Forensic science education: the past and the present in and out of the classroom

This chapter aims to reflect upon and to consider the ‘where are we now’ aspect of forensic science education and training. Despite the rhythms and reflective cycle that academia requires, it is surprising how little time the on-the-ground academics and practitioners involved in education and training get to truly reflect upon the curriculum and assessment of what they deliver. Of course what is specifically taught depends upon many variables; the interests, skills and experiences of those academics delivering the material coupled with the requirement of the industry to teach it. Whilst such criteria are of importance to say ‘art’ colleagues in their curriculum design, they are not as crucial as they are to a subject such as forensic science. This offers limited latitude for what is taught and requires industry professionals and accreditation boards to drive the expectations of the curricula to a greater degree. What is apparent over the
coming pages is the change and the rate of change that has taken place in the forensic science profession at all levels, technical, practical and academic and its use within the Courtrooms is now greater than ever, demanding higher and higher levels of skill, competence and understanding of what is useful in a police investigation and criminal trial.