Implementation Policy Police Education System in An Effort to Improve Quality of Education and Formation Non-Commissioned Officer Police at The Gorontalo Police SPN

This study aims to determine and analyze the Implementation of the Police Education System Policy in an Effort to Improve the Quality of Education and Development of Police NCOs at the Gorontalo Regional Police SPN which is studied from: 1) Planning; 2) Implementation and 3) Monitoring and evaluation. There are determining factors for the success of the Implementation of the Police Education System Policy in an Effort to Improve the Quality of Education and Development of Police NCOs at the Gorontalo Regional Police SPN which is studied from: 1). Communication Process; 2). Resources; 3) Disposition or Attitude of the Implementer; and 4) Bureaucratic Structure. The data source in this study is primary data conducted using interviews. The research method used is a qualitative method. The data analysis technique used is qualitative analysis. The results of the study indicate that (1) the Implementation of the Police Education System Policy in an Effort to Improve the Quality of Education and Formation of Police NCOs at the Gorontalo Regional Police SPN, the planning of the Police education policy at the Gorontalo Regional Police SPN is quite mature, but still requires adjustments related to limited resources. The implementation of the policy went well even though there were obstacles related to human resources and infrastructure. Evaluation and monitoring of the policy need to be improved to be more structured and able to measure the extent to which this policy has an impact on improving the quality of education and the formation of quality Polri NCOs. (2) Factors Determining the Success of the Implementation of the Polri Education System Policy in Efforts to Improve the Quality of Education and the Formation of Polri NCOs at the SPN Polda Gorontalo. Supporting factors such as good communication and a well-organized bureaucratic structure provide a strong foundation for policy implementation. However, the main inhibiting factors found in this study are limited resources, both in the form of facilities and the number of instructors that are not yet adequate, as well as challenges in conducting more structured evaluations.