Police Educational Reform During the past two years, a significant advancement was achieved in the area of police education and training, which needed to be sustained. It was imperative that police officers graduating from the Educational Complex at all levels were properly prepared for modern police work. This was to be ensured through the establishment of a transparent and fair admission process and a contemporary approach to teaching across all disciplines. Therefore, in 2012, the Office continued to mentor and to participate in the work of the Independent Admission Commissions, monitoring the admission process to all three educational institutions of the Educational Complex. The Office, in co-operation with experts from Yerevan State University, supported the improvement and modernization of the Admission Test Package for the Police College. Furthermore, in order to strengthen the capacity of the newly established Police College, the Office donated some equipment, including 50 class desks and chairs as well as whiteboards, flipchart holders and other accessories. The Office also donated some 300 books to the library of the Armenian Police Educational Complex. The books included publications on legal matters, including criminal and civil codes, customs, finance and tax legislation and the fight against terrorism, as well as international documents on human rights. Moreover, the Office assisted the Educational Complex in the revision of training programmes, specifically in the fields of community policing and public order management. In order to provide consistent assistance, the Office, with the support of an international expert, evaluated recent improvements in the educational field and developed recommendations for further assistance. In May, a high-level analysis that looked at the Educational Complex’s approach in delivering training and education across its three institutions was undertaken, with a focus on community policing and public order management. 17 recommendations were included within the report ranging from slight amendments to the Police-Public Relations Module at the Training Centre, to comments on the actual modules and time allocation for the Police College’s new recruitment programme, to suggestions for the content within the forthcoming bachelor’s degree in policing. Many of these recommendations were referring to management processes, the ownership of problem issues and systematic approaches in scheduling the modules and their content within the different training programmes. In December, the Office, in co-operation with an international police expert, provided a series of training courses to various Services of the RA Police at their Educational Complex. A total of 26 officials from the Educational Complex, the Police Troops and the Patrol Service participated in two four-day courses that were structured to enhance their expertise in the areas of: programme and module design; planning and scheduling of training to maximise learning; designing and the use of interactive learning methods; the use of objective assessment in training; as well as the impartial and relevant assessment of students. In addition, two seminars were conducted for police managers involved in police education with a focus on effective scheduling and annual planning; the use of ‘Master Classes’ to provide advanced levels of learning; and approaches to the standardisation and organizational approval of training content to ensure standards are maintained. The participation of the police allowed them to better understand and apply a variety of approaches that would further improve the quality of police training and education. 119