Policing Insight’s Post

Police education is due for a transformation to meet the demands of the 21st century. Tom Loglisci, Jr., MEd., a doctoral student and expert in adult education, has proposed a comprehensive plan to reshape how we train our first responders over the next three to five years. 'The current state of police training often relies on traditional methods that fail to prepare officers for real-world complexities,' Loglisci explains. 'We need to evolve our approach to address technological advancements, changing societal expectations, and the need for effective crisis response.' Loglisci's vision emphasizes adult learning principles, incorporating experiential learning and scenario-based training. It also advocates for integrating technology, such as online modules and simulation-based learning, to accommodate different learning styles. A key focus is fostering community engagement through workshops and feedback mechanisms, strengthening the bond between law enforcement and the public. 'Building trust and understanding is crucial for modern policing,' Loglisci states. Implementing these changes requires collaboration between municipal governments, police departments, and educational institutions. Securing funding, addressing resistance to change, and training instructors are potential challenges, but Loglisci's plan outlines strategies to overcome these obstacles. By focusing on adult learning, leveraging technology, and prioritizing community engagement, Loglisci's proposal aims to create a skilled, empathetic, and responsive law enforcement workforce, paving the way for safer communities and a more effective policing future. #policereform #communitypolicing #adulteducation @tomloglisci

Jumpstarting a future with a high school diploma and heart for service. “If you have any idea of going into any form of law enforcement, you should start here,” says Police Service Aide (PSA) and aspiring Police Officer Kyndall Moss. Although early in her career, PSA Moss has had a long history with the Chesterfield County Police Department, starting with her membership in the Crime Solvers Scholastic Program in middle school. From there, she joined the cadet program in high school, spending a few years learning our culture and values, which aligned with her own. She applied to be a PSA after graduating high school. So, what is a PSA exactly? In 2020, CCPD launched the PSA program to assist police officers with non-priority calls, such as directing traffic, and provide a career pipeline for those interested in law enforcement but still too young to be a police officer. “My favorite thing is the people. There are a lot of connections that you make in this job, that you wouldn’t make outside of this job,” says PSA Moss. Moss went on to explain that the PSA program is a great opportunity with relatively few requirements: all you need is a high school diploma and a desire to help people. “If you are looking into law enforcement and want something that’s rewarding, that’s different. It’s a great job.” #career #CareerGrowth #careerdevelopment #careergoals

The College of Policing just published its 2024 Competency and Values Framework (#CVF), providing clear expectations for everyone working in #policing. It describes the behaviours required as a police officer or member of staff, to be effective in their role and uphold the #CodeOfEthics. It plays a significant role in the recruitment, assessment, and development of officers and staff at every level. ❔ Why was it developed❔ Because #research and reviews of policing over the last decade have consistently highlighted the importance of #Ethical and #ValuesDriven behaviour in police officers and staff. In the Police Education Consortium, we work with highly experienced lecturers, experts, researchers, and other staff to deliver quality police education and follow the latest updates in policing in the UK and worldwide. Amongst our staff, there are experts in data analysis, inclusivity, and police leadership. As a recognition of our work, this year we #won the Apprenticeship Guide Award for Best Apprenticeship in Public Services. ✨ Our distinguishing features are: • #Policing Expertise: Developing reflective police practitioners equipped to meet the complex needs of the communities they serve. • #Innovative Attitude: Growing a research culture to support evidence-based policing and police education.  • #Commitments to Values: Our programs are not only cutting-edge but also rooted in inclusivity and ethical conduct, consistently striving to embed professional integrity within policing practices. We welcome the CVF’s value-driven approach. It is based on three values: #Courage, #PublicService, and #Respect and #Empathy; and six competencies. Closely aligned to the Code of Ethics, the framework equips everyone in policing with the skills for leadership, critical thinking, and collaborative work, thereby enhancing the service provided to the public. Each competency and value include a list of example behaviours. It acknowledges that all people have different #strengths ⛹♀️ and preferences, in terms of skills, #abilities, and personal attributes. The CVF should be used in ways that allow for differing abilities. This includes those that stem from #disabilities or #neurodiversity, in line with #equality legislation 🎓 . Learn more about the updated 2024 Competency and Values Framework (CVF): https://lnkd.in/dZEY--6T ❕ See how the CVF can be used to recognise #prior #learning entry routes for policing: https://lnkd.in/ezedRa2h 💼 The Police Education Consortium was founded in 2017 to champion the national implementation of the Police Education Qualifications Framework (PEQF). Ever since, we have been delivering high quality police education working with amazing professionals, in collaboration with police service partners Surrey Police, Hampshire & Isle of Wight Constabulary, and Sussex Police. 🔗 Follow us on Linkedin and X: @Police_Ed_Co! Thank you! 🙏

A subject that all officers need to be aware of and practice as part of professional policing.

Sixteen State Courts Participate in #GroundbreakingWorkshop for Racial Justice Education Funded by the State Justice Institute, the National Center for State Courts hosted a first-of-its-kind racial justice judicial education workshop. Sixteen teams of judges, judicial educators, and diversity, equity, and inclusion (DEI) directors participated in a racial justice capacity-building education workshop earlier this year in Arizona, gaining valuable tools and best practices for developing and facilitating productive training initiatives. “The workshop fostered collaboration,” explained Juli Edwards-McDaniel, curriculum developer with NCSC’s Education and Professional Development Group. “By including all three roles from each state, our goal was to strengthen their ability to work together on racial justice education.” This pioneering workshop is one of many ongoing efforts by the Conference of Chief Justices, the Conference of State Court Administrators, and the #BlueprintforRacialJustice initiative, funded by SJI, which are aimed at assisting courts in advancing productive education efforts in this important learning area. The workshop focused on equipping teams with the knowledge to maximize the impact of their #racialjustice education efforts. Learning objectives included increasing team effectiveness, utilizing best practices, and evaluating the effectiveness of educational programs. #RacialJusticeEducation #DEI #diversityequityandinclusion #statecourts #SJI #NCSC #justicesystem #collaboration #workshop #courts

While the Police Service of Northern Ireland (PSNI) sits outside the qualifications framework established by the College of Policing for England and Wales, the force has built on its long-standing partnership with Ulster University to create the Probationary Officer Development Programme; PSNI Sergeant Michelle Martin and Ulster University’s Dr John Bell explain the thinking behind the programme, its structure, and the successful outcomes for the first cohorts of student officers. ❝While initial data would suggest a positive impact on knowledge transfer and reflective practice, operational and resource pressures on front-line response officers can impact upon their ability to fully implement all elements of learning into practice.❞ ❝The PSNI felt it was appropriate to develop a qualification with an academic institution that met the operational requirements of the PSNI, and provided the additional support to enable PSNI officers to maintain equivalency in terms of academic attainment with their national counterparts.❞ ❝The themes focus on real-life case studies which are explored utilising video content and written learning materials to help officers understand the wider impact of their actions on confidence in policing.❞ ❝There is also a dual approach to student support and wellbeing, with all parties also recognising that the approach is flexible at certain times to enable the PSNI to meet operational requirements.❞ ❝It’s been significantly beneficial to me as a police officer – I’ve been able to grow I believe from the theories that I’ve learned and been able to apply these in my operational policing career so far over the first two years.❞ - Probationary Officer Development Programme (PODP) graduate ❝Current operational pressures led to 89.8% of respondents suggesting it was difficult to fully implement in a response role.❞ https://lnkd.in/eDC4iHjg #lawenforcement #policing #police #traininganddevelopment

Using literature to break the cycle: Greenfield Community College's (Massachusetts) “Changing Lives Through Literature” program helps probationers reduce sentences and inspires them to pursue education. #SecondChances #Rehabilitation https://buff.ly/4i9pd7o

https://lnkd.in/dJuBDiZ9 The Making of a Police Officer Comparative Perspectives on Police Education and Recruitment” Edited By Tore Bjørgo, Marie-Louise Damen- Copyright 2020 Does a more academic type of police education produce new police officers that are reluctant to patrol the streets? What is the impact of gender diversity and political orientation on a police students’ career aspirations and attitudes to policing? These are some of the questions addressed by this longitudinal project, following police students in seven European countries. The unique data material makes it possible to explore a wide range of topics relevant to the future development of policing, police education and police science more generally. Part I presents an overview of the different goals and models of police education in the seven participating countries. Part II describes what type of student is attracted to police education, taking into consideration educational background, political orientation and career aspirations. Part III shows the social impact of police education by examining students’ orientations towards emerging competence areas; students’ career aspirations; and students’ attitudes concerning trust, cynicism and legalism. The overall results show that police students are strikingly similar across different types of police education. Students in academic institutions are at least as interested in street patrolling as students in vocational training institutions. Gender and recruitment policies matters more in relation to career preferences than education models. The national context plays a more important role than the type of police education system. Written in a clear and direct style, this book will appeal to students and scholars in policing, criminology, sociology, social theory and cultural studies and those interested in how police education shapes its graduates. https://lnkd.in/dJuBDiZ9

The previous Government mandated that all Police recruits must hold or work towards a degree to professionalise Policing, leading to the introduction of new pathways to join. It is debatable whether a degree is necessary for all roles within the police force. While higher education is beneficial for staff who specialise or seek promotion, it is not necessarily the best route for ALL recruits. The cost and accessibility of HE academic courses may deter potential recruits from diverse or less academic backgrounds. Policing is inherently a 'hands-on' profession, and practical experience can be more valuable than purely academic knowledge. In a recent survey two-thirds of the public did not believe that police officers need a degree. However, more than 9/10 respondents expect officers to have some form of police-specific education qualification. This suggests a preference for specialised training over general academic qualifications.   The new Police Constable Entry Programme (PCEP) requires recruits to have the equivalent of two A levels in ANY SUBJECT. This pathway may be an overcorrection in its current form. It places the burden of teaching practical and theoretical aspects of policing back on the Constabularies, which is both costly and time-consuming. Recruits should understand the practical aspects of being a Police officer BEFORE they actually apply, and they should be given opportunity of a guided learning experience to gain skills needed to become a recruit. A survey of Policing Studies students revealed that only five out of thirty had any previous direct experience of Policing. The level 3 Diploma in Policing offered by many FE colleges and accredited by various examination boards, when taught in a blended learning way, can offer exactly what the student, Constabularies and public want from recruits joining the Police on PCEP. At East Coast College, Policing Studies students set personal SMART long-term targets and mid-term targets to meet each core skill for Police application by the end of their course. The blend of academic and practical activities supports each student in developing ethical and professional behaviour as second nature. It is suggested that Constabularies collaborate closely with their local FE providers to promote this course as a preferred A- level entry method and to create a seamless transition for 16-18 years and adult students moving on to various pathways. Additionally, colleges should encourage participation in Police Cadets and volunteering as Special Constables or Police Support Volunteers, giving students direct experience in local policing. The debate on education requirements for Police Constables is complex, with valid arguments on both sides. The balanced approach that the Level 3 Policing Course offers, incorporates both academic and suitable practical experiential learning, conditioning and access to local Forces that may be an effective way to help towards professionalising policing.

The politics of #schoolsafety: As #schoolleaders and police disagree on School Resource Officers (#SRO) agreements over training, SROs are forced out of schools. An after-school fight draws attention from #parents for the need for improved #schoolsecurity. https://lnkd.in/eHtKhMv2