Police Training

Over the last few decades, police training and education has changed in various ways. Every change ensured that policing has become more and more society-focused.

Since 2002, the Police Academy has implemented a coherent system of initial (from civilian to police offer) and post-initial (special traning for police offers) education on a vocational, college or university level. DualOne common problem in regular occupational trainig programs is the insufficient tie-up between school and real life. Within the police force, this tie-up is guaranteed by the dual character of all training programs.

Students alternately following 12 weeks of training at the academy and then a 12 weeks internship within the police force. Both at the Police Academy and in the police forces, students work on their assignments to complete their proof of competence. These assignments are tasks and problems police offers are regularly faced with and which are characteristic for their profession. CompetencesThe police training system is competence-based, to tie in with police practice and the authorities and competencies police officers need to be able to do their job.

The basis of the training comprises five professional profiles for the initial police training and twelve profiles for post-initial training. These are validated by the police service, legitimated by the police councils and ratified by police ministers.

Context-based

The professional profiles describe all the requirements that police officers have to meet to carry out (future) police work. These requirements are practiced in the assignments and are divided up into the categories livability, security, service and social integration. The assignments are clustered in the initial and post-initail training programs. Because of the continuous tie-up between police work and assignments, the police training is context-based.

Varied learning environments.

The choice was made to offer varied learning environments in the police training program. This variation enables individual and collective learning, (in)dependent of location and time. To support this, a lot of time and energy is being invested in ‘learning and ICT’. The different environments enable variation in control: from intensive supervision to autonomous self-study.

Initial - post-initial

The initial Police Academy training is aimed at recruits who stand at the threshold of their policing career. Their are various basic training levels, varying from vocational (levels 2, 3 and 4) to college and university level. The post-initial training programs are advanced courses for experienced police officers.

The Police Academy offers them the opportunity to specialise in a specific field, such as crime investigation, immigration, traffic, environment, risk management and police leadership.For specialist requests to train individual units but also on the order of other organizations, the Police Academy offers contractual training programs. These custom programs are developed in cooperation with the client.

Partnership

The combination of education and work (dual system) is one of the pillars of police training. It makes the Police Academy and police forces partners in safety and security. Starting point is the fact that a student has a position with a police force (regional or national unit). The police force is responsible for e.g. the recruitment, probationary period, payment, performance and assessment interviews. The Police Academy has the (final) responsibility for the quality of training.

Teacher in class

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Education at the Police Academy