presented. The final part of the training programme was devoted to the use of quality assurance mechanisms to ensure the overall effectiveness of training programmes. The evaluation of learning course was delivered in three parts to six participants. Part one was a four-day classroom based learning course focusing on theories and models to provide underpinning knowledge. Part two targeted the same group of participants gathering evaluation data through a variety of methods from all the other courses forming part of the overall programme. Part three focused on the analysis of the data gathered and the creation of documentation for improvement. Participants learned to apply these processes for any training programme, course, and module. Since the principles were the same and applicable in all academic fields (e.g. at the Police Academy), practical training or classroom activities, they could naturally be applied in any area of the Educational Complex (e.g. Training Centre and Police College). The course on “Use of Quality Assurance in the Effective Management of Training” addressed the concept of quality assurance; external and internal requirements; the national perspective and the requirements in terms of staff, technical resources and modern practices that were expected to be established in the Educational Complex. The host Government, through the National Centre for Professional Education Quality Assurance (ANQA), identified the need for improvement in quality assurance within tertiary education and this course was intended to assist the Educational Complex in understanding the principles, application and expectations of quality assurance within educational institutions and preparing them for the upcoming assessments. Six persons who completed the previous course undertook this course as well. The Educational Complex, through these participants, achieved the capability to establish and operate their own Quality Assurance Department. On behalf of the Office, an external expert designed and delivered a ToT course on the basics in “Contemporary Training” for eight people. The course focused on a contemporary education methodology that was equally applicable in any training subject. Future trainers were taught how to use contemporary training and interactive learning styles in a studentcentred approach. During the practical part of the training students delivered some subjects of the course to their peers. This course has prepared a core group of staff to train incoming staff in their trainer roles as well as to cascade the new training approaches to their colleagues across the Educational Complex. Eleven persons participated in the ToT. In another such ToT course on “Contemporary Training”, 20 teachers and managers from across the Educational Complex were the target group. A key element of these ToT courses was to provide the attendees with the basic materials to continue to deliver the content, created by them and supplied in electronic format. At the beginning of 2013, the Office also participated in discussions organized by the Police Educational Complex which aimed at evaluating the new test packages developed for the Training Center and the Police College. At the meeting it was noted that in general the packages were good and helped to conduct the admission process in a fair and transparent manner. The leadership of the Complex thus requested the Office to develop the test package for the Police Academy too. The test package was developed by the Laboratory of Experimental Psychology of Yerevan State University and was used for the admission to the Police Academy in August 2013. A transparent and fair admission process and a contemporary approach to teaching across all disciplines aim at ensuring that the police officers graduating from the Educational Complex at all levels are properly prepared for modern policing. Therefore, 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 Complex. 122