# Presentation: 657993

## DRIVER TRAINING AND LICENSING – THE EUROPEAN PERSPECTIVE

- Stefan Siegrist, Ph. D.
- Head of Research Department
- Swiss Council for Injury Prevention bfu

- Forum on Driver Education and Training, NTSB, Washington, 28/29 October 2003

## This presentation is mainly based on deliverables of three EU-research projects

- GADGET (1) (Workpackage 3)
- BASIC (2)
- TRAINER (3) (Deliverable No. 1.2)
- Thanks to main authors, especially to:
- Prof. Esko Keskinen, University of Turku, Finland
- Dr. Nils Petter Gregersen, VTI, Sweden
- Dr. Mika Hatakka, University of Turku, Finland
- Heleen Groot, M.A., CIECA, Belgium

## Contents

- Driver training and licensing in Europe:
- 	- Typology of European models
- 	- Further characteristics
- 	- Contents of driver training
- Characteristics and reference models of the European perspective
- 	- Supervised training, few restrictions
- 	- Trend: shift of focus to risk perception,   self-assessment
- 	- Model: Keskinen‘s structure of goals in   driver training

## 
Quality and effectiveness of European models- choosing the outcome measure- results from S, N,F,D,G,L- appraisal of European evidence
Steps for improvement
	- What should be done?
	- What is planned on a European level?

- Quality and effectiveness of European models- choosing the outcome measure- results from S, N,F,D,G,L- appraisal of European evidence
- Steps for improvement
- 	- What should be done?
- 	- What is planned on a European level?

## Slide 5

## Driver training and licensing in Europe

**Typology of overall systems**** **

**Single Phase System**
- (about 10 European countries, e.g. the Netherlands)

## Driver training and licensing in Europe

- (about 10 European countries, e.g. the Netherlands)
- In this model, a student takes his or her training at a driving school, in private or by combining the two. After having completed the training, the theory and the practical test is passed. This results in the acquisition of a driving licence.
- After the acquisition of the driving licence there are no further restrictions or other measures for the novice driver. The driving licence is immediately a "full", "permanent" driving licence.

**Driver training and licensing in Europe**

**Typology of overall systems**** **

## System with probationary licence

- (about 13 European countries)
-  without restrictions (e.g. Germany)
-  with restrictions (e.g. France)

## System with probationary licence

- (about 13 European countries)
-  without restrictions (e.g. Germany)
-  with restrictions (e.g. France)
- In this model, a student takes his or her training at a driving school, with a non-professional supervisor or by combining the two. After having completed the training, the student has to pass a theory and a practical driving test, which leads to the acquisition of a driving licence.
- For a certain period of time immediately following obtaining the driving licence (in most cases two years), the driving licence is a probationary licence without restrictions. This means that during the probationary period the student is subject to a number of special, generally stricter measures in case of violation of the traffic regulations. In some countries this is done in the form of penalty point systems, giving points to or taking them away from the driver when he or she commits a traffic offence. If too many traffic offences are committed within certain periods of time, the driver may be forced to follow extra training.
- In some systems the driver is subject to restrictions during probationary period, e.g. speed limitations or lower maximum BAC (0 or 0.2 ‰).

## Two-phase-system with a provisional licence

- (about 6 European countries, e.g. Finland)

## Two-phase-system with a provisional licence

- (about 6 European countries, e.g. Finland)
- In this model, a student takes his or her training at a driving school, with a non-professional supervisor or by combining the two. After having completed the training, the theory and the practical driving test is passed. This leads to the acquisition of a provisional driving licence.
- Within a certain period after having obtained the driving licence, the student has to follow a second phase of theory and/or training. This training can consist of various elements: skid training, night-time driving, hazard-perception, self-assessment etc. The following of the training is the precondition for obtaining a "full" licence after a certain period of time (usually two years).

## Graduated licensing systems (GLS)

- (not used in Europe)

## Graduated licensing systems (GLS)

- (not used in Europe)
- GLS is normally divided into three stages, one learner stage, one provisional licence stage and one full licence stage. An important principle in GLS is that experience should be gained in stages of progressively increased  difficulty. Each stage specifies certain restrictions that are gradually re­leased, and are removed entirely in the full licence stage. Graduated licensing systems are not yet used in Europe. They are, however, common in Canadian states, several states in USA, Australia and New Zealand.

## Driver training and licensing in Europe

**Further characteristics**** **

- Short education of professional teachers (education>1 year is exceptional, e.g. Sweden and Finland)
- Combination of layman and professional instruction is very common
- Few restrictions like night-time curfew, speed limits
- Minimal age for practising mostly 18 (Sweden, Norway, France, Austria 16; UK 17)
- Minimal licensing age nearly exclusively 18

## Driver training and licensing in Europe

**Contents of driver training**

- Items covered in theory training according to
- priority (European average)
- 1.	Traffic regulation
- 2.	Behaviour towards others
- 3.	Vehicle technique
- 4.	The road (hazard perception)
- 5.	The driver (hazard perception)
- 6.	Weather conditions (hazard perception)
- 7.	Environmental friendly driving
- 8.	Others (e.g. first aid)

## Driver training and licensing in Europe

**Contents of driver training**

- Main items treated in practical (pre-test)training
- (European average)
- Safety car checks
- Driving away
- Changing directions
- Mastery of traffic situations
- Others (e.g. reversing)

## Driver training and licensing in Europe

**New contents of driver training **
**(in some countries)**

- Extended training period under protected conditions
- Second phase training:- analysis of experienced dangerous situations- self-assessment- improving hazard perception- awareness of motivational aspects of   dangerous driving- (improving driving techniques)

## Trend in driver training contents

- (Model by Keskinen and Hatakka, 1997)

## Trends in European driver training

- Extending the accompanied pre-test driving period
-  more layman instruction
-  lower minimal practising age
- Multiphase systems are becoming more popular (introduced or planned in about 8 countries)
- Compact professional training to prepare candidates to accompanied training
- Integration of demerit point systems and driver improvement programs into driver licensing systems
- Awareness of lack in development of driving test according to new contents in training

## Quality and effectiveness of European models: quantity and quality of evidence

- Growing number of before-after studies referring to traffic safety outcome available
- Several studies did not sufficiently control for self selection bias and/or (increase) in exposure
- Some studies lack a missing or insufficient control of further confounding factors
- Description of evidence-based design of best practice model not possible by now, but:
- Research-based recommendation can be given

## Choosing the outcome measure

- From a public health point of view the relevant outcome measure is
***injured and killed per population and year***
- With this respect changes in exposure are not relevant except if lifetime exposure (years driven, i.e. years at risk) is concerned

## Choosing the outcome measure

- In order to
-  analyze a system’s  potential to produce safedriving
-  control for negative side effects (social 	inequalities)
- an additional outcome measure is needed:
***injured and killed per licence holder and year ******	******	******	******(+mileage group and year)***

## Process:

- problems in coordinating theoretical and practical parts
**Outcome:**
- decrease in injury accident involvement of 18-19 year olds (-7%)
- analyzed confounding factors: general accident trend, population size, number of licence holders, annual mileage, weather conditions, drink driving habits

**1986:** new form:
- new contents: defensive driving, hazard perception

- Carstensen 2002, (4) Denmark

**Outcome:**
*males:*increase in accidents due to slippery surface course; decrease in accidents due to dark driving course
*females*: no effects

**1979:**
- second (post-test)phase, containing:
- - defensive driving (classroom     course)
- - slippery surface driving course
- - dark driving course
- (no final test)

- Glad 1988,
- (5)
- Norway

**Results**

**Evaluated Model**

**Study**

## Slide 24

| Study | Evaluated Model | Results |
| --- | --- | --- |
| Meewes Weiss-
brodt 1992,
(7)
Germany
 | 1986:
provisional driver licence | Outcome:
reduction in crashes (-5%) |
| Sagberg 2000,
(6)
Norway | 1994:
- minimum age for practising lowered from 17 to 16 (licensing age was maintained at 18)
- removal of geographical restrictions on lay instructions | Process: modest increase in lay instructed driving (~ +10%)
Outcome: significantly more crashes while training and during first few months after licensing
 |

## Slide 25

| Study | Evaluated Model | Results |
| --- | --- | --- |
| Gregersen et al. 2000,
(8)
Sweden | 1993:minimum age for practising lowered from 17.5 to 16 (licensing age was maintained at 18) | Process:
- 50% made use of early practising
- social differences, e.g. high level of                                   education in the „treatment group"
- private practising 2.5 times higher in "treatment group"
Outcome:
- after controlling for most confounders (e.g. general accident trend, social background):
reduction in accidents per 1‘000 licence holders: -19% |

## Slide 26

| Study | Evaluated Model | Results |
| --- | --- | --- |
| Peräaho, M. et al. 2000,
(10)
 Luxembourg | new elements in Luxembourgs driver training:
- post-test course on test track (mainly vehicle manoeuvring)
- exemption of speed limit 75/90 km/h instead of 90/120  | Outcome:
males: no effect
females: significant increase in accidents
 |

## Slide 27

| Study | Evaluated Model | Results |
| --- | --- | --- |
| Katila et al. 2000,
(9)
Finland | 1990 :
new elements in basic (first phase) training:
- 20 theoretical and 30x20     min driving lessons
- audio visual and 45 min driving test
post-test training (2nd phase)
3 elements: analysis, track, classroom
new contents: motivational aspects of driving
new methods: self-evaluation, feedback methods, reflection upon personal experience | Impact:
more positive attitudes in "treatment group"
Outcome:
overall decrease in accidents after introduction of new system; 
increase in first year after licensing, but decrease in year 2-4
(controlled for general accident trend and other confounding factors?)
shift in accident types: less skidding and night-time accidents |

## (preliminary) Appraisal of European evidence on driver training

- Introduction of a second phase including training and minimal restrictions
- Increased training under protected conditionsBut: only giving the possibility to have longer training by lowering the age limit is not enough

- There is some evidence that the following elements entail safety benefits:

## (preliminary) Appraisal of European evidence on driver training

- Shift of contents in second phase training: from mastery of vehicle and traffic situations towards driving motives, risky behaviour and self-perception
- Layman-accompanied driving, if it is integrated in a training system (Swedish results probably not transferable to other countries)
- Integration of (improved) measures (professional training, accompanied driving, phasing the training, development of examination etc.)

- There is some evidence that the following elements entail safety benefits:

## Requirements of an ideal educational system(BASIC-project recommendations)

- Clear goals and contents for training
- Enough feedback to improve behaviour and to learn
- Theoretical and practical training supporting each other
- Possibility to get enough experience
- Valid environment to practise necessary skills
- Long enough learning period that makes consolidation of skills and knowledge to the memory possible
- Learning climate favourable for safety

## Open question

- Extending the training contents (e.g. driving motives) and methods (self-evaluation) increases the demands on instructors:
- 	Do we need specialists who understand young adults risk taking from a professional point of view?
- Which is the minimal amount of accompanied driving ? (there seems to be a threshold)
- Which is the effect of different second phase training contents and methods? (only some knowledge available)

## Requirements to an effective 2-phase-model

- First phase
- structured learning of basic requirements for driving
- accompanied driving
- extended training period under protected conditions
- Test: extending subjects (e.g. hazard perception)
- Second phase
- combining education and enforcement
- referring to post-test experiences
- methodology: attitude changes through self-evaluative and meta-cognitive skills (meetings, group discussion)
- Follow-up period with low thresholds interventions
- Logical construction and textual coherence of the single elements

## Steps for improvement: what is planned on an European level?

- EU-activities
- Improvement of driver licensing system is one of the priorities of the EU-commission’s road safety action plan
- New driver licensing directive, aiming at:
- standardized, increased requirements on driving tests (in order to influence contents and quality of driver training)
- standardized, minimal requirements for driving instructors
- Projects
- Evaluation of novice driver training schemes (mainly second phase) in 6 EU member states. Main point: Evaluation of a 2nd phase of driver training
- Development of European standards for testing

## References

**Siegrist, S. (ed.) **(1999), Driver training, testing and licensing – towards theory based management of young driver‘s injury risk in road traffic. Results of EU-project GADGET, Work Package 3. bfu-Report 40. Swiss Council for Accident Prevention bfu, Berne, Switzerland**GADGET **(1999), Cf. Siegrist, S. (ed.) (1999)
**Hatakka, M., Keskinen, E., Baughan, Ch., Goldenbelt, Ch., Gregersen, N.P., Groot, H., Siegrist, S., Willems-Lenz, G. & Winkelbauer, M. **(2003), Basic driver training: New models, Final report Draft 30th June 2003, University of Turku, Finland**basic **(in Press), Cf. Hatakka, M. (ed.) (in Press)** **
**Groot, H., Vandenberghe, D., Van Aerschot, G. & Bekiaris, E. **(2001), TRAINER, Deliverable N. 1.2, Commission of the European Communities, Brussel, Belgium**DAN **(2000),** **Cf. Bartl, G. (ed.) (2000) **Bartl,** G.(2000), DAN-Report. Results of EU-Project: Description and Analysis of Post Licensing Measures for Novice Drivers. Kuratorium für Verkehrssicherheit KfV, Vienna
**Carstensen, G. **(2002), The effect on accident risk of a change in driver education in Denmark. Accident Analysis and Prevention. 34, 111-121
**Glad, A. **(1988), Fase 2: føreropp laeringen. Effekt på nlykkesrisikoen. TØI repport 0015/1988. Transportøkonomisk institut, Oslo, Norway

## References

**	**
**6)****	****Sagberg, F.** (2002), Driver education from the age of 16: potential of an extended learning period and increased driving experience to reduce the crash risk of novice drivers. Experiences in Norway. Bundesanstalt für Strassenwesen (Hrsg.) (2002). Referate der 2. Int. Konferenz "Junge Fahrer und Fahrerinnen", 29./30.10.01, Wolfsburg. Berichte der Bundesanstalt für Strassenwesen, Mensch u. Sicherheit, Heft M 143
**Meewes, V. & Weissbrodt, G.** (1992), Führerschein auf Probe. Auswirkungen auf die Verkehrssicherheit– Bundesanstalt für Strassenwesen. Bast-report no 87
**8)****	****Gregersen, N.P. **(2000), Sixteen Years Age limit for Learner Drivers in Sweden – an evaluation of safety effects. In: Accident Analysis and Prevention, 26(3), 297-303
**9)****	****Katila, A., Peräaho, M., Keskinen, E., Hatakka, M. & Laapotti, S. **(2000), Longterm effects of the Finnish driver training renewal of 1990. In: Bartl, G. (ed.) (2000). DAN-report. Results of EU-project: description and analysis of post licensing measures for novice drivers. Kuratorium für Verkehrssicherheit, Vienna, Austria
**10)****	****Peräaho, M., Hatakka, M., Keskinen, E. & Katila, A**. (2000), Second phase of driver training in Colmar-berg, Luxembourg –connection to accidents. In: DAN (2000)** **Cf. Bartl, G.(ed.) (2000)
**	**

## Thank you for your attention

- Stefan Siegrist, Ph. D.
- Head of Research Department
- Swiss Council for Injury Prevention bfu

- Contact: bfu, Laupenstrasse 11, CH-3008 Berne (Switzerland)
- phone: +41 (31) 390 22 15    fax: +41 (31) 390 22 30    email: s.siegrist@bfu.ch