Law Enforcement Agency Capacity Building as a Driver for the Adoption of European Research

Abstract

The INSPECTr project aims to produce a proof of concept that will demonstrate solutions to many of the issues faced by institutional procedures within law enforcement agencies (LEAs) for combating cybercrime. Unlike many other H2020 projects, the results of INSPECTr will be freely available to stakeholders at the end of the project, despite having a low technology readiness level. It is imperative that LEAs fully understand the legal, security and ethical requirements for using disruptive and advanced technologies, particularly with a platform that will provide AI assisted decision making, facilitate intelligence gathering from online data sources and redefine how evidential data is discovered in other jurisdictions and exchanged. However, INSPECTr will also require the support of stakeholders beyond the scope of the project, in order to drive further development and investment towards market-readiness. The development of a robust capacity building program has been included in the project to ensure that LEAs can confidently use the system and that they fully understand both the pitfalls and the potential of the platform. During our training needs analyses, various European instruments, standards and priorities are considered, such as CEPOL’s EU Strategic Training Needs Assessment, the course development standards established by ECTEG and Europol’s Training Competency Framework. With this research and through consultation with internal and external stakeholders, we define the pathways of training for the INSPECTr platform in which we aim to address the various roles in European LEAs and their requirements for the effective delivery and assessment of the course. In keeping with the project’s ethics-by-design approach, the training program produced by INSPECTr will have a strong emphasis on security and the fundamental rights of citizens while addressing the gaps in capabilities and training within the EU LEA community. In this paper we describe the process we apply to curriculum design, based on the findings of our research and our continued engagement with LEA and technical partners throughout the life-cycle of the project.