以前は三菱ふそう車と日産ディーゼル（現：UDトラックス）車が大半を占めていたものの、現在はいすゞ車と日野車の配置もあり割合が高くなりつつある。日野車は一時期配置がなかったものの、溝06の移管に伴い、中型車が井田より転入したことにより配置が復活している。2012年現在はほとんどの在籍車がノンステップバスとなっており、日野自動車製ハイブリッドノンステップ車の配置もある。主力車種は三菱ふそう・エアロスター、日産ディーゼル・UA系、スペースランナーRA、いすゞ・エルガ、いすゞ・エルガミオ、日野・ブルーリボンII、ブルーリボンシティハイブリッド。久地線は中型車、その他の路線は大型車で主に運行されるが、中型車は久地線のみならず大型車で運行される各路線にも頻繁に使用されている。川崎市バスでは1台しかない日野製中型ロング車と三菱ふそう製中型ノンステップ車が本営業所に配置されていたが、両車とも2019年1月に除籍された。2019年1月、三菱ふそう・エアロスターの新車が1台(H-2815号車/2PG-MP38FK)配置され、中型車専属の溝06（久地線）以外で使用している。
1874年（同治12年）、アメリカに留学して同地で学歴を重ねる。1881年（光緒7年）に帰国した。1883年（光緒9年）、朝鮮に赴き、税関の設置に従事する。1885年（光緒11年）に袁世凱が駐朝鮮通商事宜大臣として着任し、梁如浩はその幕僚となった。1894年（光緒20年）、袁に随従して帰国し、関内鉄路運輸処処長に任じられる。さらに北寧鉄路総弁に昇格した。1905年（光緒31年）、駐荷蘭（オランダ）欽差大臣に就任した陸徴祥に随従してオランダに赴任する。帰国後は鉄道整備事業に従事した。1908年（光緒34年）、外務部右丞となる。1911年（宣統3年）11月、袁世凱内閣において郵伝部副大臣となったが、広東省で胡漢民が軍政府を樹立して独立すると、梁はその交通部部長を務めた。1912年（民国元年）9月、北京政府の陸徴祥内閣において外交総長に就任する。10月には国民党に加入した。しかし、趙秉鈞内閣に移行した後の同年11月、わずか2か月で外交総長を辞任した。後に、ワシントン会議で中国代表団の高等顧問をつとめる。1924年（民国13年）に政界から引退し、以後は慈善事業に取り組んだ。1941年（民国30年）10月14日、天津にて死去。享年79。
警察法（公布:昭和29年法律第162号 改正:平成16年法律第112号）第23条の2に所掌事務が規定されている。（交通局の所掌事務）第23条の2　交通局においては、警察庁の所掌事務に関し、交通警察に関する事務をつかさどる。
In 1964, preparations began to raise the school leaving age to 16 to be enforced from 1 September 1973 onwards. As well as raising the school leaving age in 1973, the year also saw the introduction of the Education (Work Experience) Act, allowing LEAs to organise work experience for the additional final year school students. In some counties around the country, these changes also led to the introduction of Middle schools in 1968, where students were kept at primary or junior school for an additional year, meaning that the number of students in secondary schools within these areas remained virtually constant through the change. As of 2007, there are now fewer than 400 Middle Schools across England, situated in just 22 Local Education Authorities.This increased the legal leaving age from 15 to 16, leaving a gap year of school leavers who, by law, had to complete an additional year of education from 1973 onwards.Many secondary schools in areas without a Middle School were unable to accommodate the new 5th year students. The solution to the problem was to construct a new building for these schools (often referred to as "ROSLA Buildings" or "ROSLA Blocks") that needed to extend their capacity, providing them with the capacity to cope with the new generation of ROSLA students. The "ROSLA Buildings" were delivered to schools in self assembly packs and were not intended to stand long-term, though some have proven to have stood much longer than was initially planned. Some are still standing now.High technology industry (Aerospace, Nuclear, Oil & Gas, Automotive, Power Generation and Distribution etc) trained its professional engineers via the advanced apprenticeship system of learning - usually a 5 year process. The higher Apprenticeship framework in the 1950's, 60's and 70's was designed to allow young people (16 years) an alternative path to A Levels to achieve an academic qualification at level 4 or 5 NVQ.   The Higher Apprenticeship Framework was open to young people who had a minimum of 4 GCE "O" Levels to enroll in an Ordinary National Certificate or Diploma or a City & Guilds technician course.  For advanced engineering apprenticeships "O" Levels had to include Mathematics, Physics, and English language. The advanced apprenticeship framework's purpose was to provide a supply of young people seeking to enter work-based learning via apprenticeships by offering structured high value learning and transferable skills and knowledge. These apprenticeships were enabled by linking industry with local technical colleges and professional Engineering Institutions.The Advanced Apprenticeship Framework offered clear pathways and outcomes that addressed the issues facing the industry.  This system was in place since the 1950's.  The system provided young people with an alternative to staying in full-time education post- 16/18 to gain pure academic qualifications without work-based learning.  The Advanced Apprenticeship's of the 1950's 60's and 70's provided the necessary preparation towards Engineering Technician. Technician Engineer or Chartered Engineer registration.   Apprentices undertook a variety of job roles in numerous technical functions to assist the work of engineers, in the design, development, manufacture and maintenance of production system.In modern times, apprenticeship became less important, especially as employment in heavy industry and artisan trades has declined since the 1980s. Traditional apprenticeships reached their lowest point in the 1980s: by that time, training programmes were rare and people who were apprentices learned mainly by example.