ALTHOUGH HIGHER EDUCATION FOR POLICE HAS BEEN RECOMMENDED AND THE NEED IDENTIFIED, PRACTITIONERS IN THE FIELD, CHIEFS OF POLICE, AND ADMINISTRATORS CONTINUE TO IGNORE EDUCATIONAL STANDARDS AS VALID CRITERIA FOR INITIAL AND CONTINUING EMPLOYMENT, SINCE TRADITIONAL REQUIREMENTS ARE SATISFIED WITH A HIGH SCHOOL DIPLOMA. MOREOVER, THERE IS A LACK OF CLARITY ABOUT THE ROLE OF THE POLICE IN CONTEMPORARY SOCIETY. POLICE THEMSELVES HAVE A LIMITED PERCEPTION OF THEIR ROLE, WHICH, UPON ANALYSIS, CONSISTS OF MORE DUTIES IN THE PERFORMANCE OF SOCIAL SERVICES THAN IN CRIMINAL LAW ENFORCEMENT. THE PUBLIC AND THE MEDIA DISTORT THE CONCEPT OF POLICE WORK, PORTRAYING IT AS VIOLENT AND FRAUGHT WITH DANGERS. THIS TYPE OF PERCEPTION IS REINFORCED THROUGH RECRUIT AND INSERVICE TRAINING WHERE VIOLENCE AND OFFICER SAFETY ARE CONSTANTLY DISCUSSED. MORE POSITIVELY, THE POLICE SHOULD BE VIEWED PRIMARILY AS AN AGENCY OF THE MUNICIPAL GOVERNMENT, BROADENING THE PERSPECTIVE BEYOND LIMITED LAW ENFORCEMENT. POLICE PROGRAMS AT INSTITUTIONS OF HIGHER LEARNING HAVE TENDED TO CONCENTRATE ON TECHNICAL TRAINING. THE CRIMINAL JUSTICE FIELD SEEMS ESPECIALLY SUSCEPTIBLE TO TRANSFORMATION OF THEIR PROGRAMS FROM EDUCATIONAL TO VOCATIONAL ENTERPRISES. HOWEVER, THE ACADEMY IS THE WRONG PLACE FOR SUCH PRACTICAL PURSUITS. INSTEAD THE UNIVERSITY ENVIRONMENT SHOULD BE UTILIZED FOR ITS ABILITY TO GENERATE IDEAS, DISCUSSION, AND UNDERSTANDING OF HISTORICAL PERSPECTIVES, CROSS-CULTURAL VALUES, AND ETHICAL PRINCIPLES. THESE SHOULD COMPLEMENT THE BASIC CURRICULUM FOR COMPETENCE IN CRIMINOLOGY, ECONOMICS, LAW, PSYCHOLOGY, AND SOCIOLOGY. THE POLICE MUST ACQUIRE THE MOTIVATION AND CAPABILITIES TO DEVELOP AND UTILIZE KNOWLEDGE IN ORDER TO FULFILL THEIR FUNCTION IN MODERN SOCIETY. FOOTNOTES ARE INCLUDED. (MRK)