The overall aim of this study is to provide a deep and broad understanding of current practice of driver training. Based on the results of four in-depth studies the project attempts to identify the need for improvement, and to present some essential actions to improve driver training. Several methods have been used to achieve this aim. The report starts with a literature review looking at various aspects which can influence young driver trainers’ ability to drive safely. The other part of the literature review includes literature looking at deficiencies and needs for change in driver training. Next, a chapter presents accident statistics. This is mainly a compilation of current statistics on young drivers’ involvement in accidents and how that has changed in recent years. That is followed by a summary of statistics on driving licence tests and retests. The project also includes an interview study in which eleven professionals were interviewed who had a sound understanding of driver training (politicians, government officials, researchers and representatives of driving schools and race tracks). The purpose of this study was to discuss with the parties involved the current practice used to train novice drivers; advantages and disadvantages as well as their own suggestions for change. Two surveys were then carried out. The first survey was aimed at novice drivers of different ages and included questions about their own experience of driver training and the other was directed at driving instructors focusing on driver training in general and their own role. The general conclusion of this study is that the general discussion of driver training focuses too much on time and cost rather than quality which does not favour traffic safety. The recommendation is therefore that there is a need for a more fundamental change to driver training covering the following areas: * education * private practice * compulsory parts of driver training * quality assessment of driving schools * driving licence testing * consensus between the objectives, content/process and driving test * responsibilities and roles * evaluation. The results from this study shows that to improve the quality of teaching new methods are needed. Methods which aim to develop insight, understanding and attitudes; which in turn have been found to influence the behaviour. This can, for example, be achieved if the students imagine themselves as being different road users, experience the consequences of different driving styles and specific driving behaviour, analyse the impact of traffic safety, environment and accessibility and to further realize the consequences of risky behaviour and accidents for the individual, environment and society. Seen from this perspective, it becomes evident that there is a need for teaching methods that develop understanding and reflect on the consequences of their own decisions and behaviours. These methods can then be applied to “risk education” and to the more general driver training. Prerequisites for this include: * Educational methods which are pupil centred, which means that the student has an active role in the search for knowledge. The student is not a passive party just listening to what the teacher says. The education must be based on students’ individual circumstances. Below are some specific examples: - Problem-based learning — stimulates the student to formulate the problems that can lead to accidents or dangerous behaviour in traffic. Based on problem formulations students can then develop proposed solutions. - Investigative education — gives the students a task that they themselves should solve alone or in groups. This means that students themselves must find materials to solve the task. - Group Dynamic exercises — based on a topic that engages students, for example, driving and alcohol, peer pressure from friends, and how the perception of what is tough and masculine, can affect risk. Material from authentic accidents can also be used. - Evaluation exercises — helps students to consider various situations and phenomena that can pose dilemmas. By obtaining help to take a stand they also get the opportunity to reflect on the consequences of the behaviour and question their own attitudes. - Insight and self-awareness activities — teach students to anticipate and avoid getting into dangerous situations by their own experience under safe conditions. - Coaching — the teacher poses questions to students to encourage them to solve problems on their own. A coach also helps the students to draw up a plan to achieve the goals and motivate students to pursue it. - Feedback — when driving on the road the student is encouraged to comment on their own driving. In addition to this, students who watch him/herself on a film has been shown to be effective. Feedback can also be given if several students are in the car at the same time and thus both trainers and accompanying participates can provide feedback. * The above assumes that the student, at least in part, takes responsibility for their own learning and their own behaviour in traffic. * To create an opportunity to build a robust commitment and time to reflect on new messages and insights the impact needs to be long-term. * The teaching methods can aid the students to become aware of themselves in interaction with other road users. * Teachers and students form a partnership, in which the teacher through observation, questions and feedback, encourages students to reflect and develop strategies for their choices and their behaviour in traffic. Below are some concrete suggestions for change which many times should be linked to the teaching methods described above. Private practice: * Encourage the supervisor to contact the driving school at an early stage to discuss the student’s education with a driving instructor. This reduces the risk that the student will learn the wrong behaviour. * Mix private training with training in driving school. Improve the quality of the compulsory elements: * Divide risk education part 1 (theoretical) on two or three different occasions. An increased focus on group discussions and group exercises involving all participants. * Determine when risk education part 1 shall be implemented so it is not implemented too early in the program. * Increase the opportunity to undergo the compulsory parts of the training in their own language. In addition, teaching materials of good quality in as many languages as possible, is needed. More compulsory parts of driver training: In research, there are suggestions that more compulsory parts should be included in the Swedish driver education system to ensure that the aims of the national curriculum for the license are met. The introduction of several compulsory parts may require a more comprehensive review of driver training so that: goals, education content, implementation and testing are in harmony with each other. The compulsory courses should cover both theory and practice. * Introduce several mandatory lessons at a driving school to increase the license holder’s potential to become a better and safer driver. * The mandatory elements should include such elements that are difficult to practice privately such as: skidding, darkness, heavy traffic, overtaking, environmentally friendly driving style as well as the deeper psychological and social skills included in the curriculum. * Introduce a number of theoretical lessons at the driving school. The focus should then be on group discussions and one or several of the teaching methods described above. This is also a good opportunity to get to know students better and thus to know what measures are necessary. * Investigate the possibility of introducing a phased training like Graduated Driver Licensing (GDL). * Introduce some form of mock test before the real driving test. This would then make the student better prepared for the test itself. Quality assessment of driving schools: The quality of driving schools and race tracks are essential if one is to introduce more compulsory elements. This involves both training for driver instructors and supervision of traffic school activities. Proposed measures in these areas are: * Ensure that the training for driver instructors includes the higher levels of the GDE (Goals for Driver Education) matrix and a range of modern teaching methods to ensure the driver training is of a high quality. Investigate possibilities for a more uniform training to become a driver instructor. * Increase the supervision of driving schools and race tracks with more officers. * Increase the frequency of supervision and ensure that it focuses more on practical activities with emphasis on the tips, advice and discussion. * Increased collaboration between the Swedish Transport Administration’s driver test offices and Transport Agency, as driver test offices have a much better insight into how the training is conducted at the driving schools. * Ensure that driving instructors and trainers at race tracks regularly undergo training to maintain knowledge of: road safety, the environment, education, etc. Driving licence testing: * Take steps to increase the license holders’ understanding of the test results. Far too many of those who fail assume that they have not done anything seriously wrong or that the examiner was too harsh. * The allowed time between the theoretical and the practical test is two months, which means that both needs to be passed within that time otherwise both tests need to be retaken. The time pressure can lead to stress and that the student book a new time even if they are not ready. For that reason, the time frame needs to be reviewed. * Develop the driving test so that it better measures the general and higher level objectives in the GDE matrix. * Discuss the possibility of introducing a so-called “Hazard perception test”. * Provide those students with severe nervousness a special driving test. The consensus between the objectives, content/process and driving test: * Develop a greater coherence between education and curriculum. There should be a clear harmony between the goals of the curriculum, trainers’ skills, student opportunities, training implementation and the test itself. Responsibilities and roles: * Provide research and development of driver training a higher priority. There is currently no clear division of responsibilities regarding research and development on issues of driver training. Coordinate the various elements of driver training better, because today they are too divided. That includes driving instructor schools, driving schools, driving test offices, supervision etcetera. * Improve the dialogue between different actors who are responsible for driver training and testing in one way or the other. These include: driving schools, the Swedish Road Administrations driving test offices, the Transport Agency who are responsible for supervision and political leaders. Evaluation: * Conduct evaluations of different training programs with a view to present best practice. (Author/publisher)
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