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Initial police training for the 21st century

Initial police training for the 21st century
Initial police training for the 21st century
As policing evolves radically to meet the demand of a twenty-first century society, the training methods and educational tactics employed in the development of the next generation of officers must also evolve. This investigation incorporates both literature and empirical analysis of standards, expectations, and opportunities within the United Kingdom Initial Police Learning and Development Programme (IPLDP). Emphasising particular findings from participants at all stages of this programme, the techniques and concepts emphasised by the current training initiative are called into question, challenging decision makers to consider the impact of such system design. Ultimately, this research suggests that although present in the IPLDP, practical application of knowledge and skills is a fundamental necessity for developing effective, successful student officers.

Many of the issues and challenges cited by the survey participants are directly linked to programme limitations that are innately incorporated in a process that favours classroom learning and theoretical assessment. It is the practical application of skills within the UK society that will ultimately test the knowledge gained by student officers; and in many cases, supervisors and students alike are finding that the programme is lacking. This analysis suggests adjustments in the programme dynamics, emphasising experience, evidence, and application as primary means of transcending the many limitations of theoretical assessment of work based assessment
University of Southampton
Seggie, Brian William
c6fde180-5c0d-463e-a3ef-294760e5cf6c
Seggie, Brian William
c6fde180-5c0d-463e-a3ef-294760e5cf6c
Dyke, Martin
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Seggie, Brian William (2010) Initial police training for the 21st century. University of Southampton, Education, Doctoral Thesis, 263pp.

Record type: Thesis (Doctoral)

Abstract

As policing evolves radically to meet the demand of a twenty-first century society, the training methods and educational tactics employed in the development of the next generation of officers must also evolve. This investigation incorporates both literature and empirical analysis of standards, expectations, and opportunities within the United Kingdom Initial Police Learning and Development Programme (IPLDP). Emphasising particular findings from participants at all stages of this programme, the techniques and concepts emphasised by the current training initiative are called into question, challenging decision makers to consider the impact of such system design. Ultimately, this research suggests that although present in the IPLDP, practical application of knowledge and skills is a fundamental necessity for developing effective, successful student officers.

Many of the issues and challenges cited by the survey participants are directly linked to programme limitations that are innately incorporated in a process that favours classroom learning and theoretical assessment. It is the practical application of skills within the UK society that will ultimately test the knowledge gained by student officers; and in many cases, supervisors and students alike are finding that the programme is lacking. This analysis suggests adjustments in the programme dynamics, emphasising experience, evidence, and application as primary means of transcending the many limitations of theoretical assessment of work based assessment

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More information

Published date: 21 September 2010
Organisations: University of Southampton

Identifiers

Local EPrints ID: 193323
URI: http://eprints.soton.ac.uk/id/eprint/193323
PURE UUID: 4963021d-bc79-4dbe-bb5e-a7067bd50795

Catalogue record

Date deposited: 13 Jul 2011 10:17
Last modified: 14 Mar 2024 03:55

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Contributors

Author: Brian William Seggie
Thesis advisor: Martin Dyke

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