Education and Sustainable Development

**3**

**Chapter 1**

**Abstract**

cation programmes.

**1. Introduction**

(DHEP), Pre-Join Degree (PJD), United Kingdom

Directions

*and Daniel Silverstone*

Police Education in the United

Kingdom: Challenges and Future

*M. Mahruf C. Shohel, Gias Uddin, Julian Parker-McLeod* 

This chapter outlines the historical development of police education in the United

Kingdom, more precisely in England and Wales, and highlights new strategies and planning for the professional development of the police. There is a plethora of research carried out regarding professionalism in policing to meet the needs and challenges of the twenty-first century. Considering the recent developments in police education and training, this chapter mainly discusses three newly introduced routes for recruitment and education of police constables under the Policing Education Qualifications Framework (PEQF), namely Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme (DHEP), and Pre-Join Degree (PJD). Higher education institutions (HEIs), in partnership with the police forces, are providing professional qualifications for policing as a graduate level profession. Though they have made remarkable progress in developing police education programmes, they are facing various challenges in implementing the qualification framework. This chapter also explores pedagogical aspects of police education including the effectiveness and contrast between different forms of teaching and learning. While featuring the challenges and prospects of the new police education programmes, this chapter also outlines different aspects of partnership for delivering these professional qualifi-

**Keywords:** police education, Policing Education Qualification Framework (PEQF), Police Constable Degree Apprenticeship (PCDA), Degree Holder Entry Programme

In recent years, professionalisation has become a critical discourse [1–4] for the development of police forces in the United Kingdom. As a result, moving away from traditional training programmes towards more formal higher education programmes has been seen as a way of progress to develop professionalism within the police force [5]. In light of recent development in the field of policing, modernisation became the key concern for workforce development to fulfil the demands of the twenty-first century. The changing nature of policing and the complexity of police work became an integral part of police studies discourse [6, 7]. Recent studies show that having a higher education degree tends to have a more significant
