ies is an established practice that begins as early on as possible in the academy environment, and any recruit who has completed the program can explain that "learning by objective" is part and parcel of completing study and practical units of police training. That is because it is so important for all law enforcement personnel to be on the same page with respect to what will be required of them in the field in order to survive and to support their colleagues. Finally, competency-based education is a constant in law enforcement training, as can be seen in the strict methods used to weed out at all levels and stages of training those who for some reason or other cannot measure up to individualized or modularized instructional goals. By the way, that is true not only of persons who come to enforcement training from a high school background but also of those who have college degrees and who enter training.
3. The text (p. 264) lists the strategies identified by Norton Grubb and his associates for integrating academic and vocational education. We know that a single model would not work for all schools. But how do you think these strategies work (or would work) in your school or district? Explain.
Two models jump out: the magnet/occupational schools, which are common in Southern California, and the idea of combining academic and vocational instruction in innovative ways, which is needed but which seems a pie-in-the
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