kramer

bfu – Swiss Council for Accident Prevention

Competence-Oriented Framework for Road Safety Education

ICDBT, 19th - 20th August 2013, Helsinki

Thomas Kramer, MSc in [email protected] – www.bfu.ch

20th August 2013-ICDBT HelsinkiCompetence-Oriented Framework for Road Safety Education 1


The bfu: its areas of action and activities

20th August 2013-ICDBT HelsinkiCompetence-Oriented Framework for Road Safety Education 2

Road traffic Sports Home and leisure

– Research - Communication - Advisory services – Training

– Network of safety delegates


Non-occupational accidentsamong the Swiss population, 2009

3

Road traf-fic

Sports Home and

leisure

0

100

200

300

400

500

600

700

90

315

610

People injured (in thousands)

Road traf-fic

Sports Home and leisure

0

200

400

600

800

1000

1200

1400

1600

1800

319

137

1547

Fatalities Material costs (CHF in billions)

Road traffic

Sports Home and

leisure

0

1000

2000

3000

4000

5000

60004935

1838

4774


Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki


4

Road fatalities per 1 million inhabitants, 2010

GR USA PL P NZ CZ H I SLO A CDN NIRL L F AUS E FIN IRL ISR DK J D N CH NL GB S

0

50

100

150

200

250

300

350

400

111107 102

88 8676 74

68 67 66 65 64 64 64 6154 51 47 46 46 45 45 43 42

32 31 28



Development of serious personal injuries among car drivers, by age group, per 100,000 inhabitants

5

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100

10

20

30

40

50

60

70

80

90

18-24 25-44 45-64 65+



6

Europe: Serious accidents among new drivers

(Fatalities: young drivers per 100,000, IRTAD)

1994 1996 1998 2000 2002 2004 2006 2008 20100

10

20

30

40

50

60

AT 18-20

FR 18-20

DE 18-20

SE 18-20

CH 18-20



7

0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60 63 66 69 72 75 78 81 84 87 90+

0

20

40

60

80

100

120

Car Motorcycle Moped Bicycle Pedestrian


Seriously injured people and fatalities per 100,000 inhabitants by age and mode of transport, Ø 2001-2011


Road safety education in Switzerland

8

Pre

-sch

ool:

noth

ing

offe

red

Kin

derg

arte

n/pr

imar

y le

vel:

com

preh

ensi

ve, g

ood

offe

r

Low

er s

econ

dary

leve

l:

sele

ctiv

e of

fers

Upp

er s

econ

dary

leve

l:

indi

vidu

al o

ffers

Driv

ing

inst

ruct

ion:

littl

e co

mpu

lsor

y tr

aini

ng

Vol

unta

ry fu

rthe

r tr

aini

ng:

little

use

d

GA

P

GA

P

GA

PLACK OF STRUCTURE, LITTLE CONTINUITY



9

Analysis

Road safety education in Switzerland

is wide-ranging but fairly uncoordinated

has gaps (geographical coverage, content, target groups)

has little structure and little coherence in terms of content

Driving instruction

must therefore start from practically zero

cannot make up for deficits due to a lack of quantity and quality

Road safety can be optimised

by coordinating road safety education

by harmonising and developing content (and methods)Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki


10

Braving the gap – but not in road safety education!



11

The goal: continuity in road safety education

A reality in France since 1997

Niedersachsen, Germany: Mobility Curriculum since 2001

Victoria, Australia: Road Safety Education Action Plan 2012-2013

Ireland: Road Safety Strategy 2007-2012



The way to go: a catalogue of competences

The catalogue of competences

Permits the coordination of content in road safety education

Permits the recognition (and the closure) of gaps

Promotes a spiral-shaped structuring of competences

Is a tool for those in charge of road-safety programmes

Can be used as a reference when editing content or redesigning programmes

12Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki


Why competence-oriented? Competence-orientation is at the core of more recent curricula

Competences comprise

Knowledge and proficiency

Abilities/know-how

Attitude and opinion

Competences are aimed at their applicability in various situations

Competence definitions are well-suited to being specified in educational activities/teaching materials



Current status of work: 3 levels

14

Level 1:Four competence sectors

Level 2:Twelve basic competences

Level 3:~ 20 part-competences with competence development



Level 1: The four competence sectors

15

Behaviour appropriate to the

situation

Handling and using modes of transport

Responsibility and the environment

Rules and regulations



Level 2: The twelve basic competences



Level 3: Part-competences and it’s development (examples)

17

Basic competence 4.2: Recognising the limitations of personal driving ability and acting responsiblyPart-competence

4.2.1

Be aware of the factors that influence driving ability and take note of them.

Can recount what one can already do as a young child in the street and what one cannot do.

Is aware that being distracted by games and conversations can affect perception and reactions in traffic.

Can describe the effects of different types of distractions and develops alternative actions.

Is aware of the effects of addictive substances on behaviour in traffic and develops alternative activities.

Is aware of the effect of being overtired and of group-dynamic processes in traffic behaviour and develops alternative personal strategies.

Is aware of the danger of overestimating their own abilities and underestimating accident risks.

Basic competence 3.1: Ensuring safety and avoiding accidents by anticipating eventsPart-competence

3.1.1

Can adjust own traffic behaviour to own prerequisites.

Adapts personal behaviour (as a pedestrian, cyclist and user of a device comparable to a vehicle) in adjacent traffic areas to personal skills and preconditions.

Adjusts personal behaviour (as a pedestrian, a user of devices comparable to vehicles and as a cyclist) in the extended traffic area to meet personal abilities and preconditions.

Adapts personal behaviour in the extended traffic area to personal abilities and preconditions.

Adapts personal behaviour in the entire traffic area to personal abilities and preconditions.

Basic competence 3.1: Ensuring safety and avoiding accidents by anticipating events

Basic competence 2.1: Familiarity with a vehicle and a practical mastery of its usePart-competence

2.1.1

Can operate the vehicle.

Can move around increasingly safely on foot and on devices comparable to vehicles.

Can keep their balance on a bicycle, brake safely and ride through a protected area by bicycle and on devices comparable to vehicles.

Is familiar with the most important features of bicycles and devices comparable to vehicles and can move safely with them in traffic.

Is familiar with the most important features of the modes of transport used and can use them safely in traffic.

Is familiar with the required functions and elements of the mode of transport used and can use them safely in different situations.

Basic competence 1.2: Ability to explain the meaning of rules and the effects of violating rulesPart-competence

1.2.1

Can see the meaning of road-traffic rules.

In simple situations, is able to explain the connection between traffic rules and safety.

Based on simple situations on the way to school, can explain the contribution of rules to safety in traffic.

Based on simple situations in the extended traffic area, can explain how rules contribute towards safety in road traffic.

Based on complex situations in the extended traffic area, is able to explain the contribution made by rules to road safety.

Based on complex situations in the extended traffic area, can explain the contribution made by rules to road safety, can give reasons for the need for road traffic rules and refer these to his or her own behaviour.


0-3 4-8 9-12 13-15 16-20 >20


Further procedure Practitioners are calling for a 4th level: pool of implementation

examples?

Discussion of the rough draft with practitioners in autumn

Broad-based review in winter 2013/2014

Development of a web-based tool for dissemination

Conclusion of the work and distribution of the tool: summer 2014



Thank you for your attention!

For further information: [email protected]

19



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kramer

Technology

road safety education

analysis road safety

quality road safety

road safety strategy

road fatalities

charge of road

safety programmes

leisure bfu swiss council