[en] The police training has been uploaded to the train of the European Higher Education Framework through one of the training centres that has the General Directorate of the Police. The aim of this article is to show the recent experience in programming by competences in order to emphasize the importance that the didactic and organizational aspects have as a key element of professionalization, in an environment where teachers are mostly police professionals.Likewise, to save the always alleged disconnection between the educational environment and the reality of the street, this paper shows the results of surveys to police graduates and their respective employers about their satisfaction degree with training in the category of Inspector, whose training is tought in the aforementioned centre. In the surveys participate 1030 graduates and 1263 employers or managers, distributed in two phases in which the descriptive study is carried out (year 2011 and year 2015).The differentiating element of the two study phases is of having or not followed the Bologna Process in graduates? formative courses for access/promotion to the category. Following Berk (2005) in Garc?a and others (2013), it has been shown that the graduates clearly remember the type of training received in their universities, because of that the analysis of their opinions can help us to specify training areas improvement needs in order to save the well-known distances between the academic and professional world. In addition, it can help us to encourage the educational community to continue in the effort that the new learning methodology requires.

[es] La formaci?n policial se ha subido al tren del Espacio Europeo de Educaci?n Superior a trav?s de uno de los centros de formaci?n que tiene la Direcci?n General de la Polic?a. Con el presente art?culo se pretende mostrar la reciente experiencia vivida con la programaci?n por competencias para poner ?nfasis en la importancia que los aspectos did?cticos y organizativos tienen como elemento clave de profesionalizaci?n, en un entorno donde los docentes son mayormente profesionales policiales./nAsimismo, para salvar la siempre alegada desconexi?n entre el mundo educativo y la realidad de la calle, se muestran los resultados de encuestas realizadas a egresados policiales y a sus respectivos empleadores sobre el grado de satisfacci?n con la capacitaci?n en la categor?a de Inspector, cuya formaci?n se imparte en el referido centro. Participan en las encuestas 1030 egresados y 1263 empleadores o responsables, distribuidos en dos fases en las que se realiza el estudio descriptivo (a?o 2011 y a?o 2015). El elemento diferenciador de las dos fases es el de haber seguido o no el Plan Bolonia en su proceso formativo para el acceso/ascenso a la categor?a. Y como, siguiendo a? Berk (2005) en Garc?a y otros (2013), se ha demostrado que los egresados recuerdan con nitidez las ense?anzas recibidas en su formaci?n universitaria, del? an?lisis de sus opiniones se pretende concretar ?reas formativas objeto de mejora? que salve las consabidas distancias entre el mundo acad?mico y profesional. Adem?s de animar a la comunidad educativa a seguir en el esfuerzo que la nueva metodolog?a de aprendizaje requiere.