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Police Training to Promote the Rule of Law and Protect the Population (2022) / Chapter Skim
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Pages 52-57

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
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From page 52...
... Agency for Inter­ national Development (USAID) -funded program to develop nine modules of MT to believed problem-based learning produced better problem-solving and critical thinking skills than lecture-based academy training (Vander Kooi and Palmer, 2014)
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From page 53...
... This dual pronged approach of MT teaches police what they should be doing, while simultaneously teaching citizens what police should be doing -- thus improving the chances that citizens will hold police accountable for their actions. Anecdotally, the Sierra Leone MT was viewed as a success, as election observers reported high levels of professionalism among police officers, neutrality at the polls, and very few complaints logged against police following the election.
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From page 54...
... His first takeaway was the importance of using local solutions to solve local problems. For example, he highlighted the tendency of using retired police officers, often from the Western world, to train law enforcement overseas.
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From page 55...
... The present state of research fails to provide a comprehensive picture of the characteristics of police personnel providing police training instruction. Even less information is available about the skills of people typically tasked with designing training curriculum content and selecting training methods.
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From page 56...
... . Thus, field training assignment -- ­particularly to FTOs who engage in/fail to address o ­ ffi­cer misconduct as well as assign­ment to FTOs who do not provide training congruent with academy c­ urriculum -- could harm police training outcomes.
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From page 57...
... Furthermore, instructors' cultural competency may also impact police training outcomes. To accurately assess situational threats, officers must be able to address personal biases and be able to communicate despite ­potential religious, ideological, cultural, and identity barriers (Gerspacher et al., 2019)
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Key Terms

  • police training
  • academy training
  • training methods
  • police officers
  • critical thinking

  • training outcomes
  • training design
  • police work
  • traditional training
  • learning theories

  • sierra leone
  • peer trainers
  • roll calls
  • training curriculum
  • law enforcement

  • thinking skills
  • police department
  • field training
  • adult learning
  • civil society

  • training goals
  • academy setting
  • effective training
  • community policing


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