POLICE EDUCATION AND COMMUNITY POLICING: BETWEEN

TRADITION AND INNOVATION1

Danijela Spasić, MSc

Academy of Criminalistic and Police Studies, Zemun
[email protected]
Goran Vučković, PhD.
Academy of Criminalistic and Police Studies, Zemun
[email protected]
Saša Milojević, PhD.
Academy of Criminalistic and Police Studies, Zemun
[email protected]

Abstract: Between police education and the concept of police work in the community
there is a connection that combines tradition and innovation. Police work in the local
community has long ceased to be just a new philosophy of organization and the police in
the local environment. This is a completely innovative police strategy of preventive and
problem-oriented response to challenges and characteristics of local communities.
Theorists of community policing base their observations on the necessity of reforms in
police education and training that will enable the adjustment of police organizations and
their human resources strategies and new demands of the local security environment.

Keywords: police, community policing, education, training

INTRODUCTION

The concept of police work in the community (community policing) as a new

philosophy and the police strategy implies fundamental and strategic changes in all aspect
of the police work. A new approach to community policing demands from all police
officers (both those with many years of work experience and trainee police officers)
knowledge of etiological an phenomenological characteristics of local problems in the
community and the most efficient ways of reacting to crime, drug addiction, fear of
crime, urban degradation and other issues of local security environment. Fundamental
changes in the way and approach to completing police work in the community is
impossible to complete without an adequate police education, first of all, practice and
1
This paper is the result of carrying out scientific and research project entitled Development of institutional capacity,
standards and procedures for combating organized crime and terrorism in terms of international integration. The
project is funded by the Ministry of Education and Science of the Republic of Serbia (no. 179045), and implemented by
the Academy of Criminalistic and Police Studies in Belgrade (2011−2014). The project manager is Saša Mijalković,
PhD.
This paper is also the result of internal scientific and research project entitled Violence in Serbia – Causes, forms,
consequences, and social reaction. The project is implemented by the Academy of Criminalistic and Police Studies in
Belgrade (2012-2014). The project manager is docent Biljana Simeunović-Patić, PhD.

*Corresponding author: [email protected]

1
training aimed at specialising police officers to apply problem oriented approach in
solving local security problems, but also to develop partner relationship with citizens.
One of issues imposed is related to discussing relationships, i.e. influence of education to
implement the concept of community policing is related to programme, structure and the
level of education and training that the police officers should complete.
Certain theorists point to the importance and values of a quality police training and
education system citing that ...“the police training and education represent a significant
segment of a successful implementation of problem oriented police activities..“2. ...“In
order to be successful, the concept of community policing should become a part of
culture of local police departments, but also an operative philosophy that should lead and
direct the delivery of police services in the community..“ 3 In relation with these demands,
Webber observed the following...“We do not teach young officers techniques for
analysing problems, we do not teach them how to organize their own neighbourhood to
recognize and solve a problem, but we have made a training programme that shall teach
them everything, but nothing in particular...“4
In relation with the said remarks from the field of police staff education, primarily
for the need of community policing strategy application, the theory of police science
imposes several questions:
1) What is the essential difference between police education and police training?
2) Which institutions (police vocational schools, colleges, and academies, police
universities, and the rest) are the most appropriate for realization of the process of the
police education and the police training?
3) What is the importance of higher police education for implementation of community
policing concept?
4) Which methods of educations are the most efficient for police education and training?
What structure of the curriculum should there be?
5) Examining national police systems, which areas of police education and training
should be improved and changed?

POLICE EDUCATION AND TRAINING: TERMINOLOGICAL

DETERMINATION AND INSTITUTIONAL EXPERIENCES

Following the comparative systems and national experiences, police educational

and professional practice, it is possible to identify key indicators that point to the
relationship and perception of certain police systems towards police education and
training for the needs of community policing strategy implementation.
Training and education of police staff represents the main methods of theoretical
and practical preparation of staff for the police service. This process takes place before
entering the service, at the beginning of the service, and throughout it. It also implies the
development of work habits, attitudes and qualities necessary for the police work.5
However, terms training and education of the police staff are partially the same by their
2
Zhao, Z., Thurman, Q. & Lovrich, N. (1995). Community-oriented policing across the US: facilitators and
impediments to implementation. American Journal of Police, 14, p. 1.
3
Perez, M.B. (1993). IACP offers training in community-oriented policing. The Police Chief, May, pp. 39-40.
4
Webber, A. (1991). Crime and management: an interview with New York City police commissioner Lee P. Brown',
Harvard Business Review, May-June.
5
Milosavljević, B. (1997). Nauka o policiji. Beograd: Policijska akademija.

2
contents. The primary aim of education is acquiring of theoretical knowledge, as well as
practical skills. Training of the police staff is aimed at learning skills necessary for the
police work, but it also encompasses certain theoretical contents.
If we take into account comparative police systems of education and training in
the world, we can follow the process of their transition, notice institutional transformation
and new modalities of the curriculum.
The Scottish Institute of Police Research – SIPR, in cooperation with the Scottish
police college, has started the postgraduate certificate / diploma studies for acquiring the
title of MSc in Policing Studies, with the possibility of international studies.6
In England, as a part of national review of the structure and efficiency of
community policing, recommendations have been adopted to direct a remarkable part of
responsibility for education and training of police staff towards colleges and universities
and thus provide interdisciplinary approach to the process of their expert and professional
training.7
. The European Police College – CEPOL continues to develop curricula and
promote syllabi with different important topics, such as fight against terrorism, family
violence and civil crisis management.8
The Police Sector Council of the Canadian Government, having implemented
audit of the police leadership development programme and having considered the
curriculum of primary and specialist police training, has ordered to establish the
consistency of curricula and perform standardization of programmes of specialist training
for the police staff. 9
Interpol Department for Police Development Programme has started online
edition of International Police Training Journal.10 The Commission on Accreditation for
Law Enforcement Agencies – CALEA for accreditation of training programmes for
police colleges and academies, in concluding opinion has given recommendations for
these institution to focus more to the design of educational systems, training curricula, on
the basis of estimation of needs and evaluation of the realized courses.11
In international framework, in comparative police systems, police training is used
as improvement of technical police skills, but also as a means of development of
community policing, rule of law, democratization and development of transitional and
post-communistic police systems (for example, in ex-USSR states). Nowadays, at the
beginning of the twenty-fist century, the development of police education and training
system is presently influenced by two most powerful factors: globalization and actual
economic crisis. Not long ago, the police were local and national security institution, due
6
SIPR. (2011). The SIPR postgraduate diploma/MSc in policing studies.
Taken from: http://www.sipr.ac.uk/courses/postgraduate_diploma.php, 03.01.2014.
7
Neyroud, P. (2011). Review of police leadership and training. London: Home Office. Taken from:
http://www.homeoffice.gov.uk/publications/consultations/rev-police-leadership-
training/report?view=Binary, 03.01.2014.
8
CEPOL. (2011). Training and learning: Common curricula. Bramshill, UK. Taken from:
http://www.cepol.europa.eu/index.php?id=common-curricula, 03.01.2014.
9
Police Sector Council. (2011). Policing competency framework. Ottawa, Canada. Taken from:
http://www.policecouncil.ca/pages/hr2.html, 03.01.2014.
10
Interpol. (2011). International Police Training Journal. Taken from:
http://www.interpol.int/Public/ICPO/corefunctions/Ejournal.asp, 03.01.2014.
11
Cordner, G. & Shain, C. (2011). The changing landscape of police education and training. Police Practice and
Research: An International Journal, 12(4), 281-285.

3
to which systems of police education and training used to follow local and national
security trends and problems. At present, however, international organisations such as
Interpol, Europol, the US International Criminal Investigative Training Assistance
Program – ICITAP, International Association of Chiefs of Police – IACP, have adjusted
their programmes of international trainings to specificities of global security challenges,
such as trans-national organized crime. In regional framework, for example, Brazil and
Columbia organize police training in other countries of Central and South America, while
South Africa, with its system of training and practice provides training of the police staff
on its continent.

HIGHER POLICE EDUCATION AND COMMUNITY POLICING

Scientific and expert discussion on whether higher education for police officers is
desirable or even necessary has been going on for more than a hundred years. In
connection with this issue, as early as in 1936, the American police scientist Vollmer
recognized the demands for the 20th century police officer set by the society. According
to Vollmer, a police officer is expected to have Solomon’s wisdom, David’s courage,
Samson’s strength, Job’s patience, Moses’ leadership, kindness of a Good Samaritan,
Alexander’s the Great strategy, Daniel’s faith, Lincoln’s diplomacy, tolerance of the
carpenter from Nazareth, and, at last, a solid knowledge of each branch of natural,
biological, and social studies. However, regarding the defined obligations and
responsibilities of a police officer, Vollmer has also presented the objective condition of
the society in which such a police officer should do his job, listing problems and
obstacles set before him by the society. Vollmer points out: “A member of the police
force is gossiped by the public, he is laughed at in films, criticized in papers, and
supported by neither prosecutors nor judges, he is avoided by those who fear him, hated
by the criminals, lied by everybody, and kicked around as a ball by stupid and
treacherous politicians. He is exposed to numerous temptations and dangers, judged when
he applies regulations, and fired if he fails to do so. It is thought that he needs to possess
education of a soldier, physician, lawyer, diplomat and a teacher for a salary lower than
the one of a day labourer. “12 Understanding the importance of high education for the
police professionalism, Vollmer (the chief of the police at that time) thought that his
police officers should attend lectures at Berkley University to improve and perfect their
formal education, and designed a number of police courses for such needs, thus providing
an open support to higher police education.13
In present time, with increasingly complex role of the police in the society and the
transfer to community policing strategy, issues of education, expert knowledge,
professionalism and the position of the police in a society have become more important
than ever before. Secondary school certificate, degree, level, comprehensiveness and
quality of education it confirms, can no longer follow the contemporary trends of the
development of the society, security problems and challenges. Globalization and trans-
national character of criminal activities, complexity of human rights and freedom that

12
Vollmer, A. (1936). The Police and Modern Society: Plain Talk Based on Practical Experience. Berkley: University
of California Press.
13
Carte, G.E. (1973). August Vollmer and the origins of police professionalism. Journal of Police Science and
Administration, 1, 274-281.

4
should be protected, expectation of the society and development of new strategies of
community policing, demand from the police officer comprehensive knowledge about
each branch of natural, biological and social studies, exactly the way Vollmer noticed
more than a half a century ago. Interdisciplinary educational process, high level of expert
knowledge and competence of a wide range of practical skills can only be provided by a
planned, strategically designed, complex process of higher education, but also permanent
improvement through practice, trainings, seminars and continuous education.
However, up to the 50s of the previous century in police systems in the world
there was a resistance to higher education, and highly educated police officers were
accepted with suspicion in their work environments in which secondary school police
education was dominant. However, the raise of crime in many counties at the beginning
of the 60s, riots in minor communities in the USA, and also the necessity of preventive
work application and strengthening legislative framework in protection of public order
and fighting against crime have conditioned the necessity of introduction of four-year
educational curricula at universities and police colleges. Simultaneously with this trend,
there was a process of gradual women engagement in police education and their training
for doing police work.14
In contribution to necessity and importance of introducing higher police
education, especially for community policing strategy implementation, findings of certain
research studies are cited. There are proofs which point to the fact that police officers
with university education are more aware of social, cultural and ethnic problems in their
community, but that they also have a higher degree of tolerance towards minorities, more
professional attitude and ethic approach in their behaviour. .15,16,17 Besides, police officers
with university education have more understanding for human behaviour, are more
sensitive to human relations in the community and respect high standards in providing
“social services” in the community.18,19 On the basis of these findings, researchers and
theorists have concluded that college educated police officers are more qualified and
trained for successful application of community policing, giving them the epithet of
“humanized police officer”, bearing in mind their ability for compassion and
communication with citizens, which is one of key conditions for the success of this
strategy.20
In contribution to these findings, Goldstein claimed that a successful
implementation of the concept (strategy) of community policing through the application
of problem-oriented approach means decentralization of commanding, innovative
problem solving, improved working environment for educated officers that posses

14
Spasić, D. (2008). Žene u sistemu police obrazovanja. Temida, 11(3), 41-61. DOI:10.2298/TEM0803041S
15
Weiner, N.L. (1976). The educated policeman. Journal of Police Science and Administration, 4, 450-457.
16
Miller, J. & Fry, L. (1978). Some evidence on the impact of higher education for law enforcement personnel. The
Police Chief, 45, 30-33.
17
Tyre, M. & Braunstein, S. (1992). Higher education and ethical policing. FBI Law Enforcement Bulletin, June, 6-10.
18
Miller, J. & Fry, L. (1976). Reexamining assumptions about education and professionalism in law enforcement.
Journal of Police Science and Administration, 4, 187-196.
19
Regoli, R.M. (1976). The effects of college education on the maintenance of police cynicism. Journal of Police
Science and Administration, Vol. 4, 340-345.
20
Meese, E. (1993). Community policing and the police officer. Perspectives on Policing, 15. Boston, MA: National
Institute of Justice, Washington, DC and Harvard University.

5
abilities for taking initiative, flexibility and creativity in solving problems.21 However,
although these findings point to the connection of higher police education, preventive and
problem-oriented approach towards solving problem in the community, certain studies
conducted in Serbia and ex-Yugoslav republics point to a specific relationship of police
officers towards new community policing strategy.

EXPERIENCE OF SERBIA AND EX-YUGOSLAV REPUBLICS

In a research conducted in Serbia in 2011 22 police officers with secondary education,
unlike police officers with academic degree, hold the attitude that a more traditional way
of doing police activities is more successful than a new concept of community policing.
In this regard, they think that a repressive way of reacting to crime is more successful
than preventive activities, but also that motorized patrols are more efficient in performing
everyday police activities in security section than foot patrols. In other words, they do not
show readiness for accepting strategic, operative-tactical and organizational changes
implied by a new policing strategy.
Explanations and reasons for such views of middle management and police
officers of the lowest rank should also be sought in a structure, form and quality of
educational process, i.e. practice and training for performing police activities. Unlike
police officers with academic degree, who had the opportunity to attend lectures of the
curriculum related to community policing, crime prevention, management and police
management, organization and tactics during their four years of studying, police officers
with secondary school diploma and/or finished police course did not have enough course
contents from the mentioned fields in their programme of education and training, or
perhaps, not enough lessons to learn or check them in their practice. Some of them,
during their working hours, were sent to additional training, practice, specialist courses in
order to acquire or expand their knowledge about certain aspect of work (for example,
community policing concept implementation) that they do, or specific and contemporary
social phenomena (for example, family violence and the like). One of the first studies the
results of which confirm findings of the research about the influence of the level of
education (educational attainment) to the relationship towards the concept of community
policing was conduced by The National Advisory Commission on Higher Education for
Police Officers in the USA in 1978. Based on a poll and two-year-long monitoring and
documenting problems in police education, the Commission made a report, which was
exceptionally critical towards the contemporary achievements of education and training
of police officers, recommending remarkable changes in almost all phases of higher
police education, involving higher education institutions and curricula. 23 These
recommendations opened a serious debate about whether police organisations, in their
procedure of selecting and employing staff of different levels of education, should
emphasize “recruiting educated staff” or “education of the recruited”. During the
following three decades, similar question was not asked in Serbia, due to which the
system of police organisation is mostly comprised of staff with secondary school
21
Hickman, M.J.& Reaves, B.A. (2003).Sheriffs’ Offices 2000. Washington, DC: Bureau of Justice Statistics.
22
Spasić, D., Djurić, S., Kesetović, Ž. (2013). Community Policing and Local Self-Government: A Case Study of
Serbia. Lex Localis - Journal of Local Self-Government, 11(3), 293-309. DOI 10.4335/11.3.293-309(2013).
23
Sherman, L.W. & The National Advisory Commission on Higher Education for Police Officers (1978). The Quality
of Police Education. San Francisco, CA: Jossey-Bass.

6
education or managers of middle managing level, with their attitude stated in this
research.
Importance and influence of a quality police training, training system and higher
education on accepting and implementing this concept have been checked and confirmed
by numerous theoreticians and practitioners from the western countries. In Serbia, there
are no relevant studies related to the influence of the quality of police education on the
effectiveness of implementing community-policing concept. Therefore, a theoretical basis
is sought in the foreign research experiences once more.
Cordner and Shain discussed issues related to differences between police
education and the police training; they demanded identification of institutions (police
schools, state and private universities) which could provide the best police education and
training; they tried to determine which educational methods were the most effective for
police education and training realization, but also in which fields of police education and
training it is necessary to make quality improvements nowadays. 24 Some other theorists
have determined, through longitudinal studies, that traditional forms of police education
and training are rigid and strictly adapted to the law, policies and procedures, while
implementation of a new concept of policing demands flexible educational and
specialized programmes, adapted to everyday changes and demands of local
communities.25,26 Rydberg and Terrill have accordingly suggested that the police practice
and training become a part of academic programme at universities, because their quality
and values are what behaviour of police officers depends upon.27
Relationship towards traditional and new way of policing can be discussed in the
light of remarks relating to negative heritage and traditions from the 90s of the 20 th
century. Repressive activities and traditional forms of motorized patrols, alienation from
citizens and ignorance regarding specificities of local community, fear and distrust as
values were adopted by police officers who worked in the police in the 1990s, and built
them into the police culture of their working environment without possibility to be
influenced.28 This conclusion has been confirmed by studies on experiences about
concept implementation in the ex-Yugoslav countries that, like Serbia, at the beginning of
2000 started implementation of community policing concept as a contemporary strategy
of policing. In a study from 2003 on police integrity and relationship towards reforms of
the police after the Dayton Agreement, conducted in Sarajevo canton (Bosnia and
Herzegovina), with participation of 451 police officer from four cantonal police stations,
with the average work experience of 15 years, with finished secondary school or police
course, Kutnjak-Ivković and Shelley determined that the most common phenomena in the
police work are corruption and the use of excessive force (repression).29

24
Cordner, G.W. & Shain, C. (2011). The changing landscape of police education and training. Police Practice and
Research: An International Journal, 12(4), 281-285.
25
Zhao, J., Lovrich, N., Thurman, Q. (1999). The status of community policing in American cities: Facilitators and
impediments revisited. Policing: An International Journal of Police Strategies & Management, 22(1), 74-92.
26
McLaughlin, V. & Donahue, M.E. (1995). Training for Community Oriented Policing. In Kratcoski, P. and Dukes. D
(eds.) Community Policing (125-138). Cincinnati: Anderson Publishing.
27
Rydberg, J. & Terrill, W. (2010). The Effect of Higher Education on Police Behavior. Police Quarterly, 13, 92-120.
28
Kešetović, Ž. (2003). Reforma MUP-a Republike Srbije – od policije poretka ka servisu građana. Politička revija, 2
(1), 209-228.
29
Kutnjak-Ivković, S. & O'Connor Shelley, Т. (2005). The Bosnian Police and Police Integrity : A Continuing Story.
European Journal of Criminology, 2(4), 428–464: 1477-3708, DOI: 101177/1477370805056057

7
 In a study from 2008, Kutnjak-Ivković dealt with the analysis of police
organizations functioning in 20 county areas in Croatia, taking into account the
relationship of police officers towards law regulations on application of licence,
discipline, crime and application of community policing as a new strategy introduced at
the beginning of 2003. The research was conducted on a representative sample of 927
police officers representing all police stations and all lines of work. However, the sample
was dominated by police officers and patrolling police officers, detectives and police
officers who have immediately participated in the community policing concept
implementation (secondary school educational level). About 15% of the sample was
women. Findings of the study showed that, unlike the previous study from 199530, police
officers understood the essence and importance of a new strategy of policing, new
relationships with the community, knowledge and respect of law regulations on force
application and control of the police work.31

POLICE TRAINING FOR APPLICATION OF COMMUNITY POLICING

CONCEPT – contents of the curriculum

In the historical analysis of the structure and contents of police officers’ training and
practice for community policing concept application in the initial phase of its
implementation in the USA and other countries, Radelet noticed that, as early as in the
30s of the last century, training programmes contained certain topics that would
substantially determine the effectiveness of this strategy of policing 30-40 years later. 32
These early programmes of police training had the following characteristics:
(1) They were focused on racial, religious and ethnical clashes;
(2) They directed police officers to causes of sociological phenomena and their
relationship with criminal activities;
(3) They should encourage police offices to think about prevention of crime and social
disorders;
(4) Specially trained police officers were engaged as instructors;
(5) They neglected fundamental determinants of social relations in the community and
did not include community leaders and ordinary citizens in the partnership with the
police.
In the 90s of the last century, Goldstein pointed to implications that might have
contents and programme of training for implementing problem-oriented police work. He
determined that, for effective law enforcement, training programme should envisage not
only knowledge on legal regulations and legal procedures for their enforcement, but also
acquiring certain skills related to collecting evidence, fingerprints, conducting
investigations and defence techniques. In this regard, he concluded that the current
program of education and training did not take into account the applicability of the
acquired skills to solve specific problems, which is why it is considered that police

30
Kutnjak-Ivković, S. & Klockars, C.B. (2004). Police integrity in Croatia. In: Klockars, C.B., Kutnjak Ivković, S. and
Haberfeld, M.R. (Eds). The Contours of Police Integrity (pp. 56-74). Thousand Oaks, CA: Sage.
31
Kutnjak-Ivković, S. (2009). The Croatian police, police integrity, and transition toward democratic policing.
Policing: An International Journal of Police Strategies & Management, 32 (3), 459-488.
32
Radelet, L.A. (1986). The Police and the Community. New York, NY: Macmillan. p.16.

8
officers do not acquire competence for performing problem-oriented community
policing.33
Contemporary phase of development of community police concept demands that
police training should encompass all aspects of philosophical dimension of this concept.
Its theorists34 suggest, for example, a curriculum that shall contain the following syllabi
and units:
- Police philosophy (partnership with the community, community confidence in
policing, respect for democratic values, police work focused on the needs of
citizens);
- Organisational structure of the police (organizational structure overview,
internal communication channels, evolution of organizational changes in
implementation of the concept, importance of organizational communication with
the community);
- Socioeconomic structure of a community (demographic profile of a community,
social structure of a community, quality of life, political structure of a community,
victimization of certain groups in a community);
- Cultural specificity of a community;
- Police history of the world and certain countries;
- Police operations (police patrol activity, investigation activity, communication,
police-community relations);
- Police mission (values, mission, goals and professional orientation);
- Police culture (understanding police culture, understanding police cynicism,
understanding police myths, police culture development);
- Discretion in decision making;
- Police misconduct (definition of police misconduct, perjury, verbal and sexual
harassment, use of alcohol / drugs, corruption, excessive use of force, criminal
offenses committed by police officers);
- Police ethics;
- Problem-oriented policing (broken windows theory, definition of problem-
oriented policing, use of POP and SARA models, identification of resources);
- Crime prevention (definition of crime prevention, environmental design and
defensible space theory, crime prevention programmes, situational crime
prevention);
- Police work focused on the needs of a community.

Such a curriculum, designed for training, courses and education of police officers
shall provide, according to its proposers, a complete and quality preparation for the
effective implementation of the concept of community policing.

CONCLUSION / CONCLUDING DISCUSSION

Police education, training and practice also imply financial expenditures and costs. In
recent years, investments into police education system have been reduced, which led to
33
Goldstein, H. (1990). Problem Oriented Policing. New York, NY: McGraw-Hill. p. 168.
34
Palmiotto, M.J., Birzer, M.L. & Unnithan, N.B. (2000). Training in community policing: A suggested curriculum.
Policing: An International Journal of Police Strategies & Management, 23(1), 8-21.

9
postponing police training in many countries. In Great Britain, having conduced process
of reviewing the national police system, the burden of responsibility for the system of
training and education was transferred to colleges and universities, that is, to individuals
and not the government. This trend is also present in the USA, where a large number of
individuals pay for education at police academies, and after that they start looking for job
as police officers on their own. At the Southern Police Institute, a university institution
with 60-year-long tradition specialized for the police management and executive
management, police supervisors and chiefs find themselves more and more often in a
situation that they have to pay tuition by themselves and attend longer or shorter courses
and trainings that might improve their chances to be promoted to a higher rank or make
them more competitive in police criminal investigations.
In the world of today, there is a demand for a possibility to continue police
education and training via distance learning, especially through video and online courses.
In this respect, it can be expected that in the future police training will be submitted to
more rigorous cost-benefit analysis than it used to be in the past in order to eliminate
unnecessary trainings, and make education as effective as possible. These trends point to
constant innovations in the world of police education and training, but also considerable
challenges related to demands that police organisations use payable operational and
administrative methods due to which the whole system of police education and training
shall inevitably be supervised in a large number of countries.
Bearing in mind the fact that, within police systems, a great emphasis was placed
on a structure and contents of education and training, but also on their projected costs, it
is advisable that police managers and researches pay a special attention to the
development of police sciences, which shall, using their proofs, point at needs and
demands of the contemporary development of police departments and their staff and
professional structure. To support this, there are data that, in the past 30 years, far more
effort and financial means were spent on development improvement and perfection of
operative police methods, than to administrative methods, including police training.

REFERENCES:

1. Carte, G.E. (1973). August Vollmer and the origins of police professionalism. Journal of
Police Science and Administration, 1, 274-281.
2. CEPOL. (2011). Training and learning: Common curricula. Bramshill, UK. Taken from:
http://www.cepol.europa.eu/index.php?id=common-curricula , 03.01.2014.
3. Cordner, G. & Shain, C. (2011). The changing landscape of police education and
training. Police Practice and Research: An International Journal, 12(4), 281-285.
4. Goldstein, H. (1990). Problem Oriented Policing. New York, NY: McGraw-Hill.
5. Hickman, M.J.& Reaves, B.A. (2003).Sheriffs’ Offices 2000. Washington, DC: Bureau
of Justice Statistics.
6. Kešetović, Ž. (2003). Reforma MUP-a Republike Srbije – od policije poretka ka servisu
građana. Politička revija, 2(1), 209-228.
7. Kutnjak-Ivković, S. & O'Connor Shelley, Т. (2005). The Bosnian Police and Police
Integrity: A Continuing Story. European Journal of Criminology, 2(4), 428–464:1477-
3708, DOI: 101177/1477370805056057

10
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 30. Zhao, J., Lovrich, N., Thurman, Q. (1999). The status of community policing in
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POLICE EDUCATION AND COMMUNITY POLICING: BETWEEN

TRADITION AND INNOVATION

Danijela Spasić, MSc

Academy of Criminalistic and Police Studies, Zemun
[email protected]
Prof. dr Goran Vučković
Academy of Criminalistic and Police Studies, Zemun
[email protected]
prof. dr Saša Milojević
Academy of Criminalistic and Police Studies, Zemun
sasa. milojević@kpa.edu.rs

Abstract: Between police education and the concept of police work in the community there is a
connection that combines tradition and innovation. Police work in the local community has long
ceased to be just a new philosophy of organization and the police in the local environment. This is
a completely innovative police strategy of preventive and problem-oriented response to the
challenges and characteristics of local communities. Theorists of community policing-and base
their observations on the necessity of reforms in police education and training, that will enable the
adjustment of police organizations and their human resources strategies and new demands of the
local security environment.

Keywords: police, community policing, education, training

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