01a - DBET Subcommittee Position Statement DRAFT February2015

IRF-Washington
Driver Behavior, Education and Training Subcommittee
December 12, 2014
EDITED Draft
D.Kalivas, Chair DBET
D. Wallac Co Chair DBET
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International Road Federation
Driver Behavior Education and Training
Subcommittee (DBET)
Position Statement and Guidelines
(2014 – 2018)

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IRF ROAD SAFETY COMMITTEE
Mission Statement
It is the mission of the Road Safety Committee (RSC) to:
(1) advance the vision and mission of the International Road Federation (IRF);
(2) promote the safe and efficient transportation of people and goods on urban and rural
roadway systems throughout the world;
(3) decrease the number of road-related crashes that result in fatalities and serious injuries;
(4) reduce safety risks for motorists, bicyclists, pedestrians, and other road users; and
(5) decrease the risk for property damage to businesses, industry, residential structures, and
other infrastructure located adjacent to roadway systems.
Goals
The goals of the RSC are to:
(1) garner road safety expertise, including best practices and newest technologies, through
technology transfer from the international community to prepare and support road safety
programs, policy statements, and positions;
(2) educate government agencies (i.e., transportation, health, etc.), road authorities, consulting
organizations, and other associations on the use of new design methods, proven
technologies, and cost-effective practices;
(3) influence key decision-makers to implement successful road safety strategies/programs as
well as support road safety research;
(4) identify focus areas where significant improvements in road safety and mobility can be
achieved.
Objectives
The objectives of the DBET Subcommittee are to implement the vision, mission and goals of the
RSC, specifically with the advancement of:
1 Creating a culture of “ Is it Safe” when promoting driver education, training and best
practice, and
2 Develop stronger links between driver behavior research, legislation and training best
practice.

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IRF RSC, DBET
Position Statement and Guidelines
Driver Behavior, Education and Training

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Table of Contents
Executive Summary...........................................................................................................................5
Context.............................................................................................................................................8
Purpose ............................................................................................................................................9
Element 1 - Education & Training ....................................................................................................10
Element 2 - Learner Drivers .............................................................................................................12
Element 3 - Probationary Drivers & Post License, Driver Training Standards.....................................17
Fundamental elements to achieve effective post license driver training........... 17
1. Quality curriculum requires: ................................................................................................... 18
2. Develop Cognitive Skills (high order, thinking skills)..................................................... 18
3. Coaching approach....................................................................................................................... 18
4. Context ............................................................................................................................................. 18
5. General:* ......................................................................................................................................... 19
Element 4 - Early School Years & Vulnerable Road Users .................................................................22
Element 5 - Adult Drivers ................................................................................................................24
Endorsements.................................................................................................................................28

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Executive Summary
The IRF DBET subcommittee has identified five important elements of action applicable for drivers
and road users. The pillars selected also align with the UN Decade of Road safety Action Pillars and
cover both the diversity and common challenges afflicting road user behavior, road safety and
training and education.
In summary the five elements identified are;
 Education & Training
 Learner Drivers & Learner Driver Licensing Standards
 Probationary Drivers, Post license Driver Training, Driver Training Standards
 Road Safety Education , Early School Years & Vulnerable Road Users,
 Adult Drivers, key risks and effective law enforcement
In developing the 5 elements, careful consideration was given to identify “human and other critical factors”
which are vital in developing strategies to reduce road harm and improve road safety.
The diagram below outlines the key factors acknowledged under the safe systems approach to Road Safety,
(safer cars, safer roads, safer speeds, safer people) that enable a platform for effective countermeasures to
improve road safety.
The DBET subcommittee acknowledges that actions to improve road safety actions should be developed in the
local context , knowledge and resources available to deal with human and critical road safety factors, and
leverage , integrate and maximize existing initiatives where present.
Human
Development &
Attitude
Light & Heavy
Vehicles
Motorcycle
Alcohol & DrugsFatigue
Inattention Speed
Human
Error
95%
Infrastructure
Environment
Culture
Global Road
Safety
Strategy

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The DBET subcommittee key position statements to support the IRF Road Safety Committee
mission statement are;
 Human error remains a significant contributor to road related trauma (estimated by the Federal Office
of Road Safety, Australia to be as high as 95%).
 Human brain development poses considerable challenges for training novice drivers (young drivers) and
vulnerable road users (pedestrians), based on research which identifies:
 Delayed development of the frontal lobes in humans takes place significantly late than other parts of
the central nervous system (MRI study 2009).
 Judgment factors including the speed of moving objects, particularly in children (Wann, Poulter, &
Purcell, 2011), Royal Halloway University London.
 Worldwide, Driver Education and Training needs to better understand the limitations in human
development particularly in the context of persons aged 16 to 28.
 Recognising and responding to hazards in living environments is a vital element for training of young
drivers, pedestrians and other road users (Ivers, et al., 2006), Dr Chris Sharp, David Legge, (Monash
University, Melbourne 2009)
 Of critical importance to the integrity of road safety is the standard of licensing system applied and the
level of law enforcement provided to support it. Globally many nations have adopted a safe systems
approach toward road safety, with a key element being a rigorous and transparent driver licensing
system.
 Standards and procedures for training of persons involved with the licensing process including
administration, road test examination and traffic law enforcement must be transparent and accredited.
 Support Graduated Driver licensing systems (GDLS) that enables new drivers of motor vehicles with
driving experience and skills based on competencies achieved in low-risk environments.
 Based upon extensive supporting documentation by Elvik,et al (2009), Gregersen (1996), Sanders &
Keskinen (2004), and Mayhew and Simpson (2002), training programs aimed at enhancing the skills to
regain control in emergency situations should not be included in basic driver education nor in post-test
driver training programs. Driver training should be aimed at improving the calibration skills of drivers.
 Effective road safety education program involves teaching children and young people to be safer road
users. It does so by developing:

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• Knowledge and understanding of road traffic and the environment in which it is found
• Behavioral skills necessary to survive in the presence of road traffic
• An understanding of students’ own responsibilities for keeping themselves and others safe
• Knowledge of the causes and consequences of road accidents
 To effectively change adult behavior and curtail risky actions, three important factors must be present:
o strong laws that are transparent in their benefit
o effective messaging of the laws and the purpose behind them to effectively engage with road
users
o rigorous enforcement of laws.
o Without the laws, the behaviour is not improper;
o without the messaging there is no understanding of the reason for the laws;
o without the enforcement there are no consequences thus no reason to change, education alone
is usually insufficient
 In an effort to support active participation of all segments in a community, the DBET Subcommittee will
promote activities that educate government agencies, legislators, safety advocates, and community
leaders on what is needed for an effective statutory structure in traffic safety.
 Effective traffic safety efforts may require that corruption is addressed in a comprehensive approach.
The perception and the reality of corruption undermine any effort to establish the rule of law as
paramount.
 Without the support of the law enforcement in upholding the law and the understanding by the public
that the laws apply to all, there will be no change in behaviour.

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Context
Until the early 1990s, driver-training “best practice” emphasized the development of psycho-motor
skills and driver training practices based on procedural training. During the last 2 decades,
significant research from the field of human development, psychology and cooperative efforts from
road safety regulators identified the benefits of developing cognitive aspects of driving - risk
perception, multiple-task performance and allocation of attention – into driver training.
In the words of Nils Gregersen (Swedish National Road and Transport Research Institute, 1997)
“ safe driving is not primarily a matter of physical vehicle control and steering, but rather a matter
of attitude. Increased self-awareness is a precondition of safe driving, different education
strategies are needed in order to achieve these goals”.
For the effective implementation of the IRF RSC’s vision and to take a holistic “road user” approach
the DBET Subcommittee shall garner and target road safety expertise specifically for driver
behavior education and training for:
 Learner drivers (of eligible age and beyond), seeking professional driver training for
licensing purposes
 Probationary Drivers (holding restrictive license) and fully licensed drivers seeking additional
skills development (Defensive/ Advanced)
 Parents and adults “supervising” learner drivers engaged in a road safety capacity
 Management/rehabilitation/re-education of drivers who have committed traffic offences
through demerit point schemes and targeted traffic offender intervention programs.
The DBET Subcommittee shall also promote road safety education (RSE) to support and create
synergies with other IRF subcommittees to enhance road safety in relation to:
 School aged children to adolescents (ages 5 to 15) years, targeting traffic and road safety
knowledge and awareness
 Vulnerable road users such as pedestrians, passengers, motorcyclists, cyclists.
 Target issues associated with road user behavior such as, distracted driving, drink & drug
related driving, speed, fatigue, reckless driving and seat belt use.
 Law Enforcement & respecting the law as road users
 Raising awareness and understanding of new concepts between road infrastructure and road
users ( i.e. self-explaining roads).
Road safety research and official statistical road trauma data has well documented the hazards
and risks associated for these persons and the overrepresentation of this demographic in road
deaths and injuries.

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Purpose
The purpose of this paper is to set policy and priorities for the DBET Subcommittee to assist the
implementation the 4 key goals of the RSC, garner road safety expertise, educate government
agencies, road authorities and other associations, influence key decision-makers to implement
successful road safety strategies and identify focus areas where significant improvements in road
safety and mobility can be achieved.

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Element 1 - Education & Training
Context
In a learning environment people of all ages may not understand at times what is being taught.
Often there are barriers to communication and learning such as individual perceptions, language,
emotions, motivation, attention and preconceived notions.
Successful learning can be achieved by careful facilitation and use of knowledge and experience of
participants, which should be acknowledged and applied.
People prefer to see the relevance of what they are learning in the wider context are more
interested in learning to solve problems rather than gaining knowledge.
Scope
The DBET Subcommittee shall promote the following learning pillars to support and implement
effective education and training that:
 Requires identifying problems and problem solving
 Defines thinking skills that shape behavior
 Determines strategies to help reduce personal risk (anticipating or avoiding danger)
 Enables “self calibration” (self-assessment and self-correction thinking)
 Promotes Hazard Perception as a key driving behavior skill
 Promotes the development of insightfulness regarding personal road safety goals and responses
relating to perceptions of road safety,
 Promotes respecting road and traffic rules
 Promotes safety awareness of traffic management, road safety infrastructure and vehicle safety
systems.
 Enables life skill development (information processing and decision making that is intentional)
Training & Learning Objectives
The DBET Subcommittee shall promote effective training and learning initiatives. By definition
effective training and learning allows participants to:
1. acquire knowledge and principles,
2. analyze, understand and apply knowledge,
3. achieve skills (these can be self-based)
4. establish habits, and
5. develop positive attitudes
Education & Public Awareness Campaigns

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The DBET Subcommittee shall promote education and awareness campaigns that promote or
enable:
1. self realization and discovery (insightfulness)
2. generalization of knowledge gained and meaningful application into daily life
3. self-assessment and normalization of less risky road user behavior.

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Element 2 - Learner Drivers
Driving Context
To assist DBET communicate and promote the above priority areas it is important that DBET
defines the main competencies are required for safe driving, these are:
Operational tasks
Involve the direct control over the vehicle, i.e., basic vehicle maneuvers such as lane
choice, lane position keeping, speed choice, braking and accelerating, starting and stopping.
Tactical tasks
Involve drivers interacting with other traffic whilst managing the operational task.
Functional tasks
Involve variations in the driving environment and pose a substantial cognitive workload.
Aspects that increase cognitive workload are the interpretation and prediction of the
behavior of surrounding traffic, making eye contact, deciding when to initiate a traffic
maneuvers, etc.
Functional tasks involve drivers complex decision making, however this process is also
influenced by personal attitudes which can shape our behaviour and reduce our cognitive
performance due to emotional pressures.
Scope
The DBET Subcommittee shall promote best practice driver education and training in 3 priority
areas:
1) Cognitive Skills Development
2) Attitude and Personal behavior
3) Developing competencies associated with licensing standards and solo driving
Cognitive skills development
Human error remains a significant contributor to road related trauma (estimated by the Federal
Office of Road Safety, Australia to be as high as 95%).
Recent studies have identified significant delays in human brain development that pose challenges
for training novice drivers (young drivers) and also vulnerable road users (pedestrians) and,
specifically:
 Delayed development of the frontal lobes in humans takes place significantly late than other
parts of the central nervous system (MRI study 2009).
 Judgment factors including the speed of moving objects, particularly in children (Wann,
Poulter, & Purcell, 2011), Royal halloway University London.

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 Recognising and responding to hazards in living environments is a vital element for training
of young drivers, pedestrians and other road users (Ivers, et al., 2006), Dr Chris Sharp,
David Legge, (Monash University, Melbourne 2009)
Driver Training worldwide needs to better understand the limitations in human development
particularly in the context of persons aged 18 to 28.
The development of cognitive high orders skills are a vital element in driver training and should be
assessed against suitable competencies during driver training and license testing.
The graphs below whilst specific to Novice driver deaths in (Victoria, Australia 2010) and novice
driver crash involvement in New South Wales, Australia, 2006-2010, are indicative of similar trends
worldwide, whereby novice drivers (those with less than 5 years’ experience) are 50% more likely
to be involved in a vehicle collision.
Figure 1 – TOP: Novice driver deaths in (Victoria, Australia 2010) Source Vicroads.
BOTTOM: Novice driver crash involvement in New South Wales, Australia, 2006-2010. Source NSW Centre for Road Safety,
2012

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Statistically valid causation factors (gender, age, experience, habit, overconfidence and risky
driving behavior) are prevalent collision factors, however the abovementioned studies identified
significant new psychological and human development factors may have a greater impact. These
are:
 Early adolescent (Pedestrians) under the age of 13 years cannot effectively measure and
predict the speed on oncoming vehicles.
 The capacity of novice drivers to organize thought, scan and observe, prioritize risk and
take appropriate corrective action is limited and not fully developed in females until the
average age of 23 and males 28.
 Hazard perception training remains critical, reconfirmed earlier work by Horswill and
McKenna (2004) “of all the different components of driving skill, only hazard perception has
been found to relevant and consistent in identifying effective counter measures relating to
crash involvement”.
The above studies established evidence that driver training for pre and post license must recognize
the limitations of human development and current driver training and road safety education needs
to be developed to enhance cognitive skills associated with road users.
Attitude and Personal behavior
Context
Personal attitudes shape personal behavior, and adequate knowledge is essential in forming well-
balanced and informative choices.
One critical behavior for a well-balanced and informed choice is having drivers stop when law
enforcement officers perform routine traffic stops. Most drivers who flee are between the ages of
13-25. Parents, educators, and the public of all ages need to teach younger drivers that police
pursuits kill—that the consequences for pulling over are much less than what could happen if they
flee.
The IRF DBET Subcommittee supports the position that personal characteristics are a critical
element in driver training.
As a guide the DBET Subcommittee endorses the Norwegian public Roads administration -GADGET
matrix (GDE) matrix which outlines essential elements of driver training including the hierarchy of
driver behavior.

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Licensing Standards.
Of critical importance to the integrity of road safety is the standard of licensing system applied and
the level of law enforcement provided to support it. Globally many nations have adopted a safe
systems approach toward road safety, with a key element being a rigorous and transparent driver
licensing system.
The DBET subcommittee promotes and encourages that all nations develop, implement and enforce
the following:
 Licensing & law enforcement standards that are based on best practice & competency
 Licensing curriculums and driver training is accredited
 Standards and procedures for training of persons involved with the licensing process
including administration, road test examination and traffic law enforcement are transparent
and accredited.
 Apply where applicable Graduated Driver licensing systems (GDLS) a system to provide new
drivers of motor vehicles with driving experience and skills gradually over time in low-risk
environments.
Learner Driver Competencies associated with licensing standards and solo driving
The DBET Subcommittee supports the position that less reliance is placed on short term training
that helps people pass “tests” and focus on active learning methods to prepare for solo and safer
driving. Specifically this involves greater training focus on:
 Establishing driving goals (safety)
 Planning and preparing for driving
 Behavioral and judgment tendencies
 Self knowledge, personality factors and personal competency
 Learning with accredited driving schools
 Learning within and respecting the licensing system and traffic laws
Essential elements of driver training
Knowledge and skills (1) Risk-increasing factors (2) Self-evaluation (3)
Hierarchicallevelsofdriverbehaviour
Personal
characteristics,
ambitions and
competencies (4)
4.1
 lifestyle
 peer group norms
 personal values and norms
 etc.
4.2
 sensation-seeking
 adapting to social pressure
4.3
 impulse control
 risky tendencies
 personal risky
characteristics
Trip-related context
and considerations (3)
3.1
 choice of route
 estimated driving time
 estimating urgency of the
trip
3.2
 physiological condition of
driver
 social context and company
in vehicle
3.3
 personal skills with regard
to planning
 typically risky motives
when driving
Mastery of traffic
situations (2)
2.1
 application of traffic rules
 observation and use of
signals
 anticipation of events
2.2
 vulneable road users
 breaking traffic rules /
unpredictable behaviour
 information overload
 difficult (road) conditions
2.3
 strengths and weaknesses
regarding driving skills in
traffic
 personal driving style
Basic vehicle control
(1)
1.1
 control of direction and
position of car
 technical aspects of vehicle
1.2
 improper use of seatbelt,
headrest, sitting position
 under-pressure tyres
1.3
 strengths and weaknesses
of basic vehicle control

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Element 3 - Probationary Drivers & Post License,
Driver Training Standards
Driving Context
Whilst the challenges for safe driving are similar for learner drivers, the driving context for novice
or probationary exposes them to significant increased risks as their driving context has changed
from being supervised to unsupervised.
The driving context for probationary drivers can be influenced or shaped in many complex ways,
however novice drivers are exposed to:
1) Increasing self-reliance to determine low risk thinking and decision making
2) Applying competencies in the real driving world,
3) Using the road within their own emotional, cognitive and behavioral development
constraints, and
4) Lifestyle changes, greater independence and peer influences.
Driver Training Scope
Post licensed drivers often seeking additional driving skills (commonly referred to as defensive or
Advanced driving), or additional driver training for “professional” development.
Based upon extensive supporting documentation by Elvik,et al (2009), Gregersen (1996), Sanders
& Keskinen (2004), and Mayhew and Simpson (2002), training programs aimed at enhancing the
skills to regain control in emergency situations should not be included in basic driver education nor
in post-test driver training programs.
Driver training should be aimed at improving the calibration skills of drivers. The DBET
Subcommittee promotes and encourages post license driver training that focuses on:
 Building resilience by improving both safety and skill level of the trainee
 Competency, not confidence
 Teaching how to avoid dangerous situations and skills to deal with unavoidable hazards
 Personality traits and how this influences risk taking
 Development of road safety goals
 Understanding the operation of vehicle safety systems ( ABS, ESP, DBA, Seat belts)
 Developing cognitive skills (e.g. commentary driving)
 Apply the model (Knowledge =Transfer = Attitude = Behavior = Retention)
 Reducing distractions and maintaining concentration
 Identifying personal safety triggers.
Fundamental elements to achieve effective post license driver training

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1. Supported by quality curriculum
2. Focus on the development of cognitive skills
3. Are based on “coaching” rather than teaching – involving problem solving
4. The driving context must relate to the local environment, but the training should not be
context dependent (i.e. enabling students to generalise skills in the real world).
1. Quality curriculum requires:
 A system of validation – pre and post training assessment
 Enable knowledge transfer
 Encourage student self-reflection
 Is competency based
 Enables students to demonstrate behavior change – triangulation
2. Develop Cognitive Skills (high order, thinking skills)
o Hazard Perception - Anticipating or avoiding danger (through a combination of
practice and obtaining feedback trainees can create their own understandings of how
cues in traffic and a possible outcome are related. Moreover, trainees can
experience the results of their own risky choices or inattention).
o Self Calibration ( self-assessment) information processing and decision making that
is intentional)
3. Coaching approach
 Models include the Norwegian public Roads administration -GADGET matrix and EU
Hermes coaching Project
 Greater focus on
o Establishing driving goals (safety)
o Planning and preparing for driving
o Behavioral and judgment tendencies
o Self knowledge , personality factors and personal competency
4. Context
• Curriculum and training must relate to the local environment, Roads, Vehicles and
Collision reduction measures from statistical evidence
• Supported by local road safety strategy
– Police , Local Authorities, public campaigns
• Utilise new technology to enhance competency based training
– (simulation)

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5. General:*
• Courses should be varied, highly interactive, self-analytical
• The trainer to participant ratio should be small enough to allow for individual attention
and for intensive training, but large enough to facilitate stimulating group discussion.
• Practical off road exercises should be considered more of a starting point for the
learning process than a complete process in itself. Each exercise should be followed
with discussion.
• On road driving should be used to development cognitive skills.
• Check for undesirable side effects of training.
• Use a range of locations and teaching methods (discussions, case studies,
• problem-solving, self-evaluation questionnaires, videos + discussion, on-road training
and driver observation, etc.)
• A good ending is vital, not rushed! and where the experiences and views of the
training can be shared, summarized and discussed.
• It is not the message that is delivered, but the message which is received by the
participants that counts. Constant participant feedback and course evaluation are
necessary!
*See EU ADVANCED project - if a course is not extremely well designed, overestimation of
one's own skills is encouraged, and the effect on road safety will be the opposite of what is
intended
Driving Simulators & Driver Training
Studies undertaken by the University of Massechussus (2006) and the Technical University, Madrid
Spain) identified that driving simulators and PC based systems are a useful learning tool when used
in conjunction with scenario based training (SBT).
The Dutch Government have invested significantly in driving simulators and by late 2005, 100
simulators were used in the Netherlands in the driver training for a car driving licence (Kappé &
Van Emmerik, 2005).
Dr Kappe, Mvan Emmerik, Winsum and Rozendom (Defence, security and safety, Netherlands)
report that Driving simulators are a valuable tool for driver training. They allow basic vehicle
handling and traffic participation to be trained effectively. Since traffic situations can be controlled,
many specific training situations can be presented in a short time-span. This makes simulator
training more effective than training in the real world.
Emirates Driving Company (EDC) in the United Arab Emirates, has been utilising driving simulators
since 2005 as part of its internationally accredited driver training curriculum . Students take a
small number of simulation lessons to target knowledge and skills that a driver needs for driving
under different circumstances, aspects of driving that can increase the risk (perception of traffic
situation, and speed adjustment) and critical self-evaluation of performance during training. EDC
trains over 4000 students per month.
Driver training in simulators can identify functional short comings and allow students to create
countermeasures to enhance cognitive thought. Examples may include:

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Element Application
Risk perception
& ordering
Enhance HP scenarios
Dimension-driving scenarios allow participants to identify and refine a
number of cognitive skills such as:
 Speed and lateral position measurements.
 Approaching intersections - Recognize type of intersection in time.
 Judge the visibility of crossing traffic - Perform scanning techniques
correctly
 Judging speed
 Assessing complex intersections
 Observing and predicting traffic movement, (lane changes, peripheral
vision,)
 Speed differential between slow and faster moving objects, heavy
vehicles , motorcycles, pedestrians and cars)
 Overtaking scenarios (cars, heavy vehicles)
 Maintaining a safe following distance.
Self Calibration Expose students to a variety of traffic environments by allowing the student
to control the learning environment, and to train specific driving tasks. The
learning can be both simulation or on road.
Driver Trainer Standards
Assessment & qualifications
Driver trainer standards and qualifications are important elements in maintaining adequate
standards in the training system. The DBET subcommittee promotes pre assessment and selection
criteria and minimum qualifications for driver trainers, these are:
 3 years driving experience (excluding probationary period)
 Education level (successful completion of high school),
 Clean driving record for the previous 3 years with no major traffic offences or law violations)
 No history or conviction for drink driving or substance abuse
Training accreditation and pedagogy
Minimum training qualifications and training system are vital for establishing and maintaining a
robust and technically competent driver training profession.
The DBET subcommittee promotes and encourages that traffic /transport authorities allow driving
schools to operate under the following criteria:
 Driving schools operate under an accredited curriculum and trainee teaching method or
present such documentation for endorsement to the responsible traffic / transport regulator.

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 Driver trainers meet a minimum training standard (association or vocational).
The DBET subcommittee promotes and encourages driving schools to operate under a recognized
training system, and this system ensures:
 Effective application of training / Learning methods
 Accreditation and training of driver trainers is based on approved professional development
courses such as “train the trainer” , industry or professional driver associations, registered
training organisations (RTO’s)
Training methods
The DBET subcommittee promotes and encourages trainers to be competent in the following
training and learning principles:
1. Practical skills:
instructional techniques – be able to use of a wide range of methods, lecture, group, simulation, be able
to demonstrate a practical skill or example, introduce , illustrate or explain lesson material, maintain
trainee interest and concentration. Learning is optimised through a combination of demonstration and
participant involvement including:
1. Trainer demonstrates - how to accomplish task through correct method,
2. Trainer links physical activity - to knowledge and attitude
3. Participants repeat demonstration -step by step,
4. Participants and trainer share common difficulties,
5. Instructional evaluation – be able to measure trainee learning through test or observation, diagnose
learning problems, evaluate instructor effectiveness, be able to measure the impact of learning in
progress.
2. Communication skills:
1. interpersonal / communication skills – be able to organise information effectively, consider
perceptions and feelings of students in trainee situations, use questioning in an effective manner,
allow for varying needs and motivation of trainees, diagnose barriers to effective communication.
2. communicating in group context - give clear spoken instructions, use appropriate language for
trainees.

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Element 4 - Early School Years & Vulnerable Road
Users
Context
No matter how well the road environment is engineered the following facts* will always
remain the same:
 no-one is born knowing how to use the system
 the transport system and road environment that children inherit is complex and inherently
 dangerous
 the skills individuals need to manage the traffic environment are perceptual and take time
to develop
 there are social, cultural, emotional and lifestyle factors over which the individual has little
control or when they have choices they do so in an unsafe and anti-social way
 there will always be a need for modeling, supervision and training of children by parents
and others.
* Gayle Di Pietro, GRSP RSE in schools (Malaysia 2006)
The inclusion of Road Safety Education programs (RSE) in the school curriculum is considered
important and acknowledged by education systems worldwide, particularly because many crashes
occur on the way to school and on the way home from school, as well as in local communities. The
repercussions of children being killed or injured have a profound impact within school communities.
An effective road safety education program* involves teaching children and young people to
be safer road users. It does so by developing:
• Knowledge and understanding of road traffic and the environment in which it is found
• Behavioural skills necessary to survive in the presence of road traffic
• An understanding of students’ own responsibilities for keeping themselves and others safe
• Knowledge of the causes and consequences of road accidents
According to GRSP (2000), a best practice road safety education program should:
• Begin at the pre-school level and educate continuously throughout the child’s school life
• Base the education on practical training in a realistic road environment
• Use teaching methods which follow the principles of child and adolescent development
• Base its training needs to be regular, frequent and combined with practice
• Be tailored to take account of education, cultural, transport and financial circumstances
• Have a formal place in the school curriculum
• Be reinforced by community safety schemes.
*Catchpole et al , road safety education in Schools, ARRB, Austroads.

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DBET Scope
The DBET Subcommittee supports RSE in schools that promote the following.
Pre learner driver education and road safety (What approaches should schools use?).
Schools should ensure that road safety programs are:
 designed to fit within the school curriculum, are developmentally appropriate and delivered
at different time points through a student’s school life rather than one-off events, talks and
forums
 interactive and encourage students to develop social competence and resilience rather than
purely information based programs
 part of a whole school approach including road safety policies and teacher support and
training
 designed to engage with school parents and the local community given the vital role they
play
 enhanced by measures to increase school connectedness among students and their parents.
What approaches should community groups use?
Community road safety groups should deliver road safety programs and campaigns that are:
 multi-action and integrated programs are delivered over time to address the complex
factors
 underpinning many road safety problems
 designed to enhance and encourage a safer culture in the local community
 engaging for young people, their parents and other important community partners
 evidence-based programs, rather than approaches that intuitively feel good.
What topics should be covered?
Youth related road safety programs should inform and support:
 helping young people develop strategies to comply with the peer passenger and alcohol
restrictions for novice drivers
 the importance of choosing a safe vehicle safety, especially for young drivers
 understanding and encouraging compliance with road laws
 linking with age appropriate alcohol and drug prevention programs, especially as they relate
to young road user safety
 encouraging parents to be good road safety role models and providing parents with
strategies to help
 reduce the risks their children face as road users
 drink driving prevention through a range of mechanisms to reduce community level access
to alcohol among young people.

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Element 5 - Adult Drivers
Scope
The DBET Subcommittee shall promote best practices to educate and change dangerous driving
behaviour of adult drivers in five priority areas:
1. Observing and respecting speed limits
2. Reducing alcohol/drug use and driving
3. Increasing motorcycle helmet use
4. Increasing seat belt use
5. Reduce Distracted Driving
Context
Intentional and unintentional human error contributes to a significant percentage of traffic crashes.
While there must be a vigorous approach to training new drivers, any approach to safer roads
requires a comprehensive approach for all drivers. The United Nations has declared 2011-2020 a
Decade of Action for Road Safety focusing on certain behavioural risk factors that could
significantly reduce traffic crashes and/or fatalities. The above list contains a number of those
risky activities, with the issue of Distracted Driving as an additional new concern. To effectively
change adult behaviour and curtail these risky actions, three important factors must be present:
 strong laws that are transparent in their benefit
 effective messaging of the laws and the purpose behind them to effectively engage with
road users
 rigorous enforcement of laws.
Without the laws, the behaviour is not improper; without the messaging there is no understanding
of the reason for the laws; without the enforcement there are no consequences thus no reason to
change, education alone is usually insufficient.1
It takes all three factors combined to change
behaviour.
Effective messaging involves an effective road safety education program in schools (i.e., prior to
driving), public education campaigns that integrate with police enforcement activities, and effective
policies to manage/rehabilitate/re-educate those drivers who have commit traffic offences (through
demerit point schemes and targeted traffic offender intervention programs).
Overall, using this three-step process changes behaviour of most drivers and creates a safer road
user culture. The DBET Subcommittee endorses the U.N.’s risk factors as critical in creating safer
roads for all.
Increasing Road Safety Legislation
1
Improving the Effectiveness of Road Safety Campaigns: Current and New practices, Hoekstra, T., Wegman, F. 2010.

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While many countries have separately passed legislation dealing with seat belts, substance abuse
and driving, or motorcycle helmets, it is the comprehensive approach on all of these topics that is
missing. As of 2013, ninety-four countries have laws that address these factors in some fashion,
but only twenty-eight countries have comprehensive laws on all five U.N. risky behaviours.2
To aid governments’ understanding of what laws are needed, and based on an examination of the
successful countries the DBET Subcommittee will develop (1) a comprehensive checklist and
promote it to:
 government agencies,
 legislators,
 safety advocates, and
 community leaders
This will allow for others to determine the missing elements from their own country’s
jurisprudence.
Additionally, the DBET Subcommittee will (2) supply with the checklist research supporting these
actions, such as statistics demonstrating the benefit of wearing seat belts. This can provide an
scientific basis for the implementation of these laws.
In an effort to support active participation of all segments in a community, the DBET Subcommittee
will promote activities that educate government agencies, legislators, safety advocates, and
community leaders on what is needed for an effective statutory structure in traffic safety. The
focus will be on the five priority areas listed above: reducing speed, reducing alcohol/drug use and
driving, increasing motorcycle helmet use, increasing seat belt use, and distracted driving.
Effective Messaging
A road safety message that works in one country may not work at all in another country. With
different cultures, different issues, and a variety of communication methods it is not likely a one-
size fits all message can or should be developed. Local entities need to be allowed to “buy” into the
message, thus developing their own messages will be more effective. What can be created are
tools describing effective communication, e.g. basic principles that can be examined and shared.
Tools currently exist to inform and support traffic safety messaging, such as Road Safety
Communication Campaigns, Manual for Design, Implementation and Evaluation, Delhomme, P. et.
al. 20103
; White Paper on Traffic Safety Culture, Ward, N. et. al. (2010) and a variety of others.
Using the information in existence, the DBET Subcommittee can assess, and develop a variety of
targeted methods currently used and distribute basic principles from those methods.
Rigorous Enforcement
2
The five topics include: speed, reducing drinking and driving, increasing motorcycle helmet use, increasing seat belt use,
and increasing the use of child restraints.
3
More information can be found this publication and about CAST—Campaigns and Awareness-raising Strategies in Traffic
Safety at: http://www.cast-eu.org/pages/publications.html

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When laws are not enforced, behaviour is not changed. Unfortunately, many law enforcement
agencies (and officers) look at traffic safety as a tangential requirement of “protect and serve”,
taking a “back seat” to other law enforcement activities. Yet when looking at top ten leading global
causes of death, excluding chronic diseases, traffic crashes is a primary cause of death. Similar to
many chronic diseases, traffic crashes are preventable with targeted interventions.4
While governments can typically do more to support law enforcement agencies (e.g. budgetary
support, hiring of sufficient officers, technological support such as preliminary breath testing
devices and traffic cameras, and more), law enforcement agencies, command officers, and patrol
officers need to understand the importance of traffic safety laws and then take action to support
and enforce them. Consistent enforcement of these laws can help provide a safe and healthy
environment. At times, enforcement also must include “high visibility” enforcement. This will
support any messaging being done. It is through a high visibility fashion that the citizens begin to
see and understand that violating the law can have consequences and change their behaviours.
Additionally, when speaking of enforcing traffic laws, it is more than being caught violating the law.
The traffic stop is critical, but it is also important the offender face consequences from the
violation. This requires that the courts effectively process cases. Prosecutors (if they are involved
in the cases) and judges/magistrates must understand the importance of traffic enforcement. A
court is actually a system, which requires each component, police, prosecutors, and judges,5
to be
actively involved.
Using the objectives expressed in the Education & Training Pillars (section 3), the DBET
Subcommittee will promote effective traffic safety training of law enforcement agencies, command
officers and patrol officers, as well as for prosecutors and judges when appropriate.
Law Enforcement Corruption
As mentioned, some law enforcement officers look at traffic safety as a tangential requirement of
“protect and serve,” however, another important issue is corruption. Police corruption is an
international problem, and while not all officers are corrupt, the perception in some countries is
that all law enforcement officers are corrupt and that a bribe will get the offender out of any
violation.
Effective traffic safety efforts may require that corruption is addressed in a comprehensive
approach. The perception and the reality of corruption undermine any effort to establish the rule of
law as paramount. Without the support of the law enforcement in upholding the law and the
understanding by the public that the laws apply to all, there will be no change in behaviour.
Thus the elimination of any law enforcement corruption should be considered in any part of training
and /or reform effort. This will require an analysis of the communities where traffic safety efforts
are progressing. It will also require the development of an independent oversight
agency/committee to monitor the changes and enforce the reform. Keeping the public informed
about the efforts and transformations that are occurring will bring about support by the public.
4
Globally, the World Health Organization (WHO) has indicated that road deaths is 9
th
as a cause of death in the world.
5
In a few jurisdictions supervision officers or probation officers may also be involved.

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Dealing with traffic offenders
Traditional methods used to manage traffic offenders have used monetary fines and driver license
sanctions (suspension, disqualification) as the principal means to penalise illegal behaviour.
Many jurisdictions have also introduced demerit point schemes that are managed through driver
licensing administration.
Over the past two decades, some jurisdictions have legislated a requirement for driving offenders
to attend a traffic intervention program before re-licensing.
Additional means of dealing with offenders include vehicle sanctions (impoundment) or
requirements to fit intervention devices (such as alcohol ignition interlocks for alcohol-impaired
drivers).
The DBET Subcommittee will identify and promote effective approaches that can be used to
address driver offending behaviour. The Subcommittee notes that the behaviour of novice drivers
under supervision by parents or driving instructors within a Graduated Driver Licensing System
(GDLS) is relatively offence-free, and that it appears that the move to solo (unaccompanied)
driving, often with per passengers, is associated with the unlearning of safer, less risky driving
behaviour.

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Endorsements
The International Road Federation (IRF) is a not-for-profit, non-political, organization with the
mission to encourage and promote development and maintenance of better, safer and more
sustainable roads and road networks. Endorsing specific traffic safety concepts is one way to
publically demonstrate support for specific traffic safety activities and encourage a change in policy.
When appropriate, the DBET Subcommittee will develop endorsements of traffic safety actions that
are under the DBET Subcommittee’s purview and submit them for consideration by the Road Safety
Committee and the IRF.

01a - DBET Subcommittee Position Statement DRAFT February2015

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