Darren Divall Principal Consultant TRL Lessons learned from international road safety education and applying these lessons to the UK

Insert the title of your presentation here Presented by Name Here Job Title - Date Lessons Learned from International Road Safety Education Darren Divall

Road Safety Education  School and community based education  Driver and rider training and testing  Campaigns and awareness

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Opening Question Page  8 On a scale of 1 to 10, how effective is the school based road safety education delivery model in the UK? (1 = Poor - 10 = World class)

Context Page  9

Decade of Action for Road Safety United Nations. Global Plan for the Decade of Action for Road Safety

Creating a Safe System

A Shared Responsibility Government Schools Media Private Companies Road Authorities Road Users NGOs Emergency Services Police Vehicle Industry

An Evidence Led Approach

School Road Safety Education in the UK Page  14

Think! Education Page  15

Multi-Agency Approach Page  16 “Improved delivery efficiency and effectiveness had also been achieved for school-based investment, through multi-agency collaborative working. Examples included the collaboration with education departments, and the use of joint funding for school travel plan advisors and sustainable transport promotion”. DfT’s Road Safety Research Report No.124 (2011)

What the UK Does Not Have  A fully engaged DfES  A formalised RSE curriculum  Teachers trained to deliver RSE  A consistent approach  Full engagement in evaluating interventions Page  17

International Case Studies Page  18

ROSE 25 Review - Europe Page  19

ROSE 25 Review - Europe Page  20 Main Pillars of RSE In-car safety for young children Practical child pedestrian training for young children Basic skills and traffic training for young bicyclists Higher level skills, risk-awareness and attitudes for children as they transfer from primary to secondary education Diversified forms of interventions targeting awareness-raising, attitudes, and self-evaluation skills for teenagers

ROSE 25 Review - Europe Page  21 In an overwhelming majority of EU countries the school, and thus the teachers, are the main players in RSE. RSE is often perceived as an extra task, thus is at a constant risk of being marginalised. EC (2005). ROSE 25: Inventory and compiling of a European Good Practice Guide on road safety education targeted at young people. European Commission. Available at:

ROSE 25 Review – Europe Page  22 Main challenges RSE is at risk of being marginalized RSE needs standardisation RSE systems require coordination RSE needs evaluation and quality control

International Primary Curriculum Guiding questions  What kind of world will our children live and work in?  What kinds of children are likely to succeed in the world?  What kinds of learning will our children need, and how should they learn it? Page  23

International Primary Curriculum  In Society, we’ll be finding out:  How to cross roads safely  About bicycle and road safety  About people with restricted mobility Page  24

Western Australia  Help staff select the most appropriate RSE programmes  Guide the development of evidence-based resources  Help staff and agencies deliver effective RSE  Encourage consistency between programmes  Guide funding bodies to consider proposals for new programmes Page  25 Principles for School Road Safety Education: A Research Summary, Government of Western Australia, School Drug Education and Road Aware, 2009.

Western Australia Page  26

Oman Page  27

Oman Integrated RSE Curriculum  Generic themes  RSE connections (grade and subject)  Expansion of core themes  Example lesson plans  Further RSE resources Page  28

Nigeria Page  29

Guyana and Belize  Using existing curriculum/goals as basis for integration  Instructional materials for students  Teacher education  Supporting materials for teachers  Specific teaching manuals and guides  Capacity building Page  30 MoE led with stakeholder support

So What Can We Learn from International Practice? Page  31

Lessons  MoE must play a key role  Embed RSE into core curriculum – 10hrs/yr  Consistent approach to RSE  Teachers should be appropriately trained  Individual school RSE guidelines  Evaluation still inconsistent/poor Page  32

Closing Questions Page  33

Closing Questions Page  34 On a scale of 1 to 10, how effective is the school based road safety education delivery model in the UK? (1 = Poor - 10 = World class)

Closing Questions – A) Agree B) Disagree Page  35 The Department for Education and Skills should play a more active role in the development and delivery of school based road safety education.

Closing Questions – A) Agree or B) Disagree Page  36 Teachers should be trained at university and/or through in-service training to deliver road safety education in the classroom.

Closing Questions – A) Agree B) Disagree Page  37 Teachers should be the core deliverers of road safety education, with support from road safety professionals.

Closing Questions – A) Agree B) Disagree Page  38 Schools should develop and implement individual road safety guidelines with support from road safety professionals.

Page  39 Thank you Lessons Learned from International Road Safety Education Darren Divall Principal Consultant, TRL Tel:

Definition of Road Safety Education Page  40 Road Safety Education (RSE) is – next to engineering and enforcement – a key pillar of traffic safety work. RSE summarises the totality of measures that aim at positively influencing traffic behaviour patterns. RSE emphasises on: 1.Promotion of knowledge and understanding of traffic rules and situations, 2.Improvement of skills through training and experience, 3.Strengthening and/or changing attitudes towards risk awareness, personal safety and the safety of other road users.