Providing a Model for Lifelong Learning in the Naja Staff

In order to play the role of order and security in the society, the police must develop targeted programs to institutionalize learning in line with the rapid environmental changes. Therefore, the purpose of the present study is to provide a model for lifelong learning of NAJA staff along this path.

This is an exploratory study with a mixed approach and a research purpose. Participants in the qualitative part were 15 specialists and experts in the field and in the quantitative part all the deputies of the training and human resources departments of the provincial police command were 655 persons selected by proportional stratified sampling. The data gathering tool in the qualitative section is semi-structured literature review and interview. In the quantitative section, three types of questionnaires were developed in the first stage (exploratory analysis), the second stage (confirmatory analysis) and the suitability of the final research model. The reliability of the questionnaire was calculated by Cronbach's Alpha (0.92) and its validity was confirmed by construct validity. Exploratory and confirmatory factor analysis using Amos and Lisrel software and paired t-test, binomial and Friedman tests were used to analyze the data.

Based on interviews with experts and review of literature and data analysis, results showed. Factors affecting lifelong learning of Naja staff include three factors of lifelong learning competencies, lifelong learning stimuli and learning styles, nine components and 55 indicators.

The findings of the study showed that five strategies and six categories of legal, financial, cultural, structural, educational, and human mechanisms were developed to promote lifelong learning. Finally, a model consisting of three factors, nine components, 55 indicators, five strategies and six mechanisms was developed and the fit of the model was confirmed by a questionnaire.