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This means that there is no one way of "doing policework", and that the individual (unsupervised) police officer is perpetually called upon to make decisions and take appropriate action.

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Comparative research suggests that police forces in other countries have only in recent years moved away from the military-style training which is still the norm in South Africa.

There are thus many useful lessons to be drawn from their experiences of changing training systems. S., there has been a shift towards a broader interpretation of the police role, as one which requires greater social and self-awareness and improved interpersonal skills.

This report on SAP basic training forms part of a larger research project examining the problems of policing in South Africa and the potential for reform.

It is not informed by an expertise in education and training method, but rather by a concern with improving the levels of service provided by the SAP and with the urgent need to improve police-community relations.

Training and retraining will play an essential role in preparing members to properly fulfil the service motive.

Although the SAP has a well-formulated training policy continuous adjustments are necessary in order to adapt to changing circumstances.

I hope also that this report, and the discussion it is intended to generate, demonstrate to the police force the value of critical independent research.

I would like to thank the Institute for Democracy in SA (IDASA) and the Centre for the Study of Violence and Reconciliation whose financial, administrative and collegiate support made this research possible and worthwhile.

Acknowledgements Introduction Research Procedure Evaluating Training Current Basic Training Provision in the SAPTraining in the SAPThe form of Basic Training Racial segregation Accommodation and Facilities Recruitment and Training Capacity The Basic Training Colleges: Organisation & Culture Staff Student Body Culture Teaching, Learning and Assessment Course Structure and Content Curriculum Academic Training Physical Training Assessment: Problem Areas The impact of "discipline"Police Discretion Racism Syllabus Content and Emphasis Learning and Skills Training as a "closed" system Gender issues Student experiences of training Conclusion Recommendations Bibliography Appendices Appendix 1: Current Basic Training Syllabus Appendix 2: Example of Basic Training Timetable Appendix 3: Skill Areas covered in Metropolitan Police Training Materials Acknowledgement must go to all members of the SAP, from the Training Generals at Head Office, to the Staff, Instructors and Students at the Basic Training Colleges who made this research possible.

Generals Grobler and Jonker arranged my access to the Colleges, and the following officers at the Colleges organised my visits: Capt.

Heidi Van der Westhuizen (Pretoria), Colonel Fourie and Lt Van Zyl (Hammanskraal), Col Munsamy (Chatsworth).

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