Philippine National Police (PNP) Mandatory Training Towards an Enhanced Officer Candidate Course Curriculum

Abstract

The alignment of the Curriculum with an institution's Vision should serve as the foundation upon which schools or training institutes build their understanding of what experiences, information, and skills will aid students' development and why. Schools and practitioners should have the Vision to create a curriculum that incorporates students' voices and reacts to students' needs, experiences, and suggestions (Smith, 2021). In keeping with its Vision 2030, the Philippine National Police (PNP) aspires to develop capable, effective, and credible police officers who can engage with a responsive community to make the Philippines a safer place to live, work, and conduct business. With the community's active cooperation, the PNP will enforce the law, prevent and control crimes, preserve peace and order, and safeguard public safety and internal security (PNP, 2021).

The study's findings suggested improvements for the Public Safety Officer Candidate Course (PSOCC). The findings also led to a suggestion for improving the OCC Curriculum. The OCC Point-of-Instructions firmly integrate human rights subjects (POI). However, delivering themes in social psychology, research and statistics, education, ecology and environmental protection, and GAD requires reinforcement. Delivering teachings on police disciplinary practices is weak, as is instructing students in briefing procedures, administration, and IACPSP preparation. Determining whether management concepts can be applied to police operations is the primary goal of integration in the delivery of management courses. However, it falls short when instructing the students on job transition, dispute resolution, and other managerial factors. Since enforcing laws regarding people and family relationships forms the basis of police activity, this is where the law subjects are centered.

The Local Government Code and the Philippine Constitution contain significant sections related to police tasks, so it is vital to reinforce this knowledge with the students. Teaching police operations is at the forefront of intelligence operations, but investigation subjects and community immersion must be improved. Less focus is placed on immersion exercises, learning drills, and policing rituals, and more emphasis is placed on acquiring skills. While both groups have the same viewpoint on the remaining study variables, they disagree on integrating the strengths and limitations of law and management themes.

The delivery of themes in social psychology, research and statistics, education, ecology, environmental protection, and GAD for General subjects is a priority for curriculum planners for the OCC POIs. Delivering lectures with a primary emphasis on police disciplinary practices, briefing processes, administration, and Integrated Area Community Public Safety Plan (IACSP) preparation is also be made available under Management themes for Police Administration. Under the heading of "Police Operation," instruction on job transition, conflict settlement, and other managerial issues needs to be emphasized. In the non-academic phase, investigation topics and community immersion must be improved. The Local Government Code and the Philippine Constitution contain significant sections related to performing police tasks, so it is imperative to reinforce this knowledge with the students under Law topics. The PNPTI should put more emphasis on providing efficient delivery methods, such as case-based scenarios, experiential learning opportunities, role-playing, and reflective techniques so that immersion exercises, learning drills, and policing rituals are less important and more emphasis is placed on skill acquisition; and the integration of law and management themes' advantages and disadvantages. The PNPTI should consider the offered proposed enhancements in the OCC curriculum if they are to install a more effective training program for their students.