Improving CPTED training programs for enhancing Crime Prevention Officers’ competency
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Bibliographic record
Abstract
2017년 ‘공동체치안’이 국정과제로 선정되어 각 경찰서 소속 범죄예방진단 팀(CPO)이 그 업무를 전담수행 중이나, 진단팀 육성을 위한 체계적인 역량 평가 기준과 이를 기초로 한 교육프로그램은 제대로 마련되어 있지 못한 실정이다. 국정과제의 성공적 수행을 위해서는, 범죄예방진단팀이 개개인의 역 량(competency) 수준에 대해 평가받고, 자기계발ㆍ교육 등의 목표ㆍ방향에 대해 명확히 인식함으로써 각 지역사회의 범죄예방전문가로서 자리매김이 필 요한 실정이다. 이에 따라 이 연구는 외국사례 고찰과 DACUM(Developing a Curriculum) 분석을 통해 확인된 CPO의 책무 및 과업에 따른 교육과정 개선 안과 업무담당자의 자격인증체계를 제시하였다. 국제셉테드협회, 영국, 미국, 캐나다의 사례를 비교분석한 결과 CPTED담당자는 자격인증을 받기 위해 1단 계(기초) 및/또는 2단계(고급) 교육과정을 성공적으로 이수해야 하고, 일부는 필기시험을 통과해야 한다. 또한 교육수료 전ㆍ후로 일정 기간 동안의 실무경험을 쌓고 그 경력에 대하여 심사받음으로써 그 자격인증을 취득하고 있다. 또한 DACUM기법을 통해 도출한 CPO의 주요 책무는 범죄취약지역 방범환경 진단·평가, 침입범죄 피해 시설물 진단ㆍ개선, 유관 기관ㆍ부서ㆍ단체와 협업, 범죄예방/치안강화구역 지정ㆍ관리 등 10개로 나타났다. 이를 통해 제시한 CPO 교육과정 개선안은 이론 중심의 사이버학습, 초보 수준의 실습이 포 함된 기초과정, 높은 수준의 실습과 토론이 포함된 심화과정으로 구성하여 교 육과정의 효율성을 제고하고자 하였다. CPO의 고도화된 명칭으로서 CPTED 전문관 자격인증제를 도입하기 위해서는 앞으로 자격인증분야를 크게 ①방범 환경진단 및 분석 분야와 ②방범환경인증(우수시설인증 및 제품성능인증), ③ 방범환경조성기관 협업 분야로 크게 3개로 구분하고 ‘CPTED전문관 운영규칙’ 등의 명칭으로 경찰청 훈령을 제정하여 근무경력 심사, 특별교육과정 이수, 필기시험, 관련 마일리지 충족 등의 절차를 거쳐서 자격인증을 받도록 하는 안을 제시하였다.While the CPO (Crime Prevention Officer) is in charge of carrying out CPTED and community-oriented police service as the Community Policing Plan was selected as the central government project in 2017, the standards for systematic evaluation of job competency to foster the CPO team and the training & education programs based on it have not been properly prepared. In order to successfully carry out the national project, the CPO needs to be evaluated on the level of individual competence and clearly recognize the goals and directions of self-development and education, thus establishing itself as a crime prevention expert in each community. Therefore, the study considered DACUM techniques and foreign cases to further clarify responsibilities, scope and content of tasks through CPO analysis and to derive appropriate training and qualification programs in accordance with job competency, namely, knowledge and skills, which are required for tasks. In foreign cases, training and qualification programs were analyzed centering on ICCP of ICA, British DOCO, Canada Ontario’s CCP, NICP’s CPD and Florida FCP. The study presented a plan to improve the curriculum according to the CPO s responsibilities and tasks identified through foreign case studies and DACUM analysis, and a system for certification of qualifications of the person in charge. A comparative analysis of the cases of the International CPTED, the UK, the United States and Canada shows that personnel in charge of CPTED must successfully complete the first (basic) and/or second (advanced) curriculum in order to obtain certification, and some must pass written tests. In addition, CPOs obtain a certificate of qualification by accumulating working experience for a certain period before and after the completion of education and being reviewed for its experience. In addition, the CPO s main tasks, derived through the DACUM technique, were found to be ten: diagnosing and assessing the environment for crime prevention in crime-prone areas; diagnosing and improving facilities for damage from burglaries; collaborating with related agencies and organizations, and designating and managing crime prevention/treatment areas, to name a few. The CPO curriculum improvement plan was designed to enhance the effectiveness of the curriculum by organizing it into a theoretical-focused cyber-learning course, a basic course with novice-level practice, and an in-depth course with high-level practice and discussion. In order to introduce CPTED professional qualification certification system as an enhanced name for CPO, the qualification certification area will be divided into three areas, the first area for environmental diagnosis and analysis, the second area for environmental awareness (certification of superior facilities and product performance), and the third area for cooperation between relevant organizations for safety improvement, and the police will conduct a special examination, completion of the relevant process, including a written examination, and a mileage process.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it