14 April 2023

Research Report Meeting

IATSS Forum Collaboration Project

2207A Development and implementationof road safety behavioural change
programme in Cambodia
Kenji Doi, Project leader
Professor, Graduate School ofEngineering, Osaka University

Project members
Members
PL Kenji Doi
Professor, Graduate School of Engineering, Osaka University
Yuto Kitamura
Professor, Graduate School of Education, University of Tokyo
Akihiro Nakamura Professor, Faculty of Economics, Chuo University
Nagahiro Yoshida Associate Professor, Osaka Metropolitan University
Special researchers
Tadanori Yamaguchi Professor, Faculty of Human Sciences, Osaka InternationalUniversityKento YohAssistant Professor, Graduate School of Engineering, OsakaUniversity
Or Vitou
Chair, Cambodia IATSS Forum Alumni Association (CIAA)Heang Omuoy
Vice chair, CIAA
Prom Sophea
Vice chair, CIAA
Nuon Kossoma
IATSS Forum Cambodia Office/CIAA member
Chhaly Samsokrith CIAA member

2Project background and purpose
Background
Developing countries in Asia are experiencing rapid motorisation and road development as they
achieve economic growth, and an increase in traffic accidents caused by factors such asincreased driving speeds is a common problem in the suburbs of large cities and in rural areas.
Similar issues are also arising in Cambodia with the development and upgrading of arterial roads(National Highway 5). Traffic safety education and behavioural change programmes have been
positioned as countermeasures in government action plans, and JICA has also launched a traffic safety
technical cooperation project.
・Cross-sectoral collaboration among various entities involved in the programme
・Cooperation of local personnel and organisations with high leadership ability tolead collaborative projects

PurposeEstablish a behavioural change programme team in collaboration with the Cambodia IATSS
Forum Alumni Association and JICA. Furthermore, based on an understanding of the actual
circumstances in the field and the latest trends in behavioural change theory, examine a
conceptual model of a new behavioural change programme and a survey method (for childrenand schoolchildren) for its implementation from an interdisciplinary perspective.

4

IATSS ForumIATSS Forum training

After returning to homecountry

Further growth
as a leader

Place for learning andgrowth as leadersAchieving ideas
through affiliationand expertise

Active inspecialised
fieldsPractice in work

Active inalumniassociations

Passing on
knowledge andexperience toyounger
generationsDiverse environment
Interdisciplinary
networks
Ideas

Practice in alumni
association
activities

IATSS Forum Alumni Association

Alumni association activities

IATSS Forum Alumni Association
Alumni wishing to contribute to the social
improvement of their own countries
independently organise and conduct social
contribution activities

Place to put into practice the realisation of aprosperous, safe, and better society by utilising
the knowledge and experience cultivated throughtraining as well as the expertise, humanresources, and networks of alumni

1.Activities aimed at the realisation of aprosperous, safe, and better society✓ Implementing alumni association projects✓ IATSS/IATSS Forum joint projects (transportationrelated themes)✓ Promoting social contribution and volunteer activities

2.Developing junior leadership
3.Building diverse human resources and networks
across industries and generations

Cambodia
Efforts to reduce motorcycle accidents

Indonesia
Community support after disasterrecoveryIndia
Building a waste disposal system

Malaysia
Community revitalisation throughtourismCollaboration with Forum Alumni Associations
IATSS Forum training backup
IATSS Forum PR activities
Trainee recruitment and selection
Alumni information provisionPartners
IATSS Form Alumni Association

Support for and collaboration withalumni association activities
1. Alumni association project support(approx. USD 2,000/alumni associationin each country)
2. IATSS Forum collaboration project(traffic/safety area project)
3. Hosting of International Alumni
Meeting (IAM)(once every 2–3 years)
4. Various types of information
provision and collaboration

Cambodia IATSS Forum Alumni Association (CIAA)
Year of establishment： 2000 (registered as group in 2015)
Members：
68 people (as of 2022)
Composition：

Activity content：

Composed of IATSS Forum alumni(industry: 44%, government: 19％, NGO: 16％,academia: 11％, other: 10％）Chair (1), vice chairs (2), officers (9), others
Various projects with the aim of building a sustainable
society, activities for developing the next generation ofleaders, seminars, training activities

Activity content

Track record

Project ‘Cooling Cambodia’
Global warming/energy conservation education

7 times since 2012

Project ‘Inspiring Cambodia’
Youth empowerment

Twice since 2019

Project ‘Trashure Cambodia’
Environmental conservation/garbage issues

Twice since 2019

Mentorship programme/leadership camp
Leadership training for youthContinuously since 2019

Public Seminars (leadership seminars, etc.)
Topic-based open seminars

Once a year since 2014
(13 times to present day)School support, charity activities

Several times since 20127Survey site: National Highway 5
LaoThailand

to Bangkok
PoipetBattambang

Three or more people are frequently seen
riding motorcycles without helmets.

Phnom Penh

Vietnamto Ho Chi Minh

LegendTotal length of National Highway 5
407.5㎞≈ distance between Tokyo and Osaka

Target road
National borderState border
National road

Teaching materials for traffic safety education forelementary school students89Local situation
Aug. 8（Mon.） Visit to the Ministry of Education, Youth and Sport, Battambang Province

9（Tue.） Observation of commuting situation at Otaki Elementary and Middle School, andChrey High School
11（Thu.） Meeting with Forum Alumni Association (CIAA), Royal University of Phnom Penh,
Ministry of Public Works and Transport, and local consultants
12（Fri.） JICA office visit

Commuting situation of Otaki Elementary School(along developed sections of National Highway 5)

Not prohibited
because there is nolaw that prohibits it

Children’s commuting area: within 5–6 km, means of school commuting:pick-up by parents (first–second grades), walking + bicycle + motorcycle (third–sixth graders)Interviews at elementary school
Traffic safety is taught 20 hours a year in social studies (6th grade). Second grade and above are taught
by social studies teachers using textbooks issued by the Ministry of Education, Youth and Sport.
After reading the textbook and being asked questions such as ‘What can you learn from this picture?’,students are taught the dangers of playing on the road.
Textbooks are used to teach students how to behave on the road and what to do to avoid danger.
Handicap International (NGO) textbooks are available as teaching materials, but they are not used in class.
Hazardous behaviour for children: Crossing the road without looking left and right. Running backwards.
⇒Students are instructed to check left and right, and to listen carefully to sounds when crossing the road.
Speed limit in school zone: Signs are set up, but no one follows them.
Comparison of National Highway 5 before (6 months ago) and after development (present-day)⇒I feel that the current situation is more dangerous. The speeds are fast, and vehicles fly by, even in
front of the school. There are two lanes, so you can't cross immediately, and you have to stop at themedian strip. During that time, vehicles will pass by, which is dangerous.
⇒I feel that it has become dangerous, but the section of National Highway 5 that is used is several
hundred meters, and there have been no accidents during school commutes.
Opinions from schools regarding the promotion of traffic safety: We want guidance on how to crossthe road. We want teaching materials and documents that can be easily taught. We want a mobile
barricade that allows for safe road crossings.

10

Road crossing environment (in front of elementary school)

12Commuting situation at Otaki Middle School and Chrey High School▼ Walking to school. Umbrellas are rare.

▼ Middle school students also commute toschool with motorcycles.

▼ Middle school parking space

Many
Honda
Dreams▼High school parking lot＜Middle school＞ Elementary school is also adjacent within the same school grounds
・Classes 1) for students by teachers and 2) for teachers and students by traffic
police (meaning of signs, etc.) are conducted once a week in accordance with theCommune Policy for Traffic. Teaching materials provided by the Ministry of Public
Works and Transport are available.
・Understanding of traffic signs: unknown to what extent they are
understood by students.
・Would be good to have a mobile barricade for safely crossing the road.

＜High school＞ 40% commute to school on motorcycles.

13High school students leaving school

13

14

Behavioural change programme in school zones
Environmental improvement (infrastructure, traffic regulation, etc.)

School zonesafetycommittee

Understanding the characteristicsof the target area
Land useCurrent state of infrastructureAnalysis of traffic flow
Traffic regulation
Hazardous points for traffic
accidents
Traffic safety awareness amongresidents

Enlightenment of the traffic
behavioural norm for theentire school zone

Setting target groups forbehavioural change
Development of
behavioural change
programme

Traffic park

-Enlightenment campaign-Posters, banners-Gathering for traffic safety in district

Child/schoolchild commuting
behaviour (walking, bicycle)(Middle school: commuting toschool with bicycle/motorcycle)(High school: commuting to schoolwith motorcycle)

Traffic violation enforcement

Examination of evaluation methods and creation of manuals(including attitude change analysis of traffic participants)

Evaluation of behavioural change programmes that consider
psychological strategies and implementation of review
meetings

Evaluation
survey for
activity
outcomes15

Conceptual framework of programme
Education (Edu)

IATSS Forum

Elementary school–high school–company

Sustainable community

Protective equipment/crossingenvironment

Machizukuri
Place for play andexchange

Safety ofschoolroute FLM

Creating placesand basesIFcollaboration

Suburban areas indeveloping countries whereroad dev‘ｔ is progressing

JICA:
Integration

utilising
infrastructure

Community
traffic safety
education

Transport means
and routes
Motorcycles/school routes

Communitywide efforts

Creating mobility

Mobility and Safety

IATSS
Safe transport machizukuri

Community
co-creation

Chainedmobility
management

Behaviouralchangeprogrammedevelopment

Speed risk
management

Indicators of changes
in awareness:amount ofcommunication
related to traffic
safetySocial media
transmission/
influencers

Social media
and smarttechnologies

Dissemination ofIF collaboration

Improved
self-efficacy/
wellbeing
Social impact

Speed moderation and social adaptation

model
Improving work
motivation andproductivity arealso importantachievements incorporate activities
Industry–
government–
academiacollaboration

16

Clarifying purpose of traffic education
Education (Edu)

Elementary school–high school–company• Foster the qualities and abilities tosupport adaptations to road traffic
environments where risks are present• In other words, develop qualities andabilities related to risk management orcrisis management• Important to expand risk awarenessaccording to developmental stages

Protective equipment/
crossing environment

JICA:utilising
infrastructure• Risk of ‘self→ others→ community’

Community
traffic safety
education

Communitywide efforts
Community
co-creation*Includes various risks related to hazard
prediction and avoidance due to speed

Safety ofschoolroute FLM

Chainedmobility
management

Behaviouralchangeprogrammedevelopment

Speed risk*
management

Social media
transmission/
influencers

Social media
and smarttechnologies

Dissemination ofIF collaboration
model

Improved
self-efficacy/
wellbeing

Social impact

Speed moderation and social adaptation

Indicators of changes
in awareness:amount ofcommunication
related to trafficsafety

Improving workmotivation andproductivity arealso importantachievements incorporate activities.
Industry–
government–
academiacollaboration

17

Encouraging independent behavioural change
Education (Edu)• The educational method of ‘instilling’
may not match the method derived
from one’s own experience or may
breed a sense of resistance to orders.
• It is important to think and judge foroneself and to ‘decide one’s own
behaviour’, and a higher degree ofself-determination is more likely toresult in behavioural change.

Elementary school–high school–company
Protective equipment/
crossing environmentSafety ofschoolroute FLM

JICA:
utilising
infrastructure• It is important to not only ‘reduce thedisadvantage’ that is accident risk,
but also to ‘increase advantages’.

Community
traffic safety
education

Communitywide efforts
Community
co-creation

Chainedmobility
management

Behaviouralchangeprogrammedevelopment

Speed risk
management

Social media
transmission/
influencers

Social media
and smarttechnologies

Dissemination of
IF collaboration
model

Improved
self-efficacy/
wellbeing

Social impact

Speed moderation and social adaptation

Indicators of changes
in awareness:amount ofcommunicationrelated to traffic
safetyImproving work
motivation andproductivity arealso importantachievements incorporate activities.
Industry–
government–
academiacollaboration

Student on motorcycle who cannot adapt to speed and is incapable of self-decision

18

19

Communicating and sharing what has been learned
Education (Edu)• Provide information about hazardous
locations in the community• Demonstrations such as skits topresent specific hazard prediction
and avoidance methods.

Elementary school–high school–company
Protective equipment/
crossing environment• Planning campaigns and coming up
with slogans to raise awareness of
traffic safety in the community.
• High school students doing so for
middle school students, or middle
school students for elementary
school students.

Starting point ofcollaboration with Forum
Alumni Association CIAA

Safety ofschoolroute FLM

JICA:
utilising
infrastructure

Community
traffic safety
education

Communitywide efforts
Community
co-creation

Chainedmobility
management

Behaviouralchangeprogrammedevelopment

Speed risk
management

Social media
transmission/influencers

Social media
and smarttechnologies

School Traffic Safety Wardens(NZ)

Dissemination of
IF collaboration
model

Improvedself-efficacy/
wellbeing

Social impact

Speed moderation and social adaptation

Indicators of changes
in awareness:amount ofcommunication
related to traffic
safetyImproving work
motivation andproductivity are also
importantachievements incorporate activities.
Industry–
government–
academiacollaboration

Survey on traffic safety awareness and behaviour among middle school students

On 10th March, we visited two middle schools in Kampong Chhnang, 81 km from Phnom Penh.
The CIAA acted as a facilitator for the questionnaire survey and proposed a survey method
suitable for the site. It has considerable practical experience in workshops targeting children,
young people, and communities, and community engagement is a strength of CIAA.

Children’s very unexpected knowledge and awarenessDid you know that there arerules for traffic?

Photographs: Survey scenes in middle
school in Kampong Chhnang

Did anyone enjoy participating intoday's survey?

Who didn't know the phrase ‘traffic
rules’, but through today's survey
realised that they knew what they
were about?

Behavioural change model and questionnaire design based on TPB

22Obeying rules

Behavioural attitudes of others

Behavioural beliefs
Evaluating behaviour
consequence

Attitudes towards driving and motorcycles themselves

Attitude towards thebehaviour

Direct acting factors
Triggers, external factors, habits

Normative beliefs
Subjective norms

Personal traits
Role of road users
Age, gender
Education, experience,
knowledge
Social relationship
Socio-economic aspect
Geography

Intention

Motivation to comply

Control beliefs

Behaviour
Risk-taking behaviour
Risk avoidance behaviour

Perceived behaviouralcontrol•

Difficult to measure ‘behaviour’.

‘Results of actions’ are most likely.

Perceived influence•Selection ofintervention method

What changes?

It is difficult to statistically capture changes in rare events
such as accidents in a short period of time and with a small
sampleWhat are the ‘indices’ that elementary school students canrecognise with a certain degree of frequency
Education，Engineering, Enforcement, finance, etc. (i.e. differences that can be easily grasped)?
３Es

23

Current progress status
Collaboration with JICA project

Collaboration with the IATSS Forum Alumni Association

JICA project

IATSS

Implementation of behavioural change
programme through PDCA cyclePD

Development of behaviouralchange programme that considers
psychological strategies

Implementation of a behaviouralchange pilot project

CEvaluation and verification ofpilot projects

ARevision of behavioural change
programme based on evaluationand verification• Implementation of behaviouralchange activities in collaboration
with IATSS research team, IATSS
Forum Alumni Association andJICA project teamOverseas Collaborative
Research Project• Utilisation of data obtained fromthe IATSS project for research• Utilisation of IF human network• Support for workshops, etc., inbehavioural change pilot projects

Cambodia IATSS ForumAlumni Association
65 alumni are active as of October 2021

Validity of the conceptualmodel and survey method wasverified based on the resultsof the pilot questionnaire
survey conducted in March.

Photographs: IATSS Alumni Association activity example: Programme ‘Cooling Cambodia’ since 2012

Thank you for your attention.