Articles

• Editorial: Challenges and feasible solutions for law enforcement training and education in global perspective

  Detlef Nogala, Peter Neyroud

  5-9

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• Trends and challenges for law enforcement training and education

  Rob Wainwright

  11-19

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• Building a global learning community - an Interpol perspective

  Jürgen Stock

  21-24

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• Global society targeted by global crime: The OSCE’s approach through police training

  Guy Vinet

  25-29

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• Law enforcement training and learning: a comprehensive “capacity building” approach

  Claudio Di Gregorio

  31-44

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• Transnational Policing in Europe and its Local Effects

  Ben Bowling; Charline Kopf

  47-57

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• Research and science in law enforcement: an exploratory survey

  Eduardo Viegas Ferreira, João Cabaço

  59-67

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• Evidence-based police education and training in the United States

  Gary Cordner

  71-78

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• Trends and Challenges for Law Enforcement Training and Education: the German Perspective

  Matthias Zeiser

  79-83

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• The Spanish National Police Training System

  Silvia Iluminada Ramos Perez

  85-92

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• The Hungarian law enforcement education system at the National University of Public Service: the best practice of Hungary

  Gabor Kovacs

  93-99

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• Police education and training in China

  Tao Xu, Haiyan Fu

  101-106

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• The Internationalisation of Higher Police Education: Perspectives on the Cooperation between the EU and China

  Monica den Boer

  107-112

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• Evidence Cafés and Practitioner Cafés supported by online resources: A route to innovative training in practice based approaches

  Gill Clough, Anne Adams, Eric Halford

  115-122

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• On the use of Serious Games Technology to Facilitate Large-Scale Training in Cybercrime Response

  Natalie Coull, Iain Donald, Ian Ferguson, Eamonn Keane, Thomas Mitchell, Oliver V. Smith, Erin Stevenson, Paddy Tomkins

  123-130

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• Digital learning: How to improve knowledge and skills for law enforcement managers

  Laurent Chapparo

  131-135

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• A European quality assurance system for police education: a challenge for CEPOL?

  Sofie De Kimpe

  139-144

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• Sectoral Qualifications Framework for Border Guarding — the way towards harmonization of border guard qualifications across EU?

  Anemona Peres, Julie Norris

  145-158

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• Education and research for 21st century policing: Collaboration, competition and collusion

  Jean Hartley; Ian Hesketh, Steven Chase

  159-165

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• A partnership approach to higher educational accreditation of the UK’s national Direct-Entry Superintendents programme

  Ian K. Pepper, Sam Redington, Stuart Durrant, Michael Mulqueen, Amy Watson

  167-170

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• Professionalising policing: seeking viable and sustainable approaches to police education and learning

  Steve Tong

  171-178

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• Police commanders’ education: a continuous process

  Sérgio Felgueiras, Lúcia G. Pais

  179-185

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• Law enforcement agencies and action learning approach — a potential tool for leadership development

  Georgina Stréhli-Klotz

  187-196

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• Putting Learning into Practice: Self Reflections from Cops

  Jenny Norman, Emma Williams

  197-203

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• The role of the Police Research Centre in strengthening criminalists’ competencies and securing society

  Davor Solomun

  205-213

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• When does Training become Learning?: Reflections about transmitting ideas across borders

  Elizabeth A. Stanko

  215-223

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• Warrior or Guardian or Both? Effective counter terrorist tactics and police integrity, to shoot or not to shoot: is this the question?

  Maria (Maki) Haberfeld

  225-232

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• The power of dialogue in public integrity and curriculum development — lessons learned from the training of integrity advisers in Hungary

  Katalin Pallai, Péter Klotz

  233-243

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• Preventing Violent Extremism and Strengthening Democracy – Civic Education in Law Enforcement and Policing in Germany

  Andreas Pudlat, Patricia Schütte-Bestek

  245-249

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• Towards multi-strategic police organization

  Priit Suve

  251-261

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