While road safety education interventions are almost universally considered to be worthwhile, this report points out that there is very little scientific basis for this belief. A wide range of driver education and training reviews have taken place across many countries. While it would readily be possible to distinguish training (which is concerned with skill acquisition) from education (which is concerned with knowledge acquisition) in the driving field, there is little evidence that people note the difference. A wide range of interventions have been employed, including on- and off-road training and in-class education, both pre- and post-licence. In theory, improved vehicle control skills might indeed prompt safe behaviour, for example by improving hazard perception skills, or they might prompt unsafe behaviour, for example by encouraging faster speeds. Evidence of where education has had an adverse effect on road safety are described. Education of the risks involved in driving may encourage risk-taking individuals. Portraying an activity as requiring adult status may also make it more attractive to adolescents. Depending on the criterion chosen, educational measures may be deemed either successful or unsuccessful. For example, if the measure of success is an increase in knowledge, then educational measures will generally be considered to be successful. If, however, disease, disability or death is used as the criteria, then the conclusion has been that educational interventions are generally unsuccessful. It is considered that the culture within which educational interventions are commissioned, created, and rewarded needs to change.
Samenvatting