Extending the remit of evidence-based policing

Views from the Frontline: Graduate Police Recruits on the Status of Evidence-based Practice

“…The College of Policing cites the PEQF as 'the final element' of professionalisation, accompanying the Code of Ethics and the development of the specialist knowledge base for policing (College of Policing, 2016). Evidence-based practice (EBP) and the integration of academic theory and practice skills is noted as an essential part of the revised PEQF, bringing police education into closer alignment with that of existing professions (Brown et al, 2018;Knutsson and Thompson, 2017). It is considered important for developing the critical and analytical skills of future police officers, establishing the range and relevance of different types of research for policy and practice (Brown et al, 2018;Hough and Stanko., 2019) and providing the educational uplift needed to address the increasing complexity of policing (Loader and Mulcahy, 2003;Neyroud, 2010;College of Policing, 2015;Tilley and Laycock, 2017).…”

Are the police embracing evidence-informed practice? A view from England and Wales

“…The content of the degree and post-graduate curricula for the police servicecurrently under development in the UK and part of a substantial revision of the educational qualifications necessary to enter policing -will be key in developing the critical and analytical skills of future police officers and establishing the relevance of research evidence for policy and practice (Brown et al, 2018;Stanko et al, 2018). Tilley and Laycock (2017) suggest a reorientation of police training from learning to police and apply the law to learning what is known about the problems to be policed but they also recommend a "broad-based agenda for the injection of research-based evidence into policing" including in the education and training of officers, in conducting police work and through reviewing policing failures.…”

“…In 2015, UK Government funding of £10 million (known as The Knowledge Fund) was awarded to 39 police forces and 30 universities for collaborative projects and knowledge exchange 3 and entry requirements for policing in the UK will change substantially from 2020, with an expectation that all officers will be educated to degree level and that continual professional development will be a routine aspect of career progression (College of Policing, 2015). Work is ongoing to develop the training curriculum and standards in collaboration with police forces and higher education institutions across the UK (College of Policing, 2016;Brown et al, 2018;Hough and Stanko, 2018).…”

Educating the recruited and recruiting the educated: Can the new Police Education Qualifications Framework in England and Wales succeed where others have faltered

“…Ongoing research and evaluation would also be particularly salient in relation to the embedding of EBP and research methods as golden threads feeding into taught components of all new entry programmes. Current debates alluded to by Brown et al (2018) Given the historical backdrop to police training and education is grounded in antiintellectualism, it is not surprising to find evidence of organisational resistance from some police quarters to the move away from traditional training methods and engage instead with Higher Education Tong, 2009, Tong andWood, 2011). Problematic and tense relationships between student officers and academic lecturers were also noted as detrimental to the experience of the police recruit (Helsop, 2011).…”

“…In the context of this paper, Charman's fresh perspective resonates on two levels. Firstly, it elevates the significance of broadening the scope of EBP to encompass issues including victimology, public protection and vulnerability, legitimacy, ethics, integrity, and procedural justice, as suggested byBrown et al (2018). Secondly, it reinforces the importance of ongoing evaluation of new entry route programmes to ensure there is no mismatch between core curriculum content and the learning, skills, and competencies police constables need to undertake their role in practice.While it is to be hoped that the PEQF offers real scope for progress, if meaningful change is to be realised the evidence base of knowledge underpinning policing and embedded in the PEQF should be extended and incorporated into the workplace Hallenberg and Cockcroft (2017).…”