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Transcript of Kramer
bfu – Swiss Council for Accident Prevention
Competence-Oriented Framework for Road Safety Education
ICDBT, 19th - 20th August 2013, Helsinki
Thomas Kramer, MSc in [email protected] – www.bfu.ch
20th August 2013-ICDBT HelsinkiCompetence-Oriented Framework for Road Safety Education 1
bfu – Swiss Council for Accident Prevention
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
bfu – Swiss Council for Accident Prevention
Non-occupational accidentsamong the Swiss population, 2009
3
Road traf-fic
Sports Home and
leisure
0
100
200
300
400
500
600
700
90
315
610
People injured (in thousands)
Road traf-fic
Sports Home and leisure
0
200
400
600
800
1000
1200
1400
1600
1800
319
137
1547
Fatalities Material costs (CHF in billions)
Road traffic
Sports Home and
leisure
0
1000
2000
3000
4000
5000
60004935
1838
4774
bfu – Swiss Council for Accident Prevention
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
4
Road fatalities per 1 million inhabitants, 2010
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
0
50
100
150
200
250
300
350
400
111107 102
88 8676 74
68 67 66 65 64 64 64 6154 51 47 46 46 45 45 43 42
32 31 28
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
Development of serious personal injuries among car drivers, by age group, per 100,000 inhabitants
5
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
10
20
30
40
50
60
70
80
90
18-24 25-44 45-64 65+
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
6
Europe: Serious accidents among new drivers
(Fatalities: young drivers per 100,000, IRTAD)
1994 1996 1998 2000 2002 2004 2006 2008 20100
10
20
30
40
50
60
AT 18-20
FR 18-20
DE 18-20
SE 18-20
CH 18-20
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
7
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+
0
20
40
60
80
100
120
Car Motorcycle Moped Bicycle Pedestrian
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
Seriously injured people and fatalities per 100,000 inhabitants by age and mode of transport, Ø 2001-2011
bfu – Swiss Council for Accident Prevention
Road safety education in Switzerland
8
Pre
-sch
ool:
noth
ing
offe
red
Kin
derg
arte
n/pr
imar
y le
vel:
com
preh
ensi
ve, g
ood
offe
r
Low
er s
econ
dary
leve
l:
sele
ctiv
e of
fers
Upp
er s
econ
dary
leve
l:
indi
vidu
al o
ffers
Driv
ing
inst
ruct
ion:
littl
e co
mpu
lsor
y tr
aini
ng
Vol
unta
ry fu
rthe
r tr
aini
ng:
little
use
d
GA
P
GA
P
GA
PLACK OF STRUCTURE, LITTLE CONTINUITY
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
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)Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
10
Braving the gap – but not in road safety education!
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
11
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
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
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
12Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
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
13Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
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
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
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
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
Level 2: The twelve basic competences
16Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
Level 3: Part-competences and it’s development (examples)
17
Basic competence 4.2: Recognising the limitations of personal driving ability and acting responsiblyPart-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 usePart-competence
2.1.1
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 rulesPart-competence
1.2.1
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.
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
0-3 4-8 9-12 13-15 16-20 >20
bfu – Swiss Council for Accident Prevention
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
18Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki
bfu – Swiss Council for Accident Prevention
Thank you for your attention!
For further information: [email protected]
19
bfu – Swiss Council for Accident Prevention
Competence-Oriented Framework for Road Safety Education 20th August 2013-ICDBT Helsinki