IPTA

1st Session Training Evaluation Report

January-2012

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Purpose of International Police Training for Afghanistan (IPTA)

The intended purpose of IPTA is an effective, well-organized, professional, national police

force that is well-trained and equipped to ensure a safe and secure environment for the people

of Afghanistan and a force to respond the request of the Afghan people.

Program Description

By the Memorandum of Understanding signed between The Government of The Republic of

Turkey and Government of The Islamic Republic of Afghanistan, both governments

committed to establish peace and stability for Afghanistan through capacity building for

Afghan National Police (ANP). Building on the commitment parties agreed on the

cooperation in the provision of officer candidate training to ANP candidates by the Ministry

of Turkey at Sivas Police Training Academy (SPTA). Turkish Government dedicated newly

constructed SPTA for training of 500 Afghan police recruits.The SPTA is located close to a

large city, Sivas, 450km east of Ankara. It features an indoor and an outdoor shooting range,

superior classroom facilities designed for both didactic and practical police training, a fitness

center and gym, and a library with an advanced computer-based software in drugs and

organized crime modules. Based on IPTA project, 500 Afghan police recruits will be trained

for each academic term.

IPTA Funding

The program made possible through Law and Order Trust Fund for Afghanistan- LOTFA

(from Japanese contribution) and Combined Security Transition Command for Afghanistan

(CSTC-A) funding, Turkish Police trainers, and the support of the Turkish government.

Turkish National Police (TNP) assigns sworn and non-sworn officers to SPTA to provide

daily basis administrative services and implement training project of IPTA to candidates.

Turkey also provides accomadition for the 10 Afghan cadre members and 32 interpreters

during the training period.

LOTFA supports training cost including per diem, clothing, class material/stationery

allowances for police candidates. CSTC-A provides stipend to be distributed to each recruit.

Additionally, CSTC-A is responsible for education center expenses, education expenses,

health insurance, morale cards, and linguist services. CSTC-A supplies 32 language

interpreters to facilitate both written and spoken communication in Turkish, Dari, Pashtun,

and English.

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International Police Training Academy

The Academy is residential, and class hours starts at 09:00 a.m. in the morning each Monday

and ends 15:45p.m. in the afternoon each Friday. Each recruit is provided a bed, linens, a

locker, a set of tarining uniform, a set of regular uniform, a set of ceremonial uniform, gym

gears including a set of judo gear as well as sports gear and cleanup materials. Recruits are

housed in a dormitory setting consisting of eight recruits per room. Each weekend, the

Academy takes care of washing and drying of uniforms, linens and other washable

equipments. The recruits are required to take care of cleanliness and orderliness of their own

equipments. Each day begins with breakfast at 7:00 a.m. followed by a roll call at classrooms

at 8:00 a.m. The Academy provides breakfast, lunch, and dinner each day at student cafeteria.

Each day, recruits follow a demanding training schedule, which ends at 10 p.m. at night.

Overview of the Training Program

The Sivas Police Training Academy utilizes Adult Based Learning and Student Centered

Training methodologies where the recruits are expected to be active participants in the

learning process. Each recruit is provided text books in Dari that includes all course notes and

topics covered in the curriculum.

The curriculum consists of 16 modules and 5 regular courses taken over 6 months, each focus

on a comprehensive aspect of law enforcement work that builds upon one another, beginning

with simple tasks and ending with complex issues. The modular program allows for a flexible

approach to learning for all Afghan police recruits. The modules are professionally

administered, technically and tactically correct, and moreover, relevant to the current security

situation in Afghanistan since they are developed after conducting training needs assessment.

Modules and weekly regular courses are taught by trainers who are expert in the field. All of

the IPTA trainers have extensive training backgrounds in a variety of police subjects and have

instructor certifications in related areas. Trainers hold advanced educational degrees and

advanced tactical operations experience.

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Below is just a glimpse of some of the course load at the academy.

Police Defence Tactics Module includes principles of survival, use of force, stop and search,

safety of equipment and use of batton.

Firearms and and Basic Shooting Training Module includes weapons care and safety,

marksmanship (forward shooting techniques, shooting while walking, turning around, and

running, shooting behind barriers, and etc.).

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Special Operation Module includes ambush, implemantation on infantry rifles, movement in

the field, discipline in field operation and finding direction with roughly surveying (travers).

Riot Control Module includes group dynamics and psychology, principles for intervening

the social disturbances, use of tear gases, use of gas masks, techniques and tactics in

intervening the social disturbances.

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Stopping and Controlling the Vehicles Module includes stooping, controlling, searching

and arresting the underway vehciles, road blocker implementations in stopping the vehicles,

and constituting a fixed control point.

Guard and Prevention Module includes how to conduct a security risk assessment and how

the facilities are secured, information about indoor and outdoor security systems and

equipments, identfying potential terrorist threats, points to be considered at the searches and

controls at entrances and exits, and detecting and handling suspicious packages and

explosives.

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Crime Scene Investigation Module includes protecting the crime scene, handling material

evidence, evidence-based investigation and basic finger printing techniques.

Principles and Dominant Rules of Afghanistan Module includes Afghanistan Constitution,

rules and regulations regarding policing, counter-terrorism, narcotics and protest and strikes.

Other modules included judo training, controlling the traffic and accident analysis, policing in

multi-cultural societies and community policing, leadership and management competencies,

human rights and police ethics, communication skills, first aid, physical training, computer

skills, basics of firefighting, civil defence and using raido communication.

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The Academy has also a library to assist recruits with research in policing and a self-

administered software in organized crime and drug, known as Computer Based Training

(CBT). This software was developped by UNODC to train law enforcement specialists around

the world and a Turkish interface option was added later by Turkish International Academy

against Drugs and Organized Crime (TADOC), which trains law enforcement officials on

drugs and organized crime from 65 countries. The system has been installed by TNP Anti

Smuggling and Organized Crime Department.

Significance of the Program

IPTA is a distinctive program in the sense that it could be considered a training model for

those police organizations that are in need of contemporary policing approaches such as

democratic policing, community policing, and problem-oriented policing, all of which are

based upon building trust between the community and the police. The program is relied upon

what is known as modular-based training in which each module is designed, administered and

instructed by the experienced field and academic instructors of relevant departments of TNP.

The stated modules either as a whole or in part are adapted from in-service training courses,

which provide the program a special advantage in four respects. First, each department

assigns their in-service training instructors who already teach in specialized training

academies. These instructors not only have practical experiences, but also have years-long

teaching experiences in their own fields. The quality of training has been confirmed by

Afghan Delegation who had a visit to the Academy on October 25-26, 2011 and Afghan

trainers, linguists and their supervisors from MEP and CSTC-A.

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Second, instructors come with their own course materials provided to them out of their

departments’ resources. The number, variety and the content of course materials used in this

program add a special value to the quality of the program.

Third, the content of the program is designed in such a way that it encourages team work to be

able to complete the tasks required by instructors. Working as team will help them overcome

the challenges that recruits will often face in their daily operations.

Finally, since most modules are adapted from specialized in-service training courses, they

mostly focus on the practical applications of their respective subjects. This allows trainers

learning how theory applies and transfers into practice in different areas of policing. In

addition to the above-mentioned advantages, recruits and instructors are constantly asked for

their feedbacks about the program so that program designers can further work on improvable

areas in accordance with the specific needs of Afghan National Police.

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Recruitment and Selection

The Afghan Ministry of Interior (MoI) is responsiple for recruiting ANP candidates and

developing general recruiting standards. TNP participate in the selection process of ANP

candidates. Based on the selection criteria all applicants must:

Have a minimum 12th

grade education;

Have no criminal record;

Be between the ages of 18 to 30 years old;

Possess a guarantee letter signed by their Sponsor;

Be a citizen of Afghanistan;

Not currently serving in any form of military service;

Must successfully pass medical screening and drug test in accordance with ANP

candidates selection policy.

Vetting

The MoI conduct background check and prepare curriculum vitae on all interpreters

accompanying ANP officer candidates for course in SPTA. The MoI provide a list of potential

ANP candidates and background information for the candidate training to the TNP for vetting

purposes prior to 2 months of the commencement of training. Besides, the MoI provide

passports to the TNP in due time. TNP utilizes biometrics data provided by the MoI to

conduct security screening process for candidates, interpreters, and ANP officers as to be

ANP trainers. Based on security screening process, Turkey issues entry visa for all ANP

candidates, Afghan trainers and interpreters who meet the criteria for entry into Turkey.

Pre-Deployment

Prior to pre-deployment of ANP trainers, ANP candidates and contracted interpreters, the MoI

provide a pre-deployment brief. The briefs cover topics such as:

In Processing

Interpreter and ANP trainers’ orientation

Medical screening (physical, immunization, etc.)

Training site overview, rules and regulations.

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Biometrics Data Collection

Travel brief

Admin briefs, finance and payment

Clothing

Basic/initial training

Besides, SPTA conducts a newcomers’ brief to ANP candidates, ANP personnel and

interpreters on security procedures, training rules, local laws, prohibitions and local threats.

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Academic Progress

Based on the modules and weekly courses, each recruit is required to pass either a written or a

practical examination or both at the end of each module. The written examinations require a

minimum passing score of 60%. The practical examinations require recruits demonstrate

proficiency in the subject matter and skills covered in the module. The curriculum relies

heavily on practical scenarios. Recruits are provided with approximately a two hour study

period every evening that is used to prepare for class, complete assignments, and study for

examinations. All recruits showed satisfactory progress in their required courses and

sucessfully graduated from the Academy. This report is attached with transcripts for each of

the recruits.

Training Program Assessment

In addition, Donald Kirkpatrick’s four levels of evaluation is being applied to performance of

candidates and overall results of IPTA.

Level 1 (Reaction)

In thislevel , the reactions of Afghan Police Candidates are understood to mean the way in

which they perceive and subjectively evaluate the relevance and quality of the training.

Survey attempts to answer questions regarding their perceptions:

Did your trainer have a thorough grasp of the subject?

Did your trainer actively invite questions?

Did your trainer answer the question posed?

Was individual help provided when needed?

Was your trainer prepared for class?

Did your trainer have a professional demeanor?

Did this class meet your expectations?

Was the length appropriate?

Was all of the equipment working properly?

Positive reactions are critical in creating sufficient learning motivation. Reactions of

candidates for each trainer are measured using a 5-point Likert type of scale where 1= Very

Poor, 2= Poor, 3= Fair, 4= Good, and 5= Excellent

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Level 2 (Learning)

To assess the amount of learning that has occurred due to IPTA, examinations and post-tests

are applied to candidates for each module. For the theoretical part of the training, candidates

are taken examinations for the modules. However, for the practical modules, post-tests are

used to assess the learning.

Firearms and Shooting Post-Test Results

Level 3 (Behavior)

Evaluating at this level attempts to answer the question- How often do Afghan Police Officers

use the knowledge and skills taught at the Academy? At this point, we expect to find if the

newly acquired skills, knowledge, or attitude are being used in the everyday environment of

the ANP. In order to positive reactions and learning effects actually to lead to changed job

behavior, the transfer of acquired skills to the work situation must especially be ensured. To

assess how often they use the knowledge and skills acquired, self-assessment questionnaire,

on-the-job-observation, and reports from their immediate supervisors will be used. Measuring

at this level is difficult as it is often impossible to predict when the change in behavior will

occur, and thus requires important decisions in terms of when to evaluate and how to evaluate.

For that reason, it is planned to apply self-assessment questionnaires after 6 months of each

IPTA. Additionally, measurement will be supported with on-the-job-observation and

supervisor report. To this end, the Academy administration is planning to conduct the first

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20

30

40

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60

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100

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self-assessment questionarries, on-the-job-observation and supervisor report between July 1,

2012 and July 15, 2012 in Afghanistan.

Level 4 (Results)

Based on the final level of evaluation, results, it is planned to assess IPTA in terms of

organizational results. At this point, evaluations will check how the ANP get benefited from

the results of IPTA. In this level, it is aimed to measure the progress that IPTA made at the

organizational level. The heads of ANP departments, NTM-A authorities, and other

organization executives who are associated with ANP will be contacted within one year after

graduation of candidates to have their views regarding overall results of IPTA.

Behavioral Evaluations

Throughout the training program, each recruit is carefully observed and asssessed for

aprropriateness of their behaviors with the professional conducts that are expected within and

outside of school campus. More specifically, recruits are regulary evaluated on a four-point

evaluation scale (Very Good, Good, Fair, and Poor) for their sense of responsibility,

understanding and obediance to disciplinary rules, obediance to commanders and general

commands, accomplishing tasks, cooperating with commanders, social interaction and

communication with others, orderliness and neatness of uniforms, leadership and problem

solving skills, and attention to timeline. As seen in the grahical presentations below, the

recruits, in general, had satisfactory points on each of these measures. This report is attached

with personal evaluation forms for each of the recruits. The Academy administration

identified 31 recruits with poor performance and suggests that remarks in their evaluation

forms should be reconsidered before they are given any critical assignment and administrative

position.

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Understanding and Obediance to Disciplinary Rules

Obediance to Commanders and Commands

Accomplishing Tasks

182

173

105

30

0 50 100 150 200

Very Good

Good

Fair

Poor

208

183

68

31

0 50 100 150 200 250

Very Good

Good

Fair

Poor

145

228

92

25

0 50 100 150 200 250

Very Good

Good

Fair

Poor

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Cooperation With Commanders

Social Interactionand Communication with Others

Sense of Responsibility

141

205

113

31

0 50 100 150 200 250

Very Good

Good

Fair

Poor

163

199

95

33

0 50 100 150 200 250

Very Good

Good

Fair

Poor

148

189

123

30

0 50 100 150 200

Very Good

Good

Fair

Poor

16

Orderliness and Neatness

Leadership and Problem Solving Skills

Attention toTimeline

190

206

75

19

0 50 100 150 200 250

Very Good

Good

Fair

Poor

114

198

146

32

0 50 100 150 200 250

Very Good

Good

Fair

Poor

184

198

81

27

0 50 100 150 200 250

Very Good

Good

Fair

Poor

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Graduation

490 Afghan recruits graduated from Sivas Police Training Academy after completing an

intense six-month course. Dignitaries present for the graduation included the Afghan Minister

of Interior Bismillah Khan Mohammadi, Turkish Deputy Minister of Interior, Osman Güneş,

Lt. General M. Ayoub Salangi (Afghan), Maj. General Qadam Sahim (Afghan), Brig. General

Abdul Mumin (Afghan), and COL Mark Manigal (US).

Future Considerations

It is known that Afghanistan, Turkey and financial donors reserve a considerable amount of

resources into this training program. Thus, the success of this program is heavily depend on

the effective and efficient use of the allocated resources. In order to achieve a better quality in

training, Turkey is willing to be a part of vetting process and assist Afghanistan authorities in

selecting the best recruits for the next rotation. To this end, Turkish side is ready to send a

delegation of trainers to contribute Afghan authorities in the selection process.

At the beginning the program, Turkey and financial donors agreed that financial contributions

be sent in four separate payments in accordance with an agreed-upon calendar. Turkey

understands that some of the payments have been delayed unintentionally for some

bureaucratic challenges and expects financial donors to understand that this cause to

subsequent lateness in payments to the service providers. We believe that mutual cooperations

between the CSTC-A, LOTFA, and SPTA will help overcome bureaucratic challenges and

enable timely transactions.

Since SPTA is solely dedicated to Afghan National Police training, the program is designed

for the specific needs of the Afghan National Police. Thus, the second cycle of the training

will be added a logistics module to improve the content of the program to this end.

The preparations for the second cycle of the program is still underway and are expected to be

completed by the end of February, 2012. Thus, the second term of the training program can be

started as of March 1, 2012.