieri and Slovenia National Police Force
o Guardia di Finanza
Spain o National Police Force
Latvia o State police o Civil Guard
o Municipal police o Local Police (Municipality Police)
o Security police o Regional Police Forces (Basque Region, Catalonia and Navarra)
Sweden National Police
12
In Austria, on July 1, 2005 the Police and the Gendarmerie were merged into the
Bundespolizei.

November 2006
Police academies/colleges13
In some of the participating countries, only one institute is responsible for all basic and
specialised police education and training; in others, there are several institutes which
provide education/ training on different aspects of police practice.
The following table (3) gives an overview of the police academies/colleges in the
European Union. In 21 participating countries, a total number of 102 independent police
institutes provide some level of police education and training. In 7 countries, there is only
one institute; some countries (e.g. Germany and Italy) have 20 independent educational
institutes. The amount of police education/training institutes is strongly related to the
police structure in each country. Complex organisation levels of police authority and
responsibility in a country causes generally a multitude of different police
education/training institutes.
As some academies/colleges offer education/training on the basic, advanced and

management levels, the total number of academies/colleges is lower than the sum of the
three levels.
Table 3: Number of police schools per target group of education and training activities
per country
Country Total Basic Advanced Management
Austria 1 1 1 1
Belgium 12 10 12 11
Denmark 1 1 1 1
Estonia 1 1 1 1
Finland 2 1 2 1
France 3 3 2 2
Germany 20 15 13 13
Greece 1 1 1 1
Hungary 8 2* 5 1
Ireland 1 1 1 1
Italy 25 15 13 1
Latvia 2 2 1 1
Lithuania 5 3 3 1
Malta 1 1
Netherlands 2 2 2 2
Poland 8 8 5 1
Portugal 5 3 3 2
Slovakia 4 2 1 1
Slovenia 1 1 1 1
Spain 3 1 2 2
Sweden 3 2 2
UK Scotland 1 1 1 1
77 73 46
Total 110
*In Hungary, there are two types of basic police education/training: type 1 is a secondary vocational school
level for those who want to become non-commissioned police officers; type 2 is the level of police
academy/college for those who want to become police officers gaining a college diploma in higher education.
For type 2 students, type 1 education/training is not a prerequisite, but type 1 students can continue their
studies on the type 2 level in order to obtain a diploma in higher education.
13
In this Final Report sometimes the countries will be mentioned as an abbreviation for the participating
academy/college of that country (see Appendix B ). This does not mean that the described circumstances
are representative for the entire country.

November 2006
About 75 institutes provide basic police education/training, 74 provide advanced
education/training and 46 academies/colleges offer management education/training.
Some institutes provide all three types of education/training, whereas some others are
specialised aiming at only one target group of students. Appendix B shows for which
academies/colleges the questionnaire was completed per 12 November 2006.
In most countries (15), there is only one board or authority tasked with coordination and
supervision of the police education and training institutes. A majority of these institutes
are not directly controlled by the government. About half of the institutes are controlled
by a special board or authority; the other half are part of the national police structure and
are supervised by the national police command.
The situation in the other countries is more complex, mainly depending on their
governmental structure and police structure. Police structures and educational institutes
supervised by one ministry do have a governing board, directly controlled by the ministry
or under control of a police command. Other police institutes in those countries are
supervised by their federal or regional ministry, or their own ministry (Justice, Education,
Interior, etcetera).
In 10 countries, each police force or police region has its own institute for education and
training, or there is just one force with one directly linked educational institute (see table
4). In 3 countries, the police academies/colleges have contracts with different forces;
sometimes police education is concentrated in just one police academy/college for all
forces. Some other countries are familiar with this model for only a few of their police
academies/colleges and forces.
Table 4: Mainstream of relations in the EU countries between police academies/colleges

and police forces
Type of relation Country
Each police force or region has its own institute, Portugal, Spain, Ireland, Italy,
police academy/college is part of police force Denmark, Malta, Finland, Greece,
Austria
The institute(s) has (have) contracts with different Netherlands, UK-Scotland,

police forces Poland
No direct link of responsibilities France, Latvia, Estonia, Germany
Other (different relations) Slovenia, Slovakia, Belgium,

Hungary, Lithuania, Sweden
In four countries, there is no direct link of responsibility between the police academies/
colleges and the police forces. This often means that forces as well as police academies/
colleges depend on a ministry, or on a directorate within a ministry.
Finally, there are a few countries where no mainstream of relations exists between
forces and police academies/colleges.
Table 5 provides information about the financing of the European police academies/
colleges. An interesting topic is the cash flow: Are the police academies/colleges
financed directly by the government or does the money flow indirectly from the
government to the police academies/colleges via the police forces (the client)?

November 2006
The data show that in most countries, police academies/colleges are directly financed by
the government and not by their clients. The financing ministry is usually the Ministry of
Interior/Internal affairs, sometimes the Ministry of Justice or Defence. Only in Lithuania
does the Ministry of Education finance a part of police education/training.
In some countries, the client, that is the police forces, pays directly for education and
training (e.g. Ireland). Students pay for their education/training in only three countries.
Who controls the management of the police academies/colleges? Table 6 shows the
diversity of controlling organisations. Most police academies/colleges are controlled by
those ministries which finance their tasks, i.e. especially the Ministry of the Interior. In
Italy and some other countries this task is also done by forces.
Only in a few countries the financing ministries delegate control to a controlling board or
an inspectorate (United Kingdom-Scotland, Belgium, the Netherlands). In Germany and
Belgium the (federal) parliaments also have controlling tasks.
Table 5: Financing of the institutes for police education and training

Ministry of
Country Interior Justice Education Defence Other Force Students
Austria Finance
Belgium 12
Denmark 1
Estonia 1
Finland 2
France 3
Germany 20
Greece Public order
Hungary 3 3 1
Ireland 1
Italy 20 5 4
Latvia 1 1 1
Lithuania 1 2 2 2
Malta 1 1
Netherlands 1 1 1
Poland Government
Portugal 4 1 2
UK-Scotland 1
Slovakia 4 1*
Slovenia 1
Spain** 5 2
Sweden 3 1
Total 78 6 2 6 7 18 4
* Where it concerns civilian students at the Academy of the Police force in Bratislava
** Only national police forces

November 2006
Table 6: Control of the management/authority of the police academies/colleges
Ministry of
Country Interior Justice Education Defence Force Inspectorate Board Other
Austria 1
Parliament/
Belgium 12 12
trade unions
Denmark 1
Estonia 1
Finland 2
France 3
Germany 19 Parliaments
Greece Police academy
Hungary 3 3 3
Ireland 1
Italy 5 23
Latvia 1 1 1
Lithuania 1
Malta 1 1
Netherlands 1 1 1
Commander in
Poland
chief
Portugal 2 1 2
UK-
1
Scotland
Accreditation
Slovakia 4 Committee and
Academic Senate*
Slovenia 1 1
Spain 3 3
Sweden 3 3 University
Total 52 5 4 6 35 14 6
* Where it concerns the Academy of the Police Force in Bratislava
In some countries like Hungary, Slovakia, Latvia and Sweden, police academies/colleges
are also controlled by the Ministry of Education or by accreditation committees.
Poland and Greece seem to lack external control: the boards of their Police
academies/colleges apparently control themselves.
II.2.3.2 Section 2: Basic Police Education and Training
About 75 (table 3) different police academies/colleges in the European Union provide

basic police education and training. Some of those provide basic as well as advanced
(specialised) police education and training; others provide only basic education/training.
Basic training and education14 is defined as the first police education and training
courses for recruits (former civilians) to teach them basic police competencies. This can
be done on different levels and it can also be specialised as long as it is their first police
education/training. Specialised examples of basic education and training are those
programmes for recruits without former police experience and competencies directly
after their university degree to become police manager or criminal investigator (the
Instituto Superior de Polícia Judiciária e Ciências Criminais in Portugal and Wiesbaden
in Germany).
Advanced education and training15 is defined as education and training for experienced
(most senior) police officers on every level. The third part of the questionnaire will focus
14
See attached Appendix H: Explanation of Terms
15
See attached SEPE glossary

November 2006
in particular on such advanced courses which normally lead to a career move. An
analysis of the data on advanced courses will be reported in the next chapter.
This chapter will be police academy/college-oriented and concentrating on topics such

as organisation and headcount, recruitment policy and admission conditions, selection,
types of basic education/training, pre-education, number of students, description of
levels of education, curriculum structure, curriculum needs and updating, integration of
police research, programme and curriculum development, assessment, student aspects,
(ICT) facilities and equipment, staff (qualification and development), quality assurance,
(inter)national cooperation and, finally, opportunities and strengths.
The report is based upon information on 29 police academies/colleges from 21 countries;

this is about one third of all police academies/colleges in the European Union which
provide basic police education/training.
Formation, locations and departments

Police academies/colleges in the European Union vary on many aspects. Some
academies/colleges are located at one place in one region, while other institutes have
several locations all over the country. This means that their organisation also differs
enormously depending on their size and organisational structure.
Table 7 gives some facts about the formation of the institutes. The following categories
are distinguished: management (central and local), teachers and trainers, assistants,
technicians and administration, and, if present, other employees. Clearly, there are
extreme formational differences between the academies/colleges.
Table 7: Formation of police academies/colleges

Mean Min. Max. % Executive
Central management 5,0 1 11 58%
Local management 10,1 1 58 48%
Teachers and trainers 105,0 10 450 59%
Teaching assistants 39,9 1 220 52%
Technicians and administration 68,7 2 230 33%
Other 15,9 1 39 9%
The amount of persons on the level of central management of the police

academies/colleges varies from 1 to 11. On average, the academies/colleges have about
5 managers. About 60% of the management is of executive origin; 40% is civilian. Not
every police academy/college has several locations and departments: Only 9
academies/colleges report about different locations and about two thirds of the
academies/colleges have several departments. Therefore not every academy/college is
managed in situ.
Some academies/colleges are small and have only 10 teachers (e.g. the Training
College for Police Constables in Senigallia, Italy); some other academies/colleges report
more than 450 teachers (e.g. the Royal Marechaussee, Netherlands). Almost 60% of the
teachers in all police academies/colleges do have a police background; 40% is civilian.
Most police academies/colleges (75%) do not have teaching assistants. When they
report about themselves as employing teaching assistants, it is often only a small
number. Only the Academia Della Guardia di Finanza in Italy appears to have 220
teaching assistants. About half of the assistants in all academies are civilian. Also the
amount of technicians and administrative employees varies enormously. On average,
police academies/colleges employ about 69 of this category; the variation, however, is

November 2006
rather large: from a few to more than 200 employees. Only one third of the technicians
and administrative employees have a police background.
Recruitment policy and conditions for admission

General criteria to become police officers are quite common in all countries, although
there are some differences. The most common criteria are: national citizenship, physical,
psychological and medical requirements, sufficient knowledge of the national language
and no criminal records.
Academies/colleges vary with some demands. Most police academies/colleges have

minimum age requirements; however, some have also a maximum age stipulation. The
minimum age criterion varies between 16 (the Netherlands) and 21 years (e.g.
Denmark). When maximum criteria are reported, they vary between 22 (Accademia Della
Guardia di Finanza, Italy) and 50 years of age (e.g. Netherlands).
Most academies/colleges also have minimum height requirements, which vary from
1.52m to 1.64m for women and 1.6m to 1.7m for men. A maximum height criterion has
not been reported.
Although a certain pre-education level is always required for admission, the level of pre-
education varies between primary school level (Spain, for police constables) and
university level (the Instituto Superior de Polícia Judiciária e Ciências Criminais in
Portugal, and also Spain for Senior Police Officers) of course depending on the level of
police education/training concerned.
Recruitment of new police officers is almost always done by the forces. Only 3
academies/ colleges do their own recruitment (the Bildungszentrum der Thüringer
Polizei, the Institute for Police Training and Policing Excellence of North Rhein-
Westfalen, both in Germany, and in the Finnish institutions). Some Police
academies/colleges (Baden-Württemberg in Germany, Latvia, the Netherlands and
Estonia) cooperate with forces to recruit new candidates.
Most recruitment efforts (22) do pay special attention to diversity. Exceptions are spread
all over the European Union. Attention is paid to women (15 academies in different parts
of the European Union), ethnic minorities (15 academies especially in Western and
Northern Europe and in Estonia), and persons with special needs (6: the
Bildungszentrum der Thüringer Polizei in Germany, the ENSP in France, the
academies/colleges in Greece and in the Netherlands).
Selection
The selection of candidates to become students for basic education and training is done
in two phases. Most often, the forces pre-select the candidates, and the
academies/colleges do the main selection. In some countries (12), only a police force is
concerned with the recruitment and selection of students without involvement by the
police academy/college. In only 4 other countries, the situation is the opposite. There,
the police academy/college selects students without the involvement of a police force.
Some countries (the Accademia Della Guardia di Finanza in Italy, the Swedish National
Police Academy, the Oost-Vlaamse Politieacademie in Belgium, and the ENSP in
France) have a kind of independent board which selects the candidates.
Almost every academy/college/country uses psychological tests, physical assessments

and medical tests as selection tools. In only 2 countries (Denmark and the United
Kingdom-Scotland), psychological tests are not used; in Latvia recruits only need to pass
psychological tests in the preliminary selection. Physical assessment is not used in the

November 2006
case of 2 institutes (Germany: North Rhine Westphalia; Slovakia: Academy of the Police
Force in Bratislava). For almost every academy, health aptitude is required. Simulations
and role playing are not very common. Simulations are used by only 10
academies/colleges and role playing also by 10 academies/colleges.16 A number of other
tools are used as well for selecting students by some institutes: interview, written
(intelligence) test, general culture test, examination, numeracy skills test, literacy test,
language test, group exercise, security check, etcetera.
Table 8: Number of candidates passing and failing the selections and percentages of
candidates failing the selections
Passing Failing % Failing
Mean Min. Max. Mean Min. Max. Mean
2002 1111 41 8000 2425 0 21312 68.5%
2003 1144 1 8000 2429 0 22414 67.1%
2004 1328 10 8000 2292 0 21538 64%
There is a marked difference in the size of the police academies/colleges involved.

Earlier in this report, the differences in headcount were mentioned. In table 8, differences
can be seen in the number of selected candidates. Some academies/colleges only select
once every second or third year and only a few candidates. Other institutes have about
25,000 candidates to select every year. Furthermore, the pass-fail ratio differs
enormously. It should be taken into consideration, however, that this to a large extent
depends on the meaning of selection.
Some academies/colleges select candidates and everybody passing the selection may
be admitted to a police academy/college. Other academies/colleges select the suitability
of the candidates, but it is the police force which decides whether candidates will be
admitted to the police academy/college (e.g. Netherlands).
In describing particular strengths and opportunities for improvement, the responding

academies/colleges indicate that their admission and selection tools are proven reliable,
valid and valuable, however some improvements are necessary. The mentioned
improvements differ substantially and are related to the way in which recruitment and
selection is carried out. Some examples are ‘more adequate resources would allow to
conclude the procedures closer to the recruitment’ (Denmark), ‘the introduction of
extended interviews over a number of days’ (Malta), improving pre-selection, using
results of study progress and study failure to update the selection criteria, diversity in
admission procedure (Police Academy, Netherlands), finding good candidates is more
important than finding many candidates (Oost-Vlaamse Politieacademie in Belgium,
Bildungszentrum der Thüringer Polizei in Germany, National Police in Finland).
Types of basic education/training

As was said, basic police education and training in this survey is defined as the first
police education and training courses for recruits (former civilians) to teach them basic
police competencies. There are many different types of basic police education/training in
the European Union. For the description of those differences, a number of different
factors are taken into account: level of education, the kind of diplomas and degrees
students receive and their civil effect after graduation, the minimum level of pre-
education, study duration, the police rank given to the students during and after
graduation, how much time is spent in a police force, and others.
16
Three of these academies/colleges are not the same as the ones where role playing is used.

November 2006
Most academies/colleges for basic police education and training have more than one
level of education. On average, police academies/colleges in the European Union have
about 1.83 different starting levels. 16 Academies/colleges only have one level, some
(Academy of Guardia di Finanza, Bildungszentrum der Thüringer Polizei, National Police
Training Centre in Spain17, Institut Provincial de Formation des Agents des Services
Publics in Belgium, and Poland) have two different levels, 4 schools (the Scottish Police
Academy, the Police Academy of Malta, the Oost-Vlaamse Politieacademie in Belgium
and the Royal Marechaussee in the Netherlands) have 3 levels, 2 (the Police Academy
of Latvia and the Training College for Police Constables in Italy) have 4 levels and finally
one academy (the Politieacademie of the Netherlands) has 5 different levels of basic
police education/training.
Different levels most often lead to different starting ranks after graduation. They vary
from college education to bachelor/master level or from the ranks of constable to chief
inspector.
13 Police academies/colleges have diplomas without any civil effect; police education
and training is not comparable to general public and private education, and the diplomas
are generally not recognised by civil organisations. All diplomas of 9 police
academies/colleges (in the United Kingdom-Scotland, Germany, Latvia, Italy, the
Netherlands, France and Estonia) are admitted by institutes of regular (higher) education
and all civil organisations in their countries.
Diplomas of 14 police academies/colleges are recognised on a national level by all

forces, of 3 police academies/colleges in Germany only by some forces and of 5 only by
one force (Baden-Württemberg in Germany, the Instituto Superior de Polícia Judiciária e
Ciências Criminais in Portugal, Police Academy of Malta, Training College for Police
Constables in Italy and Royal Marechaussee in the Netherlands).
Another typology of basic police education and training is the required minimum pre-
education level. The results of this question show that there are huge differences
between types of basic police education/training in the European Union. Some
academies/colleges provide levels of basic police education/training which require only
primary school education (Spain), whereas the Instituto Superior de Polícia Judiciária e
Ciências Criminais in Portugal demands a university degree. As we have seen under
Admission conditions most institutes demand at least a high school diploma or a
completed secondary vocational school education/training. Due to these differences, the
degrees granted after each level, and eventually recognised by regular education also
differ.
Another difference lies in the number of students per academy/college. The average
number of students starting the different levels every year per academy/college varies
from 55 (Accademia Della Guardia di Finanza, Italy) to 3,910 in 2003 (Verwaltungs-
hochschule, Fachbereich Polizei Wiesbaden, Germany) or 4,821 in 2005 (National
Police Training Centre Avila in Spain). The average number of students starting their
study amounts to about 689 in 2003, 767 in 2004 and 783 in 2005 per academy/college.
The average number of female students varies as well. It varies from 10 to 50%. The
Academia Della Guardia di Finanza in Italy has only 10% female students, while the
Ecole Nationale Supérieure de la Police (ENSP) in France has about 50% female
students. On average, the basic police education/training programmes are frequented by
about 26.8% female students.
17
In Spain there is one level for constables and one for Senior Police Officers

November 2006
Similar to other aspects when comparing basic police study programmes, differences
can be found between the study duration of the programmes. The programmes vary from
4 months ('hulpagent'18 in Ghent, Belgium and Higher Police School in Szczytno in
Poland) to 48 months of quite a number of programmes in several police
academies/colleges. The duration of the study programmes is strongly related to the
level of study: the lower the level, the shorter the study duration.
In some programmes, a student spends a part of his or her study time at school and
another part doing practical training in his or her force, all before getting a police
diploma. The amount of study time spent in his or her force varies from academy to
academy between 0 and 100% (mean = 27%). About 21 of the 60 different programmes
(e.g. in Denmark, in the Instituto Superior de Polícia Judiciária e Ciências Criminais in
Portugal, Malta, Germany, in Umeå in Sweden, Belgium, Austria, Poland) dedicate less
than 10% of the total study duration to practical training in the police force before
graduation, 11 programmes have less than 25% practical training (Slovakia, Latvia,
Spain, Solna in Sweden, France, Liège in Belgium), 18 programmes between 25 and
50% (e.g. the Institute for Police Training and Policing Excellence of North-Rhine
Westphalia in Germany, the National Police School in Finland) and finally 11
programmes subscribe 50% and more of the total study duration in a force (Bergamo in
Italy, the Dutch Politieacademie, Estonia, Hungary).
Finally, the answers to the question how often academies/colleges start their
programmes every year shows a wide variation of once every year (e.g. Slovenia, Malta,
the Instituto Superior de Polícia Judiciária e Ciências Criminais in Portugal) up to once
every month (Denmark).
The above information clearly illustrates that basic police education/training varies
enormously on different aspects. There is no common organisation and set-up of course
programmes for basic police education/training in the European Union. The largest
variety occurs in the combination of study duration, number of programme levels, kinds
of diplomas and levels of diplomas. There seems to be one exception to the rule: there is
no academy/college where female students form a majority.
Curriculum and didactical structure

This section of the questionnaire refers to the content and didactical structure of the
curricula.
In the previous paragraph, the conclusion was drawn that about one third of the
programmes do not require much practical experience in a police force before
graduating. The curricula with practical periods in the police force have mostly alternating
institutional and practical periods (43%, e.g. Slovenia, the United Kingdom-Scotland, the
Netherlands), or there are only some periods of police practice during the curriculum
(37%: e.g. the Danish National Police College, the police academies of Greece and
Malta). Those curricula are more or less dually structured. The other curricula only have
some practical training in the force just before certification (10%: Avila in Spain, Solna in
Sweden) or have no practical training in the force at all (10%: the Instituto Superior de
Polícia Judiciária e Ciências Criminais in Portugal, Umeå in Sweden and the Higher
Police School in Szczytno in Poland).
When practical training is part of the schooling time, in about 33% of the curricula (e.g.
The Danish National Police College, Accademia Della Guardia di Finanza in Bergamo,
Italy, National Police School of Finland) all coaches in the police forces are especially
trained for this task. In 38% of the curricula a majority of the coaches are trained (e.g. the
18
Assistant police officer

November 2006
Police Academy of Slovenia, the Verwaltungsfachhochschule in Wiesbaden, Germany);
in 14% of the curricula some are trained (e.g. the Police College of Public Service
Academy of Estonia, the Post-Secondary Police School in Pezinok in Slovakia) and in
the remaining 14% of the curricula (the Police Academy of Riga in Latvia, the National
Police Training Centre in Avila, Spain) practical coaches are not trained.
Table 9 shows the diversity of the didactical structures in police education/training. All
types of didactical structures include practical exercises, case studies etcetera.
Table 9: Types of didactical structures of basic police education/training

Didactical structures N
Course with different parallel disciplines, most 12
often traditional classroom based lectures
Merely a modular thematic structure 7
Problem-solving education/training 5
Competence-based education/training 6
Military training 3
Although traditional classroom-based lectures still may be found in many police

academies/colleges, modern didactical structures are more common. Furthermore, most
traditional didactical structures are combined with some modern types of teaching; a part
of the curricula has a problem-solving approach or a modular thematic structure.
Only three police academies/colleges report an additional military training of their

students (both academies in Greece and the Royal Marechaussee in the Netherlands).
The next table shows the average partition of the workload every week per curriculum:
the number of curricula per time category divided in contact time (programmed hours at
school) spent at the institute, on practical training (in the institute or police force) and for
self-study.
Table 10: Average partition of workload every week

Study load Practical
per week Institute training Self study
0-5 hour 1 6 6
6-10 hour 1 12 10
11-15 hour 2 6 9
16-20 hour 10 5 4
21-25 hour 2 0 0
26-30 hour 6 0 0
31-35 hour 3 0 0
36+ hour 5 0 0
For instance: in 10 curricula, a student has about 16-20 hours per week contact time at
the institute, or in 12 institutes about 6-10 hours per week is used for practical training.
Most students need about 6-10 hours (in 10 curricula) for self study.
In total, the means for the three categories are: 23.0 hours institute time for instruction,
contact time, etcetera; 9.4 hours for practical training and 9.9 hours for self-study. A
police student in the participating Member States of the European Union seems to spend
on average about 42.4 hours a week to become a police officer. However, there are
some differences between the curricula: whereas the total study load in Training College
for Police Constables in Senigallia, Italy is about 33 hours a week, at the Instituto

November 2006
Superior de Polícia Judiciária e Ciências Criminais in Loures it is about 28.5 hours a
week, but this is excluding self-study and assignments/examinations.
In almost 50% of the 29 curricula, self-study is defined as leisure time (e.g. the Danish
National Police College, the Police Academy of Slovenia, the Scottish Police College)
and in about 25% as (paid) working hours (the Accademia Della Guardia di Finanza in
Italy, Bildungszentrum der Thüringer Polizei in Germany, the Ecole Nationale Supérieure
de la Police in France and the Police College of Public Service Academy of Estonia). In
the other 25%, it is a combination of leisure and (paid) working hours (e.g. the Post-
Secondary Police School in Pezinok in Slovakia, the Instituto Superior de Polícia
Judiciária e Ciências Criminais in Portugal and the Verwaltungsfachhochschule in
Wiesbaden in Germany).
Most police academies/colleges (70%) do not use a credit point system to weight study
load. When a credit point system is used, half of the curricula apply the European Credit
Transfer System (ECTS) which is used in regular higher education. Examples of schools
using the ECTS system are both police academies in the Netherlands, the Police
College of Public Service Academy of Estonia and the Police College of Hungary.
As for important topics (table 11), Human Rights, Drug Trafficking as well as Ethics and
Corruption are included in the curricula to a sufficient degree; this according to a majority
of the National Key Persons who completed the questionnaire. On the other hand, topics
like International Cooperation, Integration Aspects and Refugees, Terrorism,
Environment, Diversity, Trafficking of Human Beings and Money Laundering are found to
be included only in a minority of programmes. In quite a high number of curricula,
Integration Aspects (21.4%), Trafficking in Human Beings (17.4%) and Money
Laundering (17.4%) are not included at all.
Table 11: The extent to which some important issues are included in the curricula of the
programmes
Curriculum topics no minimal somewhat sufficient
Human Rights 3.6 0.0 17.9 78.6
International Cooperation 10.7 14.3 42.9 32.1
Domestic Violence 10.7 7.1 35.7 46.4
Sexual Abuse and Exploitation 10.7 3.6 35.7 50.0
Integration Aspects and Refugees 21.4 10.7 35.7 32.1
Terrorism 7.1 25.0 28.6 39.3
Diversity 13.8 24.1 20.7 41.4
Environment 14.3 25.0 32.1 28.6
Trafficking in Human Beings 17.4 8.7 34.8 39.1
Drug Trafficking 8.7 4.3 30.4 56.5
Money Laundering 17.4 13.0 21.7 47.8
Ethics and Corruption 3.6 7.1 14.3 75.0
Curriculum needs and updating

In this section, a description will be given of the ways curricula are updated.
Assessments of training needs (supply and demand) take place especially on request
(demand) of the police forces (for curricula in 22 institutes) or as a proposal (supply) of
the institutes (for 19 curricula). A combination of both happens at 12 institutes (e.g. the
Accademia Della Guardia di Finanza in Italy, the Bildungszentrum der Thüringer Polizei
in Germany, and others). Only at 8 institutes, student involvement is combined with the
proposal of the institute or the request of the forces (e.g. the Institute for Police Training
and Policing Excellence in North-Rhine Westphalia and the Police College of Baden-

November 2006
Württemberg, both in Germany, The National Police School of Finland, the Police
College of Public Service Academy of Estonia, the Sicherheitsakademie in Austria, both
academies in Greece, the Danish National Police College).
Updating of the curricula takes place permanently within 11 (38%) institutes or at least
every 6 months (also 11 = 38%). On an annual basis updates occur in 6 institutes (21%).
These are the Mykolas Romeris University in Lithuania, both academies in Greece, the
Dutch Politieacademie, the Verwaltungsfachhochschule in Wiesbaden and the Police
academy of Baden-Württemberg, both in Germany. In none of the institutes, curriculum
updating depends only on the teachers.
The most important incentives for updating (see table 12) are complaints or requests
from police forces (93% of the curricula), (inter)national issues (72%), student
evaluations (69%), periodical updating routine (59%) or interventions of the inspectorate
or other authorities (52%). Less important incentives are daily events (38%) or other
incentives (7%).

November 2006
Table 12: Important incentives for updating the curricula in the responding institutes
student complaints (inter) periodical
inspectorate daily
evalu- or request national updating
authorities events
ations of force issues routine
Police Vocational Adyliget
Y Y Y
School
Police Academy Apeldoorn Y Y Y Y Y
Royal Marechaussee Apeldoorn Y Y Y Y
Police School for Athens
Y Y Y Y Y Y
Officers
Y Y Y Y Y Y
Constables
National Police Avila
Y
Training Centre
Baden
Y Y Y Y Y Y
Police College Wüttemberg
Accademia Della Bergamo and
Y Y
Guardia di Finanza Rome
Danish National Police Brøndby
Y Y Y Y
College
Police College Budapest Y
Oost-Vlaamse Gand
Y Y
Politieacademie
Scottish Police Kincardine, Fife
Y Y Y Y Y
College, Tulliallan
Institut Provincial de Liège
Formation des Agents Y Y Y Y Y
des Services Publics
Police Academy Ljubljana Y Y
Instituto Superior de Loures
Polícia Judiciária e Y Y Y
Ciências Criminais
Bildungszentrum der Meiningen
Y Y Y Y
Thüringer Polizei
Post-Secondary Police Pezinok
Y Y
School
Police Academy of Riga
Y Y Y Y
Latvia
Ecole nationale Saint-Cyr au
supérieure de la police Mont d’Or Y Y Y
(ENSP)
Institute for Police Selm
Training and Policing
Y Y Y Y Y
Excellence North-
Rhine Westphalia
Training College for Senigallia
Y Y Y Y
Police Constables
Swedish National Solna
Y Y Y Y
Police Academy
Higher Police School Szczytno Y Y Y Y Y
Police College of Tallinn
Public Service Y Y Y Y
Academy
The National Police Tampere
Y Y Y Y Y Y
School of Finland
Police Academy Umeå Umeå
Y Y Y
university
Police Academy Valletta Y Y
Sicherheitsakademie Vienna
Y Y Y Y
(SIAK)
Mykolas Romeris Vilnius
Y Y Y
University
Verwaltungsfachhoch- Wiesbaden
Y Y Y
schule

November 2006
With respect to the criteria being used for the development of the curricula, course
objectives (93%) and course content (83%) are considered to be the most important.
Other criteria are less important: financial aspects (45%), urgency (45%), number of
students (28%) and other criteria (7).

November 2006
Table 13: Criteria used for updating the curricula in the responding institutes
N of financial
students content aspects urgency objectives other
Police Vocational Adyliget
School
Y Y Y
Police Academy Apeldoorn Y Y Y
Royal Marechaussee Apeldoorn Y Y Y
Y Y Y Y Y
Officers
Constables
Y Y Y Y Y
National Police Avila
Training Centre
Y
Police College Baden
Wüttemberg
Y Y Y Y Y
Accademia Della Bergamo and
Guardia di Finanza Rome
Y
Danish National Police Brøndby
College
Y Y
Police College Budapest Y Y
Oost-Vlaamse Gand
Politieacademie
Y Y
Scottish Police Kincardine, Fife
College, Tulliallan
Y Y
Institut Provincial de Liège
Formation des Agents Y Y Y
des Services Publics
Police Academy Ljubljana Y
Instituto Superior de Loures
Polícia Judiciária e Y Y Y Y Y
Ciências Criminais
Bildungszentrum der Meiningen
Thüringer Polizei
Y Y
Post-Secondary Police Pezinok
School in Pezinok
Y Y Y
Police Academy of Riga
Y Y Y
Latvia
Ecole nationale Saint-Cyr au
supérieure de la police Mont d’Or Y Y
(ENSP)
Institute for Police Selm
Training and Policing
Excellence North-
Y Y Y Y
Rhine Westphalia
Training College for Senigallia
Police Constables
Y Y Y
Swedish National Solna
Police Academy
Y Y Y
Higher Police School Szczytno Y Y Y Y
Police College of Tallinn
Public Service Y Y Y Y
Academy
National Police School Tampere
of Finland
Y Y Y Y
Police Academy Umeå Umeå
university
Y Y
Police Academy Valletta Y
Sicherheitsakademie Vienna
(SIAK)
Y Y Y
Mykolas Romeris Vilnius
University
Y Y
Verwaltungsfachhoch- Wiesbaden
schule
Y Y Y

November 2006
Police research
Almost all curricula (90%) use recent police research outcomes in teaching. The use of
such police research outcomes in those curricula usually depends on the teachers (in
88% of the cases), on the type of research (for 72%), on the used languages (24%:
Police College of Baden-Württemberg, Post-Secondary Police School in Pezinok, the
National Police School of Finland, the police academies in Hungary and the Royal
Marechaussee in the Netherlands), or on the institute (36% of the cases).
Two thirds of the curricula, both teachers and students are participating in police
research activities. In another 25% (e.g. the Police Academy in Ljubljana, the Post-
Secondary Police School in Pezinok, the National Police Training Centre in Avila, the
Dutch Politieacademie, the Swedish National Police Academy in Solna, the Oost-
Vlaamse Politieacademie in Gent, and the Police College in Budapest), only the teachers
participate.
Programme and curriculum development

This section contains some questions concerning the responsibility for the number of
classes/ groups, course objectives and the duration of the curriculum, and finally also the
learning methods.
Table 14: The responsibility for programme and curriculum development

Number of Learning
classes/groups Objectives Duration methods
management 20 57.14% 19 54.29% 14 40.00% 18 51.43%
board 11 31.43% 16 45.71% 13 37.14% 10 28.57%
force 13 37.14% 13 37.14% 11 31.43% 6 17.14%
teacher 0 0.00% 9 25.71% 2 5.71% 19 54.29%
other 5 14.29% 3 8.57% 8 22,86% 3 8.57%
The numbers of classes/groups are mainly defined by the management level of the
institute (71%), and in only one third of the curricula they are defined by the police force;
neither boards nor teachers have much influence on the number of classes or students
in a group.
The management level also is the main authority to define the objectives of the curricula
in 66% of the cases; the board of the institute determines the objectives for 50% of the
curricula. Teachers (25%) and police forces (38%) have less influence.
The duration of the curricula is often defined by the management (50%), less frequently
by the board (38%) and by the police forces (33%); teachers do not have any influence
on the duration of the programmes.
However, in defining the learning methods, the role of training staff is just as important as
of management (both 63%). The board (28%) and the police force define the learning
methods of the curricula to a much lesser extent (8%).
Assessment
Another interesting aspect is the way assessment of study progress is done. The
outcomes of this Survey indicate that a large variety of methods are used in assessing
study progress.

November 2006
Table 15: Assessment in basic police education and training
Types of assessment Who does the assessment?
written exams 34 97.14% trainer/teacher 28 80.00%
oral exams 30 85.71% examiner 12 34.29%
practical exams 30 85.71% commission 18 51.43%
thesis 11 31.43% peers 2 5.71%
other 4 11.43% other 0 0.00%
Most commonly, assessments consist in written exams (94%), practical exams (84%)
and oral exams (81%). A final thesis is only used in 26% of the curricula. Some institutes
(the Police Academy in Valletta, The National Police School of Finland and the Institut
Provincial de Formation des Agents des Services Publics in Liège) additionally use
essays and portfolios.
Most assessments are done by the training staff and the methods are teacher dependent
(77%), while in 29% of the curricula the assessment is done by an independent
examiner, or by a commission in 48% of the cases. Peer assessment or peer review is
not a common way of assessing study progress. Only the ENSP in Saint-Cyr au Mont
d’Or and the STPAD (Staff and Training Centre of the Penitentiary Administration
Department) in Italy use portfolios.
Another frequently applied assessment method is a final test just before receiving a
diploma (50%). Tests which are used after every part (course) of the study programme
are almost equally popular (43%). In only one curriculum (of the Police Academy of the
Umeå university), tests are not used at all.
The percentage of certified students lies between 85 and 100% of the number of
students starting out in police education/training (mean = 95.3%).
Students aspects
About 45% of the institutes do not give a police rank to the new students during their
study time, 42% immediately when their study starts and 13% after a number of months
(e.g. the Police College in Baden-Württemberg after 8 months; the National Police
School of Finland after 12 months and the Accademia Della Guardia di Finanza in
Bergamo after 24 months).
Most institutes or forces (84%) pay a salary when students commence with their
programme. In some academies/colleges (in Sweden and Estonia), the students receive
a kind of scholarship. Almost nowhere do students (90%) pay a fee while enrolled in the
programme. When a fee is paid, it affects only external (part time) students (the Police
Academy of Latvia), or this fee is charged for accommodation and meals (the National
Police Training Centre in Avila).
Only 9 institutes (29%) require all students to become full residents while studying at the
institute. In 7 (23%) institutes in small countries like Belgium, the Netherlands, Denmark
and Malta, the students commute between home and school. The students of the
remaining institutes are able to choose between commuting and staying at the institute;
most often, this is connected with the distance between home and the institute.
In 8 institutes, students are not involved in curriculum development, institutional policy or

staff selection (the Police Academy in Ljubljana, the Post-Secondary Police School in
Pezinok, the Police Academy of Malta, the Bildungszentrum der Thüringer Polizei in
Meiningen, the Oost-Vlaamse Politieacademie in Gent, the ENSP in Saint-Cyr au Mont
d’Or, the Higher Police School in Szczytno and the Royal Marechaussee in Apeldoorn).

November 2006
In others, students are contributing to institutional policy (55%) and curriculum
development (48%) or both (30%). Only in 3 institutes (the Police School for Officers and
the Police School for Constables, both in Athens, and the Police Vocational School in
Adyliget) students are also involved in staff selection.
Facilities and equipment

The next table shows types and percentages of facilities at the institutes.
Most institutes do dispose of all kinds of facilities as is shown in table 16. Those 25
institutes which have a lecture hall can offer a number of seats which ranges between 50
and 250 seats (mean = 167 seats). The large classrooms of all institutes have a capacity
of between 20 (Scottish Police College) and 90 (Avila) seats (mean = 41).
Most institutes have really good facilities, such as a swimming pool, tennis court, fitness
centre, driving range, and athletic stadium. Some institutes also have town simulations or
exercise blocks with streets, houses, shops and a pub.
Table 16: Type and percentage of facilities

Facilities N %
Lecture hall 25 80.6
Large classrooms 31 100.0
Rooms for small groups 27 87.1
Practical rooms 27 87.1
Sports hall 29 93.5
Library 28 90.3
Electronic network 28 90.3
Multimedia r 80.6
Shooting station 27 87.1
Indoor training centre 22 71.0
Outdoor training centre 24 77.4
In the questionnaire, special attention was given to ICT-facilities: Which ICT-facilities are
used by the staff and by the students? Table 17 shows the results.
Table 17: ICT-facilities used by staff and students

Staff Students
Internal network with information search 95.7% 87.0%
Self-directed distance learning 26.1% 30.4%
Distance learning with mentoring 34.8% 47.8%
With non-synchronous facilities 26.1% 26.1%
With synchronous facilities 30.4% 30.4%
Table 17 shows that almost all institutes have an internal network with possibilities for
information search at their disposal. Almost all teachers and students use this network.
However, not many institutes (e.g. the Police College in Baden-Württemberg, Policy
Academy of the Netherlands, The National Police School of Finland, Police Academy in
Umeå) use this network for educational purposes, such as synchronous and non-
synchronous distance learning.
Some institutes indicate that the number of ICT-facilities can be improved.

November 2006
Staff
Most institutes (84%) demand some minimum qualification level of their training staff. For
civilian teachers, the minimally required qualification level is mostly a master/univer-
sity/academic degree (60%). Teachers with a police background must be at least Senior
Police Officers with mostly 5 years of practical experience. The percentage of teachers
having had practical experience in police work in the last 5 years varies from 10 to 100%
(Mean = 67%): a quarter of the institutes report that at least 90% of their training staff
have such experience; 20% of the institutes (the Police Academy in Ljubljana, the
Accademia Della Guardia di Finanza in Bergamo, the Police Academy of Latvia, the
Swedish National Police Academy in Solna) indicate that this is the case for less than
50%.
Just over 80% of the institutes do have a professional development plan for their staff.
Those plans include a periodical return to practice (48%), compulsory networking (43%)
or a duty to publish (26%). The Scottish Police College, the Instituto Superior de Polícia
Judiciária e Ciências Criminais in Loures, the Verwaltungsfachhochschule in Wiesbaden,
the Swedish National Police Academy in Solna and the IPFASP in Liège report that they
don’t have a professional development policy.
Almost every institute has employees; about 50% of the institutes have temporarily
contracted employees and about 45% has employees seconded from forces. The
percentage of staff which are employed (on contract by the institute) varies between 22
and 100% (mean = 70%), those temporarily contracted range between 0 and 50% (mean
= 10%), staff on secondment from the forces is between 0 and 63% (mean = 15%) and
the less frequently used freelance workers vary between 0 and 37% (mean = 5%).
Periodical practical training for the staff is considered to be the most important
opportunity for some (5) institutions. Other opportunities are finding the right specialist,
working together in a classroom of academic teachers and police officers, and finally
having a uniform policy in teaching methods, pedagogy and criteria (all are mentioned
once).
Quality management
As the overview in the next table shows, institutes go several ways to evaluate the
quality of education/training,
Table 18: Types of systemic evaluation used in police academies/colleges

% of
Subject of evaluation institutes
Teacher performance 90.3%
Content of course 83.9%
Organisation of course 64.5%
Study resources 45.2%
Study situation 38.7%
Supervisor 16.1%
Study outcomes 61.3%
Alumni 38.7%
Every institute is committed in some fashion to the evaluation of the quality of

education/training. The way in which the institutes implement evaluation differs slightly.
The most common evaluation instruments are questionnaires used for measuring
teacher/trainer performance and the content of the course. About two thirds of the
institutes also evaluate the organisation of the course and study outcomes. Less
frequently evaluated are supervisors, study situations, alumni and study resources.

November 2006
About 40% of the institutes do not use staff questionnaires, whereas another 40% uses
those questionnaires for periodical surveying of the staff. The remaining 20% uses staff
questionnaires only occasionally, e.g. after complaints (the Instituto Superior de Polícia
Judiciária e Ciências Criminais in Loures, the Oost-Vlaamse Politieacademie in Gent, the
Sicherheitsakademie in Vienna, the Mykolas Romeris University in Vilnius and the
Higher Police School in Szczytno).
The quality of the curricula of most institutes (75%) is more or less controlled or
assessed by external institutions; 8 institutes are not externally controlled. These are the
Police Academy in Ljubljana, the Instituto Superior de Polícia Judiciária e Ciências
Criminais in Loures, the Verwaltungsfachhochschule in Wiesbaden, the Swedish
National Police Academy in Solna, the Police Academy in Umeå and the Accademia
Della Guardia di Finanza in Bergamo.
When institutes and their curricula are monitored by external institutes, most frequently
this is done by the inspectorate of police (50%). Forces monitoring the police
academies/colleges less frequently score second highest with 29%. Other control
institutions which were reported are EFQM controls, accreditation institutions and special
governmental boards or bodies.
Table 19 gives an impression.
Table 19: Quality of curricula controlled by external institutions (N =24).

% of
External institute institutes
Inspectorate of police 50.0%
Inspectorate of education 20.8%
Universities 12.5%
Police Forces 29.2%
Other 37.5%
On a national level there is some cooperation with other police academies/colleges and
police forces within the respective countries. Other types of cooperation are carried out
with national bodies, such as social services, institutes of forensic studies, local
authorities, regular education and universities, and others; 42% of the institutes do not
report to be involved in any national cooperation.
Within the types of national cooperation, exchange programmes for both students and
training staff are most frequently mentioned; exchange programmes only for training staff
or only students exchange occurs less frequently.
About 64% of the institutes participate in international exchange or cooperation

programmes. The first most often include both student and teacher exchange.
Furthermore, some institutes participate in international research or training programmes
(Socrates and Erasmus).

November 2006
Table 20: International co-operation
Institute In which way do the institutes have international co-operation?

Danish National Police College Experience sharing activities & study visits with Nordic training establishments. Frequent study visits from various countries.
Police Academy in Ljubljana Exchange visits of students and teachers for one week.
Post-Secondary Police School in Pezinok Some projects of co-operation with the relevant police education/training institutes from e.g. the Czech Republic, France etc.
Police Academy in Baden-Württemberg Though invitations from foreign police forces.

Instituto Superior de Polícia Judiciária e Ciências
Delivering to third world countries’ Crime Investigation and Police Management courses.
Criminais in Loures
Verwaltungsfachhochschule in Wiesbaden Student’s exchange (auditor) with France, Greece, Italy, Austria, Switzerland, Poland.
Accademia Della Guardia di Finanza With foreign instruction journey.

Institute for Police Training and Policing Excellence
Various visiting groups.
North-Rhine Westphalia
The Police Academy of Latvia Student and teacher exchange within the framework programme Socrates/Erasmus with Germany, Lithuania.
Training programmes for Polices Forces of Central America, South America and Mexico. International professional visits to the
National Police Training Centre
Training Centre.
Master programme is a co-operation with the University of Canterbury (UK). Bachelor and master students have programmes in
Dutch Politieacademie
Bramshill (UK).
Swedish National Police Academy Exchange between the Nordic countries.
Involved in various types of police training development projects abroad, especially in Eastern Central Europe and Baltics (e.g.
National Police School of Finland
Nordic-Baltic Police Academy). Nordic co-operation. Russia.
Police Academy Umeå Nordic countries.
Training College for Police Constables in Senigallia Exchange programme with the French police.
Oost-Vlaamse Politieacademie in Gent Visitors from other countries. We are visiting institutions in other countries. There is an exchange programme for some students.
ENSP in Saint-Cyr au Mont d’Or Student exchange (Georgia), Teachers’ study visits (the Netherlands, Sweden, Finland etc.).
Einzelne Polizeischulen unterhalten Partnerschaften mit Frankreich, England. Austausch des Deutsch-Französischen
Bereitschaftspolizeipräsidium Baden-Württemberg
Sprachzentrums in Lahr.

November 2006
Garda Training College Student exchange / partner -> Police Service of Northern Ireland.
Mykolas Romeris University (Vilnius) Socrates Erasmus partner -> Czech. Rep., Germany, Latvia, France, Slovakia, UK.
Mykolas Romeris University (Kaunas) Socrates Erasmus partner -> Czech. Rep., Latvia, Slovakia, Germany.
Language courses (German, Polish) partner: Fachhochschule fur Polizei Sachsen in Rothenburg PA Munster, MEPA, AEPC,
The Higher Police School in Szczytno
CEPOL, LSOP.
Police Academy in Tallinn The expertise of the Netherlands has been used to improve learning methods, teacher education and learning assignments.

November 2006
II.2.3.3 Section 3: Advanced Police Education and Training
In this section dealing with advanced police education and training, similar topics are
covered as above in the section on basic education and training. 35 Institutes from 22
countries (see table 1c) have responded to the survey thus far. The institutes vary a
great deal in size and scope of activities. This is reflected in the mission of the different
institutes.
Common to the mission of most institutes is the advanced or specialised training of

(Senior) Police Officers. In addition, some institutes offer programmes for other groups,
such as civilians within the police authorities and other civil servants (e.g. the Swedish
National Police Academy in Solna and the Instituto Superior de Polícia Judiciária e
Ciências Criminais in Loures). A clear minority of the institutes include academic
research in their mission (e.g. in Slovakia, Latvia and Malta). A few institutes specify
recruitment of students as part of their mission.
Formation, locations and departments

As was the case with basic education and training, the structure and organisation of
police institutes for advanced education and training vary in many respects. It is not often
easy to find a common denominator. Some institutes are concentrated in one place in
one region, while some others have several locations all over the country. This is
certainly one of the main reasons that their formation/headcount also differs enormously
depending on their size and organisational structures. Finally, it should be added that not
all institutes have thus far responded to all the relevant questions which makes it difficult
to give a pan-European picture of the situation in the European Union.
Table 21 shows some facts about the formation/headcount of the institutes. The
following categories are distinguished: management (central and local management
have been combined), teachers and trainers, teaching assistants, technicians and
administration, and, if present, other employees. The differences in formation between
the academies/colleges are very substantial.
Table 21: Formation of police academies/colleges

Mean Min. Max. % Executive
Central and local management 9.4 0 63 58%
Teachers and trainers 80.5 10 408 59%
Teaching assistants 28.2 1 220 52%
Technicians and administration 33.7 0 181 33%
Other 14.9 0 142 9%
Central and local management of the police academies/colleges consist of 0 to 63

persons. On average, the academies/colleges have about 9 managers at these two
levels. About 60% of management staff is of executive origin; 40% is civilian. Not every
police academy/college has several locations and departments. A clear minority of the
institutes report to have different locations (the German institutes form a good example).
Approximately two thirds of the academies/colleges have several departments.
Therefore not every academy/college has local management.
Some academies/colleges are small and have only 10 teachers (e.g. the Scottish Police
College, the Institut für Aus- und Fortbildung der Polizei in Münster); some other
academies/ colleges report more than 200 teachers (the Police Training Centre in
Legionowo and the Dutch Politieacademie). Almost 60% of the teachers do have a police
background; 40% is civilian. The Tributary Police School in Rome has less than 20% of
the teachers with a police background. In 3 institutes 100% of the teachers have a police

November 2006
background (these are the Bildungsinstiut der Polizei Niedersachsen in Hannover, the
Regional Recruitment and the Training Delegation in Lyon and the Police School in Pila).
Most police academies/colleges (75%) do not employ teaching assistants. In those

cases where they do have teaching assistants it is usually a very small number, with the
exception of the National Police Training Centre in Cesena, and the Tributary Police
School in Rome, with about 50 teaching assistants. About half of the assistants are
civilian. Also the amount of technicians and administrative employees varies enormously.
On average, police academies/colleges have about 69 of such employees; however,
some schools only employ a few of them while other schools report to have almost 200
of this category (the Higher Police School in Szczytno and the Academy of the Police
Force in Bratislava). Only one third of the technicians and administrative employees
come from the police.
Recruitment for advanced training

In a clear majority of cases, the police forces are solely responsible for the recruitment of
police officers for advanced education and training. Only one institute (the Police College
of Finland) reports doing its own recruitment. Some police academies/colleges (the
Academy of the Police Force in Bratislava, the Police Academy of Latvia, the Updating
and Specialised Training Centre in Madrid, the Police College of the Public Service
Academy of Estonia, the Sicherheitsakademie in Vienna, the Higher Police School in
Szczytno, the Dutch Politieacademie) cooperate with police forces to recruit candidates
for their programmes. On occasion, another body, such as the Ministry of the Interior
(Polizeiführungsakademie Münster19), is also involved in the recruitment process.
In recruitment policy and practice more than 50% of the institutes (19) pay no special
attention to diversity. Exceptions (the Cyprus Police Academy, the Hessische
Polizeischule in Wiesbaden, the Institut für Aus-und Fortbildung der Polizei in Münster,
the Polizeiführungsakademie in Münster, the Bildungsinstiut der Polizei Niedersachsen,
the Police College of Finland, the Police Academy Umeå, the Police College of the
Public Service Academy of Estonia, the Belgian Police College in Brussels, the Dutch
Politie-academie, Sicherheitsakademie in Vienna and An Garda Siochana in Ireland) are
spread all over the European Union. Where attention is paid to diversity, this applies
especially to women (8), ethnic minorities (7 institutes in Sweden, Finland, Estonia,
Germany, Ireland and the Netherlands) and persons with special needs (3 German
institutes and An Garda Siochana).
Selection
In contrast to the selection for basic education/training, the police forces are always
directly involved in the selection of candidates for advanced programmes, with some
exceptions: the Finnish academies/colleges, the Aus- und Fortbildungsinstitut der Pollizei
Sachsen, the Continuous Professional Development (C.P.D.) in Ireland, the Institut für
Aus-und Fortbildung der Polizei in Münster, the selection is done by the institute,
whereas in Hessen, Germany, and the Higher Institute for Penitentiary Studies in Rome
no selection is done. In 8 cases, there is cooperation between the police forces and the
institute in this process. Additional involvement by another selection institute is reported
in 5 instances, predominantly in Germany and the Netherlands.
For selection purposes, about one third of the institutes reporting make use of
psychological tests. Physical assessment is done almost as frequently. This also applies
19
As of September 2006, the Polizeiführungsakademie (PFA) has been accredited as a university. Its name
was changed into Deutsche Hochschule der Polizei. In this report, the title Polizeiführungsakademie is still
used as this was its name during the period this Survey was carried out.

November 2006
to the use of medical screening. Simulations (the Polizeiführungsakademie in Münster,
the Police College of Finland, the Belgian Police College in Brussels, the
Sicherheitsakademie in Vienna and the An Garda Siochana Training College in Ireland)
and role playing (the Institut für Aus-und Fortbildung der Polizei in Münster, the
Polizeiführungsakademie in Münster, the Belgian Police College in Brussels, the
Sicherheitsakademie in Vienna and the An Garda Siochana Training College in Ireland)
are not very common. Other tools are sometimes used as well: interview, written and oral
test, assessment centre, performance appraisal and supervisory evaluation, etcetera.
Table 22: Number of candidates passing or failing the selections

Passing Failing
Mean Min. Max. Mean Min. Max.
2002 1111 41 8000 2887 0 21312
2003 1144 1 58 2891 0 22414
2004 1328 10 450 2750 0 21538
The institutes involved are not at all comparable in size. Not only does this decidedly
affect the headcount/formation of the institutes, but the effect on the number of selected
candidates for advanced programmes is also clearly marked. Table 22 shows the
differences in the number of selected candidates. Some academies/colleges (e.g. Malta)
only select candidates once every second or third year, and they accept only a small
number. Other institutes have as many as about 40,000 candidates to select from each
year, like for example can be the case in Spain. Furthermore, the pass-fail ratio differs
enormously. The pass rate can be as high as 100% and as low as 15%. The estimation
is that this is largely due to the way in which the different institutes interpret the meaning
of the term ‘selection’. The choice of selection instruments may also play a role, but this
potential correlation has not been investigated.
Very few institutes have offered any insight into strengths and opportunities for
improvement with regard to admission and selection policy/practice. Exceptions are, for
example, Malta, who mentions the revision of the psychological questionnaire, Saxony in
Germany (they reformed the admission procedures for prediction purposes) and Finland
(1. an extensive selection process carried out in stages to get the best students and 2.
the quality and contents of the suitability tests have been continuously developed in
order to be able to select the most qualified and promising applicants).
Specialised programmes
All in all, the reporting institutes offer a kaleidoscope of diverse programmes to further
educate police officers who have completed their basic education/training. It can be
summarised that there are many different types of advanced police education/training
programmes in the European Union. To describe those differences as good as possible,
it is necessary to delve into various aspects, such as: the level of education, the kind of
diplomas and degrees students receive and their civil effect after graduation, the
minimum level of pre-education, study duration, the police rank given to students during
and after graduation, how much time is spent in a police force, and, finally, the number of
students involved.
Before doing so, a brief overview will be given of the most common programmes offered.
With only a few exceptions (Tributary Police School and Higher Institute for Penitentiary
Studies both in Rome, Management and Supervisory Training and An Garda Siochana
Training College, both in Ireland, the Institut für Aus-und Fortbildung der Polizei and the
Polizeiführungsakademie both in Münster, the Police College of the Public Service
Academy of Estonia, the Police Training Centre in Legionowo and the Belgian Police
College in Brussels), all institutions offer a specialisation in Criminal Investigation.

November 2006
Leadership/management courses are also very popular as far as course offerings are
concerned. In almost 50% of the institutes, a traffic specialisation is also offered. Much
less frequently mentioned are specialisations such as environmental policing, crowd –
and riot control and immigration.
Table 23: Number of training programmes and those which have impact on career per
specialisation per institute
N of training programmes N impact on career
Specialisation Mean Min. Max. Mean Min. Max.
Criminal Investigation 23.6 1 79 6.2 0 37
Management 11.7 1 91 2.1 0 5
Traffic Policing 14.6 1 46 1.7 0 5
Environmental Police 4.5 1 10 0.5 0 1
Crowd and Riot Control 6.8 1 18 1.0 0 3
Immigration Police 3.8 1 7 3.0 0 7
Other 24.2 0 99 17.1 0 99
Table 23 provides some facts on the different training programmes per specialisation of
every institute. On average, the institutes have about 24 different courses (training
programmes) on Criminal Investigation, 15 on Traffic Policing, 12 on Management, 7 on
Crowd and Riot Control, 5 on Environmental Police and finally many more other courses,
like Strategic Issues regarding the National and International Security Policy in Athens,
Social Science, Conflict Management, Organisation Development, all in the Institut für
Aus-und Fortbildung der Polizei in Münster, and Ethics, Pedagogy and Psychology in
Vienna. The amount of training programmes differs enormously per institute.
The right column shows which part of the training programmes really have an impact on
the career of police officers. It becomes obvious that the amount of courses with impact
on careers is substantially less than the amount of courses offered. It varies from, on
average, 6 courses on Criminal Investigation to 0.5 on Environmental Police.
The National Key Persons also report on many other types of specialisation which were
not included in the questionnaire. On average, about 17 of those training programmes
have an impact on the career of police officers. A closer look at the given explanations
shows that many of those 'specialisations' are most likely local derivations of the
presented mainstream specialisations (e.g. Economic and Financial Crimes versus
Criminal Investigation, or Organisational Development versus Management Training).
Some 'other specialisations' not included in the mainstream are Language Training,
Engineering (IT), Law and Social Science.
Most often, these programmes are aimed at a professional specialisation (21) or as a

form of continued training (17). Somewhat less frequently (14), these programmes are
geared to updating and certification of competencies. In only a little bit less than half of
the institutes reporting, two or more of these aims are combined. Some examples are the
Scottish Police College, the National Security School and the Police School for Further
Education and Training both in Athens, the Higher Police School, the Police Training
Centre, the Police School in Katowice and the Police School in Pila, the Dutch
Politieacademie, the Police Academy in Umeå, and the Belgian Police College in
Brussels.
Only a minor number of institutes report having any programmes at a Master Level.
Institutes in countries such as Slovakia, Spain, Latvia, Germany (Münster), Italy, Estonia
and the Netherlands are exceptions to the general rule.

November 2006
A slight majority (17) of the institutes have diplomas or certificates without any civil effect.
Implications are that advanced police education and training is not comparable with
regular professional education and training, and diplomas/certificates are not recognised
by civil organisations. At the same time, 9 institutes report to have civil recognition of all
diplomas or certificates. In the case of 7 other institutes, some of the diplomas are
recognised by some civil organisations.
Diplomas of 15 institutes are recognised on a national level by all police forces, 6 only by
one police force (the Danish National Police College, the Instituto Superior de Polícia
Judiciária e Ciências Criminais in Loures, the National Police Training Centre in Cesena,
both institutes in Athens, the Police School in Pila and the Belgian Police College in
Brussels). 8 Academies/colleges issue diplomas which are also recognised on a national
level by either regular (higher) education (the Malta Police Academy, the Updating and
Specialised Training Centre in Madrid, the Higher Police School in Szczytno, the Police
College of Finland and the Police College of the Public Service Academy of Estonia) and
other civil organisations (e.g. the Tributary Police School and the Higher Institute for
Penitentiary Studies in Rome, the Police College of Finland, Police College of the Public
Service Academy of Estonia, the Dutch Politieacademie, the Academy of the Police
Force in Bratislava, and the Police Academy of Latvia).
The specialisations also differ enormously in the number of students. The average
number of students starting the different courses every year per specialisation varies
from just a few to some thousands. The most popular are the training programmes on
Crowd and Riot Control, Management and Criminal Investigation.
In keeping with other aspects in comparing advanced police study programmes, marked
differences were found between the study duration of the programmes. The programmes
vary from one or two days (e.g. Greece) to two years (e.g. Denmark, Estonia, the
Netherlands and Rome, Italy). There seems to be a clear correlation between the
duration of the programmes and civil recognition of diplomas/certificates, but this has not
been investigated further for validation.
Within the advanced programmes at some 20 institutes, a student spends a period of

practical training in addition to studying at the institute itself and prior to receiving a
diploma of certificate. Of these institutes, 8 have a form of dual education/training, in
which periods of theoretical and practical training alternate (the Danish National Police
College, the Malta Police Academy, the Hochschule für Polizei in Villingen-
Schwenningen, the Aus- und Fortbildungsinstitut der Polizei in Saxony, the Higher
Institute for Penitentiary Studies in Rome, both the Management and Supervisory
Training and the An Garda Siochana Training College in Ireland, as well as the Police
College of Finland). In contrast, 9 institutes offer no form of practical training within the
curriculum (the Instituto Superior de Polícia Judiciária e Ciências Criminais in Loures, the
National Security School in Athens, the Higher Police School in Szczytno, the Police
Training Centre Legionowo, the Police School in Pila, the Cyprus Police Academy, the
Hessische Polizeischule, the Bildungsinstiut der Polizei Niedersachsen and the
Sicherheitsakademie in Vienna).
Where practical training in the police forces is a part of the curriculum, coaches are often
operative for assisting students. In alignment with the previous paragraph, 20 institutes
have indicated that some, most or all of the coaches in the police forces are being
trained for their task, with exception of the Scottish Police College and the Police
Academy of Latvia, where practical coaches in the force are not trained for their task.

November 2006
Curriculum and didactical structure
Since there is a plethora of very diverse, both extremely short and reasonably long
advanced programs, it is almost impossible to give a reasonable overview of the
predominant curriculum structures and didactical approaches. Modular thematic
education/training, seminars, a problem-solving approach and competence-based
education is encountered everywhere.
Table 24: Types of didactical structures of basic police education/training

Didactical structures N
Course with different parallel disciplines, most 12
often traditional classroom based lectures
Merely a modular thematic structure 7
Problem-solving education/training 5
Competence-based education/training 6
Military training 3
The next table shows the estimated average partition of the student workload per week
at the reporting institutes. The time put in at the institute clearly weighs more heavily than
self-study and practical training. Within the curricula, practical training receives least
emphasis.
Table 25: Average partition of workload per week in hours

Study load Practical
per week Institute training Self-study
0-5 5 17 14
6-10 1 8 14
11-15 2 2 7
16-20 5 3 5
21-25 4 1 0
26-30 2 0 0
31-35 6 0 0
36+ 8 3 1
In almost 50% of the 35 institutes involved, self-study is done in leisure hours and in
about 25% during (paid) working hours. In the remaining 25%, it is a combination of
leisure and (paid) working hours.
Most institutes for advanced police education/training (70%) do not use a credit point
system to weight the study load. In cases where a credit point system is used, half of the
curricula apply the European Credit Transfer System (ECTS), which is used in regular
higher education.

November 2006
Table 26: The inclusion of some important issues in the curricula of the programmes
Curriculum topics no minimal somewhat sufficient
Human Rights 6.1 3.0 9.1 81.8
International Cooperation 3.0 3.0 48.5 45.5
Domestic Violence 9.1 9.1 15.2 66.6
Sexual Abuse and Exploitation 6.1 12.1 39.4 42.4
Integration Aspects and Refugees 9.1 12.1 36.4 42.4
Terrorism 6.1 9.1 21.2 63.6
Diversity 12.1 9.1 42.4 36.4
Environment 6.1 39.4 27.3 27.3
Trafficking in Human Beings 17.4 8.7 21.7 52.2
Drug Trafficking 13.0 4.3 21.7 60.9
Money Laundering 13.0 13.0 21.7 52.2
Ethics and Corruption 3.0 3.0 21.2 72.7
According to a majority of the National Key Persons, the topics Human Rights, Drug
Trafficking, Domestic Violence, Terrorism and Ethics and Corruption are included in the
curricula to a sufficient extent. On the other hand, International Cooperation, Sexual
Abuse and Exploitation, Integration Aspects and Refugees, Environment, Diversity,
Trafficking of Human Beings and Money Laundering are listed as sufficiently represented
in a minority of programmes. In rather a high number of curricula, Diversity and
Environment are clearly under-represented as topics.
Curriculum needs and updating

In this section, a description will be given of the ways in which curricula are updated.
Assessment of training needs (supply and demand) takes place especially on request
(demand) of police forces – in the case of 29 institutes – or as a proposal (supply) of the
institutes (25). A combination of both happens at 19 institutes. At 19 (different) institutes,
students are also involved in this process, in combination with the proposal of the
institute or the request of police forces.
Table 27: Assessment of training needs (supply and demand) takes place especially on
request of:
Institutes Forces Students
Danish National Police College Brøndby Y Y
Scottish Police College Kincardine, Fife Y
Academy of the Police Force in Bratislava Bratislava Y
Cyprus Police Academy Nicosia Y Y Y
Malta Police Academy Valletta, Malta Y Y Y
Hessische Polizeischule Wiesbaden
Instituto Superior de Polícia Judiciária e Ciências
Loures Y
Criminais
University of Applied Police Sciences Villingen-Schw. Y Y
National Police Training Centre Cesena Y Y Y
Institut für Aus-und Fortbildung der Polizei NRW Münster Y Y
Polizeiführungsakademie Münster Y Y Y
Bildungsinstiut der Polizei Niedersachsen Hannover Y Y Y
Regional Recruitment and Training Delegation Lyon Y Y
Police Academy of Latvia Riga Y Y
Updating and Specialised Training Centre Madrid Y
Aus- und Fortbildungsinstitut der Polizei Sachsen Bautzen Y Y Y
Swedish National Police Academy Solna/Stockholm
Dutch Politieacademie Apeldoorn Y Y

November 2006
Royal Marechaussee Apeldoorn Y Y
Police College of Finland Espoo Y Y Y
Police Academy Umeå Umeå Y
Tributary Police School Rome Y
Police College of the Public Service Academy Tallinn Y Y Y
Higher Institute for Penitentiary Studies Rome
Belgian Police College Brussels Y Y Y
Sicherheitsakademie (SIAK) Vienna Y Y Y
Management and Supervisory Training Ireland Y Y
Continuous Professional Development (C.P.D.) Ireland Y
An Garda Siochana Training College Ireland Y
Police School Klaipeda Y
National Security School Athens Y Y Y
Police School for Further Education and Training Athens Y Y
Higher Police School Szczytno/Poland Y Y Y
Police Training Centre Legionowo/Poland Y Y Y
Police School Katowice/Poland Y Y Y
Police School Pila Y Y Y
Updating of the curricula takes place permanently within 20 (55%) institutes or at least
on a yearly basis (12 = 33%). Less frequent updates occur in only 2 of the institutes
(5%). One can safely say that in almost all of the institutes regular and frequent
curriculum updates take place.
The most important incentives for updating the curricula are (inter)national issues (78%),
student evaluations and complaints or request from police forces in 71% of the institutes,
periodical updating routine (63%) or interventions of inspectorate or other authorities
(51%). Less important incentives are daily events (46%) or other incentives.
Table 28: Incentives for curriculum updating

student national intervention daily periodical
evaluations complaints issues inspectorate events updating
Danish National Police College Y Y Y
Scottish Police College Y Y Y Y
Academy of Police Force Bratislava Y Y
Cyprus Police Academy Y Y Y Y Y Y
Malta Police Academy Y Y Y Y
Hessische Polizeischule
Instituto Superior de Polícia
Judiciária e Ciências Criminais Y Y Y
Hochschule für Polizei Villingen-
Schwenningen Y Y Y Y Y Y
National Police Training Centre Y Y Y Y
Aus-und Fortbildung Polizei NRW Y Y Y Y Y
Polizeiführungsakademie Y Y
Bildungsinstiut Niedersachsen Y Y
RRTD Lyon Y Y Y
Police Academy of Latvia Y Y Y Y
Updating and Specialised Training
Centre Madrid Y Y Y Y
Aus- und Fortbildungsinst. Sachsen Y Y Y Y
Swedish National Police Academy Y
Dutch Politieacademie Y Y Y Y Y
Police College of Finland Y Y Y Y Y Y
Police Academy Umeå Y

November 2006
Tributary Police School Rome Y
Police College of the Public Service
Academy Tallinn Y Y Y Y
Higher Institute for Penitentiary
Studies Rome
Belgian Police College Y Y Y Y Y Y
Sicherheitsakademie Vienna Y Y Y Y
Management and Supervisory
Training Ireland Y Y Y Y Y
Continuous Professional
Development (C.P.D.) Ireland Y
An Garda Siochana Training College Y
Police School Ireland Y Y Y Y Y
National Security School Athens Y Y Y Y Y Y
Police School for Further Education
and Training Athens Y Y Y Y Y Y
Higher Police School Szczytno Y Y Y Y Y Y
Police Training Centre Legionowo Y Y Y Y Y Y
Police School Katowice Y Y Y Y Y Y
Police School Pila Y Y Y Y Y Y
Two criteria are most instrumental for updating the curricula: course objectives (91%)
and the course content (84%). Other criteria are less important: urgency (34%), financial
aspects (31%) and the number of students (31%).
Police research
Almost all of the institutes that have reported (91%) use police research outcomes in
teaching. The use of police research outcomes in the curricula usually depends on the
teachers (82%), on type of research (46%), on language20 (14%) or on the institute
(14%). In two cases, both in Ireland, research outcomes are always used in teaching. A
majority of the respondents has not answered the question concerning participation in
research by teachers and/or students.
Programme and curriculum development

This section contains some questions about the responsibility for the number of classes/
groups, but also for the objectives and the duration of the curriculum, and, finally, the
learning methods. In defining the number of classes/groups, an almost equally important
role is played by the police forces (64%), the management level (58%) and the board
(52%), often in a form of reciprocal cooperation. Teachers have very little influence on
the number of classes or students in a group.
The same applies to the definition of the objectives of the curricula. These are also
predominantly determined by the police forces (56%), management (50%) and the board
(44%). Teachers (31%) have a less prominent influence on the objectives of the
curricula. An exception to the rule is found in Poland, where the institutes use
programme teams for defining the curricula.
The influence on the duration of the curricula is more evenly divided. Management
(41%), the board (41%), police forces (31%) and teachers (25%) all contribute to a
reasonable extent. Here again, in the Polish institutes, programme teams are
responsible for this aspect.
20
Unfortunately many teachers in institutes for police education have insufficient knowledge of foreign
languages to be able to use international police research.

November 2006
However, in defining the learning methods teachers do play the most important role
(70%). In this area, management (42%) and the board (36%) play a much less influential
role, while the influence of the police forces (12%) is even minimal.
Assessment
Another interesting topic is the way assessment of study progress is measured. The
outcomes of this survey indicate that a large variety of methods are used in assessing
study progress. The most commonly used assessments are written exams (84%),
practical exams (66%) and oral exams (59%). A final thesis is required of students in
50% of the institutes. Only two institutes (in the United Kingdom-Scotland and Finland)
report using a portfolio.
Most of the assessment is done by teachers and is teacher dependent (77%). In 55% of
the institutes a commission is (also) involved in the assessment process. The use of an
independent examiner is less common (32%). Examples are: the Danish National Police
College, the Scottish Police College, the Tributary Police School in Rome, the Dutch
Politieacademie and the Police College of the Public Service Academy of Estonia. Peer
assessment or peer review is very rarely applied (in the institutions in Belgium and
Finland) to measure student progress.
In a small majority of the institutes, assessment is done by means of tests or

examinations per course (50%). A final test just before receiving a diploma is used in
34% of the institutes. Five institutes (the Polizeiführungsakademie in Münster, the Institut
der Polizei in Niedersachsen, the Aus- und Fortbildungsinstitut der Pollizei Sachsen, the
Police Academy Umeå, the Continuous Professional Development (C.P.D) in Ireland),
report using no tests of any sort. Presumably, this involves very short courses.
Student aspects
In advanced police education and training, considering the great diversity in types and
duration of programmes, it only can be said that the shorter programmes do not lead to a
change in rank. For some of the longer programmes, however, this does seem to apply.
This general tentative conclusion complies with the much larger number of programmes
on offer in relation to those which are reported to have an impact on the careers of the
participating students.
Since advanced education/training is only available to students who have completed

basic education/training, it may be assumed that all students receive a salary. Almost
nowhere do students (3%) pay a fee for taking advanced courses. Only the Police
College of the Public Service Academy of Estonia reports that students there pay a fee
for general study costs.
The number of commuting or resident students reveals a mixed pattern. 11 Institutes

(31%) require all students to become residents at the institute (examples are the
National Police Training Institut für Aus-und Fortbildung der Polizei North-Rhine
Westphalia, the Polizeiführungsakademie in Münster, the Bildungsinstiut der Polizei in
Niedersachsen, the Regional Recruitment and Training in Lyon). At three institutes (8%:
the Malta Police Academy, the Police Academy of Latvia, the Dutch Politieacademie),
the students commute between home and school. The students of the remaining
institutes are able to choose between commuting or staying at the institute, and most
often this depends on the distance between their home and the institute (61%).
Most of the institutes have some form of student participation outside of the curriculum.
Student participation in curriculum development is most frequently reported (48%). At
one third of the institutes, students are involved in institutional policy (e.g. the Police

November 2006
College of the Public Service Academy of Estonia, the Police College of Finland, the
Instituto Superior de Polícia Judiciária e Ciências Criminais in Loures, the Hochschule
für Polizei in Villingen-Schwenningen, the National Police Training Centre in Cesena, the
Polizeiführungsakademie in Münster, etcetera); in three cases through a position on the
(educational) board (the Belgian Police College in Brussels, the Police School in
Klaipeda and the National Security School in Athens). Students contribute to staff
selection at two institutes (Hochschule für Polizei in Villingen-Schwenningen and the An
Garda Siochana Training College in Ireland).
Facilities and equipment

The next table shows the types and the percentage of the facilities at the institutes.
Table 29: Type and percentage of facilities

Facilities N %
Lecture hall 28 90.3
Large classrooms 30 96.7
Rooms for small groups 29 93.5
Practical rooms 26 83.9
Sport hall 27 87.1
Library 28 90.3
Electronic network 28 90.3
Multimedia 25 80.6
Shooting station 19 61.3
Indoor training centre 18 58.1
Outdoor training centre 14 45.2
As is shown in table 22, most institutes do have all kinds of facilities. Those 28 institutes
which have a lecture hall can offer between 50 and 420 seats (mean = 161 seats). The
large classrooms have a capacity of between 20 and 100 seats (mean = 45).
One may conclude that most of the institutes have very good facilities for their students.
Exceptions to this rule would then be those institutes for advanced education/training
which have neither a shooting station nor any indoor or outdoor training centre. However,
it must be taken into consideration that for this level of police education/training, these
facilities are not always necessary for the programmes on offer.
In keeping with modern day developments, special attention in the questionnaire was
paid to ICT facilities: Which ICT-facilities are used by the staff and by the students of the
institutes? Table 30 shows the results.
Table 30: ICT-facilities used by staff and students

Staff Students
Internal network with information search 100.0% 100.0%
Self-directed distance learning 40.0% 46.7%
Distance learning with mentoring 40.0% 40.0%
With non-synchronous facilities ?% ?%
With synchronous facilities ?% ?%
The table shows that all institutes have an internal network with possibilities for
information search at their disposal. Almost all teachers and students use this network.
However, few institutes use this network for educational purposes, such as synchronous
and non-synchronous distance learning. Due to a very sparse response, it is not possible
to give a reasonably accurate view of the use of non-synchronous and synchronous
facilities.

November 2006
Although most of the institutes left this question blank, some institutes again indicated
that the number of ICT-facilities can be improved.
Staff
With just two exceptions (France and Sweden), almost all of the institutes (94%) demand
a minimum qualification level of their teachers. The minimally required qualification level
is mostly a master/university/academic degree – in 56% of the cases –, at least as far as
civilian teachers are concerned. Teachers with a police background must be at least a
senior police officer. In Slovakia, they must also have an academic degree.
The percentage of teachers having had practical experience in police work in the last 5
years varies from 25 to 100% (Mean = 58%). Slightly more than 30% of the institutes
indicate that this is the case for at least 80% of training staff. At the other end of the
scale, less than a quarter of the institutes report a percentage lower than 50.
Professional development plans for staff members are quite common: this is the case in
60% of the institutes. Other institutes have no set plans, but both the institute and the
employee can make proposals for professional development. Six institutes report having
no policy for professional development of staff. Where policy is present, periodical return
to practice (54%) and a duty to publish (27%) are the most common measures.
The percentage of staff which are directly employed by the institute varies between 5
and 100% (mean = 61%). Employees which are temporarily contracted show a variance
of 0 to 50% (mean = 14%). Secondment from the police forces ranges between 0 and
95% (mean = 16%). According to the respondents, freelancers are engaged very
infrequently.
Once again, many of the institutes did not report on any particular strengths or
opportunities in this instance with regard to professional staff development. Elements
such as permanent feedback, evaluation for improving didactical abilities, and learning
opportunities outside of the institute were, however, mentioned.
Quality management
Institutes use several modes of evaluating the quality of education/training. The next
table shows an overview.
Table 31: Types of systematic evaluation used in police academies/colleges

Subject of evaluation % of
institutes
Teacher performance 87.1%
Content of course 96.8%
Organisation of course 83.9%
Study resources 54.8%
Study situation 38.7%
Supervisor 29.0%
Study outcomes 71.0%
Alumni 51.6%
Every institute evaluates the quality of education/training in some fashion, often

combining a number of measures. As was the case in basic police education/training, the
most common evaluation instruments used are questionnaires for measuring teacher
performance and the content of the course. More than two thirds of the institutes also
evaluate the organisation of the course and study outcomes. Less frequently evaluated
are supervisors, study situations, alumni and study resources.

November 2006
Just more than half of the institutes make use of staff questionnaires for periodically
surveying the staff (e.g. the Belgian Police College in Brussels, the Sicherheitsakademie
in Vienna, the Management and Supervisory Training in Ireland, etcetera). Almost one
third of the participating institutes make no use of staff questionnaires. The remaining
15% uses staff questionnaires only occasionally, e.g. after receiving complaints.
Very few institutes responded to the question concerning strengths and opportunities in
the area of quality control. The use of questionnaires, methodological improvement of
questionnaires and student involvement in this process were mentioned as improvement
opportunities.
The quality of the curricula of approximately two thirds (66%) of the institutes is more or
less controlled or assessed by external institutions. Eleven institutes are not externally
controlled in this regard. Table 32 gives an impression of the types of controlling bodies.
Table 32: Quality of curricula controlled by external institutions (N = 24).

% of
External institute institutes
Inspectorate of police 28.1%
Inspectorate of education 9.4%
Universities 6.3%
Police forces 37.5%
Other 28.1%
When institutes and their curricula are controlled by external institutes, this is most often
done by the police forces (38%). The police inspectorate is of secondary importance, as
far as external control is concerned (28%). Other controlling institutions are, for example,
accreditation institutions and special governmental boards or bodies.
On a national level, there is some cooperation with other police academies/colleges and
with police forces within the country. Other types of cooperation involve national bodies,
such as institutes of forensic studies, local authorities, regular education and universities,
etcetera. However, more than half of the institutes are apparently not involved in national
cooperation.
Nationally there is a limited exchange of teachers and students being carried out. Only
five institutes report this phenomenon (the Danish National Police College, the Academy
of the Police Force in Bratislava, the Police College of Finland, the Belgian Police
College in Brussels and the Dutch Politieacademie).
International cooperation plays a more prominent role within the institutes (See table 33).
About 63% of the institutes do have some type of international exchange or cooperation
programmes. Less than half of these programmes offer exchange possibilities for both
students and/or teachers. Finally, very few institutes participate in international research
or training (e.g. Socrates and Erasmus) programmes.

November 2006
Table 33: International activities of the institutes providing advanced police education and training
Institutes Activities
Danish National Police College With Nordic police, CEPOL, AEPC, Council of Europe, Iraqi coalition, visits from various countries.
Scottish Police College Liaison with many other National Police Forces for delivery of training and sharing of ideas, e.g. Hong Kong
Police, delivery of EFQM to Latvian Police
Academy of the Police Force in Bratislava e.g. Protocol of Cooperation with the Hungarian Police Academy, Protocol of Cooperation and Exchange of
Teaching and Further Education Experience with the Polizeiführungsakademie in Münster, Contract of Co-
operation between the Academy of the Police
Cyprus Police Academy Cooperation with CEPOL and other Police Academies
Malta Police Academy Foreign police forces (by invitation) come and deliver a programme on particular topics (e.g. drug trafficking,
fraud)
Instituto Superior de Polícia Judiciária e Course delivery
Ciências Criminais, Loures (Portugal)
Hochschule für Polizei, Villingen- Contractual partnership with the Ecole Nationale Supérieure des Officiers de Police (ENSOP) in France as well
Schwenningen (Germany) as with the Police College "RTF" in Hungary, the Istituto Della Polizia in Italy, the Police Academy in the Czech
Republic and the Police
National Police Training Centre in Cesena I.N.C.E. Cooperation, Libyan Police Force Cooperation, Polish Police Force Cooperation, Albanian and Tunisian
(Italy) Police Training cooperation
Institut für Aus-und Fortbildung der Polizei International in-force information/training
Nordrhein-Westfalen
Polizeiführungsakademie Münster Study visits to (especially) EU Countries (students and teachers); scientific conferences with police-relevant
(Germany) topics
Bildungsinstitut der Polizei Niedersachsen In special cases: development of a language programme
(Germany)
Police Academy of Latvia Participation in EU project: Socrates/ Erasmus
Aus- und Fortbildungsinstitut der Polizei Cooperation with police training institutes in Poland and the Czech Republic
Sachsen (Germany)
Swedish National Police Academy Some co-operation within the CEPOL framework
Politieacademie of the Netherlands Some programmes in Bramshill (UK), mutual exchange of knowledge and experience with many academies in
Europe and outside Europe. CEPOL and AEPC activities
Police College of Finland Cooperation with several universities or university level institutes, both in Finland and abroad, e.g. Eastern
Kentucky State University, University of the Ministry of the Interior in Russia
Police Academy Umeå (Sweden) Police Academies within the Nordic countries
Tributary Police School Rome (Italy) Study trip to other States
Higher Institute for Penitentiary Studies in Institutional exchanges with the home office, in particular with the Inter-Force School
Roma (Italy)

November 2006
Belgian Police College Organisation and support of CEPOL seminars, Providing experts to international courses, 2006-2007: AEPC
Presidency
Management and Supervisory Training of the Programmes -> Leadership training, partner -> Police Service of Northern Ireland
Garda (Ireland)
National Security School in Athens (Greece) Exchange of students/involvement in CEPOL activities, partner: Everyone who is involved in CEPOL activities
Police School for Further Education and Exchange of students/involvement in CEPOL activities, partner: Everyone who is involved in CEPOL activities
Training in Athens (Greece)
Higher Police School in Szczytno (Poland) Some of research projects have been conducted with foreign scientific centres in Germany, Great Britain, the
USA, France, Hungary and Holland. The School has been involved in projects implemented under EU
assistance programmes (PHARE, AGIS)
Police Training Centre in Legionowo CEPOL, MEPA, other international law-enforcement agencies and police schools in Europe; no permanent co-
(Poland) operation
Police School in Katowice (Poland) Personal contacts and agreements; exchange of teachers and other staff. NHQs' permission is needed.
Police School in Pila Knowledge and experiences exchange

November 2006
II.3 Summary
II.3.1. Objective and method
The objective of this study is to obtain an overview of the organisation and content of
courses for Senior Police Officers in police academies and colleges in the European
Union. This information can be useful in the context of exchange programmes and
study visits, or also for bilateral cooperation initiatives. It also may be inspiring for
institutions of police education/training to introduce new elements from other
countries into their own system. In general, it aims at providing an orientation about
the status of and developments in police education/training in other European
countries and to increase mutual trust.
The results of this part of the Survey on European Police Education and Training are:
1) a collection of data with relevant information about police structure, police
education and training in 23 Member States of the European Union and
2) an analysis of the collected data.
In order to obtain a satisfying end result, the Member States were asked to nominate
a National Key Person (NKP) who has knowledge about their national police
education/training system and/or knows where to get this knowledge, and who has a
good command of the English language.
Based upon the suggestions and recommendations made by the National Key
Persons in a workshop, the questionnaire was converted into an online version in
three sections. In January 2006, all National Key Persons were invited to fill in the
online version of the questionnaire. In order to do so, they got access to a website.
Although data on many institutes are still missing, it still is possible at this point to
obtain some insight into European police education and training. Therefore, an
analysis of the data has been made leading to:
a) an overall view of participating countries and institutes per type of police
education and training,
b) a brief overview of topics per country and
c) a thematic presentation of police education/training in the European Union.
Most countries participated, even if some of them completed only part of the
questionnaire. Some countries did not fill in the online version; in most of these
cases, a Word-version is available. Only two countries did not participate at all.
II.3.2 Police structure and police education and training
Most polices structures have a historical background. This is an important

explanation of the differences between the police structures in the Member States of
the European Union. Some countries have just one national police force for the entire
country; others have a very complex structure. Most national police forces and border
police forces are controlled, organised and supervised by Ministries of Internal Affairs
or Ministries of Interior. At a regional or local level, the authorities in situ are jointly
responsible.
Some countries have only one organisation which is responsible for all basic and
specialised police education and training. In others, there are several institutes which
are responsible for different aspects of police education and training. About 75
institutes provide basic police education/training, 74 offer advanced

November 2006
education/training and 46 management education/training. Some institutes provide all
three types of education/training, whereas some others are specialised on only one
target group of students.
In most countries, there is only one board or authority tasked with coordination and
supervision of the police education and training institutes. The situation in the other
countries is more complex, mainly depending on their governmental structure and
police structure. In only three countries, there is no direct link of responsibility
between the police academies/colleges and the police forces.
Also in the majority of countries, police academies/colleges are directly financed by

the government. The financing ministry is usually the Ministry of Interior/Internal
affairs, and in some cases the Ministry of Justice or Defence. Most police
academies/colleges are controlled by those ministries which finance their tasks. In
some countries, this task is also done by the police forces.
II.3.3 Basic police education and training
About 75 different police academies/colleges in the European Union provide basic

police education and training. Some of them provide basic as well as advanced
(specialised) police education and training, others provide only basic education.
The report is based upon 29 police academies/colleges from 22 countries, which is

about one third of all police academies/colleges in the European Union that offer
basic education/training.
Police academies and colleges in the European Union vary on many aspects. Clearly
there are extreme formational differences between the academies/colleges. Some
academies/ colleges are small and have only 10 teachers; some other academies/
colleges report having more than 450 teachers. Almost 60% of the teachers do have
a police background; 40% is civilian.
General criteria for becoming a police officer are quite similar in all countries, even
though there are some differences. Academies/colleges vary with some demands.
Most police academies/colleges have minimum age requirements and some also
have minimum length requirements. A certain pre-education level is always required
for admission, but it is interesting to see how widely it varies: between primary school
level and university level.
Recruitment of new police officers is almost always done by the police forces. Most
recruitment efforts do pay special attention to diversity. Most often the police forces
pre-select the candidates and the academies/colleges do the main selection. Almost
every academy/country uses psychological tests, physical assessments and medical
tests as selection tools. Admission and selection tools are proven reliable, valid and
valuable, however some improvements are said to be necessary.
There are many different types of basic police education/training in the European
Union. Most academies/colleges for basic police education and training have more
than one level. Different levels most often lead to different starting ranks after
graduation. They vary from college education, and in some of these institutes only
primary school education is required, to bachelor/master level, demanding a pre-
education on a university level. Most institutes demand at least a high school diploma
or a completed secondary vocational school education. Due to these differences, the
degrees granted after each level also differ. Most police academies/colleges have

November 2006
diplomas with some civil effect, or they are even admitted by all civil organisations in
their countries.
The academies/colleges also differ enormously in number of students: from 55 to

more than 4,000 yearly. The average number of female students also varies: from 10
to 50%.
Similar to other aspects in comparing basic police study programmes, the length of
the programmes can be very different: for quite a number of programmes in several
police academies/colleges, this varies from 4 to 48 months. The duration of the study
programmes highly correlates with the level of study: the lower the level, the shorter
the study duration.
In some programmes, a student spends a part of his study time at school and
another part doing practical training in his police force, all before getting his police
diploma. A police student in the European Union invests on average about 43.9
hours a week in becoming a police officer. However, there are some huge
differences between the curricula.
All types of didactical structures are combined with practical exercises, case studies
etcetera. Although traditional classroom-based lecturing still may be found in many
police academies/colleges, modern didactical structures are more common. Most
traditional didactical structures are combined with modern ways of teaching; part of
the curricula is based on a problem-solving approach or on a modular thematic
structure.
The topics Human Rights, Drug Trafficking and Ethics and Corruption are sufficiently
included in the curricula according to a majority of the National Key Persons. On the
other hand, International Cooperation, Integration Aspects and Refugees, Terrorism,
Environment, Diversity, Trafficking of Human Beings and Money Laundering are
included in only a minority of programmes. In rather a large number of curricula,
Integration Aspects, Trafficking in Human Beings and Money Laundering is not
included at all.
Assessment of training needs (supply and demand) takes place most often on
request (demand) of police forces. The most important incentives for updating are
complaints or requests from police forces or (inter)national issues. Almost all
curricula use police research outcomes in teaching. The use of police research
outcomes in those curricula depends usually on the teachers
The survey indicates that many methods are used in assessing study progress. Most
common assessments are written exams, practical exams and oral exams. They are
done by teachers and are teacher dependent. The percentage of certified students is
between 85 and 100% of the number of students starting out in police
education/training (mean = 95.3%).
Most institutes or police forces pay a salary when students commence their
programme. In some countries, the students get a kind of scholarship. Almost
nowhere do students pay a fee while enrolled in the programme. Only one third of the
institutes require all students to become dormitory residents while studying at the
institute.
Most institutes do have a wide range of facilities. Almost all institutes have an internal
network with possibilities for information search at their disposal. Teachers and
students use this network.

November 2006
Most institutes demand a minimum qualification level of their teachers. For civilian
teachers the minimally required qualification level is most often (60%) a
master/university/academic degree. Teachers with a police background must be at
least a senior police officer.
Organising periodical practical training for the staff is considered to be the most
important opportunity for the institutions.
Every institute evaluates the quality of education/training in some fashion. The way in
which the institutes put evaluation methods into practice differs slightly. The most
common evaluation instruments are questionnaires used for measuring teacher
performance and the content of the course. Furthermore, the quality of the curricula
of most institutes (75%) is more or less controlled or assessed by external
institutions. When institutes and their curricula are monitored by external institutes, it
most often is done by the inspectorate of police.
On a national level there is some cooperation with other police academies/colleges

and with the police forces within the respective countries. Other types of cooperation
are carried out with national bodies. About two thirds of the institutes have
international exchange or cooperation programmes. International exchange
programmes most often include both student and teacher exchange.
The above information clearly illustrates that basic police education and training
varies enormously on different aspects. There is no common organisation and
construction of training programmes of basic police education/training in the
European Union. Most variety occurs in the combination of study duration, number of
programme levels, kinds of diplomas and levels of diplomas. There seems to be one
exception to the rule: there is no academy/college where female students form a
majority.
III.3.4 Advanced police education and training
Approximately 35 institutes from 22 countries have responded to this section of the

survey so far. The institutes involved vary a great deal in size and scope of activities.
This is reflected in the mission of the different institutes.
About two thirds of the academies/colleges have several departments. Therefore not
every academy/college is managed in situ. Some academies/colleges are small and
have only 10 teachers; some other academies/colleges report employing more than
400 teachers. Almost 60% of the teachers do have a police background; 40% is
civilian.
In a clear majority of cases the police forces are solely responsible for the
recruitment of police officers for advanced education and training. In recruitment
policy and practice, more than 50% of the institutes pay no special attention to
diversity. Exceptions are spread all over Europe.
The police forces are always directly involved in the selection of candidates for
advanced programmes. The institutes involved are not at all comparable in size. Not
only does this decidedly affect the headcount/formation of the institutes, but the effect
on the number of selected candidates for advanced programmes is also marked.

November 2006
With just a few exceptions, all of the institutions offer a specialisation in Criminal
Investigation. Leadership/Management courses are very popular as well as far as
course offerings are concerned. In almost 50% of the institutes, a specialisation in
Traffic Control is also offered. Much less frequently mentioned are specialisations
such as Environmental Policing, Crowd and Riot Control and Immigration. On
average, the institutes have about 24 different courses (training programmes) in
Criminal Investigation, 15 in Traffic Policing, 12 in Management, 7 in Crowd and Riot
Control, 5 in Environmental Police and many other courses. The amount differs
enormously per institute.
It becomes visible that the amount of courses with impact on careers is substantially
less: here, the number varies from in average of 6 courses on Criminal Investigation
to 0,5 on Environmental Police.
Most often, these programmes are aimed at professional specialisation or are a form
of continued training. Somewhat less frequently, they are geared to the updating and
certification of competencies.
The specialisations also differ enormously in the number of students. The average
number of students starting the different courses every year per specialisation varies
from just a few to some thousands a year. Most popular training programmes are
courses on Crowd and Riot Control, Management and Criminal Investigation.
A slight majority of the institutes have diplomas or certificates without any civil effect.
The length of the programmes varies from one or two day to two year. In general, the
shorter programmes do not lead to a change in rank.
The topics Human Rights, Drug Trafficking, Domestic Violence, Terrorism and Ethics
and Corruption are sufficiently included in the curricula according to a majority of the
National Key Persons. On the other hand, International Cooperation, Sexual Abuse
and Exploitation, Integration Aspects and Refugees, Environment, Diversity,
Trafficking of Human Beings and Money Laundering are sufficiently represented only
in a minority of programmes included.
Assessment of training needs (supply and demand) takes place especially on

request of police forces. The most important incentives for updating the curricula are
complaints or requests from police forces.
Almost all of the institutes use police research outcomes in teaching. The use of
police research outcomes in the curricula usually depends on the teachers.
The survey indicates that a large variety of methods are used in assessing study
progress. The most commonly used assessments are written exams, practical exams
and oral exams. A final thesis is required of students by 50% of the institutes. Most of
the assessments are done by teachers and are teacher dependent (77%).
The number of commuter or resident students reveals a mixed pattern. Most of the
institutes have some form of student participation outside of the curriculum.
Most institutes do have all kinds of facilities so that it may be concluded that most of
the institutes are very well equipped. All institutes have an internal network with
possibilities for information search at their disposal which is used by almost all
teachers and students. However, few institutes use this network for educational
purposes.

November 2006
Almost all institutes demand a minimum qualification level of their teachers. The
minimally required qualification level is mostly a master/university/academic degree,
at least as far as civilian teachers are concerned. Teachers with a police background
must be at least a senior police officer.
The percentage of teachers having practical experience in police work in the last 5
years varies from 25 to 100%. Professional development plans for staff members are
quite common.
Institutes use several means to evaluate the quality of education/training. Every

institute evaluates the quality of education/training in some fashion, often combining
a number of measures. As was the case in basic police education/training, the most
common evaluation instruments used are questionnaires for measuring teacher
performance and the content of the course. The quality of the curricula of
approximately two thirds of the institutes is more or less controlled or assessed by
external institutions (most often by the police forces).
On a national level, there is some cooperation with other police academies/colleges

and with the police forces within the country. Other types of cooperation involve
national bodies, such as institutes of forensic studies, local authorities, regular
education and universities, etcetera. However, more than half of the institutes are
apparently not involved in national cooperation.
International cooperation plays a more prominent role within the institutes. About
63% of the institutes do have some type of international exchange or cooperation
programmes. Less than half of these programmes include both student and/or
teacher exchange.
All in all, the institutes offer a kaleidoscope of diverse programmes to further educate
police officers who have completed basic training. As was the case with basic
education and training, the police institutes for advanced education and training vary
greatly in many respects. It is difficult to find a common denominator.
Since there is a plethora of very diverse extremely short and reasonably long
advanced programmes, it was difficult to give a reasonable overview of the
predominant curriculum structure and didactical approach within the European Union.
Modular thematic education/training, seminars, a problem-solving approach and
competence-based education/training can be encountered everywhere.

November 2006
Part III
Field Survey
Overall view of Specialised Courses

in a Sample of
Member States in Different Geographical Regions
within the European Union
Authors:
Eduardo Ferreira
João Cabaço
António João Maia

November 2006
III.1 Defining principles
III.1.1 About ‘benchmarking’
The general concept underlying this research is one of seeking improvement through
the exchange of information to achieve superior performance. One of the common
themes in benchmarking, as in the one which was developed here, is the
identification of others from whom we might learn either within our organisation or
from outside.
The value of external benchmarking has been questioned as it might encourage

imitation rather than innovation. Some advocate that the police academy’s own staff
should be used to review learning and training practices, which guarantees a better
understanding of what works or does not work.
We consider that there can be value in both internal and external comparisons,
providing that any data or information used is placed in context and consideration
before any conclusions are drawn.
This research draws from what may be called ‘information benchmarking’. It was not
intended to develop the so-called process benchmarking, that is, a process of
searching for excellent levels of performance. Process benchmarking is a systematic
comparison of performance and processes between different police
academies/colleges or different parts of a single police academy, thus facilitating
learning on how to do things better.
Available resources only permitted ‘information’ benchmarking. With its limitations, it

still can be regarded as a technique that helps to identify and implement some good
practice. It is about learning from appropriate comparisons, about how to establish
good practice while benefiting from experiences made and shared by others, and
finally about how to assess whether we have reached the level we were aiming for.
III.1.2 About the objectives
The main objectives of this research are:
To assist European police academies/colleges in designing and approving

new programmes for senior police officers;

November 2006
To assist teachers and trainers of European police academies/colleges who
wish to share information and to develop or amend their programmes.
The disclosed information should be regarded as minimum standards within each

learning or training area. It is intended, in a dialogic mode, to encourage collaborative
relationships between areas of interest and also within the European police
academies/colleges more generally.
The ultimate objective of this research is therefore the enhancement of relationships

and continuous improvement, building on the experience of others rather than ‘re-
inventing the wheel’. By sharing and comparing information systematically and
regularly, police academies/colleges can pursue current good practices, not outdated
ideas.
Hopefully, the gathered information will be a starting point for establishing strengths
and areas for improvement of in the field of learning and training courses for senior
police officers. In due time, and as more and more police academies/colleges start
‘feeding this database’, it may also induce continuous and stronger improvement,
add an external perspective and focus on what really matters concerning the
planning, delivery and evaluation of learning and training courses for senior police
officers.
III.1.3 About the ‘partners’
The choice of ‘benchmarking partners’ is usually crucial. We recognise the difficulty

of making comparisons between countries and between police academies/colleges in
different countries. In addition, police academies/colleges are usually large and
complex organisations with a wide range of strengths and weaknesses.
Therefore, there will be no attempt to use simplistic analyses or comparisons for

each country. Instead, the data merely provide an overview of each police
academy/college’s most significant learning and training courses for senior police
officers.
The value of this research cannot, therefore, reasonably be obtained from a broad
organisational comparison, but from a more focused comparison of objectives,

November 2006
programmes, delivery methods and evaluation strategies of the learning or training
courses.21
III.1.4 About the methodology
The research framework was designed to produce useful information on the above-
mentioned topics. In order to achieve this objective, representatives of the selected
police academies/colleges were simply asked to disclose all available information
about their most significant learning or training courses for senior police officers. 22
The requested information for each course comprised:
Detailed objectives and contents;
Delivering timetables, including delivering hours and methods for each

content/subject; and the ratio theory/praxis;
Minimum learning and training facilities and equipments;
Selection criteria and recruiting methods for teachers - techniques and

tests/instruments used to select teachers/trainers and minimum
required knowledge, competencies, skills, diplomas and police
experience;
Selection criteria and recruiting methods for students - techniques and

tests/instruments used to select trainees and previously required
knowledge, competencies, skills and police experience;
Evaluation systems and instruments - tests used for each

content/subject as well as other evaluation tools for the programme or
course as a whole;
21
The selection process of ‘partners’ took into consideration three main criteria: The geographical
situation of the country - at least one from northern Europe, one from central Europe, one from southern
Europe, one from western Europe and one from eastern Europe; The dimension of the country – at least
four countries with 40 million or more inhabitants; at least two with 10 to 40 million inhabitants; and at
least two less than 10 million inhabitants; and the results obtained from a previous survey
(SPECIALISED POLICE LEARNING AND TRAINING IN EUROPE - A DRAFT CHARACTERIZATION).
Due to a mutual misunderstanding, The Politieacademie in Apeldoorn did not submit information about
specialised learning or training courses. France was initially included in the ‘sample’ but for several
reasons was not able to participate in this research.
22
The ‘representatives’ were chosen from the SEPE National Contact Points.

November 2006
Type of certification - what is the trainee able and allowed to do after
the programme or course;
E-mail address or other form of contact of the programme or course

manager/teachers/trainers.
The information was collected by means of field visits and qualitative interviews to
the selected police academies/colleges. The field visits took place in December
2005, and each team comprised two researchers.
The collected information was analysed and processed in the period between
January and April 2006. Some of it had to be translated into English. The final results
are presented in Part II and Part III of this document.
III.1.5 A final remark
The document that summarises this research does not prescribe substantive content,
but rather indicates the areas of knowledge, which constitute the core of some
learning or training courses. It also describes (or lists) the types of delivery and
evaluation that are more commonly used and, as one might expect, more
successfully as well.
The disclosed information only specifies learning outcomes that a senior police
officer must attain in some areas. It is not intended to specify teaching and learning
policies or methods. These will have to be designed to suit each programme, the
teaching staff experience and the student body of each police academy/college.
Similarly, there are no recommendations as to modes of assessment. Examiners,

institutions and external examiners are expected in general to fit the assessment to a
demonstration of the skills specified in the required learning or training
outcomes. Some general requirements for learning, teaching and assessments are,
however, indicated for each learning or training course.

November 2006
III.2 Common Standards
III.2.1 Learning or training objectives
The surveyed police academies and colleges use learning or training by objectives.
As the reader will find in Part III, for each learning or training course, two or more
learning or training objectives are usually defined in a more or less extensive way.
This process involves the teachers/trainers and, usually, what can be referred to as
course coordinators.23 Objectives are defined according to the specific knowledge or
skill that is required for each ‘policing or criminal area’. Evaluation is also considered
in the few cases in which proper certification (a formal diploma) is required.
Most courses do not establish or specify, however, what can be called as

transferable skills. That is, technical skills which senior police officers will acquire
during most courses, according to their contents. These include:
Written and oral communication skills, including the clear presentation of

research procedures, academic debates and the student’s own arguments
based on his or her police experience;
Skills of time planning and management;
The ability to work productively in a group;
The capacity to present argument, data and evidence in an appropriate
format for a variety of audiences;
The ability to formulate researchable problems within a general area of
concern;
The ability to evaluate evidence of diverse kinds and to draw appropriate
conclusions;
The ability to analyse data including indexing and retrieval of qualitative data,
an understanding of basic statistics, and knowledge of the relevant software;
Reading skills: the ability to identify the most important arguments or
evidence in a text and to record and/or represent these;
Bibliographic skills: the identification of relevant published and web-based
materials in relation to a particular topic.
23
The coordinator is normally a ‘resident professor’ or a ‘resident’ senior police officer.

November 2006
III.2.2 Learning and Teaching
Learning and teaching normally takes place in small groups (no more than 20-25
participants). Learning and teaching also normally takes place in a combination of
some or all of the following contexts:
Lectures
Workshops/group exercises
Independent study/assignments
Lectures are normally used to provide an introduction to the main themes, debates
and interpretations of their subject, conveying basic information, and signposting
issues to be considered.
They provide a common foundation of learning for all students and are usually
delivered by experienced senior police officers, by university professors or by leading
civilian experts.
At all the surveyed police academies and colleges lectures are enhanced by the use
of audio-visual aids, including electronic presentational methods.
Workshops are normally used to provide opportunities for more student-centred and
interactive learning. They are usually organised around themes for discussion in
small groups (4-5 students). Discussion of good practice seems to be frequent. They
aim at developing skills in information retrieval and presentation, communication
skills and team/group work skills.
Workshops are usually monitored by experienced senior police officers, by university

professors or by leading civilian experts.
Some student learning seems to take the form of guided group or independent study,
especially in the case of ‘non-residential courses.24 This includes preparation for
specific assignments but also reading and reflection on issues raised in the formally
structured teaching contexts.
24
‘Non-residential’ refers to the fact that learning or training is not continuous. Lectures or workshops
are scheduled, for example, for only one or two days a week.

November 2006
Independent study generally takes the form of reading selected books and journals,
including electronic resources. Web-based self-instructional packages and distance-
learning packages are, however, not common.
III.2.3 Assessment
Assessment is, almost as a rule, not a crucial component of student learning. It is

normally only used to monitor student progress and motivate learning, not to grade
students.
Although not common in the surveyed police academies, assessment strategies in

courses for senior police officers usually take some or all of the following forms:
Analytical exercises
Individual or group oral presentations
Essays and reports
Project or work experience based reports
Quite rare, if not inexistent, are:
Unseen examinations
Seen, open book or take away examinations
The common absence of grading assessment strategies reflects an ‘unwritten policy’

that states that senior police officers should not be graded in learning or training
courses which are not crucial for their career development.
This does not mean, however, that ‘informal assessment’ does not take place. The
emphasis is normally on sharing experiences, developing basic research, information
retrieval and study skills. To some extent this enables students to strengthen their
analytic, interpretative and communication skills.
For example, assignments that are not formally assessed provide students with
valuable opportunities to take risks with their ideas and to practice their transferable
skills such as team working, addressing an audience, library searching and IT skills.

November 2006
III.2.4 Recruitment
As almost a rule, the police force or department are appointing the students. Courses
are planned according to learning or training needs reported by police forces and, in
a few cases, police academies/colleges just set the number of ‘vacancies’ available
for each police department or region.25
Teachers are normally selected and recruited according to their police experience or
expertise, to their relationship to a specific university or just to their knowledge,
experience and expertise, in the case of civilian teachers.
For each course the teaching staff are appointed according to the above-mentioned
criteria and few academies or colleges make use exclusively of their resident or
permanent teaching staff.
III.3 Learning and training courses
The following information is intended for the benefit of teachers, trainers and trainees
of all European police academies/colleges that deliver courses for senior police
officers.
The next pages contain information about selected police learning and training
courses that were delivered in 2005 by police academies/colleges from Austria,
Denmark, Germany, Italy, Portugal, Slovenia, Slovakia, Spain and the United
Kingdom.
You will find information about courses that are delivered in the following general
learning or training areas:
Arson and Explosion

Border Policing
Child Abuse
Crime Investigation Techniques
Diversity, Human Rights and Ethics
Domestic Violence
25
This occurs especially in the Munster and Madrid academies.

November 2006
Economic Crime
Environmental Crime
High Tech Crime
Hostage Negotiation
Human Trafficking
Leadership and Management
Special Learning Programmes
Sports Events
Terrorism
Traffic Policing
Train the Trainers
For each learning or training course, you will also find all the available information
about:
Learning or training objectives

Curricula/contents
Delivering hours
Total duration of the course
Methods of delivery
Methods of evaluation
Accreditation/Certification
Target group
Special entry requirements
Teachers/trainers profiles
A contact person for more detailed information about the course
For the future we hope that this database will benefit from more input and updates
from an increasing number of European police academies/colleges. If you wish to
input information about courses that are delivered by your police academy or college
please contact the CEPOL Secretariat in Bramshill.

November 2006
III.3.1 Arson and Explosion
Course Name Page
Fire investigation – I 078
Fire investigation – II 080
Fire cause investigation 081
Post-explosion investigation 082

November 2006
COURSE NAME:
Fire investigation - I
DELIVERING ACADEMY:
Danish National Police College, Brondby, Denmark
OBJECTIVES:
After concluding this course the participants should be able, based on the knowledge
acquired independently or in cooperation with the Forensic Department, to carry out
police investigation and handle any type of fire case and to take co-responsibility for
a high quality level of the work carried out by the police district or department in these
areas. To enable the participants to act as advisors or resource persons for all types
of cases involving fires, within the scope of their daily duties in the police district or
department. To enable the participants to provide the necessary training to police
district or police department staff in this area.
CONTENTS DELIVERING HOURS
Visit to the Copenhagen Fire service (Københavns
Brandvæsen): The Danish Preparedness Act
(beredskabsloven) – composition of the fire brigade’s turn-
out team – smokediver technique – the work of the rescue
team on the place of the fire – trace preservation – safety on
the fire site – action reports
Visit to The Danish Institute of Fire and Security Technology
(Dansk Brand- og Sikringsteknisk Institut): Fire and fire
development – basic fire fighting technique - The building
Regulation’s fire safety requirements - chapter 6 etc.
Visit to the Fire-fighters College (Rädningsvärkets
Brandskola) in Revinge, Sweden: Practical investigation into
the cause of the fire
Fire investigation, scene of the crime, interrogations, and
economical investigation, possibilities of assistance,
statements, investigation of individuals.
Technical investigation of the cause of the fires: Nordic Fire
Manual (Nordisk Brandmanual), crime scene investigation,
preserving and securing traces, trace interpretation and
interpretation of pictures from the fire, inflammable liquids,
etc.
Profiling the offender
Limiting consequential damage through pension and
insurance schemes: The Insurance Act, compensations,
experience, what is expected of the police, cooperation with
contractors in charge of controlling consequential damages.
Tactical fire investigation and case handling.
Finalization of the case with the lawyer and person in charge
of the case,
Evaluation of the prosecutor and evidence weighing
Drafting a plan of action.
DURATION:
2 weeks

November 2006
METHODS OF DELIVERY:
Non-residential. The course includes a 2-day stay at the Fire-fighters College in
Revinge, Sweden: The stay is organised by the Police College and involves an
overnight stay at the training centre. Trainees must also bring a flashlight, proper
attire and shoes – preferably a uniform which can endure being soiled with soot.
METHODS OF EVALUATION:
None
ACCREDITATION:
A certificate is issued.
TARGET GROUP:
It is a prerequisite that the participants have been engaged in this type of case as
part of their daily work for at least 1 year
SPECIAL ENTRY REQUIREMENTS:
It is a prerequisite that the participants have been engaged in this type of case as
part of their daily work for at least 1 year. The participants are further expected to
possess the ability to and interest in acting as the police district or department
resource person for this area. Special Importance is attached to student centred
training starting out from the work situations that the trainees may face in the future.
Importance is further attached to developing an appropriate professional attitude, to
knowledge and skills for handling fire cases, based, among others, on the
instructions for investigating fire causes: ”Nordic Manual – Fire investigation”
(”Nordisk Manual - Brandefterforskning.”). The trainees are expected to have read
the manual before starting on the course and must further bring the manual with
them to the course. The manual can be downloaded from: Pol Net.
TEACHERS PROFILES:
Police officers with 8 or more years of experience and civilian experts. Selected
through interviews.
CONTACTS FOR MORE DETAILED INFORMATION:
Oleg Bjon Anderson, www.politi.dk

November 2006
COURSE NAME:
Fire investigation - II
DELIVERING ACADEMY:
Instituto Superior de Polícia Judiciária e Ciências Criminais, Loures, Portugal
OBJECTIVES:
Students should be provided with specialized technical knowledge in order to
understand more clearly the arson crimes concerning their origin, spreading and
subsequent criminal investigation.
Module 1 – Principles of chemistry applied to fire;
Module 2 – Forest combustible materials;
Module 3 – Detection systems and urban fires combating
techniques;
Module 4 – Low voltage electrical systems, vehicle
electromechanical systems and investigation of fire in
vehicles;
Module 5 – Report writing and Forensics Lab
DURATION:
66 hours
Lectures and case studies/group discussion. Practical exercises.
None.
ACCREDITATION:
Presence certificate.
TARGET GROUP:
All the criminal investigators in the Polícia Judiciária trained with the course of
Investigation of Fire Causes (LEVEL I) working at any department all over the
country who investigate this sort of crime.
None.
TEACHERS PROFILES:
Senior police officers and civilian experts.
Silia Gomes (silia.gomes@pj.pt)

November 2006
COURSE NAME:
Fire cause investigation
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, participants will have acquired technical knowledge and
developed skills in the domain of combustion, electricity, explosives, reading traces,
personal evidence gathering and specific reports writing.
1. Combustion
a. Physical and Chemical Principles
2. Electricity
a. Pattern of energy of activation
b. Overcharge and over–intensity
3. Reading traces
a. Traces: forest; urban; industrial; in vehicles
4. Improvised explosive devices (IED)
a. Concepts.
b. Types and ways of starting
c. Crime scene examination l
d. Reading traces
5. Forensics
a. Preservation, gathering and packaging
b. Security of the chain of evidence
c. Questions to make out
6. Socio-psychological profile of the Portuguese
arsonist
a. Psychological variables to explain fire crime
b. Behavioural characterization of Portuguese
arsonists
c. Presentation of the data resulting of the
judicial inquiry
7. Personal evidence gathering
8. Practical component in the investigation of vehicles
9. Exercises
10. Technical reports writing
DURATION:
63 hours
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators of Polícia Judiciária working effective or predictably in this area
of investigation.
None.
TEACHERS PROFILES:

November 2006
COURSE NAME:
Post-explosion investigation
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, participants will be able to:
Know the concepts of explosives;
Know and identify the effects of the different types of explosions as well as the
starting types and ways;
Know the rudiments of extinguishing;
Identify criminal explosion scenarios and employ adequate techniques to those
situations;
Know and employ the utilization techniques of research teams;
Know the selection criteria, the traces direction, and the utilization of police
information.
Introduction
Concepts and explosives types
Effects of the different sorts of explosives
- Localization
- Traces
. Physical traces
. Chemical traces
Gas explosions
Sorts of starting
Rudiments of extinguishing
Crime scene inspection procedures
Research teams
Selection and direction of traces
Police information
DURATION:
5 days (30 hours)
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators of Polícia Judiciária working effectively or predictably in the
investigation of crimes with explosive devices.
None.
TEACHERS PROFILES:

November 2006
III.3.2 Border Policing
Course Name Page
Border security course 084
Inter-specialisation course for senior police officers 085
Border check – level II 086
Border check – level I 087

November 2006
COURSE NAME:
Border security course
DELIVERING ACADEMY:
Specialisation Police Training Centre, Cesena, Italy
OBJECTIVES:
To master the knowledge and skills in the field of border guarding
National and European laws in the field, organisations of EU,
falsified documents
Border checks on the road crossing points
Border security at the airport
Public and environmental safety in the case of sensitive
transports
Task and competencies of FRONTEX agency
English language
Administrative procedures
Fight against all kinds of smuggling, illegal migrations
Investigation procedures in the field of border crime
Seminars
2 weeks of practice on the green border, maritime border
and crossing points
DURATION:
6 months (580 hours)
Lectures, exercises, practical sessions
English language test
ACCREDITATION:
None
TARGET GROUP:
Police officers in the field (less than 3 years experience)
Up to 3 years of experience in the field
TEACHERS PROFILES:
University degree, practical experience
Ms Ester Fadda, uffstudi.capsfc@poliziadistato.it

November 2006
COURSE NAME:
Inter-specialisation course for senior police officers
DELIVERING ACADEMY:
OBJECTIVES:
To improve common methodology against illegal activities in the field of circulation of
people and goods
To improve coordination and cooperation between different specialists
Deontology and tasks 34
Laws and professional guidelines 33
Controlling (people, cars, trains, boats) – practical exercises 20
Police procedures (including exercises) 22
2 seminars/round table 6
Control of traffic 103
Border control 85
ECDL (EU computer portfolio) 160
DURATION:
6 months
Paper test and oral exam
ACCREDITATION:
None
TARGET GROUP:
Senior police officers for traffic and railway safety, border guard officers
Basic training and 4 years experience
TEACHERS PROFILES:

November 2006
COURSE NAME:
Border check – level II
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to:
− Give the probationers a thorough knowledge of counterfeiting techniques used
more and more by international document counterfeiters in connection with illegal
immigration, enabling them to detect forgeries and
− Give the participants knowledge of the most elementary pedagogic aspects to
consider when programming and delivering a lesson on this subject, with a view
to pass on the content of the course.
During the course the trainees will be briefed about the new
measures that form the basis for border checks in Denmark,
taking into consideration Denmark’s participation in both the
Nordic and the European Community.
− International cooperation
− Passport check / registration rules
− Rejection rules that apply to border-crossers
− Asylum applicants and border checks
− Deprivation of liberty
− Paper manufacture, chromatology, printing techniques
− Binding / stamps / visas
− Counterfeiting methods
− Technical aids
− Future aids
− Document verification.
DURATION:
1 week
Residential. Lectures, group discussion, exercises
None
ACCREDITATION:
A certificate is issued
TARGET GROUP:
The course is directed at police officials who will be acting as resource persons and
instructors in the police districts.
None
TEACHERS PROFILES:
Qualified teachers from the Police College, the Central Police Department and the
Forensic Department

November 2006
COURSE NAME:
Border check – level I
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the training is to enable the participants to carry out effective control
of people entering Denmark from a NON-Schengen area.
Introduction
Structure of travel documents
Profiling
Entry verification
Rules applying to refusals
Rules applying to visas and seamen’s visas
Residence and working permits (unauthorised residence)
International police cooperation
Asylum cases
Evaluation
DURATION:
1 week
Non-residential. Lectures, group discussion, exercises
None
ACCREDITATION:
Participants receive a certificate
TARGET GROUP:
It is a prerequisite that the probationers are engaged daily in the police district with
entry checks in Denmark. The course may further be attended by officers from the
border forces.
None
TEACHERS PROFILES:
Not available

November 2006
III.3.3 Child Abuse
Course Name Page
Child sexual abuse - cognitive interviewing techniques for children 089
Sexual assaults on children 090
Video questioning of children in sexual offence cases 091

November 2006
COURSE NAME:
Child sexual abuse - cognitive interviewing techniques for children
DELIVERING ACADEMY:
OBJECTIVES:
Participants should be able to identify:
- The aspects to define the concepts of child sexual abuse and paedophilia;
- Specific characteristics of sexual abuse inside the family and outside the family;
- The profile and the victimization indicators;
- Child competencies in the role of a witness;
- Specific characteristics of behaviour and typologies of male and female offenders;
- The application context and the different phases of the cognitive interview
- Definition of child sexual abuse and paedophilia
- Child sexual abuse victims
- Criminal profiles: offender typologies
- Cognitive interview for children
- Interviewer profile
- The interview and children growing-up and development
different phases: 2 to7 years old; 8 to 13 and 14 to 16 years
old;
- Case studies
DURATION:
3 days (18 hours)
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators working in sexual crime units.
None.
TEACHERS PROFILES:
cristina.soeiro@pj.pt

November 2006
COURSE NAME:
Sexual assaults on children
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to enable the police districts, with due regard to the
best interest of the child, to swiftly and effectively investigate cases involving sexual
assault on children and to increase the knowledge about and the understanding of
the investigational possibilities and limitations in this type of case.
Reporting and investigation
Other authorities
Lawyers
Children as the injured party
Use of video
Hearing
Ethnic culture differences
The offender
Conclusion of a case
DURATION:
1 week
Residential. Lectures and group work
None
ACCREDITATION:
TARGET GROUP:
Persons responsible for the cases and investigation managers from the National
Crime Squad, as well as police lawyers and officials from the Public Prosecutor’s
Service who already possess some experience in this field and who have shown that
they possess the skills for and are interested in working in this field.
Some experience in the field
TEACHERS PROFILES:
Police officers with 8 or more years of experience or civilian experts. Selected
through interviews.

November 2006
COURSE NAME:
Video questioning of children in sexual offence cases
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to enable a selected group of officials from the National
Police (Dansk Politi) to carry out, in a competent manner, video questioning of
children in connection with sexual offence cases, so as to create the best possible
assurance of getting a clear and correct statement from the child, while at the same
time the best interest of the child and its legal security are duly regarded.
Child development.
Perception and susceptibility.
Psychological understanding of sexual assaults on children.
Trauma theory and PTSD
Children and traumas
Adverse effects as a result of the trauma
Long term effects of sexual assaults
Difference in age and importance
Children’s susceptibility
Gender and age difference
The influence of cultural and social factors
Violations in and outside the family
Victim-offender dynamism
Young persons as offenders
Particularly exposed children
The child in between psychology and law
Rules of criminal procedure and Administrative Law
Judicial decisions.
The Director of Public Prosecutions’ communication about
video questioning of children and other instruction
regulations that apply to this area.
Cooperation with the other parties to the case.
Investigator of the crime site police district
Prosecutor
Council for the defence
Legal council
Social authorities
Relatives
Potentially involved institutions
Institution cases.
Interrogation techniques
Collegial supervision and feed-back
DURATION:
2 weeks
Residential. Lectures, discussions, group work and evaluation of videotapes. A high
degree of trainee involvement is expected.
None
ACCREDITATION:

November 2006
TARGET GROUP:
Police officers selected for video questioning of children in sexual offence cases.
Trainees are expected to have previous experience in this area as the person
responsible for the case, and to have concluded with success the Police College
Course on sexual assault on children. Trainees are further expected to have done
some self-studying before and during the course.
TEACHERS PROFILES:
through interviews.

November 2006
III.3.4 Crime Investigation Techniques
Course Name Page
Interrogation techniques 094
Tapping – the digital tapping system 095
Secret searches 096
Training course on police techniques 097
Crime investigation legal procedures 098
Crime analysis 099
Operative Analysis 100
Criminal investigation of elicit vehicle trafficking and forgery 101
Criminal investigation on trafficking of works of art and cultural property 102

November 2006
COURSE NAME:
Interrogation techniques
DELIVERING ACADEMY:
OBJECTIVES:
To give the trainees a broader knowledge of and experience in offensive
interrogation situations, enabling them to bring out all the relevant information during
an interrogation, to analyse and assess the information, to place it in the right context
of the investigation, as well as giving advice and sparring with others.
Psychological theory as background understanding for
cognitive interrogation techniques
Witness and interrogation psychology
The PEACE interrogation model
Theory for preparing and organizing offensive interrogation
Note technique, active listening and feedback
Technical aids (sound and images for documentation
purposes)
Group and individual preparation of an interrogation session
Carrying out the interrogation (role-playing)
Perspectivation and course of action
DURATION:
5 days
Residential. Special importance is attached to method learning, including both group
and individual preparation in carrying out practical interrogation exercises.
Practical exercises.
ACCREDITATION:
Diploma.
TARGET GROUP:
Police officers with investigation and interrogation as the primary area of work and
who have concluded with success the Advanced Investigation Course (AIC)
(Videregående Efterforskning (VE))
Probationers are expected to have acquired some theoretical knowledge before the
beginning of the course and to have solved a written assignment distributed with the
invitation to attend the course. An offensive interrogation is an interrogation, for which
time and place has been established by the police. Interrogations can be adequately
planned.
TEACHERS PROFILES:
Police officers with 8 or more years of experience. Selected through interviews.

November 2006
COURSE NAME:
Tapping – the digital tapping system
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the training is to enable the police districts to make the most of the
digital tapping system for investigation purposes
Operational use of tapping systems, including:
- Introduction to the user menu
- Going through the functionalities
- Selection of surveillance targets and surveillance
sessions
- Processing voice, fax, SMS and Internet sessions
Work to be carried out with regard to telephone reports
Going through the procedures connected to establishing,
extending and dismantling a tapping
The provisions of the Code of Civil Procedure applying to the
confidentiality of communications, in particular Chapter 71.
DURATION:
2 days
Non-residential course. Lectures and group work.
ACCREDITATION:
Probationers are registered centrally as users of the digital tapping system
TARGET GROUP:
The course is mandatory for future users of the central digital tapping system.
None. The course is aimed at present and future users of tapping procedures.
TEACHERS PROFILES:

November 2006
COURSE NAME:
Secret searches
DELIVERING ACADEMY:
Danish Police Academy, Brondby.
OBJECTIVES:
The aim of the training is to enable the probationers to plan, carry out, examine and
to execute a secret search.
Introduction to the course
Legal introduction to the rules
Locks and locked luggage
Use of photographs and videos for documentation purposes
Precautionary measures when working in airports
Weapons and explosives instructions
Planning and executing secret searches:
- planning
- recognition
- cover up
- exposure/observation/police stops
- preparation
- briefing
- execution
- report writing
- debriefing
Practical exercises:
- Searches in houses, cars, workshops and hotel rooms
DURATION:
1 week
Non-residential. Lectures and practical exercises.
The course is evaluated on a continuous basis and through debriefing and feedback
from the exercises
ACCREDITATION:
TARGET GROUP:
M/f police officers, who in the line of their duties are engaged in or may be engaged
in carrying out secret searches.
None
TEACHERS PROFILES:
The course is delivered by instructors from the Police Intelligence Service G-PET
(Rigspolitiet Afdeling G – PET)

November 2006
COURSE NAME:
Training course on police techniques
DELIVERING ACADEMY:
Polizei Führungsakademie, Munster, Germany
OBJECTIVES:
Define and understand that the development of police techniques is a permanent
question, especially in personal security;
Understand the need to have international cooperation to develop more efficient
police techniques;
Understand the need of training in police techniques in all police schools or
academies.
Investigation
Planning
Evolution in police techniques
DURATION:
Half a day
Lectures, reports and debates.
Students’ evaluation is based on their interaction during presentations / discussions
of subjects or in group work
ACCREDITATION:
Frequency certificate, recognized at a national level.
TARGET GROUP:
Intermediate and high Police officers (with leading functions or highly qualified)
Entry requirements are processed by each police force, respecting the number of
students for each course, which is defined by Munster Academy
TEACHERS PROFILES:
Teachers can be police officers or civilian experts in each subject. Each Teacher can
come directly from Munster Academy, or from Police forces, Universities, or even
from Private Companies. Those Teachers must have a university degree (however it
is not an obligatory condition).
Professor Wolfgang Kokoska (kokoska@pfa-ms.de)

November 2006
COURSE NAME:
Crime investigation legal procedures
DELIVERING ACADEMY:
Polizeiführungsakademie, Munster, Germany
OBJECTIVES:
Define and understand the structure of penal law, the organizational structure of
police law, constitutional law and human rights;
Define and understand the juridical basis to develop investigative work in a
kidnapping / hostage situation;
Understand that the strategic model for any police performance is the result of many
different laws;
Define and understand cooperation models with juridical protection;
Recognize the existence of problems in common work developed among police
services and private security services;
Recognize the existence of quality in private security chiefs;
Define and understand the role of police services in removing a social danger;
Define and understand what the main criminal strategies are;
Define and understand the consequences of having constitutional laws that seem to
be against police work;
Define and understand the existing laws about telecommunication interceptions;
Know the new proposals for laws about telecommunication interceptions, especially
to prevent crime.
Module 1 - Interrogation under constraining; 3 x 45 minutes
Module 2 - Police strategies and juridical possibilities 2 x 45 minutes
towards the existence of private security services;
Module 3 - Criminal strategy: police between crime 2 x 45 minutes
prevention and crime repression;
Module 4 - Law questions on telecommunication 2 x 45 minutes
interceptions.
DURATION:
6 hours and 45 minutes.
Lectures, reports, debates.
or during group work.
ACCREDITATION:
Frequency diploma, which is recognized at a national level.
TARGET GROUP:
Intermediate and high level Police officers (with management functions or highly
qualified).
The entry requirements are processed by each police force, respecting the number of
students for each course, which is defined by Munster Academy.
TEACHERS PROFILES:
Teachers can be police officers or civilian experts on each subject. Each Teacher
can come directly from Munster Academy, or from different Police forces,
Universities, or even from Private Companies. Those Teachers must have a
university degree (however it is not an obligatory condition).

November 2006
COURSE NAME:
Crime analysis
DELIVERING ACADEMY:
OBJECTIVES:
The objective is to give the participants skills that will enable them to get a
comprehensive view of crime evolution and patterns in the district, thereby giving the
management a better basis for a more appropriate deployment of operational
resources. It is further the purpose of the training to create the basis for swifter, more
precise and up-to-date analysis and reports, with shorter response time to the police
districts’ external stakeholders (the press, ministries, the municipality, etc.).
Introduction to crime analysis
Data processing
Data preparation
Presentation
DURATION:
1 week
Residential. Lectures and practical exercises
None
ACCREDITATION:
TARGET GROUP:
It is a prerequisite that the participants are or will be engaged in the near future in
analysis work/tasks in the police districts.
It is a prerequisite that the participants
Possess a professional background in police work
Have some years of experience in investigation
Possess a sound knowledge of the organisation of the police district
Possess a sound knowledge of the central Police computer systems
Possess knowledge, at user level, of the Polsas system
Are familiar with MS Word, MS EXCEL and MS Power Point
It is further desirable that the participants possess good communication and
pedagogical skills, are curious and persistent and are capable of viewing a problem
from an objective and broad perspective. Trainees can acquire the professional
prerequisites through the Internal Personnel Development Services and Training and
through external training (AMU/ ESU (Adult Education)).
TEACHERS PROFILES:

November 2006
COURSE NAME:
Operative Analysis
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to enable the trainees to handle national, regional and
international analysis related to investigation and crime developmental, so as to
possess, on a permanent basis, precise information on threat assessment, at all
levels, in Denmark.
Going through investigation related analyses.
Information processing
Gathering of data
Ground model and analysis of practical matters
Dissemination of results
Presentation techniques
DURATION:
5 days
Non-residential. Lectures and practical exercises.
None
ACCREDITATION:
TARGET GROUP:
The target group is Danish Police Force, NEC Police Department, Police Intelligence
and Regional Police District officers engaged on a daily basis in analyses and/or
monitoring functions.
The teaching is delivered in English, wherefore good proficiency in English is
required.
TEACHERS PROFILES:
through interviews.

November 2006
COURSE NAME:
Criminal investigation of illicit vehicle trafficking and forgery
DELIVERING ACADEMY:
OBJECTIVES:
1. Recognize the Vehicle Identification Number (VIN) of the different trade marks
and find them;
2. Analyse the VIN in order to know if it has been forged and how;
3. Recognize the type plates (complementary information to VIN), and their way of
sticking;
4. Identify other elements of manufacturing;
5. Know the methods of inspection and observation for the detection of vehicle
forgery, identifying the employed technique;
6. Identify the vehicle documents, national and international, and respective
elements of security in order to realize in the field if they are original or forged;
7. Know the law for this type of crime;
8. Know the possible routes (origin and destination) of forged vehicles;
9. Keep in mind the idea of profit attained in this type of crime;
10. Keep in mind the view of the groups’ organization in this sort of crime.
Introduction
Modus Operandi
Legal framing of illicit vehicle trafficking and forgery
Vehicle Identification Documents
Vehicle Classification (Traffic Regulation)
Import
Vehicle forgery
Vehicle inspection
Vehicle Identification Number (VIN)
Actual vehicle crime
Routes
Criminal Organizations
Paradoxes
Data base
DURATION:
3 days (18 hours)
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators.
None.
TEACHERS PROFILES:

November 2006
COURSE NAME:
Criminal investigation on trafficking of works of art and cultural property
DELIVERING ACADEMY:
OBJECTIVES:
- Develop their knowledge on the scope of penal legislation on crimes against
terrestrial and sub aquatic archaeological property;
- Identify and characterize the specific elements of the sub aquatic archaeological
property;
- Identify the most frequent crimes against this sort of property and analyse the
adequate methods for its investigation.
General component:
- Penal procedure law revision: the means of evidence and
the means of evidence gathering
Specific component:
- Terrestrial and sub aquatic archaeological property:
- Penal law revision concerning that sort of crime
- An approach in order to know and identify the various
typologies of the mentioned property
DURATION:
5 days (30 hours)
None.
ACCREDITATION:
TARGET GROUP:
Polícia Judiciária criminal investigators working against Theft and Cultural Property
Trafficking at a national level.
None.
TEACHERS PROFILES:

November 2006
III.3.5 Diversity, Human Rights and Ethics
Course Name Page
Leadership and Diversity – Senior Leadership Development

Programme – Executive Level 104
Criminal Investigation and Human Rights 105

November 2006
COURSE NAME:
Leadership and Diversity - Senior Leadership Development Programme –
Executive Level
DELIVERING ACADEMY:
Centrex - Central Police Training and Development Authority, Bramshill, UK
OBJECTIVES:
This module aims to enable participants in their role as senior leaders in the Police
Service to improve their effectiveness in building, maintaining and developing good
quality working relationships with diverse groups both in the community and within
the policing organisation, in order to maximise trust and confidence in the police and
improve service delivery
Promote equality, diversity and Human Rights in working
Practices. Enable the organisation to retain personnel from 8 hours distance
all Communities learning 28 learning
Develop, and implement and review organisational diversity
Strategies
DURATION:
3 days.
This module is delivered through a combination of presentations, facilitate
discussions and case study exercises.
Not available.
ACCREDITATION:
Completion of this module can contribute towards the following Chartered
Management Institute qualification: Executive Diploma in Strategic Management.
TARGET GROUP:
Superintendents, chief superintendents and equivalent police staff.
Police officers and police staff with independent command (e.g. BCU commanders
and heads of HQ departments) who have identified a relevant training need and seek
continuous professional development; and Superintendents and chief
superintendents who, with the support of their forces, are working towards PNAC in
the next two years.
TEACHERS PROFILES:
Not available.
leadershipbramshill@centrex.pnn.police.uk; Tel: 01256 602300

November 2006
COURSE NAME:
Criminal Investigation and Human Rights
DELIVERING ACADEMY:
OBJECTIVES:
Analyse the most complex questions on the scope of evidence gathering in penal
procedure and its articulation with the rights, liberties and guarantees in The Man’s
Rights European Convention and its protocols, as well as in the internal law.
The Man’s Rights European Convention
Most relevant Man’s Rights European Court jurisprudence
analysis, in criminal investigation, especially concerning
witness protection, under-cover agents and agents
provocateurs, taping and communications interception, use
of strength, positive State duties and presumption of
guiltlessness.
Legislation and main national jurisprudence analysis
DURATION:
2 days (12 hours)
Lectures and case studies/group discussion.
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators
Previously students will be provided with the jurisprudence documents to analyse in
order to encourage a debate on the daily most complex questions.
TEACHERS PROFILES:

November 2006
III.3.6 Domestic Violence
Course Name Page
Training course on police intervention on child abuse and family violence 107
Training course for prevention, aid and protection units against the
abuse of women 109
Updating course on domestic violence 111
Gender violence 112

November 2006
COURSE NAME:
Training course on police intervention on child abuse and family violence
DELIVERING ACADEMY:
División de Formación y Perfeccionamiento, Madrid, Spain
OBJECTIVES:
To be aware of the importance of police performance before the issue of family
violence;
To update the knowledge on the legal framework concerning child abuse as well as
gender violence;
To know the police procedures suitable for these specific cases;
To know the existing resources of assistance for children and women;
To enhance the skills to treat and, if that is the case, to assist the victims of family
violence.
1. Gender violence
1.1. Legal module
Violence against women: abuse, offences and sexual abuse, 4
sexual harassing.
Rules against gender violence: efficient and prompt trials.
The rule of protection of the victims of domestic violence:
what it is and how it works.
Prevent this sort of violence. Legal proceedings.
1.2. Operative module 4
Police performance before women abuse: regarding the fact
and the victim. Instruction 2/98 of the Secretaria de Estado
de Seguridad (Secretary of State for Security) concerning
the adoption of preventive and investigative measures
against violence on women.
Police intervention on abused women. The SAM. – The
police interview to abused women.
Prevention, Assistance and Protection Units against Women
Abuse: structure and working methods. - The order of
protection.
Prevention of this sort of violence. Police proceedings. 4
1.3. Assistance module
The Consejería or Área de la Mujer (Board of Advice or
Woman Domain). – Working methods, protocols, and
resources.
Shelters for abused women.
The juridical defence for abused women.
Action plans against gender violence.
2. Police intervention on abused children 5
2.1. Legal module
Crimes against Family. Family violence.
Minors in relation with crime - L.O. 5/2000. – Children
procedure: intervention and rights of the detained minors. –
Duties of the Child Supervisor.
Judicial procedure: efficient and prompt trials.
Child Protection.
Child defence. 8
2.2. Operative module
El GRUME: structure and functions.
Minors police specific norms. Minor’s detention and police

November 2006
intervention. Designs and arresting. Offended children
testimonials.
Attendance of foreign children. Specific norms concerning
the detention of alien minors.
Child identification.
Child detailed report. Child abuse.
Child pornography.
Child prostitution.
Use of children in labour and begging activities, and in
similar activities.
International trafficking of children with the purpose of
adoption. 4
2.3. Child Assistance Module
Situations of the minor – aspects related to child protection.
Dirección General del Menor y la Familia (General Direction
of Minors and of Family) - structure, duties, and resources.
Social resources in the scope of the minor.
Protection area: functions and measures.
Reception in a residence.
Family reception.
Adoption.
Reinsertion domain.
Accomplishment of judicial proceedings: in an open
environment and in a closed environment.
Danger and abuse indicators.
DURATION:
30 hours
Lectures, case studies, group work, debate.
None.
ACCREDITATION:
TARGET GROUP:
Different ranks of the staff of the CNP, mainly those who are supposed to work in
units or groups closely related with the subjects above. Besides the units specialized
in police approach to these themes, the training should be extensible to all the police
officers providing them with adequate knowledge and improving their awareness
towards such delicate issues that generate an enormous social alert.
None.
TEACHERS PROFILES:
Police officers or civilian experts with a university degree.
Fernando Santos Gallego (fsantos@dgp.mir.es)

November 2006
COURSE NAME:
Training course for prevention, aid and protection units against the abuse of women
DELIVERING ACADEMY:
OBJECTIVES:
To acquire knowledge in order to prevent, assist and protect women suffering from
family abuse;
To raise the skills to assist women victims of abuse, by laying complaints and
accomplishing administrative procedures related to violence;
To answer correctly and adequately women phone calls;
To be aware of the importance of police performance on the possible resolution of
abused women problematic;
To know the social resources for abused women in all the country as well as locally.
Module 1 – Laws and police norms
Laws related to violence inside family.
Crimes concerning family violence: subjective case, action
and other penal aspects.
Protection measures.
Criminal judgement law: order of protection.
Rules and circular letters of the Cuerpo Nacional de Policía,
related to abused women.
Module 2 – Police intervention and technical resources
Structure and action methodologies of the following
Services: Atención a la Familia (S.A.F.) (Family Welfare
Work) and of Atención a la Mujer (S.A.M.) (Women Welfare
Work).
The Unidad de Proximidad y Relaciones Ciudadanas de la
Comisaría General de Seguridad Ciudadana (Approach and
Citizenship Relations Unit of the General Commissariat of
Citizens Security): Structure and working methods.
Prevention, Assistance and Protection against Abused
Women Units: Structure, organization, performing
procedures; Communication with the Central Service;
Cooperation with other Institutions; Computer programmes;
Handling of subscribed mobile phones.
Module 3 – Socio-professional
More frequent personality problems related to intra-family
violence.
Problematic and condition of abuse in Spain.
Studies and statistics on women victims of violence in the
family.
Psychological profile of the offenders.
Ethics and Police Deontology concerning violence within the
family.
Case studies: communication techniques for the resolution
of emotional crisis.
Module 4 – Social and assistance resources
Instituto de la Mujer (Women Institute).
Adequate services to help victims of crimes.
Shelters.
Commissions for the investigation of offences against
women: emergency phones.

November 2006
Resources Guide of autonomic, local and private institutions.
Module 5 – Round-tables
Prevention, Assistance and Protection Units working
methodologies in order to deal with abused women.
DURATION:
35 hours
Lectures, individual participation, dynamic group work, debates, round-tables
The course evaluation follows the next criteria: Personal capacity to perform the roles
within the Prevention, Assistance and Protection Units for abused women; Attitude
shown during the course towards abused women. During the course, if any
participant doesn’t accomplish those criteria, he/she will be automatically excluded.
ACCREDITATION:
Only the students who pass all the course tests receive the correspondent certificate.
TARGET GROUP:
UPAP different representatives. Second activity workers selected to be part of the
Prevention, Assistance and Protection Units for abused women. Representatives of
institutions whose role is to help victims of abuse.
None.
TEACHERS PROFILES:
The course coordination is taken by some of the teachers of the Centro de
Actualización y Especialización de la División de Formación y Perfeccionamiento
with the collaboration of experts working in the Unidad de Proximidad y Relaciones
Ciudadanas de la Comisaría General de Seguridad Ciudadana.

November 2006
COURSE NAME:
Updating course on domestic violence
DELIVERING ACADEMY:
OBJECTIVES:
To sensitise all the members of police forces towards the problems related to
children and towards the need to answer to the new social demands on this subject;
To update the police procedures concerning the victims of this kind of violence
according to the efficacy patterns of modern societies;
To strengthen the knowledge and the performance procedures in the fight to beat off
and eradicate domestic violence;
To encourage interaction among police institutions, organizations and social
institutions.
Rights and liberties 2
Psychological profiling of domestic violence victims 2
Police operationally towards the victims of domestic violence 2
Full protection of women 2
Equality policies 2
Alien victims 2
Women trafficking 2
Social resources 2
Practical presumptions of attention and protection to the
victims of domestic violence 14
DURATION:
30 hours
Lectures, round-tables, group work, so that the students are able to understand the
organization, tasks and operational activity of the SAM and SAF Groups.
In order to determine their level of knowledge, all the participants have to answer a
questionnaire. There are limited open questions on practical aspects, as well as the
application of a model according to the specific characteristics of each country.
ACCREDITATION:
A skills certificate is delivered.
TARGET GROUP:
Not available.
None
TEACHERS PROFILES:
Police officers and civilian experts with a university degree.

November 2006
COURSE NAME:
Gender violence
DELIVERING ACADEMY:
OBJECTIVES:
To be aware of the importance of police performance before the issue of gender
violence; To know the legal, police and assistance rules adequate to deal with this
type of violence; To strengthen the skills to assist and support victims of violence,
when laying a complaint, as well as other different resources.
1. Legal module 4
Violence against women: abuse, aggressions and sexual
abuse, sexual harassment.
Measures against gender violence. Efficient and prompt
trials.
The order of protection of the victims of domestic violence:
what it is and how does it work.
Prevent this type of violence. Legal measures.
2. Operative module
Police performance before abused women: concerning the 5
fact and the victim. – Instruction 2/98 from the Secretaria de
Estado de Seguridad (Security Secretary of State) on the
adoption of proceedings related with prevention,
investigation and handling violence against women.
Police intervention on abused women.
The SAM - police interview to offended women.
The Units of Prevention, Assistance and Protection of
Abused Women: structure and functions - The order of
protection.
Prevent this type of violence. Police procedures.
3. Assisting module
The Consejería (Advising) or Women Area.
Working methods, protocols, and resources. 3
Shelters for abused women.
Legal protection of abused women.
Action plans to fight gender violence.
DURATION:
12 hours
Lecture, case studies, group work, and debate.
None.
ACCREDITATION:
TARGET GROUP:
Officers from different ranks of CNP, mainly those who are going to work in P.P.P.
and Services to lay complaints.
Not available.
TEACHERS PROFILES:
Police officers and civilian experts with a university degree.

November 2006
III.3.7 Economic Crime
Course Name Page
Business economics – level B 114
Economic crime – level I 115
Economic crime – Level II 117
Economic crime – level III 118
Tax crime: fiscal fraud 120
Customs tax crime (Smuggling) 121
Organized crime – corruption and peddling 122
Stock exchange transactions and the stock market-

the international financial system 123
Criminal investigation of the crime of insolvency 125

November 2006
COURSE NAME:
Business economics – level B
DELIVERING ACADEMY:
OBJECTIVES:
The objectives of the training are to enable the students to:
− Acquire the knowledge and understanding of the setting up of a business, the
business operations and their interaction with the business environment.
− Prepare, analyse and evaluate a company's accounts based on the daily entries.
− Prepare a budget based on outlined action alternatives.
− Prepare and analyse reports on the use of the company’s personnel resources
and logistic efficiency.
− Use relevant IT tools and involve environmental aspects in the business issues
− Gain understanding of the models used to analyse business issues.
1.1 The business:
- The business:
- Economic management
- Annual accounts
- Total budget
- The interaction between the company and its
surroundings
- Personnel
- Logistics
DURATION:
2 weeks + 1 day, comprising a total of 76 lessons. The students are also given
assignments to do as homework. Further ½ day for the examination.
Non-residential course. Teaching includes instructions, practical exercises, training
and discussions, as well as the use of IT. Accounting software is used during the
course for exercise solving.
Homework assignments and final examination. Written examination – State
controlled business schools single-subject test – to be done on a PC.
Students have access to Word, Excel and to Navision C5 programs.
ACCREDITATION:
A diploma is issued for the students that successfully pass the examination.
TARGET GROUP:
The course is an advanced business school course in accounting at a higher
business examination level not specifically targeted at police officers.
The course is function-determined for police employees working in the area of
economic crime investigation, which requires an increased accounting insight and
understanding. The course is further targeted at the performance of police duties that
involve accounts processing and analysis as part of the daily work.
It is a prerequisite for attending the course that the participants have successfully
passed the Business Economics C with IT Course.
TEACHERS PROFILES:
through interviews.

November 2006
COURSE NAME:
Economic crime – level I
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to enable police staff and lawyers who act as
respectively investigators and prosecutors, in a targeted manner, to handle, with
quality, economic crime cases of common occurrence within the shortest possible
time allocated to the handling of the case.
It is further the aim to increase the trainees’ understanding towards cooperation with
other authorities, including Customs & Taxes (Told & Skat).
Introduction to economic crime
Cooperation with other authorities
Project oriented working procedure/The 2000 Investigation
model (2005)
What is economic crime? / the Penal Code – enrichment
chapter
Agreements, proxies, instruments of debt, particular
situations applying to enterprises
Corruption and bribery
Case handling – investigation of bankruptcy cases
(administration orders, bankruptcy, deadlines, compulsory
agreement, declaration of bankruptcy, legal effect and
enterprise winding up)
Money laundering Secretariat S.Ø.K. / Infocentral S.Ø.K. /
Danish Agency for Trade, Industry and Businesses
(Erhvervs - og selskabsstyrelsen)
Abuse of entrusted assets (lawyers, banks, etc.)
Case handling – investigation of tax cases (The Tax Control
Act, VAT law, confiscation of proceeds, international mutual
assistance in judicial matters, warrants, searches, edition,
securing IT equipment, importance of the company’s
accounts, external audits, practical investigation from the
moment the case is reported until the case is closed, trial
and production of evidence)
Experiences from EC-cases
DURATION:
1 week
Special attention is attached to case handling / group work in connection with
investigation of a bankruptcy case and a tax case.
None
ACCREDITATION:
TARGET GROUP:
The course is targeted at police officials and staff from the Public Prosecutor’s
Services, engaged in handling common economic crime cases.
It is not a prerequisite for admission to the course that the trainee has concluded with
success the accounts courses ‘Business economics – level C with IT’ or ‘Business
economics – level B’.

November 2006
TEACHERS PROFILES:
through interviews.
Kim Tabor (kta001@politi.dk)

November 2006
COURSE NAME:
Economic Crime – Level II
DELIVERING ACADEMY:
OBJECTIVES:
Starting out from the project oriented 2000 Investigation Model, it is the objective of
the course to:
Enable police staff and lawyers to participate in the project organisation’s
investigation teams in the capacity as, respectively, investigation managers and
prosecutors, having in view the investigation of highly complex economic crime
cases.
Project oriented work procedure
The 2000 Investigation Model
Case handling
Searches within IT environment
Intervention in communication confidentiality
Mutual assistance in judicial matters
Considerations regarding reviewing – reviewing themes
The role of the council for the defence and of the prosecutor,
panel discussion
DURATION:
1 week
Residential. Special attention is attached to case handling / group work, during which
the various phases of the 2000 Investigation Model are thoroughly studied.
Relevant laws and regulations as well as internal and external expert trainers are
involved in the case handling with the aim of revealing the relevant issues to the
trainees.
None
ACCREDITATION:
TARGET GROUP:
The course is targeted at experienced supervisory and regular police officers who
have concluded with success the course in Economic Crime Level I and who work
primarily in economic crime investigation.
It is a prerequisite that the trainees possess a sound theoretical and practical
knowledge of economic crime case handling.
At least 4 lawyers from the Police and from the Public Prosecutor’s Services must be
admitted to each course, as the work throughout the course will be carried out in 4
investigation groups, in which the lawyers will have a central role.
None
TEACHERS PROFILES:
through interviews.

November 2006
COURSE NAME:
Economic crime – level III
DELIVERING ACADEMY:
OBJECTIVES:
Having regard to the ‘multi-annual agreement’ on the intensification of the measures
to fight organised, economic and transnational crime, it is the objective of the training
to enable the trainees who have completed with success the courses in Economic
Crime – levels I and II, or who possess an equivalent theoretical/practical experience,
to understand the measures or to investigate independently the above mentioned
and often complex form of crime. The work is developed according to the project
oriented investigation model in cooperation with other professional groups and
authorities and may further involve investigation abroad. That the participants get
trained in the operative planning of the measures to be implemented during the
investigation and in the documentation of these measures, and that the participants,
by working with varying themes, gain knowledge of the tools to be used during the
investigation.
Case reviewing and determination of the strategy and of the
provisional plan
Drafting the operations plan
Evidence assessment and securing
International investigation
Analysis tools to use in economic cases
Other tools related to the themes of the subjects
Preparation of the ‘economic adjustment’ with a view to
seizure, etc.
Deprivation of rights
Particulars about prosecution and trial
DURATION:
5 days
Residential. The course starts with a brief review of the theory and work procedure in
a cross-sectoral project group. After this the course is delivered based on a case that
may vary according to the themes selected for days 2, 3 and 4. The basic themes
nowadays are coercive measures under the penal procedure, international
investigation and auditing. The course builds on the 2000 Investigation Model (2005)
and on the theory attached hereto. High trainee activity is secured by dividing the
trainees into 4 interdisciplinary work groups. The results of the groups are presented
regularly to the plenary. Short training sequences are carried out in connection with
the course.
None
ACCREDITATION:
Diploma
TARGET GROUP:
The course is aimed at police trained investigation managers, experienced
investigators and lawyers, as well as persons in charge of cases from Customs &
Taxes (Told & Skat) who have some experience in handling criminal cases.
None
TEACHERS PROFILES:

November 2006
through interviews.

November 2006
COURSE NAME:
Tax crime - fiscal fraud
DELIVERING ACADEMY:
OBJECTIVES:
Know the legal frame of tax infraction, particularly Law 15/2001;
Define the concept of tax infraction;
Characterize and classify the different sorts of infractions;
State the suitable sanctions to tax crimes and ordnungswidrigkeit ;
Know the means of procedural repression for this kind of illicit.
Recent evolution of tax infractions
Enactment of the Law 15/2001, June 5th - main features.
Concept of tax infraction
Infractions qualification
Infractions practice territorial borders
Penal responsibility of the passive subject and other tax
payers
Cumulative penal responsibility
Civil responsibility for penalties and fines
Subvention Law
Suitable penalties for tax crimes
Suitable penalties for ordnungswidrigkeit
Forfeiture of criminal proceeding and of ordnungswidrigkeit
Forfeiture of penalties and fines
Exemption and special reduction of criminal penalties and
fines
Tax infraction connection with tax situation verification
Types of tax crimes: common tax crimes and fiscal crimes
Types of tax ordnungswidrigkeit
The mechanism of the right to penalties reduction
Tax penal law
Ordnungswidrigkeit lawsuit
Presentation and analysis of case studies
DURATION:
3 days (18 hours)
Lectures and case studies/group discussion
None
ACCREDITATION:
Presence certificate
TARGET GROUP:
Criminal investigators from Polícia Judiciária (Judiciary Police), with effective or
predictable performing duties in the investigation of this type of crime.
None.
TEACHERS PROFILES:
Senior police officers and civilian experts

November 2006
COURSE NAME:
Customs tax crime (Smuggling)
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, participants will be able to know the legal framing for
customs crimes on the scope of national and communitarian components as well as
identify the modus operandi that characterize this type of crime phenomena.
1. Basic notions
2. Customs organizational law – structure
3. Customs Regulation - procedures
4. Customs crimes – adjective and substantive legal system
5. Customs Communitarian Code: implications in the
legislation and internal procedures
6. Traffic procedural law system
7. Customs guideline – selection criteria
8. IEC application rules
DURATION:
3 days (18 hours)
None
ACCREDITATION:
TARGET GROUP:
Criminal investigators from Polícia Judiciária (Judiciary Police).
None.
TEACHERS PROFILES:
Senior police officers and civilian experts

November 2006
COURSE NAME:
Organized crime – corruption and peddling
DELIVERING ACADEMY:
OBJECTIVES:
Identify, define and state the different corruptive practices types;
Identify the different legal supports concerning these crimes;
Know the international point of view of fight against corruption;
Identify the factors and contexts in the origin of crimes related to corruption;
Identify and distinguish the types of corruptive practices with other crimes namely
Organized Crime and Money Laundering;
Know, identify prevention and detection systems of corruptive practices;
Identify and suit the investigation methodologies to real cases.
Definition of the Crime(s)
Identification of suitable national legislation
Identification of suitable international legislation
GRECO – Group of States against Corruption
Types of Corruptive Practices and connected crimes
Tendency factors
Corruption and organized crime
Corruption and money laundering
Corruption– preventive systems
Corruption– detection methods
Corruption– investigative patterns
Case studies
DURATION:
4 days (24 hours)
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators in Polícia Judiciária with effective or predictable performance in
the investigation of corruption crimes.
None.
TEACHERS PROFILES:

November 2006
COURSE NAME:
Stock exchange transactions and the stock market - the international financial system
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, participants will be able to know the competencies of the
different entities on the scope of the fight against financial crime, understand the
functioning of the funds markets in the view of detection of illegal operations,
characterize the several criminal phenomenon associated to this activity
1. Guidelines of DCCCICEF (Central Department to fight
against Financial and Economic Crime and against
Computer Crime) and UIF (Financial Intelligence Unit)
activity in the fight against financial crime and money market
2. Functioning of the markets and detection of signs of
suspicious transactions
- CMVM (Portuguese Security Market Commission) power,
jurisdiction and competency
- Guidelines of CMVM in the fight against financial crime
- Activity of the markets, financial products and chosen
procedures in the detection and preliminary analysis of signs
of suspicious transactions
- Euronext (regulating authorities, admission to the quotation
in Euronext, negotiation) and other international stock
markets (New York, London, Tokyo).
3. Crimes against money market
- Information misuse and market manipulation
- Fraud (involving stocks associated to non authorized
financial mediators)
- Methods and investigation techniques of market abuse
- Specific cases and legal principles
- Procedural cooperation (with PJ, MP - Prosecuting
Counsel - and similar foreign institutions)
4. International financial fraud in money market
- The Nerón case
- The Worldcom case
- The Parmalat case
- Action plan to prevent financial fraud in the financial market
5 Preventive control of money laundering
Preventive control of money laundering: supervision
programme adopted by CMVM on practices implemented by
financial mediators concerning the prevention of the exercise
of money laundering, particularly on the scope of stocks
transactions
Specific types of money laundering involving stock
transactions
Cases (national or international)
DURATION:
3 days (18 hours)

November 2006
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators in Polícia Judiciária.
None.
TEACHERS PROFILES:

November 2006
COURSE NAME:
Criminal investigation of the crime of insolvency
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, participants will be able to know legal frames of the crime of
insolvency characterize the modus operandi of this crime phenomenon and know the
adequate criminal investigation methodologies.
Legal frame
The insolvency
Legal principles
Investigation methodology
Legal application, dominant legal principles and adopted
performances
Practical perspective, study and debate
Generic characterization of the problematic of investigation
Solution proposals for the main problematic
UIF
Functional perspective and practice
Study of the Property
DCICCEF
Investigation problematic
Presentation of practical cases
Department of Financial Expertise
Insolvencies
Basic issues of recognition and evaluation of papers
DGCI / IGF
Insolvencies and Inspection
Analysis of Official Tax Models
DURATION:
4 days (24 hours)
None.
ACCREDITATION:
TARGET GROUP:
Polícia Judiciária criminal investigators, working in the investigation of this sort of
crime.
None.
TEACHERS PROFILES:

November 2006
III.3.8 Environmental Crime
Course Name Page
Handling environmental cases 127
Specialisation training course on subsoil and environment protection 129

November 2006
COURSE NAME:
Handling environmental cases
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to:
Enable the trainees to acquire increased knowledge of the existing environmental
legislation, the background for and the underlying intention of the legislation, so as to
enable them to deal independently with environmental cases.
Enable the trainees through guidance to increase their knowledge about
environmental damage and economic benefit.
Enable the participants through guidance to increase their knowledge about the
organization, duties and powers of the supervising authorities.
By going through cases to enable the participants to increase their knowledge about
the investigation and trial of environmental cases.
Law on environmental protection.
Interpretation by the Danish Environmental Protection
Agency (Miljøstyrelsen) of the law on environmental
protection, with the last amendments:
• Intentions, purposes and scope of the law.
• Organisation of pollution control.
• Weighing environmental considerations against the
interests of society in business undertakings and
protection measures that can be adopted.
• Central elements of the legal regulation.
• Case handling
• Penalty clauses.
Rules applying to case handling
Oil residues and hazardous chemical waste
Counties and municipalities
About supervision, duties and obligations of the districts and
the municipalities
Environmental damages and economic benefits
Water, environment and noise pollution
Investigation
Liable bodies and company liability,
Penalty fines
Judicial review – case law
DURATION:
1 week
Lectures and group discussion. During the teaching the examined cases are
‘adjusted’ so as to fit the purposes of the training. Efforts are made to ensure that
each case covers one area, in terms of the type of the case, proceeding of the
investigation and securing of evidence.
None
ACCREDITATION:
None
TARGET GROUP:
Lawyers and police officers from the uniformed police and the National Crime Squad

November 2006
who handle important and complex environmental cases.
None
TEACHERS PROFILES:
through interviews.

November 2006
COURSE NAME:
Specialisation training course on subsoil and environment protection
DELIVERING ACADEMY:
OBJECTIVES:
To know and evaluate the labouring dangers in the subsoil, as well as to handle
special means and employ suitable security and rescue techniques and procedures,
when needed;
To develop studies on security before adequate data, analysis and preventive
measures proposal; To know the delinquency incidence in the surroundings, as well
as the efficacy of the security inspection;
To project and execute adequately plans of environmental inspection, as well as to
apply measures of prevention against contamination;
To know the essential services network in a big city, as well as its vulnerabilities.
Technical and professional module 55
1. Security and danger prevention area
1.1. Prevention of risks in the subsoil 6
- Definitions
- Mechanic risks
- Biological and chemical risks
- Atmospheric risks
- Individual protection teams
- Gas detectors
1.2. Means and security proceedings 6
- Breath protection teams
- Anti-fall and vertical security systems
- Security in tunnels
2. Subsoil technical area
2.1. Study on Security 3
- Drawing up a report
- Valorisation of risks
- Measures of security
- Relevant information
- Exercising the production of a study
2.2. Elements of measurement and symbology 2
- The symbology in the subsoil studies
- Need and application
- The operative file
- Elements of measurement
- Use of the adequate tools (compass, plumb line,
sounding lead, and tapeline)
- Angular and linear magnitudes
- Symbology (considered by the Units)
2.3. Gathering of theoretical data 2
- Gathering of data in the subsoil
- Gathering of data in the surface
- Working in teams
2.4. Producing a sketch 5
- Introduction to technical drawing
- Dihedral system
- Scales
- Notes

November 2006
- Workability to the units
- Exercises.
2.5. The operative archive
- Need to have it 1
- Documental sources
- Documents that make part of it
- Pre-outlined services
3. Police operativeness area
3.1. Legal normative
- Juridical administration system of the subsoil 2
- Titles XVI and XVII of the Penal Code
- Sanctioning Administrative Procedure
3.2. Delinquency in the subsoil
- Ordinary delinquency 2
- Video of thermic lance
- ‘Fishing gear’
- Terrorist delinquency
- Native terrorism
- Islamic Terrorism.
3.3. Subsoil operative techniques
- The course of inspection 4
- Protection to individualities
- Alert situations
- Accomplishment of the subsoil services.
3.4. Explosives
- Collaboration with TEDAX groups 2
- Behaviour of explosions in underground conductions
- Acknowledgement of explosive artefacts
- Self-protection measures to be set by the Unidad
Central de Desactivación de Explosivos (Central Unit
for Deactivation of Explosives).
3.5. Protection of Historical Property and Archaeology
- Value of archaeological residues found in the subsoil 2
- Collaboration for the preservation of historical
property
4. Environmental protection area
- Introduction to the Environment: basic concepts 10
- Integrated Control of Contamination
- Water contamination
- Gathering of samples and analysis in the place
- The environmental inspection
- Record of proceedings and reports.
5. Area on essential network services
- Sewerage system network: discharging pipes 8
- Gas network
- Electricity distribution network
- Drinkable water distribution network
- Telephone public services network
- Gallery of services network
- Under-ground railway network
- Tests, evaluation and closing
Practical module
- Practices in drains 55
- Practices in gallery of services 3
- Practices in pre-existing water course 2

November 2006
- Practices of data gathering and acknowledgement of 3
small dwellings of the different networks
- Shooting in tunnels 8
- Emergency assistance techniques 3
- Intervention and assistance in case of accidents 2
- Practice in network services (visit to a depurator) 3
- Ransom and Security Techniques and handling of 3
special means
- Psycho sociology (leadership and team work, 12
perceptive phenomena, anxiety, self control
techniques in danger situations)
- Practices of gathering of contaminated water 3
samples 3
- Practices of basic environmental analysis 8
- Emergency plan in the under-ground 3
DURATION:
110 hours (18 days).
Not available.
Not available.
ACCREDITATION:
Not available.
TARGET GROUP:
Not available.
Not available.
TEACHERS PROFILES:

November 2006
III.3.9 High Tech Crime
Course Name Page
Postal, telecommunication, cyber crime 133
Computer crime – level III 134
IT-investigation 135
Technological crimes investigation 137
Gathering and preservation of evidence - Level 1 139
Gathering and preservation of evidence - Level 2 141

November 2006
COURSE NAME:
Postal, telecommunication, cyber crime
DELIVERING ACADEMY:
OBJECTIVES:
To acquaint with the knowledge in the field of communication security, cyber crime
and copy right protection
Police activities in the field of communications 30
Security and data protection 29+5
Cyber crime 31+3
Copy right protection, fight against piracy 20
DURATION:
3 weeks
Paper test
ACCREDITATION:
None
TARGET GROUP:
Police officers in the field
Basic training, work in the field
TEACHERS PROFILES:

November 2006
COURSE NAME:
Computer crime – level III
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the training is to boost the investigation of computer related crimes
and to enable a more flexible use of police computer competencies.
Hacking
Child pornography
E–commerce
IT–Law
Reports, legal language and legal documentation
DURATION:
Estimated: 1½ month.
Probationers will be attending the course at the facilities of an external service
provider. The training will involve a high degree of practical training in the use of
computer tools and programs.
ACCREDITATION:
TARGET GROUP:
Not available.
In order to be considered for the course, the probationers must have successfully
concluded the Police College’s Computer Crime I and Computer Crime II courses or
they must have worked on cases involving computer crime and possess a sound
knowledge of the use of computers and of the Internet.
It will be an advantage if the participants possess a thorough command of the
English language, written as well as spoken.
TEACHERS PROFILES:
Police officers with 8 or more years of experience, and civilian experts. Selected
through interviews.

November 2006
COURSE NAME:
IT-investigation
DELIVERING ACADEMY:
OBJECTIVES:
The objective is to train IT investigation co-ordinators, enabling them to co-ordinate
specific requests for assistance from the police districts and participate in the
ongoing discussions with the Danish Police Forces regarding the priority to be given
to these requests.
1. Forensics, including:
• Standard tools
• Conducting searches – part exercises
• Storage media
• Encryption/passwords
• Data analysis
• Court requirements as regards IT evidence
• Telephones/PDA
• Surveillance/video systems
2. The Internet, including:
• ISP, URL and IP numbers
• The Internet’s structure
• Proxy servers
• Log files
• Web mail
• Temporary internet files
• Open sources
3. Child pornography, including:
• Image analysis – part exercises
• Case studies
• File-sharing networks
• Tools/programmes/IRC-servers/Log P2P
4. E-commerce and hacking, including:
• Fraud/phishing
• Exercises
5. Files and management systems, including:
• Linux, Unix and Mac
6. Legislation, including:
• Definitions
• Orders
• Conclusion of a case
• Documentation for the court
• Case law
7. Practical search exercises
DURATION:
12 days
Non-residential. Lectures and practical exercises. The course will be held both at the
IT section’s teaching facilities and at the Police College
None.

November 2006
ACCREDITATION:
Certificate.
TARGET GROUP:
Not available.
None
TEACHERS PROFILES:
Police officers with 8 or more years of experience, and civilian experts. Selected
through interviews.

November 2006
COURSE NAME:
Technological crimes investigation
DELIVERING ACADEMY:
OBJECTIVES:
Knowing the law and how to make it out.
Knowing the police operative techniques.
Knowing the Internet industry.
Knowing technical issues and introduction to forensics computer science.
Module I - Basic concepts.
Module II - Legal frame.
Module III - Debate on juridical questions concerning the
NN.TT.
Module IV - The industry and the society in the Internet
Module V - Logical Security.
Module VI - E-commerce.
Module VII - Telecommunications fraud.
Module VIII - Child protection in the use of NN.TT.
Module IX - Laboratory practices.
Course introduction. History of technological crime
investigation in Spain.
Legal basis of technological crime (I). Private data protection
in technological crime investigation.
CHAT network. IRC HISPANO. Problematic and
collaboration with the FF.CC.S.E. I.
CHAT network. IRC HISPANO. Problematic and
collaboration with the FF.CC.S.E. II.
Internet. General concepts I.
Internet. General concepts II.
Legal basis on technological crime. I Fraud in the Internet.
Legal basis on technological crime. II Child pornography on
the Internet
Legal basis of technological crime. III. Intellectual property.
Legal basis of technological crime. IV. Hacking.
Legal basis of technological crime. V. Juridical defence.
Judicial procedures and revision of the Penal Code
concerning technological crimes.
Judicial procedures and renewal of the Penal Code
concerning technological crimes.
Child protection on the use of new technologies I.
Child protection on the use of new technologies II.
E-commerce. Introduction. Patterns. Swindle with cards.
E-commerce II. Sales, auctions and other different types of
crime in the Internet.
Crimes against intellectual property I. Introduction. Operative
of the investigation.
Crimes against intellectual property II. Crime typology.
Telecommunications fraud. Crime typology and operational
investigation.
Introduction to forensics computer science I.
Introduction to forensics computer science II.
Laboratory training.

November 2006
DURATION:
5 days
Lectures and practical exercises.
Mid-tests and a final test.
ACCREDITATION:
Not available
TARGET GROUP:
Not available
Not available
TEACHERS PROFILES:

November 2006
COURSE NAME:
Gathering and preservation of evidence - Level 1
DELIVERING ACADEMY:
OBJECTIVES:
To empower the students with the knowledge, skills and domain of a whole of
information, proceedings, methodologies and techniques to allow them in the
characterization of juridical concepts (penal and procedural) of computer and
telecommunications criminology; to know and work out the gathering and
preservation techniques of digital evidence.
Identification of the crime and MO.
Identification of suitable legislation:
- Procedural conditions
- Punish ability of body corporate
Concepts approach
Reception of complaints
Digital evidence collection and preservation techniques.
Post-complaint
Writs of prevention/preventive measures
- Before the searches
Collection of information
Identification
Planning
- During the searches
Preservation of the place
Identification of the computer system
Computer network linking capacity
The seizure
- After the searches
Packaging
Requisites for the examination/expertise
Basic concepts of data encryption.
Case studies.
Exercises.
Role-playing.
DURATION:
5 days (30 hours)
None.
ACCREDITATION:
TARGET GROUP:
crimes.
English language speaking;
Usual user of personal computers;
Basic skills in information technologies;
INTERNET user;
Willing to share police and technical information.

November 2006
TEACHERS PROFILES:

November 2006
COURSE NAME:
Gathering and preservation of evidence - Level 2
DELIVERING ACADEMY:
OBJECTIVES:
To empower the students with the knowledge, skills and domain of a whole of
information, proceedings, methodologies and techniques to allow them in the
characterization of juridical concepts (penal and procedural) of computer and
telecommunications criminology; to know and work out the gathering and
preservation techniques of digital evidence.
Identification of the crime and MO
Most complex MO
Digital evidence collection and preservation techniques
- Preventive measures
- Cautions before searches – possible identification of
computer system
Searches
- Identification of the computer system(s)
- Preservation and packaging of evidence
- Seizure
The examination
- Requisites
- Main types of exams
- Instruments/tools to use in the examinations achievement
- Usefulness of computer exams as a means of
Evidence taking
- The various computer systems and instruments used to
accomplish the respective examination
- Computer expertise
Case studies
Final role-playing
DURATION:
5 days (30 hours)
None.
ACCREDITATION:
TARGET GROUP:
crime.
English language speaking;
Usual user of personal computers;
Basic skills in information technologies;
INTERNET user;
Willing to share police and technical information.
TEACHERS PROFILES:

November 2006

November 2006
III.3.10 Hostage Negotiation
Course Name Page
Covert management training unit, NCPE specialist training –

force trained negotiators 144
Police Intervention Training Course on Seizures and Extortion 145

November 2006
COURSE NAME:
Covert management training unit, NCPE specialist training – force trained negotiators
DELIVERING ACADEMY:
OBJECTIVES:
This course allows learners the opportunity to consider the application of negotiating
skills in the ‘Red Centre’ environment in the course of a kidnap/ extortion
investigation. The objective is to prepare Force Trained Negotiators to deal with
offences of kidnap and extortion in relation to the role, duties and responsibilities
required in a nominated Red Centre. To promote interoperability and team work in
carrying out those duties.
Discuss an insertion plan
Red Centre Health and Safety
Operate Red Centre kit
Complete a Red Centre log
Manage Red Centre negotiations with offenders, victims and
Red Centre staff
Describe the role of the courier
DURATION:
5 days
The course is comprised of classroom input with role play scenarios to allow learners
to put their knowledge and skills into practice
No formal assessment process.
ACCREDITATION:
Not available.
TARGET GROUP:
Force trained hostage negotiators.
Learners should be trained negotiators; having completed the National or a regional
negotiator-training course.
TEACHERS PROFILES:
Not available.
intelligence@nslec.pnn.police.uk; Tel: 01480 401845

November 2006
COURSE NAME:
Police Intervention Training Course on Seizures and Extortion
DELIVERING ACADEMY:
OBJECTIVES:
To know the different criminal typologies and their general characteristics: more
frequent psychological profile of the aggressor;
To develop the expert tasks within the complex mechanisms of performance;
To make use of the technical means;
To apply negotiation techniques in crisis situations;
To empower the communication skills adequate to seizure and extortion crisis
situations;
To apply the negotiation specific standards in a crisis situation of seizure and
extortion;
To provide confidence and security for the victims delivery;
To know the technical means of communications control;
To know the general characteristics of seizures and extortions;
To employ performance police protocols in seizure or extortion situations;
To know the role of the negotiator within the police mechanisms;
To be aware of the importance of technical means in police interventions;
To be aware of the special systems to use in seizures and extortion situations.
Module 1 – Socio-professional
The Communication
The Persuasive Communication.
The Telephone Communication - communication practices.
Module 2 – The negotiation
The technical means: systems, types and use.
Negotiation techniques adapted to seizures and extortion
techniques.
Police mechanisms to use in seizures and extortion situations.
Module 3 – Police intervention
Incidents and police intervention in seizures and extortion
situations. General characteristics. Alien victims.
The development of operative police mechanisms in incidents
with hostages.
Comparison among different case studies on seizures and
extortion: analysis of police performance.
Special systems.
Task of the Jefe de Sala (responsible) of the 091 in a crisis
situation.
Negotiation practices.
Round-table.
DURATION:
One week.
Lectures, practical exercises, case studies, group work.
Final test.
ACCREDITATION:
A course certificate is delivered to all the participants who achieve the course objectives.
TARGET GROUP:
Executive officers of the CNP.

November 2006
Not available
TEACHERS PROFILES:

November 2006
III.3.11 Human Trafficking
Course Name Page
Training course on human trafficking specialised investigation 148

November 2006
COURSE NAME:
Training course on human trafficking specialised investigation
DELIVERING ACADEMY:
OBJECTIVES:
To train officers on the special investigation of complex organized crime (terrorism)
as well as on picking up sources of information;
To identify the specialization and determination of each type of network and its
modus operandi;
To determine the specificness of investigation of forgery trafficking;
To know the cooperation and international collaboration rules concerning the fight
against this type of crime, as well as the rules concerning the coordinated
performance among security enforcement forces;
To train officers in the special intervention and protection to victims of illegal and
irregular alien immigration, mainly of women trafficking and handicapped victims.
Modules:
Module 1 - Specialized investigation on human trafficking.
Collecting sources.
Module 2 - Illegal immigration network. Modus operandi.
Investigation specificities.
Module 3 - Forgery trafficking. Modus operandi. Investigation
specificities.
Module 4 - Protection of the victims of illegal immigration
networks.
Module 5 - International collaboration and cooperation in the
fight against organized crime and networks of illegal
immigration.
Topics:
Comisaría General de Extranjería y Documentació (General
Service for Aliens and Immigration Documents). Central and
peripheral structure. Objectives and functions.
U.C.R.I.F.. Unidad Central contra Redes de Inmigración y
Falsedades (Central Unit to fight against illegal immigration
networks and forgery). Structure, functions and objectives.
Migratory fluxes: Causes and geographical areas of irregular
migratory movements.
Human trafficking: women trafficking. Features of illegal
immigration networks.
Case studies on human trafficking, aiming at sexual
exploitation.
Modus Operandi and specificities of Africa and South
America networks.
Modus Operandi and specificities of Eastern countries
networks.
Forgery Trafficking - importance and incidence on human
trafficking and illegal immigration. Characteristics and
specificities of the investigation in forgery trafficking.
Case studies on people trafficking aiming at labour
exploitation.
Different types of forgery. Methods of detection and
available technical means. New tendencies of forgery.
Specialized investigation techniques on people trafficking

November 2006
and irregular immigration.
Collecting sources of information.
Case studies on the investigation of forgery trafficking.
Patrimonial investigation of criminal organizations.
Operative international police cooperation and intelligence
interchange, and coordinated performance among security
corporations and forces.
Qualified expulsions. Minor’s repatriation.
Need of coordination and centralization of operative and
strategic information.
Assistance to the victims of sexual exploitation networks.
Legal frame of the protection of victims of people trafficking.
Full protection of foreign women.
Equality policies.
Rights and Liberties of Foreign Citizens
Islamic terrorism
DURATION:
5 days (30 hours)
Each trainer will provide the students with the adequate aids in order to help attaining
the proposed objectives.
Eliminatory mid-tests. Final test.
ACCREDITATION:
A course certificate is delivered to all the participants who achieve the course
objectives.
TARGET GROUP:
Officers (40) working in the Escala Ejecutiva del Cuerpo Nacional de Policía
(Executive rank of the National Police Force), who are supposed to make part of the
Unidades de Extranjería y Documentación (Documentation and Alien Units).
Not available.
TEACHERS PROFILES:

November 2006
III.3.12 Leadership and Management
Course Name Page
Leadership and Diversity 151
Senior Leadership Development Programme – I 152
Positive Action Programme 153
Leadership and Diversity - Senior Leadership Development Programme – I 154
Leadership and Diversity - Senior Leadership Development Programme – II 156

Entering the Executive Level – I 157

Entering the Executive Level – II 158
Senior Leadership Development Programme – II 159
The International Strategic Leadership Programme 160
Training course for police chiefs 161
Communication Skills and Stress Management 163
Professional and personal development 165
Discussion management trainer 166
Senior Leadership Development Programme –

Entering the Executive Level – III 167
Career Training Programme for Leading Police Officers 168
Strategic performance management 170
Conflict management 172
Team leadership 173
Performance evaluation 174
Quality management in police organizations - Self-evaluation methodology 175
Health and Safety at Work 176

November 2006
COURSE NAME:
Leadership and Diversity
DELIVERING ACADEMY:
OBJECTIVES:
To help participants move from a tactical to a strategic way of thinking by providing
police officers and police staff with the knowledge and skills to take on a role as a
member of a senior management team.
Take responsibility for their own self-development and
learning
Manage the performance of teams and individuals
Describe current leadership styles with emphasis on
transformational leadership behaviours
Understand the BCU inspection process
Authorise, monitor, evaluate and review policing operations 64
Use intelligence to support policing objectives
Understand the implications of citizen focus policing
Describe the implications of building communities, beating
crime
Understand current thinking around race and diversity issues
Supervise the response to incidents, chair meetings, monitor
and supervise health and safety
DURATION:
8 days
This module is delivered through a combination of presentations, facilitated
discussions, immersive simulation exercises and case study exercises.
Not available
ACCREDITATION:
Management Institute qualification: Executive Diploma in Management.
TARGET GROUP:
This module is designed for newly promoted chief inspectors, superintendents
returning from a specialist post, and equivalent police staff new to the role of a senior
management team. It is also suitable for inspectors about to be promoted.
This module is offered in conjunction with the two-day Critical Incident Command 1
module and delegates should consider applying for both together as they run
concurrently over a full two-week period. Participants who do not require the critical
incident element should attend the eight-day module only.
TEACHERS PROFILES:
Not available

November 2006
COURSE NAME:
Senior Leadership Development Programme - I
DELIVERING ACADEMY:
OBJECTIVES:
Women in senior positions in the Police Service continue to be under-represented.
This programme is designed to support the career development of women by
enhancing their leadership and management skills and helping them develop
strategies to support future career aspirations.
Encourage and support the development of women officers, particularly in higher
ranks
Develop personal impact, including self-awareness, confidence, assertiveness and
interview techniques
Develop capacity for upward management and influence
Enhance leadership skills by exploring issues around leadership and diversity
Provide career planning and exploration of work-life balance and dilemmas
Provide insight and support for women considering the Extended Interview and
Strategic Command Course for access to ACPO ranks
Provide access to police role models
Encourage on-going development through internal training
Establish a network for on-going support and continual learning.
Encourage and support the development of women officers,
enabling them to meet their full potential
Develop personal impact including self-awareness,
confidence, assertiveness and interview techniques
Develop capacity for upward management and influence
Enhance leadership skills through an exploration of issues 40
around leadership and diversity
Provide career planning and exploration of work-life balance
and dilemmas
Provide access to role models within the police
Encourage ongoing development through internal mentoring
Establish a network for ongoing support and continued
learning.
DURATION:
5 days
discussions, case study exercises and role-play.
Not available
ACCREDITATION:
None
TARGET GROUP:
This programme is suitable for female chief inspectors, superintendents, chief
superintendents and equivalent police staff.
Not available
TEACHERS PROFILES:
Not available

November 2006
COURSE NAME:
Positive Action Programme
DELIVERING ACADEMY:
OBJECTIVES:
Developing Management Teams is particularly suited to chief inspectors,
superintendents or police staff who are members of a command team or equivalent
business/ unit and who have responsibility for or who are members of management
teams. This module will assist delegates to develop and manage individual and team
performance to enhance the effectiveness of the team.
Assist team members to assess their own strengths and
weaknesses and those of the team as a whole
Audit and assess individual personality types and teams’
roles in a clear and objective way, identifying the potential of
managers with diverse backgrounds and experience
Present and utilise the results of these assessments in a
balanced way and observing rules and guidelines on
confidentiality 4 hours distance
Recognise the characteristics of an effective team learning plus 24
Identify appropriate methods and resources to help develop learning hours
a team, taking into account team member’s existing
experience and expertise as well as their current
performance, roles and responsibilities
Consider and apply a model for conflict resolution
Create an action plan to help develop the effectiveness of a
team
Share decisions regarding implementation of a team
development action plan with the managers/ members
involved
Establish processes to accurately monitor and evaluate how
effective team development activities have been
Identify and implement any further improvements required.
DURATION:
3 days
discussions, case study exercises and group work
Not available
ACCREDITATION:
TARGET GROUP:
This module is suitable for chief inspectors, superintendents with BCU/OCU
management responsibility and police staff in equivalent roles and responsibilities
within management teams.
Timely completion of pre-module material provided, including psychometric
instruments and questionnaires.
TEACHERS PROFILES:
Not available

November 2006
COURSE NAME:
Leadership and Diversity - Senior Leadership Development Programme - I
DELIVERING ACADEMY:
OBJECTIVES:
Transformational Leadership is particularly suited to police officers of superintendent
or chief superintendent rank or police staff with similar responsibilities who have
responsibility for leading and managing teams at strategic BCU or equivalent
business/ unit level. This module provides senior managers with the ability to
respond to and thrive on the pressures and demands of their role as a leader.
State the importance of generating a vision for their team
Appreciate the impact that their personality and leadership
style can have on others in achieving performance
Identify and examine approaches to leadership and
management
Examine the impact of Emotional Intelligence on themselves
and others
Understand how the leader’s values and behaviour can
affect the shaping of organisational culture
Recognize the importance of promoting fairness and respect
and of responding effectively to gender and minority/ under-
represented group issues
Manage work-life balance for the benefit of themselves, their 40
team and the Service
Understand the relevance of transformational and
transactional leadership in a policing context
Prepare and present and action plan for personal
development in relation to leadership.
Whilst Transformational Leadership does not include specific
ICF activities it does include the following behaviours:
Community and Customer Focus
Effective Communication
Maximising Potential
Negotiating and Influencing
Openness to Change
Personal Responsibility
Resilience
Respect for Race and Diversity
Strategic Perspective
DURATION:
5 days
discussions, case study exercises and group work
Not available.
ACCREDITATION:
TARGET GROUP:
This module is suitable for chief inspectors, superintendents, chief superintendents
and equivalent police staff.

November 2006
This module is interspersed with subject matter experts and associate tutor inputs.
TEACHERS PROFILES:
Not available.

November 2006
COURSE NAME:
Leadership and Diversity - Senior Leadership Development Programme - II
DELIVERING ACADEMY:
OBJECTIVES:
Research in Action – What Works in Policing? Is delivered in a university setting and
explores reliability, validation and application of criminology research. It provides an
introduction to a Diploma in Criminology for those who wish to study further in this
field. This module aims to develop participants’ understanding of and ability to use
research information to make strategic decisions and to develop, implement and
review policing and crime strategies.
Use information to make strategic decisions
Develop, implement and review organisational information 4 hours distance
management strategy learning plus 36
Develop, implement and review volume crime related learning hours
strategies
DURATION:
5 days
discussions, case study exercises and self-directed study.
Not available.
ACCREDITATION:
Management Institute qualification: Executive Diploma in Strategic Management
TARGET GROUP:
This is suitable for superintendents, chief superintendents and equivalent police staff
particularly anyone who wishes to develop a research focus in criminology.
This Entering the Executive Level module is suitable for:
• Police officers and police staff with independent command (e.g. BCU commanders
continuous professional development; and
• Superintendents and chief superintendents who, with the support of their forces, are
working towards PNAC in the next two years.
TEACHERS PROFILES:
Not available.

November 2006
COURSE NAME:
Entering the Executive Level - I
DELIVERING ACADEMY:
OBJECTIVES:
This module aims to provide delegates with an understanding of the current political
and social imperative and their implications for the Police Service, enabling them to
recognise drivers for change and develop an awareness of the value of future
thinking as a key aspect of strategic leadership. Also, through an enhanced
understanding of the drivers for change in policing, to enable participants to be better
able to contribute to strategy and policy development within their own organisations.
Review external and internal environments
Lead development of operational policing strategies 8 hours distance
Manage risk across the organisation learning plus 28
Contribute to policy formation learning
Develop and implement force policy
DURATION:
3 days
discussions and role play
Not available.
ACCREDITATION:
TARGET GROUP:
This module is suitable for superintendents, chief superintendents and equivalent
police staff.
• Police officers and police staff with independent command (e.g. BCU commanders
continuous professional development; and
• Superintendents and chief superintendents who, with the support of their forces, are
working towards PNAC in the next two years.
TEACHERS PROFILES:
Not available.

November 2006
COURSE NAME:
Entering the Executive Level - II
DELIVERING ACADEMY:
OBJECTIVES:
This Leadership – Stepping up to the Executive Level module invites delegates to
explore major themes impacting upon their leadership style from a strategic
perspective. This module aims to provide delegates with the necessary level of
knowledge and self-awareness to enable them to significantly improve their
leadership skills at strategic level.
Maintain standards of professional practice 6 hours distance
Develop management teams learning plus 36
Manage risk across the organisation learning hours
Lead organisational change
DURATION:
5 days
This module is delivered through a combination of presentations and facilitated
discussions.
Not available.
ACCREDITATION:
TARGET GROUP:
This module is suitable for superintendents, chief superintendents and equivalent
police staff.
Police officers and police staff with independent command (e.g. BCU commanders
continuous professional development; and Superintendents and chief
superintendents who, with the support of their forces, are working towards PNAC in
the next two years.
TEACHERS PROFILES:
Not available.

November 2006
COURSE NAME:
Senior Leadership Development Programme - II
DELIVERING ACADEMY:
OBJECTIVES:
This module aims to provide senior managers with the ability to identify reasons for
success and failure in the organisation, to develop strategies for improving
performance and to manage change effectively
Evaluate and improve organisational performance
Review internal and external operating environments
Manage the quality of service provision 40
Manage organisational change
Partnerships and Performance
DURATION:
5 days.
discussions and case study exercises.
Not available.
ACCREDITATION:
As an awarding body of the Chartered Management Institute completion of this
module can contribute towards: Diploma in Management.
TARGET GROUP:
This module is particularly suitable for chief inspectors, superintendents and
equivalent police staff who are members of a command team or equivalent unit.
Not available.
TEACHERS PROFILES:
Not available.

November 2006
COURSE NAME:
The International Strategic Leadership Programme
DELIVERING ACADEMY:
OBJECTIVES:
To support the growth of effective, democratic policing by developing the personal
and professional skills of police leaders, and to foster understanding, respect and
collaboration between the police services of different countries.
Make the ‘critical shift’ from local or functional to service
wide and strategic responsibilities and perspectives
Work confidently and creatively as members of executive
planning teams
Set, maintain and develop professional standards for their
service 640
Discharge operational command responsibilities at chief
officer level
Develop productive relationships and strategic alliances with
law enforcement and community safety partners, including
the police services of other countries.
International and Security Sector Reform
DURATION:
80 days.
This programme uses a varied mix of training methods, including presentations by
expert speakers from the UK and around the world, team research and problem
solving exercises, joint planning workshops with panels of experts and case studies
and reviews. It includes weeks at the Scottish and Northern Ireland Police Colleges,
at Tulliallan and Belfast, and two weeks individual research in UK police forces.
Not available.
ACCREDITATION:
Not available.
TARGET GROUP:
This programme is suitable for assistant commissioners and superintendents/ senior
superintendents with potential for appointment to assistant commissioner rank.
High standard of written and spoken English. Selected for potential to the highest
rank.
TEACHERS PROFILES:
Not available.

November 2006
COURSE NAME:
Training course for police chiefs
DELIVERING ACADEMY:
OBJECTIVES:
Understand that the social and juridical orders are based in traditional values;
Understand the dilemma between ethic and law;
Define ethic and philosophy dimensions in police leadership;
Define the main problems in police work, as border situations, riots and police
officers suicide;
Define strategies for a responsible ethic leadership in police work;
Recognize the meaning of a business culture for the success of a transforming
process;
Adopt an identity to provoke self-responsibility;
Recognize the existence of different cultures and implement a responsible leadership
process towards a cultural exchange;
Understand the importance of a business culture for cultural exchange;
Understand the importance of leadership for a cultural exchange process;
Understand the existence of resistance concerning cultural exchange processes;
Understand the meaning of a personal and supreme management and the balance
among life components;
Define an acting model to develop a personal and supreme management, close to
reality and based on scientific knowledge of personal motivation;
Understand the located leadership concept;
Understand the Hersey / Blanchard located leadership concept;
Understand the importance of concepts as trust, control, power and motivation;
Define and understand leadership based in strong aspects concept;
Understand Gallup results: motivation in place of work;
Define and understand the emotional management leadership concept (the Q-12
system);
Define and understand the importance of senior officers leadership in the change
management process;
Understand the importance of the existence of an ethic dimension in the change
management process;
Understand the need to develop a change management process;
Define and understand the importance of leadership in the change management
process;
Define and understand the main factors for the change management process
success;
Define and understand the existence of opportunities, dimensions and dangers in the
change management process;
Define and understand the team concept;
Define and understand the main criteria to get the best results in a work team;
Understand the importance of defining objectives for a work team;
Understand the importance of criteria to choose each member of the work team;
Understand the existence of a structure and a culture inside the work team;
Define the importance of the communication process inside the work team;
Define the concept of conflict;
Understand the importance of adopting a conflict strategy;
Define and understand the conflict diagnostic;
Define and understand the existence of conflict areas in police organization;
Understand the existence of different ways and strategies to achieve a solution for a
conflict;

November 2006
Understand the importance of having a post conflict dialogue;
Understand the importance of having possible agreements to negotiate;
Know how to prepare, carry out and lead a meeting;
Know the limits and possibilities for the moderation process;
Define and use moderation and argumentation techniques;
Define and understand the role of a meeting leader;
Know how to decide / accept the meeting results;
Deal with conflict participants in a meeting;
Define and understand practical concepts concerning police leadership;
How to lead a Police Department.
Module 1 - Ethic questions in daily police work; ½ day
Module 2 - Humanity in management process – Cultural
exchange as a role of police leadership; ½ day
Module 3 - Personal management; 1 day
Module 4 - Located leadership; 1 ½ day
Module 5 - Leadership based in strong aspects – Emotional
management; ½ day
Module 6 – Change management – Define actively the
future senior officers’ leadership; ½ day
Module 7 – Group work: to feel the cooperation and get
better results of the group work; 1 ½ day
Module 8 - Leading conflict dialogues; 1 day
Module 9 - Conferences leadership, agreement techniques 2 days
and argumentation;
Module 10 – Leadership practice / the Polizeipräsidium ½ day
example in urban population high-density areas.
DURATION:
Nine and a half weeks
Lectures, reports, group work, debates, case studies, practical exercise, exercises
based on real situations and practical exercises with video feedback.
or during group work.
ACCREDITATION:
Frequency certificate, recognized only at a national level.
TARGET GROUP:
Intermediate and high level Police officers (with leadership functions or highly
qualified).
students for each course, which is defined by the Munster Academy.
TEACHERS PROFILES:
come directly from Munster Academy or from different police forces, universities, or
even from private companies. Those Teachers must have a university degree
(however it is not an obligatory condition).

November 2006
COURSE NAME:
Communication Skills and Stress Management
DELIVERING ACADEMY:
Police Academy, Ljubljana, Slovenia
OBJECTIVES:
At the end of the programme police officers:
− can understand their own behaviour and the behaviour of other people in their
interactions
− can decide about their own behaviour according to different communication
circumstances, can manage conflicts and in this way improve the effectiveness of
their work
− can develop the skills of assertive communication (active listening, giving and
receiving criticism, etc.)
− can understand the importance of non-verbal communication, are able to control
and to recognise it
− can use the effective verbal communication models and methods
− are able to manage the conflicts and to respond properly
− are aware of the connection between personal traits and stress
− can understand their own and others’ reactions to stress
− are able to control stress factors
Self-awareness and attitudes
Communication process and its elements
Communication laws and goals
Active listening
Giving and receiving feedback
Personal styles, transactions, how we influence other people
and how they influence us
Why conflicts occur and how to use them in a proper manner
Defining the notion of stress (what is stress/a stressor, types
of stressors, positive and negative influences of stress -
eustress, distress)
Principles of stress (origins of stress related to circular
emotional reactions, 3 levels of stress, misinterpreting
stress, post-traumatic stress disturbance)
Stress and personality
Coping with stress (basic strategies of coping with stress,
individual differences, techniques for short and long-term
coping with stress)
DURATION:
5 days
Lectures, exercises, group work, discussion, presentation
None
ACCREDITATION:
None
TARGET GROUP:
Middle and senior police officers
Leadership position

November 2006
TEACHERS PROFILES:
University degree in psychology
tatjana.skalar@policija.si, simon.turk@policija.si

November 2006
COURSE NAME:
Professional and personal development
DELIVERING ACADEMY:
OBJECTIVES:
The objective is to enable employees to gain increased self-insight and lever their
personal development at the place of work. This should prepare the employees for
the changes, which will take place within the Danish Police in the future. The purpose
is further to make them aware of the fact that they are responsible for their own
development, both personally and as far as career is concerned.
Presentation assignment
Professional pride
Psychology
Competence development
Emotional intelligence and NLP
Well being and work
Personnel strategy, requirements and expectations
From words to action
DURATION:
5 days
Residential. Lectures and practical exercises
The course is not an examination subject but attendance will be recorded with the
Danish Police Forces’ Personnel Department and will be considered in the inventory
of competencies of the public service in question.
ACCREDITATION:
TARGET GROUP:
The trainees must be members of the regular staff.
Before attending the course the trainees shall prepare a presentation in which they
introduce themselves. For the residential courses the trainees must bring appropriate
exercise attire.
TEACHERS PROFILES:
through interviews.

November 2006
COURSE NAME:
Discussion management trainer
DELIVERING ACADEMY:
OBJECTIVES:
The aim of the training is to enable the trainees to plan, organise and execute the
training of discussion managers in their police districts.
Introduction of the course
Introduction of the participants
Staff development discussions (SDD) – present state of
affairs and the future
‘SDD’ as a tool for competence development
‘From words to action’
Personnel policy
Ethics and standards related to the role of the trainer
Communication
Feedback
Planning/organisation/execution and control of training and
training discussions
DURATION:
4 days
Residential. During the theoretical part of the course the trainees will be given the
opportunity to teach part of the subject. During the practical part, the trainees will
have the opportunity to act as discussion managers, participants and trainers as well
as observers
None
ACCREDITATION:
TARGET GROUP:
Trainees have to be appointed by the police district as discussion manager trainers.
The course can be attended by police officials that have either completed the course
in discussion management, have experience as discussion managers in managing
staff discussions or have completed either the Police Basic Pedagogic Course
(PBPC) (Politiets Pædagogiske Grundkursus (PPG)) or the Police Introductory
Pedagogic Course (PIPC) (Politiets Pædagogiske Introduktionskursus (PPI)).
TEACHERS PROFILES:
through interviews.

November 2006
COURSE NAME:
Senior Leadership Development Programme – Entering the Executive Level - III
DELIVERING ACADEMY:
OBJECTIVES:
It is seen as preparation for promotion to the strategic ranks and offers a unique
opportunity to explore British policing, develop an approach to policing from an
international perspective and acquire the skills and knowledge needed to prevent,
reduce and tackle criminality wherever it occurs.
Increase understanding of the political, social and economic
context of policing.
Raise strategic awareness.
Develop operational command skills. 400
Provide opportunities for personal development by
challenging existing views, attitudes and behaviours.
Promote international police networking.
International and Security Sector Reform
DURATION:
50 days
This programme is delivered through a combination of presentations, facilitated
discussions and force attachments.
Not available.
ACCREDITATION:
Successful students are awarded a Postgraduate Certificate in Criminal Justice and
Police Management from Leicester University.
TARGET GROUP:
This programme is suitable for overseas students who should normally hold a rank
equivalent to that of a superintendent in the UK Police Service or identified as having
the potential for further development.
As a guide, students must be able to attain a minimum band of 6.5 overall on the
English Language Testing Service (ELTS) or a score of 580 on the Princeton Test of
English as a Foreign Language (TEFL).
TEACHERS PROFILES:
Not available.

November 2006
COURSE NAME:
Career Training Programme for Leading Police Officers
DELIVERING ACADEMY:
Sicherheitsakademie – SIAK, Traiskirchen, Austria
OBJECTIVES:
To be aware of his/her role as a leader and to be able to take responsibility for
security management
To know and to be able to apply all laws concerning his/her tasks, also in difficult
circumstances
To be able to lead and to take care of the development of his/her co-workers
according to the scientific cognition
To fulfil his/her leadership tasks in a way for corporate goals to be achieved and for
the needs for development and accomplishment of co-workers to be fulfilled
To be able to deal with people in a trustful manner
To be able to inform and support the citizens in a professional manner.
Austrian laws system, E.U. laws, public administration and
its laws
Appraisal system, disciplinary law, law concerning staff
regulations
Laws on public administration
Traffic law and traffic safety
Civil law
International law
Police organisation, police procedures, and police powers
Criminal procedure system, criminology, forensics
Leading a police event, tactic
Use of police equipment
Administrative procedure
Applied psychology
Sociology and political science
Pedagogy
Political and security education
Leadership
English and French language
Sport
Budgetary law
Social legislation and social security
Scientific research methods
DURATION:
24 months
Lectures, exercises, practical sessions, 2 periods of practice
Final exam and scientific assignment
ACCREDITATION:
None
TARGET GROUP:
Senior police officers
Senior position, free place of employment, selection procedure (written test,
assessment centre, sport test)

November 2006
TEACHERS PROFILES:
University degree, external professors
gerhard.haberler@bmi.gv.at

November 2006
COURSE NAME:
Strategic performance management
DELIVERING ACADEMY:
OBJECTIVES:
Define and understand the police personnel evolution concept;
Understand the importance of implementing new strategies for a personnel evolution
program;
Define and understand the importance of having personnel evolution methods;
Define and understand the Balanced Scorecard concept;
Define and understand the basic principles for the definition of objectives with
Balanced Scorecard help;
Define and understand the basic notions of strategic evolution;
Define and understand the basic structure of a project management;
Define and understand the main methods for planning, directing, reporting, and
documenting projects;
Define and understand the project management special tools (helped by computer
software);
Define and understand the existing social dimension in each project management;
Define and understand the main problems of an organization without a management
process;
Define and understand the principles and the special methods for identification,
representation and configuration of a management process;
Define and understand the theoretical structure of management concepts;
Define and understand the theoretical structure of police management concepts;
Understand that knowledge, information and learning are the main tools for
management science;
Define and understand the methods and procedures to analyse their own institution;
Define and understand the structure of the management system using DIN EN ISO
9000 ff;
Define and understand the main problems that result from the utilization of some
economic concepts in a bureaucratic institution;
Define and understand how useful can be a good quality management process in
practice;
Define and understand the sense and the objectives of a scenario technique;
Define and understand a scenario technique;
Define and understand a control procedure concept;
Define and understand the need to adjust a controlling procedure for police needs;
Define and understand the bureaucratic concept within the police institution;
Define and understand the importance of a controlling process in a Police
organization;
Know how to develop control reports;
Define and understand the objectives’ functions;
Define and understand the meaning of objectives pact opportunities;
Know and understand the meaning and the opportunities of objectives pact as a
system of the organization direction;
Define and understand the centralized responsibility of the resources model in a
police organization;
Define and understand the Budgeting concept;
Define and understand the NStM model.
Module 1 - Personnel Strategic Evolution; 1 day
Module 2 - Definition of objectives with Balanced Scorecard

November 2006
help; 1 – 1 ½ day
Module 3 - Projects management; 1 day
Module 4 - Management process; 1/2 day
Module 5 - Management science - The importance of the
electronic media in the training process and in the daily
police work management; 1/2 day
Module 6 - Quality management; 1 day
Module 7 - Scenario technique; 1/2 day
Module 8 - Controlling; 1/2 day
Module 9 - The leadership with objectives process as a
system of the organization direction; 1/2 day
Module 10 - Centralized responsibility of the resources -
Output guiding the budgeting, Costs and income 1 day
accountancy.
DURATION:
8 days
Lectures, case studies, debates, exchanging experiences, practical cases, group
work. Reports and ‘brainstorming’.
or group work.
ACCREDITATION:
Frequency certificate, which is recognized at a national level.
TARGET GROUP:
Intermediate and high Police officers (with leading functions or high qualified).
Entry requirements are determined by each police force, respecting the number of
students for each course, what is defined by Munster Academy.
TEACHERS PROFILES:
come directly from Munster Academy, or from different Police forces, universities, or

November 2006
COURSE NAME:
Conflict management
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, participants will be able to develop knowledge and personal
skills in the management of functional and organizational conflicts.
Causes and characteristics of conflicts in public services.
Dynamic of conflicts.
Prevention of conflict situations.
Management and resolution of conflict situations.
Role-playing.
DURATION:
2 days (12 hours)
None.
ACCREDITATION:
TARGET GROUP:
Police directors and managers
None
TEACHERS PROFILES:
Civilian experts
eduardo.ferreira@pj.pt

November 2006
COURSE NAME:
Team leadership
DELIVERING ACADEMY:
OBJECTIVES:
- Characterize the functions of a team leader in public services.
- Identify and characterize the skills and abilities necessary to lead a team.
- Develop personal skills and abilities to lead.
Organisational characteristics of public services.
Leadership functions in public services.
Skills and abilities necessary to the role of a leader.
Selection, training, motivation and evaluation of a team.
Prevention and conflicts management.
Role-playing.
DURATION:
3 days (18 hours)
Lectures and case studies/group discussion. Practical exercises
None.
ACCREDITATION:
TARGET GROUP:
Police middle rank managers and candidates to leader roles.
None
TEACHERS PROFILES:
Civilian experts

November 2006
COURSE NAME:
Performance evaluation
DELIVERING ACADEMY:
OBJECTIVES:
- Characterize the functions of performance evaluation in human resources
management in public services.
- Draw up performance objectives in an efficient and productive way.
- Carry out interviews of performance evaluation.
Performance evaluation in public organizations – duties and
goals.
The method of expressing and defining evaluation
objectives.
Expressing tangible objectives.
Expressing intangible objectives.
Role-playing.
The interview of performance evaluation – duties and goals.
Steps to prepare the interview.
Steps to lead the interview.
Post-interview phases.
Role-playing.
DURATION:
2 days (14 hours)
None.
ACCREDITATION:
TARGET GROUP:
Police middle rank managers and candidates to leader roles.
None
TEACHERS PROFILES:
Civilian experts

November 2006
COURSE NAME:
Quality management in police organizations - Self-evaluation methodology
DELIVERING ACADEMY:
OBJECTIVES:
Frame the quality and modernization concepts within the scope of public
organizations management;
Learn the concepts inherent to total quality management having as reference the
CAF – Common Assessment Framework;
Develop the necessary skills to employ the CAF;
Know one integrated model of application of CAF.
1. Administration Modernization and Quality
2. Evolution of the quality concept
3. Fundamental concepts of management by total quality
4. Self-evaluation having as reference a model
5. Dynamic of the model of excellence – CAF
6. CAF use
7. CAF as an empowering instrument of benchmarking
8. An integrated model of use of CAF
9. Practical cases
DURATION:
3 days (18 hours)
None.
ACCREDITATION:
TARGET GROUP:
Police directors and high rank staff
None
TEACHERS PROFILES:
Civilian experts

November 2006
COURSE NAME:
Health and Safety at Work
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, participants will be able to be aware of the subject Health
and Safety at Work, using the knowledge acquired in their domain of activity.
Introduction to Health and safety at Work: organization
approach; legislation, regulations, norms; obligations, rights
and duties; work area; security signalling; means of
extinguishing fire.
Safety at work: weights manual displacement; machines,
equipment, tools; individual protection equipment; storage.
Electricity module (also concerning civil construction):
equipment of collective protection, individual, E.P.I selection,
rules for correct use; electric installations – low voltage;
accidents; effects of electrical current on the human body;
protection against direct and indirect contacts; earth plugs,
definition, types, conditions and revisions; physical and
mobile receivers; technical criteria.
Gardening module: basic, manual and electrical tools; risk
levels in machines; principles of protection; machines
protection; object and definitions.
Kitchen module: equipment of individual and collective
protection; food safety; food health; food handling.
Cleaning module: individual and collective protection
equipment; risk factors in this activity; principles of safety;
movement techniques and methods; norms of use of
products and equipment.
DURATION:
3 days (18 hours)
None.
ACCREDITATION:
TARGET GROUP:
Police support staff
None
TEACHERS PROFILES:
Civilian experts

November 2006
III.3.13 Special Learning Programmes
Programme Name Page
Protection of Persons and Property 178
Presentation and intervention in court 180
Training course on police and society 181
Training course on serious police interventions 183
Criminality 184

November 2006
COURSE NAME:
Protection of Persons and Property
DELIVERING ACADEMY:
The Academy of the Police Force in Bratislava
OBJECTIVES:
Provide education for future police managers at different levels and for the needs of
the particular services of the police force. Three levels of managers: 1. Manager
(Bachelor); 2. Middle management (Master); 3. Top-level management
(Master/PhD.). The needs could be in criminal police, traffic police, etc. To train
specialists within the area of protection. In the end, there are three levels of courses:
bachelor and masters, which may be followed by PhD studies. With the master level,
students are entitled to go for middle and top management positions. For top
management, however, some further education may be required.
Managerial studies
Police education
Law and social studies
DURATION:
Bachelor level: 3 years, master level: another 2 years (at the moment: external form
of studies), duration of PhD studies: maximum of 5 years (external form of studies)
after earning the Masters degree
There are both external programmes and internal programmes (some students are
residents when studying).
Internal programme: Monday to Friday (on average about 30 lessons per week).
Students do not work while studying.
The external programme normally includes 3 weeks per semester at the Academy
and the rest of time is spent at work. Credits and exams: The conditions are the
same. The choice of studies is up to the students, but the ministry limits the numbers
(as to the needs of the police force) and the superiors have to agree with the studies
of each student. Within the external programme, there are usually more experienced
police officers who are selected to become managers.
Bachelor studies: 1/3 practice, 2/3 theory.
Master studies: almost 50/50, with a slightly stronger emphasis on theory (as it is a
preparation for a PhD).
Within the PhD programme, scientific seminars and practical sessions are also
applied as methods of delivery.
Three major methods: lectures, seminars, working groups. Practice: four weeks per
academic year in a unit somewhere in the country. Study visits: one-day excursions.
For each individual topic within the study programme, the same structure is followed:
lecture; then more in depth in working groups. Lecture: presentation of theory.
Seminars: the teacher makes sure that the students understand what the lecture was
about. Working groups: The students work with the theory and apply it.
The ECTS is applied. Students are evaluated throughout the semester. Some exams
take place within an exam period (7 weeks at the end of the semester). State exams
including three subjects and a thesis, which students need to write and defend. Some
subjects have two exams: in the exam period and in the state exams. Some subjects
may be concluded by receiving the credits, i.e. no formal examination is necessary.
Bachelor’s state exams: administrative law, forensic science (criminalistics) and one
more subject depending on the specialisation of the student. Master’s state exams:
criminal law, management plus one subject the student chooses from the list
depending on his/her specialisation. Exams can be in writing, oral or a combination

November 2006
of both, but it also depends on the teacher/trainer and on the subject. They can
include all kinds of questions and case studies, also practice-oriented.
ACCREDITATION:
Bachelor’s, Master’s diploma or PhD
TARGET GROUP:
Police officers and civilians
Bachelor: minimum requirements - Grammar School. Police officers need to have a
basic police training (diploma). Admission exams - Police officers: general knowledge
test; psychological test (cognitive abilities). Difference to civilians: the general
knowledge test for police officers has a section about policing. One year of police
experience is necessary, if it’s a non-external course. Master: no admission exams,
but the bachelor’s diploma and grades of a certain level are required. Superiors need
to give a statement that they agree with the student’s wish to continue studying.
Three years of police experience. No sports test anymore.
TEACHERS PROFILES:
Minimum requirement: Master’s degree plus pedagogical training (a certificate
provided by the academy itself, accredited by the Ministry of Education, is considered
as an advantage, but it can also be done anywhere else). Teachers/trainers who
teach in the section police subjects should have a police background. Knowledge on
the subject they are teaching: committee decides whether the students have the
knowledge and practical background required for the subject they will teach; chair of
that commission is the head of the academy department they will be teaching in.
(part of the selection procedure): advertise, documents, interview, contract with time
limit and is extendable.
potasch@minv.sk

November 2006
COURSE NAME:
Presentation and intervention in court
DELIVERING ACADEMY:
OBJECTIVES:
Identify the difficulties that occur in a participation/ intervention in a trial situation;
Establish and adapt strategies in view of psycho-sociological and procedural
conditionings;
Afford the knowledge and skills for subsequent support in duty.
1. Principles referring to evidence
2. Evidence types – short references
a. Testimonial evidence
b. Interrogation rules
3. Trial
a. Principles referring to hearing
b. Production of evidence at trial – concise notions
c. Power of discipline and direction
d. Duty of courtesy before witnesses
4. Testimony as a means of building court’s confidence
a. Statements of law enforcement services in Court
b. Not allowed statements.
5. Identification of difficulties of witnessing
a. Procedural and investigation difficulties
b. Psychological
6. Attitude aspects
a. Being positive
b. Self-confident
c. Professional
d. During the hearing: - what image?
7. Behaviour aspects
a. Verbal: the language, the words, the speech. The
persuasive power.
b. Non-verbal: the presentation, the gesticulation,
the look, the tone.
c. The obstacles: memory, self-esteem and others.
DURATION:
3 days (18 hours)
None.
ACCREDITATION:
TARGET GROUP:
Criminal investigators and support staff to criminal investigation
None.
TEACHERS PROFILES:

November 2006
COURSE NAME:
Training course on police and society
DELIVERING ACADEMY:
OBJECTIVES:
Define and understand the objectives for an interview;
Know how to develop the structure of the message around certain points;
Understand how to be in front of television cameras and in front of radio
microphones;
Understand that police image is a very important component for the police daily
service;
Define and understand corporate communication and corporate design concepts;
Define and understand how do the media work;
Know how to develop an empirical sociological investigation;
Define and identify different injustice threats;
Understand that each person has a capacity for justice;
Define and understand the strategies to grow a justice capacity;
Define and understand the differences between just and unjust organizations;
Define and understand how to build a culture of justice in a police organization;
Define and understand the role of the police chief to build a culture of justice;
Define and understand the globalisation effect on society;
Define and understand the main sociological explanations about German social
structure today;
Define and understand the basic ethic principles in police work;
Define and understand the effects of police work in police social image;
Define and understand the main urban sociological theories;
Define and understand the main internal security concepts;
Know the structure and social work in private companies;
Define and understand the main causes in suicide (in society and in police services);
Understand prevention in police officers suicide;
Understand the main guidelines of the German National Programme for Suicide
Prevention;
Define and understand the structure of a questionnaire;
Define and understand the main topics to develop and to evaluate a questionnaire;
Define and understand the main topics about questioning;
Define and understand the main rules to do the questionnaire statistics evaluation.
Module 1 – Interviewing 1 and 1/2 Day
Module 2 - Public relations 1/2 Day
Module 3 - Avoid injustice and implement a culture of justice
in police daily work 1/2 Day
Module 4 - Police work efficiency in a developed society 1/2 Day
Module 5 - Urban evolution and police 2 hours
Module 6 - Suicide prevention in police services 3 hours
Module 7 - Questionnaires to stakeholders 1/2 Day
DURATION:
Four days
Reports, exchanging experiences, group work, role- playing and video recorded
exercises.
or in-group work.

November 2006
ACCREDITATION:
TARGET GROUP:
Intermediate and high Police officers (with leading functions or highly qualified).
TEACHERS PROFILES:
even from private companies. Those teachers must have a university degree

November 2006
COURSE NAME:
Training course on serious police interventions
DELIVERING ACADEMY:
OBJECTIVES:
Define and understand the strategic competencies of a police chief or director;
Define and understand the main problematic areas for a police leader;
Understand police departments’ experiences on this issue;
Define and understand the role of a police chief or director in the planning process of
major police operations.
Not available. Not available.
DURATION:
1 day.
Lectures, reports, debates
or in working groups.
ACCREDITATION:
TARGET GROUP:
Not available.
TEACHERS PROFILES:

November 2006
COURSE NAME:
Criminality
DELIVERING ACADEMY:
OBJECTIVES:
Define and understand Kidnapping, hostage taking and extortion to prejudice
German citizens abroad;
Define and understand the possibilities to use the international police cooperation;
Define and understand cooperation work in German Laenderdienststellen Polizei;
Define and understand the EGE and BKA concepts;
Define and understand the AAO and BAO concepts;
Define and understand the characteristics of the Islamic terrorism modus operandi;
Define and understand the main ideas for a police strategic position on the subject;
Define and understand the importance of fighting against this kind of crime within the
economic system;
Define and understand the chronic offender;
Define and understand the juvenile delinquency problem;
Define and understand the role of police forces in the fight against this problem;
Define and understand a strategic plan to fight crime in traffic;
Define and understand the importance of the existence of a criminal policy;
Define and understand the police strategy to fight this problem.
Module 1 - Kidnapping, hostage taking and extortion to 4
prejudice German citizens abroad;
Module 2 - Economic crime - A challenge that requires more 1 day
than a police intervention;
Module 3 - Juvenile criminality as a social challenge; 1/2 day
Module 4 - Criminality and mobility; 1 day
Module 5 - Violence in the near social space - The end of 1/2 day
the monopoly of state local violence.
DURATION:
Three and a half days
Lectures, reports, case studies, exchanging of experiences, debates.
or in-group work.
ACCREDITATION:
Frequency certificate recognized at a national level.
TARGET GROUP:
Intermediate and high Police officers (with leading functions or highly qualified).
Entry requirements are determined by each police force, respecting the number of
TEACHERS PROFILES:
Teachers can be police officers or civilian experts in each subject. Each teacher can
even from private companies. Those teachers must have a university degree

November 2006
III.3.14 Sports Events
Course Name Page
Updating course for violence prevention in sports events 186

November 2006
COURSE NAME:
Updating course for violence prevention in sports events
DELIVERING ACADEMY:
OBJECTIVES:
To analyse the problems related to the prevention of violence;
To establish control and investigation procedures in order to detect delinquency
activities in relation with violence in sports;
To analyse violence phenomenon and public behaviour in the different competitions;
To learn how to prevent and act in risk and emergency situations in sports events;
To know the planning, direction and accomplishment of security mechanisms in
sports spaces;
To develop efficient operational guidance to face violence in sports;
To improve the relationships and the communications among police officers in the
scope of crowd and violence control in sports events.
Module I: Psycho-sociological 3
Objectives:
To know the psychological and sociological characteristics of
the spectators of sports shows;
To identify the psycho-sociological factors that generate
violence in sports events.
Topics:
Public in sports events – sorts of public.
Violence in sports shows. Causes, phenomenology and
features.
Module II: Sports spaces 4
Objectives:
To be aware of the technical and operative features of
different sports spaces.
Topics:
Sports spaces: sorts and characteristics.
Technological elements of security for sports facilities.
The Unidad de Control Organizativo (U.C.O.)
(Organizational Control Unit).
Structural elements of security in sports facilities. Conditions
for their changing.
Emergency and evacuation plans.
Module III: Police operative 15
Objectives:
To be aware of the main police intervention techniques to
fight violence in sports.
Topics:
Plan of complete security and planning of mechanisms in
sports spaces: objectives and task of the security
coordinator.
Displacement of supporters.
Plan of complete security (cont.).
Production of a security mechanism.
Coordinated performance of police forces units for security
purposes during sports events (II) - Police Intervention Units.
Terrorist threats in sports events. Police operative when
there is a bomb menace.

November 2006
Practical development of emergency and evacuation plans
in sports spaces.
Radical and/or violent groups. Pursuing and police control.
Coordinated performance of staff intervening in the
accomplishment of security mechanisms.
accomplishment of security mechanisms (II). Emergency
health services.
accomplishment of security mechanisms (III). Civil
Protection Service and Firemen.
accomplishment of security mechanisms (IV). Local police
force.
Protocol of police performance in a situation of
presupposition of racism and xenophobia. 4
Module IV: Legal norms
Objectives:
To know the legal aspects that may be important to the
Security Coordinator’s work including the Law for Sports and
other complementary norms.
Topics:
The Security Coordinator and his duties. The National
Commission against Violence in sports shows.
Private security in sports events. 2
Module V: Formal documents
Objectives
To find out the criteria to make homogeneous the writing of
official reports to elaborate on the occasion of sports events.
Topics:
Writing official reports. A case study.
DURATION:
28 hours
Lectures, group work and round-tables.
In order to determine the level of improvement of the course, as well as the
accomplishment of the objectives, there are written tests and practical exercises and
the participant’s interventions in class are considered to be useful.
ACCREDITATION:
To the participants who achieve the Course objectives, a certificate is delivered.
TARGET GROUP:
Not available
Not available
TEACHERS PROFILES:

November 2006
III.3.15 Terrorism
Course Name Page
Command and Crime - Senior Leadership Development Programme-

International Terrorism, Homeland Security and Resilience module 189

November 2006
COURSE NAME:
Command and Crime - Senior Leadership Development Programme -International
Terrorism, Homeland Security and Resilience module
DELIVERING ACADEMY:
Centrex - Central Police Training and Development Authority, Bramshill, UK and
Defence Academy, Shrivenham
OBJECTIVES:
To understand the major risks to the security of British interests, both at home and
abroad and the mechanisms and procedures for maintaining domestic order and
countering international terrorism both at home and abroad.
Analyse the pressures and constraints upon the UK’s
Defence Policy and the relationship between policy, strategy
and doctrine
Analyse the key factors that shape the international strategic 40 hours distance
environment and how they influence national defence learning plus 40
policies, learning
Analyse the major threats to UK domestic security and the
mechanisms and procedures for maintaining order,
Analyse themes and issues that have a bearing on the
evolution and behaviour of the International System.
DURATION:
5 days.
discussions, immersive simulation exercises and case study exercises.
Not available.
ACCREDITATION:
Not available.
TARGET GROUP:
Inspectors and chief inspectors.
Previously this module has been made available to delegates with a CBRN, counter-
terrorism or specialist crime background, however this is subject to review and it is
anticipated that entry will be on a more open basis. However this opportunity is only
available once per annum and places are limited so a delegate selection process
may be necessary. In addition forces may be required to provide filtering/
prioritisation of their nominated delegates.
TEACHERS PROFILES:
Not available.

November 2006
III.3.16 Road Traffic Policing
Course Name Page
Traffic course 191

November 2006
COURSE NAME:
Traffic course
DELIVERING ACADEMY:
OBJECTIVES:
To improve the knowledge and skills in the field of traffic policing
General and special tasks in traffic supervision 76 + 6
Traffic accidents and methods of intervention 14 + 3
Use of specific equipment 2+5
Antiterrorism, prevention 10
Seminar 3
DURATION:
3 weeks
Paper test
ACCREDITATION:
None
TARGET GROUP:
Police officers in the field (Polizia Stradale)
3 – 10 years of experience in the field
TEACHERS PROFILES:

November 2006
III.3.17 Train the Trainers
Course Name Page
Teaching theory 193
Basic pedagogy course 195
Initial pedagogical training for police teachers and trainers 196
Initial pedagogical training for shooting trainers 197
Learning and training management 198
New technologies in pedagogical practices 199

November 2006
COURSE NAME:
Teaching theory
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to enable the teachers at the Police College to
increase their knowledge, on the basis of their previous teaching experience, of the
needs and expectations of the students that attend the Police College Basic Training
Courses, and to increase their pedagogical competencies, so that they may improve
their capacity to carry out and assess the teaching, with the SAT model as point of
departure.
The objective of the course is that the trainees attain competencies in adult training,
enabling them to set the frame for student activated and educating training. The aim
is thus that the participants acquire:
greater knowledge of the features of modern society and the ensuing
consequences to training and to the role of the teachers
increased knowledge of the learning process and of trainee prerequisites
increased know-how and variation for planning, carrying out and evaluating the
teaching
As long as the course is planned with objectives similar to those outlined above, it
shall be possible, after the course has taken place, to apply to the Centre for Higher
Education, CVU Storkøbenhavn, for merit to theme 3 for the Higher Education Adult
Teaching at CVU Storkøbenhavn. A theme which, in the educational guide comes
under the heading ‘Which challenges is professional adult education facing?’
Modern learning. Including AFEL - About the paradigm shift
from teaching to learning, functions, qualifications and
competencies 12 hours
Learning processes - About how to create learning and
reflection through dialogue 12 hours
Pre-qualifications - Experience-driven pedagogy and
evaluation and use of the trainee’s experience, including
studying the theory 12 hours
Objectives and resistance - Setting training objectives and
working constructively with the trainee’s resistance 12 hours
Planning and execution - The relation between pedagogy
and didactics, with particular reference to the role of the
trainer, the SAT model and the didactic relations model 12 hours
Conflict solving - Understanding, managing and solving
conflicts 12 hours
Coaching - Coaching in theory and practice, including
communication and question techniques, the use of
metaphors, responsibility and ethics 12 hours
Evaluation - Assessing the evaluation of the learning
process along the course and at the end of the course 12 hours
DURATION:
The course comprises 96 hours divided into 8 modules, with daily classes from
09.00-15.30. Each module lasts 2 days, with 3 to 4 weeks interval between each
module. The advantages of such an arrangement are that the trainees have the
opportunity to reflect upon and experience new forms of practice in between the
modules. A two-hour introductory meeting is held before the start of the course, a
status meeting is held after the conclusion of the course and a number of planning

November 2006
and coordination meetings are held during the course.
During the development of the course, close attention is attached to the interaction
between the presentations, the training and the continuous involvement of the
student’s own experience. The stage is set for a higher level of student activity, as
well as reflections on individual and collective practices. The course endeavours to
accentuate the practical dimension, as it is the case with the current GABC (General
Adult Pedagogic Basic training) AVG forløb (Alment Voksenpædagogisk
Grundkursus). At the same time, however, practice is qualified by the relevant theory
and the students’ individual reflections on practice and theory, in a similar way as in
the adult educator training. The course is organised as non-residential training at the
Police College in Brøndby.
Lectures and practical exercises.
ACCREDITATION:
Diploma
TARGET GROUP:
The course target group is the teachers delivering the Police College basic training
courses, who have concluded the Pedagogic Basic Training (PBT). The group
comprises about 80 teachers and each course is carried out with 16 to 20 trainees.
The courses are held with a minimum of 10 trainees per team and a maximum of 20.
None
TEACHERS PROFILES:
The teachers are pedagogic advisers attached to the Knowledge Centre for Learning
and Adult Education – CVU Storkøbenhavn (Videncenter for Læring og
Voksenuddannelse i CVU Storkøbenhavn), primarily Helle Marstal, M.A., and
psychologist Hanne Nørlem Sørensen, in cooperation with teachers from the Police
College in Brøndby, e.g. Chief Inspector Bo Jonasson from the department of
Continuous Training.

November 2006
COURSE NAME:
Basic pedagogy course
DELIVERING ACADEMY:
OBJECTIVES:
The objective of the course is to enable trainees to convert knowledge into teaching
and tuition, to be deployed at the Police Initial Training Course in a pedagogically
competent manner.
Introduction, the Police College systematic and SAT
Motivation
Pedagogic models
Target description
Teaching principles, methods and forms
Feedback
Trainee prerequisites, learning and resistance during training
Group lessons and group dynamics
Questions technique
Teaching aids
Studying techniques
Evaluation, assessment and grading
Individual lessons 1
Individual lessons 2
DURATION:
2 weeks
Residential. During the course the trainees give independent classes to the plenary.
The sessions are recorded on ITV and are evaluated immediately after.
None
ACCREDITATION:
TARGET GROUP:
The target group of this course is the regular teachers at the Police College, as well
as police district training managers.
No teaching experience is required.
TEACHERS PROFILES:
The course is delivered by two experienced trainers from the Police College, which
have concluded at least the course in adult pedagogy training.

November 2006
COURSE NAME:
Initial pedagogical training for police teachers and trainers
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, trainees will be able to plan, accomplish and evaluate
training courses.
The trainer and the training context.
Theories, factors and learning methods.
Training planning.
Training evaluation.
A training action goals definition and structure.
Learning evaluation.
Pedagogical methods and techniques.
Didactic resources and the new information and
communication technologies.
Planning and conceiving a session plan.
DURATION:
15 days (105 hours)
Written essays and practical performance
ACCREDITATION:
Professional certificate recognized at national level
TARGET GROUP:
Heads of services and staff performing training duties
None
TEACHERS PROFILES:
Civilian experts

November 2006
COURSE NAME:
Initial pedagogical training for shooting trainers
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, trainees will be able to provide continuous training on the
scope of police shooting technique, according to the Annual Shooting Plan rules.
Safety – Individual, of actions, of the weapons.
Equipment
Ballistics notions – Internal, external and terminal
Fire weapons – Division, categories and models
Ammunition – Definitions, types used in PJ
Weapons used in Polícia Judiciária – features, destiny
and use.
Damages/interruptions – Detection and resolution.
Shooting positions – Shooting methods and techniques
Shooting ranges – Types, use, safety rules
Targets – Types, models and use.
Non-verbal language in police operations.
Pedagogy – pedagogical auxiliaries, pedagogical
methods, evaluation instruments. Evaluation.
Training methodology – Learning, correction, repetition,
specificities, transfer, identity and treatment of the
information (movement memory).
DURATION:
42 hours
ACCREDITATION:
Certificate
TARGET GROUP:
According to the national list of shooting instructors set by DAS (Department of
Armament and Security), as the Shooting Training and Instruction Regulation of
Polícia Judiciária (official communication 12/2002 – SEC/DN, of 08-04).
None
TEACHERS PROFILES:
Senior police officers
ramiro.pauleta@pj.pt

November 2006
COURSE NAME:
Learning and training management
DELIVERING ACADEMY:
OBJECTIVES:
At the end of this course, trainees will be able to:
- Identify the new technologies and tools of knowledge management in public
organizations
- Define, carry out and evaluate a training plan.
The ‘Learning Organizations’.
Individual knowledge and skills.
Individual learning and organizational learning.
The knowledge training.
Training and development of skills.
Training needs analysis.
New methodologies for training planning.
Training plans accomplishment.
Training plans evaluation.
The ROI (‘return on investment’) in training.
DURATION:
3 days (14 hours)
ACCREDITATION:
TARGET GROUP:
Police heads of services and staff performing training management duties
None
TEACHERS PROFILES:
Civilian experts

November 2006
COURSE NAME:
New technologies in pedagogical practices
DELIVERING ACADEMY:
OBJECTIVES:
- Characterize the trainer’s new functions and tasks and the new learning ways.
- Create, produce or adapt pedagogical aids adequate to new technologies.
- Pedagogical aids use in residential and distance training scenarios.
Trainer’s new functions and tasks and the new learning
ways.
Functions and features of pedagogical aids adequate to new
technologies.
New pedagogical auxiliary requirements.
Video and digital images creation, production and
adaptation.
Creation, production and adaptation of PowerPoint
presentations.
CD-ROM creation, production and adaptation.
DURATION:
21 hours residential and 35 hours in e-learning
ACCREDITATION:
TARGET GROUP:
Heads of services and staff performing training or institutional representation duties.
Previous knowledge on computer software (Word, PowerPoint).
TEACHERS PROFILES:
Civilian experts

November 2006
Part IV
Conclusion
Author:
Elisabeth Zinschitz

November 2006
IV.1 Promoting dialogue and learning
The experiences made during the work on this Survey have shown the huge
complexity and amplitude of the matter. Evidently, it is quite a challenge to undertake
such a project considering the fact that the European Union consists of countries
which at a certain level have a common history, but at the same time have very
different cultural backgrounds. The structures of police forces and clearly also the
structures and content of their education/training systems are closely linked with
historical elements which are specific for a country and with the conditions within
their society. And still, there is the interesting and admirable experiment of trying to
find a common European dimension the Member States can identify with and which
can serve as a basis for cooperation and for achieving common goals.
The main challenges encountered during the collection of the data clearly consisted
in elements which are linked in with those different cultures and structures. There is
the language problem on the one hand, but also, the fact that the large variety of
structures requires a questionnaire which can cover all these. And, finally, there is
the requirement for all academies/colleges to reply to this very complex
questionnaire, for the sake of completeness.
Considering the fact that, in the area of police education and training in the European
Union, the structures are very different and also delivery methods and content vary to
some extent, the question how harmonisation will be possible evidently offers itself.
Within the framework of European police cooperation, harmonisation does not aim at
making all countries adopt the same kind of education and training. What it does try
to achieve is the Member States finding a common objective, a common level which
can be reached by different means.
Certainly with regard to the content and delivery methods of police education and
training programmes in the European Union, CEPOL’s efforts can contribute to
harmonisation in order to improve cross-border cooperation, e.g. by means of
Common Curricula which are offered to the Member States within their national
education/training system. Also the Exchange Programme for Senior Police Officers
and Training Staff which provides an opportunity for police training staff to have a
look into the practice in other countries provides the possibility to learn from each
other.
With regards to the structures, which establish the framework for the delivery of
content, an active exchange on various topics in this field can contribute to reaching
a level of good practice within the European Union. One of CEPOL’s initiatives, a
Conference on European Police Education and Training Systems endeavours to
provide a platform for reflections and dialogues and to give an incentive for a
continuation and intensification of mutual learning.
This Survey is a first step in this direction by providing a first impression on the status
quo of police education and training in the European Union. While part III merely is
descriptive with regard to the status on specialised programmes in different parts of
the European Union, part II can be seen as such as well, but can also be used for
comparative studies.
The strong involvement of all those contributing to the collection of data for this
Survey has shown that there is a will to cooperate and a wish, and even a need to
learn from each other. In this sense, the CEPOL activities are a mere continuation of
this will and efforts to reach these common goals, by other words to develop this
European Dimension and to reinforce European Police Cooperation.

November 2006
Part V
Appendices
A Acknowledgements
B List of Participating and Missing Police Academies and Colleges
Part II
C List of the Participating Police Academies and Colleges Part III
D Explanation of Terms
E Template Specialised Courses
F Online Questionnaire Section 1
G Online Questionnaire Section 2
H Online Questionnaire Section 3

November 2006
APPENDIX A
Acknowledgements
Our special acknowledgement goes to all the persons who have contributed to this
huge project and have invested extra time in order to make this Survey possible and
as good and complete as can be. In spite of the fact that they had to do this next to
their regular work and under difficult conditions (language, amount of
academies/colleges in their countries, complexity of the data to be collected), they
have done special efforts to work for a good outcome. To be mentioned are the
National Key Persons and those people from the different academies/colleges which
have provided information on their institution to the National Key Persons, but also all
others who have given their support in some way or other.
The authors of Part III in particular wish to thank the Politieacademie in Apeldoorn
(the Netherlands), the Polizeiführungsakademie in Münster (Germany), the Danish
National Police College Brondby (Denmark), the Centrex - Central Police Training
and Development Authority in Bramshill (United Kingdom), the División de Formación
y Perfeccionamiento in Madrid (Spain), the Specialisation Police Training Centre in
Cesena (Italy), the Sicherheitsakademie – SIAK in Traiskirchen (Austria), the
Academy of the Police Force in Bratislava (Slovakia) and the Instituto Superior de
Polícia Judiciária e Ciências Criminais in Loures, Portugal, for the support and help
provided throughout the process of developing this research. We wish to convey our
gratitude in particular to Jan Prins, Wolfgang Kokoska, Ole Andresen, Ralph
Rawsthorne, Fernando Santos Gallego, Gerhard Haberler, Rossanna Farina, Sília
Gomes and Esperança Alves.
João Cabaço (P)

Eduardo Ferreira (P)
António João Maia (P)
Jan Prins (NL)
Elisabeth Zinschitz (CEPOL)
CEPOL Survey on European Police Education

November 2006
APPENDIX B
List of Participating and Missing Police Academies and Colleges Part II
Country Name Place Complete? Complete?

Basic Advanced
Austria Sicherheitsakademie (SIAK) Wien yes yes
Belgium Académie de Police de la Province de Namur Namur
Oost-Vlaamse Politieacademie (OPAC) Gent yes
Provinciale Politieschool Antwerpen GPB Antwerpen
Provinciaal Instituut voor Vorming en Opleiding (PIVO) Asse
Provincie Limburg Opleiding en Training (PLOT) Genk
West-Vlaamse Politieschool VZW (WPS) Brugge
Académie de Police Emilien Vaes (APPEV) Jurbise
Ecole Régionale et Intercommunale de Police (ERIP-GIP) Brussel/Bruxelles
Ecole Fédérale (DPEF) Brussels
Institut Provincial de Formation des Agents des Services Publics Luik/Liège yes
Ecole Nationale des Officiers (DPEO) Brussel/Bruxelles
Ecole Nationale de Recherche (DPER) Brussels/Bruxelles yes
Centre Provincial de Formation pour Policiers Ruraux et Gardes Arlon
Champêtres
Cyprus Cyprus Police Academy Nicosia yes
Denmark Danish National Police College Bröndby yes yes
Estonia Public Service Academy of Estonia Tallinn yes
Police College of Public Service Academy of Estonia Tallinn yes yes
Finland National Police School of Finland Tampere yes yes
Police College of Finland Espoo yes
France Ecole Nationale Supérieure de la Police (ENSP) Saint-Cyr au Mont d'Or yes
Ecole Nationale Supérieure des Officiers de Police (ENSOP) Cannes-Écluse
Ecole Nationale de Police Chatel Guyon
Régional Recruitment and Training Delegation Lyon yes
Germany Polizei-Fuehrungsakademie Münster yes
Hochschule für Polizei Villingen-Schwenningen (Ba yes yes
Fachhochschule für Öffentliche Verwaltung und Rechtspflege - Fachbere Fürstenfeldbruck (Bayern)
Fachhochschule für Verwaltung und Rechtspflege - Fachbereich Polizei Berlin
Fachhochschule der Polizei Basdorf (Brandenburg)
Hochschule für Öffentliche Verwaltung Bremen
Fachhochschule für Öffentliche Verwaltung - Fachbereich Polizei Hamburg
Verwaltungsfachhochschule - Fachbereich polizei Wiesbaden (Hesse) yes yes
Fachhochschule für Öffentliche Verwaltung und Rechtspflege Gästrow (Mecklenburg West-Pommern)
Bildungsinstitut der Polizei Niedersachsen Hannover yes
Fachhochschule Niedersachsen - Fakultät Polizei Hildesheim
(Niedersachsen)
Institut für Aus- und Fortbildung der Polizei Nordrhein-Westfalen yes yes
Fachhochschule für Öffentliche Verwaltung - Fachbereich Polizei Gelsenkirchen (Nordrhein-
Westfalen)
Fachhochschule für Öffentliche Verwaltung - Fachbereich Polizei Hahn (Reinland-Pfalz)
Fachhochschule für Verwaltung Dudweiler (Saarland)
Hochschule der Sächsischen Polizei Rothenburg (OL)
(Sachsen)
Akademie der Polizei Baden-Württemberg Freiburg yes
Der Polizeipräsident - Zentrale Serviceeinheit Aus- und Fortbildung Berlin
Fachhochschule des Bundes für Öffentliche Verwaltung - Fachbereich Lübeck
Bundespolizei
Aus- und Fortbildungsinstitut der Pollizei Sachsen Bautzen yes
Fachhochschule für Verwaltung und Dienstleistung Kiel-Altenholz (Schleswig-
Holstein)
Fachhochschule im Bundeskriminalamt Wiesbaden
Fachhochschule Polizei Aschersleben (Sachsen-
Anhalt)
Fachhochschule Polizei Brandenburg
Fortbildungsinstitut der Bayerischen Polizei Ainring Bayern
Thüringer Verwaltungsfachhochschule, Fachbereich Polizei Meiningen (Thüringen) yes
Greece Police School for Officers Athena yes
National Security School Athena yes
Police School for Further Education and Training Athena yes
Police School for Constables Komotini yes
Hungary Police College Budapest yes
Police Vocational School Adyliget (Nagykovácsi) yes yes
Police Vocational School Körmend
Police Vocational School Miskolc
Police Vocational School Szeged
International Training Centre Budapest
Dog Handling Training School Dunakeszi
Training Centre for Law Enforcement Organisations Budapest
Training Centre for the Border Guard Sopron
Ireland Police Training College Templemore yes
Garda Siochana Training College Garda yes
Management and Supervisory Training Garda yes
Italy Training College for Police Constables Senigallia (Ancona) yes
Training College for Police Constables Alessandria
Training College for Police Constables Roma
Training College for Police Constables Bolzano
Training College for Police Constables Campobasso and Caserta

November 2006
Country Name Place Complete? Complete?
Basic Advanced
Training College for Police Constables Foggia and Vibo Valentia
Training College for Police Constables Piacenza and Peschiera
Training College for Police Constables Trieste
Training College for Police Constables Spoleto and Vicenza
Istituto per Sovrintendenti e di Perfezzionamento per Ispettori (the Nettuno
training college for middle-ranking police officers)
Technical Police Academy Spinaceto ( Roma )
Judiciary Administrative and Investigative Police School Brescia
Judiciary, Administrative and Investigative Police School Pescara
National Police Training Centre Cesena yes
Vocational Education and Training Centre Abbasanta
Nautical and Diving Centre La Spezia
Tributary Police School Roma yes
Language Training Centre Milano
Alpine Training Centre Moena
National Firearms Specialisation and Training Centre Nettuno
Senior Police Institute Roma
Military Academy Modena
Carabinieri Officers School Roma
Carabinieri Non-Commissioned Officers school Firenze
Carabinieri (Agents) school Roma
Higher Institute for Penitentiary Studies, Penitentiary Administration Roma
Department yes
Accademia della Guardia di Finanza Bergamo Bergamo yes
Ufficio V - General Directorate for Staff and Training, Penitentiary Roma
Administration Department yes
Scuola di Formazione e Aggiornamento dell'Amministrazione Roma
Penitenziaria
Scuola di Formazione e Aggiornamento dell'Amministrazione Verbania
Penitenziaria
Scuola di Formazione e Aggiornamento dell'Amministrazione Cairo Montenotte
Penitenziaria
Scuola di Formazione e Aggiornamento dell'Amministrazione Parma
Penitenziaria
scuola di Formazione e Aggiornamento dell'Amministrazione Sulmona
Penitenziaria
Scuola di Formazione e Aggiornamento dell'Amministrazione Portici
Penitenziaria
Scuola di Formazione e Aggiornamento dell'Amministrazione Aversa
Penitenziaria
Scuola di formazione e Aggiornamento dell'Amministrazione Monastir
Penitenziaria
Scuola di Formazione e Aggiornamento dell'Amministrazione San Pietro Clarenza
Penitenziaria
Latvia Police Academy of Latvia Riga yes yes
Police school of State police Jurmala
Lithuania Mykolas Romeris University Vilnius yes
Police Training Centre Vilnius yes
Police Faculty of the Mykolas Romeris University Kaunas yes yes
Police School Klaipeda yes yes
Border Guards School Visaginas
Malta Malta Police Academy Valletta yes yes
Netherlands Police Academy of the Netherlands Apeldoorn yes yes
Royal Marechaussee Apeldoorn yes yes
Poland Higher Police School Szczytno yes yes
Police School Katowice yes yes
Police Training Centre Legionowo yes
Police School Pila
Police School Slupsk
3 Police training centres Gdansk, Poznan, Sieradz
Portugal Instituto Superior de Polícia Judiciária e Ciências Criminais (ISPJCC) Loures yes yes
Instituto Superior de Ciãncias Policiais e Segurânça Interna (ISCSPI) Lisboa
Escola Prática de Polícia (EPP) Torres Novas
Academia Militar (AM) Lisboa
Escola Prática da GNR (EPGNR) Queluz
Slovakia Post-Secondary Police School in Pezinok Pezinok yes
Post-Secondary Police School in Kosiče Kosiče
Post-Secondary Police School in Bratislava BraIslava
Academy of the Police Force in Bratislava Bratislava
Slovenia Police Academy Ljubljana yes yes
Spain National Police Training Centre Avila yes
Updating and Specialisation Training Centre Madrid yes
Promotion Centre Madrid
Sweden Swedish National Police Academy Solna/Stockholm yes yes
Police Academy, University of Umeå Umeå yes yes
Police Academy, University of Växjö Växjö
United Kingdom (SScottish Police College, Tulliallan Kincardine, Fife yes yes
Centrex Bramshill, Hampshire
Metropolitan Police Training College - Peel Centre Hendon
PSNI Garnerville Belfast

November 2006
APPENDIX C
List of the Participating Police Academies and Colleges Part III
Academy/College City/country
Dutch Police Academy Apeldoorn, Netherlands
Polizeiführungsakademie Münster, Germany
Danish National Police College Brondby, Denmark
Centrex Bramshill, United Kingdom
División de Formación y Perfeccionamiento Madrid, Spain
del Cuerpo Nacional de Policía
Specialisation Police Training Centre Cesena, Italy
Sicherheitsakademie (SIAK) Vienna, Austria
Academy of the Police Force Bratislava, Slovakia
Instituto Superior de Polícia Judiciária e Loures, Portugal
Ciências Criminais

November 2006
APPENDIX D
Explanations of terms
Education
A process and a series of activities which aim at enabling an individual to assimilate and
develop knowledge, skills, values and understanding that are not simply related to a narrow
field of activities but allow a broad range of problems to be defined, analysed and solved.
Education usually provides more theoretical and conceptual frameworks designed to
stimulate analytical and critical abilities.
Training
A process of gaining knowledge, skills and attitudes, which are needed to perform specific
tasks. Training is a planned and systematic effort to modify or develop
knowledge/skill/attitude through learning experience, to achieve effective performance in an
activity or range of activities. Its purpose in the work situation is to enable an individual to
acquire abilities in order that he or she can perform a given task or job
Police academy
A education and training institute which is responsible for the education, training and/or
development of police staff and may operate as the equivalent of a university or a higher
professional education institute. Such an institute usually focuses upon the vertical career
development of police officers and may be involved in police research.
Basic education or training

This is type of the first police education or training which newly recruited police officers
receive. It can include all kinds of general police education and training, including
management education or training.
Advanced training (= further training)

Advanced training is supplementary to basic training. It may include:
• Specialised training, that is, focusing on a specific area, subject or issue
• Refresher training, that is updating or enhancing knowledge or skills in a particular area
• information gathering on the occasion of specific operational events (e.g. international
sport events, international summits, violent demonstrations)
• preparation for new functions,
• training to cascade knowledge, skills and attitudes,
• training to improve professional competence,
• training to familiarise officers with new developments (e.g. management, leadership, IT-
techniques, training methods, European institutions, European regulations and rules)
This list is not exhaustive.
Specialised training
Specialised training is advanced training excluding management and leadership training.
Course
A training unit on a particular topic by means of learning/teaching activities like a specified
number of lessons, lectures, practical exercises, study visits, discussions, group work,
assignments to be studied, etc. of a certain duration
Programme
Consists of one or more training or education courses which have a significant impact on the
career of a police officer or are meant for a career change within the police.

November 2006
Level
A level of education indicates a relative rank or standard on a scale or in a hierarchy of
educational programmes and qualifications. A qualification can be plotted against some
clearly defined levels, as for instance the Common European Framework of Reference.
Police
A public service taking charge of supervising public order and safety, and tracking down
offenders and criminals.
Force
An independent autonomous group or department of police directly subordinated to a local,
regional or national government.
Diversity
A point of respect in which people differ. It comprehends gender, cultural, socio-economical
or ethnical differences.
Pre-selection, main and final selection

Pre-selection, main selection and final selection are possible distinctive phases in a selection
procedure.
Certificate or certification
A document issued to a person completing a course of study not leading to a diploma.
Diploma
A document issued by an educational institution, such as a university, testifying that the
recipient has earned a degree or has successfully completed a particular course of study.
ECTS (European Credit Points Transfer System)

A system of Credit Points widely recognised and used within European higher education and
aimed at the recognition of study periods undertaken abroad by mobile students through the
transfer of credits. It has been identified by the signatory states in the Bologna Process as
one of the corner stones of the European Higher Education Area.
1 Credit Point is 28 hours study load.
Synchronous/non-synchronous learning (ICT)

In synchronous learning students are on different places doing the same learning activities.
Examples are real-time chat or video-conferencing.
In non-synchronic learning, students learn independent of time and place at their own time
schedule and speed. An example is e-mailing a teacher.
Employed, seconded, contracted, hired

Employee: a person who works for someone in return for financial or other compensation
Seconded or contracted: an employee with a temporary assignment
Hired: engaging employees of a police force for temporary use or for a fixed sum
Vocational
Relation to a vocation or regular occupation, in particular in relation to providing or
undergoing training in special skills or competencies

November 2006
APPENDIX E
COURSE NAME:
DELIVERING ACADEMY:
OBJECTIVES:
DELIVERING HOURS
DURATION:
ACCREDITATION:
TARGET GROUP:
TEACHERS PROFILES:

November 2006
PHP Surveyor pagina 1 van 15
PHP Surveyor
Browse Responses
Data Entry
SEPE Part 1 Survey on European Police Education
Token:
1 Instruction of the questionnaire
0001 We divided the
questionnaire in
3 different parts.
In fact it are 3
different
questionnaires.
0002 Part I is about a)
the structure of
the police in
your country and
b) an overall
view of police
education and
training in
relationship with
this police
structure
0003 In the 2nd part
of the
questionnaire
we try to obtain
information
about the basic
police education
and training
institutes in your
country. In fact
you have to fill
in this part as
often as you
have different
institutes for
basic education
and training
0004 The last part of
the
questionnaire is
meant for
advanced police
education and
training
institutes and
programmes.
2 Police systems in your country
0001 *What kind of
police is there in
your country?
http://www.iuscrim.mpg.de/phpsurveyor/admin/dataentry.php?sid=4 18-11-2006
0002 *Please give a

brief description
as far as
possible of every
police structure
in your country.
3 Overall view of police education and training
0001 *How many Please choose..
Police
Academies do
you have in your
country?
0002 Is there any Yes
board or Comment:
authority tasked
with
coordination and
supervision of
the above
mentioned
institutes? If so,
please name it.
0003 *What is the Each police force or region has its own institute
relation between
Other:
police academies
and the police in
your country?
0004 On next pages
we will ask you
to fill in some
questions about
the institute(s)
for police
education and
training.
3a Institute 1
0001 *What is the Name 1
name and city
location of the City 1
1st institute for
police education
and training?
0002 *Which are the Basic education
target groups of Advanced education
this institute?
Management education
Other
0003 *Who finances
Ministry of:
this institute for
police education Police force /
and training? region:
Students:
Other:
0004 *Who controls
Ministry of:
the
management /
authority of this Police force /

institute?
region:
Inspectorate:
Board
Other
3b Institute 2
[Only answer this if the following conditions are met:]
-to question '0001', you answered '19' OR '18' OR '17' OR '16' OR '15' OR '14' OR '13' OR '12' OR '11' OR '10' OR '9' OR '8'
OR '7' OR '6' OR '5' OR '4' OR '3' OR '2' OR '20'
name and city
2nd institute for
police education
and training?
-to question '0001', you answered '18' OR '17' OR '16' OR '15' OR '14' OR '13' OR '12' OR '11' OR '10' OR '9' OR '8' OR '7' OR
'6' OR '5' OR '4' OR '3' OR '2' OR '20' OR '19'
this institute?
Other
OR '8' OR '7' OR '6' OR '5' OR '4' OR '3' OR '2'
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
OR '8' OR '7' OR '6' OR '5' OR '4' OR '3' OR '2'
0004 *Who controls
Ministry of:
the
management / Police force /
authority of this region:
institute?
Inspectorate:
Board
Other
3c Institute 3
OR '9' OR '8' OR '7' OR '6' OR '4' OR '5'
name and city
3rd institute for
police education
and training?
'8' OR '7' OR '6' OR '5' OR '19' OR '20'

this institute?
Other
-to question '0001', you answered '3' OR '4' OR '5' OR '6' OR '7' OR '8' OR '9' OR '10' OR '11' OR '12' OR '13' OR '14' OR '15'
OR '16' OR '17' OR '18' OR '19' OR '20'
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
-to question '0001', you answered '3' OR '4' OR '5' OR '6' OR '7' OR '8' OR '9' OR '10' OR '11' OR '12' OR '13' OR '14' OR '15'
OR '16' OR '17' OR '18' OR '19' OR '20'
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3d Institute 4
'19' OR '18' OR '6' OR '5' OR '4'
name and city
4th institute for
police education
and training?
OR '8' OR '7' OR '6' OR '5' OR '4'
this institute?
Other
'12' OR '11' OR '10' OR '9' OR '8'
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
'17' OR '16' OR '15' OR '14' OR '13'
0004 *Who controls
Ministry of:
the

authority of this
region:
institute?
Inspectorate:
Board
Other
3e Institute 5
'17' OR '18' OR '19' OR '20'
name and city
5th institute for
police education
and training?
'17' OR '18' OR '19' OR '20'
this institute?
Other
'17' OR '18' OR '19' OR '20'
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
'17' OR '18' OR '19' OR '20'
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3f Institute 6
'18' OR '19' OR '20'
name and city
6th institute for
police education
and training?
'18' OR '19' OR '20'

this institute?
Other
'18' OR '19' OR '20'
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
'18' OR '19' OR '20'
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3g Institute 7
'19' OR '20'
name and city
7th institute for
police education
and training?
'19' OR '20'
this institute?
Other
'19' OR '20'
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
'19' OR '20'
0004 *Who controls
Ministry of:
the

authority of this
region:
institute?
Inspectorate:
Board
Other
3h Institute 8
OR '20'
name and city
8th institute for
police education
and training?
OR '20'
this institute?
Other
OR '20'
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
OR '20'
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3i Institute 9
name and city
9th institute for
police education
and training?
target groups of
this institute? Advanced education

Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3j Institute 10
-to question '0001', you answered '20' OR '19' OR '18' OR '17' OR '16' OR '15' OR '14' OR '13' OR '12' OR '11' OR '10'
name and city
10th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3k Institute 11
-to question '0001', you answered '20' OR '19' OR '18' OR '17' OR '16' OR '15' OR '14' OR '11' OR '12' OR '13'
name and city
11th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3l Institute 12
-to question '0001', you answered '20' OR '19' OR '18' OR '17' OR '16' OR '15' OR '14' OR '13' OR '12'
name and city
12th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
police education
Police force /
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3m Institute 13
-to question '0001', you answered '14' OR '15' OR '12' OR '16' OR '17' OR '18' OR '19' OR '20'
name and city
13th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3n Institute 14
-to question '0001', you answered '14' OR '15' OR '16' OR '17' OR '18' OR '19' OR '20'
name and city
14th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3o Institute 15
-to question '0001', you answered '15' OR '16' OR '17' OR '18' OR '19' OR '20'
name and city
15th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
management /
authority of this Police force /

institute?
region:
Inspectorate:
Board
Other
3p Institute 16
-to question '0001', you answered '16' OR '17' OR '18' OR '19' OR '20'
name and city
16th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3q Institute 17
-to question '0001', you answered '17' OR '18' OR '19' OR '20'
name and city
17th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3r Institute 18
-to question '0001', you answered '18' OR '19' OR '20'
name and city
18th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3s Institute 19

-to question '0001', you answered '19' OR '20'
name and city
19th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
3t Institute 20
-to question '0001', you answered '20'
name and city
20th institute for
police education
and training?
this institute?
Other
0003 *Who finances
Ministry of:
this institute for
Students:
Other:
0004 *Who controls
Ministry of:
the
institute?
Inspectorate:
Board
Other
4 Basic education and training
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SEPE Part 2 Basic education
Basic Education
Token:
B01 Identification
0001 *Please, what is the name Name:
and main city location of
this institute for Basic police City:
education and training?
0002 What is the mission of this
institute?
B02 Formation
0001 What is the formation of the Central Management
staff of this institute?
Local management
Teachers and trainers
Teaching and training assistants
Technicians and administration
Other:
0002 Which percentage of the Central management Please choose..
employees is police officer?
Local management Please choose..
Teachers and trainers Please choose..
Teaching and training assistants Please choose..
Technicians and administrators Please choose..
Other Please choose..
B03 Locations and departments
0001 *How many locations does
this institute for basic
education and training
have?
0002 How many departments /
sections does this institute
for Basic education and
training have?
B04a Admission conditions 1
0001 *Which are general criteria
to become a police officer in
your country?
0002 *Are there admission

Age
criteria such as:
Size
Other:
0003 *Who recruits new force
candidates to become police institute
officers?
Other
B04b Admission condition 2
0001 *Do recruitment efforts pay Please choose..
specific attention to
diversity?
-to question '0001', you answered 'Yes'
0002 *If Yes, for which groups? for women
for some ethnic minorities
for persons with special needs
Other
0003 *Do recruitment activities Please choose..
vary?
0004 If yes, in what way?
B04c Selection 1
0001 Who selects the candidates no selection
to become students for force
basic education / training?
institute
Other
0002 *Which selection tools are psychological tests
used? physical tests
medical tests
simulations
role playing
Other
B04d Selection 2
0001 *How many candidates have 2003
passed the selection tests
for this institute? 2004
2005
0002 *How many candidates have 2003
failed the selection tests for
this institute? 2004
2005
B04e Admission and selection strenghts
B04e1 Please subscribe any
particular strengths and/or
opportunities for
improvement of your
admission and selection

conditions
B04e2 Please specify the reasons

for improvement of your
admission and selection
conditions
B05 Types of basic education

0001 *How many levels of basic Please choose..
education does this institute
have?
0002 *Please describe them level A
level B
level C
level D
level E
level F
0003 *Are the levels comparable Please choose..
to regular professional
Other:
education / training? Do the
diplomas have civil effect?
0004 *Is (Are) the diploma(s) only by one force
recognised on a national by some forces
level?
by all forces
by regular (higher) education
by other civil organisations
Other
B06 pre-education
0001 Do you have a required
minimum level of pre-
education for new students
and if so, can you please
describe it.
0002 Can you describe which
degree is granted in each
level?
B07 Number of students

0001 *What is the total number of 2003
students starting the
different levels each year? 2004
2005
0002 *Which percentage of these 2003
students is female?
2004
2005
B08 Description of level A

B8a1 *What is the study duration
of the programme
{INSERTANS:5X47X1701}?
B8a2 *What kind of police rank do
the graduates obtain after
receiving a diploma of
B8a3 *Which percentage of the
total study duration of
{INSERTANS:5X47X1701},
before receiving a diploma,
is spent in the force?
B8a4 *How often does this
programme starts per year?
B08 Description of level B
B8b1 *What is the study duration
of the programme
B8b2 *What kind of police rank do
{INSERTANS:5X47X1702}??
B8b3 *Which percentage of the
B8b4 *How often does this
B08 Description of level C
B8c1 *What is the study duration
of the programme
B8c2 *What kind of police rank do
B8c3 *Which percentage of the

B8c4 *How often does this
B08 Description of level D
B8d1 *What is the study duration
of the programme
B8d2 *What kind of police rank do
B8d3 *Which percentage of the
B84d *How often does this
B08 Description of level E
B8e1 *What is the study duration
of the programme
B8e2 *What kind of police rank do
B8e3 *Which percentage of the
B8e4 *How often does this
B08 Description of level F
B8f1 *What is the study duration
of the programme
B8f2 *What kind of police rank do
B8f3 *Which percentage of the
B8f4 *How often does this
B09 Curriculum 1
B9a *Is the curriculum dually Please choose..
(alternating institutional
Other:
and practical education /
training) organised?
B9b *If practical experience is Please choose.. Other:
part of educa-tion time, are
the practical coaches in the
force trained for their task?
B09 Curriculum 2
B09a Please describe the
didactical structure of the
basic education / training
programmes?
B09b *How is the average Institute Please choose..

partition of the work load
every week? Practical training Please choose..
Self study Please choose..
B09c *Are the hours of self study Please choose.. Other:
(paid) work-ing hours or
leisure hours?
B09d *Do they use credit points Please choose.. Other:
per study part (module,
element, section)?
B09 Curriculum 3
B09w *Are any of the following Human rights Please choose..
topics included in the
curriculum of the International cooperation Please choose..
programmes? Domestic violence Please choose..
Sexual abuse and exploitation Please choose..
Integration aspects and refugees Please choose..
Terrorism Please choose..
Diversity Please choose..
Environment Please choose..
Trafficking in human beings Please choose..
Drug trafficking Please choose..
Money laundering Please choose..
Ethics and corruption Please choose..
B09 Curriculum 4
B09d1 Please subscribe any
opportunities for
improvement of the
curricula of your basic
police education and
training programmes
B09d2 Please specify the reasons
for improvement of the
curricula of your basic
police education and
training programmes.
B10 Curriculum needs and updating
B10a *How does assessment of proposal (supply) of institute
training needs (supply and requests (demands) of forces
demand) take place?
requests (demands) of students
Other
B10b *How frequently does Please choose.. Other:
curriculum updating take
place?
B10c *What are the incentives for student evaluations
updating? complaints or request of force
(inter)national issues (external societal political changes)
intervention of inspectorate/ authorities
daily events
periodical updating routine
Other
B10d *Which criteria are used for number of students
the development of the content
curriculum?
financial aspects
urgency
objectives
Other
B11 Police research
B11a *Are actual police research Please choose..
outcomes used in teaching?
-to question 'B11a', you answered 'Yes'
B11b *If yes, on what are they on teachers
depending? on type of research
on language
on institute
Other
B11c *Are students and teachers Please choose..
participating in police
research activities?
B12 Programme and curriculum development
B12a *Who defines number of management
classes / groups?
board
force
teacher
Other
b12b *Who defines the management
objectives? board
force
teacher
Other
B12c *Who defines the duration? management
board
force
teacher
Other
B12d *Who defines the learning management
methods? board
force
teacher
Other
B13 Assessment
B13a *Which types of assessment written exams
(tests) does the curriculum oral exams
have?
practical exams
thesis
Other
B13b *Who does the assessment? trainer/teacher
examiner
commission
peers
Other
B13c *What kind of tests are you Please choose..
using?
B14 Student aspects 1
B14a *Do the new students get a Please choose..
police rank during study
time?
-to question 'B14a', you answered 'yes, but after some months'
B14b After how many months do
they get a police rank?
B14c *Do the new students get a Please choose..
salary?
B14d *Do the students pay a fee? Please choose..
-to question 'B14d', you answered 'yes, all do' OR 'yes, some do'
B14e *If yes, the fee is for Please choose.. Other:
B15 Student aspects 2
B15a *Are students residents or Please choose..
commuting to the institute?

B15b *Does the institute have curriculum development
student participation in institutional policy
staff selection
Other
B15 Student aspects 3 (strengths and opportunities)
B15x1 Please subscribe any
opportunities for
improvement of the student
aspects
B15x2 Please specify the reasons
student aspects.
B16 Certification
B16a *What is the percentage of
certified students yearly of
level A:
B16b *What is the percentage of
level B:
B16c *What is the percentage of
level C:
B16d *What is the percentage of
level D:
B16e *What is the percentage of
level E:
B16f *What is the percentage of
level F:
B17 Facilities and equipment
B17a *What type of class or study lecture hall
rooms does this institute large classrooms
have?
rooms for small groups
practical rooms
sport hall
libray
electronic network
multimedia
shooting station
outdoor training centre
indoor training centre
Other
-to question 'B17a', you answered 'lecture hall'
B17b *How many seats does the
lecture hall have?
-to question 'B17a', you answered 'large classrooms'
B17c *How many seats do the
large class rooms have?
-to question 'B17a', you answered 'outdoor training centre'
B17d *What kind of facilities does
the outdoor training centre
have?

-to question 'B17a', you answered 'indoor training centre'
B17e *What kind of facilities does
the indoor training centre
have?
B18a ICT facilities

B18a *Which ICT facilities are Internal network with information search
used by the staff of this self-directed distance learning
institute?
distance learning with mentoring
with non-synchronous facilities
with synchronous facilities
Other
B18b *Which ICT facilities are Internal network with information search
used by the students of this self-directed distance learning
institute?
distance learning with mentoring
with non-synchronous facilities
Other
B18b ICT and other facilities (strenghts and opportunities)
B18b1 Please subscribe any
opportunities for
improvement of the
facilities
B18b2 Please specify the reasons
facilities.
B19 Staff 1
B19a *Do the teachers need a Please choose..
minimum qualification
level?
B19b *If yes, please specify
B19c Which percentage of the

teachers have practical
experience in police work in
the last 5 years?
B19 Staff 2
B19d *Does the institute have a Please choose..
professional development
policy?
-to question 'B19d', you answered 'Yes'
B19e *If yes, what kind of periodical return into practice
professional development? networking
publication duty
Other
B19f *Is staff employed,
employed
contracted or seconded?
temporarily contracted
seconded by forces
free lance
Other:
B19 Staff 3 (strenghts and opportunities)

B19c1 Please subscribe any
opportunities for
improvement of the
professional development of
the staff
B19c2 Please specify the reasons
professional development of
the staff
B20 Quality assurance

B20a *In which way is systematic teacher performance
evaluation done? content of course
organisation of course
study resources
study situation
supervisor
study outcomes
alumni questionnaires
Other
B20b *Does the institute use staff Please choose..
questionnaires?
B20c *Are there external inspectorate of police (home affairs)
institutions which assess inspectorate of education
the quality of this institute
or the curricula? universities
forces
no external institutes
Other
B20 Quality assurance (strengths and opportunities)
B20b1 Please subscribe any
opportunities for
improvement of the quality
control of this institute
B20b2 Please specify the reasons
for improvement of quality
control
B21 (Inter)national co-operation

B21a In which way do you have
national co-operation?
B21b *Do these programmes Please choose.. Other:

involve exchange of
students and/or teachers?
B21c *In which way do you have
international co-operation?
B21d *Do these programmes Please choose.. Other:

involve exchange of
students and/or teachers?
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Data Entry
SEPE Part 3 Advanced education and training programmes
Advanced education and training programmes
Token:
C01 Identification
0001 *Please, what Name:
is the name
and main city City:
location of this
institute for
advanced
police
education and
training?
0002 What is the
mission of this
institute?
C02 Formation
0001 *What is the Central Management
formation of
the staff of this Local management
institute?
Teachers and trainers
Teaching and training assistants
Technicians and administration
Other:
0002 Which Central management Please choose..
percentage of
the employees Local management Please choose..
is police Teachers and trainers Please choose..
officer?
Teaching and training assistants Please choose..
Technicians and administrators Please choose..
Other Please choose..
C03 Locations and departments
0001 How many
locations does
this institute
for advanced
education and
training have?
0002 *How many
departments /
sections does
this institute
for advanced
education and
training have ?
0003 Can you give a
brief
description of
the
departments?
C04a Admission conditions 1
0001 *Who recruits force
new candidates institute
for the
advanced Other
education and
training
programmes?
0002 *Do Please choose..
recruitment
efforts pay
specific
attention to
diversity?
0003 *If Yes, for for women
which groups? for some ethnic minorities
for persons with special needs
Other
0004 *Do Please choose..
recruitment
activities vary
per
department?
0005 *If yes, in what
way?
C04c Selection 1
0001 Who selects the no selection
candidates? force
institute
other selection institute
0002 *Which psychological tests
selection tools physical tests
are used?
medical tests
simulations
role playing
Other
C04d Selection 2
0001 *How many 2003
candidates are
successful 2004
selected for the
advanced 2005
education and
training
programmes of
this institute?
0002 *How many 2003
candidates
have failed the 2004
selection tests
for the 2005
programmes?
C04e Admission and selection strenghts
B04e1 Please
subscribe any
particular
strengths
and/or
opportunities
for
improvement of
your admission
and selection
conditions
B04e2 Please specify
the reasons for
improvement of
your admission
and selection
conditions
C05 Types of advanced education and training
0001 *What is this criminal investigation
institute leadership/management
specialised on?
traffic police
environmental police
crowd and riot control
immigration police
other specialisation:
Other
-to question '0001', you answered 'other specialisation:'
0002 *What kind of
other
specialisation
(s), not
meantioned
above, does
this institute
have?
C05a Criminal investigation
-to question '0001', you answered 'criminal investigation'
C05a1 *How many
different
training
programmes
does Criminal
Investigation
have?
C05a2 How many of
these
programmes
are meant to
have a
significant
impact on the
career of a
police officer or
are meant for a
career change
within the
police?
C05a3 *What was the
male
number of
students female
starting the
different male + female
programmes of
Criminal
Investigation in
2005?
C05a4 *What was the
male
number of
students female
obtaining a
diploma of one male + female
the Criminal
Investigation
programmes in
2005?
C05a5 *Which
average
percentage of
the total study
duration of
these
programmes is
spent in the
force, BEFORE
receiving a
diploma?
C05a6 *What kind of
police rank(s)
do the
graduates
obtain after
receiving a
diploma of
these
programmes?
C05b Leadership / management
-to question '0001', you answered 'leadership/management'
C05b1 *How many
different
leadership /
management
training
programmes
does this
institute have?
C05b2 How many of
these
programmes
are meant to
have a
significant
impact on the
career of a
police officer or
are meant for a
career change
within the
police?
C05b3 *What was the
male
number of
students female
starting the
leadership /
management
programmes in
2005?
C05b4 *What was the
male
number of
students female
obtaining a
the
leadership /
management
programmes in
2005?
C05b5 *Which
average
percentage of
the total study
duration of
these
programmes is
spent in the
force, BEFORE
receiving a
diploma?
C05b6 *What kind of
police rank(s)
do the
graduates
obtain after
receiving a
diploma of
these
programmes?
C05c Traffic police
-to question '0001', you answered 'traffic police'
C05c1 *How many
different
training
programmes
does traffic
police have?
C05c2 How many of
these
programmes
are meant to
have a
significant
impact on the
career of a
police officer or
are meant for a
career change
within the
police?
C05c3 *What was the
male
number of
students female
starting the
programmes of
traffic police in
2005?
C05c4 *What was the
male
number of
students female
obtaining a
the traffic
police
programmes in
2005?
C05c5 *Which
average
percentage of
the total study
duration of
these
programmes is
spent in the
force, BEFORE
receiving a
diploma?
C05c6 *What kind of
police rank(s)
do the
graduates
obtain after
receiving a
diploma of
these
programmes?
C05d Environmental police
-to question '0001', you answered 'environmental police'
C05d1 *How many
different
training
programmes
does
Environmental
police have?
C05d2 How many of
these
programmes
are meant to
have a
significant
impact on the
career of a
police officer or
are meant for a
career change
within the
police?
C05d3 *What was the
male
number of
students female
starting the
programmes
for
Environmental
police in 2005?
C05d4 *What was the
male
number of
students female
obtaining a
the
Environmental
police
programmes in
2005?
C05d5 *Which
average
percentage of
the total study
duration of
these
programmes is
spent in the
force, BEFORE
receiving a
diploma?
C05d6 *What kind of
police rank(s)
do the
graduates
obtain after
receiving a
diploma of
these
programmes?
C05e Crowd and riot police
-to question '0001', you answered 'crowd and riot control'
C05e1 *How many
different
training
programmes
for crowd and
riot control
does this
institute have?
C05e2 How many of
these
programmes
are meant to
have a
significant
impact on the
career of a
police officer or
are meant for a
career change
within the
police?
C05e3 *What was the
male
number of
students female
starting the
programmes
for crowd and
riot control in
2005?
C05e4 *What was the
male
number of
students female
obtaining a
the crowd and
riot control
programmes in
2005?
C05e5 *Which
average
percentage of
the total study
duration of
these
programmes is
spent in the
force, BEFORE
receiving a
diploma?
C05e6 *What kind of
police rank(s)
do the
graduates
obtain after
receiving a
diploma of
these
programmes?
C05f Immigration police
-to question '0001', you answered 'immigration police'
C05f1 *How many
different
training
programmes
for immigration
police does this
institute have?

C05f2 How many of
these
programmes
are meant to
have a
significant
impact on the
career of a
police officer or
are meant for a
career change
within the
police?
C05f3 *What was the
male
number of
students female
starting the
programmes of
immigration
police in 2005?
C05f4 *What was the
male
number of
students female
obtaining a
the
immigration
police
programmes in
2005?
C05f5 *Which
average
percentage of
the total study
duration of
these
programmes is
spent in the
force, BEFORE
receiving a
diploma?
C05f6 *What kind of
police rank(s)
do the
graduates
obtain after
receiving a
diploma of
these
programmes?
C05g Other specialisation

C05g1 *How many
different other
training
programmes
does this
institute have?
C05g2 How many of
these
programmes
are meant to
have a
significant
impact on the
career of a
police officer or
are meant for a
career change
within the
police?
C05g3 *What was the
male
number of
students female
starting the
different other male + female
programmes of
this institute in
2005?
C05g4 *What was the
male
number of
students female
obtaining a
diploma of male + female
those other
programmes in
2005?
C05g5 *Which
average
percentage of
the total study
duration of
these
programmes is
spent in the
force, BEFORE
receiving a
diploma?
C05g6 *What kind of
police rank(s)
do the
graduates
obtain after
receiving a
diploma of
these
programmes?
C06 Institute or Programmes?
0001 *A. In the rest
of the
questionnaire
we mean with
‘PROGRAMME’
those courses
which have a
significant
impact on the
career of a
police officer
(f.i. promotion
courses) or are
meant for a
career change
within the
police.
0002 *B. Further we
assume that
there are no
principal
didactical
differences
between the
‘career
programmes’
or 'promotion
courses' of this
institute.
However, if
there are
significant
didactical
differences,
please don't
hesitate to ask
us for access to
new pages with
questions for
every
derivation (or
cluster of
related
derivations) of
the main
stream of the
programmes.
0003 *Which Please choose..
advanced
education and
training
programmes do
you describe in
this part of the
questionnaire?
-to question '0003', you answered 'only one or some derivation(s) of the main stream'
0004 *If you
describe
derivations,
please write
down the
names of the
derivations of
the main
programme
(see
explanation
above)
-to question '0003', you answered 'the main stream of the programmes; some programmes are different and will be described on a copy of th
0005 *If you
describe the
main stream,
please write
down the
names of the
programmes
(see
explanation
above)
C07 Aim of the programme(s)
0001 *What is the education / training aimed at a certain specialised profession
aim of the continued education / training
programme(s)?
updating and certification of some competencies
Other
0002 *What is the
more than 2 years
duration of the
programme(s)? max. 2 years
max. 1 year
max. 6 months
max. 3 months
max. 1 month
max. 1 week
max. 1 or 2 days
C08 Practical education
0001 *Is practical Please choose..
training a part
Other:
of the
programme?
And if so: Is
the curriculum
dually
(alternating
institutional
and practical
training)
organised?
0002 *If practical Please choose..
experience is
part of educa-
tion time, are
the practical
coaches in the
force trained
for their task?
C09 Diploma
0001 *Are the Please choose..
diplomas
Other:
comparable to
regular
professional
education /
training? Do
the diplomas
have civil
effect?
0002 *Is the diploma only by one force
recognised on a by some forces
national level?
by all forces
by regular (higher) education
by other civil organisations
Other
0003 *Are some Please choose..
diplomas at
master level
(Bologna
declaration)?
-to question '0003', you answered 'yes, some'
0004 *If some are
recognised,
which
percentage is
recognised?
C10 Curriculum 1
0001 Please describe
the didactical
structure of the
advanced
education and
training
programmes?
0002 *How is the Institute Please choose..
average
partition of the Practical training Please choose..
work load Self study Please choose..
every week?
0003 *Are the hours Please choose.. Other:
of self study
(paid) working
hours or leisure
hours?
0004 *Do they use Please choose.. Other:
credit points
per study part
(module,
element,
section)?
C10 Curriculum 2
0001 *Are any of the Human rights Please choose..
following topics
included in the International cooperation Please choose..
curriculum of Domestic violence Please choose..
the
programmes? Sexual abuse and exploitation Please choose..
Integration aspects and refugees Please choose..
Terrorism Please choose..
Diversity Please choose..
Environment Please choose..
Trafficking in human beings Please choose..
Drug trafficking Please choose..
Money laundering Please choose..
Ethics and corruption Please choose..
C10 Curriculum 3
B09d1 Please
subscribe any
particular
strengths
and/or
opportunities
for
improvement of
the curricula of
your basic
police
education and
training
programmes
B09d2 Please specify
the reasons for
improvement of
the curricula of
your basic
police
education and
training
programmes.
C10 Curriculum needs and updating
0001 *How does proposal (supply) of institute
assessment of requests (demands) of forces
training needs
requests (demands) of students
of these Other
programmes
(supply and
demand) take
place?
0002 *How Please choose.. Other:
frequently does
curriculum
updating take
place?
0003 *What are the student evaluations
incentives for complaints or request of force
updating these
programmes? (inter)national issues (external societal political changes)
intervention of inspectorate/ authorities
daily events
periodical updating routine
Other
0004 *Which criteria number of students
are used for content
the
development of financial aspects
the curriculum? urgency
objectives
Other
C11 Police research
0001 *Are actual Please choose..
police research
outcomes used
in teaching?
0002 *If yes, on on teachers
what are they on type of research
depending?
on language
on institute
Other
0003 *Are students Please choose..
and teachers
participating in
police research
activities?
C12 Programme and curriculum development
0001 *Who defines management
number of board
classes /
groups? force
teacher
Other
the objectives? board
force
teacher
Other
the duration? board
force
teacher
Other
the learning board
methods?
force
teacher
Other
C13 Assessment
0001 *Which types written exams
of assessment oral exams
(tests) does
the curriculum practical exams
have? thesis
Other
0002 *Who does the trainer/teacher
assessment? examiner
commission
peers
Other
0003 *What kind of Please choose.. Other:
tests are you
using?
C14 Student aspects 1
0001 *Do the Please choose..
students pay a
fee?
-to question '0001', you answered 'yes, some do' OR 'yes, all do'
0002 *If yes, the fee Please choose.. Other:
is for
0003 *Are students Please choose..
residents or
commuting to
the institute?
0004 *Does the curriculum development
institute have institutional policy
student
participation in staff selection
Other
C15 Student aspects 2 (strengths and opportunities)
0001 Please
subscribe any
particular
strengths
and/or
opportunities
for
improvement of
the student
aspects
0002 Please specify
the reasons for
improvement of
the student
aspects.
C16 Facilities and equipment
0001 *What type of lecture hall
class or study large classrooms
rooms does this
institute have? rooms for small groups
practical rooms
sport hall
library
electronic network
multimedia
shooting station
outdoor training centre
indoor training centre
Other
-to question '0001', you answered 'lecture hall'
0002 *How many
seats does the
lecture hall
have?
-to question '0001', you answered 'large classrooms'
0003 *How many
seats do the
large class
rooms have?
-to question '0001', you answered 'outdoor training centre'
0004 *What kind of
facilities does
the outdoor
training centre
have?
-to question '0001', you answered 'indoor training centre'
0005 *What kind of
facilities does
the indoor
training centre
have?
C17 ICT facilities 1
0001 *Which ICT Internal network with information search
facilities are self-directed distance learning
used by the
staff of this distance learning with mentoring
institute? with non-synchronous facilities
Other
0002 *Which ICT Internal network with information search

facilities are self-directed distance learning
used by the
students of this distance learning with mentoring
institute? with non-synchronous facilities
Other
C17 ICT facilities 2 (strenghts and opportunities)
0001 Please
subscribe any
particular
strengths
and/or
opportunities
for
improvement of
the facilities
0002 Please specify
the reasons for
improvement of
the facilities.
C18 Staff 1
0001 *Do the Please choose..
teachers need a
minimum
qualification
level?
0002 *If yes, please
specify
0003 Which
percentage of
the teachers
have practical
experience in
police work in
the last 5
years?
C18 Staff 2
0001 *Does the Please choose..
institute have a
professional
development
policy?
0002 *If yes, what periodical return into practice
kind of networking
professional
development? publication duty
Other
0003 *Is staff
employed,
employed
contracted or
seconded? temporarily contracted
seconded by forces
free lance
Other:
C18 Staff 3 (strenghts and opportunities)
0001 Please
subscribe any
particular
strengths
and/or
opportunities
for
improvement of
the
professional
development of
the staff
0002 Please specify
the reasons for
improvement of
the
professional
development of
the staff
C19 Quality assurance 1
0001 *In which way teacher performance
is systematic content of course
evaluation
done? organisation of course
study resources
study situation
supervisor
study outcomes
alumni questionnaires
Other
0002 *Does the Please choose..
institute use
staff
questionnaires?
0003 *Are there inspectorate of police (home affairs)
external inspectorate of education
institutions
which assess forces
the quality of accreditation organisation
this institute or other control institutes for regular (higher) education
the curricula? no external institutes
Other
C19 Quality assurance 2 (strengths and opportunities)
0001 Please
subscribe any
particular
strengths
and/or
opportunities
for
improvement of
the quality
control of this
institute
0002 Please specify
the reasons for
improvement of
quality control
C20 (Inter)national co-operation

0001 *In which way
do you have
national co-
operation?
0002 *Do these Please choose.. Other:

programmes
involve
exchange of
students
and/or
teachers?
0003 *In which way
do you have
international
co-operation?
0004 *Do these Please choose.. Other:

programmes
involve
exchange of
students
and/or
teachers?
submit
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SEPE Final Report

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SURVEY ON EUROPEAN POLICE EDUCATION

Apeldoorn, Lisboa, Bramshill – November 2006

I.2 Historical Background 7

III FIELD SURVEY 67

III.2 Common standards 72

CEPOL Survey on European Police Education 2

III.3 Learning and training courses 75

CEPOL Survey on European Police Education 3

II.2.2 Survey Participation

II.2.3.1 Section 1: Police structure and Police academies/colleges

II.2.3.2 Section 2: Basic Education/Training

II.2.3.3 Section 3: Advanced Education/Training

CEPOL Survey on European Police Education 4

CEPOL Survey on European Police Education 5

CEPOL Survey on European Police Education 6

I.2 Historical Background

CEPOL Survey on European Police Education 7

Portugal took on the task to do a series of qualitative interviews in a carefully selected

In a meeting of the Management of Learning Committee3, it was agreed to do a survey on

The quantitative questionnaire was completed by 27 police academies/colleges and

CEPOL Survey on European Police Education 8

I.2.2 Second phase: Rome and the qualitative/quantitative questionnaire

CEPOL Survey on European Police Education 9

Apart from that, standardised questionnaires, which have to be completed by a person in

CEPOL Survey on European Police Education 10

Field visits first team

Field visits second team

I.2.4 Fourth phase: Lisbon and the final report

CEPOL Survey on European Police Education 11

I.3 Liability and copyright

CEPOL Survey on European Police Education 12

Overall view of the structures and content of police education

CEPOL Survey on European Police Education 13

II.1.1 Different Steps

II.1.1.1 Revision of the Questionnaire

CEPOL Survey on European Police Education 14

I. Police system Kind of police forces in each country (including national,

II. Overall view Structure of national police education/training

IIIa. Institute – Basic The institute details

IIIb. Institute – Advanced: The institute details

IV General issues Strengths and weaknesses of the system

II. 1.1.2 Workshop in Rome

CEPOL Survey on European Police Education 15

Outcomes of the workshop

CEPOL Survey on European Police Education 16

II.1.1.3 From Word to the web-based questionnaire

CEPOL Survey on European Police Education 17

II.1.1.4 Lisbon meeting

Options for an Online presentation

CEPOL Survey on European Police Education 18

Summary of the recommendations

II.2.1 Data and analysis

The final result of this part of the SEPE-project is:

CEPOL Survey on European Police Education 19

II.2.2 Survey Participation

CEPOL Survey on European Police Education 20

Table 1b: Participants part 2

Table 1c: Participants part 3

CEPOL Survey on European Police Education 21

II.2.3.1 Section 1: Police structure and Police academies/colleges

The most common models are:

CEPOL Survey on European Police Education 22

CEPOL Survey on European Police Education 23