OID: E10236092 - Miskolci Rendvédelmi Technikum
Type of Organization: School/Institute/Educational centre-Vocational Training (secondary level)
Background and Experience
The Ministry of the Interior established a Non-commissioned Police Officer Training School in Miskolc in 1976. In 1993 the Police School of Miskolc was established (the name of the school was changed to Law Enforcement School of Miskolc in 1999, because from this time not only police training, but also border guard training took place in the school.) From this time, only students holding a GCSE could apply for the two years’ training. Since 2016, the Hungarian vocational training has been undergoing significant changes, one segment of which was the change of the institution system of the public education. As a result of this, the Ministry of the Interior changed the name of our school (does not show in the English translation), effective on 16 May 2016. The superior organization of the Law Enforcement School is the Ministry of the Interior; the mid-level managing organization is the Police. We train non-commissioned police officers within the framework of full-time education, based on the secondary school leaving exam.
Our school runs both in-School (full-time) and non-School (similar to correspondence courses or specialization courses).
In-School trainings: two-years’ and one and a half years’ dual basic police training with four different qualification outcomes, for which students specialize in the last term (public order, traffic policing, border policing and criminal policing).
The most important non-School trainings for non-commissioned officers, mainly for delegates from the police: co-patrol partial qualification, 6 months’ training; community police officer training, 5 weeks’ training; criminal specification course, 5 weeks’ training; criminal-fire inspection specification course for the Disaster Management, 1 week’s long; mentor training: we have been running training courses for colleagues (policemen) delegated from the forces, commissioned with the practical training of our students since 1998.
Teaching (mentoring) activity facilitating the internship (field training) is characteristically carried out by non-commissioned police officers in professional legal status employed by law enforcement organizations (Hungarian Police). This type of training-related activity is not bound to qualifications in either case, (of course it is an advantage and several police officer have a teacher degree, as a qualification); in Hungary there is no separate police instructor training and qualification. Our schools carry out the training of mentors facilitating the internship (field training), based on our previously elaborated protocol. This preparation does not give a certificate.
The number of students in the in-School education is usually between 300-500, while the number of students in the non-School education moves between 300-800 per year. The number of the teaching staff is about 60-70, 45-50 of which are professionals (police officers). The total number of school employees: 191 people.
The institution has a long term experience in police training. Also, the project’s team members (the project manager, the professional manager, the financial manager, international coordinator, the head of the creative team and his/her assistant) that will implement and manage the project, and also create the intellectual outputs, are staff members with experience and skills regarding: tutors’ training and field evaluation of their work; creating educational materials and implementing tutors’ training (course management); pedagogical development; quality management; teachers’ qualification, continuous training and motivation; school’s partnership relations; projects coordination; accounting; communication in Hungarian and English language (including monitoring the students’ mental and psychological skills).
The Educational Curriculum Project for tutors’ professional manager has undertaken managing, developing work in several vocational training projects. She is experienced in implementing the evaluation and assessment processes of the school; in the objective detection of deficiencies and strong points in students’ skills and abilities with the use of rapid methods. After the results of the assessments have been processed, she is able to work out developing programmes, with the help of which the participants of the training can be supported. She is familiar with the expectations related to practical training; has several years’ previous experience as a field teacher, manager, and as a pedagogue, she teaches theoretical subjects as well.
The manager assistant has several decades’ experience in preparing the students for police communication both in Hungarian and in English. This preparation does not manifest only in the development of students’ verbal communication; but it can be seen in developing their mental and psychological skills as well. Her job is much more complex than teaching a foreign language or communication in an average secondary school, as a good command of police professional knowledge and ESP are also essential for teaching effective communication to students during the lessons. Within the framework of the lesson, hard work is done to develop both verbal and non-verbal communication, preferably using training-like communication sessions. She has participated in several field practices at different law enforcement forces to be able to integrate the indispensable elements of police work into her pedagogical practice. She has good work relationship with the management, employees, mentors, career starters, students on field training at the local police station. She has run several psychological and communication trainings for emergency call center operators, the experience of which can be used during the project with the mentor training.
International coordinator has several years’ experience in keeping the international contact with partners, organizing and administering travels, the reception of delegations and various international events. In relation to organizing homeland events, her tasks include the communication of the event (PR, social media, homepage publications), keeping contact with the press; therefore she has valuable experience in implementing the dissemination plan. She is able to keep the parallel, internal-external contacts, to organize events, carry out communication tasks, to handle the social media and the homepage of the school.
The project manager has taken part in the preparation, organization and monitoring of police students’ field training (internship). He had an active role in the edition and amendments of the Activity Log currently used during the field training.
The professional manager used to be in direct daily working contact with the coordinators controlling the field training on local levels and the mentors as well for several years. During the monitoring of the field trainings, he gathered information about the peculiar employment practices of the local forces; when needed, he provided supporting help to make it more effective. He organized mentor trainings in accordance with the central expectations and administered them either in the school or at the local forces.