فصلنامه آموزش در علوم انتظامی
پیاپی 3 (زمستان 1392)

Through establishing order and security in the society, the police create mental peace and provides appropriate base for all scientific and economic activities in the society and even for spiritual and moral progress. Because of very sensitive functions and duties of police, its education is an important and delicate duty, too. The research question is: “With what aims, principles and methods, the education of police candidates should be done so that the graduates can perform the determined duties best?” This is an applied research and its method is descriptive-analytic method. To answer the research question, the full text of all speeches of Ayatollah Khamenei for police officers and staff were analyzed, and the aims and principles of police education were derived. The findings showed that the aim of police education is educating the persons with such characteristics wisdom, piety, determination, self-confidence, military capabilities, lawfulness and assertiveness, good-tempered, orderly and responsible. So, the police education should be performed at least in six dimensions: scientific, emotional, spiritual, psychological, moral education, establishing appropriate job attitude, military preparation, and disciplinary education. It should also be based on three principles: holistic view in designing the educational programs and its implementation, comprehensive monitoring and evaluation system, and preventing from deepening and prevalence of inappropriate behaviors.

Juveniles are considered as the basic source of wealth in every country in the view of international economic organizations. Reasons for the commitment of crime among the juveniles are different from the adults; so to prevent such crimes requires appropriate training measures. The present study tries to investigate the training strategy and measures devised by the police commandment of Mashhad (2009) in line with the prevention of the juvenile delinquencies. Library research and field study were conducted. Questionnaire was used to collect the required data. Statistical sample was formed by 81 subjects. The findings demonstrated that the preventive measures included: a) Type one preventive measures used for all juveniles, b) Type two preventive measures specified for the at risk juveniles, and c) Type three preventive measures specified for the precedent juveniles.

The present research titled “A comparative study on the higher education system for the military forces in the Islamic Republic of Iran and Turkey, England and US” aims at comparing police higher education systems in the mentioned countries and familiarity with their similarities and differences in terms of management structure, higher education system, educational degree, education duration, and the general titles of theoretical and practical courses. The research method is descriptive-analytic with emphasis on comparative studies (abstract or absolute methods). The statistical society (sample) is Iran, the educational degree is BA in military-branch of military operations, and the statistical society (sample) of the countries being compared, because of special reasons explained in the research, is selected to be Turkey, England and US. The instruments used for data collection were intra-organizational documents, books, and internal and external papers. Data analysis was conducted by using the descriptive statistics of frequency, frequency percentage, tables and figures. The results showed that the structure and management of the higher education system is rather concentrated in Iran and Turkey and rather non-concentrated in England and US. Educational degrees are specified in Iran and Turkey and undefined in England and US. In addition, police education duration is long in Iran and Turkey and shorter in England and US. The general titles of the theoretical and practical curricula are rather common among all the investigated countries in some topics special to police, and different in other topics. Curriculum orientation is rather theoretical in Iran and Turkey’s police training, and practical and experimental in England and US. Finally, it is suggested that police education system in Iran be maintained while exercising some reforms such as shortening the education duration by developing an associate’s degree and forming a non-continuous BA to make it more practical and more experimental.

Considering the amazing changes in human society in the recent century, the requirements of providing order and safety have also been revolutionized in line with these changes. Being update with the changes in the society is a key factor, which should be considered in police management. A prominent part of this updated ness is the quality of educating police forces in order to control variable environmental situations. Providing an appropriate educational environment both physically and socially is an essential element in educating the police forces. Therefore, this study aims to analyze and discuss different aspects of a social environment of a police training center, and also analyzing the level and quality of these aspects. The study sample includes the trainees of four battalions of Arak Malek Ashtar training center which among them 102 people, using determining volume sample formula, have been selected. Applying simple random sampling, questionnaires were distributed among the trainees. “” for this equation was 0.92. Based on the results of exploratory acting analytical method procedure, different aspects of the social environment of general training centers can be divided into ten parts: social interaction, class interaction, trainers support, tasks centrality, personal aiming, organizing and transparency, precautions, pragmatism, practicality, and trainees persuasive dominance. The ttest results elaborated that the aspects of social interaction, class interaction, trainers support and precautions are more than average; the aspects of tasks centrality, personal aiming and organizing and transparency are about the average, and those of pragmatism, practicality and persuasive dominance are lower than the average in this training center.

The present research aims at identifying a pattern for designing and educational planning of training police for children and adolescents in the Islamic Republic of Iran, adapted from the international standard of ISO 10015. It also aims at determining the axles that training police for children and adolescents in the Islamic Republic of Iran should consider in the design and compilation of educational planning. Educational planning is important because prior to the beginning of any educational course, it prevents the waste of an organization’s resources and increases its access to the expected outcomes and educational goals. It was revealed that the importance of educational designing and planning in the educational patterns is inevitable, and it is considered an important element in every pattern for designing educational planning. Therefore, the above mentioned educational patterns, especially the educational pattern of ISO 10015 can be used in designing educational planning and training police for children and adolescents in the Islamic Republic of Iran. The research method is exploratory and of a survey type; therefore, no hypotheses are presented. A cluster sampling is used in this research. The sample size is calculated to be 169 individuals. The data were collected through field, questionnaires, and interviews. To validate the research, the factor analysis method was used. Since the fit indices of the model are above 90%, this model is found to be meaningful, and the indices explain the axles for educational designing and planning in training police for children and adolescents in the Islamic Republic of Iran including a) macro issues in education, and b) curricula. Therefore, based on the research findings, it is suggested that these two basic axles be considered in developing and educational designing and planning of training police for the children and adolescents.

In the third millinium, knowledge management is considered as a strategic requirement for educational institutions, which leads to enhanced capabilities and the ability of promoting educational and research skills through wise exploitation of new technologies, knowledge sharing and increased cooperation between educational institutions and centers and learners. By entering the field of knowledge management, many of these centers have contributed to the realm of their activities, not only education and research issues but official matters as well; hence, have helped the process of becoming more efficient. Therefore, regarding the importance of knowledge management in educational centers and institutions, the present research aimed at evaluating the situation of NAJA’s general and specialized education centers with respect to the level of knowledge management. This research is a descriptive-applied study. The data collection was conducted by questionnaires being distributed among 269 distinguished faculty members of NAJA’s education centers. The questionnaires were first validated, and cluster sampling was used. Data analysis was conducted by SPSS software (ver. 16). The research findings show that the situation of all of the described education centers in terms of knowledge management is inappropriate and below the average of the relevant index.