Kramer

bfu – Swiss Council for Accident Prevention
Competence-Oriented Framework for
Road Safety Education
ICDBT, 19th - 20th August 2013, Helsinki
Thomas Kramer, MSc in Psychology
t.kramer@bfu.ch – www.bfu.ch
20th August 2013-ICDBT HelsinkiCompetence-Oriented Framework for Road Safety Education 1

The bfu: its areas of action and activities
20th August 2013-ICDBT HelsinkiCompetence-Oriented Framework for Road Safety Education 2
Road traffic Sports Home and leisure
–Research - Communication - Advisory services – Training
–Network of safety delegates

Non-occupational accidents
among the Swiss population, 2009
3
90
315
610
0
100
200
300
400
500
600
700
Road
traffic
Sports Home
and
leisure
People injured
(in thousands)
319
137
1547
0
200
400
600
800
1000
1200
1400
1600
1800
Road
traffic
Sports Home
and
leisure
Fatalities Material costs
(CHF in billions)
4935
1838
4774
0
1000
2000
3000
4000
5000
6000
Road
traffic
Sports Home
and
leisure
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki

4
Road fatalities per 1 million inhabitants, 2010
111
107
102
88 86
76 74
68 67 66 65 64 64 64 61
54 51 47 46 46 45 45 43 42
32 31 28
0
50
100
150
200
250
300
350
400
GR USA PL P NZ CZ H I SLO A CDN NIRL L F AUS E FIN IRL ISR DK J D N CH NL GB S

Development of serious personal injuries among car
drivers, by age group, per 100,000 inhabitants
5
0
10
20
30
40
50
60
70
80
90
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
18-24 25-44 45-64 65+

Europe: Serious accidents among new drivers
(Fatalities: young drivers per 100,000, IRTAD)
6
0
10
20
30
40
50
60
1994 1996 1998 2000 2002 2004 2006 2008 2010
AT 18-20
FR 18-20
DE 18-20
SE 18-20
CH 18-20

7
0
20
40
60
80
100
120
0 3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60 63 66 69 72 75 78 81 84 87 90+
Car Motorcycle Moped Bicycle Pedestrian
Seriously injured people and fatalities per 100,000 inhabitants
by age and mode of transport, Ø 2001-2011

Road safety education in Switzerland
8
Pre-school:
nothingoffered
Kindergarten/primarylevel:
comprehensive,goodoffer
Lowersecondarylevel:
selectiveoffers
Uppersecondarylevel:
individualoffers
Drivinginstruction:little
compulsorytraining
Voluntaryfurthertraining:
littleused
LACK OF STRUCTURE, LITTLE CONTINUITY

9
Analysis
 Road safety education in Switzerland
 is wide-ranging but fairly uncoordinated
 has gaps (geographical coverage, content, target groups)
 has little structure and little coherence in terms of content
 Driving instruction
 must therefore start from practically zero
 cannot make up for deficits due to a lack of quantity and quality
 Road safety can be optimised
 by coordinating road safety education
 by harmonising and developing content (and methods)

10
Braving the gap – but not in road safety education!

The goal: continuity in road safety education
 A reality in France since 1997
 Niedersachsen, Germany: Mobility Curriculum since 2001
 Victoria, Australia: Road Safety Education Action Plan 2012-2013
 Ireland: Road Safety Strategy 2007-2012
11Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki

The way to go: a catalogue of competences
The catalogue of competences
 Permits the coordination of content in road safety education
 Permits the recognition (and the closure) of gaps
 Promotes a spiral-shaped structuring of competences
 Is a tool for those in charge of road-safety programmes
 Can be used as a reference when editing content or
redesigning programmes

Why competence-oriented?
 Competence-orientation is at the core of more recent curricula
 Competences comprise
 Knowledge and proficiency
 Abilities/know-how
 Attitude and opinion
 Competences are aimed at their applicability in various
situations
 Competence definitions are well-suited to being specified in
educational activities/teaching materials

Current status of work: 3 levels
14
Level 1:
Four competence sectors
Level 2:
Twelve basic competences
Level 3:
~ 20 part-competences
with competence development

Level 1: The four competence sectors
15
Behaviour
appropriate to the
situation
Handling and using
modes of transport
Responsibility and
the environment
Rules and
regulations

Level 2: The twelve basic competences

Level 3: Part-competences and it’s development (examples)
17
Basic competence 4.2: Recognising the limitations of personal driving ability and acting responsibly
Part-competence 4.2.1
Be aware of the factors
that influence driving
ability and take note of
them.
Can recount what one can
already do as a young
child in the street and
what one cannot do.
Is aware that being
distracted by games and
conversations can affect
perception and reactions
in traffic.
Can describe the effects
of different types of
distractions and develops
alternative actions.
Is aware of the effects of
addictive substances on
behaviour in traffic and
develops alternative
activities.
Is aware of the effect of
being overtired and of
group-dynamic processes
in traffic behaviour and
develops alternative
personal strategies.
Is aware of the danger of
overestimating their own
abilities and
underestimating accident
risks.
Basic competence 3.1: Ensuring safety and avoiding accidents by anticipating eventsPart-competence 3.1.1
Can adjust own traffic
behaviour to own
prerequisites.
Adapts personal
behaviour (as a
pedestrian, cyclist and
user of a device
comparable to a vehicle)
in adjacent traffic areas to
personal skills and
preconditions.
Adjusts personal
behaviour (as a
pedestrian, a user of
devices comparable to
vehicles and as a cyclist)
in the extended traffic
area to meet personal
abilities and preconditions.
Adapts personal
behaviour in the extended
traffic area to personal
abilities and preconditions.
Adapts personal behaviour in the entire traffic area to
personal abilities and preconditions.
Basic competence 3.1: Ensuring safety and avoiding accidents by anticipating events
Basic competence 2.1: Familiarity with a vehicle and a practical mastery of its use
Can operate the vehicle.
Can move around
increasingly safely on foot
and on devices
comparable to vehicles.
Can keep their balance on
a bicycle, brake safely and
ride through a protected
area by bicycle and on
devices comparable to
vehicles.
Is familiar with the most
important features of
bicycles and devices
comparable to vehicles
and can move safely with
them in traffic.
Is familiar with the most
important features of the
modes of transport used
and can use them safely
in traffic.
Is familiar with the required functions and elements of
the mode of transport used and can use them safely in
different situations.
Basic competence 1.2: Ability to explain the meaning of rules and the effects of violating rules
Can see the meaning of
road-traffic rules.
In simple situations, is
able to explain the
connection between traffic
rules and safety.
Based on simple
situations on the way to
school, can explain the
contribution of rules to
safety in traffic.
Based on simple
situations in the extended
traffic area, can explain
how rules contribute
towards safety in road
traffic.
Based on complex
situations in the extended
traffic area, is able to
explain the contribution
made by rules to road
safety.
Based on complex situations in the extended traffic
area, can explain the contribution made by rules to road
safety, can give reasons for the need for road traffic
rules and refer these to his or her own behaviour.
0-3 4-8 9-12 13-15 16-20 >20

Further procedure
 Practitioners are calling for a 4th level: pool of implementation
examples?
 Discussion of the rough draft with practitioners in autumn
 Broad-based review in winter 2013/2014
 Development of a web-based tool for dissemination
 Conclusion of the work and distribution of the tool: summer 2014

Thank you for your attention!
For further information: t.kramer@bfu.ch
19

Kramer

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