27 January 2016
Category B permit-based instruction
Syllabus and
lesson plans
1
1
Instruction permit for category B driving licences .......................................................... 3
1.1
Applying for an instruction permit ................................................................................................ 3
1.2 Theory test for instruction permit applicants ............................................................... 4
1.3 Instruction vehicles ................................................................................................................ 6
2
Instructions for instructors...................................................................................................... 6
2.1 Theory and driving instruction ........................................................................................... 6
2.2 Forms relating to instruction .................................................................................................. 8
3
Contents of category B instruction at the learner stage ............................................. 9
3.1 Principles of driving .............................................................................................................. 10
3.2 Driving in traffic ..................................................................................................................... 12
3.3 Driving independently ......................................................................................................... 14
3.4 Challenging road conditions .............................................................................................. 19
4
Driver examination ................................................................................................................... 21
4.1 Eligibility requirements for driver examinations ....................................................... 21
4.2 Theory test .............................................................................................................................. 21
5
Independent driving practice ............................................................................................... 22
5.1 Practice stage ......................................................................................................................... 22
5.2 Advanced stage ..................................................................................................................... 23
6
Contact details ........................................................................................................................... 23
Practice stage learning log ............................................................................................................ 24
2
1
Instruction permit for category B driving licences
This document describes permit-based instruction for category B driving
licenses. The document also contains useful information for instruction
permit holders.
1.1
Applying for an instruction permit
Trafi can grant an instruction permit to any individual who is not deemed
to be ineligible due to previous traffic violations or their character.
More information about the criteria for granting instruction permits, the
relevant forms, booking appointments, and permit fees is available from
service points that offer driver examinations.
The vehicle(s) to be used for instruction must undergo an alteration
inspection. Prior to applying for an instruction permit, applicants must
also pass a theory test at a service point that offers driver examinations.
Applicants who hold a traffic instructor’s qualification do not need to take
the theory test. Some service points allow the alteration inspection to be
carried out and the theory test to be taken at the same time. The order
in which applicants satisfy the alteration inspection requirement and the
theory test requirement is irrelevant.
A category B instruction permit cannot be granted until the learner has
turned 17. Instruction must not begin until the instructor has obtained an
instruction permit.
Each applicant can be granted up to three instruction permits within a
period of three years, provided that the instructor is not the learner’s
parent, grandparent, guardian, child, grandchild, or sibling.
Category B instruction permits can specify two permit holders and two
learners, if one or both of the instructors are one or both of the learners’
parent, grandparent, guardian, child, grandchild, or sibling. If an
instruction permit is granted to two individuals, one of them must be
designated as the primary instructor. The primary instructor is
responsible for ensuring that instruction is given in an appropriate
manner.
Learner instruction permits can be granted for a period of up to two
years, and they only cover instruction at the learner stage. The
instructor must have his/her instruction permit with him/her whenever
instruction is being given.
Trafi cannot renew instruction permits without a good reason. If a
learner fails to pass his/her driving test during the period of validity of
the instruction permit and Trafi refuses to renew the permit, the learner
can enrol in a driving school to complete his/her instruction.
The Police can cancel an individual’s instruction permit for a number of
reasons. An instruction permit can also be cancelled temporarily, if
there are grounds to impose a temporary driving ban on the instructor.
3
Documents needed for instruction permit applications:
1. Completed instruction permit application form
To be eligible for a category B instruction permit, the applicant must be
at least 25 years old.
2. Instructor’s driving licence
Category B driving licence, which must have been valid for at least three
years.
Learner’s driving licence permit application
The learner needs to have the driving licence permit granted before
booking a time for a theory test.
The application needs to be accompanied by


2 passport photographs
Medical certificate (issued no more than six months
previously) or a valid adolescent’s health certificate; no
certificate is needed if the learner has a valid driving
licence.
1.2 Theory test for instruction permit applicants
Theory tests for instruction permit applicants are available at service points
that offer driver examinations. The test can be taken in Finnish, Swedish or
English.
The questions in the test are chosen and periodically reviewed by Trafi. The
questions are specially designed for these tests, and they are not available
in the public domain. Some of the providers of learning resources listed
below also provide courses to prepare for the test.
More information about theory tests is available from service points that
offer driver examinations.
4
The following is a list of learning resources known to Trafi for preparing for
theory tests. Each provider of learning resources is responsible for its own
resources.
-
www.trafi.fi/opetuslupa (this document)
-
www.opetuslupa.fi (Tmi Karvatassu)
-
www.sompsa.fi (Liikennetaito LT driving school)
-
http://www.indriving.com (online theory test exercises)
-
www.autokoululiitto.fi (Driving school textbook, Opetustarvike Oy)
-
Bilskolans lärobok, Opetustarvike Oy
-
http://www.liikenneturva.fi (Finnish Road Safety Council)
-
Road traffic handbook, Edita
-
http://www.mintc.fi (traffic regulations)
-
www.autokoululiitto.fi, www.liikennevirasto.fi (traffic signs)
-
Stadin Ajostaili Oy: Self-motivated driving skills learning in a social
learning environment
-
www.kuljettajaopetus.fi (theory test exercises for instructors and
learners, tools for instructors and learners)
-
Driving school of the Automobile and Touring Club of Finland – elearning environment
o Startti – textbook for instruction permit holders
-
www.opetusluvalla.fi (theory test exercises for instructors and
learners, e-learning environment)
-
www.netreeni.fi (theory test exercises for instructors and learners)
5
1.3 Instruction vehicles
Instruction can be provided using any instruction vehicle that has passed
an alteration inspection, and the instruction vehicle does not need to be
specified in the instruction permit.
Category B instruction vehicles must be equipped with the following:
-
A separate brake pedal for the instructor; the pedal must be
positioned similarly to the brake pedal in a standard vehicle. The
brake power must correspond to the brake power produced by the
vehicle’s actual braking system operated from the driver’s side.
This will be checked at an alteration inspection by means of a
brake dynamometer and a test drive, if necessary.
-
Seatbelts for the instructor and the learner
-
A learner plate, which must be a white equilateral triangle, where
each side is between 16 and 25 cm long; the plate must be placed
in a visible location at the rear of the vehicle, on the outside. The
plate must not cover the licence plate or lights.
-
An external rear-view mirror for the instructor on the right-hand
side of the vehicle
-
We also recommend an internal rear-view mirror for the instructor.
Alteration inspectors can approve a vehicle for instruction use for a period
of up to two years at a time. No alteration inspection is required when the
instruction accessories are removed.
If the car used in the driving test has an automatic gearbox, a note of
this must be entered in the driving license, and the license holder will
only be permitted to drive vehicles that have an automatic gearbox.
2
Instructions for instructors
2.1 Theory and driving instruction
Responsibility for the provision of theory and driving instruction in
accordance with the syllabus rests with the instruction permit holder.
Instruction permit holders can also purchase instruction services from a
driving school.
Theory instruction
To be eligible for a category B driving license, learners must complete
at least 19 hours of theory instruction.
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Driving instruction
To be eligible for a category B driving licence, learners must complete at
least 18 driving lessons at the learner stage. Instruction on driving in the
dark is included in the minimum requirement for learner driving
experience.
For lessons to count towards the minimum driving experience
requirement. The length of one driving lesson is 50 minutes. Driving
instruction must include at least four hours of driving outside of towns.
This should take place towards the end of the instruction programme,
when the learner will have learned the ability to make observations at
speed. Driving instruction may be provided any day of the week,
anywhere in Finland.
Passengers are allowed in the instruction vehicle during instruction.
In category B driving instruction, the instructor is regarded as the driver.
The instructor must be seated next to the learner during driving
instruction.
Prior to taking driving instruction to public roads, the learner must be
familiar with the basic concepts of traffic and driving. The learner must
also be sufficiently competent in manoeuvring a car before driving on
public roads.
Category B instruction must include instruction on recognising risks
relating to driving in the dark and in slippery conditions.
Instruction on driving in the dark can be provided from the beginning of
October until the end of March. Instruction on driving in the dark must
always have been completed before a learner takes his/her first
category B driving test in December, January or February.
Instruction on driving in the dark can also be provided during other
months, subject to permission from the driving test examiner.
Permission cannot be given for instruction during May, June, July, or
August. Instruction on driving in the dark must account for one hour of
the theory instruction and for one hour of the driving instruction that
count towards the minimum requirements. Driving instruction must
include both demonstrations and practical exercises, and it should take
place away from public roads, if possible. Instruction on driving in the
dark can also be provided by means of a simulator approved for this
purpose, any time of the year.
Instruction on driving in slippery conditions (during the learner stage)
must account for one hour of theory instruction and for one hour of
driving instruction. Driving instruction must include both
demonstrations and practical exercises, and it must be provided on a
purpose-built practice track.
7
Category B instruction can also be provided using the following kinds of
combination vehicles:


Category B truck and trailer with a total mass of no
more than 750 kg (instruction provided using a
combination vehicle can count towards the minimum
requirement for learner driving experience), OR
Category B truck and trailer with a total mass of more
than 750 kg, provided that the total mass of the
combination does not exceed 3 500 kg (instruction
provided using a combination vehicle can count
towards the minimum requirement for learner driving
experience).
Permit-based learner instruction can also include theory and driving
instruction purchased from a driving school.
The instruction permit holder can choose which components of
instruction to purchase from a driving school. However, the instruction
permit holder must ensure that the learner receives the minimum
amount of instruction required. Any certificates needed must always be
signed by the instruction permit holder.
2.2 Forms relating to instruction
The progress of learner instruction must be tracked using an instruction
log (instruction log for instruction permit holders, form No E504, or a
driving schools’ instruction log). The components of instruction and the
applicable principles are described in more detail below. A template for
an instruction log for instruction permit holders can be found, for
example, at www.trafi.fi.
Once instruction has been completed, a note must be made of this in
the certificate of completion of learner instruction and driver
examination certificate (form No E100). The form is available from
service points that offer driver examinations or from www.trafi.fi.
8
3
Contents of category B instruction at the learner
stage
The main objective of learner instruction is to promote the learner’s
development into a responsible driver. The aim is for learners to become
aware of their responsibility as drivers for the safety of other road users
and for taking environmental standards and requirements into account,
adapting their driving style accordingly. The goal is to give learners a
realistic view of their own driving skills and motivation to develop as
drivers.
The three most important elements of responsible driving are safety,
consideration of other road users, and environmental friendliness.
1.
Safety
• The learner understands the position, direction and speed of the
vehicle.
• The learner is familiar with traffic regulations and is able to drive
safely in normal traffic situations.
• The learner is able to recognise and avoid risks in traffic.
• The learner is able to control his/her own frame of mind and
impulses.
A safe driver understands his/her responsibility not only for
himself/herself and his/her vehicle but also for other road users,
particularly pedestrians and cyclists. A safe driver is able to recognise
risks, avoid them, or adapt his/her driving to the risks, for example by
lowering his/her speed. The ability to control one’s frame of mind is
especially important among young learner drivers.
2.
Consideration of other road users
• The learner is able to act predictably and anticipate the actions of
other road users.
• The learner is able to recognise social pressure and avoid the
associated risks.
Consideration of other road users is a critical element of safe and smooth
interaction. Taking other road users into consideration, being able to
anticipate their actions, and acting in a predictable manner are the
foundations of good interaction skills. It is important to understand the
special characteristics of different road user groups.
3.
Environmental friendliness
• The learner is able to optimise his/her fuel economy.
• The learner is able to recognise and anticipate the development of
different kinds of traffic situations.
9
• The learner is able to plan routes and his/her own actions.
• The learner understands the basics of ecological driving.
The learner must understand the impact of his/her actions on
minimising pollution as well as on his/her own fuel economy. An
ecological and economical driving style is also safer and more
considerate of other road users.
3.1 Principles of driving
Learner instruction begins by familiarising the learner with the instruction process, the
traffic system and
environment, as well as the instruction vehicle. The aim is to make the learner
understand the objectives of learner instruction. A secondary aim is to motivate the
learner to study in an appropriate manner and to make the learner see
traffic as a system. The learner should come away with an understanding of how
his/her own actions can improve road safety and reduce pollution. Driving instruction
should begin slowly by familiarising the learner with the handling of the car. The aim is
to make the
learner master the basics of car handling.
Self-motivated learning
Textbook
Theoretical instruction
4 lessons
Learner instruction
Goals
1. The learner understands the objectives of learner instruction, the
structure of the process, the methods, and his/her own role as a selfmotivated learner.
2. The learner understands that the process of
learning to drive consists of multiple stages. Topics
• Stages of the process of learning to drive
• Goals, structure and contents of instruction; instruction
in practice; methods; learner’s role
• Rights conferred by driving licences
Traffic system
Goals
1. The learner is familiar with the components of the traffic system and
their relationships to each other.
2. The learner understands the significance of road transport to society
and the individual, and especially his/her own responsibility as a
driver for traffic safety and the environment.
Topics
• Traffic system and the role of road transport in the
system
• Traffic accidents; causes of traffic accidents and avoiding
them
• Environmental impacts of road transport
10
Traffic environment and traffic control
Goals
1. The learner is familiar with the components of the traffic
environment and typical causes of danger.
2. The learner understands the basic concepts of traffic regulations and
means of traffic control.
Topics
• Components of the traffic environment
• Traffic regulations; their significance and basic concepts
• Means of traffic control
Vehicle and handling
Goals
1. The learner understands the importance of car handling as the first
element of learning to drive.
2. The learner is familiar with the basic functions of a car and how to
drive ecologically.
Topics
• Structure and functions of a car
• Car controls, active and passive safety
• Car handling; adjustments, regulating direction and speed
Driving instruction
The learner should be given enough time to practice, after which his/her ability to
handle the car should be evaluated. The learner should ideally be allowed to practice
away from public roads or in an area with as little traffic as possible.
Goals
1. The learner is able to handle the car away from public roads, after
which the learner can begin to practice traffic situations in urban
areas.
Topics
• Adjustments; starting and stopping
• Regulating the direction and speed of the car
• Understanding the dimensions of the car
Evaluation: Car handling
The evaluation should take place at the end of handling instruction away from public
roads or in an area with as little traffic as possible.
Evaluation criteria and topics:
• Smooth transitions: without hesitation and without stalling
•
Crawling forwards and backwards: without stalling, without jerking
•
Hill start with and without a handbrake: without stalling
•
Right-angle turn forwards to the right and to the left: safe driving line
•
Reversing while turning either left or right: turning the steering wheel
to the right direction
•
Changing gears: safely, at the right time, without losing the ability to
make observations, and maintaining the driving line
11
3.2 Driving in traffic
Instruction relating to different traffic situations should begin in a urban area and at town
speeds. The aim is to make the learner understand his/her own contribution to traffic
safety and environmental friendliness. A secondary aim is to make the learner recognise
that smooth traffic requires consideration of other road users and interaction skills. The
learner should come away with the ability to control his/her vehicle as well as his/her
frame of mind in the most common traffic situations that occur in urban areas, under the
instructor’s guidance.
Self-motivated learning
Textbook
Theoretical instruction
6 lessons
Basic driving skills
Goal
1. The learner is familiar with the basics of safe, ecological and
economical driving.
Topics
• Observation skills, judgement, speed, indicating, driving
line, priority, distances to other road users, abiding by
traffic control
Interaction between road users
Goals
1. The learner is familiar with how different road user groups behave
and is able to apply social skills in traffic.
2.
The learner understands the significance of his/her own predictability
and the ability to anticipate the actions of other road users.
Topics
• Other road user groups; special groups and their
behaviour in traffic
• Interaction with other road users; anticipation and
predictability
Joining traffic and driving in urban areas
Goal
1. The learner is familiar with the most typical traffic situations that
occur in urban areas and is able to apply basic driving skills when
joining and driving in traffic.
Topics
• Joining traffic; especially observation skills, judgement and
indicating
• Driving in traffic in an urban area; especially
observation skills and distances to other road users
• Choosing and changing driving lines; especially
observation skills and indicating
• Pedestrian crossings and consideration of pedestrians and
cyclists; especially observation skills, speed and social
skills
Exiting traffic
Goal
12
Topics
1. The learner is familiar with the most common stopping and parking situations
and is able to apply basic driving skills when exiting traffic.
• Exiting traffic; especially indicating and regulating speed
• Stopping and parking rules, prohibitions and restrictions
Road junctions: driving line
Goal
1. The learner is familiar with the most common situations where he/she
needs to choose a driving line and is able to choose his/her driving line
safely, ecologically and economically.
Topics
• Basic rules on choosing a driving line
• Markings relating to driving lines
• Choosing a driving line in atypical road junctions
Road junctions: priority
Goal
1. The learner knows the principles of priority and is able to take
his/her turn safely and smoothly.
Topics
• Basic priority rules
• Priority according to traffic signs
• Priority according to traffic lights
• Level crossings
Driving instruction
The learner should be given enough time to practice, after which his/her driving kills
should be evaluated.
Goals
1. The learner is able to control his/her vehicle as well as his/her frame of
mind when driving in traffic in urban areas, under the instructor’s
guidance.
Topics
2.
The learner is able to apply basic driving skills in the most common
traffic situations that occur in urban areas.
3.
The learner is able to demonstrate interaction skills with other road
users and take other road users, especially pedestrians and
cyclists, into consideration.
• Joining traffic: from a driveway / car park, from the side
of a road/street
• Driving in traffic: choosing a driving line, staying in lane,
bus and tram lanes, changing lanes, pedestrian crossings
/ cycle lanes, driveways / car parks
• Exiting traffic: to the side of a road/street; parking in a
parking space and parallel parking; multi-storey car
parks
• Driving in road junctions: unmarked crossroads, marked
crossroads, controlled crossroads, roundabouts / mini
roundabouts, level crossings
• Others: atypical turns, one-way streets
13
Evaluation: Typical traffic situations
The instructor and the learner should discuss the learner’s progress and compare the
instructor’s evaluation of the learner’s driving kills to the learner’s own opinion. The
learner should have mastered at least the following skills in both
the instructor’s and the learner’s opinion before moving on to the next stage.
Evaluation criteria and topics:
In an urban area:
• Handling a car in traffic in an urban area: starts, hill starts, changing
gears, steering, reversing, parking (independently, in normal traffic
situations)
•
Consideration of pedestrians and cyclists (independently, in a variety of
traffic situations)
•
Interaction with other road users: communicating intentions,
indicating, giving way and understanding the intentions of other road
users (under guidance, in normal traffic situations)
•
Basic safe driving skills:
•
Observation skills: keeping eyes on the road, checking the sides
and the rear; mirrors, blind spots (independently, in a variety of
traffic situations)
•
Judgement: timing, not rushing (under guidance, in normal traffic
situations)
•
Regulating speed (independently, in normal traffic situations)
•
Abiding by traffic control (independently, in normal traffic
situations)
•
Priority: rules / giving way despite having priority; unmarked,
marked and controlled crossroads (independently, in normal traffic
situations)
•
Driving line: unmarked, one-way and controlled crossroads, staying
in lane, changing lanes (independently, in normal traffic situations)
•
Distances to other road users (independently, in a variety of traffic
situations)
3.3 Driving independently
The next stage is to take the learner to roads where the speeds are higher and to give
the learner more responsibility for his/her driving. The learner should come away
knowing that route planning and anticipating the actions of other road users not only
lower the risk of accidents but also fuel consumption. The learner should understand
the differences between driving outside of towns and driving in urban areas, and the
risks associated with driving outside of towns. The learner should recognise his/her
own responsibility as a driver and be familiar with different ways to drive safely and
with minimal environmental impact. The learner should also know what to do in the
event of a traffic accident. At the end of this stage of instruction, the learner should be
able to control his/her vehicle, as well as his/her frame of mind, both in urban areas
and outside of towns, without guidance from the instructor, and be ready to take
his/her driving test.
Self-motivated learning
Textbook
Theoretical instruction
7 lessons
14
Route planning and anticipating the actions of other road users
Goal
1. The learner understands the significance of route planning, anticipating
the actions of other road users, and optimising fuel economy from the
perspective of reducing the risk of accidents and pollution.
Topics
• Route planning
•
Anticipating the actions of other road users and optimising fuel economy
•
Actions in the event of an emergency
•
Minimising consequences
Choosing the right speed
Goal
1. The learner understands the importance of choosing the right speed
and is familiar with the factors that affect the choice of speed.
Topics
• Natural phenomena; friction, kinetic energy, centrifugal force, stopping
distance
•
Choosing the correct speed according to visibility, road conditions and
other road users
•
Speed limits
Driving outside of towns
Goals
1. The learner understands the differences between driving outside of towns
and driving in urban areas.
2.
The learner is able to observe, recognise and avoid the most common
causes of danger outside of towns.
Topics
•
Joining a main road; especially observation skills and judgement
•
Driving on main roads; especially speed, observation skills, anticipating
the actions of other road users, distances to other road users, judgement
•
Exiting a main road; especially indicating and regulating speed
•
Typical causes of danger outside of towns
•
Driving on motorways and dual carriageways
Overtaking
Goals
1.
The learner is familiar with the most common types of overtaking
situations and the associated risks.
2.
The learner is able to evaluate whether and how to overtake.
3.
The learner is familiar with safe overtaking procedures (including in
respect of pedestrians and cyclists) from the perspective of the driver
doing the overtaking, the driver being overtaken and any oncoming
traffic.
15
Topics
•
Overtaking from the right and from the left
•
Evaluation of whether and how to overtake
•
Overtaking prohibitions
•
Actions of the driver doing the overtaking, the driver being overtaken and any
oncoming traffic
• Overtaking pedestrians and cyclists
Maintaining a good frame of mind
Goals
1.
The learner recognises the physical and psychological factors that
affect his/her actions as a driver and understands his/her responsibility
as a driver.
2.
The learner understands the risks presented by alcohol and drugs in
traffic.
Topics
•
Permanent, changing and varying human traits of drivers
•
Alcohol and drugs; effects and consequences
•
Maintaining a good frame of mind: motives, emotions, stress
Actions in the event of a traffic accident
Goals
1. The learner understands his/her duty to offer help at the scene of an
accident.
2.
The learner is familiar with the most crucial actions to take at the scene
of an accident.
Topics
•
Duty to help
•
Rescuing people in immediate danger
•
Calling for more help and warning other traffic
Condition and ecological use of a vehicle
Goals
1. The learner is familiar with the most common car-related risks and is
able to avoid them.
2. The learner knows the principles of ecological car use.
3. The learner is familiar with the basics of registering and insuring a
vehicle and having a vehicle inspected.
Topics
•
Recognising and avoiding the most common dangers resulting from the
condition of the vehicle
•
Servicing and regular checks
•
Ecological car use and optimising fuel economy
•
Registration, inspections and insurance
16
Preparations for the independent practice stage
Goals
1. The learner understands his/her responsibilities as a driver.
2. The learner is able to recognise, identify and avoid the most common
risks associated with new drivers.
3. The learner understands the purpose of traffic control and the
consequences of traffic violations to himself/herself and to other
road users.
4. The learner understands the importance of the independent practice
stage to developing his/her driving skills.
Topics
•
Typical risks associated with new drivers, resulting from the driver himself/herself and
other road users
•
Self-assessment and development
•
Analysing close calls
•
Traffic control and consequences of violations
• Monitoring fuel economy
Driving instruction
The learner’s ability to handle different traffic situations needs to have been evaluated
before moving on to this stage. The learner should be given enough time to practice,
after which his/her driving skills should be evaluated. At least four driving lessons must
take place outside of
towns. The lesson on driving in the dark (even if this is done using a simulator) counts
towards driving outside of towns.
Goals
1. The learner is able to handle the vehicle also at speeds applicable to
roads outside of towns.
2. The learner is able to drive independently and plan his/her route,
and he/she is familiar with the principles of ecological and
economical driving.
3. The learner is able to recognise, identify and avoid the most typical
dangers in traffic and is able to control his/her own frame of mind.
Topics
• Traffic situations in urban areas
• Driving outside of towns: encountering other vehicles;
overtaking, overtaking pedestrians and cyclists, actions
while being overtaken; main roads: joining, driving and
exiting; driving on a straight road and in curves
• Driving on motorways / dual carriageways; using slip
roads
• Driver’s tasks: route planning and sticking to the plan;
driving according to road signs, driving in unfamiliar urban areas
Evaluation: Driving independently
The instructor and the learner should discuss the learner’s progress and compare the
instructor’s evaluation of the learner’s driving kills to the learner’s own opinion. The
learner should have mastered at least the following skills in both the instructor’s and
the learner’s opinion before taking his/her driver examination.
17
Evaluation criteria and topics:
In urban areas and outside
of towns:
• Observation skills (independently, in a variety of traffic situations)
•
Judgement (independently, in a variety of traffic situations)
•
Regulating speed (independently, in a variety of traffic situations)
•
Priority (independently, in a variety of traffic situations)
•
Driving line (independently, in a variety of traffic situations)
•
Distances to other road users (independently, in a variety of traffic
situations)
•
Indicating, predictability and interaction with other road users
(independently, in a variety of traffic situations)
•
Abiding by traffic control (independently, in a variety of traffic situations)
•
Manoeuvres in traffic (independently, in a variety of traffic situations)
•
Pedestrians and cyclists (independently, in a variety of traffic situations)
•
Following a plan: route planning, driving according to road signs
(under guidance, in normal traffic situations)
•
Fuel economy (under guidance, in normal traffic situations)
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3.4 Challenging road conditions
The learner stage must include instruction on driving in both slippery conditions and in
the dark. Due to time constraints, these lessons should be more about showing the
learner the correct techniques and less about practice. The learner should nevertheless
be allowed to practice the most important principles of driving in challenging road
conditions. The learner should come away with an understanding of the most common
risks associated with driving in slippery conditions and in the dark, and how to avoid
them, as well as of ways to overcome dangerous situations.
Theoretical instruction
2 lessons
Driving in slippery conditions
Goals
1.
The learner understands the importance of grip and can recognise when
a road surface is slippery.
2.
The learner is able to adjust his/her speed and keep a safe distance to
other road users according to grip levels.
3.
The learner understands that close calls are in most cases caused by
poor anticipation skills.
4.
The learner is familiar with basic skills relating to driving in slippery
conditions (braking techniques, steering).
Self-motivated learning
Textbook
Theoretical instruction
Topics
• Grip and recognising when a road surface is slippery
•
Stopping on a slippery surface, braking techniques
•
Braking and taking evasive action
•
Driving in curves when the road surface is slippery
•
Ways to avoid dangerous situations when driving in slippery conditions
Instruction on a practice track
This should take place towards the end of the instruction programme. The lesson should
include both demonstrations and practical exercises, and it should take place on a
purpose-built practice track.
Demonstrations
• Loss of tyre grip and recovering from the same
•
Stopping distances
•
Effect of speed on the stopping distance
Practical exercises
• On a straight road: steering, zigzagging, different braking techniques,
emergency stop, and releasing the brake
•
In a curve: effect of speed, using controls, stopping
•
Applying the skills learned in practice
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Evaluatio
n
• The instructor and the learner should review the learner’s performance
together. The aim is to agree on the learner’s performance with regard to
driving in slippery conditions. The learner should come away with a
realistic view of his/her performance with regard to driving in slippery
conditions.
Driving in the dark
Goals
1. The learner understands the risks associated with poor visibility,
especially with regard to pedestrians and cyclists.
2. The learner is able to use his/her observation skills and adjust his/her
speed according to visibility.
3. The learner is able to use his/her lights correctly when driving and
parking in the dark.
Self-motivated learning
Textbook
Theoretical instruction
Topics
•
Visibility of self and other road users in the dark
•
Ways to avoid dangerous situations when driving in the dark
•
Using lights in the dark: when encountering other vehicles, when
overtaking, and when parking
Driving instruction
The lesson should include both demonstrations and practical exercises, and it should
take place away from public roads or in an area with as little traffic as possible.
Instruction on driving in the dark can also be provided by means of a simulator.
Demonstrations
• Visibility of pedestrians (and pedestrians’ perception of their own
visibility) upon encountering pedestrians
•
Use of lights when encountering other vehicles and when overtaking
•
Ways to make a stopped car visible in the dark
Practical exercises
• Using lights when encountering other vehicles and when overtaking
•
Warning other road users when parking in the dark
•
Applying the skills learned in practice
Evaluation
• The instructor and the learner should review the learner’s
performance together. The aim is to agree on the
learner’s performance with regard to driving in the dark.
The learner should come away with a
realistic view of his/her performance with regard to driving in the dark.
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4
Driver examination
The driver examination consists of a theory test and a driving test. Learners can take
their driving test once they have passed their theory test. Driver examinations assess
learners’ knowledge of the traffic system, driving skills and driving style. The
assessment focuses on establishing whether a learner exhibits safe, interactive and
ecological behaviour in traffic. This must be visible in the learner’s driving style, and
the examiner must take it into consideration when forming an overall opinion of the
learner. The assessment criteria used in the driving test are consistent with the criteria
used during instruction. Instructions for assessing driving tests can be found at
www.trafi.fi.
4.1 Eligibility requirements for driver examinations
All applicants for theory and driving tests are subject to the following checks:
•
•
•
•
•
•
•
With regard to driving tests, that the applicant has turned 18; the theory test
may be taken one month before the age criterion is satisfied
Proof of identity (driving licence, passport or other official proof of identity)
Existence of a valid learner’s licence (issued no more than two years previously)
That the learner has completed the required theory instruction before taking the
theory test
That the learner has completed all the required learner instruction before taking
the driving test
That, at the time of taking the driving test, the learner has passed a theory test
no more than 12 months previously
Certificate of completion of learner instruction and driver examination certificate
(form No E100)
4.2 Theory test
Theory tests are taken on a computer. Theory tests consist of an introduction section,
the test itself, and a feedback section. The questions in the test are chosen and
periodically reviewed by Trafi. The test questions are specially designed for driver
examinations.
Learners can bring an interpreter to an oral theory test. The learner is responsible for
any costs incurred from the use of an interpreter.
Instructions for taking a theory test can be found at www.trafi.fi.
Once a learner has passed a theory test, he/she can apply to take a driving test.
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4.3 Driving test
Prior to taking a driving test, the learner must fill in the self-assessment section of form
No E100. A category B driving test takes at least 45 minutes. Instructions for driving tests
can be found at www.trafi.fi.
In a driving test, the learner is regarded as the driver.
If a learner fails a driving test, the examiner can order him/her to take a maximum of
five more hours of driving instruction. The additional driving lessons must be completed
before the learner retakes his/her driving test.
5
Independent driving practice
A note of a learner having successfully passed a driving test is made on form No E100
(certificate of completion of learner instruction and driver examination certificate). The
certificate is valid for a period of six months and entitles the certificate holder to drive
anywhere in Finland, with the exception of the Åland Islands. The certificate holder must
carry proof of identity when driving. The certificate holder will receive his/her driving
licence by post or, if this is not possible, from the examiner.
Applicants for an instruction permit for the practice stage or the advanced stage must
hold a traffic instructor’s qualification and satisfy the other conditions for being granted
an instruction permit.
5.1 Practice stage
The practice stage consists of independent learning and driving practice as well as a
feedback meeting at a driving school. Instruction comprises one hour of theory
instruction and two hours of driving instruction. We recommend that learners begin
practice stage instruction soon after having passed their driving test (e.g. after one
month). During the practice stage, learners must keep a learning log in which they
evaluate their progress as a driver (a learning log template is appended to this
document).
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5.2 Advanced stage
The advanced stage builds on the knowledge and skills learned during the learner stage
and the practice stage. The aim is to increase new drivers’ awareness of dangerous
situations and to teach them ways to avoid them, as well as techniques for driving in
challenging conditions and taking environmental impacts into consideration.
Category B advanced stage instruction can begin no sooner than three months after a
driver has passed a category B driving test, provided that the driver has completed the
practice stage instruction. Instruction consists of four hours of theory instruction and
four hours of driving instruction, of which two hours must be on a purpose-built practice
track and two in traffic.
6
Contact details
Finnish Transport Safety Agency
(Trafi) PO Box 320
FI-00101 Helsinki
www.trafi.fi
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Practice stage learning log
During the practice stage, learners must keep a learning log in which they evaluate
their progress as a driver.
Learning logs are used to personalise instruction during the practice stage
and the advanced stage, which is why it is important that learners track
their progress and have their logs with them during further instruction.
Weaknesses identified by the examiner
My progress as a driver
Weaknesses identified by the instructor
My progress as a driver
Use the table below to describe difficult situations that you have
encountered as a new driver
Description of the
traffic situation
How I acted
How I should have
acted
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What I did not
understand
Use the table below to describe areas in which you have progressed as
a driver
Areas in which I have progressed as a
driver
25
How I have progressed