ABSTRACT
The subject of this chapter is related to work carried out on behalf of the Police Academy of the Netherlands (The Academy). The idea to develop comparative competency profiles irrespective of type of education or occupation arose eight years ago when the Academy participated in setting up a new system of police training in Guatemala ( Alvarez 2004–2007), based on universal principles of work-related education but nonetheless tailor-made. Recently, three similar endeavours have been successfully completed. One initiative consisted of matching police tasks and corresponding educational levels between six Dutch Caribbean islands because of their new constitutional framework (Boersen et al. 2010), the other involved reviewing the ten-year-old occupational profiles of the Dutch Police by the Dutch Police Education Council (POR). Recently I transformed the reviewed occupational profiles into a set of qualification profiles for the Academy as a basis for curriculum development (Peeters 2012).
