In this concluding chapter we draw upon and present some purpose statements of actual PBE work to illustrate how the stable predisposition of tutor as enquirer may actively connect with the real world concerns of education and training. Similarly, these extracts may be taken as indicators of how the assumptions of PBE are made visible and, through their reception and use in the public domain, tested for admissibility. It is here where the meaning of ‘applications’ and ‘implications for policy’ becomes clearer. The diversity and range in the educational and training settings that are the sites for these examples helps to make visible the institutional character of the issues under enquiry. PBE is, as emphasized in earlier chapters, system-based and often system-derived. In speaking of the implications of PBE for wider educational practices and policies, even if they are local ones, reference is made therefore as to how institutions might respond to the pressing issues of the day. These are usually two-dimensional: they have a specific and current character that may be defined by government policy or pressing operational requirement. They also in some way illuminate the more abstract developments and cultural changes in the society in which they are located.
Consider PBE Exhibit A, a set of research questions on a highly topical and controversial aspect of police operational practice and the training for that operational practice in a county police force in the south of England:
PBE Exhibit A: Child protection practices in a county constabulary
1 What is the current child protection practice in Midshires constabulary?
2 How do police managers view their role within child protection practice?