Australasian forensic science summit 2016: education and training towards 2030

Abstract

Currently, there is no broad overarching framework that allows for a holistic approach to education and training in forensic science. There is no agreed mechanism to consolidate, guide and evaluate the development and delivery of education products (i.e. qualifications, standards, curriculum), for use in organizations which deliver forensic services. There is a clear role for academia to improve the quality of forensic science through collaboration in the design and delivery of industry-focussed education and training. In the future, greater integration and partnership are sought between academia and industry, with industry able to identify and articulate its long-term direction, priorities and the skill sets required by future forensic scientists, and academia moving towards a form of quality assurance (accreditation) for their courses. Given the skill set required for forensics in rapidly evolving disciplines such as the digital space, one may need to be careful mandating a degree requirement. However, a greater industry-wide acceptance of the need for ongoing, career-long learning amongst forensic practitioners is required, as is the need to further explore professionalization, across the range of forensic science disciplines, so that we have a united voice and not competing voices from every discipline of forensic science or stakeholder, where the message risks being lost in the noise.