Police Education Council in a nutshell
The Police Education Council is an independent governmental advisory body advising, both solicited and unsolicited, the Minister of Security and Justice on matters of police education. In addition the council is a dialogue platform for stakeholders of Dutch police education.
In January 2003 the Council was installed. The tasks and formal position of the Council are described in art. 14, 19, 20 and 21 of the Act on Police Education,. This Act regulates police education in terms of structure and functioning, tasks and responsibilities of thePolice Academy, police forces, and institutions of vocational and higher education, contributing to police education.
The Police Education Act assigns the following tasks to the Council:
- contributing to the development and maintenance of a consistent, national qualification structure for police education;
- contributing to an adequate match between the supply of police education and the needs of police forces, reckoning with developments in police practice, labour market perspectives of students and relevant developments from an international perspective;
- formulating competence based exit qualifications, indicating what students should be able to do in actual practise, in addition to what students already should have learned in prior education;
- ensuring diploma equivalence of police education in relation to regular vocational and higher education (also in an international context);
- advising on quality criteria for dual education (learning at the workplace);
- advising on the government funding of police education and training, in order to contribute to an efficient and effective use of governmental financial means.
The Police Education Council has tasks which can be compared with the Dutch Educational Council (an advisory body of the minister of Education, Culture and Science) on the one hand and National Vocational Education Bodies (in England also called: Lead Bodies) on the other.
Yearly the Council produces recommendations on the quantitative match between supply and demand of police education (since 2004), and the qualification structure of police education (since 2005). Within this cycle the Council also produces signal reports on developments in police practise, as well as other themes on safety and security issues (since 2005).
Examples of incidental recommendations are:
- Police education at level 1 of the qualification structure? (June 2004)
- The development and maintenance of the qualification structure (November 2004)
- Educational recommendations in relation to a GRECO–evaluation on combating corruption (October 2005)
- Letters of advice on qualifications in public safety (February, June 2006)
- Learning at the workplace within the frame of police education (June 2006)
- The perspective of co-education (co-operation between police education and regular vocational and higher education) (March 2007)
- Perspectives for police education in 2011 (June 2007)
- Police and multiculturality (February 2008)
In addition the council produced incidental explorative en evaluative studies, like:
- A programmatic frame for the Police Education Council (September 2003)
- Reports on internationalisation and policing (January 2005; January 2007)
- Educating for public safety. In co-operation with the Dutch Society, Security and Police Foundation; SMVP0 (February 2006)
- Self evaluation Report of the Police Education Council (June 2007)
- A contribution to the development agenda of police education (September 2007).
- Aspects of multiculturality. Appendix of the advice Police and multiculturality (June 2008).
- A comparative analysis of competence systems (June 2008).
- An evaluation of learning in the workplace, from a perspective of an earlier advise on this subject (2009)
- Competence based learning and examination (2009).
- Feasibilitystudy on the foreseen evaluation in content on the realize of the new disign of the police education, as started at January 1st. 2002 (so called 'PO2002') (May 2009).
- The results of the evaluation in content on the realize of the new police education "PO2002" (October 2011).
Other projects may follow.
The Council’s methodology
The Police Education Council has several roles which can be put in a series: signalling à discussion with experts à putting on policy agendas à doing research à monitoring research results à policy dialogue à advising the ministries. This may be seen as a development series, in which the Council weighs the relevance and actuality of a theme at every step. In a process of mutual understanding (dialogue; ‘polder-model’) the members of the Council decide on matters which requiere further discussion, possibly leading to a formal advise. Not every subject in discussion will yield an advise; many times a signal will lead to an update of the content of police education, without changing the formal frame.
Members of the Police Education Council
The Council counts 13 members, all appointed by the queen of the Kingdom. Two members are independent, 11 are representatives from stakeholders of police education.
On December 1st. 2016 the members are:
- Senior Policy worker, mr. drs. Th. G. Jansen
- Senior Policy worker: mr. drs. A.B.J. Wennekes
2502 HV Den Haag.