Selina Copley - Reflective Practice for Policing Students

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Policing Matters

Reflective Practice for Policing Students

Policing Matters

Reflective Practice for Policing Students

Selina Copley

Series editors

P A J Waddington

Martin Wright

For my mum, Joyce Copley

First published in 2011 by Learning Matters Ltd

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from Learning Matters Ltd.

Copyright 2011 Selina Copley

British Library Cataloguing in Publication Data
A CIP record for this book is available from the British Library.

ISBN: 978 1 84445 848 6

This book is also available in the following ebook formats:

Adobe ebook	ISBN: 978 1 84445 850 9
EPUB ebook	ISBN: 978 1 84445 849 3
Kindle	ISBN: 978 0 85725 048 3

The right of Selina Copley to be identified as the Author of this work has been asserted by her in accordance with the Copyright, Design and Patents Act 1988.

Cover and text design by Toucan Graphic Design Ltd
Project Management by Diana Chambers
Typeset by Kelly Winter
Printed and bound in Great Britain by Short Run Press Ltd, Exeter, Devon

Learning Matters Ltd
20 Cathedral Yard
Exeter EX1 1HB
Tel: 01392 215560
info@learningmatters.co.uk
www.learningmatters.co.uk

All weblinks and web addresses in this book have been carefully checked prior to publication, but for up-to-date information please visit the Learning Matters website, www.learningmatters.co.uk.

Contents

Acknowledgements

With thanks to Michelle Hayles and Kevin Gorman for the development and inspirational leadership of the Police Studies Foundation Degree at the University of Huddersfield, and for the opportunity to teach reflective practice to policing students. I would particularly like to acknowledge, with much gratitude, the contribution of Michelle Hayles to my knowledge in this area of practice teaching, and thank her for her kindness and support as a friend and mentor.

1 The police student: an adult learner

CHAPTER OBJECTIVES

By the end of this chapter you will have:

• gained an understanding of the development of higher educational programmes for police students;
• gained an understanding of the role reflection plays in adult learning;
• assessed your own knowledge about reflective learning.

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LINKS TO STANDARDS

This chapter provides opportunities for links with the following Skills for Justice, National Occupational Standards (NOS) for Policing and Law Enforcement 2008.

AE1	Maintain and develop your own knowledge, skills and competence.

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Introduction

This chapter introduces you to the importance of reflection as an adult learner. It sets the scene by explaining the importance of adult education for policing students and some of the background to the range of educational programmes that police students receive. The chapter then describes the key differences between adult education and the type of learning that you may have experienced at school. Finally, it explains the crucial role that reflection will play for you as an adult learner during your studies and why it is important.

It is useful to think about what you already know about being an adult learner. We will start with a knowledge check a series of questions to help you assess what knowledge you already have. At the end of this chapter you are asked to complete this exercise again in order to assess what you have learned.

PRACTICAL TASK

Knowledge check

• What do you think the benefits of adult learning might be for police students?
• What do you know about being an adult learner?
• Why is reflection important for adult learning?

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First, we consider the key developments in educational policy during recent years.

Developments in educational policy

In 1997 the Labour party came back into power after 18 years of Conservative administration. A key aim of the new government was to modernise the public sector, including departments such as social services, health and education. You may remember the slogan Education, Education, Education that was made famous by the then Prime Minister Tony Blair and that emphasised the governments commitment to improving educational standards in Britain. While there is no doubt that primary and secondary schools received a significant amount of attention, the reforms were intended to improve the life chances of citizens at all stages of their lives and therefore included adult learning and education. We summarise the key themes of some of the policies that were introduced in order to achieve this, concentrating on three particular documents that have had a major influence upon the way that adult education has developed.

• The learning age: a renaissance for a new Britain (1998).
• Skills for life (2001).
• Twenty-first century skills (2003).

The learning age: a renaissance for a new Britain (1998)

Summary of key points

The main aim of the Green Paper or consultation document The learning age: a renaissance for a new Britain (Department for Education and Skills, 1998) was to improve the general standards of adult education in Britain. The key areas of recommendation were as follows.

• A better skilled workforce.
• Wider access to adult education for disadvantaged groups.
• A society that enjoys learning.

This meant that adult education was to be more widely available within colleges, universities and the workplace. In particular, it would aim to target groups of adults who might not previously have had the opportunity to achieve an educational qualification. Public sector workers, including police officers, were to be included in this group. It was intended that this would improve an individuals career opportunities, and provide the workforce with the correct skills so that they could perform their role to the highest possible standard. There was also to be a commitment to what was referred to as lifelong learning. This term refers to the opportunity to continue learning at various times throughout life, or during your career.

Skills for life (2001)

Summary of key points

The Skills for life strategy, launched in 2001, identified that large numbers of adults in Britain, including public sector staff, did not have adequate basic skills in English and mathematics (Department for Education and Skills, 2002). The need for this to be addressed was outlined, and recommendations included a range of courses offering adults the opportunity to improve these skills. It also strengthened the argument for university standard education, because one of the key elements of this is the development of good written and verbal communication skills.

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