Crime Investigation Curriculum At Ethiopian Police University College: Practice and Challenges Samuel Mitike
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Date
2020-06
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AAU
Abstract
This study investigated crime investigation curriculum: practices and challenges. For the study,
a conceptual framework having 8 independent variable and a dependent variable were derived
from the review of literatures. The study employed mixed method and both qualitative and
quantitative data collection tools were used besides, documents were used as secondary data,
the participants for qualitative data were purposively selected. Partly the respondents of the
questionnaires were drawn using multistage followed by random sampling and alumni were
selected on availability. Accordingly, the data were collected through questionnaires, interviews,
FGD, observation as well as documents. The quantitative data were analyzed using mean and
percentage to determine individual influences of the independent variables and overall influence
of the variables on practice were determined using regression using SPSS version 20. The
qualitative data were extracted in alignment with the variables of conceptual framework, and
were triangulated with statistical results. The results that CIC practice was influenced by
society, technological development, it was also found that it is an adult male dominated strictly
disciplined paramilitary authoritarian with poor setup, inadequate facility, low infrastructure
and meager resources and negligible research support. The curriculum and the CIC practice
seem underdeveloped and lagged behind the demands of the contemporary society with respect
to technology. There were setbacks in balancing between theory and practical as well as
classroom with outside physical drills. Moreover, there were symptoms of dissatisfaction on
curriculum development and revision, and in terms of recruitment, promotion development and
retention of instructors and /physical exercise trainers. Likewise, it was found that there were
there were dissatisfactions on the selection, enrolment and student’s continuous assessment, and
which could be attributed to lack autonomy both in classroom and in physical drill. The study
indicated that CIC practices were not dully determined by educational policies rules andregulations and reluctance has been observed both in implementing the existing educational
policies, rules and regulation which are still drafts awaiting for approval. Leadership should put
in place mechanism and encouraging environment to develop professionalism and decrease
political interference. Ensure the selection and appointment of leaders to be based on
transparent and sound criteria and the presence of pertinent legal frames and its proper
implementation. None military and participatory leadership has to be tested along with
paramilitary practice. Segregate concurrent instruction of academic and physical drill,
Moreover balance theoretical knowledge production with the skill development in accordance
with requirement of the curriculum. Implement the senate legislation properly on academic staff
recruitment and select student officers based on standards stipulated in respective curriculum.
Design a mechanism to increase pool of student officers to increase capable candidate. Student
officers’ continuous assessment processes should be revisited and reconsidered. Support the
practice by research. Design proposal, lobby the government and convince EFPC for having
independent annual budget to reduce the lack of infrastructure and facilities. Facilitate and find
alternative mechanism to generate funding, which have been one of the bottlenecks of the
practice, therefore monitoring the independent variables make the practice fruitful. Researchers
can use the study as a springboard for further study CIC practice.