A DECADE OF EUROPEAN COOPERATION IN POLICE TRAINING

Anniversary Reections

A DECADE OF EUROPEAN COOPERATION IN POLICE TRAINING

Anniversary Reections

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More information on the European Union is available on the Internet (http://europa.eu). Cataloguing data can be found at the end of this publication. Luxembourg: Publications Ofce of the European Union, 2011 ISBN 978-92-9211-008-6 doi:10.2825/13186 European Union, 2011 CEPOL, 2011 Reproduction is authorised provided the source is acknowledged. Printed in France Printed on elemental chlorine-free bleached paper (ECF)

Foreword
In 2011, the European Police College CEPOL can celebrate a 10th anniversary of activities animated by the overall aim to contribute to European police cooperation through learning. It marks a decade of efforts made by numerous individuals and organisations across the Member States of the European Union and beyond, inspired and motivated by the simple but compelling idea of providing for a dedicated European dimension of police training and education in challenging and dynamic times. In fact, one might argue that CEPOL is just the latest institutional materialisation of a concept and vision of police cooperation and training in Europe dating further back in time than just the Council decision in the year 2000, the 1999 Tampere Summit or the foundation of the AEPC in 1995. As the links and interdependence between societies, organisations and people become ever more intertwined on the global and particularly on the European level, it has become indisputable that education and training of police leadership and police ofcers must keep pace with the ever evolving challenges affecting the global arena, and our European home more specically. A denitive history of CEPOL and its embeddedness into broader political and social lines is a book which has yet to be written. This is a worthy ambition in itself, but it is not what this small book could have been about or even aspired to. Instead, we sent out a call for contributions to the Member States, inviting them to ask key members of the CEPOL network to share their personal views, assessments and experiences of 10 years of working with CEPOL. The outcome is documented in this book and it should be clear that it is a very selective and stochastic sample of people who have substantially contributed to CEPOLs development over time. However, written by CEPOL insiders, this collection gives an insight about the huge amount of thinking, managing and planning that is behind the more tangible outcomes of CEPOLs programmes and products. As the authors were specically encouraged to write from their personal experience and personal point of view, the book is a genuine reection of that and not of CEPOL as an EU agency. Nevertheless, the collection will hopefully highlight this tremendous collective intellectual enterprise: the provision of the highest possible level of quality for police education and training in Europe, guided by a clear vision of its European dimension. We thank all contributors for their efforts and input, and sincerely hope you will enjoy the read. Dr. Ferenc Bn Director of the European Police College

Contents
THE MEMBER STATES Ad van Baal, Michiel Holtackers and Sandra Wijkhuis Andrzej Zawadzki Alain Ruelle Risto Pullat Paul Hawkaluk NETWORK & GOVERNANCE Klaus Neidhardt Nevenka Tomovi Carla Falua Emile Perez Eduardo Viegas Ferreira TRAINING & LEARNING AFFAIRS David IAnson Grete Ba-Flaaten Rossanna Farina Marek Link Renato Raggi RESEARCH & SCIENCE Jnos Fehrvry Risto Honkonen CEPOL publications 07 08 10 12 14 16 19 20 24 26 28 30 33 34 38 42 46 48 53 54 64 70

THE MEMBER STATES

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Congratulations CEPOL!
Ad van Baal Michiel Holtackers Sandra Wijkhuijs
Governing Board Chair, Annual Programme Committee National Contact Point, the Netherlands National Contact Point, the Netherlands Member of Working Group on Learning

The European Police College has a short past but already a long and roaring history. The Netherlands feels privileged that we could be part of this history from the beginning. Our participation is twofold, as is the case with the other Member States. We are consumers as well as producers of many of the useful learning activities that have been carried out during the last decade. Hundreds of our senior police ofcers have beneted from the advantages offered by the network. The knowledge, skills and competences gained have notably improved their performance in both the international and the national working elds. Besides this, we cannot underestimate other positive effects of the CEPOL business. The consecutive policy plans of the Council of the European Union stress over and over

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again the importance of the European strategy on police cooperation. The strategy aims to achieve mutual recognition of the legal output of law enforcement organisations in the EU. An indispensable condition for effectively implementing a system of mutual recognition is the existence of mutual trust among the Member States. Valuable professional contacts have emerged from participating in courses and seminars. These contacts allow our professionals to compare and contrast their own methods and practices with others. It is clear that these contacts mutually affect police ofcers in Europe and boost trust. The very positive effect of this contact is that European police ofcers will be recognised by others for the professionalism of their daily work, and vice versa.

This brings us to the reality of 2011. CEPOL has done a great job in its short past. The function of the agency is, as far as the Netherlands is concerned, undisputed. The challenge for the next decade is to expand the learning activities and to intensify, where the subsidiarity principle exists, CEPOLs efforts to contribute as a preferred and dominant supplier to the creation and development of a genuine police and judicial culture among Member States. With a strong CEPOL, the future looks bright!

The European Police College has a short past but already a long and roaring history
Furthermore it stimulates a genuine police and judicial culture of professionalism. This culture in turn establishes contacts, and in combination with quality legislation, will open new ways of making daily improvement normal for each and every police organisation. One of the really unique features of the CEPOL network is the bringing of Europe into the Member States, instead of the opposite. Organising courses and seminars based on European regulations provides Europe with an image of concrete added value for policing.

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Reections on Polands contribution to CEPOL

Head of CEPOL National Contact Point, Poland

Andrzej Zawadzki
Head of Non-operational Cooperation Unit, International Police Cooperation Bureau, National Police Headquarters, Poland
On the occasion of CEPOLs 10th anniversary, let us look back to previous years, to the preaccession period as well as to the period from 1 May 2004 when Poland became a Member State of the European Union. The Polish police already wanted involvement in CEPOL activities, including participation in meetings of the Governing Board and some executive bodies, during the pre-accession period. They have organised several projects in the eld of ethics, management and public order since 2002. This cooperation aroused great interestproven by the fact that 38 of the Polish representatives took part in training activities in 2003. Since joining the EU, the involvement of the Polish side has grown and we now participate in a number of new initiatives at CEPOL and take full advantage of opportunities for cooperation with the Member States and third countries.

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Like the other Member States, Poland is a supporting entity and organiser of projects in the CEPOL annual training programme, especially in the elds of drug-related crime, organised vehicle crime, child pornography, security and public order and crime in cyberspace. There is also another signicant factor the organisation of a series of projects addressed to third countries as the target group. This includes the training of representatives of the candidate countries, a conference on cooperation with the European neighbourhood policy countries

ofces and organisational units of the KGP and, especially, with training units, the police academy in Szczytno, the police schools in Katowice and Supsk and the police training centre in Legionowo. The Polish side sees the current initiatives as positive, as are the activities planned in the long and short term. The Polish police have also been involved in the ve-year evaluation concerning the structure and functioning of CEPOL. They participated in a special working group that deals with new

This is to make CEPOL more exible and to focus on the current training needs of the police and of the EU Member States
and involvement in the second edition of the MEDA II training programme for the Mediterranean states (Euromed), implemented through the organisation of a specialist course on combating nancial crime (in 2008). Poland also participates as one of the most active countries in the multilateral exchange programmes carried out by CEPOL since 2007, and it delegates its representatives to participate in training projects undertaken by other Member States of the EU and by third countries. The Polish training initiative Euroeast Police addressed to the countries covered by the Eastern Partnership programmeshould also be strengthened, as part of the Stockholm programme and the EUs internal security strategy. The programme was initiated by the International Police Cooperation Bureau at national police headquarters, and the primary version of programme assumptions was elaborated within the CEPOL national contact point. As in many other Member States, due to the organisational structure of the Polish police, international cooperation within the framework of CEPOL is conducted by the national contact point located within the national police headquarters (KGP). The activity there is carried out in cooperation with other organisational units including regional police organisational objectives and implementation of the short-term recommendations of the CEPOL Governing Board. This is to make the agency more exible and to focus on the current training needs of the police in the EU Member States. Further training cooperation at CEPOL should be based on the knowledge and experience of Member States, including the use of specialist learning centres, for example in the ght against drug crime. It should also be closely in line with the training needs of Member States and with the priorities of the European Unionas contained in the OCTA reports, or formulated by the EU Council, the European Commission, the COSI and the other agencies within the area of justice and home affairs. To sum up, the anniversary of CEPOL certainly leads to deeper reection and to attempts to make a comprehensive summary of the major joint achievements to date, as well as plans and intentions for the future.

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CEPOL: A major player in the eld of international police training

Alain Ruelle
Head of CEPOL Belgium, Belgian Federal Police
Belgium has been involved in CEPOL since the very beginning of the network, by ensuring its second presidency in the rst half of 2001. CEPOLs foundations still had to be precisely determined and a large part of this very busy presidency consisted of setting nancial and structural rules, having them approved by Member States and European authorities, and preparing the annual programme and budget for the next year. Despite these already very heavy tasks and the lack of any formal budget, the presidency, together with the member colleges, managed to organise no fewer than 10 training activities, nanced by the organising colleges and by the participants themselves. It was the start of a steady development of the CEPOL networkwhich was not yet a European agencyas a major player in the eld of international police training. The following years have seen the annual programme become more and more comprehensive, the CEPOL structure develop and the number of activities increase, towards an extensive network that was to become an ofcial EU body.

National Contact Point, Belgium Governing Board

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Belgiums second key contribution was its presidency in 2010, during which CEPOL formalised its strategy, developed a management monitoring toolthe Balanced Scorecardsand issued recommendations regarding its ve-year evaluation. It is an evaluation that settles the basis for the agencys future and its positioning: from CEPOLs perspective, many new challenges have been raised. The main one is probably the restructuring of both the organisation chart of the agency and network and its working procedures. This calls for CEPOL to be further developed to become the reference when it comes to the training of law enforcement personnel in the European Union.

countries and bodies beyond EU boundaries. This should allow all of them to exchange knowledge and learn from each other. Becoming a network of networks, a meta network, is something CEPOL as a whole could aim at.

The entire CEPOL portfolio has to reect not only the Member States needs, but also the EU and our stakeholders priorities
As a precondition, the entire CEPOL portfolio has to reect not only the Member States needs but also the priorities of the EU and of our stakeholders. Parallel to that, the quality of all CEPOL products is of paramount importance. CEPOL has therefore to work on a European quality control system for police training. For a decade now, CEPOL has been trying to disseminate police knowledge among the Member States. To this end, it works very well as a forum for sharing and supporting best practices through common training sessions. We have to continue to stimulate and support this system, as well as to develop it. CEPOL must not only concentrate on the development of connections between the European police colleges, but must also try to become connected with the higher educational sector in Europe, the private sector and

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Estonias security is Europes security

CEPOL Governing Board Member 2005 Chair of Annual Programme Committee 2010

Risto Pullat
Police Lt. Col., Estonian Police and Border Guard Board
Estonia considers its internal security to be a part of international security. That is why the Estonian police seek and back solutions that have a favourable impact on Estonia and other states. Global trends conrm the understanding that security is the purpose and result of international cooperation. Implications of international crises and conicts, as well as the need for their solution, affect Estonia more and more. External and internal security risks interact. A safe living and working environment is now an asset for Estonia. A subjective feeling of safety is as important as an objective safe situation and the international image of Estonia as a safe place. In worldwide comparisons, Estonia is one of the safe countriesinternal security issues in Estonia and other EU countries are to a large extent the same and improving them is possible only in close cooperation.

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Looking back at the birth of CEPOL we can see that the agency has undergone remarkable development. It has become an important player in the realm of internal security training. It is also fostering cooperation with different EU agencies, international organisations and global actors such as the USA, China and Russia. Cooperation between Estonian law enforcement ofcers and other EU law enforcement agencies has to be implemented at all levels. CEPOL has formed a unique environment oriented towards developing the professional skills of law enforcement ofcers at the same time as

assertion we knew our strengths and weaknesses. We participated in the development of the CEPOL agship course, Topspoc, and backed Finnish colleagues in the North East Europe Organised Crime Organisations course design. As APC Chair, we worked hard to adopt a new framework and grant agreements for the implementation of CEPOL activities, and for the new CEPOL training and learning activities analysis tool (Activity Analysis Overview). In one of his speeches, Estonias President Lennart Meri summarised the vision of his countrys return to Europewhich came trueand its anchoring

Readiness for facing new security risks requires a broader outlook and greater professionalism of law enforcement ofcers
paving the way for communication between valuable people. People engaged in the CEPOL network act as human bridges who disseminate research ndings in their organisations. The participation of Estonian police in CEPOL activity helps to improve the Estonian image of a safe country through international cooperation. Readiness for facing new security risks requires a broader outlook and greater professionalism of law enforcement ofcers. CEPOL products create diverse possibilities for personal training. What did we bring to CEPOL? What was the Estonian polices best practice that we could share with law enforcement ofcers from other EU countries? What was our strategy for self-assertion in the EU? We knew what to do in CEPOL. Being in CEPOL means constant decision-making in Tallinn and explaining our decisions and choices at Governing Board meetings. In compiling a strategy for selfinto a community with trans-Atlantic security and values: Europes future is marked with two keywords: EU and NATO. These two organisations are the embodiment of what we aspire to and can never have too much of prosperity and security. Why can there never be too much prosperity? Because prosperity has a pleasant by-product named stability. On CEPOLs anniversary I would like to thank all CEPOL networkers for backing us in accomplishing Estonias endeavours and I wish you success in your relentless dedication to making our mutual European home safer.

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The day CEPOL changed my life

National Contact Point, UK

Paul Hawkaluk
Inspector, International Academy National Policing Improvement Agency, UK
So there I was, in my ofce at West Yorkshire Police Driver Training and Development. It was a typical English summers day in 2007, it was raining. The phone rang and it was my former boss.Was I interested in applying for the job as UK national contact point for CEPOL? CEPOL? Whats that?

It was all very civilised and polite. Well, mostly

I looked through the window at the rain and dreamed of working in a warm and sunny Europe. In short, I was interviewed and got the job for a three-year secondment.Within weeks I was in Lisbon at a Governing Board meeting, where my eyes were opened up to democratic processes, European style. It was all very civilised and polite (well mostly).

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After several months of getting to know the CEPOL gang (sorry, network), I realised that British policing was not the best in the world at everything any more. Policing actually crossed borders! We were no longer an island in splendid isolation! The UK was actually part of Europe! As the months passed, I made more and more contacts from countries across the EU, many of them becoming friends who remain so to this day. Whilst the weather in Europe is not always warm and sunny, the welcome is. I have also been amazed by the language abilities displayed by my European colleagues, attending training events which are (thankfully for UK cops) held in English. CEPOL extols the fact that it is a network. It is all about cooperation through learning. I agree. Now I really am a GOOD EUROPEAN!

CEPOL Governing Boards 20012011

2001: Sweden

Belgium

2002:

Spain

Denmark

2003:

Greece

Italy

2004:

Ireland

Netherlands

2005: Luxembourg United Kingdom

2006:

Austria

Finland

2007: Germany

Portugal

2008: Slovenia

France

2009:

Czech Republic

Sweden

2010:

Spain

Belgium

2011: Hungary

NETWORK & GOVERNANCE

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Three views on CEPOL

Governing Board Member Governing Board Chair 2007 Chair of Training & Research Committee 20092010

Klaus Neidhardt
President, German Police University, Mnster
CEPOL as a personal experience
In late June 2002, in the Polizei-Fhrungsakademie, a ceremony took place on the occasion of the retirement of my predecessor, Dr Rainer Schulte, and of my introduction. The rst director of CEPOL, Ulf Gransson, was one of the speakers, and in the evening when we had dinner in Mnster I was sitting beside him together with several CEPOL Governing Board members from different European countries. That was my rst contact with CEPOL, one and a half years after it had been set up. From July 2002 to this day I have been the German member in the CEPOL Governing Board. The German Academy for Police Leadership meanwhile has been transformed into the German Police University. CEPOL has accompanied me through all the years, has always been an essential part of my work and has had a signicant impact on my views and on my competencies. Being very cautious in the rst Governing Board meetings and looking for guidance on CEPOLs functioning, working methods, and scope, I was very soon convinced, and still am, that CEPOL stands for the most important European dimension of police training and educationwhich we urgently need as a complement to our national approach.

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CEPOL has given a lot to me personally. Being not only a German by citizenship but also a European by conviction, I believe that CEPOL has made a real European of me. Meeting and having close personal contact with so many colleagues and experts in the eld of police training and education from all over Europe has widened and deepened my understanding of police training and about what we can achieve together. It has made the European variety and richness of cultures and approaches in policing very concrete to me. On the other hand I have recognised that we share common values, and despite all our differences, more and more people have a common understanding of professional policing. I have also understood more about modern standards in the eld of vocational training for police ofcers. During these years with CEPOL, I was not only involved in Governing Board matters but was also active in various committees and project groups, reading thousands of pages related to the tasks of CEPOL and to other CEPOL issues. I got a lot of inspiring ideas, examples of successful concepts and strategies and of good practice. All this helped me a lot to reect on our own approach and experience and to bring forward our own affairs.

Being part of the big CEPOL family in an atmosphere of mutual respect, of familiarity and growing trust, we commonly experienced enormous hospitality all over Europe being guests in so many countries during the changing European presidencies. We also became aware that everybody strives and tries his or her best to contribute to the development of CEPOL, to a good programme and to good results by implementing the activities.

View on Network and Governance

The idea and the concept of CEPOL from the beginning was of a network of national police academies, colleges and universities that are in charge of police education and training of senior police ofcers within the European Union. This concept sprang partly from good experiences with the Association of European Police Colleges (AEPC), which was founded in 1996. There were several good reasons to establish CEPOL as a network: the national police colleges are tasked and experienced in education and training matters, they can provide lecturers on all policing subjects and, if specialists are needed that they cannot provide themselves, they at least know where to nd them. They have the best possible overview of their national police and police training systems, being part of them. The national colleges know a lot about the target group of CEPOL activities, about the training needs of police ofcers, about their preconditions, their professional levels and their motivation for further training or other activities, and also about efcient training methods. They can communicate the CEPOL programme within their national channels of communication and they have the

We share common values, and despite all differences, more and more people have a common understanding of professional policing

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infrastructure and the logistics to implement CEPOL training activities, on their own or together with partners. Looking at all the advantages of the national police colleges acting as a network for setting up and implementing a European training and education programme for police ofcers, it seems to be clear that a centralised institute in one of the Member States could never full this task with similar efciency. At the very least, expenses and efforts would be much higher and probably the support of national colleges would be needed anyway. But organising all the knots of the network to prepare and implement such a programme is a great challenge, despite clear purposes, objectives and measures being dened by the Council decision. Even bearing in mind that national ministries or the colleges themselves have decided to take part in CEPOL, they still remain independent and cannot be forced to anything they do not want to do. There is no superior management which could implement any kind of management plan or strategy without consent, capability and willingness of the members. In addition the knots are very different according to the size of the Member State in which a college is situated, the size of the police force, the function of the college in national police structures and its specic tasks and resources. For a functioning network, several conditions have to be met: there must be a coordinating organ, a common understanding and a general consensus among the elements about what can be achieved together, agreed working procedures and a certain level of commitment by all of them. It then takes time to develop and stabilise a balanced network system.

Soafter developing programme activities and procedures of cooperation between the Secretariat and the member collegesthere was very soon a vivid discussion about the most appropriate governance structure for CEPOL, within or beyond the framework of the Council decision of 2000. A rst culmination of this discussion took place before the end of 2003, when the report on CEPOLs rst three years had to be delivered. Some Member States were in favour of a kind of centre for European police training but the big majority stuck to the network.

The network character must be preserved

Later the option to become an EU agency seemed to be a solution for all problems. A reliable and solidly nanced budget and well-established EU staff regulations were very attractive for the representatives of the Member States. Apart from these two issues, no major changes in the functioning of the network were announced or foreseen. So in 2006, CEPOL started its second phase as an EU agency. Nobody had expected the huge amount of bureaucratic regulations which had to be adapted and taken over by CEPOL. The small team, consisting of the CEPOL Director and the understaffed CEPOL Secretariat members, who had only recently moved to the new location at Bramshill and were not specialists in the eld of EU administration, could not cope with all the requirements. Although the presidencies did their best to support the process of taking over the EU acquis it took too much time, was not sufcient and so caused many critical statements by the European Court of Auditors. It was the new CEPOL Director, Ferenc

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Bn, and the partly renewed and completed Secretariat who nally managed to implement all regulations and to full all demands. But the discussion about the most appropriate governance structure and procedures continues. There are good options for optimising CEPOLs governance, and one way is to further strengthen the CEPOL Secretariat. To simplify the way of preparing the CEPOL programme and Governing Board decisions in general by reducing the level and number of CEPOL bodies involved seems to be another one. All this can be taken into consideration as long as the network character of CEPOL is kept, and all Member States and their colleges, which implement CEPOL activities, remain involved in the decision-making process. And if a new period of CEPOL is started on the basis of a new Council decision, possibly with new functions in the framework of a European Training Scheme, the character of the network must be preserved. Only in this way will the police academies, universities and colleges involved bring in all their competencies, working together with the CEPOL Director and the Secretariat, improving and developing themselves in the direction of European standards by learning from each other. These effects could never be realised by a centralised agency.

Stockholm programme is the training and education of police ofcers all over Europe, and especially of senior police ofcers, to make them competent for international cooperation. If CEPOL had not already been in place, something similar would have had to be founded. Looking back at 10 years of CEPOL, much has been achieved. Thousands of police ofcers from all over Europe have attended seminars, training courses and symposia on a wide variety of relevant subjects, taken part in exchange programmes and informed themselves about research ndings and examples of best practice. Modules to be integrated into national police education programmes have been developed, along with e-learning components, and ambitious projects to enhance cooperation in developing regions have been successfully carried out by CEPOL. Many high-level professional and educational activities have been implemented by committed organisers, lecturers and police ofcers from all European Member States, supported very efciently by the CEPOL Secretariat and Director. A very attractive and informative website has been established. And CEPOL has gained very satisfying evaluation results from participants and by external assessment for its programme activities. Looking at CEPOLs yearly programmes and reports from 2001 until 2011, a continuous improvement can be seen. There are plenty of good reasons to be proud at CEPOLs 10th anniversary.

A short look at the achievements

In a globalised world with growing crossborder criminality and common problems in the eld of public security, no one doubts that national police services have to cooperate as best as they can to maintain Europe as an area of freedom, security and justice. Consequently, one of the most important objectives of the

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Joining CEPOL: new perspectives and intensive learning

Governing Board Member Chair of the Governing Board 2008 Chair of the Working Group on Learning 20082010

Nevenka Tomovi
Former Head of the Training Centre, Slovenian Police Academy

CEPOL is celebrating its 10th anniversary. My involvement with it started in 2003 and coincided with the preparation for and entry of Slovenia into the European Union. For me personally and for some of my colleagues it was an interesting time of new perspectives and intensive learning. Sometimes at the beginning when we new countries attended the rst Governing Board meetings as observers, I felt like I was disturbing a well-functioning family atmosphere. We cannot forget the former CEPOL Director, Ulf Gransson, and his abilities to connect, his willingness to bring us together and the feeling of belonging he gave us. On the other hand it was not easy to convince top police management at home that involvement in CEPOL is our obligation and that mutual cooperation is a necessity and a benet for organisational learning in a contemporary world. We cannot say that Slovenia was the only case. Before the last decade of the previous century hardly any police organisations in Europe were really open for cooperation. Some bilateral contacts were quite enough to maintain control over cross-border crime. Traditional values and new cultural values were discussed in the study Leadership

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competencies for successful change management (1), during the Slovenian Presidency in 2008 in the framework of the European Public Administration Network (EUPAN). The study shows that traditional values and new cultural values coexist in public administration institutions in the EU, but are negatively correlated with multicultural skills, understanding, innovation, training and changing the organisation. Resistance to change is positively associated with planning and decision-making skills and a belief in chance, as well as with a highly regulated environment. The history of CEPOL can conrm some of these ndings.

solutions means more than plain learning. It builds professional networks, multicultural competencies, personal contacts and relationships among people, and it builds trust, which is essential to maintain a stable network and is vital for the maintenance of cooperation. It builds a European dimension. Being a network gives all of these advantages. It means respecting and understanding all kind of differences in organisational structures and respecting partners and the different scopes of their involvement. A network is about networking, it cannot survive without learning and it needs time. It may not always be easy to work as a network, but this is the only way to bring together a large number of European countries, different types of actors and several distinct and sometimes competing objectives, and this can make a difference. Networks are based on a culture of reciprocity, on a culture of giving and taking. You have to give rst, then you have to invest commitment to get it back. During my involvement in CEPOL I got a lot and I tried to contribute. I met many extraordinary people, for which I am really grateful. I have learnt a lot, and I appreciate the commitment and work done by the Secretariat. I was impatient sometimes, but I realised that CEPOL as a network simply needs time to grow and time to learn, to improve its governance and decision-making process and to raise tacit awareness among its network about the need for permanent learning and the need for cooperation in police education and training. Learning is not just about gaining new knowledge; it is an ability to adapt to new environments and to know how to assess contingencies, how to make decisions and how to change.

Younger police ofcers are happy and enthusiastic about CEPOL activities
CEPOL was established as a network to bring together senior police ofcers, to help train them and to support and develop a European approach to the main problems facing Member States. CEPOL has difculties involving senior police ofcers for many reasons; these may be workload and time, language or a lack of motivation for learning and change. But experiences show that younger police ofcers are happy and enthusiastic about CEPOL activities. Education and training is intervention for the future: we have to prepare police ofcers for future work and demands, and we have to prepare future senior ofcers. Organising training activities, bringing together the best experts from the EU and giving police ofcers the opportunity to meet, to gain new information and knowledge, to discuss professional problems and to nd new

(1) Pagon, M., Banutai, E. and Bizjak, U., Leadership competencies for successful change management, 2008. Available at: http://www.eupan.eu/les/repository/newsletter/slovenia/Study__2_.pdf (accessed 22 July 2011).

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Supporting CEPOL today and in the future, as in the past

CEPOL Governing Board Chair 2007 Governing Board Member

Carla Falua
Director, ISPJCC (Judiciary Police Academy)
In April 2007, I was appointed as the new Director of the ISPJCC (the Judicial Police Academy), just a few months before the Portuguese Presidency of the EU. I remember now the hard work that I and my small team did to prepare for the event and make it successful. Our experience of CEPOL affairs was, then, very limited so we had to cover a lot in a very short time, beginning with an intensive visit to Bramshill in order to understand the work of the Secretariat and its capacities. During that time we were also involved in the negotiations with representatives of the Russian Federation, who were then seeking an agreement with CEPOL. I remember a great meeting in Mnster, Germany, with German and Russian colleagues that took place with the handover between the two presidencies. The warm-up to the presidency was, for us, the organisation of the CEPOL annual conference in June 2007 with delegations from all over the world. Recognition of the success of the conference made us more condent. Nevertheless, chairing CEPOL GB during the second half of 2007 was a challenge. A signicant part of the workforce from our institute worked on that task. The Portuguese authorities gave us valued support, conrmed by the presence of the Minister for Justice in the opening ceremony of the rst GB hold in Portugal.

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We are sure that the commitment of all Member States delegations was of added value in our efforts to assist CEPOL to be recognised as

Chairing the CEPOL Governing Board during the second half of 2007 was a challenge
a reliable organisation in the context of the EU. On the other hand we cant forget that it was during our presidency that the rst signs of disturbance related to performance of the Secretariat appeared. It was a very difcult issue to deal with. The outcome is known by everybody. Another important achievement reached during our presidency was the signature of the agreement with Europol, done in The Hague, after years of negotiations. During the following years, we kept our positive spirit towards CEPOL, organising courses, conferences and being part of the Euromed II project which was an important achievement. Finally, we would like to conrm that our institute will keep on supporting CEPOL today and in the future as we did in the past.

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CEPOL: ten years after

Emile Perez
Governing Board Member Governing Board Chair 2008 Chair of External Relations Working Group 2005

Director of the International Cooperation Department, Ministry of Interior, France

The Tampere vision

At a meeting in Tampere in October 1999, the European Council members agreed that a European Police College (CEPOL) should be established to train senior ofcers of police and law enforcement forces. They had a vision for the future in policing. They also agreed that CEPOL should initially consist of a network of existing national training institutes, without precluding the establishment of a permanent institution at a later stage.After a rst Council decision in 2000 and three preguration training courses tests, the conviction was strong: CEPOL could become operational on 1 January 200110 years ago. The rst activity took place in 2001 at the cole Nationale Suprieure de la Police in SaintCyr-au-Mont-dOr, France, with inter alia the support of Spanish and Finnish colleagues. The topic was community policing and sessions were on the bonds to be renewed with the population. The rst 50 trainees did not know yet that they were the pioneers of a formidable police training adventure: the construction of Europe. And let us remember that at that time, the European Union only comprised 15 Member States Nevertheless, with Pierre Antonmattei, Director of the French National Police Training Department, and one of the CEPOL founding fathers, we were convinced that through training, we would manage to evolve and change the culture of our police institutions and to integrate the European dimension into the daily action of our agents.

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A most active training network Since, thousands of police ofcers of the European Union Member States, associated and candidate countries have learned how to know, to recognise, to respect and to trust each other in order to work together (in a domestication process beloved by Antoine de Saint-Exupry) for the very best benet of the citizens they serve on a day-by-day basis. They could do it through hundreds of training courses and seminars, implemented under the aegis of CEPOL by the national police institutions of the Member States. All the needs, as different as they are, of our police ofcers were met with an approach of mutual support designed by the Member States institutions. As time goes by, with rotating presidencies of the European Union, each country and each police academy has brought stone by stone, brick by brick, their contribution to this European construction we care so much about.

this rst mission was fullled and the goals were achieved. But beyond training, CEPOL is developing other sides of cooperation, and here I will quote only some of them. CEPOL is: creating a common police approach with a European dimension; allowing police ofcers from at least 27 countries to meet each other and start the taming process I mentioned above; reinforcing the bilateral relations of the national institutions in charge of police training; learning how to work beyond borders that are, most of the time, non-existent on the ground but often remaining in peoples minds; seeking new partnerships beyond European Union borders; generating a strong synergy with other European agencies from Europol to Frontex via Eurojust.

This great diversity is the real wealth of the European Police College
Each one did it in its own manner, with its strengths and its weaknesses, its culture and its own temperament. This great diversity is the real wealth of the European Police College. Whatever the administrative or bureaucratic evolution, that is the real force of the CEPOL network. In particular, this is what allowed the progressive integration of the candidate countries and the EU enlargementthe wide range of knowledge of the neighbouring countries. CEPOLs other roles Despite the obstacles to any international cooperation (from national sovereignty in such basic elds such as differences to our judiciary or police systems via our 23 ofcial languages), despite the fact that training, like international cooperation, will never constitute the rst of the priorities for a political or a police institution, These nuggets are more golden than any we could have hoped to discover 10 years ago. Since then, the strength of the network and the involvement of the Member States has helped to reveal them. Through the great dedication of its actors in the Secretariat and the national institutions, CEPOL has become the cornerstone of police training in Europe. But let us be careful: this construction, like the European Union one, remains fragile and requires everyday attention. CEPOL has vision and a strategy which will enable us to avoid the traps and to contribute to European construction, dot by dot. Let us be the actors of the common implementation of this vision, of this strategy, in order to improve European safety and security for the benet of our fellow citizens and to enable peace around the world.

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A sceptics view
National Research & Science Correspondent 20072008 SEPE Project Group Member 20052007 Research & Science Working Group Member 20072010 Exchange Programme National Coordinator 20082009 SEPE Subgroup Chair 20092010

Eduardo Viegas Ferreira

Especialista Superior, Escola de Polcia Judiciria, Portugal
My rst impression of CEPOL was one of pure disbelief. How could a police college without classrooms and a teaching staff contribute to police cooperation in Europe? How could a police college without a well-equipped campus attract any alumni? The magic word, by that time, was network. A network of police schools engaged in delivering courses and seminars for senior police ofcers from all over Europe. But, again, my reaction was one of disbelief. How could different national police schools deliver some sort of common European police training? How could schools with a clear and strong military background cooperate with civilian schools? How could huge national schools cooperate with smaller regional, local or specialised schools? The diversity was so overwhelming that even the language of the seminars and courses seemed a minor detail. My rst experiences conrmed the disbeliefseminars and courses mostly with national and local teaching staff and national and local curricula. In most cases there was little or very little about the European Union and police cooperation in Europe. Hardly any time was dedicated to the Union architecture on justice and policing, the Union Treaties, directives or recommendations or the Union agencies. As a matter of fact, trainers seemed more interested in selling their national police systemsand participants seemed more interested in knowing more about certain Member

31

States than about the complexities and mysteries of the subsidiarity principle in policing and justice in Europe, or just interested in travelling and getting to know exotic European cities and countries. A travelling European agency, not a European police training network, was one of CEPOLs nicknames in the beginning. My second experience of CEPOL was somewhat traumaticI got involved in an exchange programme of police trainers and ofcers. In principle, this was an excellent idea, but, despite the professionalism of long-time CEPOL collaborators like Elisabeth Zinschitz, my task was just to perform as a sort of a touristic operatortravelling and arranging sightseeing. My third was not much better. I got involved in CEPOLs research and science activities, but in an administrative and networking capacity. As a matter of fact, there was no funding for a single European research and science project. The idea was just to collect and disseminate information about ongoing or already nished national research projects involving several European countries. However, it turned out that most projects were just national ones, such as collection and dissemination, and were done with professionalism under the direction of long-time CEPOL collaborators like Jnos Fehrvry and Detlef Nogala. But something was missing namely research projects on European police cooperation, funded by CEPOL itself, or thanks to CEPOL. Im still a sceptic. But CEPOL was not entirely a waste of time and of European money. Interesting professional networks were created and some still remain activethanks to seminars and courses. Knowledge about other Member States police training systems is now more extensive and accurate than ve years agoand Im proud to have contributed to

this through three European surveys. Thanks to hundreds of training activities, to several exchange programmes and to databases and publications, knowledge about different police cultures and policing methods is now better than everalthough Im still not sure if such is in fact contributing to more trust and efcacy in police cooperation. Common training curricula are being developed and made available to Member States and associate countries. Courses and seminars are more European-orientedand important European issues concerning police cooperation are becoming the core of such courses and seminars.

Police training in Europe is certainly different today, thanks to CEPOL

Police training is still not European and it wont be as long as the subsidiarity principle remains active in justice and policing. But police training in Europe is today certainly different thanks to CEPOLand in particular to the dozens of committed professionals I had the honour to meet during the last decade in the CEPOL network. I do not dare to mention all their names, simply because someone would surely be unjustly forgotten, but they were the ones who transformed the network into something meaningful. I only wish CEPOL could publish their names, and not just brief recollections like the one Ive written here. As any other organisation, CEPOL was made by remarkable individuals who should be remembered and praised for their contribution to cooperation in police training in Europe.

CEPOL course and seminar topics 20022011

TRAINING & LEARNING AFFAIRS

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The day the light came on

Training and Research Committee Chair 20102011 Member of Working Group on Learning

David IAnson
International Training Consultant, International Department Formerly National Police Improvement Agency, UK
Five years ago, almost to the day, I arrived at the Police Staff College at Bramshill in the sleepy countryside of Hampshire. A more idyllic holiday destination could hardly be imagined. I drove up the long drive dodging the geese that seem to have right of way on roads and footpaths. For those who dont believe that, a sharp hiss soon puts you in your place. On the long drive through the estate I passed an unusual building with the name CEPOL xed to the wall. CEPOL I had never heard of it, yet within a couple of days I found I was responsible for the UK engagement with the agency through my role as an international policing advisor with responsibility for Europe. What was a European agency? How can anything operate purposefully as a network and a secretariat? A secretariat for what? Two months later, I was responsible for the management of a research and science conference with delegates arriving from all over Europe. Research and science in policing: how does that work? Surely its to do with technology, equipment and testing of its impact on persons coming into contact with the police? More confusing was the importance of cross-Europe research. Apparently, this was part of the annual programme of events delivered by Member States in support of the European dimension and one of CEPOLs mandated areas.

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The event went well but at the time, did I understand what it was all about? Not really. The light was certainly not turned on. I have been described as a functionaryone who brings reality to the world of policing but how does this European dimension t into national policing? Build upon courses that have a minimum number of participants and countries represented to ensure this European dimension continues. But what does it mean? Is it a denition or an operational reality? How do countries work together (dont forget we have blue borders all around the UK) if the Channel Tunnel isnt classed as a highway?

You have to try the products to be able to comment upon them. I attended the second step of the Civilian crisis management course in Kosovo. I would describe it as excellent, giving an insight into policing postconict countries and an immense amount of knowledge that I have taken forward working with the United Nations and in countries like Liberia. The course was delivered in Europe and provided the European dimension, but is transferable worldwide. A workshop in Slovenia brought greater awareness and understanding of the Bologna process and its relationship across Europe. It was enlightening to see the disparity between Member States and how police education was either strongly academic or, like the UK, almost entirely vocational.

How can anything work purposefully as a network and a secretariat? A secretariat for what?
Always pushing the boundaries with things like the common curricula and exchange programme brings extra pressures to Member State staff. Apparently at the time, the UK had been leading as the chair of the common curricula on counter-terrorism, which for many reasons transferred to me. How did we ever volunteer for this role? was my rst thought, but you have to honour your responsibilities and we ended up kick-starting the process again. This was an unexpected opportunity to consult and work across Europe with likeminded individuals from Germany, Spain, Poland and the UK. I was still having trouble nding the light but during the common curricula activity I started to think there was a switch somewhere and I was beginning to look for it.

The more you work within the network, the more active you become, and naturally the more you understand what is really occurring
I go to Bologna next week on holiday and wonder if they have heard of CEPOL? I certainly hope so as the amount of effort undertaken, if not just in words, to measure this Member States contribution to the process and what it means for police education in Europe has been signicant. I had found the switch by now and the light was beginning to glow but not enough power was owing. A couple of research and science

36

conferences/workshops in Vienna and Mnster brought a diverse mix of pro academia and operational functionaries. Focusing on the use of research and science in police education gave me the opportunity to listen to and question real experts from across Europe, not forgetting colleagues who, like me, were just participants in the audience. The networking continues after the events. How can you measure this opportunity through normal educational processesa key element of the CEPOL ethos and one not to be undervalued.

The course was delivered in Europe and provided the European Dimension but is transferable worldwide
Time passes so quickly and the world of CEPOL continues to evolve. The more you work within the network the more active you become and naturally the more you understand what is really occurring. All credit to those colleagues who are still in the network 10 years on and who possess an immense amount of knowledge. I will term them colleagues for their professionalism and friendshipwhat network can deliver that amount of respect? Throughout the last three years I have been active across many of the committees and the Governing Board but particularly within the Training and Research Committee as Deputy Chair and then the honoured position of Chair. I believe this committee to be the most complex of all the committees, with such a variety of activities. Common curricula, e-learning, research and science are just some of the few these have certainly broadened and deepened my technical and operational knowledge.

Membership of the Working Group on Learning gave me a depth of professional knowledge and exposure to contemporary educational issues that has supported me with experience and terminology that lets you shine as an expert well at least in your own mind. This exposure has allowed me to provide police educational guidance and ideas for reform in Albania and Armenia as well as trainer development and management in areas of the Middle East, Africa and China. Once again knowledge, opportunities and new skills delivered by CEPOL in Europebut supporting the world. What can I suggest to others that follow me about this level of commitment? Get involved. It is rewarding not just for the network but for you personally and for your future potential. Lifelong learning is like garlic breadits the future! It is fair to say the light was turned on and bright to see. It just took a little time to work it all out.

Get involved. It is rewarding not just for the network but for you personally and for your future potential
Being part of the selection panel undertaking the recruitment of the head of programmes and head of administration (I wonder what their titles are now?) allowed me to be involved with recruitment and selection at a European agency level. I hope we made the right decisions, and that they remain instrumental to the forward vision and productivity of CEPOL. It certainly seems to be going that way, and when this is mixed with committed staff across the

37

Secretariat in all roles a team for the future has been created. I am condent that this team will take CEPOL forward for the next ve years. I just hope that the European Parliament, the Council and the Commission realise that CEPOL has made a signicant difference over the last 10 years which is hard to accurately provide evidence for and evaluateeven more so to measure. So I would encourage them to leave the Secretariat and the network to prove themselves as a competent body! Five years on and my time to leave the police service has come, with future opportunities looming on the horizon. A lot of water has owed under the bridge during that period which has been an immensely rewarding experience. Without doubt CEPOL has provided me, through the network and its products, with more knowledge and skills than I have given back. CEPOL: thank you! The light remains lit and long may it burn the brighter the betterilluminating the way forward for policing and mutual cooperation across Europe! An excellent 10 years of history and good luck for the future.

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How is CEPOL seen through the eyes of Miss Bologna?

Grete Ba-Flaaten
International Coordinator Norwegian Police University College National Contact Point, Norway Governing Board

Crime has no borders and the police in Europe have long traditions of cooperation in different areas. Cooperation in education also has a long history in Europe, and scholarships and exchange programmes have made it possible to study abroad. Even if each country had different requirements for grades and credits, typical professions like medicine, law and teaching had many similarities. But within police education the differences have been much bigger and the training and education of police students has varied enormously from country to country related to formal requirements for recruitment, salary, length and structure of study, formal level of study, force or service, balance between theory and practice and more. The necessity of focusing on mobility and harmonisation in higher education within Europe resulted in the Bologna Treaty of 1999 and the following-up of new resolutions every second year now called the Bologna process and now also including vocational educational training (VET). Internationalisation in education means the mobility of students and teachers, exchange of knowledge and development of best practice. We cannot talk about quality in training
without knowing other countries level of competence and standards, and without

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the exchange of knowledge there will be no increase in quality. Mobility, networking, research and joint curriculum development are central issues in internationalisation in education and research. Universities and colleges can nd partners worldwide in most educational elds, and offers to meet on international market fairs pop up weekly on your computer.

Internationalisation in education means mobility of students and teachers, exchange of knowledge and development of best practice
But police training and education has more or less been an outsider in the eld of education. Why? Is it partly because the police are the only authority that has the right to use physical power, and has traditionally been linked closely to the military forces, and partly because the study requires citizenship? The differences go far beyond this. It would have been interesting to analyse the grounds for the structure and content of police education in one country, since it seems to me that most police authorities seem to believe strongly in their existing national police education. It must be due to more than a cultural phenomenon, since all the ve Nordic countrieswith a very similar history and democratic traditionshave major differences in their police education.

Being responsible for internationalisation in education at the Norwegian Police University College in 2004, I immediately started to search for partners in police education. I found no one on the traditional international market place for higher education. Universities all over Europe wanted our students in exchange programmes, but I had nothing to offer in return since our police programme required citizenship and our study programmes were quite different. The most important partner for cooperation was obvious: CEPOL. CEPOL is the most important arena for building networks within basic police education networks that, in my opinion, have to adapt to the Bologna processand CEPOL has already made an interesting analysis of the Bologna process and the challenges in it for police education. In my opinion CEPOL must follow two tracks in basic police education, one for the higher level (accredited) and one for VET. CEPOL must be willing to discuss and dene on which level their courses and common curricula are.

CEPOL has already made an interesting analysis of the Bologna process and the challenges in police education
Since I took part in CEPOLs activities as a national contact point in 2004 I have not been disappointed. A mixture of police educators and representatives from different parts of the police administration gave me all the possibilities I looked forand a ying start as an international coordinator. With my

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background as a social scientist and nine years as a head of police educators, I was immediately involved in CEPOLs aims and ready to discuss the tools to attain them. The Governing Board meetings were a fantastic arena for understanding what was going on in police education in Europe, and I was heavily engaged in the discussions there. But launching the Bologna process into the discussion of police training in 2005 was like walking on ice, however, and for a couple of years the Governing Board introduced me as Miss Bolognaa humorous way of bringing some distance to an issue! But I regarded the title as a compliment. I was impressed by the members dedication to the role of the police, and the ability to use humour as a tool when necessary. And I was impressed at the speed of the organisational development and change of CEPOL.

a necessary tool for taking part in CEPOLs activities. And the amount of high-quality reports, standards and written procedures produced has been enormous. I am impressed by the Secretariat that has been able to handle all this, and I am afraid they have not been praised enough.

The level of noise in the coffee breaks has been a good indicator of the importance of these informal gatherings
At the same time CEPOL went through the process of becoming an EU agency, and the demanding process of organisational change slowly shifted the focus from networking to bureaucracy. Business meetings or networking? Both? I welcome the new incentives for making the organisation more efcient. And I hope the aim of the new structures is to give more time to networking and educational discussions. The overall aim in CEPOL is still to increase the quality of police work in Europe. An important side-effect of the Governing Boards meetings and other activities is going on outside the meeting rooms. The level of noise in the coffee breaks has been a good indicator of the importance of these informal gatherings. Outside the meeting rooms I have had the possibility to meet my Nordic colleagues and discuss our projects. I have been able to get new partners for student exchange. I have had the most interesting discussions with colleagues all over Europe.

Quality results came faster than in any other organisation I have come across
Today the Bologna process is integrated in most discussions. From being a young and more or less informal body CEPOL rapidly changed. The courses increased in number and quality, and the committees likewise. There were an impressive number of people involved in committees, working groups, courses and meetingsand the quality results came faster than in any other organisation I have come across. The meetings were structured, the e-net changed several times, the homepage became impressive, and the e-net quickly became

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And most importantly I have learnt a lot. The informal coffee breaks and the social events have perhaps been the most important arena for networking. And they have saved me and many others from using more resources on additional meetings. CEPOL is now 10 years old. It is a young organisation that has nished its childhood and is now going into adolescence. Adolescence is a wonderful time with all possibilities open. How ambitious should CEPOL be? In what direction should CEPOL move? Are there other ways to decide levels of competence for police education, other than the Bologna system?

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My experience in the SEPEB project

Member of the CEPOL Working Group on Learning SEPEB Subgroup Member National Contact Point

Rossanna Farina
Head of the CEPOL Italian Unit Major, Polizia Nationale
I had the opportunity to take part in the Survey on European police education and Bologna (SEPEB), prepared by CEPOL in 2009, on the development of courses conducted by police forces and accredited according to criteria set by the Bologna Declaration or, at any rate, open to senior police ofcers from other European countries. The research, coordinated by Eduardo Ferreira of Portugal, followed previous, similar CEPOL surveys such as the Survey on specialised police learning and training in Europe (2005) and the Survey on European police education (2006), and the proposals made in October 2008 by the Project Group for the Development of the basis for consolidating, updating and publishing the survey on European police education (SEPE). Why was CEPOL interested in this kind of survey? First of all, look at the main objectives of the Bologna process. These are to create a European higher education area through the harmonisation of academic qualications, the adoption of a higher education system consisting of two main levels and the

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strengthening of the credit system to ensure greater student mobility and training quality assessment. Secondly, there is the possibility that two main aims for the security of European citizens could be improved by harmonisation of the legislation and by harmonisation of the training systems of the police forces in the Member States. In the research, an overview of Bolognaaccredited programmes is presented with regard to several aspects, such as the type of degree, the delivering institution, the accrediting agency, the way of nancing, the duration of a programme, the educational format, the number of European Credit Transfer System (ECTS) credits, the average number of enrolled students, the entry requirements, the accessibility (or not) for nonnationals and the language used. All 27 EU Member States were involved in the survey. It also included the Association of European Police Colleges (AEPC) and some agencies and networks such as Eurojust, Europol, ESDC, Interpol, Frontex, OLAF and Tispol.

Since the introduction and development of the Bologna agreements, the education of police ofcers is of a higher level than before, especially for middle and senior ranks. A considerable amount of police curricula have been subject to accreditation processes and police programmes have been harmonised using comparable degrees and similar credits (i.e. ECTS). For the rst time, the opportunities to participate in another countrys police programme have been mapped and details given. Information from 82 programmes and 112 courses was received. It must be noted that the programmes and courses identied and described do not stand for all Bologna-accredited police education programmes being delivered in European countries, and certainly not for all programmes or courses that can be attended by any police ofcer, regardless of her or his nationality. The SEPEB report published on the CEPOL website speaks of being clear that the results of this survey must be considered as a non-representative overview. This survey is an overall picture of the 2009 situation, in that it refers only to the countries that were involved and, in some cases, only to a number of national police organisations that responded to the questionnaire. In this regard, its true to say that when we sent back the rst draft of the data obtained from the questionnaires for validation, some police organisations that had not provided the data back then asked for an update and some countries even reported a change in their national situation compared to the data previously provided. At this point, we have to wonder to what extent such data can be regarded as reliable, considering that this survey refers to a constantly changing eld.

Police education in Europe has changed remarkably during the rst decade of the 21st century
The dissemination and collection of data was very well done and at the end a few conclusions could be underlined. Police education in Europe has changed remarkably during the rst decade of the 21st century.

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The validity of this data is as short-lived as a buttery, lasting a few months at most. How, then, can the worth of such a contribution be measured? In the rst instance, we can see data relating to different countries in one single document, so we can compare and assess them with a view to monitoring compliance with the principles of the Bologna Declaration throughout Europe. This also lets us know in how many ways the Bologna principles andas far as vocational training is concernedthe principles contained in the Bruges-Copenhagen Declaration can be applied specically to police training. In order to improve the Bologna Declaration principles, it will list under CEPOL activities the agencys new course on Policing in Europelegal and operational aspects of international police cooperation. It is a threemodule course at an academic level which gives 15 ECTS.

declares that it is crucial to enhance training on EU-related issues and make it easily accessible to all professionals involved in the implementation of the area of freedom, security and justice. These include police forces, judges, public prosecutors, judicial staff, customs ofcers and border police. It is also necessary to systematically develop European training programmes, through exchange programmes, in the framework of the courses that have already been organised at a national level. Moreover, the council believes that all issues pertaining to EU and international cooperation should be part of the national training curricula. Last but not least, I will mention the EU policy cycle document, whereby, in November 2010, COSI was entrusted with the task of drawing up multiannual plans, containing strategies to counter serious and organised crime on the basis of the Europol OCTA and SOCTA reports, and CEPOL with the task of preparing ad hoc training packages on related topics. The abovementioned documents seem to identify a number of fundamental issues which might well be considered of interest by individual police academies and by CEPOL, in its capacity as the European Police Academy. There is a need: 1. to develop training modules, within the national curricula, on European and international police cooperation as well as on matters of European signicance; for training credits to be received for such modules in compliance with the Bologna Declaration, with a view to facilitating the harmonisation of modules delivered by the various police academies;

It is necessary to systematically develop European training programmes

A further, even nal, conrmation of the applicability of the Bologna process principles in the area of training for police forces is provided by the Stockholm programme (201014). In order to promote a genuine European culture on judicial matters and law enforcement, the Stockholm programme

2.

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3.

for the implementation of exchange programmes for police ofcers as early as initial training, to ensure greater participation; for the recognition of CEPOL as the EU agency mandated to certify that the training delivered complies with the EU Common Curricula; to dene the training package content mentioned in the EU Policy Cycle document, which, by the way, seems to imply that courses and seminars are only a part of the training initiatives it envisages; and to prepare e-learning training programmes.

4.

5.

6.

To conclude, it appears that the above documents extend the denition of course target to include, alongside police ofcers, all professionals involved in the implementation of an area of freedom, security and justice, notably judges, public prosecutors, judicial staff, customs ofcers and border police. It appears that the above documents extend the denition of course target also to include not only high senior police ofcers but police ofcers involved in the police cooperation eld, in order to improve the opportunities of training and working exchange programmes, and on the possibility of establishing an equivalence system for the various training activities. If it is true, CEPOL appears on the horizon for new skills, and an even closer collaboration with the other European Agencies.

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Learning and sharing best practices

Chair of the Working Group on Learning 20102011 Member of Working Group on Learning 20072010

Marek Link
Head of Centre for Innovative Applied Learning Technologies Institute of Internal Security, Estonian Academy of Security Sciences
Exactly 10 years ago, the Estonian Academy of Security Sciences started its reform of competency-based police training. At that time, CEPOL commenced its rst activities. This is a perfect example of how learning and sharing best practices can improve the quality of service. CEPOL is a unique network. It unites professionals and experts under the same umbrella of police training excellence. I joined CEPOLs network in 2006 as a member of the Working Group on Learning (WGL) and found myself in the middle of a very diverse but united community. I still remember when I had to introduce myself and said that I was representing Estonia. I was immediately interrupted by the Chair, Marianne Hilton. She said: You are here not to represent your country but your expertise. Although it felt like a bucket of cold water, the same sentence reset my mind to realise that we were here for a much bigger cause than just the interests of our own organisation. I had the chance to work with wonderful people like NevenkaTomovic (Slovenia), Sandra Wirkhuijs (Netherlands), Joao Cabaso (Portugal), Rosanna Farina (Italy), Belen Crego

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(Spain) and many others. In the period 200609, the working group had over 20 assignments yearly, including producing vision documents on learning and e-learning, Q13, peer reviews, the Bologna process review, different evaluations and quality assessment reports. In 2009, ve other members joined the group WalentynaTrzcinska (Poland), David IAnson (UK), Joseph Carton (Ireland), Piet de Brouwer (Belgium) and Zsolt Molnar (Hungary), who is the current Vice Chair of the group. Right now the WGL is facing new challenges thanks to the fast development of ICT-supported learning.

We were here for a much bigger cause than just the interests of our organisation
To overcome them, it has a new focus in order to be more proactive and innovative. We want to achieve better, more exible learning paths with a continuous focus on quality of learning. The new concept of open educational recourse is opening new doors of network learning, and we are continuing to do our best to achieve this. I want to thank all the members who have put effort in to the cause, and to thank you, Theo Brekelmans and Catherine Lamothe-Andre, for providing us with more than just support for the group.

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CEPOLs contribution to the European Union civilian crisis management training

Renato Raggi
Member of CEPOL Research & Science Working Group 2007

Italian Carabinieri Corps Head of Research Ofce, Centre of Excellence for Stability Police Units, Italy
There is only one real opportunity for European Union police forces to work together on a common mission, planning and conducting all aspects of operations, and that is on a non-military crisis management mission, outside the Union borders. Since the adoption of the common foreign and security policy (CFSP), the EU has launched several missions in which police ofcers have played different roles to provide security in volatile areas of the world. In order to guarantee common and qualied standards of performance, CEPOL got a legal mandate to develop and provide training to prepare police forces of the European Union for participation in non-military crisis management (Article 7 of Council Decision 205/681/JHA). This task has been fullled by CEPOL since the very beginning of its activities, training ofcers eligible to lead or manage EU missions, or to work in European teams. The rst CEPOL course dealing with crisis management was set up in 2000. It was called the Police commander courseCivilian aspects of crisis management. At the time, it was considered the agship course of the college. It was aimed at top-ranking police

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ofcers eligible to be appointed commanders or to occupy key staff positions in EU missions. By the end of the training, they had received up-to-date information and knowledge about planning and conducting operations at operational and tactical levels, along with guidance on logistics and mission management. The course was based on ofcial European Union doctrine and best practices from different scenarios where EU police had been deployed. It lasted three weeks and lectures were carefully synchronised, in order to accompany participants step by step through the complex world of police peacekeeping. At the end of the course, trainees had enough information to draft an operations plan (OPLAN) which they used in a command post exercise, where they played different roles in teams of mission staff, almost in real time. Such procedures, common among the military, were totally new for the majority of participants. Along with direct involvement and a practical problem-solving approach, they made this rst course a great one.

of those EU bodies in Brussels responsible for planning crisis management operations, such as the former police unit of DG9, today the CPCC. For this purpose and with the same practical approach of previous courses, participants used also to take part in planning exercises, as augmentees to staff of those organisations. The course was two weeks long and lecturers were experts coming from the same organisations that could have beneted from the course. The training was focused on drafting a concept of operations (Conops), the outcome document of the strategic planning phase. Ideally the two courses covered almost all the topics of interest for an EU mission commander or planner. For organisational and budgetary reasons the two courses were merged in 2009. The new training is called the Senior police ofcer planning and command course for crisis management operations/missions (Spopcop). Its curriculum includes all the contents of the previous two, in this way presenting a higher level of coherence and encompassing all the objectives and learning outcomes, but with a modern perspective. In 10 years the EU doctrine has developed a lot towards a broad approach to stability missions. The target group has remained the same: senior police ofcers, preferably already possessing specic competences, eligible for deployment to a civilian crisis management mission, or to relevant EU bodies dealing with the matter, with a high-level position in management, planning or command. The course is also open to EU police planning personnel and nationals responsible for the specic training. At the end of the course participants should be able to analyse, organise and implement a given mandate within a local context in

Such procedures, along with direct involvement and a practical problem-solving approach, made this rst course a great one
The CEPOL Governing Board approved a second type of training in 2003, the Strategic planning course. If the police commander course was oriented at the operational/tactical level, this new course dealt with strategic issues. More precisely, its aim was the training of experts able to work within or in support

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close cooperation with other actors and stakeholdersquite an ambitious mission. In order to achieve it, the curriculum has been tailored in ve modules. Starting with a general presentation of the EU machine and structure, particular attention is later given to coordination and cooperation between the different actors on the scene. Another module deals with management of the mission and with external and internal communication. Not much is included in the existing doctrine and, therefore, the accumulated experience of eld practitioners is called in to help. Heads of mission are invited to present their practical competences to solve those problems, small or large, which can arise at any moment. This cut is usually appreciated by participants who try to match their daily experience with this new international environment.

new skills are tested, simulating staff members supporting the head of mission in making his or her decisions. Results are discussed in a plenary session with experts. In this CPX participants have the feeling of being able to manage their new knowledge. The writer of this contribution has lectured in these courses since the beginning. The experience of meeting so many colleagues from all over Europe has been really motivating. Some of the participants have been deployed successfully in crisis management missions, not only under the EU ag. They have become part of a special club of people who have in common not only service to the European Union but also the spirit of keeping peace, from the Balkans to Afghanistan. I think this is the real value of this high-prole course.

Colleagues became part of a special club of people who have in common not only the service to the European Union, but the spirit of keeping peace
To be successful in such a demanding eld, operational skills are not enough. Planning at all levels is the core of a specic module. Acronyms such as Conops (concept of operations) or OPLAN (operations plan) become familiar at the end of long sessions where experts from planning ofces in Brussels do their best to make participants acquainted with the outputs of strategic and operational planning phases. The training ends with a command post exercise (CPX) where all the

CEPOL Annual European Police Research & Science Conferences

2003 Solna, Sweden 2004 Prague, Czech Republic

Interplay between ResearchEducationPractice Development of Police Sciences and Transfer of Knowledge into Police Education, Training and Practice Interconnections: ScienceTraining Practice Scientic Research and Assessment of Police Recruiting,Training, Learning and Evaluation Methodologies and Techniques Policing Public Order A European Approach to Police Science Comparative Policing Research from a European Perspective: with a Focus on Organised Crime

2005 Lisbon, Portugal

2006 Bramshill, UK 2007 Mnster, Germany 2008 Vienna, Austria

2009 Badhoevedorp, the Netherlands Future Policing in Europe: A Shared Agenda for Research 2010 Oslo, Norway 2011 Madrid, Spain Practical Research and Research PracticePolice Science into a New Decade Cybercrime, Cybersecurity and Social Networks

RESEARCH & SCIENCE

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Nurturing the evolution of police science in Europe the contribution of CEPOL over a decade
National Contact Point, Austria Governing Board Chair 2006 Training and Research Committee Chair Research & Science Working Group Chair 20072010

Jnos Fehrvry
Head of The Unit for International Affairs in the Austrian Sicherheitsakademie (Security Academy)
Beyond their ofcial surfaces and media image, police and policing are actually quite complex and diverse social realitiesoccasionally harbouring great contrarieties. On the one hand, police preserve and protect valid legal positions, values and moral principles. On the other hand, the bodies of organised policing have to undergo permanent changes to be efcient and effective, while respecting at the same time the needs of police practitioners and different social groups as well as fundamental rights, national constitutional law and international treaties. They are a default part of any advanced society and have to nd acceptance, trust and legitimacy. In an area of tension marked by different priorities it is very difcult for police leaders to nd a good balance between routine programmes, established strategies and new plans of action. They are aware that reforms of police organisation and strategies or changes in conditions for policing are challenging and risky tasks, where many different aspects, factors and interests have to be respected and taken into account.

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Nowadays, there is a growing number of academically trained police managers in Europea consequence of the ongoing Bologna Process in the eld of police trainingwho realise that efcient and sustainable policing strategygood practiceis increasingly built upon insights and outcomes of scientic research and sound reection. They accept that law enforcement and internal security policy and police practice are striving for long-term success in a modern society and cannot be built merely on traditions or political interests of the day. Research ndings cannot be ignored or neglected.

This insight was an essential point of reference for the founding decisions of CEPOL. While bringing together the national police training institutes, which would cooperate closely and help to train senior police ofcers of the Member States by optimising cooperation between CEPOLs various components the task of dissemination of best practice and research ndings, in order to achieve its purpose and main objectives was incorporated. (2) Police research activities are now important components in the training of senior police ofcers who will support and develop a European approach to the main problems facing Member States in the ght against crime, crime prevention, and the maintenance of law and order and public security, in particular the cross-border dimensions of those problems. In other words, CEPOL has been committed to support the further development and exchange of scientic knowledge and research in the eld of police and policing for the sake of advanced training and education for senior police ofcers at a pan-European level. (3) Development of CEPOL in its rst 10 years Within the rst 10 years of CEPOLs existence, important steps have been taken and a variety of activities have been developed for: fostering cooperation between police researchers and organisational units for police research at police colleges; delivering research ndings and scientic support to trainers, course managers and trainees; supporting and developing training on European standards.

It is very difcult for police leaders to nd a good balance between routine programmes, established strategies and new plans of action
Instead, modern police leaders expect support for their difcult decisions, strategies, projects and programmes by sound leadership training based on scientic knowledge and applicable research. Police researchers are employed and special departments for police research are established at many national training institutions for senior ofcers. When CEPOL was founded in 2001 there were however only weak lines of communication between a few of them, and cross-European cooperation and exchange was rare.

(2) Council Decision 2005/681/JHA of 20 September 2005 establishing CEPOL and repealing Decision 2000/820/JHA, Art. 1 (2) and 7 (d). (3) Council Decision 2000/820/JHA of 22 December 2000 establishing CEPOL, Art. 1 (2) and 6 (1); Council Decision 2005/681/ JHA of 20 September 2005 establishing CEPOL and repealing Decision 2000/820/JHA, Art. 1 (2) and 5.

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Working structure and conditions

The establishment of effective working conditions and a structure within CEPOL for planning and implementation of research activities was probably the most challenging of these essential steps. In the last 10 years the following three signicant structural elements were put into effect within CEPOLs cooperative network structure: the establishment of the Research and Science Working Group (RSWG); the position of a Research and Knowledge Management Ofcer within the CEPOL Secretariat (RKMO); and last but not least the creation of the network of National Research and Science Correspondents (RSCs).

The interrelation and cooperation of these three elementswhich have to complement each otherare important for positive outcomes of CEPOL activities, and grounded acceptance of scientic research as a major contributor to European police training and practice.
Research and Science Working Group

a survey on recently nalised or ongoing research and science projects and scientic publications in the Member States, in the former candidate countries as well as in Norway and Iceland, to be carried out and published in two places: at police colleges and internal police research institutes, and at universities and other research institutions or in cooperation with external institutions in the eld of police science; organisation of an annual research and science conference with participants from police colleges, universities and other institutions; systematic collection and dissemination of research ndings in the eld of police research; cooperation with other CEPOL committees, national internal police-research institutions and external initiatives, institutions and networks.

In 2001 under Swedish and Belgian Presidency ve committees were established for supporting the Governing Board. One of them was the Research and Science Committee. Members of this committee then were Austria, Ireland, Spain and Sweden. Its rst meeting was held in summer 2001 in Templemore. There, the rst ideas for CEPOLs activities in this eld were discussed and collected, and the committee decided to propose initialising activities to the Governing Board (4):
(4) Minutes of the Research and Science Committee on 27 August 2001 in Templemore.

A new, more efcient CEPOL working structure became necessary after the enlargement of the European Union by 10 new Member States in 2004. The Management of Learning Committee and the Research and Science Committee were merged in to the Training and Research Committee (5) which had its constitutive meeting on 24 and 25 January 2005 at the German Police Leadership College in Mnster. Because of the broad spectrum of tasks and the composition of this new committee it quickly became apparent that it was not possible any more to look at topics regarding research and science in the necessary detail.
And there was another element: the members of committees like the TRC are representing their Member States, most of them familiar with management functions in their national training systemsbut rarely competent in research matters.

(5) Outcome of proceedings of the CEPOL Governing Board meeting in Noordwijk/NL on 14 and 15 September 2004, page 2.

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Very soon it was acknowledged that specic research experience, expertise and contacts are needed when it comes to dealing with research topics, preparing new research initiatives and activities or drafting subject documents for the Governing Board. Thus in 2007 the Research and Science Working Group (RSWG), composed of 10 research experts from different Member States, was established under the auspices of the TRC (6). Specic objectives and tasks for the RSWG were dened, and the group took charge of a good number of innovative initiatives and projects. Research and Knowledge Management Ofcer From early on, the support by a research expert in the CEPOL Secretariat was needed in regard to tasks in administration, management,

instrument for a fast increasing number of users in the CEPOL environment, creating new challenges and even more duties, which include: permanent updating and maintaining of existing activities and tools (the e-Library, the map of police research institutes, DMS, LMS and more); editing and production of publications (Bulletin, Research Conferences Volume); implementing and supporting new projects and activities (the publication project European Overview on Police Research Findings; Directory of Scientic Experts; the research award); building up systematic new contacts and cooperation with other research units and researchers of other international agencies or organisations (e.g. EUCPN, ENFSI, FRA)

Very soon it was acknowledged that specic research experience, expertise and contacts are needed
coordination and support of CEPOLs research and science activities. Since 2004, when this position was rst lled through secondment, more and more administrative and research specic tasks for example implementation of nancial regulations, development of an e-Library, an online questionnaire, and use of internet/ telephone conferenceshave accumulated. Since 2007 they are covered by the position of the RKMO. In the meantime CEPOLs electronic platform became a multifunctional and well-accepted and national research institutions and libraries; supporting different CEPOL activities (courses, common curricula, e-learning) and national training programmes by research ndings and advice in a proactive way; supporting specic EU-funded projects, for example the Godiac project); establishing and nurturing links with police-related scientic societies on a European level.

It is easy to see that at least two more qualied staff would be required for fullling this

(6) CEPOL Governing Board Decision 10/2007/GB from 27 May 2007, Annex A4.B4.

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increasing spectrum of tasks on the desirable highest possible level. National Research and Science Correspondents Realising the promising potential for European police research and police science on the various national levels, and confronted with the desirability for institutional interfaces to partly isolated national scientic communities of police researchers, a network of National Research and Science Correspondents (RSCs) was established in 2008 (7). The core idea was that the correspondents would help to develop and strengthen channels of communication exchange and would foster closer cooperation between scientists and researchers on the one side and trainers, lecturers and course organisers in the CEPOL community on the other side. According to the applicable Governing Board decision, RSCs are asked to: identify and disseminate information on different policing areas relating to national scientic institutes, centres, publications and experts; impart international contact, knowledge, information and support to national police researchers, research institutes and police organisations; provide scientic advice to CEPOLs learning and training activities; initiate, organise and manage continuous update of the research and science part of CEPOLs e-Library; identify and disseminate information relating to partners interested in comparative policing research projects, including national and European funding opportunities; support and market CEPOLs Research and Science Bulletin; provide support in organising CEPOLs

Annual Police Research and Science Conferences; participate in annual network meetings and in CEPOLs annual Research and Science Conferences; stay in close contact with CEPOLs National e-Net manager.

The RSCs meet with members of the RSWG and the Research and Knowledge Management Ofcer to exchange their experiences and receive advice or instructions for using the electronic CEPOL platform annually. The RSCs are asked to develop national implementation plans. These plans shall be compared in order to learn from each other and to nd good practice. Methods for intensifying the work of RSCs for CEPOL, and for cooperation, should be developed in the next few years.
The Research and Science Products

Seen from an insider perspective, CEPOL has achieved much within the rst 10 years in the eld of research and sciencegiven the (relatively) very limited budgetary and human resources. The least that can be stated is that considerable progress has been made in regard to: bringing closer together research units/ departments and researchers at police training institutions, and for strengthening their cooperation; dissemination of research ndings and the transfer of them to police training and policing on the European level; development of a European approach to police science as a basis for a common basic understanding (convergence of differences) and good cooperation.

(7) CEPOL Governing Board Decision 28/2008/GB from 26 September 2008.

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While the bulk of this progress has to be traced in the invisible but manifold learning experiences and intellectual gains of the numerous individuals trained in and affected by CEPOLs overall activities, part of it shows in tangible events and knowledge-products. Here is a brief description of the most signicant ones: Survey on Police Science and Research in the European Union Good cooperation between researchers and research institutes of different countries is only possible if they know each other and there is enough information about the activities, priorities and programmes in the individual countries. Therefore as a very rst step it was necessary to get an overview of the police research situation in the Member States and in particular in their training institutes. In 2005 CEPOL published the report Police Science and Research in the European Union (8). CEPOL Annual European Police Research and Science Conferences Since 2003 CEPOL organises the annual CEPOL Police Research and Science Conference in cooperation with a national police training institution for senior police ofcers. Each conference follows a main theme (9). The aim of the conferences is to enhance the quality of police work in Europe through knowledgebased policing, by presentation and discussion

of a wide range of research ndings and its inuence on police training and education, and police practice. The conferences are arenas for discussions and cooperation among academics, police researchers, police trainers, teachers and practitioners. They help to strengthen networking processes between police science and police training institutions, researchers and police practitioners. Contributions and presentation from the conferences 20032005 are published in the CEPOL brochure Theory and Practice of Police Research in Europe (10). A volume with the most relevant contributions to the conferences 20062010 is in preparation and will be published in the course of 2011. Symposia and workshops dedicated to police research and science In 2009 CEPOL started with the organisation of research symposia with the aim to: strengthen the CEPOL network of scientic experts; exchange and enhance expert knowledge in a specic eld of policing; encourage and facilitate the exchange of research related information; increase understanding among participants of relevant issues of project planning and realisation;

(8) Hanak, G., Honger, V., Police Science and Research in the European Union. CEPOL 2005; published on CEPOLs homepage under the chapter Knowledge and Research/Research and Science Publications. (9) See page 52 of this book for conferences organized. (10) Fehvry, J., Hanak, G., Honger, V., Stummvioli, G (Ed.): Police Research in Europe. Presentations and Contributions from CEPOL Research and Science Conferences 20032005, CEPOL 2006; published on CEPOLs homepage under the chapter Knowledge & Research / Research and Science Publications.

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improve advice about implementing research results into police practice; identify opportunities for future cooperation and mutual support.

e-Library For dissemination of research ndings it is essential to establish channels or media for information. The e-Library (12) is a knowledge repository and database used for police learning as well as police research purposes and police practice. In the e-Library, material is collected as a reference or in certain parts with the full text attached, which is linked to the course topics covered by the CEPOL annual work programmes, or which is relevant to police education and training for senior police ofcers on a European level. In order to accommodate the knowledge needs for CEPOL the e-Library is divided in three distinct types of collections: Knowledge collection (general knowledge, referring to experience, good practice, ofcial statements, reports) Scientic collection (knowledge generated by scientic methods and accounted methodological research) Hidden (working) collection accessible only for specic user groups (for an optional course or classied material)

At the rst CEPOL Research Symposium, dealing with Policing major public events, researchers doing police research on this topic met to share their knowledge, methods and experience. Another aim was to initiate comparative or common projects by the researchers themselves. In 2010 the same research topic was again discussed in an extended symposium between police researchers, special police action trainers and police practitioners. On the basis of positive feedback and the experience after the rst symposia in 2009 and 2010, more scientic symposia and workshops on specic topics, and with amended features, will be organised in future to strengthen the cooperation between training institutions. A navigable map of institutions conducting police research on a regular level in Europe As policing and the knowledge about police matters is increasingly subject to cross-border exchanges, CEPOL has developed a list of institutions and departments engaged in policerelated (scientic) research on a regular basis. The results have been put on a map of Europe, to foster the further development of networks of researchers and police science. The map is published on CEPOLs homepage (11). Here you can nd contact links to the institutions by clicking on the map to open a new countrywindow. Here you can nd the geographical spots, where police research is done. A click on the spot will lead to the website of the institution for further information.

CEPOL European Police Science and Research Bulletin In 2008 the RSWG started with the preparation for and development of an electronic journal. Editorial teams for the different issues were established. Each team was formed by three members of the RSWG and supported by CEPOLs Research and Knowledge Management Ofcer.

(11) Published on CEPOLs homepage under the chapter Knowledge and Research/European Police Research Institutions. (12) Available in the restricted area of CEPOLs homepage under the item e-Library.

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The aims of the Bulletin and guidelines for submission of manuscripts are posted on CEPOLs webpage (13). After a trial period with four issues, the governing board decided in December 2010 to publish the CEPOL Science and Research Bulletin as a permanent electronic periodical (14). Editorial work for three issues per year will become more and more routine. However it is time-consuming work. CEPOL and the RSWG will have to make provisions for the guarantee of this work. Project Group on a European approach to Police Science (PGEAPS) In 2007, an interdisciplinary, international expert group presented after two years of intensive discussion and work the report Perspectives of Police Science in Europe (15). The group was asked by CEPOL to work on links between science and training, research and education and perspectives on a European approach. The full text of the report as well as a summary in 21 European languages is available on CEPOLs website. The report of the PGEAPS should be seen only as a rst step in an ongoing process of discussion and developing a common European approach to police science. Next steps should be to open the discussion to research institutions, researchers and academics from outside the police and even from outside the EU.

Challenges and lessons learned Due to CEPOLs initial legal basis, formulated a decade ago, its mandate in the eld of research and science is extremely limited. CEPOL cannot run its own empirical surveys on police or policing matters. Neither is it allowed to run and organise comparative research projects, and CEPOL cannot give funds for research projects. However, a major acknowledged task for CEPOL in this area is the collection and dissemination of research ndings. Beyond that CEPOL has to bring together police researchers and research institutes from various police colleges of the Member States. When seen from this angle, CEPOL has allowance to initiate and support comparative studies conducted by police colleges in the Member Statesprovided there are no nancial impacts.

From an insiders perspective, CEPOL has achieved much within the rst ten years in the eld of research and science
Because of the restricted remit, CEPOL so far has only had very little impact with regard to supporting and developing a European approach to the main problems of police and policing in Europe, by means of common research projects, in an appropriate way. It

(13) Published on CEPOLs homepage under the chapter Publications/Research and Science/European Police Science and Research Bulletin. (14) CEPOL Governing Board Decision XX/2010/GB Approving the Continuation of the CEPOL European Police Science and Research Bulletin of 10 December 2010. (15) Project Group on a European Approach to Police Science (del Barrio Romero, F., Bjrgo, T., Jaschke, H.-G, Kwanten, C., Mawby, R. I., Pagon, M.,Police Science Perspectives: Towards a European Approach, Extended Expert Report, Frankfurt/M. 2008.

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would take a profound amendment of the council decision to overcome this outdated restriction. In fact, because of its unique position between police practice, learning and constant requirements for innovation in the cooperative structures of Europe, CEPOL should be put in the legal position for initiating and running international comparative research projects. CEPOL has been doing pioneering work in the eld of police research and science during the rst 10 yearsin the beginning almost from scratch with no budget, negligible resources and self-built non-existent structures. However, several experts and colleges entered with great enthusiasm and interest in international research cooperation in this eld, and with full commitment. Step by step it has been possible to improve the conditions for cooperationby receiving budget and staff resources for research and science activities. Yet it is a very slow and arduous process, because all activities concerning CEPOLs core businessand so the research and science activitieshave been increasingly bogged down by bureaucracy since CEPOL has become a European Agency which is required to strictly follow complicated regulations. The relevance and interest for research ndings has been growing, for different reasons (for example the Bologna Process in the eld of police training) during the last decade. Surely, police research and science will become more important in the future. A further increase of resources and capacities will be indispensable for the sake of achieving CEPOLs ambitious strategic objectives. Wouldnt it make sense to integrate students and teachers in bachelors, masters and PhD programmes at various police

colleges and universities in to CEPOLs research activities or programmes? Stepping up efforts in cooperation with researchers and research institutions from outside the police and police colleges, as well as from outside Europe, will be appropriate and useful in future so as to broaden the ways of looking at police and policing by science and research. Those contacts will help strengthen the knowledge basis for CEPOL activitiesand policing in practice as a result.

Wouldnt it make sense to integrate students and teachers in bachelor, master and PhD programmes at police colleges and universities in to CEPOLs research programmes?
Police and policing research culture in Europe is diverse. This diversity brings a special richness to European police culture. Budget restrictions for public administration and police in many Member States during the last years has resulted in cuts of research funds. As a consequence some Member States with strong police research traditions up to the end of the 20th century can no longer afford high-level police research. Therefore diversity is shrinking. European funding programmes should help to compensate this decitalthough the European nancial support for international police research projects is weak and limited in relation to other research elds, such as innovation and technology, security policy and defence. Nevertheless, some European budget is available. However, the administrative

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guidelines and demands for the application and reports are so complicated that many police colleges or police researchers in the Member States do not have the ability or capacity for overcoming these hurdles. There is an urgent need for support for national police colleges in getting access to funding programmes, or for running or taking part in international police research projects, keeping diversity in this area. For that, CEPOL could take on an important supporting function.

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Research & Science: A strength of CEPOL?

Member of Research & Science Working Group 2007 Chair of Research & Science Working Group 2011

Risto Honkonen
Head of Research, Police College of Finland
The headline of this article contains a pinch of paradox. How could research and science be a strength of CEPOL since it is not the task of CEPOL to do research? In a recent article (16), however, Jnos Fehrvry, referring to CEPOLs ve-year external evaluation report, says that research and science activities are accepted as essential elements of CEPOLs core business. I feel the same, but lets take a closer look at these issues. There is not one homogenous and unanimous police force. Instead there are different tribes, different mindsets and different ways of behaving. The institutional conceptions about the vocational knowledge needed, and the role of academic education and research as a part of it, also vary considerably. Thus the core activity of CEPOL educating senior police ofcers is also contradictory. In a study carried out in the Finnish Police College a few years ago, experienced senior ofcers were interviewed about the knowledge base that is needed in their work. We noticed that
(16) Fehrvry, J.,Editorial: Research and science in CEPOL A personal retrospect, European Police Science and Research Bulletin, Issue 5, 2011.

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two main schools of thought existed about their competence. On one hand, some of the experts emphasised experiential knowledge, saying that inherent traits and experience are of crucial importance for a senior ofcer. Training should not be theoretical, but should focus on existing work practices and detailed sector knowledge. They also took the view that basically the work remains more or less the same as before. On the other hand, many of the experts stressed the importance of theoretical knowledge. They said that higher education is crucial for a senior ofcer. Knowledge becomes obsolete fast, and thus it is important not to teach detailed practical knowledge but larger theories. More general knowledge is needed. There is a constant need to learn more and the ability to nd, create and use new knowledge is vital. Naturally, this is a simplication. The aim of higher education, in the eld of the police as well, is to improve practice not to replace it. In real life (often tacit) knowledge from practice and more theoretical academic knowledge complement and sometimes challenge each other. Anyway, proper higher education seems to be impossible without a steady scientic basis.

also known as the Jaschke Group, after its chairperson, Professor Hans-Gerd Jaschke. Here I would like to add something about the context in which police research and science is carried out. Namely, CEPOL itself does not carry out research (see the Council decision establishing CEPOL (18). Instead, the research within CEPOL is realised within the Member States education and research institutions. As mentioned in the book, there is a difference, depending on whether the research is realised within the police organisation or at universities and research institutions outside the police.

There are different tribes, different mindsets, and different ways of behaving
The traditional police training or educational institutions are nowadays often also research institutions. That is the case with the Finnish Police College too. Based on my experience as a researcher and research director in the college, I can say that doing research within the organisation is often challenging. The people working in a police organisation often have limited knowledge about empirical science and the basic nature and values of scientic activity. The need for and justication of research is often questioned, which naturally I never experienced when working in my academic home, Tampere University. So, police research is often done in an

What is this thing called police science? In their excellent book, del Barrio Romero et al. (17) analysed the background and nature of European police research. The book is a nal report of the CEPOL Project Group on a European Approach to Police Science,

(17) Del Barrio Romero, F., Bjrgo, T., Jaschke, H.-G., Kwanten, C., Mawby, R. and Pagon, M., Police science perspectives: Towards a European approach, Extended Expert Report, CEPOL, 2009. (18) Council Decision 2005/681/JHA of 20 September 2005 establishing the European Police College (CEPOL) and repealing Decision 2000/820/JHA (OJL 256, 1.10.2005, p. 63).

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unconventional environment which often has almost no scientic tradition. Gibbons et al. (19) call the research that is carried out in a nonuniversity environment Mode 2 knowledge production. By this they want to embody the difference with traditional university research which they call Mode 1 research that is generated in a disciplinary context. In a university setting, problems are set and solved in a context governed by the largely academic interests of a specic community. By contrast, outside universities knowledge production is carried out in a context of application. The context includes a heterogeneous set of practitioners, collaborating on problems dened in a specic and localised context. Due to the context, the access to existing data is often easier near the practice (Mode 2), compared with an academic environment. The knowledge produced outside the university is intended and expected to be directly useful to somebody, whether in industry, government or general society. The question of quality control is essential in science. For example in the Finnish Police College we determine quality, to a large extent, by traditional academic standards such as peer review judgements. However, we have other, more practical criteria too like whether or not the knowledge produced serves practical needs. Thus quality control becomes more dependent on use and context. Scientic truth is crucial, but also useful in terms of contribution to practice. This does not, however, mean that research is not theoretical. According to Gibbons et al. there is a lot of evidence that theories are often developed in the context of application. Actually, research

near practice is characterised by a constant ow back and forth between the fundamental and the applied, between the theoretical and the practical. Thus, for a researcher it is an advantage to have the chance to work near practice. However, we have to be aware of the risks too. What will happen to the traditional academic independence which is a precondition for the existence of critical approaches that are essential, especially in social sciences? Does the often very positive and necessary close contact with practitioners, and the need for applicable knowledge, blur the eyes of researchers and cause near-sightedness that becomes an obstacle to creativity and innovation?

The aim of higher education, also in the eld of the police, is to improve practicenot to replace it
One solution to these problems or challenges would be to have and maintain close contacts and large networks with the traditional, disciplinary and academic researchers and institutes. This is something that might be borne in mind when developing the CEPOL research-related activities too. As far as I have any understanding of the nature of police research and science, it does not belong to Mode 1 or Mode 2. Instead it is situated between them, trying to combine the benets of being near practice with the good traditions of the academic world.

(19) Gibbons, M., Limoges, C., Nowothy, H., Schwartzman, S., Scott, P. and Trow, M., The new production of knowledge: The dynamics of science and research in contemporary societies, Sage Publications, London, 1994.

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Member State research unit perspectives In line with the conclusion above, in its recent research strategy the Finnish Police College has expressed its wish to become an internationally respected and credible research institute. We are aware of the challenges that we will have ahead of us. However, I think that in many respects we already have a strong chance of realising the goal. In order to reach the target, three main factors must be addressed. Firstly, we want to actively develop the know-how and resources of the research activities in the college. For example, we stress the importance of academic qualications in the recruitment of new research personnel and also want to encourage our teaching and research staff to improve their academic qualications.

are developing the research agenda (doing the right things), increasing the use of the European police research approach and developing communication of the research results. In realisation of these ideas and goals CEPOL will be, and has already been, very useful. For a small country without a strong tradition or networks in police research, such an agency working as a network is a great resource. As Fehrvry points out, during its rst 10 years CEPOL has been able to bring research units or departments and researchers closer together, disseminating ndings and transferring them to training and policing, and developing a European police science approach. All this is essential from the point of view of a police education and research institution such as the Finnish Police College and comparable institutions in many other countries.

CEPOL aims to become the driving force of police science and research
Secondly, we rely greatly on high academic standards and want to maintain a high quality of scientic research. As a part of the national police organisation, we are often reminded of the practical nature of police work. However we believe that high-quality research gives more added value to practice than a less ambitious approach would: maintaining quality means maintaining high ethical standards, independence regarding research results, and openness and quality assurance. It also means producing peer-reviewed publications and cooperating with other highlevel research institutions. Thirdly, we want to actively contribute to the usefulness of research and the application of its results in practice. The means for this aim Research & Science Working Group My contribution to CEPOL has mainly taken place through the Research & Science Working Group (RSWG). This is an expert group set up in 2007 consisting of 10 research experts from various EU Member States. The group has a clear and dened remit. Every now and then there has been discussion of the need for such standing working groups. No organ is an end in itself and this is also true of the RSWG. Actually, there are always good reasons to critically reect on the existing ways of doing things. Thus, the discussion is a positive phenomenon showing the vitality and adaptability of the organisation. At the time of writing, the administrative framework of CEPOL was under reconstruction. At the moment, however, it is my feeling that the

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Research & Science Working Group or another comparable body serving as a standing expert (not representative) group will be considered to be necessary in the future too. Since the research and science expertise in the CEPOL Secretariat is limited, it seems that such a group will be needed to serve CEPOL and facilitate police research activities in Europe. Despite the important achievements so far, there is still lot to be done. At the moment we are only taking the rst steps . Future agenda Before going on to concrete future assignments, I would like to say a few words about two recent documents the Five-year external evaluation and the CEPOL strategy. Along with a few other decisions and documents, these give the background for the future plans regarding research and science-related activities within CEPOL. Five-year external evaluation To orientate oneself in the correct direction in the future, a rear mirror view is needed too. We have a fresh external evaluation report (20) that gives us a knowledge base for future work in the eld of research and science. The evaluation report indicates strong support and the need for research and science among the Member States. The assessment of CEPOLs research and science activities was positive. It was a great pleasure to recognise that nowadays there are only very few people in CEPOL who think that research and science activities are unnecessary for the agency. One conclusion from the evaluation and this

does not concern research and science activities onlyis the need for a more integrated, thematic approach for CEPOL programme activities. There are good reasons to take this into account in the selection of themes within research and science activities. This will guarantee the best possible input from research and science to the learning activities within CEPOL. Since there are limited resources, efforts should be directed towards the most relevant and natural topics for the agency. In practice, this will inuence research and science events, and publications, especially. CEPOL strategy The CEPOL strategy is an ambitious document, highlighting points like: high-level international excellence; recognition and value of CEPOLs qualications; qualied teachers, trainers and tutors; and creation of an intellectual environment. Naturally, such high-level education cannot be achieved without a steady scientic foundation. The document also suggests that the home for European police science should be CEPOL. The CEPOL strategy has direct and practical implications for the agencys research and science activities. Among other things, CEPOL aims to become the driving force of police science and researchers: the European approach will be further developed, a researchers community and network will be built, and awards will be given for outstanding research work. In order to guarantee the concrete implementation of the strategy, the RSWG has formulated a strategic action plan that will

(20) CEPOL, Five-year external evaluation, Final report, 2011.

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work as a living document directing the future activities of the group. In the following section, I will look at some assignments that will be undertaken in the future. The selection is not complete and not all of the topics are new ones. These are rather some examples of activities that have already been carried out or planned in the RSWG as a way to achieve CEPOL goals. Next step for the Jaschke Group: the topic of the 2012 research and science conference will be Proceedings in European police science. In order to implement the aims of the strategy there will possibly also be a new project group on European police science, concentrating on the future challenges and future research agenda. Research and science conference to become a agship event for CEPOL: this series of annual conferences started in 2003 and has become an important event within European police research and science. In the future the aim is to open it to a wider audience too. Its importance will thus increase further and allow CEPOL to open its doors to the wider academic world. Workshops (earlier called symposia): launched in 2009, these events actively facilitate research activities and the incorporation of the results into police practice within selected themes. The start has been promising and there are good reasons to go on utilising and developing the concept further. The network of research and science correspondents: this has already become an important resource for CEPOL in education and research matters. The national implementation plan means there are good chances to make the correspondent network an even better resource for CEPOL and the Member States.

New publication series: this is a new initiative that was thought up in the working group meeting in Trakai, Lithuania, in April 2011. The main idea is to develop a European overview and comparison on police research ndings. e-Library: this is an existing system, but there is still much to be done in order to increase the use of this resource for the benet of education, research and development. European Police Research Bulletin: started in 2009, this publication has proved to be a good way to disseminate and receive information on various police research matters. The Research and Science Working Group is in charge of editing and developing it. European Police Research & Science Award: this is due to become an important European honour in the eld. Researchers database: there have been some very innovative ideas about how to realise this item of the CEPOL strategy. The RSWG is going to work on this topic in the near future. Finally: the justication for and role of research and science in CEPOL As can be seen from the above, research and science is a strength and core business of CEPOL now, and will be so even more in the future. On the day marking its 10th anniversary, I will be happy that I have had the chance to be a part of the story a story that will go on towards even bigger achievements. Kippis!

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CEPOL publications

CEPOL Qualitative thinking Qualitative education

Contributing to European police cooperation through learning

cover_dos4,5mm.indd 1

26/01/10 14:17:24

CEPOL Euromed Police II project 20072010

OFFICIALDOCUMENTS RELATINGTOTHEOPERATION OFEUROPEANPOLICECOLLEGE(CEPOL) 20012003 SeriesNr.1 Part2

Editors: UlfGransson SzabinaSzab

OFFICIALDOCUMENTS RELATINGTOTHEOPERATION OFEUROPEANPOLICECOLLEGE(CEPOL) 20042005 SeriesNr.1 Part3

Editors: UlfGransson SzabinaSzab

Concept and Illustrations: Detlef Nogala Layout and Realisation: Alexandra Falconer

European Police College A decade of European Cooperation in police training Anniversary reections Luxembourg: Publications Ofce of the European Union 2011 71 pp. 200 220 cm ISBN 978-92-9211-008-6 doi:10.2825/13186

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