In order to establish if "accompanied driving" could become part of the learning process for novice drivers, a symposium was held at the end of January 1997. Its purpose was to make an inventory of the working elements of accompanied driving. Speakers with varying backgrounds (didactic, agogic, human factors, etc.) presented the insight of their specialisations when applied to driving instruction. It can be concluded that accompanied driving without professional instruction would mean a deterioration of the present situation in the Netherlands. It is, however, to be expected that accompanied driving will become an addition to instruction with additional value. This additional value lies in its effective accompanying, teaching to be 'independent', making one's responsible choices, and the engraving of routine. Whether or not accompanied driving will, in practice, have this additional value is very dependent on the qualities of the accompanying instructor. It is not to be expected that, using regulations and information, it can be guaranteed that the conditions can be met. It is recommended that the analysis of the learning process presented here be placed within a broader context, and that the results of accompanied driving be weighed up against other possible interventions. These interventions can be at the beginning of the driving instruction period, or during the first years after having passed the driving test. (Author/publisher)
Abstract