Untersuchungen zur wissenschaftlichen Begleitung des reformierten Fahrlehrerrechts. [Studies on the scientific monitoring of the reformed driving instructor law.] Bericht zum Forschungsprojekt 82.0702 der Bundesanstalt für Strassenwesen BASt.

In 2018, the German driving instructor law was revised extensively. The reform comprised four main aims: optimizing driving instructor education, further developing driving school supervision, increasing the attractiveness of the profession as a driving instructor, and reducing bureaucracy. Evaluation studies are necessary to derive qualified statements about the effectiveness of the reform regarding the desired goals. Therefore, in the first part of this project, a concept for a summative evaluation of the reformed driving instructor law was worked out. In addition, an initial database was created that can serve as a standard of comparison for the summative evaluation. In a second part of the project a formative evaluation of the reformed driving instructor education was carried out. For this purpose, the first training courses according to the new law were empirically examined at three driving instructor education centers and at various training driving schools. As a basic recommendation for the future summative evaluation, it can be stated that such an evaluation should be carried out by experienced external evaluators at three points in time. The evaluation criteria were defined as practicability, goal achievement, satisfaction, and side effects of the reform. The collection of comparative data and the formative evaluation provided up-to-date impressions of the effectiveness of the reform. For example, there were indications that the reform could represent a first step towards reducing the shortage of recruits in the driving instructor profession. In principle, the practicability and acceptance of the reformed driving instructor education were also demonstrated, whereby optimization possibilities and the indispensable need for readjustment also emerged. This includes, for example, the need to specify the minimum learning contents and to reintegrate the practical driving preparation as well as the requirement to develop competence-oriented basics for training at the training driving schools. (Author/publisher)