When I think about law enforcement, I picture an ideal department in which they select officers that hold at least a two-year degree and the peace officers standards training certificate (POST). Studies from research in recent years show that education seems to be a cornerstone to a better police officer in regards to strong work ethics and a better decision-making process. So I pose this question: will a higher education benefit police officers and their departments? This paper will discuss the benefits of why education matters in law enforcement, and if the degree even matters to agencies across America, what a four year degree costs, and if it is worth the risks to obtain the education. The requirement to become an officer will vary from agency to agency and state to state, but all officers have to generally be at least 21 years of age and successfully complete (POST). An individual can apply for a job without a POST certificate, and often times the agency will sponsor the newly hired individual through the academy. POST teaches future officers the constitution and general laws within the state. POST also creates a foundation of occupational knowledge. According to the Bureau of Justice Statistics website, “More than a third (36%) of agencies targeted applicants who possessed prior law enforcement experience for sworn positions, including about half of agencies employing 100 or more officers. Smaller percentages of agencies targeted applicants who were military veterans (17%), multilingual (16%), or 4-year College graduates (14%)” (Reaves, 2012). One study supported this by stating, “College education instills a degree of professionalism and maturity that is needed and valued at higher organizational levels” (Donald N. Tuxillo, 1998). The article also advises that education gives, “greater ability to analyze situations, to exercise discretion independently, and to make judicious decisions” (Victor E Kappeler, 1992). This is a very important skill to have since discretion is something that officers use on a regular basis. “College educated Officers tend to have better peer relationships, strong moral character that reflects a sense of conscience and the qualities of honesty, reliability, and tolerance, than non-college-educated officers” Another study had a different spin on the benefits of having educated officers in their department. This was from the Journal of Police Science & Administration. In this study it advises there are correlations between higher education and, “fewer injuries, disciplinary actions from accidents, preventable accidents, and sick days used per year” (Cascio, 1977). All of these types of incidents can cost the department money for insurance, overtime to cover shifts for injuries that are sustained and public relations with the community.
In an interview with Cedar City human resource manager Natasha Hirschi, she stated that this agency was looking for a well-rounded applicant and she did not show a preference for either an educated or an experienced officer. Mrs. Hirschi said, “Ultimately if it came down to choosing the best candidate, the chief would look at personalities that best match the agency.”
I recently had a conversation with Professor Dempsey and he stated, “The job growth is exponential across American departments, and agencies are projected to hire 40,000 to 60,000 new entry-level police officers this year.” Utah had a 2010 estimated job growth of 4,860, and experts’ project that by 2020 there will be 5,000 more jobs for entry level law enforcement amongst state and local departments. Also, it is safe to say that these estimated numbers probably include some lateral transfers, but for operational terms, the department will be hiring a new person for their agency. “Employment of police and detectives is expected to grow 10 percent over the 2008–18 decade, about as fast as the average for all occupations. Population growth is the main...
...the factors for graduate unemployment. The factors are weak English which is 56%,bad social etiquette 36%,demand too much pay 32%,degrees not relevant 30%,fresh grads too choosy 23% and no vacancies 14%
So I am here today to give all of you view what is actually causes of this unemployment that have become serius problem in our country nowadays
First off all,I would like to explain what is actually graduate umemployment means.
Unemployment occurs when a person is available to work and seeking work but currently without work,graduates are unable to secure job after graduating from respective universities and collage universities.Graduate unemployment is unemployment among people with an academic degree.Researchers have voiced that highereducation institutions, the job market and the needs of the labor market for graduates are different in comparison to twenty years ago.
Statistic shown that most of the umemployed graduates are from IT-related fields, and breakdown of the umemployment graduates are,Malay 96.33%,Chinese: 1.73%,India:1.70%,and Others:0.24%.
First causes unemployment in Malaysia is lack of experience.
Ladies and gentleman,
Nowadays, the employer will find the worker who had a lot of experienced one compared to the one without experience. Lack of experience and skills are also causes of graduate unemployment. Generally, most organizations prefer to employ graduates with experience. Furthermore, in Malaysia, the private...
...Highereducation in Ukraine
Ukraine today is the most interesting country among the former Soviet Union republics where one can study, work and rest, get acquainted with the history of the country. Highereducation in Ukraine has always been and still preserves high quality of education. Over 18 years of independence the country has built a well-developed, competitive and ramified system of nationaleducation in European educational area.
More and more foreign students choose Ukraine for study. Annual increase of students is 10%. 40 000 foreign students gain high standard education in Ukraine. The large number of students is from China, Guinea and Turkmenistan.
The most popular professions are Medicine, Computer Engieering, Engineering specialties and Economic & Finance.
The academic year in higher educational establishments in Ukraine starts on the 1st of September. It is divided into two terms, the first term is from September to the end of January and the second begins in February and ends in June. Each term lasts 17-18 weeks, followed by a 3 week examination period.
Foreign citizens who would like to enter the higher educational establishments in Ukraine get visas at the Embassy or diplomatic representative of Ukraine in their countries on grounds of invitation from Ukrainian State Center of International...
...HigherEducation in the USA.
Finishing school is the beginning of an independent life for millions of school graduates. Many roads are open before them. But it is not an easy thing to choose a profession out of more than the 2000 existing in the world.
Out of the more than three million students who graduate from high school each year, about one million go on for “highereducation”. Simply by being admitted into one of the most respected universities in the United States, a high school graduate achieves a degree of success. A college at a leading university might receive applications from two percent of these high school graduates, and then accept only one out of every ten who apply. Successful applicants at such colleges are usually chosen on the basis of :
a) high school records;
b) recommendations from high school teachers;
c) the impression they make during interviews at the university;
d) their scores on the Scholastic Aptitude Tests (SAT);
The system of highereducation in the United States is complex. It comprises four categories of institution:
1. The university, which may contain:
- several colleges for undergraduate students seeking a bachelor’s four-year degree;
- one or more graduate schools for those continuing in specialized studies beyond the bachelor’s...
HigherEducation, or Higher Priced Education?
The Marriam-Webster online dictionary defines highereducation as “education beyond the secondary level; especially : education provided by a college or university.“ It's no secret to modern students that a highereducation is necessary to advance in their professional life. There is always a cost to advancement and that cost can sometimes create a glass ceiling that is difficult for people in certain social strata to break through. The rising cost of highereducation and its requirement for jobs creates a conflict for people in lower economic brackets. While the social value of highereducation is difficult to argue against, the problems associated with affording highereducation are very real social problems that must be considered.
In Western society we have goals we are expected to achieve. At a very early age we begin preparing our children for school. There is no law demanding that children attend a specific school, nor that upon entering adult life they pursue highereducation. Children can be home schooled or attend any school of their parents' choosing. However, having a degree of some kind gives one many advantages in America. One who possesses...
Highereducation in the present world has a very long history. Highereducation has deep roots in the early sixth century when first monastic schools were started in Europe which later developed to the famous European university in Bologna during the period between 1088 and 1090. This is the origin of highereducation with all present systems of highereducation borrowing much from this first intuition and system of highereducation. Until early 20th century, highereducation institutions and particularly universities and high level colleges catered only for the elites in the society. Though in this time basic education was enough to secure an individual a well-paying job, the costs of securing a place in the institutions of highereducation as well as maintaining the costs for the period of a given course locked out the middle income earners as well as the poor. Statistically, by the start of 20th century, 3 per cent of the world population had enrolled in universities and other colleges offering highereducation programs. This number was much concentrated in the European continent...
...education. These institutions, with the exception of some notable ones, have however, not been able to maintain the high standards of education or keep pace with developments, especially in the fields of knowledge and technology.
Over time, financial constraints with exploding enrolments, and a very high demand from primary and secondary education has led to the deterioration in the financial support provided by the Government. On top of this, an overall structure of myriad controls with a rigid bureaucracy has stifled its development. However, on the science and technology side, India has built up the largest stock of scientists, engineers and technicians.
Since 1950-51, when there were only 2,63,000 students in all disciplines in 750 colleges affiliated to 30 universities, the growth of highereducation in India has been phenomenal. Today, there are more than 11 million students in 17,000 colleges affiliated to 230 universities and non-affiliated university-level institutions. In addition, there are about 10 million students in over 6500 vocational institutions. The enrolment is growing at the rate of 5.1 per cent per year. However, of the Degree students only 5 per cent are enrolled into engineering courses, while an overall 20 per cent in sciences. The demand for professional courses is growing rapidly.
Both public and private institutions operate simultaneously in...
...Mapping Australian highereducation
Grattan Institute Report No. 2012-1, January 2012
This report was written by Andrew Norton, Grattan Institute HigherEducation Program Director. Grattan Associates Julian Reichl and Ben Weidmann, and Grattan interns Peter Deutscher and ShanVerne Liew, contributed to the report’s research and production. We would like to thank the members of the Grattan Institute’s HigherEducation Reference Group for their helpful comments.
Senior Institutional Affiliates
National Australia Bank Wesfarmers Stockland Google
The opinions in this report are those of the author and do not necessarily represent the views of Grattan Institute’s founding members, affiliates, individual board members or reference group members. Any remaining errors or omissions are the responsibility of the author. This version was revised on 14 March 2012. The only significant change was to correct funding levels for maths and science in table 8 on page 50. For further information on the Institute’s programs, or to join our mailing list, please go to: http://grattan.edu.au/
This report may be cited as: Norton, A, 2012, Mapping Australian highereducation, Grattan Institute, Melbourne.
All material published, or otherwise created by Grattan Institute is licensed under a...
...HEI’s in the
The typology is a system for classifying highereducation institutions that shall guide policy makers in rationalizing distribution and operation of highereducation institutions (HEIs) in the Philippines.
More particularly, typology is aimed at determining the number and distribution of different types of HEIs in the country as well as, per region and province; guide researchers, students, policy- or decision-makers in analyzing and making decisions regarding the highereducation sector; and provide basis for the rationalizing standards, for allocating resources and for targeting development interventions for different types of HEIs (Teodoro, 2010).
b. Discuss the guiding principles in the typology of HEIs in the Philippines as proposed by Dr. Bernardo?
Proposed typology of HigherEducation Institutions (HEIs) in the Philippines by Dr. Bernardo.
1. Research University
2. Specialized Research University
3. Teaching University
4. Specialized College
5. Associate College
According to Dr. Bernardo institutions of higher learning shall be classified on the basis of the following features:
1. Level of highereducation programs - to distinguish institutions that have the capability to offer highereducation programs beyond the...