Pedagogical Analysis of Police Training Practices in Ghana

Ronald Osei Mensah ,Lawrencia Ayim

doi:10.7176/jep/10-4-08

Abstract

This study was embarked upon to do a pedagogical analysis of police training practices in Ghana taking the National Police Training School, Accra and the Winneba Police Command and Staff College, Winneba into perspective. The researcher gathered detailed information about the materials used in teaching and learning at the police training academies and the language (s) used in the teaching and training of trainees at the various police training academies. A total of one-hundred and eighty-eight (188) respondents and participants took part in the study. Questionnaires and interview guide were employed as major data collection instruments. In the data analysis, each of the questionnaires was analyzed using the Statistical Package for the Social Science (SPSS) computer software package (version 20.0 for Microsoft windows) whilst each of the in-depth interviews was transcribed as soon as the information was gathered and developed them into codes. The investigation revealed that materials used in teaching and learning at the police training academies are classified into field materials and classroom materials which are used by recruits and cadet officers differently but akin. The study also revealed that English Language is the sole medium of instruction in the teaching and training at the police training academies. Lastly, the study concluded objectively that lecture method and site visitations were the most informational pedagogical methods used in the teaching and learning at the police training academies. It was therefore concluded that the government through the Ministry of Interior and other stake- holders of the police service must help to provide the needed infrastructure, good facilities, training materials and enough funds to the police training academies to help improve upon the quality of service delivery as well as motivating instructors at the various police training academies across the country. Keywords: Training, Pedagogy, Police Officer, Trainee, Trainer, Recruit, Cadet Officer DOI : 10.7176/JEP/10-4-08

Highlights

IntroductionBediako (2002) involves the development of the person’s knowledge, skills and attitude
Introduction Training as asserted by AsareBediako (2002) involves the development of the person’s knowledge, skills and attitude
That is why this study aims to find out the pedagogical practices employed at the various police training academies

Summary

Introduction

Bediako (2002) involves the development of the person’s knowledge, skills and attitude It is a person’s resource developmental activity that is closely related to increasing or maintaining the productivity of trainees. Training, being the tool for the achievement of this objective, is seen as the process whereby people learn the skills, knowledge, attitudes and behaviors needed in order to perform the job effectively. It is seen as a systematic, planned and deliberate intervention aimed at achieving the learning necessary for improved performance (Kenney & Reid, 1986). Asare-Bediako (2002) explained that trainees must be trained, and where possible, developed to meet their own career needs and the need of the organization. Organizations must have the responsibility to develop and implement training systems that best help them to achieve their mandates

Objectives

Methods

Findings

Conclusion