If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to apply a consensus-based definition of the adult-learning theory of andragogy to police probationer training in England and Wales and to identify whether the requisite learning outcomes, when aligned to a community-oriented policing strategy, are adequately addressed by the current police training methodology. Design/methodology/approach -The reasons behind the new approach to police probationer training are identified with reference to British government literature. Proposed revisions to the structure of the training regime are identified, taking cognizance of the community-oriented neighborhood-policing strategy advocated by the British government. Six criteria of a consensus-based definition of the theory of andragogy are applied to the police model of training to establish whether or not it conforms to true andragogical principles. Furthermore, the proposals for a revised probationer program are examined to identify whether the training methodology and curriculum content will adequately prepare students as neighborhood police officers. Findings -It is apparent that only marginal adherence to the principles of andragogy is observed in police probationer training in England and Wales, which could in turn render any expectations of this methodology unfounded. It is also highly unlikely that true andragogy is attainable within any professional development arena. Furthermore, the proposals for a new probationer-training program and the methodology employed in police training do not accord with the neighborhood-policing philosophy for the future. Originality/value -The paper identifies reasons why police training in England and Wales cannot claim to be andragogical, and why the new training regime and delivery methodology will not address the specific skills required by neighborhood police officers. It is, however, acknowledged that both andragogy and pedagogy can be complementary and will support the learning requirements of neighborhood policing if they are applied appropriately.

No abstract