Knowledge-led Policing and Security: Developments in Police Universities and Colleges in the EU

Abstract

New models of policing in the European Union (EU) like community policing, problem-oriented policing, and intelligence-led policing are built upon recent developments within society and their impact on police tasks: the transformation from old industrial structures to service-oriented ones, deep social inequality, and diminishing community spirits. Social scientists are analyzing these trends (Tilley, 2002). Risk assessment and risk management have become a more important part of police work. The implementation of these modern imperatives is premised upon adequate education, training, and research. Knowledge management, alongside international cooperation with police and non-police bodies, is an indispensable skill. Police and education systems in the EU are in smooth transition from experience-based learning models in the police community to research-based institutions open to international networking, partly adopting models of the Bologna process. The Bologna Declaration from 1999 is a pledge by 29 countries in order to reform their higher education systems. It intends to harmonize study programmes and degrees at universities in the EU member states as far as possible. Thus, exchange of knowledge, students, and lecturers will be easier (CRE, 1999).