Characteristics of a Quality Driver Education Program
A report released by the Traffic Injury Research Foundation and the Insurance Bureau of Canada clearly poses a challenge to every conscientious Board member, Director of Education, school administrator, parent/guardian, student and driver instructor. The report, entitled New to the Road (1991), identifies several problems related to new drivers that can be addressed in whole or in part by a quality driver education program.
The report highlights some key findings.
- Deaths and injuries from road collisions remain the most significant public health problem facing young Canadians between the ages of 16 and 24. There is a pressing need to increase awareness and concern about the problem.
- There is a similar need to increase awareness and concern about the emerging problem of older new drivers (i.e., those over age 20). Between 1983 and 1988, the proportion of new drivers over 20 increased by more than 30%.
- Driving experience is extremely important in reducing collision risk. Accordingly, prevention measures that provide the opportunity to gain such experience in a protected, lower risk environment must be considered a priority.
- Understanding the role of specific driver-experience factors in reducing collision risk; for example, decision-making, speed and control, must be considered a major research and information need for the future.
- Predominant characteristics of youthful behaviour, such as thrill-seeking, alienation and peer pressure, definitely increase the risk of collision for many young drivers, and even more so for those who display an overabundance of these behaviours.
- Changing many of the risky behaviours that are inherent to youth is a long-term and challenging process. However, substantial traffic safety benefits can be derived from innovative youth education programs that focus on improving self-esteem, coping skills, and healthy choices.
- There is a need to examine critically both the existing methods and systems for Driver Education and Training. New methods and approaches must place greater emphasis on the critical experience-related factors that can decrease collision risk.
Note these editoral excerpts from The Chronicle of the American Driver and Traffic Safety Education Association (ADTSEA) supporting driver education:
In the Driver Learning process, new drivers take these basic skills and practice their driving in controlled driving environments. It is critical that we provide as much experience as possible for new drivers so we can increase their driving skills and abilities to handle complex driving situations. (Winter Issue 1998)
[The intent is] to provide lifetime learning opportunities for developing lifelong habits for risk prevention. Risk management is necessary throughout life . . . The objective . . . is to provide children with a decision making structure that will have transferable values which can be applied to driving attitudes and driving behavioral patterns. (Summer Issue 1999)
In Saskatchewan, Directions (Saskatchewan Education, 1984) and particularly the "Goals of Education" serve to highlight the potential comprehensive nature of the Driver Education program and its legitimate role as one member on the "menu" for traffic safety countermeasures. Some obvious aspects, both formal and informal, inherent in the program include:
- "Employment skills" -
for many students, including those with some cognitive disabilities, the ability to drive effectively will most likely be an employment skill.
- "Success" -
the driver education program provides many non-academically oriented students with a measure of success; it also provides motivation for further success, possibly in other areas of teamwork.
- "Real-life experiences" -
driving safely is a real life experience that allows for immediate application of knowledge and skill.
- "Understanding" -
the program encourages students to heighten their awareness of the concepts of fairness, respect for the rights of others, the necessity for obedience to the law, and respect for authority.
- "Relationships with other subjects" -
Driver Education does not subtract a substantial block of time from other areas. The typical course involves approximately 1% of the available high school instructional time.
Leadership by school administrators is of paramount importance in establishing quality driver education programs. Critical decisions at the administrative level involve selecting and assigning staff, providing facilities and financial resources, and planning, scheduling, implementing, and evaluating the program. To fulfil these key roles, administrators must be cognizant of the characteristics of a quality driver education program and direct their decisions and planning toward establishing such a program.
There are many considerations to support a quality high school driver education program.
- Safety education is an integral part of health and safety programming for all schools.
- Driver education is an integral part of the Practical and Applied Arts programming for schools.
- The program is based on a current curriculum and materials approved by Saskatchewan Education.
- Instructors are certified and participate in inservice programs to improve their instructional methods.
- Every youth in the school's jurisdiction should have access to driver education at the appropriate age and grade level.
- The course consists of a minimum of 30 hours classroom and six hours in-car, and is available to all eligible students.
- Classroom and in-car practical phases of the course are integrated and coordinated.