Traffic Education and Information
Campaigns in Finland

ReportAntero Lammi

Finnish Road Safety Council, Finland
Mika Hatakka

Research and Training Humaani Ltd., Finland

1

Introduction
The Finnish system of arranging road safety information campaigns and education in-volves the cooperation of many operators. The Finnish Road Safety Council, first of all, has

an important legal role in contacting individual road users and supporting the traffic safety work of other organizations. Other organizations range from voluntary organizations

to associations, authorities, and schools. Traditional campaigning is a common method,

but another very popular approach is to enable and energize other operators by providing
practical tools. Operators in the voluntary field are particularly integral in establishingpractical and easy-to-use methods. This approach is also valuable when the intention is
to include traffic safety work within the scope of other professional work (e.g., that ofteachers). The methods used by the Finnish Road Safety Council and described above aremostly examples of these efforts.

The Finnish Road Safety Council has to be very flexible in order to cooperate successfully

with various partners. There is an ongoing effort to improve the role of traffic safety workon the system level—an initiative that faces the challenging question of how to imple-

ment traffic safety as a normal activity of schools and companies. Reaching the working

population is a big challenge. Workers no longer share a large, collective environment likeschool or the army, and companies have traditionally been indifferent about enhancing

road safety. This is slowly changing, however. Because of the implementation of different
kind of quality systems, companies are becoming gradually more interested in improving
their workers’ traffic safety.

One general trend in training and education in recent years has been the developmentof learner-centered, active learning methods and methods based on self-evaluations.

This trend owes is momentum to both theoretical knowledge of learning and knowledgeof safe road behavior. Safety, after all, depends not only on knowledge but also on thewillingness to behave safely and know one’s personal risks and typical behavior. Clientsusually evaluate active learning methods very positively.

It is very difficult to evaluate the extent to which a single campaign or educationalcountermeasure reduces accidents or changes traffic behavior. Sample population sizes
can be too small, and there are often several reasons contributing simultaneously tothe changes—or the lack thereof—besides the specific campaign or countermeasure inquestion. However, traffic safety education and campaigning is something that cannot

be stopped. Continuous work and a diversity of methods working toward the same target

will improve general awareness and expands the acceptance of legally based traffic safety
actions in the long run. For this reason, it is very important that the quality of the educa-

tional countermeasures are constantly evaluated based on the views of the target groups
and their theoretical quality.

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There are also some limitations. Despite legally based funding, resources are still rather
meager. Furthermore, authorities are currently under enormous pressure in their core

duties. This limits the amount of traffic safety work they can do. In that sense, the current
conditions serve to underscore the importance of a legally based organization dedicatedto road safety.

2

Main actors in the field of traffic safety in Finland

2.1

The Ministry of Transport and Communications
Traffic safety work in Finland is operated by many different organizations. The main actor

is the Ministry of Transport and Communication, which gives guidelines to other actors on
preparing legislation and providing funding.
2.2

PoliceThe Finnish police are under the jurisdiction of the Ministry of Interior, but the Road

Traffic Act comes from the legislation prepared by the Ministry of Transport and Com-

munications. The police are responsible for traffic surveillance, the management of driver
licenses, and some other items. At the beginning of 2014, the separate traffic police wasterminated, and traffic surveillance was integrated into the general police organization.
2.3

Finnish Transport Safety Agency
The Finnish Transport Safety Agency is a government agency operating under the Ministryof Transport and Communications. It operates in all areas of transportation: maritime,

aviation, rail, and road. It issues permits, regulations, approvals, and decisions and prepares legal rules regarding the transportation sector. It also arranges examinations andinforms the public of transportation-related choices. The Finnish Transport Safety Agency
also covers traffic safety campaigning in cooperation with other organizations.
2.4

Finnish Transport Agency
The Finnish Transport Agency, a government agency operating under the Ministry ofTransport and Communications, is responsible for the infrastructure of traffic systems.

It maintains the government’s road and rail networks as well as the waterways. It also
implements road projects and plans, designs, maintains, and constructs railroads andwaterways. Furthermore, it directs road maintenance operations of regional centers (thelocal offices of the Finnish Transport Agency). It also has the responsibility to control anddevelop traffic management in the government’s traffic lanes and waterways.
2.5

Liikenneturva - The Finnish Road Safety Council
Liikenneturva -The Finnish Road Safety Council is a legally based, national, central or-

ganization for volunteer traffic safety work. It has 56 member associations. The Finnish

Road Safety Council’s operations are financed with funds collected via the traffic safety

component of motor insurance fees. The annual funding level is determined by the Min-

istry of Social Affairs and Health. The Finnish Road Safety Council influences the values,

attitudes, and traffic behavior of Finnish citizens in hopes of contributing to greater traffic
safety awareness and respect for safety in society. It is the only organization in Finland
designed expressly to improve road safety. Its main methods include supporting traffic

education and training, campaigning, and establishing a media presence. Furthermore,

the Finnish Road Safety Council cooperates with authorities such as governmental ministries, the police, and main offices operating in the field of road traffic.

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2.6

The Finnish Motor Insurers’ Centre
The Finnish Motor Insurers’ Centre is responsible for investigating road and terrain accidents, as provided by law. It is responsible for upholding, organizing, and planninginvestigation activities for road accident investigation teams. The Motor Insurers’ Centre

also organizes training for accident investigation teams, coordinates the use of investiga-

tion results, and produces information services, focusing mainly on producing informationand data on road accidents. The data produced by traffic accident investigation teams andstatistics on traffic damages compensated for by motor liability insurance play essential

roles in the planning of the Finnish traffic safety work. Information from the Motor Insurers´Centre is available and widely used in developing training methods and scientific studies.
2.7

Driving schools
Driving schools in Finland are typically small, private enterprises that offer driver education in accordance with official curricula for different license classes. The minimum

amounts of training are regulated by law, and the content of the training programs is

described in the curricula approved by the Finnish Transport Safety Agency. Most driving
schools are members of Finnish Driving School Association.
2.8

3

Finnish road safety facts

million inhabitants• 5.3
5.8 million registered vehicles, including trailers• 254 traffic-related deaths in 2013 (unconfirmed)• 4.8 deaths per 100,000 inhabitants•

Traffic education for parents: From before childbirth to age 3
The Finnish Road Safety Council’s role is to increase traffic safety and to support safe

behavior among all road users. Road safety education starts in maternity clinics, where

future parents get information concerning the safe transportation of children in vehicles.

It would be impossible for the Finnish Road Safety Council to train all parents directly be-cause of the limited resources available. Thus, the council focuses on providing maternity

clinic staff with the necessary information and tools to deliver the information to parents.
Normally, future parents are very interested in finding out the best solutions for their
future roles as parents and their responsibilities for their children’s safety.
3.1

Practical procedures
About 50% of the Finnish Road Safety Council employees are located in small offices
around the country. There is also a network of part-time trainers (traffic instructors,

teachers, and police, etc.) who do training sessions and other work for the Finnish Road

Safety Council. The council contacts maternity training clinics and set up training sessions
for their staff members.

A regional employee or part-time trainer from the Finnish Road Safety Council thenmeets the maternity clinic staff for a training session. The topics are:of small children as passengers and in collisions• Characteristics
transportation of children in cars: Principles and risk factors• SafeCorrect use of child restraints: How to do it right• Legislation concerning the transportation of children• Questions and answers•

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The Finnish Road Safety Council has a variety of materials to be used in the training sessions and also to be given to parents by the maternity clinic staff. The training sessions

make use of pictures, videos, slides, and written material. For maternity clinic staff, theFinnish Road Safety Council has made an informative leaflet outlining basic child trans-

portation principles and knowledge. Trainers also use real child restraints to demonstratecorrect use.
3.2

Evaluation results
3.2.1 Training sessions
Each training session is evaluated by the corresponding participants. No summary of

the evaluations is done. The common impression is that the participants are usually very
pleased with the sessions.
3.2.2 Video material
A questionnaire for maternity clinic staff members assesses how satisfied the staff members are with the video material content and usefulness in their work.

content 4.36 (on a scale of 1 to 5)• Material
Usability of the material 3.69 (on a scale of 1 to 5)•

One problem is the limited amounts of time the maternity clinic staff members have towork with, an issue that becomes apparent in the usability score. 97.9% of the answerers
recommended the video material for their colleagues.

The information leaflet for parents has not been evaluated for some time, but it is regu-

larly updated when new editions are printed.
3.2.3 Links

Video and animation material: http://www.youtube.com/user/Liikenneturva/videos
Written material (web): http://www.liikenneturva.fi/fi/liikenteessa/autoilijat/lapsi-autossa

4

Traffic education for children (through age 7):
Project “Child in Traffic”
One of the main goals of the Finnish Road Safety Council is to support basic road safety

education in Finland. In addition to official education systems, families also have a central
role in road safety education for children. The Finnish Road Safety Council supports families’ efforts by providing material and advice to parents.

The “Child in Traffic” material consists of a guidebook for parents and a workbook forchildren. The content of the parent’s guide, co-developed by day care professionals,

is based on research on the age-related cognitive abilities of children in learning traf-

fic behavior. The guidebook is divided into a “general” part and age-specific parts. The
workbook, meanwhile, applies the ideas from the parent’s guidebook and encourages
parent-child interaction when discussing traffic behavior.

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Figure 1. Pictures of the parent’s guidebook and children’s workbook
The content of the parent’s guidebook:knowledge of children’s abilities to learn traffic behavior• Basic
instructions for fostering basic road safety• ClearPractical examples of how to behave safely in real traffic• Age-specific tasks and issues•
The content of the children’s workbook:drawing tasks with identification and observation tasks• Simple
Stories from traffic situations• Activities focusing on the correct use of bicycle helmets• Characteristics of a safe play areas•
Targeting children from the ages of 4 to 7, the material is provided free of charge at com-pulsory 4th-year health checks. Kindergartens can also order materials free of charge. The
material is simple to use and does not require special training.

The material has been evaluated by the health care professionals who deliver it to parents
and by parents of small children, as well. On average, respondents gave the content of

the brochure a 4.7 on a scale of 1 to 5, showing strong support for the material coveredin the brochure; of all respondents, 99% thought the content was excellent or good. 78%of the respondents considered the brochure very useful, and 87% said that they would

rather use a paper brochure instead of a digital version. In the free answer section, many
respondents were appreciative of the brochure’s colorful layout and ease of use.

5

Supporting traffic safety education in elementary schools:
The “Traffic Went to a Network” project
In principle, traffic safety education in schools follows the official curricula. However,

the official primary school education curriculum does not define the specific content to
be used or minimum amount of lessons to be given. In practice, the quantity and quality of traffic safety education depends on the motivation and expertise of individual
schools and teachers. To support the work done in schools, the Finnish Road Safety

Council, EHYT (an association for substance abuse prevention), and the Finnish National
Board of Education arrange for supplementary teacher education nationwide. The idea

is to provide practical, up-to-date methods and encourage teachers to give traffic safety
education. The “Traffic Went to a Network” project began in 2010. Through 2014, theproject provided about 850 primary and secondary school teachers with one-day training,
including instruction in the theoretical and practical bases of traffic safety education andexperimentation with practical and interactive learning methods. These sessions separate
primary and secondary school teachers into groups, where participants work on content

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tailored to specific age groups. The participation is voluntary and free of charge, withorganizers even compensating participants for their travel expenses.

The main effective components of this supplementary teacher education effort are active
participation and verification of learning methods. The content and methods are alignedwith the specific learning needs of the corresponding pupils.
Examples of topics and learning methods

lessons about attitudes in traffic and the causes of traffic fatalities among• Interactive
children and teenssocial simulation: “Should I accept a ride with a drunk driver?”• Real-lifesocial illusions concerning traffic behavior with a reflective questionnaire• Revealing
Practical demonstrations of the effectiveness of pedestrian reflectors and bicycle helmets• Analysis of real-life accident stories•
The project is evaluated by feedback questionnaires given just after each session and six
months thereafter. The evaluations of the project content, methods, and usability havebeen highly positive, as has the feedback received six months after each training session.

Respondents were asked to evaluate the effectiveness of the training day on a scale of 1 to5, where 5 was the highest grade. The average score for the effectiveness of the training

was 4.5. The respondents were most satisfied with the usability of the methods presented
during training, which had an average score of 4.7. The feedback given at the end of eachtraining day was also highly positive. All the respondents (100%) said that they would

recommend the one-day training session to their colleagues. The respondents evaluated thecontent of the day, the methods used, and the usability of the content on a scale of 1 to 5.
The responses averaged 4.7 for the whole day, a level that can be considered very high.

6Compulsory education for moped riders
The popularity of mopeds (a type of very light motorcycle with a maximum speed limited to

45 km/h and a licensing age of 15) has increased rapidly over the last decade. The amount ofregistered mopeds has tripled, and the amount of personal injuries has followed suit. About
two-thirds of all moped injuries happen to young men and one-third to young women.

Moped riding is popular mostly among teenagers, who do the majority of their riding forfun. Typical accidents include collisions in intersections and single accidents.

In 2011, Finland introduced a compulsory basic training program based on legislativechanges and followed by the implementation of a curriculum.
Key components of training for a two-wheel mopedof theory• 6- hours
Typical rider-related risks and countermeasures- Typical risks in traffic and countermeasures- Moped operations- Rider equipment- Riding in intersections (2 hours)

hours of driving in traffic (one mandatory hour for vehicle handling)• 3Theory• Handlingtesttest•
The implementation of the compulsory training has ended up limiting moped riding andproducing an even bigger reduction in accidents. The number of new moped licenses is-sued has declined by about 25%, but personal injuries have fallen by around 30% among
young men and 50% among young women.

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Table 1. Moped licenses issued, moped riders injured, and moped riders killed, 2009-2013:
Year
2009
2010
2011

2012

2013

Moped licenses
issued per year

Number of regis- Number of riders Number of riders
tered mopeds
injured per year killed per year

40,386259,889

43,01939,02030,57525,633 **239,754

1,124

11

278,8561,111

10

300,312 *

703

4

988

293,051752

9

7* At the end of September 2013 ** At the end of November 2013

7

Upgrading licenses for higher-power motorcycles through education
The European Commission has adopted a system under which motorcycle riders can pro-ceed gradually to licenses for higher-powered motorcycles with lowered age limits. For a

person who does not go through the step-by-step system, training and test requirements
are higher.

Table 2. Finnish motorcycle driving license classes are based on the European Commission
legislation:
Class

Engine power

Licensing age

Special issues

A2

35 kW

18

If a candidate has A1 license, 7 hours of
training is required

A1

A

11 kW

Unlimited16

20 or 24*

Always training and examination

If a candidate has A2 license, 7 hours
training is required* Obtaining an A-class driving license at the age of 20 requires the driver to have had a valid A2 license for aminimum of 2 years. If the driver has no previous motorcycle driving license, the regimen consists of 12 hours oftheory, 9 hours of driving, and an examination.
** The AM class of mopeds is not included in here because it is considered a separate vehicle type in FinlandThis text focuses on the 7 hours of training required for upgrading an A1 driving license

to an A2 license and upgrading an A2 driving license to the A class. The basic elements ofthe training are theory education (2 hours) and driving education (5 hours), but the spe-cific content of the programs differs: upgrading from A1 to A2 concentrates on driving indensely populated areas, whereas upgrading from A2 to A concentrates on motorcycling
as a hobby and motorcycle traveling.

The content of classroom education for upgrading from A1 to A2

content, and methods of training• Goals,
Countermeasures for typical risks• Participant experiences• Moving on to a more powerful motorcycle• Riding gear
• Active and passive safety• Anticipatory driving• Compensating for internal risks and group effects• Self-control•

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The content of driving lessons for upgrading from A1 to A2

participants with A2-class motorcycles• Familiarizing
maneuvering and motorcycle control• Basic
Evaluation and self-evaluation of riding in varying urban environments• Interaction with other road users• Group riding (if possible)• Speed adaptation and possible problems• Safe distances and lane riding• Demonstrations and experiments•
The content of classroom education for upgrading from A2 to A

for external risks• Countermeasures
Participant experiences• Moving on to a more powerful motorcycle• Motorcycling as a hobby and motorcycle traveling• Trip planning and navigation• Anticipatory driving• Compensating for internal risks and group effects• Self-control•

The content of driving lessons for upgrading from A2 to A

participants with A-class motorcycle• Familiarizing
maneuvering• Basic
Evaluation and self-evaluation of riding in various urban and rural environments• Group riding (if possible)• Demonstrations and experiments• Trip and route planning• Speed and distance evaluation and practice• Riding on winding roads and gravel•
As the new system was implemented on January 19, there are no evaluation results cur-rently available.

8

Compulsory driving school instruction for private instructors
and learners for driving license category B
Traditionally, there have been two main ways of getting training for a category B (pas-senger car/van) driving license: driving school instruction and private instruction. About

85% of all candidates have chosen driving school and 15% private instruction. For a longtime, drivers-to-be were not able to combine these two training types. Although combining the two has been permitted in recent years, the practice has not been very popular.

The problem with private instruction has been lower pass rates in theoretical and practical tests. Furthermore, future drivers need a large amount of training before passing

their tests. Private instruction allows for ample exercise time, which creates a significant
advantage, but private instructors do not always know what to teach or how to teach it.
There are gaps in the possibilities of mediating knowledge and attitudes in all levels ofdriving behavior. Driver education should cover all levels of driver behavior, from basic
vehicle handling to personal tendencies (Hatakka et al., 2002).

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The renewal of the whole driver education system (structure, amount, and methods, etc.)
in Finland, which began in 2011 and ended in 2013, integrated private and professional
instruction. The professional system remained (with some changes), but the traditional

private instruction system came to an end. The new option was called “integrated instruction,” an idea that aimed to combine the strengths of both systems: professional, goal-

oriented guidance from professionals and the considerable amounts of practice time withprivate instructors (Basic, 2003). One goal of the renewal was also to encourage drivers

who felt that they were in need of professional support to start with private instruction.

Figure 2. The structure of Finnish driver education for driving license category B
A driver obtains his or her permanent driving license after completing all three phases. .
8.1

The problems with the launch of integrated instruction
The integrated instruction model was implemented on January 19, 2013, together withother renewals of the driver education system. However, the integrated instruction

model was criticized for raising the costs of private instruction and creating availability
problems. The Automobile and Touring Club of Finland was especially critical toward

the renewal and the development of the system. Heated debates filled the media, andthe Ministry of Transport received disapproving feedback from citizens. Obviously, thecontrast between the new system and the traditional Finnish private instruction construct
was too sharp. Before the renewal, after all, private instruction was controlled only by alogbook.

Despite the well-founded research behind the renewal, the Ministry of Transport decided
to terminate the integrated instruction system less than one year after its implementation, leaving no time for a proper evaluation. The client feedback collected by driving

schools showed fairly good customer satisfaction, however. The majority of customers

saw the training as a useful tool, but there was also a very critical minority. In the end,

the earlier form of private instruction made its return at the beginning of 2014. The structure of professional instruction remains, but there is also strong discussion on the needfor obligatory driver education.

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9

Särmänä liikenteessä: Stay Sharp in Traffic
The Finnish Defence Forces have a long tradition of campaigning for safety. “Stay Sharpin Traffic” started as a traffic safety campaign uniting the Finnish Defence Forces, theSoldiers’ Home Association, and the Central Organization for Traffic Safety in Finland. The

campaign originally included a presentation about a young man who was seriously injured
in an alcohol-related road accident while he was on leave. Military canteens were decorated with campaign materials, and some other activities were also arranged in varying

forms. Stay Sharp in Traffic activities have become an official part of military recruit training since 2009, counting about 30,000 young men and women among its participants.

The campaign led to the development of a totally new form of training. Recruits attend agroup discussion led by their squad corporals. A squad consists typically of 12 men andthe corporal, who receives structured, printed instructions for implementing the groupsession. Traffic safety trainers also give the corporals extra ideas on how to lead discussions. Altogether, discussions include five topics and reflective tasks.

discussion, done in pairs, concerning the advantages of using public transportation• Ainsteadof private cars when traveling on leave and back to the barracks
A small group discussion to address drowsiness and other risks connected with traffic• when returning to barracks after leave
reflection on how participants would feel if they had to tell their mothers• Athatpersonal
they were caught drinking and driving the previous night; this is a method known as“anticipated regret” (Van der Pligt, 1996).

reflection on risks connected with the situation described in the following story: A• Agroupof recruits is getting ready to go on leave. They are in a big hurry and on their way
to a liquor shop. The story includes elements on peer pressure and seat belt use. Discus-

sion is done in half squads.

• able risks in personal traffic behavior and then figure out how to cope with those risks.

A personal reflection on personal risks; participants first write down the three most prob-

After finding coping strategies, recruits sign the paper and put it in their pocket.

The idea is a simple, structured discussion session with an element of peer education. Fin-land enforces compulsory military service for all men and allows voluntary military service
for women. Corporals, who are in the later phases of their training, likely derive valuable

experience from leading their sessions; in fact, leading a Stay Sharp in Traffic discussion is
now a part of the corporal management portfolio. Furthermore, without use of corporals,
small-group discussions would be impossible because of a lack of trainer resources.

Feedback was collected from a representative sample of 1,000 recruits and 174 corporals.
According to the feedback study, the recruits evaluated the functionality of the tasks between 3.2 and 3.8 on a scale of 1 to 5. Corporals evaluated the tasks a little more highly.

The recruits’ overall evaluations of the activeness of discussion, ideas, and the role of corporals were very high, varying from 3.7 to 4.1. Responded rated the program’s potential
effects on personal driving behavior at 2.9 and effects on passenger behavior at 3.0 on

a scale of 1 to 5. From the free responses on the feedback questionnaire, it was apparent

that a vast majority of respondents liked the sessions and reflected on their behavior andrisks during the program.

10“The Red Chalk”: A traffic safety campaign for secondary schools“The Red Chalk,” a traffic safety campaign for secondary schools, aims to increase thestudents’ understanding of the risks and consequences of accidents and to encourage

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safe behavior. The campaign grew out of the idea of one regional rescue department.

The Finnish Road Safety Council handled the final planning and evaluations, and local

police departments and schools participated in the organization. The campaign has sameelements in common with the Safe Drive Stay Alive program in the United Kingdom, but
operates on a considerably lower budget.

The campaign consists of a road show and a discussion. Local secondary school students

are gathered in a large auditorium for a relatively calm, subdued show with peaceful music. It starts with a dramatized film of a serious accident in which three young people are

killed and two are seriously injured. A rescue service worker, paramedic, and/or firefighter
give a short live talk on their experiences at accident sites and their feelings about them.
Also in the presentation are a short video of an interview with a mother who has lost her
child and a video of a young man telling the story of his accident. A police officer also

gives a talk on his personal experiences at accident sites. What set this program apart are
the post-presentation discussions in school classes. The teachers receive guidelines on
various exercises and questions to lead the discussion.

Feedback was collected from students and teachers. The students evaluated the campaign very positively, giving it a 4.2 on a scale of 1 to 5. Furthermore, they rated thepotential effects on their behavior as a driver or passenger at around 4 on a scale of 1 to5. The responses to the open questions on the questionnaire revealed that students had
a very strong impression of the presentation, one that led the respondents to reflect on
their personal behavior and how rapidly life can change. For them, the possibility of an

accident became more concrete. The in-class discussions garnered positive evaluations,as well. Comments on classroom discussion tended to be less emotional. However, someschools had difficulties arranging their classroom discussions. The project group has de-cided to improve that situation by offering better information and motivating the teachers
more effectively.

Considering its remarkable performance and encouraging evaluation results since thepilot campaign in the spring of 2013, the program is now slated for national implementation.

11

Traffic safety work in communities and cities
The Finnish Road Safety Council is constantly trying to find new channels to deliver roadsafety information and training to Finnish citizens. One important channel is communityand city personnel who have connections with a variety people, such as maternity clinic
staff, parental advisory staff, kindergarten and day care staff, teachers, youth workers,

traffic engineers, police, rescue department staff, and senior care personnel. The safety(or road safety) work done in a city or a community is often scattered, which means that

improving the traffic safety work in communities and cities relies heavily on traffic safetyboards. The idea is to gather all relevant participants from different areas together.
How the Finnish Road Safety Council works to support cities and communities

in and drives the creation of local road safety plans• Participatesin traffic safety board meetings• Participates
Provides free training for community/city staff• Provides materials and gives advice on the use of materials• Provides traffic safety training for workplaces•

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Statistics on traffic safety work in Finnish communities and citiesa) Traditional frameworkcommunities/cities; 49% of the total• 158
of the Finnish population• 60%
Active traffic safety board and valid traffic safety plan
• Activities ongoing annually• The Finnish Road Safety Council plays an active role•b)Road safety plans under preparation

12% of the total• 3917%communities/cities;
the population• Activeoftraffic
safety board• The Finnish Road
Safety Council plays an active role•c) The Finnish Road Safety Council working in communities without the Road Safety Committee

20% of the total• 6317%communities/cities;of the population• The Finnish
Road Safety Council provides services like training and campaigns•d) No activity in the community/city by the Finnish Road Safety Council

19% of the total• 615%communities/cities;• of the population

The activities in communities and cities are typically organized in cooperation with many
stakeholders.

12

Look Shiny: A campaign for promoting the use of pedestrian reflectors
Each year, there are approximately 35 pedestrian fatalities and 550 pedestrian injuries

on Finnish roads. A pedestrian’s risk of an accident is increased by not wearing a reflector tag in the dark, slippery road conditions, and alcohol consumption. One out of six

pedestrian victims suffering physical injuries is a child. People aged 64 and above are also
a high-risk group.

The law states that pedestrians have to wear appropriate reflectors when using roads inthe dark, but these provisions do not stipulate any specific sanctions. Reflector tags mustalso be certified by the CE. Despite the legal requirements to use them, only half of allpedestrians—in a densely populated area or a sparsely populated area—wear reflector

tags. This 50% reflector tag usage rate and the reflector law are both actually the fruitsof long-running efforts that have involved campaigning and education; for example, theFinnish Road Safety Council has been doing reflector campaigning for over 30 years. Annual observations of reflector tag usage have shown a steady increase in usage over thelast two decades.

The Finnish Road Safety Council has established a “Look Shiny: Reflector tag day,” aspecial day that falls on the first of October every year. The purpose of the day is to inform
more people of why pedestrians need to use reflector tags and how drivers have a hardtime seeing pedestrians without reflector tags in dark driving conditions in both city andrural areas. Reflector tag day is supported by an information campaign on reflector usage
rates in bigger cities.

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In 2013, the Finnish Road Safety Council also organized a special high-class reflector tag
event for member organizations and interest groups. The aim was to support the overall in a cooperative framework. Around 160 people in leading positions participated,

including people from government ministries, offices, associations, companies, and otherstakeholders. Feedback on the reflector tag event was collected via an online questionnaire after the event. The participants were asked to evaluate the event and give open

feedback. The results were highly positive, with 86% of the respondents saying that theevent was highly successful and 14% calling the event “quite successful.” The average
evaluation of the event as a whole was 3.6 on a scale of 1 to 4. In the open feedback

section, the respondents thanked the sponsors for creating an easy, pleasant atmosphereand a well-organized event. The respondents also indicated that the reflector tag catwalkwas very successful and informative.

Figure 3. The use of reflector tags in environments with streetlights

13

Itella: A case study in voluntary training for work-related driving
Road traffic is the biggest cause of accidental deaths at work in Finland, accounting for
approximately half of all work-related fatalities. Traffic-related injuries are also morecostly than injuries in other work environments.

The Itella (Finnish mail) project used a discussion group method to improve traffic safety

among Finnish postal van drivers. The aim was to reduce crashes and boost fuel economy
by promoting better driving behavior.

The discussion method, which has its roots in classical social psychological experimentson behavior modification, has been used in different kinds of experiments aimed at influencing behavior. Studies have shown that group discussions change attitudes more effi-

ciently than lectures or information meetings, for example. The first evidence comes fromKurt Lewin’s wartime experiments. He was able to show that housewives used more nonscarce (non-rationed) meats (kidneys and hearts, etc.) in their cooking after a free group
discussion. Traditional lectures, however, had no effect on usage. Later, several studies
indicated similar results around the world. In Japan, Misumi reported major improve-ments in the safety of bus drivers, shipyard employees, and shipyard crane drivers aftera group discussion. Swedish research during the 1990s, meanwhile, detailed how a large

telephone company divided its drivers into four test groups (the driver training group, thecampaign group, the bonus group, and the group discussion group) and one control group14
in an experiment designed to reduce accidents. The results indicated that the number ofaccidents decreased significantly in the driver training and group discussion groups but

not in the bonus group or the campaign group. Cost calculations showed that the group
discussion method was the most cost-effective approach to reducing accidents.
13.1

The method
In the first round of discussions, the postal van drivers talked about various problems

that they encountered on the job. The goal of the session was to identify problems—not
solutions. The group of trainers, consisting of the company’s human resource manager

and professionals in the fields of traffic safety and the behavioral sciences, made notes of
the issues that came up. The second round of discussions focused on the problems raisedin the first round. The groups were asked to find solutions to the problems, write themdown, and submit them to the trainers. The third session was about whether the drivers
had any success in improving the situation and getting around possible obstacles.

Figure 4. Flow chart of the discussion method
13.2

Results
In this training experiment, the discussion group demonstrated a 67% reduction in crashes and a minor reduction in fuel consumption (Salminen, 2013). All types of crashes (evenminimal) were included. Some effects outside the target scope were also reported; forexample, the experiment also improved the cleaning and servicing of the vehicles as wellas crash reporting. In one of the working groups that took a slightly different approach,the project resulted in a marked increase in the number of collisions reported.

14

Post-licensing voluntary rider education: What can be learned fromfatal motorcycle accidents?
Motorcycling in Nordic countries is mostly a hobby. Motorists drive almost exclusively forfun. This also means that the challenges in educating motorcycle riders are somewhat

15
different from the issues facing education for car drivers. For motorcyclists, the biggest
risks are associated with being unprotected, taking risks, and pursuing other motives
such as sensation seeking.

The popularity of motorcycling has increased rapidly in Finland during the last decade.

The amount of registered motorcycles has tripled, and the number of fatal accidents has

increased from an average of 8 to 16 fatalities per year in the 1990s to 20 to 30 fatalities
per year in the 2000s. Motorcycling has also become more popular among middle-aged

people, a segment of the population that accounts for a significant share of all accidents.
Many motorcycle riders are members of motorcycle clubs, which sometimes take theinitiative to conduct voluntary post-licensing training conducted. The Finnish Road Safety
Council developed materials and learning methods for motorcycle clubs to help theirmembers understand the biggest accident risks and find coping strategies accordingly.
Objectives:

participants reflect on their driving and possible associated risks with the help of ac• Thatcident stories
the learning situation supports the participants’ understanding of the ways in which• Thatthe choices and the driving behavior of a motorcyclist influence safety on various levels
the learning situation broadens the perspective of the driver from looking at actual• Thattraffic situations and control of the vehicle to the higher levels of the driver behavior
hierarchy (Hatakka et. al., 2003)

14.1

The materials
The development of the materials started with reading carefully through the accident
investigation team reports of all 72 of the fatal motorcycle accidents that occurred in
Finland from 2004 to 2006.

Content analysis resulted in five accident types:

1) Single accidents at normal speed (approx. 25%)2) Drunk-riding accidents (loss of control/collision) (approx. 24%)
3) Proper operation resulting in a real accident (approx. 22%)
4) Extreme deviation from normal traffic (approx. 15%)5) Deviation from normal traffic (e.g. speeding) (approx. 13%)
All the relevant information was collected in a table (to be used later to support the use of
the materials), and a more detailed text version was made. One example from each of thefive accident groups was chosen for use as a case story that included a description of thenature of the trip, the road conditions, and the motorist. These case stories describe the risk
situations and the collisions in detail and describe the personal injuries to show the parts ofthe body where the respective fatal injuries occurred. After every story, there is a short text
on the risk factors present in the corresponding accident and several questions for further

reflection. The materials used in the coaching session are available in PDF format from thislink: http://www.liikenneturva.fi/sites/default/files/materiaalit/Koulutus/mpopas.pdf
14.2

The coaching session
The coaching session process is carried out at a meeting of the motorcycle club and facili-tated by the club trainer.

1) The group (from 6 to 20 members in size) familiarizes itself with the cases (in the learningmaterials) and selects the most interesting one for further work and discussion.

2) The participants are divided into small groups or pairs.

163) The trainer reads the accident story and shows a sketch of the accident to all participants. The

sketch and the story illustrate the course of the accident as seen through the eyes of an outsider.

4) Each group/pair gets two questions.

”What kind of choices could the driver have made in order to prevent the accident or thefatality?””What are three things that the driver should have done differently?”
The groups and pairs answer the questions on three levels:
Long before the accident: Three important things

Just before driving and while driving: Three important things

In the crisis situation just before the collision: Three important things

The participants write each point on an individual sheet of paper and color-code thepapers to help group them into answers for the three time points.

5) The papers are grouped on the wall to form a timeline, with the “Long before the accident” group on the left and the crisis situation on the right.

6) The trainer offers general starting questions:“What does this look like?”“What thoughts does this raise?”

These questions prompt conversation.
7) The conversation continues with two themes:“How could the club take advantage of these thoughts?”“How could you take advantage of these thoughts in your own lives?”
8) Each participant chooses one thing that is significant for him or her(something that they will learn/adopt) and tells the others why.

The materials have been evaluated by users, who were asked to give comments andrecommendations to improve it. On a scale of 1 to 5, respondents gave the content a

4.2, the attractiveness of the content a 4.6, and visual appearance a 4.1. The coachingsessions have also scored high marks overall. A group of insurance company executive

guests who cited motorcycling as a hobby (N=50) rated the coaching session at 4.3 on ascale of 1 to 5. Half of the respondents gave the session the highest possible grade, and

33% gave it the second-highest grade. The free response answers were filled with wordsof gratitude praising the well-organized day and informative content. Many respondents
have suggested that the real merit of the sessions is that they focus on the real risks ofmotorcycling phenomena. Participants like the fact that they are not “preached to” butrather free to discuss and determine solutions in a group setting. Motorcycle club trainers
also appreciate the fact that they can do coaching sessions virtually anywhere, even during winter, and combine the sessions with other training elements.

15

A web-based self-evaluation tool for senior drivers
In the near future, the aging of the Finnish population will have a significant effect on thenational society and traffic system. At the end of the 1990s, one of every seven Finns was

65 years old or older; in the year 2025, however, one of every four Finns will have crossedthat particular milestone. In rural areas and in the small towns, population numbers are

falling and average ages are climbing considerably faster than in growth centers. Despite
the driving-related risks often associated with aging, elderly drivers are generally goodat adapting their driving to age-related changes when they are aware of them. Thus, aself-evaluation tool for elderly drivers has been created to improve awareness of possible
problems and support personal decision making.

17
The tool is available in print and web-based versions. The self-evaluation test comprises

27 questions concerning driving health, age-related factors, and risk countermeasures intraffic. The users evaluate their vision, physical fitness, cognitive abilities, and driving invarious traffic situations. The last 12 questions then focus on the need for further medical

checks. The print version has been delivered by the Vehicle Administration Centre to every
Finnish citizen needing to renew his or her driving license at the age of 70, although or-

ganizational changes have disrupted the delivery process. The Finnish Road Safety Council
is trying to find other measures for delivering the paper version.

The web-based version, meanwhile, gives the self-evaluators summaries of their answers
and personally tailored instructions for coping with risks in the future. It also includes
a tool for gathering feedback from elderly drivers. Most of the results have been very

positive, but some users have also given poor evaluations. According to the feedback collected, respondents gave the test an average score of 3.2 on a scale of 1 to 4, with 84%
of the respondents indicating that the test helped them evaluate themselves as drivers.
Users also suggested that the test is informative. 75% of the respondents thought thewritten feedback gave them advice on driving safety, and 78% thought the test encouraged them to continue driving.

The web-based evaluation tool is available from this link:
http://extrat.liikenneturva.fi/kuljettajanitsearviointi/

16

Compulsory additional training for professional drivers:
Safety-oriented driving
Under European Union Directive 2003/59/EC and the national law of professional truck

and bus driver’s professional competence, professional truck and bus drivers are required
to take 5 days of training in a 5-year period to maintain their professional licenses. How-ever, the education systems in European countries vary considerably: some countries have
only a few different training curricula for supplementary training, but Finland is currently
home to 670 different curricula. In addition to programs for heavy vehicle drivers, there
is also obligatory supplementary training for taxi drivers, but not for drivers of othervehicles such as vans in commercial traffic.

The Finnish system makes it possible to have training days tailored to the specific needs ofthe transportation companies involved. All curricula have to be accredited by the Finnish
Transport Safety Agency. The only requirement is that at least one day (7 hours) of thefive training days every five years has to deal with safety-oriented driving.

In the 1980s, the Finnish Road Safety Council developed a 20-hour anticipatory driving

course for the drivers of trucks and buses. Thus, there was already a foundation of content and trainers suitable for safety-oriented driving in place when mandatory supple-

mentary training went into effect. The Finnish Road Safety Council’s anticipatory driving

program and training for trainers were quite prominent and had an excellent reputation,

which made it possible to make safety-oriented training a compulsory part of the mandatory training package.

Nowadays, the Finnish Road Safety Council arranges two special training weeks for future
trainers of professional drivers. The participants are typically traffic instructors, supervi-

sors of logistics, military personnel, and commercial training providers. After the training,
the participants are allowed to use the Finnish Road Safety Council’s materials and theregistered trademark of REAK®. Working independently in their own organizations, thetrainers provide instruction under the supervision of the Finnish Transport Safety Agency.

18
To comply with the purpose of mandatory supplementary training, the Finnish Road

Safety Council modified the original anticipatory driving course to consist of four 7-hourmodules and one module with condensed content. All three days are accepted as parts ofthe supplementary training program.
The training modules are:driving: Theory, practical demonstrations, and on-track experiments• Anticipatory
Anticipatory driving: Safety margins in different situations• Anticipatory driving: Driving in traffic• Anticipatory driving: The driver’s condition•
An ongoing research project is examining at the content of the supplementary training

modules currently available, but evaluation results have yet to emerge. The training fortrainers provided by the Finnish Road Safety Council is evaluated by the participants, whotypically rate the training at between 4.2 and 4.7 on a scale of 1 to 5. In addition to the

Finnish Road Safety Council’s curricula, there is also a variety of other curricula that meetthe requirements governing training for safety-oriented driving. These other programs
tend to conform closely to the Finnish Road Safety Council’s program.

Facts about supplementary training for professional heavy vehicle drivers in Finland

340 active training providers• About
Training sessions are typically done in groups of under 25 participants• About 400,000 training days have been completed since September 2008
• Most popular training programs are anticipatory driving (mandatory) and different quali• fication courses• Driver health-related courses are gaining popularity

References
1.		

Hatakka, M., Keskinen, E., Gregersen, N.-P., Glad, A. and Hernetkoski, K. (2002). From control of the vehi-

cle to personal self-control; broadening the perspectives to driver education. Transportation Research PartF 5 (2002) 201–215.

2.		

Basic (2013). Basic driver training: New models. An EU-project. University of Turku. Department of psy-

3.		

Gregersen, N-P; Bremer, B. & Moren, B. (1996). Road safety improvement in large companies. An experi-

4.		

Misumi, J. (1989). Research on leadership and group decision in Japanese organisation. Applied Psychol-

5.		

Salminen, S. (2013). Improving Safey During Work-related Driving among Postal Van Drivers. In Driver

6.		

Van der Pligt, R., De Vries, N.K. (1996). Anticipated regret and time perspective: Changing sexual risk-

7.		

Feedback results collected from training arranged by The Finnish Road Safety Council (unpublished or

8.		

Curricula of the Finnish Driving Schools Association.

9.		

Materials and web site of The Finnish Road Safety Council.

10.		

Web sites of Finnish authorities.

chology. Available on line: www.kfv.at/fileadmin/webcontent/.../Studien/.../BASIC-FinalReport.pdf‎

mental comparison of different measures. Accident Analysis and Prevention, 28 (3) (1996), pp. 297–306.
ogy: An International Review, 38 (4), 321-336.

Behaviour and Training. Volume VI. Eds. Dorn. L., Sullman, H. Ashgate, UK, 2013.
taking behavior. Journal of Behavioral Decision Making, 9, 185-199.
published only in Finnish)19

Author Profile
Antero Lammi
Licentiate of education and traffic instructor, Education manager at
Finnish Road Safety Council

Born in Pori, Finland, in 1977, Antero Lammi has been working in thefield of traffic safety education for 15 years. From 2001 to 2006, heworked at driving schools in the Turku region and studied adult education at the University of Turku. Since obtaining his master’s degree, he
has served in various capacities, including performing research workat the University of Turku, training traffic instructors, planning andrunning a traffic safety-related television show, handling fatal accident
investigations, and consulting on traffic safety. Since 2008, Lammi has
been working as an education manager for the Finnish Road Safety

Council. In the summer of 2014, Lammi also became an official Licentiate of Education. His special interests are social phenomena in traffic,
learning traffic behavior, and active learning methods.

Mika Hatakka
PhD, Psychologist
Born in Turku, Finland, in 1960, Mika Hatakka received his PhD in 1998
with a dissertation on young drivers, attitudes, and self-evaluations.
He is also a trained work supervisor, organizational supervisor, andprocess consultant. Hatakka began his career as a behavioral science

expert for Finnish road accident investigation teams in 1984 and thenmoved on to Turku University, where he taught in the department of

psychology from 1986 to 2005. His research on traffic psychology in-cluded projects and themes ranging from evaluations of road accident

trends to the development and evaluation of driver education, evalua-tion of the Finnish Rail safety culture, and projects on driver education
for the European Union (BASIC, Andrea, and Advanced). Hatakka wasactive in teaching, especially on the topics of social psychology andgroup dynamics. After leaving his university position, Hatakka served

as a development manager for the Finnish Road Safety Council in 2006

and 2007, concentrating mainly on training and education. Since 2008,
he has acted as a freelance consultant. His freelance projects havebrought him together with the Finnish Road Safety Council, the Finnish
Driving School Association, training institutes for traffic instructors,

Daimler (on the development of the Mercedes Benz Driving Academy),and the Finnish National Traffic Safety Agency. Hatakka has also beena behavioral science expert for the Finnish Accident Investigation

Authority since 2009. Currently, he participates in training programsas an investigation group leader and accident site investigator. Since
2014, Hatakka has been the chairman of the board at Research andTraining Humaani Ltd.