Abstract
PurposeAs the police service across England and Wales moves towards degree-level study for new recruits as a component of recognising the profession of policing, this paper describes and discusses the introduction of the Police Constable Degree Apprenticeship (PCDA) and the core skills of evidence-based policing (EBP) as an educational theme for solving work-based problems.Design/methodology/approachAuthored by both policing practitioners and researchers, this paper refers to key literature whilst exploring the implementation of the PCDA as a component of a Policing Education Qualifications Framework (PEQF). It highlights some of the challenges faced with its implementation along with the benefits of the adopting this degree-level education and work-based programme where EBP is embedded in to both study and professional practice.FindingsThere are significant benefits to the police service of adopting the PCDA as one of the entry routes for new police constables and embracing the educational development and professional application of EBP. However, this does not come without a number of challenges for the service and the professional body for policing.Originality/valueThis paper, co-authored by both policing practitioners and researchers, provides a contemporary view on the introduction of the PCDA as an initial entry route for new police constables and the embedding of EBP within both their learning and professional practice. As the first graduates complete their studies, the paper discusses the opportunities the adoption presents and the challenges it faces both locally and nationally.
Highlights
The recognition of policing as a profession has been debated for many years (Rojek et al, 2012; Brown et al, 2018) and has long been an ambition for the police service. Green and Gates (2014) discuss a number of core components of a profession, amongst which are the development of an organised body of knowledge and nationally recognised professional qualifications
That a common thread throughout the Police Constable Degree Apprenticeship (PCDA) is the development of knowledge, skills and the application of evidence-based policing (EBP) to professional practice; this does not come without hurdles
Degree Apprenticeships were formally launched by the UK Government in 2015 (Department for Business, Innovation and Skills/Prime Minister’s Office, 2015), with funding for the learning being supported by an apprenticeship levy applied across employers (Gov.UK, 2016)
Summary
The recognition of policing as a profession has been debated for many years (Rojek et al, 2012; Brown et al, 2018) and has long been an ambition for the police service. Green and Gates (2014) discuss a number of core components of a profession, amongst which are the development of an organised body of knowledge and nationally recognised professional qualifications. Higher education providers and employers, in this case the police forces, must collaborate effectively in the design and delivery of their apprenticeships The blend of these professionally focused programmes of both academic structure and workbased practice being important (Lester et al, 2016). Such a blended approach is a key component of the PCDA and given the unique characteristics of each police force, it allows the programme of study to be tailored to meet community, national and apprentice needs It is of note, that a common thread throughout the PCDA is the development of knowledge, skills and the application of evidence-based policing (EBP) to professional practice; this does not come without hurdles. Now is the time to reflect upon the adoption of the PCDA and its core thread of EBP, the benefits it can bring to the service and the challenges it presents
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