The police service across the United Kingdom (UK) has gone through many fundamental changes since its foundations were laid by the Metropolitan Police Act (Great Britain, 1829). In the 21st century the education and training of new police recruits and their continuous professional development has come under the spotlight for reform. In itial education and training reforms have included a move from central police training sites to local delivery to suit local policing needs and partnerships being created with further and higher education. In these times of austerity the service is also proposing a move away from recruiting individuals and training them to expecting individuals to receive components of their education and training prior to employment. This move to pre-employment education and training (called pre-join by the police service) has also brought other policing roles to the fore of the reform agenda including police staff and special constables. As a professional educator working within higher education, having experienced both operational and support policing roles in a range of contexts, the author is an advocate of the benefits of both career and lifelong learning. Over a number of years the author has strived to provide educational support to the police service either for those who are employed by the police service or alternatively those who are aspiring to work within the sector. A number of these initiatives, both past and present, are listed within the evidence sections of the portfolio and provide a focus for the development of an academic discipline of policing. The opportunities which exist for all of the stakeholders iniJO lved in the initial education and tra ining of the police service are many, varied and at times challenging, but the support and insights which can be provided by higher education can do much to develop this important aspect in the professionalisation of the police service. The contribution of a route map (or framework) will be of value to the individual learner, whether employed or not, the police service as a whole and educational providers, as it will enable all of the stakeholders involved to understand the routes available for new police officer recruits for their initial education and training as they enter the profession. These routes are linked, through higher education, to the complexities of FHEO and OCF frameworks, along with the identification of opportunities for the recognition of APL and the police requirements for the completion of a 'certificate in policing knowledge' (often referred to as the technical certificate) or equivalent and the 'diploma in policing'.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:604547 |
| Date | January 2013 |
| Creators | Pepper, Ian K. |
| Publisher | Teesside University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
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