Darren Divall
Principal Consultant
TRL
Lessons learned from international
road safety education and applying
these lessons to the UK
Insert the
title offrom
your
Lessons
Learned
presentation here
International
Road Safety
Education
Presented by Name Here
Job Title - Date
Darren Divall
Road Safety Education
 School and community
based education
 Driver and rider training
and testing
 Campaigns and
awareness
Context
Page  9
Decade of Action for Road Safety 2011-2020
United Nations. Global Plan for the Decade of Action for Road Safety 2011-2020
Creating a Safe System
A Shared Responsibility
Government
Road Users
Police
NGOs
Emergency Services
Schools
Road Authorities
Vehicle Industry
Private Companies
Media
An Evidence Led Approach
Collation of evidence:
Define the problem through
the systematic collection of
data
Evaluate interventions:
How effective under what
circumstances and for
whom
Implementation:
Scale up effective policy
and programmes
Identify causes:
Understand the problem and
who is at risk
Develop interventions:
Based on evidence and
research
School Road Safety
Education in the UK
Page  14
Think! Education
Page  15
http://think.direct.gov.uk/education/early-years-and-primary/road-safety-professionals
Multi-Agency Approach
“Improved delivery efficiency and effectiveness
had also been achieved for school-based
investment, through multi-agency collaborative
working. Examples included the collaboration
with education departments, and the use of joint
funding for school travel plan advisors and
sustainable transport promotion”.
Page  16
DfT’s Road Safety Research Report No.124 (2011)
What the UK Does Not Have
A fully engaged DfES
A consistent approach
A formalised RSE
curriculum
Full engagement in
evaluating
interventions
Teachers trained to
deliver RSE
Page  17
International Case
Studies
Page  18
ROSE 25 Review - Europe
Prioritisation
and visibility
of RSE
Community
aware of role
of RSE
Regular
budgetary
provisions
RSE
Visibility in
curricula
RSE a priority
at local level
Motivated
teachers
Page  19
ROSE 25 Review - Europe
Main Pillars of RSE
• In-car safety for young children

• Practical child pedestrian training for young children
• Basic skills and traffic training for young bicyclists


• Higher level skills, risk-awareness and attitudes for children
as they transfer from primary to secondary education

• Diversified forms of interventions targeting awareness-raising,
attitudes, and self-evaluation skills for teenagers
Page  20

ROSE 25 Review - Europe
In an overwhelming majority of EU countries the
school, and thus the teachers, are the main players in
RSE.
RSE is often perceived as an extra task, thus is at a
constant risk of being marginalised.
Page  21
EC (2005). ROSE 25: Inventory and compiling of a European Good Practice Guide on road safety education
targeted at young people. European Commission. Available at:
http://ec.europa.eu/transport/rose25/deliverables_en.htm.
ROSE 25 Review – Europe
Main challenges
• RSE is at risk of being
marginalized
• RSE needs standardisation
• RSE systems require
coordination
• RSE needs evaluation and
quality control
Page  22
International Primary Curriculum
Guiding questions
 What kind of world will our
children live and work in?
 What kinds of children are
likely to succeed in the world?
 What kinds of learning will our
children need, and how should
they learn it?
Page  23
http://www.greatlearning.com/ipc/
International Primary Curriculum
In Society, we’ll be
finding out:
 How to cross roads safely
 About bicycle and road
safety
 About people with
restricted mobility
Page  24
Western Australia
 Help staff select the most
appropriate RSE programmes
 Guide the development of
evidence-based resources
 Help staff and agencies deliver
effective RSE
 Encourage consistency
between programmes
 Guide funding bodies to
consider proposals for new
programmes
Page  25
Principles for School Road Safety Education: A Research Summary, Government of Western Australia,
School Drug Education and Road Aware, 2009.
Western Australia
Page  26
Oman
Page  27
Oman Integrated RSE Curriculum
 Generic themes
 RSE connections (grade
and subject)
 Expansion of core themes
 Example lesson plans
 Further RSE resources
Page  28
Nigeria
Page  29
Guyana and Belize
 Using existing
 Supporting materials for
curriculum/goals as basis teachers
for integration
 Instructional materials for  Specific teaching manuals
students
and guides
 Teacher education
 Capacity building
MoE led with stakeholder support
Page  30
So What Can We Learn
from International
Practice?
Page  31
Lessons
MoE must play a key
role
Teachers should be
appropriately trained
Embed RSE into core Individual school RSE
curriculum – 10hrs/yr guidelines
Consistent approach
to RSE
Page  32
Evaluation still
inconsistent/poor
Thank you
Lessons Learned from International Road
Safety Education
Darren Divall
Principal Consultant, TRL
Tel: 01344 770228
Email: ddivall@trl.co.uk
Page  39
Definition of Road Safety Education
Road Safety Education (RSE) is – next to engineering and
enforcement – a key pillar of traffic safety work. RSE
summarises the totality of measures that aim at positively
influencing traffic behaviour patterns. RSE emphasises on:
1. Promotion of knowledge and understanding of traffic
rules and situations,
2. Improvement of skills through training and experience,
3. Strengthening and/or changing attitudes towards risk
awareness, personal safety and the safety of other
road users.
Page  40