SIMTEB
Simulator-based Training
for European Bus Drivers
Recommendations for the Technological,
Organisational and Social Pre-Requirements to
Improve the Implementation of Training Simulators
(Result 8)
Dortmund, December 2013
This project has been funded with support from the European Commission.
This publication reflects the views only of the authors, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Recent State of the Art and Developments
The use of simulators for the training operator personnel of complex man-machine interfaces is a
widely recognised method to improve the safety and efficiency of the operation of technical systems.
For the training of bus drivers, their use is currently limited to a small group of training centres in
Europe.
Significant barriers to dissemination of simulators are proved
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economic reasons, such as the (needlessly) high cost of simulator systems
the lack of a training conception to meet the specific requirements of this technology
deficits in the further development of the predominantly experience-based qualifications in
the training centres
the missing awareness of the CEOs, that simulator based training is an efficient way to train
every day critical driving situations under realistic virtual conditions without any risk.
Within the SIMTEB community there is a general consensus that simulation is always characterised
by a reduction of reality and by its added value in terms of training (simulation = (reality-x) + y). We
agreed that a top-of-the-range simulator is not always necessary. Simulators can train specific driving
situations that cannot be trained on the road or in the class-room (e.g. dangerous driving situations).
Some of these situations need a high-end simulator with a very realistic environment (e.g. advanced
vehicle control). But low-cost simulators will also do in learning arrangements that not require
practical training on the road or a top-of-the-range simulator (e.g. ecological and defensive driving
does not need a high replication of reality).
The primary rule here is that the use of technological applications has to be in line with the training
contents and learning outcomes. Therefore, the learning contents and outcomes are the basis for the
use of technological applications and not the technological possibilities, the learning tools
themselves.
As all technological tools have advantages and limitations, ‘state of the art’ training requires that
technical limitations are handled elegantly, and that their advantages in training are optimised.
Training simulations allow instructive, dangerous, rare or uncommon traffic situation to be presented
with an intensity that is much higher than what is found in practical driving. This allows training
simulation to be more instructive per hour of training than practical driving.
The SIMTEB state of the art report (result 2) stipulates that the recent market situation, the missing
acceptance of transport companies and the current vocational education and training arrangements
or concepts are hindering an increase of the use of simulators.
The legal situation and practical implementation of the European directive1 (no obligation or
incentives for simulator based training, the obligation of a “top of the range simulator) does not help
to enrich the quality of initial and further training. This is an omission, as the added value of
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Annex 1, Section 2 mentions without an obligation that of 20 individually initial training hours a driver may
drive up to 8 hours maximum on a top-of-the-range simulator, the use of simulators for continuous training is
not mentioned the European Directive.
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simulator based training: cost efficiency (e.g. in the case of eco-driving training), training of
dangerous situations that could not be trained in real life (e.g. hazard perception), and training of
circumstances that occur infrequently (e.g. driving in adverse weather conditions or in the
mountains) is widely recognised.
From a market perspective cost efficiency is not optimal, primarily because of the high investment in
“top-of-the-range simulators” and the fact that the critical mass of users is not reached at all.
The third main point is related to the use of the training simulators: the lack of integration of
simulator based training into existing training concepts as well as the missing qualification of trainers
for such training modules. In fact it seems that in this branch there is still a distance to IT solutions by
the trainers (even most of them do not have any experience with simulator or computer based
training).
Fortunately, new technological development and implementation strategies for simulators could
help to increase the use of simulator based training:
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There are nowadays high quality training simulators below 100.000 Euros, increasing the cost
efficiency. While “top of the range” simulators may allow many relevant aspects to be
trained, other systems focus on high quality training of a more restrictive set of driving tasks.
For this restricted set of tasks, such simulators may provide ‘top of the range’ training.
Task and demand oriented technical solutions (lower technical level for specific simulation
requirements) are more and more appearing. This will lead to an increasing use of low cost
solutions (besides lower technical simulator arrangements also the use of computer based
training).
Furthermore, societal and company related changes could be fostering the relevance of simulator
based training as well:
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Ecological issues are becoming more and more relevant. This increases the demand of ecodriving training in general. The most cost effective and environment protectable way is to
train defensive and ecological using a driving simulator (saving fuel costs compared to the
electricity costs of a simulator, having a true comparison of two identical trips in the
simulator).
The discussion of professionalising drivers:
- Presentation of dangerous and/or specific training sequences (e.g. dangerous
situations and dead angle impacts) in initial and further training could achieve an
added value for the professionalization that could not be reached by “traditional”
training.
- The higher degree of standardisation and the inherent higher quality of the learning
process (e.g. through comparable training outcomes) could foster the use of
simulator based training as well, resulting in a higher quality of training for drivers
- A standardised assessment (and possible certification, e.g. via ECVET credit points) by
the trainers through simulator based training could improve the mobility and
recruiting opportunities of drivers.
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Currently, there is still the open question or tension to keep the development of simulator based
training to the market, or to support this kind of training by national legislation, or through a
modified European Directive. On the one hand the stakeholders are stressing the improving market
relevance within the increasing market for education and training as a basis for the further
development of simulator based training. On the other hand there is the argument that without
legislative stimulation the barriers of simulator based training will not be overcome.
We want to stress that simulators should not be discriminated in comparison with traditional training
methods. Proving the added value of any training is a holy grail, and as long as traditional training
methods are not required to be validated, simulator based training should be neither. Unfortunately,
simulator training centres are frequently confronted with the need to scientifically prove their
learning value, whereas practical driving training centres are not. Simulator based training should be
handled similar to any other type of training, embedding it in the regular legislative and
organisational frameworks.
Policy Recommendations
A more flexible approach to training simulation could strongly increase satisfaction and therefore
acceptance drivers, trainers and employers. This approach should be based on specific learning
outcomes, with a focus on both the initial and expert learner, and it should allow room for
innovations from the industry.
We require a didactically useful application of training simulators, accompanied by a trainers or
tutors with a high didactical quality and specific training simulator expertise. A useful and learning
oriented application and integration of (different types of) simulators within professional driver
training arrangements have to be made. The SIMTEB training module and the trainer handbook are a
first step in this direction, by stressing the main principles for a Simulator Based Eco-Drive Training:
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Picking up the trainees where they are regarding to the topics of eco-driving.
Convincing the trainees that the way to successful eco-driving is a mental way.
The training is a highly interactive problem oriented training.
The trainees should be actively involved in the problem-solving.
The simulator is not a driving “game”, primarily the simulator provides discussion points.
The following policy recommendations are made. They are based on the results of SIMTEB project
concerning legislative framework, VET system and institutions as well as the bus and public transport
companies themselves will be supported by SIMTEB partners and the Advisory Board:
1. Making the EU-Directives 2003_59/EG more flexible to the demands of modern training
systems:
a. equitable use of top of the range simulators and low-cost simulators depending on
the specific learning outcomes and related training arrangements,
b. using given leeway in the national VET systems to integrate simulator based training
modules,
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c. updating (EU and national) legislations (e.g. concrete specifications like minimum of
5 h of simulator based training)
d. recognition of the fact that training simulation can be more effective than practical
driving, allowing that a full day of practical driver training is replaced by less hours in
the simulator
Establishing more open structures outside and inside training institutions for new technology
based solutions like simulator based training (e.g. using promoters).
Recognition of potential benefits of simulator based training offered over the long term: e.g.
cutting fuel consumption / CO2 reduction, reducing accidents and (manoeuvring) damages.
Promoting the added value of training simulation: professional and economic aspect of
simulator based training, training of dangerous situations, professionalization, and new,
innovative didactical possibilities.
Bridging the lack of „train the trainer“ (inside and outside the simulator training) by simulator
oriented guidance and instructions, by increasing the acceptance of trainers for IT based
training. This includes also making the infrastructure of simulator based training affordable
and accessible for the qualification of trainers.
Integrating simulator based training in existing and future training programmes and
standards: development of adequate training programmes, cooperation between simulator
companies and training program or training system relevant persons (of the national VET
systems).
Evaluation of the impact of simulator based training within existing training programmes:
The added value of the simulator based training has to be shown within its integration in a
comprehensive vocational education and training programme (no separated evaluation of
simulator based training without its connection to a training programme in general).
Deploying suitable courseware, qualified staff, framework and requirements to the specific
operational needs.
Incorporation of simulator training in the existing, regular training frameworks, including
accreditation and legislation
Simulators should not be discriminated in comparison with traditional training methods.
To improve simulator based training in the EU, the establishment of a European Framework or
Network for simulator based training across sectors and applications (train, truck, bus, crane,
airplane, etc.) might be helpful to:
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Exchange knowledge between the different simulation areas
Develop common research programs
Establish European wide lobbying (European, national, sectoral)
Foster European innovation and competitiveness in and through this field.
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