ABSTRACT
The issue of police education and training for many different yet related reasons is an increasingly important one in the policing world. Demands for higher standards are often driven by controversies or problems that highlight deficiencies in existing practice and deeper underlying issues. In advanced and developing societies alike these problems are often highlighted in government commissions, official reports or the media. Deficiencies in practice may be brought to wider attention from external international agencies, or governments, in conjunction with local and foreign-based activists. The motivation for change in police training and education come from demands for more effective or efficient policing responses in a changing world. In Berlin and Chappell’s chapters they show how policing has gone through several phases of reform driven by the changing perceptions of police legitimacy and the police’s authority and its relationship with citizens.
