Traffic Safety Education andAwareness Activities in Japan

ReportHiroaki Nishiuchi

Nagaoka University of Technology, Japan

1

Introduction
The number of fatalities in traffic accidents in Japan has been declining in recent years,
having peaked at 16,765 in 1970. Although the number of traffic accidents increased

between 1975 and 2004, the figure has been on the decline since then (see Figure 1).

Figure 1. Trends in the Occurrence of Traffic Accidents
Source: National Police Agency Traffic Accident Situation website (http://www.npa.go.jp/toukei/koutuu48/home.htm)

Regarding trends in traffic accidents between 1970 and 2002, Katakura et al. [1] uses

existing literature and statistical data to provide an overall summary and appraisal of theoutcomes of traffic safety measures formulated and implemented in relation to roads,

vehicles, and people. This paper discusses the fact that the installation of traffic safety

facilities such as median strips and traffic lights contributed to a fall in traffic accidents
over the ten years from 1970, and that compulsory use of seatbelts and vehicle-related

safety measures also had an effect over time. In light of these outcomes, safety measures

to curb traffic accidents taken both by relevant ministries and agencies and by companies
can be said to have made a substantial contribution.

It is hoped that there will be further improvements in the traffic accident situation in

future, but in order to achieve this, it will be necessary to implement not only measures
focused on infrastructure and vehicles themselves, but also measures to raise safety

awareness among road users, drivers, and road managers. For example, in recent years,

2violations of traffic rules and etiquette by users of bicycles and other familiar modes oftransport have come to be regarded as a social problem and there are concerns about

the number of traffic accidents caused by users of such modes of transport. Moreover,looking at the actual statistics for traffic accidents involving bicycles, the number ofpeople killed or injured while riding a bicycle in 2012 was 131,762, accounting for about
16% of casualties in all traffic accidents. Furthermore, looking at the condition andnature of casualties in 2012, 186,466 children and young people (aged 24 or below) and

115,155 seniors (aged 65 or above) were killed or injured, accounting for about 36% of allcasualties (see Table 2). In particular, the fact that children and young people (aged 24 or

below) killed or injured while riding a bicycle accounted for about 40% of the total cannot
be ignored (see Table 2). It is hoped that such solutions will have an effect via the numer-

ous traffic safety education and awareness activities that are already being implemented.
However, as far as the author is aware, there are few resources at present that provide asystematic summary of trends in and examples of traffic safety education and awarenessactivities.

Table 1. Trends in the Number of Casualties by Condition
By condition

Year

While driving a Fatalities
motor vehicle
Severely injured

2002
3,463

26,2092003
3,056

24,6492004
2,945

23,317

2005
2,741

21,8282006
2,382

19,7412007
2,030

17,658694,950 713,659
712,750
701,142 672,665
624,281
Minor injuries
724,622 741,364 739,012
725,711 694,788
643,969
Killed/injured
0.48
0.41
0.40
0.38
0.34
0.32
Fatality rate
777
727
675
604
595
561
While riding a Fatalities
motorcycle
9,030
8,766
8,854
8,486
8,123
8,213
Severely injured
55,11454,212
55,73455,34051,25750,725
Minor injuries
64,921
63,70565,26364,43059,97559,499Killed/injured
1.20
1.14
1.03
0.94
0.99
0.94
Fatality rate
726
632
648
583
526
474
While riding a Fatalities
scooter
15,754
14,815
14,066
13,35812,344
11,802
Severely injured
100,742
95,61094,93590,23680,771
76,178
Minor injuries
117,222
111,057 109,649
104,177
93,64188,454
Killed/injured
0.62
0.57
0.59
0.56
0.56
0.54
Fatality rate
997
980
866
851
821
749
While riding a Fatalities
bicycle13,92013,731
14,01813,531
12,617
12,724
Severely injured
165,774 169,677 175,688
171,460 162,215
158,594
Minor injuries
180,691 184,388 190,572 185,842 175,653
172,067
Killed/injured
0.55
0.53
0.45
0.46
0.47
0.44
Fatality rate
2,416
2,357
2,273
2,133
2,067
1,956
While walking Fatalities
13,29013,045
12,473
11,683
11,231
10,568Severely injured
72,372
72,58770,872
69,10066,70763,063
Minor injuries
88,07887,98985,61882,91680,00575,587
Killed/injured
2.74
2.68
2.65
2.57
2.58
2.59
Fatality rate
17
16
18
15
12
12
Fatalities
Other
94
106
89
91
91
70
Severely injured
780
824
820
860
804
777
Minor injuries
891
946
927
966
907
859
Killed/injured
1.91
1.69
1.94
1.55
1.32
1.40
Fatality rate
8,395
7,768
7,425
6,927
6,403
5,782
Fatalities
Total
78,29775,112
72,817
68,97764,14761,035
Severely injured
1,089,732 1,106,569 1,110,799 1,088,138 1,034,419
973,618
Minor injuries
1,176,425 1,189,449 1,191,041 1,164,042 1,104,969 1,040,435
Killed/injured
0.71
0.65
0.62
0.60
0.58
0.56
Fatality rate

2008
1,724

15,834

2009
1,627

14,635564,200

547,996

0.30

0.29

581,758 564,258
568

7,717

527

7,456

45,50543,8571.06

1.02

53,790423

10,562

2010
1,625

14,5301,465

13,443544,758

524,574

0.29

0.27

560,913 539,482
516

6,690

515

6,437

41,58739,0201.06

1.12

51,84048,793

363

362

9,665

2011

8,940

8,172

0.54

0.50

0.53

0.54

726

12,374709

11,776

68,166665

11,31910,121

58,979

9,988

858

1.98

5,197

56,818

849

1.88

4,968

53,710888,885

857,505

0.55

0.54

950,900

Notes:
1. Change and percentage change are based on comparisons with 2011
2. Index indicates values for 2012, with 2002 as the benchmark year (2002=100)
3. Proportion indicates the proportion accounted for within each category of harm
4. Fatality rate = number of fatalities ÷ number killed or injured × 100

916,183

7,517

47,509-8-655-5,784

5.2

67

-2.4

7.4

−

67

−

45

-8.0

16.1

-10.4

6.7

47

-10.9

6.1

48

47

73

−

−

143,775
1,702

9,763

67,360
10

62

811

883

4,922

4,663

1.13

51,537

48,663

901,216

859,273844,757 805,947
0.55

-5.8

15.5

835

2.16

68

-8.6

10,290-495

131,762 -12,013
0.43

1,634

9,629

-0.01P

0.54

65,762
9

77

-4.6

-8.4

-4.0

-2.5

-134

-1,598

15

798

-13

1.02

-0.11P

46,665-1,998

884

−

-68

0.05P

70

13.1

120,909 -11,445

10,786

0.05P

2.48

747

-5.1

56

0.59

2.53

18

57

−

2.45

16

776

-0.06P-1,395

17

73

1.06

-2,66454,49970,835768

4.7

55,89570,826
2.44-5.8

59,11173,041
2.38-2,278

−

59

12.8

0.44

10,258

10.4

-11.3

0.44

61,044

-10.7

−

-72

0.45

1,736

-55

-331

74

−

75

563

0.45

1,726

6,106

36,742

64.2

635

132,354

1,739

-1.3

-6,447

139,690

151,674

460

50

66.6

55,354

143,894

156,379-6,745
0.00P

28.0

-1.2

61,801

149,994

163,094

-3.0

0.27

532,737

328

53,293-397-6,300336

58,864%
Propor- Indexchange tion
-48
-3.3
32.1
41

518,274

43,30862,00372,031

1,417

13,04645,972

67,37478,3592012 Change

22.1

15.9
37.0

−

68

7.9

75

-10.0

0.2

53

-1.6

0.1

102

−

24.2

−

0.2

-5.4

100.0

778,731 -27,216

-3.4

100.0

-0.01P

73

-2.4

7.0

-252

0.53

74

20.6

0.1

829,807 -29,465

−

-1.4

0.1

4,411

1

−

−

-4.1

-3.4

Source: National Police Agency Traffic Accident Situation website (http://www.npa.go.jp/toukei/koutuu48/home.htm)

−

−

100.0
100.0

−

72

75
−

82

99

−

53
60

71

71

−

3
Table 2. Rates of Fatalities, Serious Injuries and Casualties by age group(FY2012)
Casualty
type

Age
15 and under

16-19
20-24

16-24
25-29
30-39
40-49
50-59
60-64
65 and over
Total
Eldery ／ All（Repeated figure）
20-29
70 and over

65-74
75 and overRate ofIndex severely
injured

Fatalities

Injuries

Severely Casualties
injured

Fataliy
rate

2002

92
171
212
383
157
340
386
452
337
776
1,488
2,264
4,411
−

59,09750,14276,752
126,894
77,346
154,750
139,035
99,59155,792
70,61942,272
112,891
825,396
−

3,066
3,168
3,129
6,297
2,292
4,897
5,352
5,499
4,100
7,485
7,677
15,162
46,665−59,18950,31376,964
127,277
77,503155,090
139,421100,043
56,12971,39543,760115,155
829,807
−

0.16
0.34
0.28
0.30
0.20
0.22
0.28
0.45
0.60
1.09
3.40
1.97
0.53
3.7

0.29
0.62
0.47
0.53
0.38
0.37
0.48
0.66
0.94
1.69
4.46
2.57
0.71
3.6

53
55
59
57
53
59
57
68
64
64
76
76
74
−

369
1,930

154,098
74,254

5,421
11,529154,467
76,184

0.24
2.53

0.43
3.39

56
75

2002

Index

5.19
6.32
4.08
4.96
2.96
3.16
3.85
5.52
7.35
10.60
18.16
13.43
5.65
2.4

6.31
8.00
4.86
6.09
4.14
4.19
5.10
7.06
9.49
13.34
20.41
15.55
6.70
2.3

82
79
84
81
72
76
75
78
77
79
89
86
84
−

3.52
15.53

4.51
18.00

78
86

Notes:
1.Index indicates values for 2002 with 2002 as the benchmark year (2002=100)
2.Fatality rate = number of fatalities/number killed or injured × 1000
3.Serious injury rate = number of injured/number of severely injured × 100
4.Rate of severely injured and killed = number of fatalities/ number of killed or severely injured × 100

Rate ofseverely
injurered or
killed

2002

Index

6.64
4.34
5.25
3.16
3.38
4.12
5.95
7.91
11.57
20.94
15.13
6.16
2.5

6.58
8.57
5.30
6.58
4.51
4.55
5.56
7.68
10.34
14.81
23.96
17.72
7.37
2.4

81
77
82
80
70
74
74
77
76
78
87
85
84
−

3.75
17.67

4.92
20.78

76
85

Source: National Police Agency Traffic Accident Situation website (http://www.npa.go.jp/toukei/koutuu48/home.
htm)

Accordingly, this paper focuses on traffic safety education and awareness activities inJapan, providing a summary of the measures being implemented and the approaches usedin these endeavors.

2

Overview of Traffic Safety Education Activities in Japan

2.1

Necessity of Traffic Safety Education
According to the Traffic Engineering Handbook 2008 [2], a traffic event consists of threeelements: people, vehicles, and roads. It defines a traffic accident as an undesirable situation involving one of these three elements of which a traffic event consists. As statedin Chapter 1, of the traffic safety measures implemented in the past, those that focusedon vehicles and roads appear to have succeeded in achieving considerable improvementsin the occurrence of traffic accidents over the ten years from 1970. Regarding this point,
the Handbook summarizes the positioning of traffic safety education in traffic safetymeasures in terms of the “3 E’s” of traffic safety. As shown in Figure 2, the concept of

the 3 E’s of traffic safety is based on a combination of measures that are divided into thecategories Engineering (in the form of traffic management and traffic engineering tech-niques), Enforcement (of the law) and Education, focusing on people, who constitute oneof the causal factors in traffic accidents. In most cases, measures classed as engineering
involve the installation of traffic safety facilities (these consist of facilities put in placeby public safety commissions (the police), including traffic lights, regulatory signs, roadmarkings, and traffic control centers; and facilities put in place by road managers, such as
footbridges, sidewalks, warning signs, carriageway markings, guard rails, street lights,

delineators, and traffic safety mirrors). Enforcement is positioned as the enforcement of
the law (in other words, traffic control and enforcement ), but if promoting and main-taining appropriate behavior and attitudes to traffic can be considered to be education,then enforcement can also be regarded as part of education. Traffic-education-related

measures covered in this paper, however, will mainly focus on those implemented froma perspective of education element of the “3 E’s” of traffic safety. Moreover, according
to the aforementioned Handbook, people (one of the three elements in traffic events)

are also deeply involved in the composition and formation of traffic events, and it states

4
that traffic accidents occur as a result of unsafe acts by agents of traffic behavior in theform of pedestrians, cyclists, and/or drivers, coupled with a defective, undesirable traffic
environment. The same applies to traffic accidents between motor vehicles, with erratic
behavior by drivers playing a crucial role in traffic accidents. Accordingly, in order toprevent traffic accidents and enhance the safety of traffic events, there is a particularneed to take steps to ensure that pedestrians, cyclists, and drivers act in a safer manner.
Furthermore, the Handbook states that appropriate traffic safety education tailored to

the respective attributes of the agents of traffic behavior is required, in order to ensurethat pedestrians, cyclists, and drivers (the agents of traffic behavior) act safely at all

times during a traffic event involving motor vehicles, avoiding any unsafe behavior andadapting well to the traffic environment (see Tables 3 & 4).

This need is also discussed in Ioka and Masaoka3, which states that installing traffic

safety facilities and engaging in the ongoing promotion of traffic safety measures inrelation to roads is vital in order to achieve traffic safety. Moreover, this paper assertsthat the issues requiring more fundamental, in-depth consideration are efforts to ensure

greater prevalence of and more widespread adherence to traffic culture and traffic safety
thinking, and endeavors to promote phased, systematic traffic safety education.

Figure 2. The Positioning of Traffic Safety Education in Traffic Safety Measures
Source: Traffic Engineering Handbook 2008, p.29-2-1

5
Table 3. The Composition of Traffic Safety Education Guidelines: An Overview of Objectives, Goals, and Content for Each Target Group (excluding adults)

Rules when in a motor
vehicle• Basic attitudes• Types and meanings of signs
and road markings• Dangerous behavior that cancause a traffic accident• Places where pedestrians walk
• How to cross the road
• How to cross a railway crossing• Walking when it is raining• Sitting in the rear seat ina child car seat
• Avoiding behavior that
could hinder drivers• Avoiding crossing
directly in front of or
behind a motor vehicle
from which they have justalighted• Sitting in the rear seatand using a child car seator seatbelt• Avoiding hopping onto
or off buses, etc. at thelast minute• Opening doors only after
checking that it is safe infront of the vehicle andbehind it, and getting intoand out of a vehicle fromthe left-hand side

• To teach them the right attitude to complying with basic
traffic rules and practicing traffic etiquette, tailoring this totheir stage of development• To teach them the skills andknowledge required to travel
along roads safely in daily life
• To teach them the skills andknowledge required as pedestrians and cyclists• To increase their awarenessand ability in relation to predicting and avoiding danger on
the roads, in order to be able totravel safely• Ensuring that they can travel
safely on the roads, according
to the road and traffic situation• The necessity of traffic rules, etc.
• Types and meanings of traffic
lights• Types and meanings of signs androad markings• Obeying the instructions ofpolice officers, etc.
• Things that they must not do on
the road• Safety when out and about, suchas when traveling to and fromschool• Basic attitudes• Walking when it is raining• Walking at night• The safety of preschoolers,
younger elementary school students, seniors, and people withphysical disabilities• To ensure that they havesufficient skills and knowledge
to be able to travel along roads
safely by bicycle• To enable them to think about
not only their own safety, butalso that of others, showing
consideration for others whentraveling on the roads• The situation regarding traffic
accident occurrence• Overview of traffic safetymeasures• Awareness of themselves as
members of the traffic community• The responsibility of those whohave caused a traffic accident• Participation in traffic safety
activities• Compliance with traffic rules
and practice of traffic etiquette• Predicting and avoiding danger
according to the situation on
the road• The safety of preschoolers,elementary school students,
seniors, and people with physical disabilities• To teach them the skills andknowledge required to be able
to travel along roads safely as a
motorcyclist and as a cyclist• Cultivating sound members ofsociety who demonstrate social
responsibility in their actions• The situation regarding traffic
accident occurrence• Overview of traffic safetymeasures• Awareness of themselves as
members of the traffic community• The responsibility of drivers• Participation in traffic safety
activities• Ensuring that they understandthe effects that age-relatedchanges in physical function
have on their behavior on theroad• Enabling those without an adequate understanding of traffic
rules, etc. to travel safely on theroads by giving them a deeper
understanding of the rules forpedestrians and the rules for
cyclists, etc.

• The characteristics of traffic accidents involving seniors• The effects that age-relatedchanges in physical function haveon behavior• The current status of traffic
safety facilities installed to ensure
the safety of seniors• Participation in traffic safety
activities

Seniors

High school students

Preschoolers

Rules for pedestrians

Elementary school students

Basic rules

Junior high school students

Objective

Source: Traffic Engineering Handbook 2008, p.29-1-4• The effects that age-relatedchanges in physical function
have on walking• Matters to which they should
pay attention if using a motorized wheelchair• Matters that they must learn
in order to travel safely along
the roads• Wearing a seatbelt• Opening doors only after
checking that it is safe all
around the vehicle, andgetting into and out of avehicle from the left-handside• Avoiding crossing
directly in front of or
behind a motor vehicle
from which they have justalighted

6
Rules when in a motor vehicle

Rules for motorcyclists/
motor vehicle drivers

What to do if there is atraffic accident• Basic matters relating tomotor vehicles, etc.
• Gestures• Braking distance• The danger of blind
spots and differences inturning radius• Seeking help from bystanders at the scene• Telling their parent or
guardian if they havebeen involved in a traffic
accident• Basic matters relating to bicycles• Situations in which they must not ridea bicycle• Bicycle checks and maintenance• The proper way of riding a bicycle• Places where bicycles can be ridden• Caution when walking• How to cross at an intersection• Caution regarding pedestrians andother vehicles• Caution when parking a bicycle• How big the impact force
is in the event of a traffic
accident, the relationshipbetween speed and braking distance, and reasonsfor blind spots and differences in turning radius• Telling bystanders at
the scene their name andother details• Seeking medical attention from a doctor• Guidelines for calling
110 to notify the police• Practicing the proper way of riding
a bicycle• Bicycle checks and maintenance• The attributes of motor
vehicles, etc.
• Wearing a seatbelt• Rules as a future driver• What to do if they
are involved in a traffic
accident• The necessity of firstaid and the procedure
for this

Preschoolers
Elementary school students
Junior high school students
High school students
Seniors

Things they should know
about motor vehicles• Going back over things learned up
to their junior high school years andensuring that they can put them into
practice without fail• The effects that age-related changes
in physical function have on cycling• Situations in which they must notride/drive• Matters that they must learn in order
to cycle safely• The relationship between speed and braking
distance, blind spots anddifferences in turning
radius, and gestures• Rules for motorcyclists• General knowledge thatthey should be taught• Things that those whohave a motorcycle license
should be taught• The steps that theyshould take at the scene
if they have caused a
traffic accident and their
obligation to report it to
the police• Rules for cyclists, etc.
• Ensuring that theyobjectively recognize
age-related changes inphysical function anddriving skill• Special provisions in thedriving license system
relating to senior drivers,
signs to place on theirvehicles to indicate thatthey are senior drivers• Seeking medical attention from a doctor• The necessity of firstaid and the procedure
for this7
Table 4 . The Composition of Traffic Safety Education Guidelines: An Overview of Objectives, Goals, and Content for Each Target Group (adults)
PurposeWhen obtaining alicense• To teach them the skills and knowledge that they must have in order to pass the driving
test; to increase their ability to predict danger according to the road and traffic situation,and enhance their awareness of and ability to avoid such dangers; and to cultivate drivers who are aware of their responsibilities as drivers and demonstrate consideration forothersAfter obtaining alicense (fourwheeled vehicle)• To give them a deeper understanding of the skills and knowledge that drivers musthave in order to drive safely, and to cultivate drivers who can, as members of the traffic
community, contribute autonomously not only to safety in relation to accidents, but also
to the safety of others and of society as a whole

After obtaining alicense (motorcycle)

Drivers of commercial vehicles(trucks)• To teach them the advanced driving skills and knowledge required in order to drive
safely, and cultivate drivers who can serve as role models to other drivers

Drivers of commercial vehicles(passenger cars)

Pedestrians• To enable them to provide appropriate traffic safety education for preschoolers,
schoolchildren, and seniors in their families, etc.
• To provide those who have a driving license with traffic safety education from apedestrian's perspective, so that they take into account the behavioral characteristics ofpedestrians when they drive, thereby facilitating safe driving

Source: Traffic Engineering Handbook 2008, p.29-1-5

8Goals and content
When obtaining alicenseLearning the Rules of the Road

After obtaining alicense (fourwheeled vehicle)

Refresher education about basic matters relating to driving• Motor vehicle checks• Driving posture and operation of apparatus• How to brake• The basics of driving methods• Steps to take in the event of atraffic accident or a breakdown• The situation regarding traffic accident occurrence, etc.

Predicting andavoiding danger• Predicting andavoiding dangerin specified situations• The attributes ofother road users• Braking suddenly• The risk of skidding

After obtaining alicense (motorcycle)

Refresher education about basic matters relating to driving• Checking apparel• Selecting the model• Riding posture• How to ride around curves• How to brake• Balance when riding• Provisions concerning motorcycling in the Road Traffic Act
and other legislation

Predicting andavoiding danger• Predicting andavoiding dangerin specified situations• Understandingof four-wheeledvehiclesDrivers of commercial vehicles(trucks)

General matters• Matters that they should bearin mind when driving commercial vehicles• The formulation and use ofdriving plans and operatingschedules• Understanding the role ofsafe driving supervisors, etc.

Matters that they should bear in mind when driving trucks• Checking blind spots and differences in turning radius, etc.
• Proper loading technique• The risk posed by overloading• Matters to bear in mind on downward slopes• Predicting and avoiding danger

Drivers of commercial vehicles(passenger cars)

Pedestrians

Increasing awareness and ability in relation to predicting and avoiding danger

Improving driving
ability according
to the situation• Driving at night• Driving in therain• Driving on snowy
roads, etc.
• Driving in fog• Driving on
expressways

Teaching scientific knowledge
required for safe
driving• The relationshipbetween personality and driving• The relationshipbetween humanphysiology anddriving• The forces of nature that act upon
motor vehicles• The causes oftraffic accidents,
etc.

Guidance concerning driving aptitude and guidance
concerning drivingskill• Guidance
concerning driving
aptitude• Guidance
concerning driving
skill

Matters that they should bear in mind when driving passenger cars
• Checking blind spots and differences in turning radius, etc.
• Ensuring the safety of passengers• Selecting a safe place to allow passengers to get in or out and considering theirsurroundings when opening and closing doors• Becoming well-acquainted with the geography of the area, etc.
• Predicting and avoiding danger

Rules for pedestrians
Rules for cyclists
Things they should know about motor vehicles

92.2

Focus of Traffic Safety Education Activities
It is important that traffic safety education should be provided to and accepted by not
only by cyclists and seniors, whose involvement in accidents has become a problem inrecent years, but also all other people involved in the 3E’s of traffic safety as describedin the previous section. Accordingly, this section summarizes the groups on which traffic
safety education activities in Japan focus. In the Traffic Engineering Handbook 2008 [2],the groups targeted by traffic safety education are broadly classified into two categories:
pedestrians, cyclists, and drivers receiving traffic safety education directly, and those
who are involved in promoting traffic safety education activities or providing traffic

safety education/ guidance. Specific examples of both categories are described below.
2.2.1 Pedestrians, cyclists, and drivers receiving traffic safety education directly
Pedestrians include almost all those who participate in traffic events, from infants, who
require a parent or guardian in order to engage in traffic behavior, and schoolchildren,
who could act in a traffic situation without having fully considered their actions, topeople who have a driving license and are sometimes drivers, and seniors, who have lostthe ability to adapt to the traffic environment. Moreover, the composition of cyclists isregarded as being almost the same as that of pedestrians, as the former includes school-

children, who are not yet fully physically and psychologically developed, and seniors, who
do not have adequate physical resilience.

Drivers are those who operate motor vehicles themselves and have the potential to

become parties to accidents, so they are regarded as the most important target of traffic safety education activities. Here, in considering drivers as targets of traffic safety

education activities, the Handbook states that they should be classified on the basis of

their driving skill or the way in which they use motor vehicles. More specifically, they canbe categorized as either novice drivers, who have only just obtained a driving licenseand do not yet have adequate driving experience; drivers who have few opportunities todrive, little driving experience, and are insufficiently accustomed to the driving environment; drivers who have adequate driving experience or skill; and those who are undergoing training in driving skills, with a view to obtaining a driving license in the future.

Furthermore, they are classified according to their purpose in driving, specifically, those
whose main occupation is driving; those who use a motor vehicle as a means of increasing the efficiency of their duties other than driving, or who do so as an auxiliary meansof carrying out their duties; those who use a motor vehicle simply for the convenience it
offers in moving from one location to another; and those who use a motor vehicle as ahobby or for recreational purposes. As such, the Handbook asserts that differences in therequirements for traffic safety education for drivers of motor vehicles should be taken

into account. In addition, it applies the same approach to motorcyclists, stating that there
is a particular need to give adequate consideration from the perspective of the structuralcharacteristics and operability of the vehicle.

2.2.2 Those involved in promoting traffic safety education activities or providing
traffic safety education /concerning

The Handbook defines those involved in traffic safety education as people designated byrelevant ministries and agencies or legislation as being responsible for such education.

More specifically, these include police staff involved in issuing/renewing driving licenses,

safety education, safety management, traffic control enforcement, external duties; those
involved in giving lectures to people subject to an administrative disposition requir-ing them to attend safe driving classes; those designated as traffic wardens or school

crossing guards in accordance with Article 114-4 of the Road Traffic Law; traffic safety10
education coordinators and educational guidance coordinators at nurseries, kindergar-

tens, elementary schools, junior high schools, high schools and boards of education; staff
of local government departments in charge of traffic safety measures; those designatedas safe driving managers in accordance of Article 74-3 of the Road Safety Act; those

designated as operation managers in accordance with Article 23 of the Road Transporta-tion Act and Article 18 of the Motor Truck Transportation Business Act; and those involvedin organizations such as traffic safety associations, PTAs, traffic-safety mothers’ associa-

tions, and driving schools. In addition to the parties listed above, other related organizations such as Japan Federation of Hire-Taxi Association, Japan Trucking Association andNihon Bus Association, as well as insurance companies and NPOs have also had an active
involvement in traffic safety education in recent years.
2.3

Content of Traffic Safety Education Activities
The content of traffic safety education in Japan should be determined on the basis of thetraffic behavior mechanisms, experience, and vehicle and road structures of all par-ticipants in traffic and the specific principles are stated in the Road Traffic Law and theTraffic Engineering Handbook 2008 [2]. More specifically, such education should increase
the safety of the traffic behavior of all traffic participants – pedestrians, cyclists, anddrivers – and meet the standards for the traffic behavior that should be learned so thatthey neither cause nor suffer a traffic accident. The following provides an overview of thecodes of conduct in each relevant law and rule, as set out in the Handbook [2].
2.3.1 Rules set out in the Road Traffic Law
Article 1 of the Road Traffic Law states that “The purpose of this is to prevent danger

on the roads, otherwise promote the safe and smooth passage of traffic, and contributeto preventing obstacles arising from traffic on the roads.” The Handbook describes theRoad Traffic Law as a code of conduct detailing standard behavior for dealing with traffic

events involving motor vehicles, setting out the rules for traffic. Moreover, the Handbook

introduces the Traffic Safety Education Guidelines and Rules of the Road, which are basedon Article 108-28 of the Road Traffic Law and which detail the standards for traffic behavior with which pedestrians, cyclists, and drivers should comply. These are set out below.
2.3.2 Rules set out in the Traffic Safety Education Guidelines
The Handbook states that the Traffic Safety Education Guidelines detail the following,with the aim of increasing the motivation of road users to utilize opportunities to learn
about road safety in order to voluntarily acquire skills and knowledge concerning ap-

propriate traffic modes and the prevention of traffic accidents, as well as ensuring thatthey acquire said skills and knowledge in a phased, systematic manner appropriate totheir age, form of road use, or (in the case of those using the roads in the course of theirprofessional duties) the nature of their professional duties: (1) traffic safety educa-tion content and methods that provide opportunities to gain the skills and knowledge

required to drive motor vehicles, etc. safely, along with other appropriate traffic modes;(2) traffic safety education content and methods that provide opportunities to gain skills
and knowledge concerning the prevention of traffic accidents; (3) other content deemednecessary for effective and appropriate traffic safety education for road users.

11
2.3.3 Rules of the RoadThe Handbook states that the Rules of the Road sets out the following content, in order toensure that road users can easily understand the proper traffic methods: (1) road traffic

methods prescribed in legislation (the Road Traffic Law, the Road Act, the Road Transport
Vehicle Act, etc.); (2) practices that it is desirable for road users to adhere to in order toprevent danger on the roads, otherwise promote the safe and smooth passage of traffic,
or prevent obstacles arising from traffic on the roads; and (3) other knowledge requiredfor operating a motor vehicle or motorized bicycle such as that concerning motor vehicle

structure. The specific content of the Rules of the Road covers rules tailored to almost all
situations relating to traffic events, including common rules and etiquettes for pedestrians and drivers, rules for pedestrians alone, rules for people riding in a motor vehicle,
rules that should be observed before operating a motor vehicle, motor vehicle driving

methods, information about driving in dangerous places, advice on driving on expressways, bicycle riding methods, rules for drivers of passenger vehicles, what to do in theevent of a traffic accident or breakdown, and rules for owners of motor vehicles.
2.3.4 Rules set out in the Traffic Safety Basic Plan
The Handbook states that the Traffic Safety Basic Plan provides official examples ofissues, content, scope, and attainment targets relating to traffic safety education as it
stands at present, detailing these by target and application, in order to ensure the ef-

fective promotion of traffic safety education activities. The Basic Plan was first compiledby the Central Committee on Traffic Safety Measures, an organization affiliated to the
Cabinet Office, in accordance with the provisions of Article 22 (1) of the Traffic Safety

Policies Basic Act, which was enacted in June 1970. The 1st Basic Plan set forth the broad

guidelines for traffic safety measures to be implemented over the five years from FY1971.

Since then, it has been revised every five years and the 8th Traffic Safety Basic Plan covers
the period FY2006 – FY2010. Katakura et al. [1] also focuses on the Traffic Safety Basic
Plan in its analysis of changes in the occurrence of traffic accidents over time resulting

from the effects of traffic safety education. Moreover, as of 2014, the 9th Traffic Safety

Basic Plan [4] (covering the period FY2011 – FY2015) is in force, and it could be said to bean effective source of information for gaining an ongoing or comprehensive understanding of the content of traffic safety education and awareness activities.
2.3.5 Content of safety education in school education
The safety education carried out as part of school education takes a diverse range offorms these days. According to the Traffic Engineering Handbook 2008 [2], in school

education, the knowledge and skills aspects of safety education are taught as part ofthe curriculum in health and physical education classes and related subjects, while the behavioral aspects are taught as part of safety guidance during homeroom periods, school
events, student activities, and extracurricular activities. The content varies dependingon the region where the school is located and the ages of the students participating withvarious programs and awareness activities, ranging from explanations of traffic safety

facilities for pedestrians to courses on riding bicycles and motorcycles . Details of theseare provided in the examples in the next chapter.

123

Trends in Traffic Safety Education and Awareness Activities as

3.1

Overview of the Implementation of Traffic Safety Education and Awareness Activities

Illustrated by Examples

This chapter provides a summary of trends in the implementation of traffic safety education and awareness activities, with a primary focus on examples thereof. As described in
the previous chapter, traffic safety education and awareness activities do not solely tar-

get the drivers of motor vehicles, but focus on all people who participate in traffic events.
Consequently, the content of traffic safety education and awareness activities should betailored to cover various traffic events. Tables 3 and 4 show the composition of the Traffic
Safety Education Guidelines in terms of the objectives, goals, and content for each target
group. Both tables set out guidelines concerning the rules to be observed when one is apedestrian, a driver of a motor vehicle, and a user of a bicycle and the content of traffic
safety education and awareness activities should also be determined according to thenature of the group targeted by such activities. The following sections provide a summaryof techniques used in traffic safety education and awareness activities in Japan, interspersed with examples for each target group.
3.2

Traffic Safety Education and Awareness Activities Targeting Drivers
3.2.1 Examples of the implementation of traffic safety education and awarenessactivities aimed at drivers in general

This section highlights examples of the implementation of traffic safety education andawareness activities aimed at drivers in general.

(1) Education prior to obtaining a driving license and the driving school curriculum
Prefectural public safety commissions play the primary role in educating the drivers of
motor vehicles before issuing driving licenses, in accordance with Articles 84-108 of

the Road Traffic Law; such education and licensing dates back to 1903 (the “Regula-tion on Commercial Motor Buses,” Aichi Prefecture). This is undertaken by prefectural

public safety commissions and any corporations to which they entrust this task, in order
to cultivate good drivers. The content of such education consists of either: 1. classroom

instruction and skills training (on the premises) at a designated driving school, and a test
upon completion; 2. an aptitude test and subject test to obtain a temporary license; 3.

classroom instruction and skills training (on the road) at a designated driving school, andgraduation test; and 4. an aptitude test and subject test to obtain an ordinary license;

or 1. an aptitude test and subject test to obtain a temporary license; 2. practice on theroads; 3. an aptitude test, subject test, and driving test to obtain an ordinary license;and 4. the course for new drivers. An aptitude test checks drivers’ eyesight, audibility,
chromatic discrimination and athletic ability. If defect in any of those abilities is rec-ognized, drivers cannot take the subject test, which checks their knowledge of driving

itself, appropriate behaviors as a driver, necessary action in the case of a traffic accident,
vehicle malfunction, disaster situation and so on, as well as their ability for prediction ofdangerous situations.

(2) Education required by law
In accordance with Article 108 of the Road Traffic Law, prefectural public safety com-missions play the primary role in providing education for the holders of driving licenses(those certified as excellent drivers, holders of ordinary licenses, those who have committed traffic violations, those renewing for the first time, and elderly people). The purpose

13of this is to provide ongoing education for license holders. More specifically, given that
it is not unusual for traffic laws to have been updated and the road traffic situation tohave changed by the time five years have elapsed, the system of compulsory courses at

the time of driving license renewal is aimed at preventing traffic accidents by increasing

the safety knowledge and awareness of individual drivers by ensuring that they are fully

informed of safe driving methods tailored to the new traffic laws or road traffic situation.
All drivers are obliged to take these courses when renewing their driving licenses. The

content of each course is determined according to the age group of the participants andwhether they have committed any traffic violations in the previous five years.
[Drivers aged under 70 as of the license expiry date]• Course for excellent drivers

This course targets drivers who have held a driving license continuously for a period ofat least five years, have not been involved in any accidents or committed any violations
within five years of the benchmark date, and have never committed any acts that haveinduced a serious violation or that resulted in injury or death off the road.

The content of the course is focused on providing information about any amendments
to road traffic legislation, to those who meet the standards prescribed in the relevant
Cabinet Order as drivers who have demonstrated excellent compliance with laws andregulations, as demonstrated by the fact that they have maintained an excellent standardof driving during the period in question. The course lasts 30 minutes. Since the amount ofeducation time for those drivers is smaller than other driving license holders, education
for those excellent drivers is one of the recent issues from the viewpoint of the fairnessof education opportunity. Especially when excellent drivers become old, they have less

opportunities to take education than other drivers under the current scheme of education
for driving license holders.

for ordinary drivers• Course
This course targets the following:
1. Drivers who have held a driving license continuously for a period of at least five years
and have committed no more than one minor violation (incurring no more than threepenalty points) within five years of the benchmark date. 2. Those whose driving license

lapsed at the time of the last renewal, but who took the course for ordinary drivers after
applying to renew their expired license within six months of its lapse and were issued

with a new license, and have either not been involved in any accidents or committed any
violations within five years of the benchmark date, or have only committed one minor

violation (incurring no more than three penalty points) within five years of the benchmark
date.

The content of the course is focused on providing those equivalent to excellent drivers

with information about any amendments to road traffic legislation once every five years,

as well as providing them with knowledge that will improve their qualities as drivers, suchas the mind-set and obligations of drivers, and knowledge about safe driving based on
the traffic situation in the region. The course lasts an hour.

for drivers who have committed traffic violations• Course
This course targets drivers who have committed a violation (apart from those who havecommitted no more than one minor violation) within five years of the benchmark date,and drivers who have committed an act that have induced a serious violation or that
resulted in injury or death off the road.

14
The content of the course is focused on providing participants with information about any
amendments to road traffic legislation, as well as providing knowledge that will improvetheir qualities as drivers, such as the mind-set and obligations of drivers, and knowledge

about safe driving based on the traffic situation in the region. The course lasts two hours.

for those renewing their license for the first time
• Course
This course targets drivers who have held a driving license continuously for a period ofless than five years, and have either not been involved in any accidents or committed any
violations within five years of the benchmark date or have committed no more than one
minor violation within five years of the benchmark date.

The content of the course is the same as that for drivers who have committed traffic viola-tions, as there is a very high accident rate among drivers renewing their licenses for the
first time. The course lasts two hours.

[Drivers aged at least 70, but under 75 as of the license expiry date]
The course for seniors is taken before senior drivers in this category apply to renew theirlicenses. This course involves a classroom session, two forms of guidance, and a discus-sion. More specifically, the classroom session is a lecture that covers the reality of the carcentered society, the characteristics of traffic accidents, and safe driving mind-sets andbasic knowledge. The driving aptitude guidance is based on the results of a test carriedout using testing equipment. In addition, instructors accompany senior drivers in this category as they actually drive a car, and the observations from this session form the basisof the driving guidance. In the discussion on safe driving, participants discuss problems
based on real-life experiences.

[Drivers aged 75 or over as of the license expiry date]
A preliminary examination and the course for seniors are taken before senior drivers inthis category apply to renew their licenses. The preliminary examination is also called thetest of cognitive skills and tests the driver’s memory and judgment. Depending on the

results of the preliminary examination, the driver then takes the course for seniors, which
supports safe driving by senior drivers.

(3) Correctional education for those subject to administrative disposition
Prefectural police headquarters carry out correctional education for those who have been
subject to administrative disposition ordering the suspension or revocation of their driv-

ing license in accordance with Article 103 of the Road Traffic Law, due to repeated traffic

accidents or violations. Correctional education takes the form of one-to-one safety guidance from an instructor on a course at a safe driving school for those subject to administrative disposition. In terms of content, this form of education includes diagnosis of thedriver’s aptitude for driving, using the aptitude test compiled by the National ResearchInstitute of Police Science; based on the results of this, the instructor corrects problematic
driving behavior and provides guidance about safe driving behavior. At present, the test

and guidance lasts 30 minutes for those subject to short-term administrative dispositions,
60 minutes for those subject to medium-term administrative dispositions, and 80 minutes
for those subject to long-term administrative dispositions. Guidance is subsequently
provided in either group or one-to-one interviews.
(4) Novice driver period system
This is organized by prefectural public safety commissions, targeting those who haveobtained their driving license within one year. The objective is to curb accidents result-ing from the fact that the driving skills of those who have recently obtained their driving
license are worse than those of drivers who have built up adequate experience since

15
gaining their license. This system is coordinated by prefectural public safety commissions
and any corporations to which they entrust this task. Under this system, those who haveincurred three or more penalty points within a year of gaining their license (excluding

cases in which a single penalty point was incurred on three separate occasions) either

undergo a novice drivers’ course or have to take their test again, with their license being
revoked if they do not pass this.

(5) Thorough adherence to the use of seatbelts and child car seats
These activities are organized by prefectural public safety commissions in order toincrease usage of seatbelts and child car seats. Prefectural police forces are in chargeof implementation, conducting practical, hands-on traffic safety education using crashtest videos and “seatbelt convincers” that allow people to experience for themselves theeffects of using a seatbelt. The objective is to ensure thorough adherence to the use of

seatbelts by all passengers in a vehicle, including the rear seats. Moreover, they encourage widespread use of child car seats via PR targeting parents and guardians at kinder-

gartens and nurseries, and provide instruction in how to fit such seats properly, in orderto ensure that they are used correctly. In addition, they lobby local government bodies
and private sector groups to enhance relevant support systems.
(6) Initiatives by centers involved in traffic safety education
Various traffic safety associations implement a range of activities aimed at furnishingpeople with the skills required to drive a motor vehicle safely. The following are examples
that the author has referred to in the scope of his research.

Prefecture Traffic Safety Promotion Center, Hyogo Traffic Safety Association• HyogoThis center features various experiential devices, models, and panels designed to allow
people to learn traffic safety knowledge and etiquette through hands-on experiences

involving looking, thinking, and driving. In addition, it carries out driving aptitude diag-noses and traffic safety education for senior drivers.

Traffic Safety Association• Tochigi
The association has facilities that allow people to actually experience first-hand thevarious dangers that can arise due to climatic conditions or road environments, thereby
enhancing their judgment and ability to avoid accidents.

(7) Hands-on experience of driving and safety course using a simulator installed on atruck (Hokuto-go)

This is an experiential traffic safety course implemented by Hokkaido Prefectural Police.

The course focuses on predicting danger, with the aim of cultivating drivers who will inde-

pendently adopt safe driving behavior. In order to achieve this goal, participants undergo
hands-on experience of driving and a safety course using a simulator installed on a truck(see Figure 3).

16

Figure 3. Example of Traffic Safety Education Using Hokuto-go
Source: https://www.police.pref.hokkaido.lg.jp/info/koutuu/anzen_kyouiku/hokuto_gou/hokuto_gou.html(8) Initiative by the Metropolitan Expressway Company Limited (Smart Driver)
The Metropolitan Expressway Company is running a communication-based traffic safety
campaign targeting drivers who use the Shuto Expressway in Tokyo, with the objectiveof reducing traffic accidents. The Metropolitan Expressway Company Limited uses theInternet to target drivers who have registered as members with calls to participate in theevents and campaigns that it organizes with the aim of reducing the number of accidents,
as well as disseminating other information about safe driving.

Figure 4. Example of the Smart Driver Initiative by the Metropolitan Expressway Company Limited
Source: http://www.smartdriver.jp/action/

17
3.2.2 Examples of the implementation of traffic safety education and awarenessactivities aimed at those who drive in a professional capacity

This section highlights examples of the implementation of traffic safety education andawareness activities aimed at those who drive in a professional capacity for a company,
etc.

(1) Traffic safety education by safe driving managers at businesses, etc.
Organized by companies in accordance with Article 9 of the Road Traffic Law, this is traffic
safety education that targets the drivers of vehicles used by companies. The objective

is to ensure safety when a company uses motor vehicles to carry out its business opera-

tions. The implementation coordinator is determined according to the number of vehicles
that the company uses: in the case of a company with at least one vehicle with a pas-

senger capacity of eleven or more, or at least five other motor vehicles (with a motorcycle
regarded as half a vehicle), a safe driving manager must be appointed at each base ofoperations that uses vehicles; in the case of a company with twenty or more vehicles, adeputy safe driving manager must be appointed to assist the safe driving manager in theirduties. In terms of content, this education consists of: (1) the formulation of appropriate

operational plans that prevent overwork due to excessive driving hours, as well as taking
into account other factors crucial to safe driving, including drivers, operations, vehicles,
and the situation on the roads; (2) deploying a relief driver if there is a risk that driving
for long periods or long distances, or driving overnight could impede safe driving, due

to overwork; (3) putting in place instructions and measures concerning the response in

the event of extreme weather conditions or any other abnormal situation; (4) conductingroll calls and other checks before drivers begin their shifts, identifying and taking steps

to deal with drivers who are at risk of being unable to drive normally, due to alcohol con-sumption, overwork, illness, or any other reason; (5) ensuring that drivers keep a daily logof their driving operations; and (6) providing guidance for drivers regarding the skills andknowledge required to ensure safe driving.

The Japan Safe Driving Center conducts studies of the status of operations, with a primary
focus on the traffic safety education carried out by safe driving managers [5].
(2) Safety education manuals for trucks, buses, and taxis
These have been compiled by Safety Policy Division, Road Transport Bureau, Ministry ofLand, Infrastructure Transport, and Tourism. The purpose of compiling these manuals is toenable business operators to use them together with their own in-house manuals, taking

into account the specific nature of their operations when instructing and supervising theirown drivers.

(3) Project to promote support for accident prevention measures
This is a traffic safety initiative implemented by Safety Policy Division, Road Transport
Bureau, Ministry of Land, Infrastructure Transport, and Tourism, with the objective of

supporting traffic accident prevention initiatives implemented by road transport opera-

tors. The initiative involves (1) support for efforts to upgrade traffic control; (2) support

for advanced initiatives to prevent overwork due to excessive driving hours; (3) procurement of instruments that will help to prevent overwork due to excessive driving hours;and (4) support for in-house safety education. Ministry of Land, Infrastructure, Transport
and Tourism introduced Transport Safety Management Evaluation System in 2006. The

system promotes activities that enhance the independent and proactive transport safetyof companies related to transportation business, and urges them to continuously improvetheir own safety in accordance with the PDCA (Plan, Do, Check and Act) cycle each company developed. The ministry evaluates the safety activities of the companies to check18
their management systems. The evaluation includes interviews for the transport safety
management leaders and coordinators of the companies and examination of the docu-

ments and records of their safety management. It also includes advices on how they candevelop a safety management system that improves the current situation and increases
the effect of their safety activities [6].
3.3Traffic Safety Education and Awareness Activities Targeting Senior Drivers
This section highlights examples of the implementation of traffic safety education andawareness activities aimed at senior drivers.

(1) The Positive Aging Driving Course traffic safety education program for senior drivers
Implemented by Japan Automobile Manufacturers Association, Inc., this initiative seeks
to improve driving behavior and safety consciousness among senior drivers as well as

enhance activeness in their daily lives (positive aging) in order to contribute to efforts toenable such drivers to take a more active role in society, in light of increased longevity

among the Japanese populace. This program combines four types of traffic safety training
with “traffic brain training”, featuring content that is effective in increasing the ability

to drive safely, safety consciousness, and brain function. Each of the subjects within the

traffic safety training category has three levels and participants complete worksheets andengage in discussions under the supervision of a group leader. The structure allows training elements with different effects to be selected and combined, in accordance with thewishes and needs of the participants.
(2) Popularizing reflective items
This initiative organized by prefectural public safety commissions aims to popularize re-flective gear, which is highly effective in preventing nighttime traffic accidents involving

pedestrians and cyclists. More specifically, as well as engaging in proactive publicity andawareness-raising activities that make use of various media to get the message out, thepublic safety commissions offer practical, interactive traffic safety education and organize exhibitions of reflective gear in partnership with relevant organizations and groups,

in order to provide people with a deeper understanding of the effects of greater visibility
and ways of using reflective gear.

(3) Production of safety education manuals for senior drivers
Produced by the Hyogo Prefectural Police, the aim of these manuals is to improve aware-ness and prevent accidents. The force has produced (1) a guidance manual for seniors; (2)a manual for users of motorized wheelchairs; and (3) traffic safety manuals in Chinese andother languages.

(4) Rakugo comic monologues on the subject of traffic safety
This initiative organized by the National Mutual Insurance Federation of Agricultural
Cooperatives involves activities aimed at increasing traffic safety awareness while

entertaining the audience with a comic monologue in the traditional rakugo style on thesubject of traffic safety, and preventing the decline in physical function through “rainbow
exercises”.

19
3.4

Traffic Safety Education and Awareness Activities in Schools and Other Educational
Settings

This section highlights examples of the implementation of traffic safety education andawareness activities in schools and other educational settings. Traffic safety education in
educational settings takes various forms, including initiatives by municipal governments
and initiatives organized independently by schools. This paper summarizes the traffic

safety education and awareness activities seen in a comparatively large number of casesand provides examples thereof.

(1) The “San-nai” (3 No’s) Campaign
In 1975 or thereabouts, there were frequent reports of motorcycle accidents involving

high school students, so an awareness-raising campaign was rolled out in high schools
nationwide, with the aim of banning high school students from purchasing or riding/

driving a motorcycle or motor vehicle. Most of the activities carried out as part of thiscampaign involved seeking to prevent accidents involving high school students by

establishing school regulations restricting the use of motorcycles (no riding of motorcy-

cles, no buying of motorcycles, and no acquisition of a motorcycle license). On the other

hand, some students who belong to high-schools in rural areas in Japan sometimes needto commute by motorcycles. Some high schools in those areas carry out traffic safety

lectures and schemes that enable the students to get a motorcycle license as part of thecurriculum of the high school. These safety lectures partly take root in the civil judgmentof the Tokyo District Court in 1991 that ruled against 3-nai campaign that it is illegal tosubject a high school student to punishment for getting a motorcycle driving license ac-cording to school policies even if the high school prohibited students from getting a driving license. After the judgment, organizations related to the promotion of the campaign

started to re-examine it. In recent years, high schools permit the acquisition of motorcycle
driving licenses if students need to commute to school on motorcycles.

Figure 5. A scene of traffic safety education for motor cycle ride in high school inTokushima Prefecture

Source: http://www.seikogakuen.ac.jp/senior/education/safety.html(2) Traffic safety education initiatives at each level of school education
Various traffic safety education initiatives are implemented at elementary, junior high,and high schools. The following lists examples of these initiatives seen comparatively

frequently at schools. According to the interview with the Kochi prefectural police agency
conducted by the author, around 400 lectures are carried out a year, and 30,000 students
join from elementary schools, junior high schools and high schools in Kochi prefecture.

Contents of each school are similar: round-table talkings, practices of crossing an intersection for elementary school students and of riding bicycles for junior high school andhigh school students, lectures on riding motorcycles for high school students.

20of traffic danger spots on routes used by elementary and junior high school• Identification
students when going to and from school
This aims to provide students with the knowledge and skills needed to protect their lives

against potential risks arising from school life. In addition, it instills in students the ability
to behave safely in the event of imminent danger, enabling them to make appropriate

judgments according to the situation. As part of such endeavors, schools create maps ofsafe routes to school. The creation of such maps to ensure safety is not confined to initiatives such as this one, but can also be seen in many other initiatives nationwide.

Figure 6. Kawai Daiichi Elementary School Zone Map of Safe Routes to School

Source: http://www.town.kawai.nara.jp/ikkrwebBrowse/material/files/group/31/ansinanzenmap.pdf

Municipal Nagoya Junior High School, Saga Prefecture• Karatsu
This school seeks to cultivate students who can think for themselves, learn independently,
and express themselves. In order to foster respect for their own lives and those of others,

and instill in them a zest for living, the school (a) strives to nurture consideration for others
during ethics classes; (b) seeks to gain an understanding of each student’s safety con-sciousness (via APP tests); (c) has created a traffic safety mascot and distributes its figureson the street; and (d) conducts traffic safety classes in partnership with the police andschool crossing guards.

Municipal Midori Junior High School, Ishikawa Prefecture• Kanazawa
In order to cultivate students who can make the right judgments regarding their own

health and safety and that of others, and put these judgments into practice, this school

focuses on compliance with traffic rules and predicting danger via the following activities:(a) explaining the results of surveys of attitudes to traffic safety; (b) explaining maps thathighlight risks; (c) screening videos about the situation during journeys to and from school;(d) predicting danger; and (e) screening videos about proper traffic rules and etiquette.

21
Municipal Yatsushiro Junior High School, Higashimorokata County, Miyazaki• Kunitomi
Prefecture
Students of Yatsushiro Elementary and Junior High Schools work in partnership with

relevant organizations, making and distributing good luck charms with a traffic safety

theme. Distributing these to local drivers helps to raise awareness of traffic safety among
the students and in the local community.

Tomakomai Technical High School• Hokkaido
In order to teach students the traffic rules and etiquette required when riding a bicycle,

this school has enhanced its traffic safety education, investigated and analyzed accidents,
and conducted a survey of student attitudes, with the objective of promoting compliancewith traffic legislation and preventing traffic accidents. In its traffic safety education, it

places particular emphasis on raising awareness of traffic safety, working in partnershipwith elementary and junior high schools, residents’ associations, police stations, anddriving schools.

initiatives in Hachioji City
• Comprehensive
Traffic safety education and awareness activities aimed at instilling the traffic rules andetiquette required when riding a bicycle:a) The Safe Cyclist Permit initiative: Under this initiative, elementary schools can apply tohave the city hold a cycling class (a talk about traffic safety, a written test, and a practicaltest) for its third-year students, who receive a permit or certificate upon completion (seeFigure 7).

Figure 7. Hachioji City Safe Cyclist Permit
Source: http://www.city.hachioji.tokyo.jp/seikatsu/kotsuanzen/25836/025850.htmlb) Cycling safety classes using stunt people: The city organizes traffic safety classes using
the Scared Straight approach, featuring educational simulations and re-enactments oftraffic accidents by stunt people (see Figure 8). This approach has been widely used inrecent years, by the National Police Agency, Japan Agricultural Cooperatives, and juniorand senior high schools, among others.

22

Figure 8. Example of Traffic Safety Education Using the Scared Straight Approach
Source: photograph by the authorc) Traffic safety classes led by traffic safety education instructors: These classes are tailoredto the needs of the participants from the group requesting the class and include education sessions at traffic playgrounds; traffic safety classes at kindergartens, nurseryschools, and elementary schools; and the use of various traffic safety videos targeting awide range of people, from preschoolers to seniors.

traffic safety education volunteer group in Aichi Prefecture• Kakehashi
This group goes to traffic safety education and awareness events organized by schools,

nursery schools, children’s clubs, and other organizations; the volunteers use their special
skills to provide traffic safety education and awareness activities tailored to the needs ofthe group that requested their assistance.

(3) Anthology of traffic safety education initiatives at high schools
The Sports and Youth Bureau at the Ministry of Education, Culture, Sports, Science andTechnology compiles data on traffic safety education at high schools. More specifically,

the types of information it gathers include approaches to partnerships between schools

and the community (relevant organizations including elementary and junior high schools,
residents’ associations, police stations, and driving schools) aimed at teaching the traf-

fic rules and etiquette required when riding a bicycle; content and methods used whenteaching about the characteristics of bicycles and the knowledge and skills required

to ensure safe cycling; content and methods used when teaching about responsibility

and compensation for traffic accidents; content and methods used when teaching theknowledge and skills required in order to provide first aid (cardiopulmonary resuscitation
technique and use of AEDs, etc.) in the event of a traffic accident, as well as measures tobe taken afterwards; and teaching plans that aim to build organic partnerships with thevarious areas of school educational activities, such as academic subjects, extracurricular
activities, and integrated learning, as well as examples of specific approaches to suchteaching.

23(4) AYATORII safety education program
Organized by Honda Motor Co., Ltd., this traffic safety education program targets children
aged from four to twelve. AYATORII is an acronym derived from Japanese in which “A”

stands for “Anzenwo,” “YA” stands for “YAsashiku,” “TO” stands for “TOkiakashi,” and“RII” stands for “RIkaishite Itadaku.” When put together, these words mean “Gently

helping children understand safety.” More specifically, the program is designed so thatchildren going through the most critical growth phase of their lives – the period frompreschool to elementary school – will learn the basics of traffic safety step-by-step, gaining practical knowledge of the basics of traffic safety within a group education environment, such as nursery schools, kindergartens, and elementary schools. In terms of theeducational content at each stage, AYATORII Chicks targets preschoolers aged four to fivein a group education environment, such as a nursery school or kindergarten, and aims toprovide them with the basics of traffic safety in a repeated manner, covering the top-

ics “understanding sounds (sounds in the traffic environment),” “always stop,” “always

look,” and “understanding traffic lights.” When children reach the third or fourth year ofelementary school, the program seeks to foster their ability to notice things by thinking
for themselves. In particular, they consider traffic safety issues in the context of their

daily lives, in relation to school, home, and their community. In addition, in order to ridea bicycle safely with a fun the program seeks to nurture an awareness of traffic safety

among children aged four to twelve through practical sessions on bicycles, allowing themto have fun while they learn the basics about riding, stopping, and turning when on theirbicycles (see Figure 9).

Figure 9. Examples of Traffic Safety Classes as Part of the AYATORII Program
Source: the Honda website (http://www.honda.co.jp/safetyinfo/kyt/ayatorii/ayatorii1.html)(5) Production of teaching materials for use in traffic safety education at schools
The Metropolitan Police Department takes the lead in producing leaflets for use in traffic safety education for cyclists that targets junior high school students and above. In

addition, it has had Kyowa Film produce educational videos for children the third year ofelementary school, in order to teach them how to predict and avoid hazards in daily life
(while walking, while playing, and while riding a bicycle).

(6) Production and distribution of a bicycle-focused traffic safety education movie targeting junior and senior high school students

The National Mutual Insurance Federation of Agricultural Cooperatives produces anddistributes a free safety education DVD about cycling for junior and senior high school

students. More specifically, the DVD increases the ability of students to predict and avoid

the risk of accidents, enabling them to learn about bicycle accidents from the perspective

24of people injured by them and those causing injury. It is intended that the DVD should be

used in a wide range of situations, including classes and school events. Shinsei Movie also
produces and sells traffic safety videos and DVDs.
3.5

Other Traffic Safety Education and Awareness Activities
This section introduces examples of traffic safety education and awareness activities outside the categories listed in the previous sections and those that do not target a specificage bracket or mode of transport.

(1) Nationwide traffic safety campaign
This is a traffic safety awareness campaign run nationwide at specific times of year (thecampaign started in 1948, and the traffic task force was formed in the government in
1962). The campaign seeks to promote thorough efforts to prevent traffic accidents,
by ensuring widespread awareness of the concept of traffic safety among the popu-

lace, encouraging good habits in terms of compliance with traffic rules and good traffic

etiquette, and promoting citizen initiatives to improve the road traffic environment. As ageneral rule, the campaign runs in spring between April 6-15 and in fall between September 21-30, but the official dates are determined each year by the Traffic Safety Measures
Headquarters.

(2) Japan Traffic Safety Education Association activities
The Japan Traffic Safety Education Association undertakes various activities aimed atpromoting traffic safety education to foster safe traffic behavior, traffic safety educationin partnership with local communities, and cultivating leaders in this field. These include
training (e.g. workshops for traffic safety instructors and administrators, workshops forhigh school teachers, and workshops for driving school instructors), research (fact-finding
surveys concerning traffic safety education in schools), dissemination of information(publication of the Traffic Safety Education monthly newsletter), and educational support(e.g. producing and distributing teaching materials for use in traffic safety education).
(3) Japan Traffic Safety Association activities
The Japan Traffic Safety Association carries out a wide range of activities in relation to all
age brackets and modes of transport, including activities to nurture traffic safety instructors, activities to promote traffic safety education, community-wide bicycle-focusedtraffic safety education projects, and various surveys and research.

(4) Activities by traffic safety education organizations under the auspices of prefectural
governments, municipalities, and prefectural police forces

There are many examples of organizations that carry out traffic safety education (such as

traffic safety education centers and traffic safety education teams) under the auspices of prefectural governments, municipalities, and prefectural police forces. The activities undertaken
by most of these organizations include traffic safety classes for preschoolers, schoolchildren,and seniors; classes in how to ride a bicycle safely; classes in how to ride a motorcycle ormoped safely; initiatives to cultivate traffic safety instructors; and courses in the community

or workplace aimed at creating safe drivers. Staff from these organizations are dispatched tokindergartens, schools, local authorities, company workshops, safety courses, and events aspart of traffic safety campaigns, carrying out grassroots activities to promote traffic safety
education. Such initiatives are sometimes undertaken in partnership with driving schools.

Moreover, although they are not official bodies, there are also initiatives undertaken by traffic
safety education organizations at motorsport circuits (see Figure 10).

25

Figure 10. Introduction to the Training Course at Suzuka Circuit’s Traffic Safety Center(From the website of the Suzuka Circuit’s Traffic Safety Center (http://www.suzukacircuit.jp/stec/))(5) The Safety Action 21 program of the Japan Automobile Manufacturers Association,Inc.

Organized by the Japan Automobile Manufacturers Association, Inc., the aim of this initia-

tive was to create a traffic safety education program targeting young people aged between
16 and 18 (high school age), as there is a high accident rate in this age bracket. It features
traffic safety education targeting seniors as well as high school students, with content

including (1) the responsibility that comes with being a member of the traffic community;(2) awareness of the fact that a bicycle is a vehicle; (3) coexistence with vulnerable road
users; (4) how to prevent bicycle collisions at intersections; (5) ways of preventing acci-

dents involving four-wheeled vehicles; (6) how to prevent accidents while in a four-wheeledvehicle with others (such accidents are common among high school students); (7) training
in predicting danger while cycling; (8) dealing with accidents that occur while cycling; (9)responsibility in the event that one causes injury or other harm; (10) an educational program
aimed at developing good relationships between high school students as pedestrians,
cyclists, and motorcyclists, and senior pedestrians (see Figure 11).

Figure 11. Example of a Traffic Safety Brain Training Question in the Safety Action 21 Program
Source: the website of the Japan Automobile Manufacturers Association, Inc. (http://www.jama.or.jp/safe/index.html)

26(6) Manual on traffic safety education using video drive recorders
In recent years, an increasing number of businesses have begun using video drive recorders in their vehicles to record accidents, but there are few examples of the use of therecorded footage in traffic safety education (An example of its utilization can be foundat the website of a research group in the Society of Automotive Engineers of Japan (ht-tps://www.jsae.or.jp/~dat1/katsudou/view?id=1505&year=2013 (in Japanese)). Accordingly, National Police Agency established a research committee (National Police Agency

Research Committee on Effective Traffic Safety Education Using Video Drive Recorders) in

FY2007 to conduct a study on this topic, as a result of which, a manual on the use of footage from such recorders in traffic safety education has been made available.
(7) Traffic safety education promotion pilot projectWith the objective of translating the Traffic Safety Education Guidelines into reality andensuring that they become firmly established in communities, the National Police Agency

established Traffic Safety Education Promotion Councils in 100 locations nationwide, withmembers including representatives of local authorities, education professionals, andmembers of private sector groups. These councils carry out traffic safety education andawareness activities aimed at promoting effective traffic safety education tailored to the

local situation, as well as cultivating traffic safety education instructors in the local community.

Okinawa Prefectural Police have produced a traffic safety education DVD that promotes

the use of reflective gear and raises awareness of the risk of traffic accidents at night, inorder to prevent nighttime traffic accidents involving pedestrians.

4Conclusion
This paper has provided an introduction to the implementation status of traffic safety

education and awareness activities in Japan, focusing primarily on examples of these.

Traffic accidents occur as a result of unsafe acts by agents of traffic behavior in the formof pedestrians, cyclists, and/or drivers (in other words, people, one of the elements intraffic events), coupled with a defective, undesirable traffic environment. As such, traffic

safety education in Japan focuses on those implemented from a perspective of education
element of the “3 E’s” of traffic safety in particular. Accordingly, such education targets

all people who are involved in traffic events, broadly classifying them into two categories:
pedestrians, cyclists, and drivers receiving traffic safety education directly, and those
who are involved in promoting traffic safety education activities or providing traffic

safety education/guidance. A variety of education methods are used to educate pedestri-ans, cyclists, and drivers receiving traffic safety education directly, depending on the age
bracket and mode of transport targeted. Drivers are obliged to participate in education

before obtaining a driving license or follow the training curriculum at a driving school, as
well as attending legally-mandated courses when renewing their licenses. In the case ofpedestrians and cyclists, prefectural governments, municipalities, and prefectural police

forces organize various forms of traffic safety classes at elementary, junior high, and highschools, as well as holding traffic safety events. Those who are involved in promoting

traffic safety education activities or providing traffic safety education receive education/
guidance in conducting traffic safety education activities; this is conducted by a rel-evant staff member of the organization or department for which they work, and manuals compiled by the national government, prefectural government, or municipality areused as teaching materials. Today, given that traffic accidents arising from breaches oftraffic rules and etiquette have become a social problem in recent years, improved traffic

27
etiquette via thorough traffic safety education would appear to have an important role toplay. Accordingly, it is likely that traffic safety education and awareness activities that are
better tailored to the needs of the age will be carried out intensively in future.

At the same time, although there are various examples of traffic safety education andawareness activities in Japan, and while there have been some evaluations of traffic

safety education that have focused on specific techniques and modes of transport (suchas Todoroki and Nishuchi [7] and Nakamura et. al. [8]), the fact remains that there arefew examples of appraisals of traffic safety education as a framework in itself or of themeasurement of its effect, due to the difficulty of the methods involved. Accordingly,

assessing what sort of effect traffic safety education and awareness activities have had interms of subsequent reductions in traffic accidents is a vital task in the implementation of
traffic safety education and awareness activities that are tailored to contemporary needsin the future.

References
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KATAKURA Masahiko, ARAMAKI Eiki, OKANO Hideyuki, KOSHI Masaki, MURATA Takahiro, NISHIUCHI

Hiroaki. Dokeiken Series A-127 (A Study of Historical Appraisals of Road Traffic Safety Measures and Future
Approaches), Institute of Highway Economics, 2006. (In Japanese)

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Japan Society of Traffic Engineers. Traffic Engineering Handbook 2008, Maruzen Publishing, 2008. (In

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IHARA Takeo, MASAOKA Toshiro. Japan Research Center for Transport Policy Research Series No.25 (TheJapanese)

Significance and Roles of Traffic Safety Education: Findings from the Activities of the Kagawa Prefecture
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Cabinet Office website (http://www8.cao.go.jp/koutu/kihon/keikaku9/), last accessed in January 2014. (In

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28

Author Profile
Hiroaki Nishiuchi
Assistant Professor, Department of Civil Engineering,
Nagaoka University of Technology

Born in Kochi Prefecture in 1980, Hiroaki Nishiuchi graduated from the

Department of Social Systems Engineering in the School of Engineering
at Kochi University of Technology in 1999. He completed the doctoral

program in civil engineering at the Graduate School of Engineering at

the University of Tokyo in 2009 and later obtained his Ph.D. (Engineer-ing) from the University of Tokyo. After teaching as an adjunct instructor and assistant professor in the College of Science and Technology

at Nihon University, Nishiuchi assumed his current post in 2013. He iscurrently a member of the Japan Society of Civil Engineers, the Japan
Society of Traffic Engineers, the City Planning Institute of Japan, andthe Eastern Asia Society for Transportation Studies.Nishiuchi specializes in traffic engineering and transportation planning.Nishiuchi’s

main works include Exploring the History and Future of Road Traffic

Safety Measures (Dokeiken Series A-127; coauthored with the Instituteof Highway Economics), “The Effectiveness of ‘Scared-Straight’ Bicycle
Safety Education for Middle-School Students” (Journal of Traffic

Engineering, Vol. 49, No. 1, Japan Society of Traffic Engineers), “A

Fundamental Study on Data Envelopment Analysis-based Connection
Node Evaluation Using Public Transportation IC Card Data” (Journalof JSCE, Ser. D3, Vol. 69, No. 5, Japan Society of Civil Engineers), and“Spatial-Temporal Daily Frequent Trip Pattern of Public Transport Passengers Using Smart Card Data” (International Journal of Intelligent
Transportation Systems Research, Vol. 11, No. 1, ITS Japan).