Safer Young Drivers
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SA
FER
YO
UN
G D
RIV
ER
SA
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
safe
r you
ng d
river
s FIN
AL•.i
ndd
i6/
20/0
8 9
:38:
17 A
M
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
ii
The N
ational R
oad S
afe
ty C
om
mitte
e c
om
prise
s:
The C
hie
f E
xecutive o
f th
e M
inis
try o
f T
ran
sp
ort
The C
om
mis
sio
ner
of
Polic
e
The C
hie
f E
xecutives o
f: L
an
d T
ran
sp
ort
Ne
w Z
eala
nd
, T
ran
sit N
ew
Ze
ala
nd
,
The A
ccid
ent
Com
pensation
Co
rpo
ratio
n a
nd
Lo
cal G
ove
rnm
en
t N
ew
Ze
ala
nd
The S
ecre
tary
of
Labour,
th
e S
ecre
tary
fo
r Ju
stice
, th
e S
ecre
tary
fo
r E
du
catio
n a
nd
th
e
Directo
r-G
enera
l of
Health a
re a
sso
cia
te m
em
be
rs o
f th
e C
om
mitte
e.
June 2
008
ISB
N:
978-0
-478-0
7229-7
safe
r you
ng d
river
s FIN
AL•.i
ndd
ii6/
20/0
8 9
:38:
17 A
M
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
iiiC
on
ten
ts
Intr
od
uct
ion
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v
Su
mm
ary
chec
klis
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.6
1
Bu
ildin
g o
n o
ther
ro
ad s
afet
y ed
uct
ion
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..8
2
Mee
tin
g t
he
nee
ds
of
ind
ivid
ual
par
tici
pan
ts ..
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13
3
Tak
ing
a p
arti
cip
ant-
cen
tred
ap
pro
ach
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.14
4
Ed
uca
tin
g t
he
wh
ole
dri
ver .
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15
5
Bei
ng
res
po
nsi
ve t
o t
he
nee
ds
and
rea
litie
s o
f yo
un
g p
eop
le ..
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...22
6
Usi
ng
an
ap
pro
pri
atel
y q
ual
ifi ed
tra
iner
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24
7
Em
po
wer
ing
par
ents
an
d s
up
ervi
sors
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..26
8
Off
erin
g e
ffec
tive
del
iver
y m
eth
od
s ...
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..28
9
Pro
mo
tin
g ‘e
co d
rivi
ng
’ an
d a
lter
nat
ive
tran
spo
rt c
ho
ices
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34
10 H
avin
g a
fo
cus
on
qu
alit
y an
d im
pro
vem
ent .
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..36
Ap
pen
dix
- u
sefu
l res
ou
rces
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.37
safe
r you
ng d
river
s FIN
AL•.i
ndd
iii
6/20
/08
9:3
8:17
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
ivIn
tro
du
ctio
n
Pu
rpo
se o
f th
ese
gu
idel
ines
These g
uid
elin
es a
im t
o s
um
marise
wh
at
rese
arc
h a
nd
ro
ad
safe
ty
expert
s –
both
here
and o
ve
rse
as –
co
nsid
er
be
st
pra
ctice
in
te
rms o
f
road s
afe
ty e
ducation f
or
you
ng
no
vic
e d
rive
rs. T
he
ir p
urp
ose
is t
o
dis
sem
inate
this
know
ledge
to
eve
ryo
ne
with
an
in
tere
st
in r
oad
safe
ty e
ducation.
The g
uid
elin
es a
re a
key p
art
of
imp
lem
en
tin
g t
he
Ro
ad
Safe
ty
Education S
trate
gic
Fra
mew
ork
th
at
was r
ele
ase
d b
y t
he
Natio
nal
Road S
afe
ty C
om
mitte
e in D
ece
mb
er
20
06
.
They a
re inte
nded a
s a
reso
urc
e f
or
train
ing
pro
vid
ers
, sch
oo
ls a
nd
com
munity g
roups t
o u
se in d
eve
lop
ing
or
mo
difyin
g c
ou
rse
s. F
or
org
anis
ations t
hat
fund r
oad s
afe
ty e
du
catio
n, su
ch
as t
err
ito
rial
auth
orities a
nd c
om
munity t
rusts
, th
ey o
ffe
r g
uid
an
ce
as t
o t
he
sta
ndard
s t
hat
train
ing p
rogra
mm
es a
nd
pro
vid
ers
sh
ou
ld b
e a
imin
g
to m
eet
to b
e c
onsid
ere
d s
uitab
le f
or
fun
din
g.
By d
issem
inating b
est
pra
ctice
, th
e g
uid
elin
es s
ee
k t
o h
elp
:
• r
ais
e t
he o
vera
ll qualit
y o
f ro
ad
safe
ty e
du
catio
n, p
art
icu
larly t
hat
off
ere
d t
o y
oung n
ovic
e d
rive
rs;
• incre
ase t
he lik
elih
ood o
f yo
un
g n
ovic
e d
rive
rs e
njo
yin
g a
gre
ate
r
level of
road s
afe
ty a
nd
• e
nsure
that
the v
alu
able
go
ve
rnm
en
t an
d c
om
mu
nity r
eso
urc
es
investe
d in r
oad s
afe
ty e
du
catio
n a
re d
ire
cte
d t
o w
he
re t
he
y a
re
likely
to g
ive t
he h
ighest
so
cia
l re
turn
s.
Fo
r th
e p
urp
oses o
f cla
rity
, ‘y
oung d
rivers
’ are
drivers
aged b
etw
een
15
to
24
ye
ars
. ‘Y
oung n
ovic
e d
rivers
’ re
fers
to p
eople
within
this
gro
up
wh
o a
re in t
heir fi r
st
two y
ears
of
learn
ing t
o d
rive.
Th
e t
erm
s ‘tr
ain
ing’ and ‘education’ are
used inte
rchangeably
in t
he
gu
ide
line
s i.e
. no d
istinction is m
ade b
etw
een t
hem
. In
this
way, th
e
gu
ide
line
s a
re r
ele
vant
to p
eople
and o
rganis
ations w
ho a
re p
rim
arily
invo
lve
d in
deliv
ering t
echnic
al, s
kill
s-b
ased t
rain
ing, as w
ell
as t
hose
run
nin
g b
roader
road-s
afe
ty e
ducation p
rogra
mm
es.
Wh
at is
‘ro
ad s
afet
y ed
uca
tio
n’?
Ne
w Z
eala
nd’s
Road S
afe
ty E
ducation S
trate
gic
Fra
mew
ork
was
de
ve
lop
ed
to h
elp
every
one in t
he c
om
munity u
nders
tand t
he
co
ntr
ibu
tio
n e
ducation c
an m
ake t
o im
pro
vin
g r
oad s
afe
ty. It
sta
tes
that
the
prim
ary
expecta
tion, or
role
, of
road s
afe
ty e
ducation is t
o
rais
e a
ware
ness o
f ro
ad s
afe
ty a
s a
pers
onally
rele
vant
issue a
nd t
o
incre
ase
kn
ow
ledge a
nd im
pro
ve s
kill
s. The F
ram
ew
ork
envis
ages
road
safe
ty e
ducation p
ositiv
ely
infl uencin
g b
ehavio
ur
in t
he w
ider
road
en
viro
nm
ent
by:
• p
rom
oting a
nd d
evelo
pin
g a
ppro
priate
know
ledge a
nd
un
de
rsta
ndin
g o
f tr
affi
c r
ule
s a
nd r
oad s
afe
ty c
oncepts
;
• p
rio
ritisin
g, develo
pin
g a
nd im
pro
vin
g a
ppro
priate
skill
s o
f all
road
tran
sp
ort
netw
ork
infl uencers
, pro
vid
ers
and u
sers
;
‘Fo
r th
e p
urp
ose
s o
f cl
arit
y, “
you
ng
dri
vers
” ar
e d
rive
rs a
ged
bet
wee
n 1
5 to
24
year
s. “
Yo
un
g n
ovi
ce d
rive
rs”
refe
rs t
o p
eop
le w
ith
in t
his
gro
up
wh
o a
re in
th
eir
fi rs
t tw
o y
ears
of
lear
nin
g t
o d
rive
.’
safe
r you
ng d
river
s FIN
AL•.i
ndd
iv6/
20/0
8 9
:38:
17 A
M
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
1
• s
trength
enin
g a
nd im
pro
vin
g a
ppro
priate
co
mm
un
ity a
ttitu
de
s
tow
ard
s r
isk a
ware
ness a
nd o
ptim
um
tra
nsp
ort
syste
m u
se
,
pers
on
al safe
ty a
nd indiv
idual re
spon
sib
ilitie
s f
or
the
safe
ty o
f
ours
elv
es a
nd o
thers
, cultura
l valu
es (su
ch
as c
are
, co
urt
esy a
nd
consid
era
tion f
or
oth
ers
), life-s
kill
s,
su
rviv
al te
ch
niq
ue
s; an
d
• p
rom
oting s
upport
for
road s
afe
ty r
ela
ted
activitie
s.
Within
this
conte
xt,
these g
uid
elin
es h
ave
a s
pe
cifi c
fo
cu
s o
n t
he
road s
afe
ty c
ours
es o
r pro
gra
mm
es o
f le
arn
ing
th
at
eq
uip
yo
un
g
novic
e d
rivers
with t
he s
kill
s,
know
ledge
, m
otivatio
n a
nd
att
itu
de
to
use t
he r
oads s
afe
ly.
The g
uid
elin
es c
ove
r p
re-d
rive
r an
d d
rive
r
train
ing c
ours
es,
as w
ell
as o
ther
road s
afe
ty e
du
catio
n t
hat
su
pp
ort
s
young d
rivers
as t
hey learn
to d
rive a
nd p
rog
ress t
hro
ug
h t
he
Gra
duate
d D
river
Lic
ensin
g S
yste
m.
As t
he g
uid
elin
es a
re c
oncern
ed w
ith a
ssis
tin
g y
ou
ng
pe
op
le t
o le
arn
to d
rive s
afe
ly,
they h
ave a
heavy f
ocus o
n y
ou
ng
no
vic
e d
rive
r
education a
nd t
rain
ing.
This
is b
ecause le
arn
ing
to
drive
a m
oto
r
vehic
le s
afe
ly a
nd g
ain
ing a
drivin
g lic
ence
are
typ
ically
th
e k
ey
motivato
r fo
r young d
rivers
’ part
icip
ation in
ro
ad
safe
ty e
du
catio
n.
The g
uid
elin
es d
o n
ot
apply
to e
ducation in
itia
tive
s t
hat
dis
se
min
ate
info
rmation
and r
oad s
afe
ty m
essages w
ith
ou
t p
ers
on
al in
tera
ctio
n,
such a
s a
dvert
isin
g c
am
paig
ns.
As w
ell,
it
is r
eco
gn
ise
d t
hat
the a
ge r
ange o
f 15 t
o 2
4 y
ears
inclu
des
so
me
yo
un
g p
eo
ple
wh
o a
re n
ot
‘novic
e d
rivers
’ such a
s p
olic
e
offi
ce
rs a
nd
arm
y p
ers
on
nel and p
eople
work
ing in t
he t
ransport
ind
ustr
y. T
he
gu
ide
line
s s
till
have r
ele
vance t
o t
he t
rain
ing t
hat
is
de
live
red
to
th
ese
pe
op
le. It
needs t
o b
e r
ecognis
ed, how
ever,
that
the
se
pe
op
le w
ill h
ave
sp
ecifi c
tra
inin
g n
eeds in t
erm
s o
f acquirin
g
ad
van
ce
d t
ech
nic
al skill
s a
nd s
kill
s o
n t
he h
igher
levels
of
the G
DE
matr
ix (se
e s
ectio
n 4
, p
age 1
7).
Wh
y fo
cus
on
yo
un
g n
ovi
ce d
rive
rs?
Yo
un
g p
eo
ple
pay t
oo
hig
h a
price f
or
the o
pport
unity t
o d
rive. Tra
ffi c
cra
sh
es a
re t
he
sin
gle
gre
ate
st
kill
er
of
15 t
o 2
4 y
ear
old
s in N
ew
Ze
ala
nd
an
d t
he
le
ad
ing
cause o
f perm
anent
inju
ry f
or
that
age g
roup.
As a
gro
up
, yo
un
g d
rive
rs a
re s
ignifi c
antly o
ver-
repre
sente
d in r
oad
cra
sh
es. In
20
06
, yo
un
g d
rivers
aged b
etw
een 1
5 t
o 2
4 y
ears
rep
rese
nte
d 1
6 p
erc
en
t o
f all
licensed d
rivers
, but
they w
ere
involv
ed
in 3
4.8
pe
rce
nt
of
the
fata
l tr
affi
c c
rashes, 38 p
erc
ent
of
the s
erious
inju
ry c
rash
es a
nd
42
.8 p
erc
ent
of
the m
inor
inju
ry c
rashes. O
f th
ese
cra
sh
es y
ou
ng
drive
rs w
ere
at
fault a
round 7
7 p
erc
ent
of
the t
ime.
Th
e t
ota
l so
cia
l co
st
of
cra
shes w
here
15 t
o 2
4-y
ear-
old
drivers
were
at
fau
lt in
20
06
was n
early $
1 b
illio
n. This
is a
lmost
one t
hird o
f th
e
so
cia
l co
st
asso
cia
ted
with a
ll in
jury
cra
shes.
‘Mal
e d
rive
rs a
ged
15
to 1
9 ye
ars
are
app
roxi
mat
ely
seve
n t
imes
mo
re li
kely
to
cr
ash
th
an t
hei
r 45
to
49
year
-old
co
un
terp
arts
.’
‘Fem
ale
dri
vers
ag
ed 1
5 to
19
year
s ar
e ap
pro
xim
atel
y si
x ti
mes
mo
re li
kely
to
cr
ash
th
an f
emal
e d
rive
rs in
th
e 45
to
49
year
-old
ag
e g
rou
p.’
safe
r you
ng d
river
s FIN
AL•.i
ndd
16/
20/0
8 9
:38:
18 A
M
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
2
0
50
100
150
200
250
-60
612
18
0
50
100
150
200
250
15-1
920-2
425-2
930-3
435-3
940-4
445-4
950-5
455-5
960-6
465-6
970-7
4
Fem
ale
s
Male
s
Fig
ure
1 -
Nu
mb
er o
f d
rive
rs in
volv
ed in
inju
ry c
rash
es p
er 1
00
mill
ion
km
dri
ven
, by
gen
der
As c
an b
e s
een f
rom
fi g
ure
11, m
ale
drive
rs a
ge
d 1
5 t
o 1
9 y
ears
are
appro
xim
ate
ly s
even t
imes m
ore
lik
ely
to
cra
sh
th
an
th
eir 4
5 t
o 4
9
year-
old
counte
rpart
s.
Altho
ug
h f
em
ale
drive
rs a
ge
d 1
5 t
o 1
9 y
ears
have a
low
er
cra
sh r
ate
than m
ale
s o
f th
e s
am
e a
ge
, th
ey a
re s
till
appro
xim
ate
ly s
ix t
imes m
ore
lik
ely
to
cra
sh
th
an
fe
male
drive
rs in
the 4
5 t
o 4
9 y
ear-
old
age g
rou
p.
Young d
rivers
aged 2
0 t
o 2
4 y
ears
are
ap
pro
xim
ate
ly t
hre
e t
ime
s
more
lik
ely
more
lik
ely
to c
rash
th
an
45
to
49
ye
ar-
old
s.
It is g
enera
lly a
ccepte
d t
hat
the
re
lative
ly h
igh
er
cra
sh
rate
fo
r yo
un
g
drivers
is p
art
ly a
n e
ffect
of
lack o
f kn
ow
led
ge
, in
sig
ht,
ris
k
aw
are
ness a
nd e
xperience a
nd
part
ly a
n e
ffe
ct
of
ag
e-r
ela
ted
facto
rs
such a
s lifesty
le,
peer
gro
up
s a
nd
matu
rity
2.
Fig
ure
2 -
Cra
sh p
rofi
le o
f n
ew d
rive
rs 3
(sh
ow
ing
dri
vers
wh
o h
eld
a r
estr
icte
d li
cen
ce f
or
18 m
on
ths
or
mo
re)
As c
an
be
seen f
rom
fi g
ure
2, th
e g
reate
st
risk p
eriod f
or
young
no
vic
e d
rive
rs is in t
he fi r
st
six
month
s o
f solo
drivin
g i.e
. in
the fi r
st
six
mo
nth
s o
f gain
ing a
restr
icte
d lic
ence. This
suggests
that
if
ed
ucatio
n is t
o m
ake g
reate
r safe
ty g
ain
s f
or
young d
rivers
, w
e n
eed
to f
ocu
s o
n im
pro
vin
g t
he q
ualit
y a
nd r
ele
vance o
f th
e t
rain
ing t
hat
is
de
live
red
du
ring t
he learn
er
phase. This
inclu
des t
he t
rain
ing t
hat
is
giv
en
to
a y
oung p
ers
on’s
drivin
g c
oach o
r superv
isor.
Drivers involved/100 million km
Age g
roup
Casualty crashes per month
Mo
nth
s f
rom
gain
ing
re
str
icte
d lic
en
ce
Note
: A
dju
ste
d f
or
change in t
he u
nderlyin
g c
rash r
ate
1 F
rom
Young D
rivers
Cra
sh F
acts
heet
2007.
Min
istr
y o
f Tra
nsport
, W
elli
ngto
n,
2007.
2 E
ngstr
om
, I, G
regers
en, N
.P., H
ern
etk
oski,K
., K
eskin
en,
I &
Nyberg
, A
. (2
003):
Young n
ovic
e d
rivers
, driver
education a
nd
tra
inin
g. L
ite
ratu
re r
evie
w. V
TI-re
po
rt 4
91
A. L
inko
pin
g, V
TI. S
ee
als
o O
EC
D (O
rganis
ation f
or
Econom
ic C
o-o
pera
tion a
nd D
evelo
pm
ent)
(2006) Y
ou
ng
Dri
vers
Th
e R
oad
to
Saf
ety
pp 6
7 - 1
14
, O
EC
D, P
aris.
3 B
ased o
n L
ew
is-E
vans, B
. Lukkie
n, C
. (2
007)
Cra
sh P
rofi le
of
New
Zeala
nd N
ovic
e D
rivers
, M
inis
try o
f Tra
nsport
, W
elli
ng
ton
, N
ew
Ze
ala
nd
availa
ble
at
htt
p://w
ww
.ro
ad
safe
tyco
nfe
ren
ce
20
07
.co
m.
au/P
resenta
tion/L
ukkie
n_C
aro
lina.p
df
safe
r you
ng d
river
s FIN
AL•.i
ndd
26/
20/0
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18 A
M
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
33
The r
isk o
f cra
shin
g d
eclin
es s
ignifi c
antly d
urin
g t
he
fi r
st
few
ye
ars
of
drivin
g b
ut
ove
rse
as r
ese
arc
h, as c
an b
e s
een f
rom
fi g
ure
3 4
, suggests
that
the learn
ing c
urv
e t
o a
chie
ve t
he r
isk p
rofi le
of,
say a
n a
ve
rag
e 3
0 y
ear
old
, is
lo
ng
, ta
kin
g m
ore
th
an
10 y
ears
to fi n
ally
level off
.
4 V
lakveld
, W
.P. (2
004) in
OE
CD
(2006) op c
it p
38. T
his
gra
ph s
how
s r
esults f
or
novic
e d
rivers
in t
he N
eth
erlands in 2
003.
New
Zeala
nd r
ese
arc
h c
on
fi rm
s t
he
se
re
su
lts f
or
the
fi r
st
few
ye
ars
of
drivin
g. T
here
is, how
ever,
no longer
term
New
Zeala
nd r
esearc
h t
hat
replic
ate
s t
he D
utc
h r
esearc
h.
Fig
ure
3 A
ge
and
dri
vin
g e
xper
ien
ce -
cra
shes
fo
r d
rive
rs w
ho
att
ain
lice
nce
s at
ag
es 1
8, 2
1, 2
3-27
an
d 3
0-40
th
e N
eth
erla
nd
s 20
03
1819
2021
2223
2425
2627
2829
3031
3233
3435
3637
3839
4041
4243
4445
05101520253035
Crashes per million kilometres
Age
and
yea
rs o
f driv
ing
So
urc
e:
Vla
kve
ld,
20
04
Lice
nce
at 1
8
Lice
nce
at 3
0-40
Lice
nce
at 2
1
Aut
onom
ous
age
effe
ct
Lice
nce
at 2
3-27
safe
r you
ng d
river
s FIN
AL•.i
ndd
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20/0
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18 A
M
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FER
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UN
G D
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ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
4
Th
e ro
le t
hat
ro
ad s
afet
y ed
uca
tio
n c
an p
lay
As d
iscussed,
the p
rim
ary
ro
le o
f ro
ad
safe
ty e
du
catio
n is t
o r
ais
e
aw
are
ness o
f ro
ad s
afe
ty a
s a
pe
rso
nally
re
levan
t is
su
e a
nd
to
incre
ase k
now
ledge a
nd im
pro
ve
skill
s. B
y d
oin
g s
o, e
ffe
ctive
ro
ad
safe
ty e
ducation c
an b
e a
way t
o f
ast
track y
ou
ng
pe
op
le t
hro
ug
h t
he
riskie
st
phase o
f th
e o
ngoin
g p
roce
ss o
f le
arn
ing
to
drivin
g s
afe
ly b
y
equip
pin
g t
hem
with t
he s
kill
s, kn
ow
led
ge
, e
xp
erie
nce
, att
itu
de
an
d
motivation t
o b
e c
om
pete
nt
an
d s
afe
drive
rs.
Indeed,
road s
afe
ty e
ducatio
n is o
ne
of
the
th
ree
pill
ars
th
at
Ne
w
Zeala
nd is r
ely
ing o
n t
o a
ch
ieve
th
e R
oad
Safe
ty t
o 2
01
0 s
trate
gy o
f
no m
ore
than 3
00 d
eath
s a
nd
4,5
00
ho
sp
italis
atio
ns b
y 2
01
0. T
he
oth
er
two m
echanis
ms a
re e
ng
ine
erin
g a
nd
en
forc
em
en
t activitie
s.
As t
he R
oad S
afe
ty t
o 2
010 s
trate
gy a
nd
th
e S
trate
gic
Fra
me
wo
rk
make c
lear,
the inte
ntion is f
or
en
gin
ee
rin
g, e
nfo
rce
me
nt
an
d
education initia
tives t
o b
e a
lign
ed
an
d m
utu
ally
re
info
rcin
g.
Work
ing a
longsid
e e
ngin
ee
rin
g a
nd
en
forc
em
en
t in
itia
tive
s, d
rive
r
education h
as t
he p
ote
ntial to
make
a s
ign
ifi c
an
t co
ntr
ibu
tio
n t
o r
oad
safe
ty.
This
is b
ecause n
ot
on
ly d
oe
s it
eq
uip
pe
op
le w
ith
th
e s
kill
s
and k
now
ledge t
o b
e c
om
pe
ten
t an
d s
afe
drive
rs, b
ut
it a
lso
fo
cu
se
s
on c
reating a
nd c
hangin
g a
ttitu
de
s s
o t
hat
yo
un
g d
rive
rs a
re
motivate
d t
o b
e s
afe
and s
ocia
lly r
esp
on
sib
le d
rive
rs.
Despite t
his
pote
ntial, t
here
is e
vid
en
ce
th
at
so
me
typ
es o
f tr
ain
ing
such a
s s
kid
tra
inin
g m
ay in
cre
ase
th
e lik
elih
oo
d o
f cra
sh
in
vo
lve
me
nt
for
som
e y
oung d
rivers
5 if
inap
pro
priate
ly c
arr
ied
ou
t. T
his
co
uld
occur,
for
exam
ple
, w
here
tra
inin
g is d
eliv
ere
d t
o p
art
icip
an
ts w
ho
are
not
at
the c
orr
ect
skill
s a
cq
uis
itio
n le
ve
l. O
r w
he
re t
he
de
live
ry o
f
the t
rain
ing h
as n
ot
taken a
part
icip
an
t-ce
ntr
ed
an
d/o
r w
ho
le o
f d
rive
r
appro
ach (
see s
ections 3
and
4, p
ag
es 1
4 a
nd
15
).
Sim
ilarly,
poorly d
evelo
ped a
nd
/or
de
live
red
ro
ad
safe
ty e
du
catio
n,
apart
fro
m b
ein
g u
nlik
ely
to s
ucce
ssfu
lly im
part
skill
s a
nd
kn
ow
led
ge
,
will
str
ug
gle
to m
otivate
young p
eople
to b
e s
afe
drivers
.
We
ne
ed
to
ensure
that
all
road s
afe
ty e
ducation t
hat
is a
vaila
ble
to
yo
un
g n
ovic
e d
rivers
is w
ell
targ
ete
d t
o p
art
icip
ant
need a
nd f
ollo
ws
be
st
pra
ctice in a
imin
g f
or
long-t
erm
behavio
ur
change. W
hen a
yo
un
g n
ovic
e d
river
has p
art
icip
ate
d in a
road s
afe
ty c
ours
e, th
ey
sh
ou
ld b
e a
ble
to e
njo
y a
gre
ate
r le
vel of
ongoin
g s
afe
ty o
n t
he
road
s.
Str
uct
ure
of
thes
e g
uid
elin
es
To
he
lp a
ch
ieve t
his
goal, t
hese g
uid
elin
es o
utlin
e t
he f
acto
rs
rese
arc
he
rs a
nd r
oad s
afe
ty e
xpert
s s
ee a
s k
ey t
o t
he p
rovis
ion o
f
eff
ective
ro
ad s
afe
ty e
ducation. In
sum
mary
, a r
oad s
afe
ty t
rain
ing
co
urs
e is lik
ely
to b
e e
ffective w
here
it:
• b
uild
s o
n a
nd c
om
ple
ments
oth
er
road s
afe
ty t
rain
ing t
hat
the
yo
un
g p
ers
on h
as p
art
icip
ate
d in;
• is t
ailo
red t
o m
eet
the n
eeds o
f in
div
idual part
icip
ants
;
• t
ake
s a
part
icip
ant-
centr
ed a
ppro
ach t
o t
eachin
g a
nd learn
ing;
• e
du
cate
s t
he ‘w
hole
’ driver
i.e. th
e c
ours
e g
oes b
eyond t
echnic
al
skill
s t
o a
lso f
ocus o
n a
young p
ers
on’s
att
itudes a
nd m
otivation,
an
d a
ch
ieves b
ehavio
ura
l change;
• is r
esp
onsiv
e t
o t
he n
eeds a
nd r
ealit
ies o
f young p
eople
;
• u
se
s a
n a
ppro
priate
ly q
ualifi
ed t
rain
er;
• h
as e
ffective d
eliv
ery
meth
ods –
this
inclu
des t
akin
g s
teps t
o
pro
actively
avoid
any u
nin
tended t
rain
ing e
ffects
e.g
. causin
g
ove
r-co
nfi dence in t
echnic
al skill
s t
hat
can lead t
o y
oung d
rivers
drivin
g b
eyond t
heir c
apabili
ties;
• p
rom
ote
s s
ynerg
ies b
etw
een r
oad s
afe
ty a
nd e
nvironm
enta
l
ed
ucatio
n; and
5 F
or
exam
ple
skid
tra
inin
g s
ee C
IEC
A (
2002):
The E
U A
DV
AN
CE
D P
roje
ct:
Description a
nd A
naly
sis
of
Post
Lic
ence D
rive
r an
d R
ide
r T
rain
ing
. R
ijsw
ijk, C
IEC
A p
p 1
23
– 1
24
.
safe
r you
ng d
river
s FIN
AL•.i
ndd
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18 A
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SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
5
• is r
un b
y a
pro
vid
er
who h
as a
culture
of
co
ntin
uo
us q
ualit
y
impro
vem
ent.
This
inclu
des h
avin
g s
yste
ms o
f re
gu
lar
co
urs
e
and t
rain
er
evalu
ation,
as w
ell
as r
egula
rly u
pd
atin
g c
ou
rse
conte
nt
and d
eliv
ery
meth
ods in lig
ht
of
ne
w k
no
wle
dg
e a
nd
advances in r
oad s
afe
ty e
ducation.
As d
iscussed e
arlie
r, t
hese g
uid
elin
es a
re in
ten
de
d t
o b
e a
re
so
urc
e
for
train
ing
pro
vid
ers
, schools
and c
om
mu
nity g
rou
ps t
o u
se
in
develo
pin
g o
r m
odifyin
g c
ours
es.
As s
uch
, th
ey d
o n
ot
ne
ed
to
be
read in s
eq
uence.
Each s
ection c
an b
e r
ead
as a
sta
nd
alo
ne
se
ctio
n.
Ho
w c
an t
hes
e g
uid
elin
es a
ssis
t o
rgan
isat
ion
s th
at f
un
d r
oad
sa
fety
ed
uca
tio
n?
The g
uid
elin
es a
re a
lso inte
nded t
o h
elp
org
an
isatio
ns t
hat
fun
d r
oad
safe
ty e
du
cation,
such a
s t
err
itorial auth
oritie
s a
nd
co
mm
un
ity t
rusts
,
identify
wh
ich c
ours
es s
hould
be p
rioritise
d f
or
pu
blic
fu
nd
ing
or
oth
er
public
endors
em
ent.
The b
asic
pre
mis
e is t
hat
if a
cours
e m
eets
th
e b
est
pra
ctice
sta
ndard
s o
utlin
ed in t
hese g
uid
elin
es,
the
n it
is lik
ely
to
co
ntr
ibu
te t
o
develo
pin
g c
om
pete
nt
and s
afe
young d
rive
rs. A
s s
uch
, it w
ill
repre
sent
a g
ood investm
ent
in t
erm
s o
f th
e p
ub
lic a
nd
private
resourc
es investe
d in it,
and s
hould
be e
ligib
le f
or
pu
blic
fu
nd
ing
or
oth
er
endo
rsem
ent.
As r
esourc
es f
or
road s
afe
ty initia
tives a
re lim
ite
d, e
ligib
le c
ou
rse
s
als
o n
eed t
o b
e p
rioritised in t
erm
s o
f th
e c
on
trib
utio
n t
he
y a
re lik
ely
to m
ake t
o t
he ‘
netw
ork
of
road s
afe
ty e
du
catio
n’ as a
wh
ole
. T
his
is
dis
cussed f
urt
her
in s
ection 1
.
‘No
prin
ted
wo
rd,
no
r sp
oke
n p
lea c
an
te
ach
yo
un
g m
ind
s w
hat
the
y s
ho
uld
be
. N
ot
all
the
bo
oks o
n a
ll th
e s
helv
es –
bu
t w
hat
the
te
ach
ers
are
th
em
se
lve
s’.
Rudyard
Kip
ling
safe
r you
ng d
river
s FIN
AL•.i
ndd
56/
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FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
6S
um
mar
y ch
eckl
ist
This
checklis
t sum
marises t
he
ke
y c
hara
cte
ristics o
f w
hat
rese
arc
h
and r
oad s
afe
ty e
xpert
s,
bo
th h
ere
an
d o
ve
rse
as, co
nsid
er
be
st
pra
ctice in t
erm
s o
f ro
ad s
afe
ty e
du
catio
n f
or
yo
un
g n
ovic
e d
rive
rs. It
is inte
nded a
s a
tool th
at
pro
vid
ers
an
d f
un
de
rs c
an
use
as a
fi n
al
check t
hat
train
ing h
as b
een
de
ve
lop
ed
an
d/o
r m
od
ifi e
d in
lin
e w
ith
best
pra
ctice.
1The t
rain
ing b
uild
s o
n a
nd
co
mp
lem
en
ts o
the
r ro
ad
safe
ty
education t
hat
is a
vaila
ble
re
gio
nally
(see p
ages 8
-12)
2The t
rain
ing b
uild
s o
n a
nd
co
mp
lem
en
ts o
the
r ro
ad
safe
ty
education t
hat
the y
oun
g p
eo
ple
have
part
icip
ate
d in
(se
e
page 9
)
3 T
he t
rain
ing is e
mbed
de
d in
a N
ew
Ze
ala
nd
co
nte
xt
(see p
ages10-1
1)
4If
the t
rain
ing is a
‘one o
ff’ e
ve
nt,
e.g
. it’s
a o
ne
day
cours
e,
ste
ps h
ave b
ee
n t
ake
n t
o in
cre
ase
its
eff
ectiveness (
see p
ag
e 1
1)
5The t
rain
ing h
as b
een t
ailo
red
to
me
et
the
ne
ed
s o
f
indiv
idual part
icip
ants
(se
e p
ag
e 1
3)
6The t
rain
ing a
pplie
s a
part
icip
an
t ce
ntr
ed
ap
pro
ach
to
teachin
g a
nd learn
ing (se
e p
ag
e 1
4)
7The t
rain
ing e
ducate
s t
he
wh
ole
drive
r i.e
. it c
on
sid
ers
and infl
uences a
young
drive
r’s m
otivatio
n a
nd
att
itu
de
as
a w
ay t
o a
ffect
behavio
ur
(se
e p
ag
es 1
5-2
1)
8The t
rain
ing h
as learn
ing
go
als
in
ad
ditio
n t
o p
art
icip
an
ts
gain
ing t
heir d
river
licen
ce
s (se
e p
ag
e 2
1)
9The t
rain
ing a
ppeals
to
yo
un
g p
eo
ple
(se
e p
ag
es 2
2-2
3)
10
The s
afe
ty c
onte
nt
rele
van
t fo
r yo
un
g n
ovic
e d
rive
rs is
inclu
ded (
see p
age 2
3)
11
An
ap
pro
priate
ly q
ualifi
ed t
rain
er
will
deliv
er
the t
rain
ing
(se
e p
ages 2
4-2
5)
12
If
role
models
are
bein
g u
sed t
hey w
ill b
e c
redib
le a
nd
eff
ective f
rom
the p
art
icip
ants
’ pers
pective (see p
age 2
5)
13
Ste
ps a
re t
aken t
o involv
e a
nd e
mpow
er
pare
nts
(or
su
pe
rvis
ors
) (see p
ages 2
6-2
7)
14
As f
ar
as p
ossib
le, a m
ix o
f tr
ain
ing e
nvironm
ents
or
de
live
ry m
eth
ods w
ill b
e u
sed (see p
age 2
8)
15
Th
e e
xact
mix
of
train
ing e
nvironm
ents
or
deliv
ery
me
tho
ds is d
ete
rmin
ed b
y t
he learn
ing o
bje
ctives o
f th
e
train
ing a
nd t
he learn
ing n
eeds o
f part
icip
ants
(see p
ages
28
-33
)
16
Ste
ps a
re in p
lace t
o m
inim
ise t
he lik
elih
ood o
f causin
g
un
inte
nded e
ffects
e.g
. causin
g o
ver-
confi dence a
nd
incre
asin
g u
nnecessary
ris
k-t
akin
g b
ehavio
ur
(see p
ages
29
-31
)
17
If ‘scare
tactics’ or
a c
onfr
onta
tion a
ppro
ach a
re t
o b
e
use
d, th
e t
rain
ing (or
event)
has b
een d
esig
ned t
o p
rovid
e
part
icip
ants
with a
positiv
e learn
ing e
xperience t
hat
ach
ieves a
n o
n-g
oin
g learn
ing o
utc
om
e (see p
ages 2
9-3
0)
18
Tra
inin
g m
essages a
re s
imple
and c
lear
(see p
ages 3
1-3
2)
19
Dis
cu
ssio
n a
nd f
eedback s
essio
ns h
ave b
een b
uilt
into
each
exerc
ise t
o c
heck f
or
and c
orr
ect
any u
nin
tended
me
ssages (see p
age 3
2)
20
Th
e t
rain
ing inclu
des o
r pro
mote
s ‘eco-d
rivin
g’ and
alte
rative t
ransport
choic
es (see p
age 3
4)
21
Th
e t
rain
ing p
rovid
er
has a
str
ong o
rganis
ational fo
cus o
n
qu
alit
y
and a
culture
of
continuous im
pro
vem
ent
(see
pag
e 3
6)
safe
r you
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CA
TIO
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7
Co
ntr
ibu
tio
n t
o t
he
exis
tin
g n
etw
ork
of
road
saf
ety
edu
cati
on
p
rovi
sio
n
Fundin
g a
gencie
s a
nd c
om
munity g
roups w
ho
are
co
nsid
erin
g
support
ing
a p
art
icula
r tr
ain
ing c
ours
e o
r in
itia
tive
ne
ed
, alo
ng
sid
e t
he
chara
cte
ristics o
utlin
ed a
bove, to
als
o c
on
sid
er
the
valu
e t
hat
it w
ou
ld
add t
o t
he e
xis
ting n
etw
ork
of
road s
afe
ty e
du
catio
n p
rovis
ion
.
Fundin
g a
gencie
s a
nd c
om
munity g
roups n
ee
d t
o b
e s
atisfi e
d t
hat
fundin
g o
r support
ing t
he c
ours
e o
r pro
vid
er
will
:
1ra
ise t
he o
vera
ll le
vel of
outc
om
es a
ch
ieve
d b
y y
ou
ng
drivers
in t
erm
s o
f th
eir level of
com
pe
ten
ce
an
d s
afe
ty;
and/o
r
2ra
ise
the o
vera
ll qualit
y o
f th
e n
etw
ork
by e
.g. o
ffe
rin
g a
cours
e t
hat
is m
ore
up-t
o-d
ate
in t
erm
s o
f n
ew
know
ledge a
nd a
dvances in r
oad s
afe
ty r
ese
arc
h a
nd
education;
and/o
r
3ra
ise
the o
vera
ll le
vel of
responsiv
en
ess t
o t
he
ne
ed
s o
f
young p
eople
by e
.g.
att
racting h
igh
-ris
k y
ou
ng
pe
op
le
who t
ypic
ally
do n
ot
part
icip
ate
or
su
cce
ed
in
fo
rmal
train
ing;
and/o
r
4in
cre
ase a
ccess t
o r
oad s
afe
ty e
ducatio
n b
y e
.g.
expandin
g p
rovis
ion in a
reas o
r re
gio
ns t
hat
cu
rre
ntly
have little o
r no p
rovis
ion;
and/o
r
5m
ain
tain
or
build
capabili
ty t
hat
is im
po
rtan
t to
th
e
netw
ork
of
road s
afe
ty e
ducation p
rovis
ion
ove
r th
e
longe
r te
rm.
safe
r you
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river
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AC
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E E
DU
CA
TIO
N
8
Ou
r co
llect
ive
chal
len
ge
Ideally
all
young p
eople
wou
ld p
art
icip
ate
in
a s
tru
ctu
red
an
d
com
pre
hensiv
e p
rogra
mm
e o
f ro
ad
safe
ty e
du
catio
n t
hat
bu
ilds o
n
the e
ducation t
hey r
eceiv
ed
as c
hild
ren
. T
his
pro
gra
mm
e w
ou
ld
transitio
n t
hem
fro
m b
ein
g s
afe
pe
de
str
ian
s, cyclis
ts a
nd
passe
ng
ers
to b
ein
g f
ully
com
pete
nt
and
safe
yo
un
g d
rive
rs.
Curr
ently,
how
ever,
there
is n
o s
tru
ctu
red
an
d c
om
pre
he
nsiv
e
curr
iculu
m,
or
set
of
co-o
rdin
ate
d t
rain
ing
, availa
ble
fo
r an
y g
rou
p.
Inste
ad t
he e
ducation t
hat
is a
vaila
ble
te
nd
s t
o b
e o
ne
of
thre
e b
road
types:
• p
re-d
river
education t
hat
bu
ilds o
n r
oad
safe
ty s
kill
s y
ou
ng
pe
op
le
have a
lready a
cquired t
hro
ug
h w
alk
ing
an
d c
yclin
g a
nd
aim
s t
o
instil positiv
e r
oad s
afe
ty a
ttitu
de
s a
nd
mo
tivatio
n a
s p
asse
ng
ers
and ‘
pre
-drivers
’ e.g
. C
han
gin
g G
ears
with
in t
he
Ro
ad
Safe
Se
rie
s
pro
vid
ed b
y t
he N
ew
Zeala
nd
Po
lice
Yo
uth
Ed
ucatio
n S
erv
ice
; o
r
• d
river
train
ing a
nd lic
ensin
g c
ou
rse
s t
hat
focu
s o
n b
uild
ing
th
e
pra
ctical skill
s,
motivatio
ns a
nd
de
cis
ion
makin
g c
ap
ab
ility
to
be
a
technic
ally
com
pete
nt
an
d s
afe
drive
r, e
.g. th
is in
clu
de
s
begin
ners
drivers
cours
es, as w
ell
as a
dvan
ce
d c
ou
rse
s s
uch
as
the N
ew
Zeala
nd A
uto
mo
bile
Asso
cia
tio
n’s
main
ly t
he
ory
base
d
Defe
nsiv
e D
rivin
g C
ours
e a
nd
sp
ecia
l p
urp
ose
pra
ctical ad
van
ce
d
driver
skill
s c
ours
es;
or
• o
ther
road s
afe
ty e
ducatio
n t
hat
su
pp
ort
s y
ou
ng
pe
op
le a
s t
he
y
learn
to d
rive a
nd p
rogre
ss t
hro
ug
h t
he
Gra
du
ate
d D
rive
r
Lic
ensin
g S
yste
m e
.g. D
rive
Qu
al w
ith
in t
he
Ro
ad
Safe
se
rie
s
pro
vid
ed b
y t
he N
ew
Ze
ala
nd
Po
lice
Yo
uth
Ed
ucatio
n S
erv
ice
an
d
Pra
ctice.
Young p
eople
s’
access t
o t
his
ran
ge
of
ed
ucatio
n t
en
ds t
o b
e a
d h
oc.
Wheth
er
it is a
vaila
ble
or
no
t is
hig
hly
de
pe
nd
an
t o
n t
he
in
div
idu
al
decis
ions a
bout
pro
vis
ion t
hat
are
mad
e b
y s
ch
oo
ls, co
mm
un
ity
gro
ups,
com
merc
ial opera
tors
, te
rrito
rial au
tho
ritie
s a
nd
go
ve
rnm
en
t
ag
en
cie
s. W
here
road s
afe
ty e
ducation is a
vaila
ble
, a y
oung p
ers
on’s
part
icip
atio
n s
om
etim
es d
epends o
n t
heir (or
their p
are
nts
’),
mo
tivatio
n a
nd o
ften o
n t
heir a
bili
ty t
o p
ay.
Ach
ievin
g a
str
uctu
red, com
pre
hensiv
e a
nd e
quitable
netw
ork
of
road
safe
ty e
du
cato
rs f
or
young d
rivers
within
our
decentr
alis
ed s
yste
m,
req
uire
s e
very
one involv
ed t
o b
e a
ctively
cre
ating a
netw
ork
thro
ugh
the
de
cis
ions t
hey m
ake a
bout
what
education initia
tives w
ill b
e
de
ve
lop
ed
, fu
nded a
nd d
eliv
ere
d.
Pro
vid
ers
are
centr
al to
this
because t
hey d
ete
rmin
e t
he p
ote
nti
al
sco
pe
an
d c
om
pre
hensiv
eness o
f w
hat
could
be a
vaila
ble
for
young
drive
rs. C
reating a
n e
ffective n
etw
ork
of
road s
afe
ty e
ducation
req
uire
s p
rovid
ers
to w
ork
in p
art
ners
hip
with o
ther
pro
vid
ers
,
inclu
din
g s
chools
. It
als
o involv
es p
rovid
ers
makin
g w
hat
will
so
me
tim
es b
e h
ard
decis
ions. For
exam
ple
, choosin
g t
o d
evelo
p a
nd
de
live
r w
hat
is m
issin
g f
rom
the n
etw
ork
of
pro
vis
ion r
ath
er
than
op
tin
g t
o d
eliv
er
what
is e
asy a
nd r
ela
tively
inexpensiv
e. O
r choosin
g
no
t to
pro
vid
e a
cours
e t
hat
evalu
ation s
uggests
achie
ves p
oor
ou
tco
me
s f
or
young d
rivers
.
Fu
nd
ing
ag
encie
s, such a
s t
err
itorial auth
orities a
nd c
om
munity
tru
sts
, are
the o
ther
critical in
gre
die
nt
in c
reating a
str
uctu
red a
nd
co
mp
reh
en
siv
e n
etw
ork
of
road s
afe
ty e
ducation. This
is b
ecause
the
ir f
un
din
g d
ecis
ions u
ltim
ate
ly d
ete
rmin
e t
he a
ctu
al scope a
nd
co
mp
reh
en
siv
eness o
f th
e r
oad s
afe
ty e
ducation a
vaila
ble
. Their
de
cis
ion
s a
lso s
trongly
infl uence t
he q
ualit
y a
nd r
esponsiv
eness o
f
the
ove
rall
netw
ork
of
pro
vid
ers
.
1 B
uild
ing
on
oth
er r
oad
saf
ety
edu
cati
on
safe
r you
ng d
river
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AC
TIC
E E
DU
CA
TIO
N
9
Th
e co
ntr
ibu
tio
n p
rovi
der
s ca
n m
ake
The c
ontr
ibution t
hat
pro
vid
ers
can m
ake c
on
ce
rns t
he
ir d
ecis
ion
s
about
what
part
icula
r educational ro
le o
r n
ich
e t
he
y w
ill fi ll, w
hat
cours
es t
hey w
ill d
eliv
er
and h
ow
they w
ill w
ork
with
oth
er
pro
vid
ers
.
Specifi c
ally
, pro
vid
ers
need t
o e
nsure
the
y:
• d
evelo
p c
ours
es t
hat
build
on a
nd c
om
ple
me
nt
oth
er
road
safe
ty
education c
ours
es,
rath
er
than d
uplic
ate
wh
at
is a
lre
ad
y a
vaila
ble
in t
heir r
egio
n 6
;
• r
outine
ly e
valu
ate
their c
ours
es a
nd o
nly
off
er
tho
se
th
ey k
no
w
achie
ve g
ood o
utc
om
es f
or
young d
rive
rs;
• r
egula
rly r
evie
w a
nd u
pdate
their c
ours
es in
lig
ht
of
ne
w
know
ledge a
nd a
dvances in r
oad s
afe
ty r
ese
arc
h a
nd
ed
ucatio
n;
• d
evelo
p c
ours
es lik
ely
to b
uild
on a
you
ng
pe
rso
n’s
exis
tin
g s
kill
s,
know
ledge a
nd b
ehavio
ur,
e.g
., b
uild
ing
on
ro
ad
safe
ty s
kill
s
young d
rivers
have a
lready a
cquired a
s p
ed
estr
ian
s a
nd
cyclis
ts 7
.
This
in
cre
ases t
he lik
elih
ood t
hat
the c
ou
rse
will
be
eff
ective
as it
takes a
dvanta
ge o
f prior
learn
ing a
nd
it
will
sta
rt a
t an
ap
pro
priate
poin
t in
a y
oung p
ers
on’s
unders
tand
ing
an
d d
eve
lop
me
nt
of
road s
afe
ty s
kill
s;
• w
ork
in
part
ners
hip
with o
ther
pro
vid
ers
, sch
oo
ls, ro
ad
safe
ty
co-o
rdin
ato
rs a
nd a
gencie
s s
uch a
s t
he
Ne
w Z
eala
nd
Po
lice
, th
e
Accid
ent
Com
pensation C
orp
ora
tion a
nd
Lan
d T
ran
sp
ort
Ne
w
Zeala
nd.
A p
art
ners
hip
appro
ach is m
ore
lik
ely
to
en
su
re t
hat
gaps in p
rovis
ion a
re fi lle
d,
resourc
es a
nd
exp
ert
ise
are
be
tte
r
utilis
ed,
and t
here
is m
ore
exchange o
n g
oo
d p
ractice
, n
ew
know
ledge a
nd n
ew
appro
aches;
• s
upport
young d
rivers
to a
ccess t
he f
ull
ran
ge
of
road
safe
ty
education t
hey n
eed b
y a
ctively
advis
ing
an
d g
uid
ing
th
em
on
oth
er
com
ple
menta
ry r
oad s
afe
ty e
du
catio
n t
hat
is a
vaila
ble
; an
d
• w
he
re t
he
y a
re w
ork
ing w
ith s
chools
, ensure
their c
ours
es fi t
with
in t
he
Ne
w Z
eala
nd c
urr
iculu
m in t
he learn
ing a
rea o
f health
an
d p
hysic
al e
du
catio
n (see p
age 1
0) and t
hey a
lso c
om
ple
ment
oth
er
initia
tive
s s
ch
oo
ls m
ay b
e involv
ed in a
cro
ss t
he c
urr
iculu
m.
To
do
th
is, p
rovid
ers
and c
om
munity g
roups n
eed t
o w
ork
with
the
re
sp
ective
sch
ool w
hen t
hey a
re fi r
st
develo
pin
g t
heir
pro
gra
mm
es t
o d
ecid
e h
ow
this
is b
est
achie
ved.
6 P
rovid
ers
could
conta
ct
their L
ocal R
oad S
afe
ty C
o-o
rdin
ato
r to
fi n
d o
ut
the f
ull
range o
f ro
ad s
afe
ty e
ducation a
vaila
ble
in t
heir r
egio
n.
7 T
here
is e
vid
ence t
hat
the d
evelo
pm
ent
and a
cquis
itio
n o
f perc
eptu
al m
oto
r skill
s s
uch a
s v
isual tim
ing judgem
ents
(e.g
. dete
rmin
ing t
he t
ime
availa
ble
fo
r cro
ssin
g a
ro
ad
) an
d t
he
co
-ord
inatio
n o
f
info
rmation a
bout
traffi
c a
ppro
achin
g f
rom
diffe
rent
dire
ctions is a
bott
om
-up learn
ing p
rocess.
That
is,
these s
kill
s p
rogre
ss f
rom
learn
ing
in
sp
ecifi c
co
nte
xts
to
mo
re g
en
era
lise
d c
on
ce
ptio
ns. S
ee
,
for
exam
ple
, T
hom
son, J.A
. et
al, C
hild
Dev
elo
pm
ent
and
th
e A
ims
of
Ro
ad S
afet
y E
du
cati
on
: A R
evie
w a
nd
An
alys
is,
Road S
afe
ty R
ese
arc
h R
ep
ort
No
.1, D
ep
art
me
nt
of
Tra
nsp
ort
, U
nite
d
Kin
gdom
1996.
safe
r you
ng d
river
s FIN
AL•.i
ndd
96/
20/0
8 9
:38:
19 A
M
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
10
Road s
afe
ty e
ducation f
or
ad
ole
sce
nts
has t
he
be
st
fi t
with
th
e c
urr
icu
lum
tau
gh
t in
New
Zeala
nd’s
schools
in t
he a
rea o
f health a
nd p
hysic
al
education.
The N
ew
Zeala
nd
Cu
rric
ulu
m d
efi n
es t
his
le
arn
ing
are
a in
th
e f
ollo
win
g w
ay:
Th
e N
ew Z
eala
nd
Cu
rric
ulu
m —
Hea
lth
an
d P
hys
ical
Ed
uca
tio
n
In h
ealth a
nd p
hysic
al ed
ucatio
n, th
e f
ocu
s is o
n t
he
we
ll-b
ein
g o
f th
e s
tud
en
ts t
he
mselv
es, of
oth
er
people
, and o
f socie
ty t
hro
ugh learn
ing
in h
ealth-r
ela
ted a
nd m
ove
me
nt
co
nte
xts
. F
ou
r u
nd
erlyin
g a
nd
in
terd
ep
en
de
nt
co
nce
pts
are
at
the h
eart
of
this
learn
ing a
rea:
Hau
ora
8 – a
M- aori p
hilo
so
ph
y o
f w
ell-
be
ing
th
at
inclu
de
s t
he
dim
en
sio
ns t
ah
a w
airu
a, ta
ha h
inengaro
, ta
ha t
inana, and t
aha w
h- anau e
ach
one infl
uencin
g a
nd s
upp
ort
ing
th
e o
the
rs.
Att
itu
des
an
d v
alu
es –
a p
ositiv
e, re
sp
on
sib
le a
ttitu
de
on
th
e p
art
of
stu
de
nts
to
th
eir o
wn w
ell-
bein
g; re
spect,
care
, and c
oncern
for
oth
er
people
and t
he e
nvironm
en
t; a
nd
a s
en
se
of
so
cia
l ju
stice
.
The s
oci
o-e
colo
gic
al p
ersp
ecti
ve –
a w
ay o
f vie
win
g a
nd
un
de
rsta
nd
ing
th
e in
terr
ela
tionship
s t
hat
exis
t betw
een t
he indiv
idual, o
thers
and
socie
ty.
Hea
lth
pro
mo
tio
n –
a p
roce
ss t
hat
he
lps t
o d
eve
lop
an
d m
ain
tain
su
pp
ort
ive
ph
ysic
al and e
motional environm
ents
and t
hat
involv
es
stu
dents
in p
ers
onal and c
olle
ctive
actio
n.
For
furt
her
info
rmation o
n t
his
le
arn
ing
are
a a
nd
th
e N
ew
Ze
ala
nd
cu
rric
ulu
m, g
o t
o: w
ww
.tki.org
.nz/
r/nzc
urr
iculu
m
8 In h
ealth a
nd p
hysic
al education, th
e u
se o
f th
e w
ord
hauora
is b
ased o
n M
ason D
urie’s
Te W
hare
Tapa W
h-a
model (D
urie
, 1
99
4). H
au
ora
an
d w
ell-
be
ing
, th
ou
gh
no
t syn
on
ym
s, sh
are
mu
ch
com
mon g
round. Taha w
airua r
ela
tes t
o s
piritual w
ell-
bein
g;
taha h
inengaro
to m
enta
l and e
motional w
ell-
bein
g;
taha t
inan
a t
o p
hysic
al w
ell-
be
ing
; an
d t
ah
a w
h-a
nau
to
so
cia
l w
ell-
be
ing
.
safe
r you
ng d
river
s FIN
AL•.i
ndd
10
6/20
/08
9:3
8:19
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
11
Em
bed
yo
ur
cou
rse
in a
New
Zea
lan
d c
on
text
Inte
rnationally
there
are
many g
ood e
xam
ple
s o
f su
cce
ssfu
l an
d
innovative r
oad s
afe
ty e
ducation c
ours
es t
hat
pro
vid
ers
an
d
com
munity g
roups c
an d
raw
on w
hen t
he
y a
re p
lan
nin
g, d
eve
lop
ing
,
or
modifyin
g t
heir c
ours
es 9
. To b
e s
uccessfu
l fo
r yo
un
g N
ew
Zeala
nders
though,
a c
ours
e h
as t
o b
e fi r
mly
em
be
dd
ed
in
a N
ew
Zeala
nd c
onte
xt.
The im
port
ance o
f m
atc
hin
g t
he c
ultura
l co
nte
xt
of
a c
ou
rse
to
its
inte
nded p
art
icip
ants
can n
ot
be o
ver
em
ph
asis
ed
. F
or
insta
nce
, o
ne
road s
afe
ty e
xpert
observ
ed s
om
e y
oung
pe
op
le d
ism
issin
g a
cours
e’s
safe
ty m
essages b
ecause t
he p
art
icip
an
ts c
on
clu
de
d:
“W
ell,
that
happens in A
ustr
alia
but
it w
on
’t h
ap
pe
n h
ere
”.
Where
inte
rnational cours
e m
ate
rial or
de
live
ry a
pp
roach
is t
o b
e
used, cours
e d
evelo
pers
must
fi rs
t in
terp
ret
an
d e
mb
ed
th
em
with
in
a N
ew
Zeala
nd c
onte
xt.
As N
ew
Zeala
nd’s
co
mm
un
itie
s a
re d
ive
rse
,
cours
e d
evelo
pers
and d
eliv
ere
rs n
eed t
o t
ailo
r e
ach
co
urs
e t
o
ensure
that
part
icip
ants
will
readily
identify
with
th
e c
on
text.
Incr
ease
th
e ef
fect
iven
ess
of
‘on
e-o
ff’ e
ven
tsR
oad s
afe
ty is n
o d
iffe
rent
to a
ny o
ther
ed
ucatio
nal su
bje
ct
in t
hat
an
exte
nded t
imefr
am
e is n
eeded f
or
substa
ntive
le
arn
ing
to
occu
r 1
0
and c
onte
nt
needs t
o b
e r
epeate
d t
o h
ave
a lastin
g e
ffe
ct.
In
fact,
th
e
need f
or
tim
e a
nd r
epetition m
ay b
e g
reate
r fo
r ro
ad
safe
ty e
du
catio
n
because n
ot
only
are
pro
vid
ers
aim
ing t
o im
part
ne
w k
no
wle
dg
e a
nd
skill
s b
ut,
more
im
port
antly,
they a
re s
eekin
g t
o in
fl u
en
ce
mo
tivatio
n
and f
utu
re b
ehavio
ur.
De
sp
ite
th
is, m
an
y r
oad
safe
ty c
ours
es a
re c
urr
ently d
eliv
ere
d a
s
sh
ort
‘o
ne
-off
’ o
r is
ola
ted
events
. They d
o n
ot
build
on a
young
pe
rso
n’s
prio
r le
arn
ing
, n
or
do t
hey p
rovid
e a
lin
k t
o o
ther
cours
es
an
d le
arn
ing
op
po
rtu
nitie
s.
It is a
ckn
ow
led
ge
d t
hat
‘one-o
ff’ events
are
oft
en a
realit
y b
ecause o
f
limite
d r
eso
urc
es. In
tern
ational best
pra
ctice 1
1 s
uggests
that
the
eff
ective
ne
ss o
f ‘o
ne
-off
’ events
can b
e incre
ased b
y:
• h
avin
g a
n in
-de
pth
debriefi ng o
f th
e learn
ing t
hat
has o
ccurr
ed in
pre
vio
us a
nd
su
bse
qu
ent
sessio
ns w
ith p
art
icip
ants
bein
g
active
ly in
vo
lve
d a
nd
engaged in t
he d
ebriefi ng. D
ebriefi
ng
cre
ate
s a
way o
f e
xte
ndin
g t
he d
ura
tion o
f th
e learn
ing a
nd
allo
ws s
afe
ty m
essages t
o b
e r
ein
forc
ed; and
• in
teg
ratin
g issu
es r
ela
ted t
o r
oad s
afe
ty in o
ther
subje
cts
in
sch
oo
ls.
To
be
ab
le t
o d
o t
his
, p
rovid
ers
off
ering ‘one-o
ff’ events
should
work
in p
art
ne
rsh
ip w
ith
oth
ers
and s
hould
have t
horo
ughly
consid
ere
d
wh
ere
th
eir e
ve
nt
ad
ds v
alu
e, in
term
s o
f th
e n
etw
ork
of
road s
afe
ty
ed
ucatio
n p
rovid
ers
.
Th
e co
ntr
ibu
tio
n f
un
din
g a
gen
cies
can
mak
e
As d
iscu
sse
d e
arlie
r, f
un
din
g a
gencie
s s
uch a
s t
err
itorial auth
orities
an
d c
om
mu
nity t
rusts
are
critical to
cre
ating a
str
uctu
red a
nd
co
mp
reh
en
siv
e n
etw
ork
of
road s
afe
ty e
ducation. Their f
undin
g
de
cis
ion
s a
lso
str
on
gly
infl uence t
he q
ualit
y a
nd r
esponsiv
eness o
f
the
pro
vis
ion
th
at
is a
vaila
ble
.
9 S
ee f
or
exam
ple
the E
uro
pean C
om
mis
sio
n’s
Rose25 p
roje
ct:
Invento
ry a
nd C
om
pili
ng o
f a E
uro
pean G
ood P
ractice G
uid
e o
n R
oad S
afe
ty E
du
catio
n T
arg
ete
d a
t Y
ou
ng
Pe
op
le. A
vaila
ble
at:
htt
p://e
c.e
uro
pa.e
u/t
ransport
/rose25/d
ocum
ents
/deliv
era
ble
s/fi n
al_
report
Or
the E
uro
pean C
om
mis
sio
n’s
SU
PR
EM
E p
roje
ct
that
publis
he
s b
est
pra
ctice
s in
ro
ad
safe
ty in
th
e E
uro
pe
an
Un
ion
, as
well
as in S
witze
rland a
nd N
orw
ay. F
or
the late
st
results,
see t
he S
UP
RE
ME
website a
t htt
p:/
/ec.e
uro
pa.e
u/t
ransport
/supre
me/index_en.h
tm1
0 T
imperley H
et
al, T
eacher
Pro
fessio
nal Learn
ing a
nd
Develo
pm
ent
Best
Evid
ence S
ynth
esis
Ite
ration P
rogra
mm
e,
Univ
ers
ity o
f A
uckla
nd
, p
15
. A
vaila
ble
at:
htt
p://e
du
catio
nco
un
ts.e
dce
ntr
e.g
ovt.
nz/
goto
/BE
S1
1 R
ose 2
5 B
ookle
t G
ood P
ractice G
uid
e o
n R
oad S
afe
ty E
ducation,
Euro
peanC
om
mis
sio
n,
2005,
p 4
8
safe
r you
ng d
river
s FIN
AL•.i
ndd
11
6/20
/08
9:3
8:19
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
12
It is s
uggeste
d t
hat
such a
ge
ncie
s h
ave
a t
wo
-part
de
cis
ion
makin
g
pro
cess t
hat:
• fi r
st,
consid
ers
the m
erit
of
a p
art
icu
lar
co
urs
e. F
or
exam
ple
, to
what
exte
nt
does t
his
part
icu
lar
co
urs
e m
ee
t th
e s
tan
dard
s o
f
best
pra
ctice?
• s
econd,
consid
ers
the v
alu
e t
hat
a p
art
icu
lar
co
urs
e o
r p
rovid
er
would
add t
o t
he n
etw
ork
of
road
safe
ty e
du
catio
n r
ela
tive
to
oth
er
cours
es a
nd p
rovid
ers
se
ekin
g f
un
din
g.
Critical to
this
second d
ecis
ion
wo
uld
be
an
asse
ssm
en
t o
f th
e e
xte
nt
to w
hic
h f
undin
g t
he c
ours
e o
r p
rovid
er
wo
uld
:
• r
ais
e t
he o
vera
ll le
vel of
ou
tco
me
s a
ch
ieve
d b
y y
ou
ng
drive
rs in
term
s o
f th
eir level of
co
mp
ete
nce
an
d s
afe
ty;
• r
ais
e t
he o
vera
ll qualit
y o
f th
e n
etw
ork
by e
.g. o
ffe
rin
g a
co
urs
e
that
is m
ore
up-t
o-d
ate
in
te
rms o
f n
ew
kn
ow
led
ge
an
d a
dvan
ce
s
in r
oad s
afe
ty r
esearc
h a
nd
ed
ucatio
n; an
d/o
r
• r
ais
e t
he o
vera
ll le
vel of
resp
on
siv
en
ess t
o t
he
ne
ed
s o
f yo
un
g
people
by e
.g.
att
racting
hig
h r
isk y
ou
ng
pe
op
le w
ho
typ
ically
do
not
part
icip
ate
or
succee
d in
fo
rmal tr
ain
ing
; an
d/o
r
• incre
ase a
ccess t
o r
oad
safe
ty e
du
catio
n b
y e
.g. e
xp
an
din
g
pro
vis
ion in a
reas o
r re
gio
ns t
hat
cu
rre
ntly h
ave
little
or
no
pro
vis
ion;
and/o
r
• m
ain
tain
or
build
capabili
ty t
hat
is im
po
rtan
t to
th
e r
oad
safe
ty
education n
etw
ork
over
the
lo
ng
-te
rm.
It w
ould
be e
xpecte
d t
hat
all
de
cis
ion
s w
ou
ld b
e b
ase
d o
n r
ob
ust
evid
ence o
f past
pro
vid
er
pe
rfo
rman
ce
, e
sp
ecia
lly e
vid
en
ce
of
the
outc
om
es a
chie
ved f
or
stu
de
nts
. W
he
re a
co
urs
e is n
ew
an
d/o
r th
ere
is n
o r
obust
evid
ence o
f ou
tco
me
s, an
y a
pp
licatio
n f
or
fun
din
g
support
would
need t
o b
e a
cco
mp
an
ied
by a
go
od
evalu
atio
n
pro
posal.
safe
r you
ng d
river
s FIN
AL•.i
ndd
12
6/20
/08
9:3
8:19
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
13
To a
chie
ve s
uccessfu
l le
arn
ing a
nd s
afe
ty o
utc
om
es, p
rovid
ers
ne
ed
to b
e r
esponsiv
e t
o t
he s
kill
and learn
ing n
ee
ds o
f e
ach
part
icip
an
t.
They n
eed
to t
ailo
r th
e c
onte
nts
and d
eliv
ery
of
the
ir t
rain
ing
to
su
it
the indiv
idual needs o
f th
e y
oung p
eople
part
icip
atin
g.
Fle
xib
ility
is n
eeded b
ecause y
oung p
eople
are
no
t a h
om
og
en
ou
s
gro
up. The d
iffe
rences im
port
ant
here
are
in
te
rms o
f th
eir t
ech
nic
al
drivin
g s
kill
s,
learn
ing s
tyle
, le
arn
ing s
kill
s e
.g. lit
era
cy a
nd
com
munic
ation s
kill
s,
risk-p
rofi le
, att
itude, se
lf- aw
are
ne
ss a
nd
confi
dence
in t
heir o
wn s
kill
s (
both
under
an
d o
ve
r-co
nfi d
en
ce
).
These d
iffe
rences m
ean t
hat
the s
am
e c
ou
rse
can
have
diffe
ren
t
eff
ects
or
outc
om
es f
or
diffe
rent
part
icip
an
ts 1
2. T
o in
cre
ase
th
e
likelih
ood t
hat
all
part
icip
ants
have p
ositiv
e le
arn
ing
an
d s
afe
ty
outc
om
es,
it is im
port
ant
that
a c
ours
e is s
tru
ctu
red
bu
t als
o h
as a
degre
e o
f fl
exib
ility
so t
hat
the r
ange o
f is
su
es a
nd
qu
estio
ns t
hat
part
icip
ants
may r
ais
e c
an b
e a
ddre
ssed.
Inte
rnational best
pra
ctice s
uggests
that
train
ers
ne
ed
to
diffe
ren
tiate
betw
een p
art
icip
ants
in t
he f
ollo
win
g w
ays 1
3, to
dis
tin
gu
ish
:
• t
hose p
art
icip
ants
who a
re e
ither
ove
r-co
nfi d
en
t o
r u
nd
er-
confi
de
nt
in t
heir a
bili
ties.
The t
rain
er
ne
ed
s t
o a
dap
t th
eir
train
ing s
trate
gie
s a
ccord
ingly
to c
orr
ect
the
se
im
bala
nce
s. T
his
inclu
des p
rovid
ing indiv
idual att
ention w
he
re a
pp
rop
riate
;
• p
art
icip
ants
who c
an learn
more
indep
en
de
ntly a
nd
th
ose
wh
o
need m
ore
consta
nt
guid
ance f
rom
th
e t
rain
er;
• p
assiv
e indiv
iduals
to e
ncoura
ge t
hem
to
part
icip
ate
in
th
e g
rou
p
pro
cess;
• p
art
icip
ants
who a
re m
otivate
d t
o t
ake
part
in
th
e c
ou
rse
an
d
those w
ho n
eed e
ncoura
gem
ent
to b
eco
me
mo
tivate
d. T
rain
ers
need t
o b
e a
ware
and c
apable
of
pro
vid
ing
th
e m
otivatio
n
necessary
to s
tim
ula
te p
assiv
e,
dis
inte
reste
d o
r d
iffi cu
lt
part
icip
ants
and m
ust
recognis
e t
he in
fl u
en
ce
su
ch
in
div
idu
als
can
have
on
th
e g
roup p
rocess a
nd b
e a
ble
to d
eal w
ith it;
• p
art
icip
an
ts w
ith
le
arn
ing d
iffi cultie
s e
.g. poor
litera
cy s
kill
s.
Tra
ine
rs n
ee
d t
o b
e a
ble
to t
ake m
easure
s t
o a
ddre
ss learn
ing
diffi cu
ltie
s a
nd
to
actively
check w
heth
er
the m
essage h
as b
een
un
de
rsto
od
by s
uch
part
icip
ants
.
On
e w
ay t
o g
o a
bo
ut
assessin
g p
art
icip
ants
is t
o g
et
each p
art
icip
ant
at
the
ou
tse
t o
f th
e t
rain
ing (e.g
. during intr
oductions a
nd in t
he fi r
st
exe
rcis
e) to
re
fl e
ct
on
an
d r
ecount
her/
his
motivations, needs,
exp
erie
nce
an
d a
ttitu
de
s.
Do
n’t
fo
rget
geo
gra
ph
ical
dif
fere
nce
s
An
oth
er
diffe
ren
ce
co
mm
ente
d o
n b
y a
road s
afe
ty t
rain
ing e
xpert
is
the
diffe
ren
ce
in
skill
s a
nd d
rivin
g e
xperience o
f young d
rivers
in
urb
an
are
as v
ers
us y
ou
ng d
rivers
in r
ura
l are
as. P
erh
aps n
ot
su
rprisin
gly
, yo
un
g d
rive
rs in u
rban a
reas t
end t
o b
e r
ela
tively
bett
er
at
urb
an
drivin
g s
itu
atio
ns a
nd n
egotiating m
oto
rways. Y
oung d
rivers
in r
ura
l are
as m
ay h
ave
sta
rted t
o d
rive e
arlie
r th
an t
heir u
rban
co
un
terp
art
s a
nd
te
nd
to
be r
ela
tively
bett
er
at
drivin
g o
n o
pen s
tate
hig
hw
ays. T
he
se
diffe
ren
ces r
efl ect
the d
rivin
g e
xperiences t
hat
the
diffe
ren
t g
rou
ps o
f yo
un
g p
eople
com
monly
encounte
r.
Th
is s
itu
atio
n c
an
no
t e
asily
be c
hanged. Id
eally
though, a p
rovid
er
will
dra
w t
his
to
th
e a
tte
ntion o
f th
e y
oung d
river
and h
er/
his
pare
nt/
gu
ard
ian
. T
he
n t
he
y a
re a
ware
that
they n
eed t
o p
lan t
heir d
rivin
g
pra
ctice
to
en
co
mp
ass t
he f
ull
range o
f drivin
g s
ituations.
2 M
eeti
ng
th
e n
eed
s o
f in
div
idu
al p
arti
cip
ants
12 S
ee t
he d
iscussio
n in C
IEC
A (2002): T
he E
U A
DV
AN
CE
D P
roje
ct:
Description a
nd A
naly
sis
of
Post-
Lic
ence D
river
and R
ider
Tra
inin
g p
p 1
18
- 1
19
. R
ijsw
ijk, C
IEC
A.
13 Ibid
p 1
30.
safe
r you
ng d
river
s FIN
AL•.i
ndd
13
6/20
/08
9:3
8:19
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
14
Wh
y a
par
tici
pan
t-ce
ntr
ed a
pp
roac
h m
atte
rs
Inte
rnational best
pra
ctice s
ug
ge
sts
th
at
a p
art
icip
an
t-ce
ntr
ed
appro
ach t
o t
eachin
g a
nd learn
ing
is t
he
mo
st
eff
ective
fo
r yo
un
g
people
and m
ore
over
for
road
safe
ty e
du
catio
n t
hat
is s
ee
kin
g t
o
positiv
ely
infl uence a
ttitude, m
otivatio
n a
nd
be
havio
ur
14.
A p
art
icip
ant-
centr
ed a
ppro
ach
is o
ne
wh
ere
th
e t
rain
er
is e
sse
ntially
a c
oach w
ho im
part
s k
now
led
ge
, se
ts t
asks a
nd
active
ly in
vo
lve
s t
he
part
icip
ants
, help
ing t
hem
to
un
de
rsta
nd
an
d e
valu
ate
th
eir s
tre
ng
ths
and w
eaknesses r
ela
ted t
o d
rivin
g. It
re
co
gn
ise
s t
hat
pe
op
le le
arn
best
by d
oin
g a
nd e
nvis
age
s p
art
icip
an
ts b
ein
g a
ctive
ly in
vo
lve
d in
pra
ctical tr
ain
ing o
r oth
er
exp
erie
nce
s, d
iscu
ssio
ns a
nd
fe
ed
back
sessio
ns.
It b
egin
s b
y a
ssessin
g w
he
re t
he
part
icip
an
t is
at
an
d w
hat
their learn
ing n
eeds a
re.
It t
he
n s
ee
ks a
gre
em
en
t o
n t
his
fro
m t
he
part
icip
ant
befo
re p
roceedin
g.
This
appro
ach c
ontr
asts
sharp
ly w
ith
th
e t
rad
itio
nal te
ach
ing
appro
ach w
here
the instr
ucto
r im
part
s k
no
wle
dg
e a
nd
ad
vic
e t
hro
ug
h
pre
senta
tions a
nd ‘
part
icip
an
ts’ are
passiv
e r
eco
rde
rs o
f in
form
atio
n.
This
appro
ach u
ses p
re-s
et
co
nte
nt
an
d d
eliv
ery
sty
les r
eg
ard
less o
f
the n
eeds o
f part
icip
ants
.
Part
icip
ant-
centr
ed learn
ing
is m
ore
lik
ely
to
be
su
cce
ssfu
l fo
r
infl
uencin
g y
oung p
eople
to b
e s
afe
r d
rive
rs. T
his
is b
ecau
se
it
avo
ids
the r
isk t
hat
the t
rain
er
is p
erc
eiv
ed
as p
reach
ing
an
d/o
r p
atr
on
isin
g,
whic
h t
end t
o u
nderm
ine p
art
icip
an
t m
otivatio
n t
o b
en
efi t
fro
m t
he
train
ing.
More
over,
it
encoura
ge
s r
efl e
ctio
n o
n a
ttitu
de
s, m
otivatio
ns
and c
apacitie
s f
or
self-e
valu
atio
n (i.e
. str
en
gth
s a
nd
we
akn
esse
s)
whic
h a
re k
ey t
o d
evelo
pin
g a
co
mm
itm
en
t to
safe
drivin
g b
eh
avio
ur.
For
exam
ple
, a p
resenta
tion t
o y
ou
ng
pe
op
le o
n d
rug
s a
nd
drivin
g,
even a
very
well
info
rmed o
ne
, w
ill a
ch
ieve
little
if
stu
de
nts
are
no
t
giv
en w
ays t
o f
ully
engage w
ith
th
e m
ate
rial an
d t
o m
ake
th
e k
ey
messages t
heir o
wn.
Dis
cuss
ion
, sel
f-ev
alu
atio
n a
nd
fee
db
ack
are
key
Fu
rth
er,
although level 3 (G
oals
and c
onte
xt
for
drivin
g) and level 4
(Bro
ad
er
goals
) (o
n t
he G
oals
for
Driver
Education m
atr
ix a
s
dis
cu
sse
d in S
ection 4
) can b
e r
ais
ed t
hro
ugh p
ractical exerc
ises o
n
the
lo
we
r le
vels
, re
al analy
sis
and t
he t
ransla
tion o
f th
ese issues into
lastin
g ‘m
essages’ can o
nly
be a
chie
ved t
hro
ugh d
iscussio
n, self
evalu
atio
n a
nd f
eedback a
fterw
ard
s. D
iscussio
n, self e
valu
ation a
nd
fee
db
ack a
re c
ore
to a
part
icip
ant
centr
ed a
ppro
ach.
Be
st
pra
ctice s
uggests
that
com
pre
hensiv
e f
eedback a
nd d
iscussio
n
be
carr
ied
out
aft
er
each p
ractical exerc
ise. P
art
icip
ants
should
co
nsta
ntly b
e e
ncoura
ged t
o d
iscuss t
heir e
xperiences d
uring t
he
exe
rcis
es a
nd t
o identify
any p
roble
ms t
hey h
ave w
ith t
hem
15.
Exam
ple
s f
rom
best
pra
ctice c
ours
es in E
uro
pe 1
6 s
uggest
that
a
part
icip
an
t-centr
ed a
ppro
ach c
an b
e t
aken p
rior
to t
he t
rain
ing b
y
en
co
ura
gin
g p
art
icip
ants
, perh
aps v
ia a
questionnaire, to
thin
k a
bout
the
ir a
bili
tie
s, w
eaknesses a
nd t
heir p
art
icula
r needs t
hat
they w
ould
like
ad
dre
ssed v
ia t
rain
ing. A
llow
ing p
art
icip
ants
to h
elp
shape t
he
issu
es t
hat
are
covere
d in a
cours
e h
elp
s e
nsure
that
the p
rogra
mm
e
will
be
re
levant
to t
hem
.
3 T
akin
g a
par
tici
pan
t ce
ntr
ed-a
pp
roac
h
14
For
a f
ulle
r dis
cussio
n, see C
IEC
A (
2002)
The E
U A
DV
AN
CE
D P
roje
ct:
Description a
nd A
naly
sis
of
Post-
Lic
ence D
river
an
d R
ide
r T
rain
ing
pp
39
– 4
2, 7
9 - 8
7 a
nd
21
2 –
21
7. R
ijsw
ijk, C
IEC
A1
5 F
or
furt
her
dis
cussio
n, see C
IEC
A (2002)
p 1
20.
16 S
ee C
IEC
A (2002) pp 8
2, 111, 120.
safe
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ng d
river
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AL•.i
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FER
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RIV
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GU
IDE
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PR
AC
TIC
E E
DU
CA
TIO
N
15
Infl
uen
cin
g m
oti
vati
on
an
d a
ttit
ud
e
There
has b
een a
lot
of
researc
h 1
7 o
n w
hat
sh
ou
ld b
e in
clu
de
d in
an
ideal pro
gra
mm
e o
f ro
ad s
afe
ty e
ducation p
art
icu
larly in
th
e a
rea o
f
driver
train
ing.
The k
ey c
onclu
sio
n f
rom
th
is r
ese
arc
h is t
hat
bei
ng
eq
uip
ped
wit
h b
asic
veh
icle
han
dlin
g s
kills
, kn
ow
led
ge
of
the
traf
fi c
rule
s an
d s
kills
to
op
erat
e in
tra
ffi c
are
no
t su
ffi c
ien
t to
b
eco
me
a co
mp
eten
t an
d s
afe
dri
ver.
Th
is is
bec
ause
mu
ch o
f th
e d
rivi
ng
tas
k co
nce
rns
per
son
al d
ecis
ion
-mak
ing
bas
ed o
n
situ
atio
ns,
att
itu
des
an
d v
alu
es w
hic
h a
re n
ot
dir
ectl
y-re
late
d t
o
dri
vin
g.
Put
anoth
er
way,
in m
ost
situations it
is n
ow
re
co
gn
ise
d t
hat
drivin
g
behavio
ur
is less d
ependent
on t
echnic
al co
mp
ete
nce
an
d m
ore
dependent
on a
driver’
s g
ender,
age,
mo
tive
s, g
oals
, att
itu
de
s,
pers
onalit
y a
nd t
he c
onte
xt
in w
hic
h d
rivin
g is p
erf
orm
ed
.
For
young p
eople
, th
is insig
ht
is b
orn
e o
ut
in t
he
tab
le o
n p
ag
e 1
6
that
show
s d
river
contr
ibution t
o f
ata
l cra
sh
es b
y a
ge
gro
up
. A
s c
an
be s
een f
rom
the t
able
, alc
ohol/dru
gs a
nd s
pe
ed
are
th
e m
ajo
r
contr
ibuting f
acto
rs f
or
young d
rivers
invo
lve
d in
fata
l cra
sh
es.
Young d
rivers
involv
ed in f
ata
l cra
shes a
re m
ore
th
an
tw
o a
nd
half
tim
es a
s lik
ely
to h
ave s
peed a
s a
facto
r th
an
drive
rs o
ve
r th
e a
ge
of
25.
Alc
ohol/dru
gs a
nd s
peed d
o n
ot
repre
sent
a lack o
f te
ch
nic
al d
rivin
g
com
pete
nce.
They r
efl
ect
those y
oung d
rive
rs’ m
otive
s, att
itu
de
s,
pers
onalit
ies a
nd t
he d
ecis
ions t
hey m
ad
e a
bo
ut
tho
se
sp
ecifi c
drivin
g t
rips t
hat
ended in f
ata
l cra
shes.
Despite f
acto
rs lik
e d
river
motivation a
nd a
ttitu
de
be
ing
so
im
po
rtan
t,
road s
afe
ty e
ducation f
or
young d
rivers
has t
rad
itio
nally
fo
cu
se
d o
n
ve
hic
le c
on
tro
l an
d d
rivin
g in t
raffi
c 1
8. This
is n
ot
surp
risin
g a
s t
hese
skill
s a
re t
he
basis
fo
r co
mpete
nt
and s
afe
drivin
g a
nd t
hey h
ave t
o
be
co
me
ro
utin
e b
eh
ind
th
e w
heel.
So
me
ro
ad
safe
ty e
du
cato
rs h
ave a
lready r
ecognis
ed t
he n
eed t
o
wid
en
tra
inin
g t
o in
co
rpo
rate
tra
inin
g o
n w
here
ris
ks in t
raffi
c m
ay
occu
r an
d h
ow
th
ey c
an
be a
void
ed, fo
r exam
ple
, th
rough s
afe
ty
marg
ins a
nd
haza
rd p
erc
eption t
rain
ing.
Th
is is a
n e
sse
ntial d
eve
lopm
ent
that
needs t
o b
e b
uilt
on s
o t
hat
road
safe
ty e
du
catio
n g
oe
s b
eyond t
echnic
al skill
s a
nd t
raffi
c r
isks.
Th
is is b
ecau
se
th
e c
on
trib
ution o
f ro
ad s
afe
ty e
ducation t
o
imp
rovin
g s
afe
ty o
utc
om
es f
or
young d
rivers
is lik
ely
to b
e
sig
nifi c
an
tly r
ed
uce
d, if it
does n
ot
als
o e
quip
them
with a
n a
bili
ty t
o:
• r
ealis
tically
evalu
ate
their o
wn d
rivin
g s
kill
s a
nd t
o b
e a
ware
of
wh
at
mo
tive
s a
nd
pre
fere
nces g
overn
their o
wn d
rivin
g
be
havio
ur
an
d c
ho
ices;
• d
ecid
e w
he
n t
o a
vo
id d
rivin
g, fo
r exam
ple
, w
hen u
nder
the
infl u
en
ce
of
alc
oh
ol, d
rugs o
r fa
tigue;
• p
lan
trip
s s
afe
ly in
te
rms o
f m
ode, ro
ute
and d
ecis
ions a
bout
with
wh
om
; an
d
• m
an
ag
e t
he
so
cia
l co
nte
xt
of
drivin
g, fo
r exam
ple
, drivin
g s
afe
ly
with
pe
er
passe
ng
ers
.
Ind
ee
d, re
vie
ws in
oth
er
jurisdic
tions 1
9 s
uggest
that
the k
ey r
isk w
ith
pro
gra
mm
es w
ith
a h
eavy f
ocus o
n t
echnic
al skill
s is t
hat
they c
an b
e
co
un
terp
rod
uctive
fo
r so
me y
oung d
rivers
.
4 E
du
cati
ng
th
e w
ho
le d
rive
r
17 S
ee, fo
r exam
ple
, E
ngstr
om
, I, G
regers
en, N
.P., H
ern
etk
oski,K
., K
eskin
en,
I &
Nyberg
, A
. (2
003):
Young n
ovic
e d
rivers
, driver
education a
nd
tra
inin
g. L
ite
ratu
re r
evie
w. V
TI-re
po
rt 4
91
A. L
inko
pin
g,
VTI. S
ee a
lso O
EC
D (O
rganis
ation f
or
Econom
ic C
o-o
pe
ration a
nd D
evelo
pm
ent)
(2006)
Young D
rivers
The R
oad t
o S
afe
ty p
p 6
7 -
114,
OE
CD
, P
aris.
18
For
exam
ple
, see S
enserr
ick, T.M
. and S
win
burn
e, G
.C.,
Evalu
ation o
f an insig
ht
driver-
train
ing p
rogra
m f
or
young d
rivers
, M
onash U
niv
ers
ity A
ccid
en
t R
ese
arc
h C
en
tre
, 2
00
1 p
1.
19 S
ee, fo
r exam
ple
, C
IEC
A (2002): T
he E
U A
DV
AN
CE
D P
roje
ct:
Description a
nd A
naly
sis
of
Post-
Lic
ence D
river
and R
ider
Tra
inin
g.
Rijs
wijk
, C
IEC
A.
safe
r you
ng d
river
s FIN
AL•.i
ndd
15
6/20
/08
9:3
8:19
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
16
They c
an r
esult in y
oung-d
rive
rs w
ho
are
ove
r-co
nfi d
en
t in
th
eir
technic
al drivin
g s
kill
s.
Such d
rive
rs t
en
d n
ot
to a
vo
id d
iffi cu
lt
conditio
ns o
r ta
ke o
n m
ore
de
man
din
g d
rivin
g s
itu
atio
ns s
uch
as
drivin
g a
t hig
her
speed 2
0.
As w
ell,
there
is N
ew
Zeala
nd
evid
en
ce
21 t
hat
hig
he
r le
ve
l skill
s
train
ing,
done c
orr
ectly in t
erm
s o
f ta
kin
g a
‘w
ho
le o
f d
rive
r’
appro
ach,
decre
ases o
ver-
co
nfi d
en
ce
an
d im
pro
ve
s a
ttitu
de
s
regard
ing s
peedin
g,
clo
se f
ollo
win
g a
nd
ove
rtakin
g. In
co
mp
ariso
n,
traditio
nal vehic
le c
ontr
ol skill
s t
rain
ing
did
no
t ch
an
ge
sig
nifi c
an
tly
any o
f th
e c
onfi
dence a
nd a
ttitu
de
me
asu
res.
In s
um
mary
the c
onte
nt
of
road
safe
ty e
du
catio
n f
or
yo
un
g d
rive
rs
has t
o b
e h
olis
tic. In
additio
n t
o v
ehic
le h
andlin
g a
nd t
raffi
c s
kill
s it
has t
o a
ctive
ly c
onsid
er
and infl uence w
ider
facto
rs lik
e m
otivation
an
d a
ttitu
de t
hat
com
bin
e t
o d
ete
rmin
e d
rivin
g b
ehavio
ur.
Sim
ply
focu
sin
g o
n v
ehic
le c
ontr
ol and t
raffi
c p
art
icip
ation is n
ot
enough t
o
eq
uip
yo
un
g d
rivers
with t
he c
om
pete
ncie
s t
hey n
eed.
Inco
rpo
rati
ng
mo
tiva
tio
n a
nd
att
itu
de
in c
ou
rses
Th
e G
oals
fo
r D
river
Education m
atr
ix 2
2 (th
e G
DE
matr
ix), s
ee n
ext
pag
e, o
ffe
r a p
ractical w
ay o
f in
corp
ora
ting m
otivational and
att
itu
din
al fa
cto
rs into
road s
afe
ty e
ducation f
or
young d
rivers
.
Esse
ntially
this
matr
ix c
aptu
res a
ll th
e c
om
pete
ncie
s n
eeded t
o d
rive
safe
ly. T
he
matr
ix w
as d
evelo
ped f
rom
an a
ssessm
ent
of
the r
isk
facto
rs le
adin
g t
o y
oung d
river
cra
shes a
nd f
rom
the k
ey fi n
din
gs
0%10
%20
%30
%40
%50
%
Fol
low
ing
too
clos
ely
Sud
denl
y br
aked
or
turn
ed
Mis
judg
ed s
peed
, dis
tanc
e et
c
Did
not
see
oth
er p
arty
Fai
led
to g
ive
way
Sho
win
g of
f/Rac
ing
Ove
rtak
ing
Too
far
left
Driv
er ti
red
or fe
ll as
leep
Fai
led
to k
eep
left
Inex
perie
nced
Inat
tent
ion
or a
ttent
ion
dive
rted
Lost
con
trol
Alc
ohol
or
drug
s
Too
fast
for
cond
ition
s
1%1%
10%
8%
3%4%
1%
9%
3%
10%
10%
16%19
%
15%
2%
0%10
%20
%30
%40
%50
%
0%2%2%4%4%5%6%8%
10%
12%
12%
12%
25%
31%
43%
Perc
ent
of
drivers
Pe
rce
nt
of
drive
rs
Fig
ure
4 -
Dri
ver
con
trib
uti
on
to
fat
a cr
ash
es d
uri
ng
200
4-20
06 b
y ag
e g
rou
p (
NZ
Po
lice-
rep
ort
ed d
ata)
20 S
enserr
ick a
nd S
win
burn
e o
p c
it p
1.
21 Isle
r, R
.B., S
tark
ey, N
., a
nd D
rew
, M
., T
he ‘
Fro
nta
l Lobe’
Pro
ject,
Univ
ers
ity o
f W
aik
ato
, 2007.
22 T
his
matr
ix w
as d
evelo
ped w
ithin
an E
U d
river
safe
ty r
esearc
h p
roje
ct.
It
is w
idely
endors
ed b
y r
oad s
afe
ty e
xpert
s a
nd
ro
ad
safe
ty a
uth
oritie
s. A
fu
ller
dis
cu
ssio
n o
f th
e G
DE
matr
ix c
an
be
fo
un
d
in E
ngsto
m (2003) op c
it p
p 5
4 –
59.
15-2
4 y
ear-
old
s2
5+
ye
ar-
old
s
safe
r you
ng d
river
s FIN
AL•.i
ndd
16
6/20
/08
9:3
8:19
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
17
from
the r
esearc
h o
n y
oung d
river
behavio
ur.
Go
als
and
co
nte
nt
of
dri
ver
edu
cati
on
(T
he
“GD
E”
Mat
rix)
Kn
ow
led
ge
and
ski
lls d
rive
r h
as t
o
mas
ter
Ris
k-in
crea
sin
g f
acto
rs d
rive
r m
ust
be
awar
e o
f an
d b
e ab
le t
o a
void
Sel
f ev
alu
atio
n/a
sses
smen
t
Life
go
als
and
life
ski
llsK
now
ledge a
bo
ut,
an
d c
on
tro
l o
ve
r, h
ow
lifesty
le a
nd p
ers
on
al te
nd
en
cie
s a
ffe
ct
drivin
g
behavio
ur
e.g
. ag
e, g
rou
p, cu
ltu
re, so
cia
l
circum
sta
nces.
Kn
ow
led
ge
ab
ou
t, a
nd
co
ntr
ol o
ve
r, r
isks
co
nn
ecte
d w
ith
be
havio
ura
l sty
le, p
ee
r
pre
ssu
re, su
bsta
nce
ab
use
etc
Aw
are
ness o
f pers
onal te
ndencie
s r
egard
ing
motives,
impuls
e c
ontr
ol, e
tc.
Go
als
for
and
co
nte
xt o
f d
rivi
ng
(t
rip
-rel
ated
)K
now
ledge a
bo
ut
the
vario
us n
ee
ds o
f
diffe
rent
trip
s e
.g. b
ein
g a
ble
to
pla
n a
nd
choose r
oute
s, e
valu
ate
drivin
g t
ime
an
d
evalu
ate
the n
ece
ssity o
f th
e t
rip
.
Un
de
rsta
nd
ing
th
e im
pact
of
alc
oh
ol, f
atig
ue,
mo
od
, so
cia
l co
nte
xt
an
d c
om
pe
tin
g m
otives
etc
.
Self e
valu
ation/a
ware
ness o
f pers
onal
pla
nnin
g s
kill
s,
typic
al goals
of
drivin
g,
typic
al
risky d
rivin
g m
otives,
etc
.
Dri
vin
g in
tra
ffi c
Maste
ring t
raffi
c r
ule
s, h
aza
rd p
erc
ep
tio
n,
safe
ty m
arg
ins. A
uto
matin
g e
lem
en
ts o
f th
e
drivin
g p
rocess. C
o-o
pe
ratin
g w
ith
oth
er
drivers
, etc
.
Un
de
rsta
nd
ing
th
e r
isks a
sso
cia
ted
with
dis
ob
eyin
g r
ule
s, clo
se
-fo
llow
ing
, vu
lne
rable
road
use
rs a
nd
diffi cu
lt c
on
ditio
ns e
tc
Self e
valu
ation/a
ware
ness o
f basic
tra
ffi c
skill
s
and s
kill
s f
or
haza
rd s
ituations,
pers
onal
drivin
g s
tyle
, pers
onal safe
ty m
arg
ins,
etc
.
Veh
icle
co
ntr
ol
Basic
vehic
le h
an
dlin
g s
kill
s e
.g. b
rakin
g,
shifting g
ears
, ke
ep
ing
th
e c
ar
un
de
r co
ntr
ol,
etc
. K
now
ledg
e o
f in
jury
pre
ve
nta
tive
syste
ms
such a
s s
eat
be
lts a
nd
airb
ag
s.
Un
de
rsta
nd
ing
ris
ks a
sso
cia
ted
with
no
n-u
se
of
se
at
be
lts, w
orn
-ou
t tire
s, b
reakd
ow
n o
f
ve
hic
le s
yste
m, e
tc.
Self e
valu
ation/a
ware
ness o
f str
ength
s a
nd
weaknesses r
egard
ing b
asic
drivin
g s
kill
s,
manoeuvring in h
aza
rdous s
ituations,
etc
.
The m
atr
ix’s
underlyin
g r
ationale
is t
hat,
in
re
al lif
e, fa
cto
rs s
uch
as p
ee
r p
ressu
re, a d
rive
r’s p
hysic
al and e
motional conditio
n, and p
ers
onal
tendencie
s (
e.g
. bein
g r
isk-
keen)
sig
nifi c
an
tly im
pact
on
drivin
g b
eh
avio
ur
an
d g
reatly in
fl u
en
ce
th
e s
ort
s o
f drivin
g s
ituations t
hat
the d
river
will
be in. To b
e e
ffective,
road s
afe
ty e
ducatio
n f
or
yo
un
g d
rive
rs n
ee
ds t
o c
ove
r th
ese
facto
rs.
Inte
rnationally
the m
atr
ix is s
trongly
reco
mm
en
de
d a
s b
est
pra
ctice
as a
fra
me
wo
rk f
or
de
ve
lop
ing
, e
valu
ating a
nd r
evie
win
g r
oad s
afe
ty
education p
rogra
mm
es.
The m
atr
ix o
utlin
es f
our
inte
rdependent
leve
ls o
f d
rivin
g b
eh
avio
ur
an
d t
he
co
mp
ete
ncie
s n
ee
de
d a
t e
ach level fo
r safe
drivin
g.
safe
r you
ng d
river
s FIN
AL•.i
ndd
17
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
18
Co
lum
n 1
- K
no
wle
dg
e an
d s
kills
Co
lum
n 1
describes t
he k
now
ledge a
nd s
kill
s t
hat
a d
river
needs f
or
drivin
g u
nd
er
norm
al circum
sta
nces. For
levels
1 a
nd 2
, th
is e
quate
s
to h
ow
to
manoeuvre
the c
ar,
how
to d
rive in t
raffi
c a
nd w
hat
traffi
c
rule
s m
ust
be f
ollo
wed. A
t le
vels
3 a
nd 4
, th
e c
olu
mn c
oncern
s h
ow
trip
s s
ho
uld
be p
lanned a
nd h
ow
pers
onal chara
cte
ristics m
ay
infl u
en
ce
behavio
ur
and s
afe
ty.
Co
lum
n 2
- R
isk
awar
enes
sC
olu
mn
2 is r
ela
ted t
o t
he fi r
st
but
em
phasis
es p
art
icula
r know
ledge
an
d s
kill
s r
ela
ted t
o f
acto
rs t
hat
incre
ase o
r decre
ase r
isk. For
level 1,
this
may b
e w
orn
tyre
s o
r poor
bra
kes. For
level 2 t
his
could
be p
oor
haza
rd p
erc
eption. For
levels
3 a
nd 4
, it c
ould
be incre
ased r
isk in
drivin
g a
t n
ight
tim
e, excessiv
e s
peedin
g a
nd d
rivin
g w
hile
under
the
infl u
en
ce
of
dru
gs.
Co
lum
n 3
- S
elf
eval
uat
ion
/sel
f as
sess
men
t sk
ills
Co
lum
n 3
co
ncern
s s
elf e
valu
ation (self a
ssessm
ent)
skill
s i.e
. an
ind
ivid
ual’s a
bili
ty t
o a
ssess a
t each o
f th
e f
our
levels
their s
trength
s,
we
akn
esse
s, pers
onal chara
cte
ristics a
nd d
ecis
ion-m
akin
g a
bili
ties
an
d u
nd
ers
tand h
ow
they im
pact
on t
heir d
rivin
g.
Se
lf-e
valu
ation is a
critical skill
for
a y
oung d
river.
A d
river
who is
aw
are
of
her/
his
tendency n
ot
to b
e a
ble
to r
esis
t peer
pre
ssure
, or
wh
o k
no
ws t
he lim
itations o
f her/
his
skill
s o
n a
slip
pery
road, m
ay b
e
ab
le t
o t
ake t
his
into
consid
era
tion a
nd a
dapt
her/
his
drivin
g
acco
rdin
gly
. A
s w
ell,
facili
tating t
he d
evelo
pm
ent
of
str
ong s
elf-
evalu
atio
n s
kill
s in y
oung d
rivers
is a
key w
ay o
f avoid
ing y
oung
pe
op
le b
ecom
ing o
ver-
confi dent
in t
heir t
echnic
al drivin
g s
kill
s.
Th
e m
atri
x co
nd
ense
s th
e la
test
res
earc
h o
n d
rivi
ng
co
mp
eten
cies
T
ake
n t
og
eth
er,
the m
atr
ix’s
levels
and c
olu
mns d
efi ne t
he
co
mp
ete
ncie
s n
eeded t
o b
e a
safe
driver.
The m
atr
ix c
an b
e u
sed t
o
se
t g
oals
fo
r ro
ad s
afe
ty e
ducation p
rogra
mm
es f
or
young p
eople
an
d f
or
de
ve
lopin
g t
he c
onte
nt
within
those p
rogra
mm
es. B
y u
sin
g
The f
our
levels
of
drivin
g b
eh
avio
ur
are
:
• t
he d
river’
s b
roader
goals
(L
eve
l 4
). T
his
re
fers
to
pe
rso
nal
motives a
nd t
endencie
s e
.g. b
ein
g r
isk-k
ee
n o
r se
nsatio
n-
seekin
g.
This
level re
fl ects
th
e f
act
that
life
sty
le, ag
e, g
en
de
r an
d
oth
er
indiv
idual pre
cond
itio
ns h
ave
an
in
fl u
en
ce
on
att
itu
de
s,
drivin
g b
ehavio
ur
and c
rash
in
vo
lve
me
nt.
• t
he r
easons f
or
and t
he c
on
text
of
drivin
g (L
eve
l 3
). T
his
le
ve
l
rela
tes t
o t
he p
urp
ose o
f th
e t
rip
an
d c
on
ce
rns t
he
wh
y, w
he
re,
when a
nd w
ith w
hom
drivin
g is c
arr
ied
ou
t e
.g. d
ay t
ime
/nig
ht
tim
e,
rush-h
our,
decis
ion
s t
o d
rive
un
de
r th
e in
fl u
en
ce
of
alc
oh
ol,
fatigue o
r em
otional str
ess.
• m
aste
ry o
f tr
affi
c s
ituatio
ns (L
eve
l 2
). T
his
co
nce
rns t
he
drive
r’s
abili
ty t
o a
dju
st
her/
his
drivin
g in
re
sp
on
se
to
ch
an
ge
s in
tra
ffi c
e.g
. appro
achin
g inte
rsectio
ns, o
ve
r ta
kin
g, an
d e
nco
un
terin
g
vuln
era
ble
road u
sers
. T
he
ab
ility
to
id
en
tify
po
ten
tial h
aza
rds in
traffi
c is a
lso in t
his
leve
l.
• v
ehic
le h
andlin
g s
kill
s (
Le
ve
l 1
). T
his
co
nce
rns b
ein
g a
ble
to
use
a c
ar
(know
ing h
ow
to s
tart
, ch
an
ge
ge
ars
, e
tc) as w
ell
as m
ore
com
ple
x m
anoeuvre
s s
uch
as e
me
rge
ncy b
rakin
g. T
he
be
ne
fi ts
and f
unctionin
g o
f in
jury
pre
ve
ntio
n s
yste
ms s
uch
as s
eat
be
lts
and a
irbags a
lso b
elo
ng
he
re.
The levels
of
drivin
g b
ehavio
ur
are
hie
rarc
hic
al in
th
at
leve
l 4
facto
rs
dete
rmin
e t
he c
hoic
es t
hat
are
mad
e o
n le
ve
l 3
an
d h
ow
th
e c
ar
is
driven o
n levels
2 a
nd 1
.
For
each o
f th
ese levels
the
matr
ix o
utlin
es t
hre
e b
road
com
pete
ncie
s n
ecessary
for
safe
drivin
g b
eh
avio
ur,
i.e
. kn
ow
led
ge
and s
kill
s (
colu
mn 1
), r
isk a
ware
ne
ss (co
lum
n 2
), a
nd
se
lf-e
valu
atio
n
(colu
mn 3
).
safe
r you
ng d
river
s FIN
AL•.i
ndd
18
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
19
the m
atr
ix,
the late
st
researc
h c
oncern
ing
yo
un
g d
rive
rs a
nd
th
e
com
pete
ncie
s t
hey n
eed t
o b
e s
afe
can e
asily
be
in
teg
rate
d in
to
education p
rogra
mm
es.
The m
atr
ix c
an a
lso b
e u
sed b
y f
unders
to
he
lp t
he
m u
nd
ers
tan
d t
he
covera
ge o
f th
e c
ours
es b
ein
g o
ffere
d a
s a
ne
two
rk in
th
eir a
rea a
nd
the c
overa
ge t
hat
any o
ne c
ours
e p
rovid
es.
The m
atr
ix r
epre
sents
a v
ery
diffe
rent
way o
f th
inkin
g a
bo
ut
the
goals
and c
onte
nt
of
driver
education p
rog
ram
me
s. F
or
exam
ple
,
consid
er
haza
rd p
erc
eption.
In a
tra
ditio
nal co
urs
e, h
aza
rd p
erc
ep
tio
n
only
refe
rs t
o a
ctu
al ‘r
oad h
aza
rds’.
But
with
th
e m
atr
ix, th
e n
otio
n o
f
pote
ntial risk e
xte
nds b
eyond t
he r
oad t
o e
nco
mp
ass r
isks r
ela
ted
to
the t
ype o
f tr
ip,
driver
motive a
nd t
he b
ehavio
ura
l te
nd
en
cie
s o
f th
e
driver.
The o
ther
key insig
ht
that
the m
atr
ix b
rin
gs is t
he
ne
ed
fo
r co
urs
es o
r
a g
roup o
f lin
ked c
ours
es t
o a
chie
ve a
n a
pp
rop
riate
bala
nce
be
twe
en
equip
pin
g y
oung d
rivers
with t
echnic
al skill
s, risk a
ware
ne
ss s
kill
s
and s
elf e
valu
ation s
kill
s.
It a
lso p
rovid
es a
usefu
l w
ay o
f th
inkin
g a
bo
ut
ho
w t
he
de
live
ry o
f
train
ing s
hould
be s
tructu
red t
hro
ugh t
ime
. Id
eally
a y
ou
ng
pe
rso
n
would
receiv
e t
rain
ing a
t all
levels
of
the m
atr
ix b
efo
re c
om
me
ncin
g
the fi
rst
six
month
s o
f drivin
g s
olo
(i.e.
befo
re t
he
y p
rog
ress in
to t
he
restr
icte
d p
hase o
f th
e G
DLS
).
It is a
cknow
ledged t
hat
it is e
asie
r to
succe
ssfu
lly e
qu
ip y
ou
ng
drivers
with s
kill
s a
t le
vels
1 a
nd 2
than a
t le
ve
ls 3
an
d 4
. T
he
latt
er
requires a
successfu
l change in a
ttitudes a
nd
mo
tivatio
ns t
hat
have
been d
eve
loped o
ver
a n
um
ber
of
years
. A
t th
e v
ery
le
ast,
ho
we
ve
r,
it is im
port
ant
that
pro
vid
ers
not
just
add
ress le
ve
ls 1
an
d 2
. T
he
y
need t
o r
ais
e a
ware
ness o
f th
e h
igher
leve
l risks a
nd
pe
rso
nal
limitations a
nd t
he im
pact
they h
ave o
n d
rivin
g b
eh
avio
ur
an
d s
afe
ty
outc
om
es.
safe
r you
ng d
river
s FIN
AL•.i
ndd
19
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
20
Exa
mp
le o
f a
cou
rse
bas
ed o
n t
he
GD
E M
atri
x 23
Leve
l of
dri
ver
beh
avio
ur
Su
gg
este
d c
on
ten
tR
isk
awar
enes
s/sk
ills
trai
nin
g
4 D
rive
r’s
bro
ader
go
als
Un
de
rsta
nd
ing
th
e e
ffe
cts
of
on
e’s
ow
n h
ab
its a
nd
mo
tive
s in
rela
tio
n t
o s
afe
drivin
g
Ris
k a
ware
ness
3 T
rip
-rel
ated
fac
tors
Mo
od
s e
.g. b
ein
g t
ire
d o
r p
reo
ccu
pie
d a
nd
th
eir e
ffe
ct
on
drivin
g
ab
ility
Pe
er
pre
ssu
re –
frie
nd
s a
s p
asse
ng
ers
Co
nte
xt
of
drivin
g –
re
cre
atio
n
Ris
k a
ware
ness
Ris
k a
ware
ness
Ris
k a
ware
ness
2 M
aste
ry o
f tr
affi
c si
tuat
ion
sH
aza
rd p
erc
ep
tio
n –
id
en
tifi catio
n o
f an
d a
ctio
n t
o a
vo
id r
isk in
tra
ffi c
Ro
ad
po
sitio
nin
g - s
pe
ed
re
gu
latio
n a
nd
safe
dis
tan
ce
s
Ris
k a
ware
ness
Ris
k a
ware
ness
1 V
ehic
le c
on
tro
lB
rakin
g t
ech
niq
ue
Bra
kin
g d
ista
nce
s –
in
re
latio
n t
o s
pe
ed
, su
rface
, lo
ad
an
d r
eactio
n
tim
es
Sittin
g p
ositio
n –
se
at
be
lt, h
ead
re
st
etc
Skill
s t
rain
ing
Ris
k a
ware
ness
Ris
k a
ware
ness
23 Fro
m C
IEC
A (2002) op c
it p
218.
safe
r you
ng d
river
s FIN
AL•.i
ndd
20
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
21
Go
als
bey
on
d g
ain
ing
a li
cen
ce
Cours
es a
imed s
pecifi c
ally
at
support
ing y
ou
ng
pe
op
le t
o o
bta
in a
drivin
g lic
ence f
orm
the p
redom
inant
part
of
the
ro
ad
safe
ty
education t
hat
is a
vaila
ble
for
young d
rive
rs. T
his
is n
ot
su
rprisin
g, as
learn
ing t
o d
rive a
nd g
ain
a d
rivin
g lic
ence is t
yp
ically
th
e k
ey
motivato
r fo
r young p
eople
s’
part
icip
ation in
ro
ad
safe
ty e
du
catio
n.
Cle
arly w
e h
ave a
responsib
ility
to h
elp
en
su
re t
hat
yo
un
g p
eo
ple
gain
their d
rivin
g lic
ences.
Alo
ngsid
e t
his
, th
ou
gh
, w
e h
ave
a
responsib
ility
to e
quip
young d
rivers
with t
he
wid
er
risk a
ware
ne
ss
skill
s a
nd s
elf e
valu
ation s
kill
s t
hat
they r
eq
uire
to
be
safe
drive
rs.
In o
ther
word
s,
it is im
port
ant
not
to m
ake
gain
ing
a lic
en
ce
th
e s
ole
aim
or
goal of
a c
ours
e.
A c
ours
e lim
ited t
o e
qu
ipp
ing
yo
un
g d
rive
rs
with b
asic
vehic
le h
andlin
g s
kill
s,
know
led
ge
of
the
tra
ffi c
ru
les, an
d
skill
s t
o o
pera
te in t
raffi
c w
ill b
e e
nough t
o e
nab
le s
om
eo
ne
to
gain
a
driver’
s lic
ence.
The c
ours
e w
ill n
ot
be s
uffi
cie
nt,
ho
we
ve
r, t
o e
nsu
re
a y
oung d
river
has t
he a
ttitudes,
motivatio
ns a
nd
be
havio
urs
to
be
a
com
pete
nt
and s
afe
driver
thro
ugh t
heir life
.
As w
ell,
havin
g a
sole
focus o
n g
ain
ing a
lic
en
ce
te
nd
s t
o c
on
trib
ute
to p
ublic
ly r
ein
forc
ing t
he f
als
e p
erc
eptio
n t
hat
a n
ew
ly lic
en
se
d
driver
is b
y d
efi
nitio
n a
safe
driver.
For
yo
un
g d
rive
rs, p
art
icu
larly
those n
ew
ly o
n a
restr
icte
d lic
ence w
hen c
rash
ris
k is a
t its g
reate
st,
this
can b
e a
dangero
us p
erc
eption.
To a
void
th
is m
isperc
eption a
nd m
ore
ove
r to
en
su
re c
ou
rse
co
nte
nt
goes b
eyo
nd t
echnic
al skill
s,
the p
rim
e a
im o
r g
oal o
f an
y d
rive
r
education c
ours
e s
hould
be t
o h
elp
equip
pe
op
le w
ith
th
e
know
ledge
, m
otivations a
nd s
kill
s n
eeded
to
be
te
ch
nic
ally
com
pete
nt
and s
afe
drivers
. The o
bje
ctive
of
he
lpin
g y
ou
ng
drive
rs
gain
their d
river
licences s
hould
only
eve
r b
e a
se
co
nd
ary
go
al.
safe
r you
ng d
river
s FIN
AL•.i
ndd
21
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
22
Des
ign
yo
ur
cou
rse
to a
pp
eal t
o y
ou
ng
peo
ple
For
train
ing t
o b
e e
ffective,
its c
on
ten
ts a
nd
de
live
ry h
ave
to
be
desig
ned w
ith a
cle
ar
unders
tan
din
g a
bo
ut
wh
at
tee
nag
ers
wan
t an
d
need.
One r
esearc
h m
ark
etin
g c
om
pan
y s
um
marise
s w
ell
wh
at,
in
genera
l, N
ew
Zeala
nd t
eenag
ers
wan
t – t
he
y a
re s
ee
kin
g t
o:
• c
reate
a s
elf identity
as a
n in
de
pe
nd
en
t in
div
idu
al;
• c
onnect
with o
thers
as a
n in
de
pe
nd
en
t in
div
idu
al;
• b
e c
reative;
• b
e o
lder
than t
hey a
re;
• h
ave f
un;
• b
e info
rmed a
bout
what
inte
rests
th
em
;
• h
ave f
reedom
24.
More
over,
to b
e e
ffective,
the
co
nte
nts
an
d d
eliv
ery
of
a c
ou
rse
have
to b
e d
elib
era
tely
desig
ned t
o a
pp
eal to
yo
un
g p
eo
ple
an
d t
o b
e
responsiv
e t
o t
heir t
rain
ing n
ee
ds a
nd
th
eir r
ealit
ies a
nd
valu
es 2
5.
This
inclu
des:
• h
avin
g c
onte
nt
that
has p
ers
on
al re
levan
ce
fo
r yo
un
g p
eo
ple
an
d
is b
ased w
ithin
their p
ee
r g
rou
p’s
wo
rld
vie
w e
.g.:
•
the s
trong m
otivation t
o im
pre
ss o
r p
lease
pe
ers
is t
ake
n a
s a
giv
en
, ra
the
r th
an
a f
ault t
o b
e c
orr
ecte
d,
and t
he
safe
ty m
essag
es in
th
e t
rain
ing
bu
ild o
n t
he
positiv
e s
ide o
f peer
infl uence
su
ch
as a
de
sire
fo
r fr
ien
ds t
o b
e s
afe
;
•
pro
moting t
hin
gs t
hat
are
‘co
ol’ a
nd
co
nsis
ten
t w
ith
safe
drivin
g s
uch
as h
avin
g
frie
nds,
sta
tus a
nd f
un a
nd
hig
hlig
htin
g t
hin
gs t
hat
are
‘u
nco
ol’ a
nd
co
nsis
ten
t
with u
nsafe
drivin
g s
uch a
s r
iskin
g y
ou
r fr
ien
ds’ liv
es a
nd
so
cia
l is
ola
tio
n 2
6.
•
basin
g t
he p
rogra
mm
e w
ith
in a
cu
ltu
ral co
nte
xt
that
the
yo
un
g
people
most
identify
with
. T
his
no
t o
nly
me
an
s w
ith
in y
ou
th
cu
ltu
re b
ut
als
o w
ithin
the c
ulture
of
the s
ocia
l and e
thnic
co
mm
unitie
s t
o w
hic
h t
hey b
elo
ng. S
o, fo
r exam
ple
, th
e c
ultura
l
en
viro
nm
ent
for
a p
rogra
mm
e f
or
young p
eople
liv
ing in r
ura
l
Can
terb
ury
will
need t
o d
iffe
r fr
om
that
of
a p
rogra
mm
e f
or
yo
un
g p
eople
in M
anukau;
• h
avin
g t
rain
ers
who c
an r
ela
te w
ell
to y
oung p
eople
on e
qual but
diffe
rent
term
s. S
o t
hat
the y
oung p
eople
vie
w t
he t
rain
er
as
cre
dib
le, re
spectf
ul of
them
as a
dults, and o
pen t
o c
halle
nge a
nd
de
bate
fro
m a
young p
ers
on’s
pers
pective;
• m
akin
g s
ure
that
the learn
ing c
onte
nt
build
s o
n p
rior
know
ledge
an
d e
xperience;
• e
nsu
rin
g t
hat
the learn
ing e
xperience is a
positiv
e o
ne. For
exam
ple
, m
ost
young p
eople
pre
fer
active involv
em
ent
rath
er
than
bein
g r
ecip
ients
of
passiv
e o
ne-s
ided lectu
ring;
• t
he
de
livery
package is e
xcitin
g a
nd d
ynam
ic, fo
r exam
ple
, th
e
co
urs
e u
ses c
reative a
ppro
aches s
uch a
s d
ebate
s, songs,
co
mp
etitions, in
ter-
active m
edia
, as w
ell
as p
ractical experience-
base
d e
xerc
ises. In
part
icula
r, t
here
is v
alu
e in c
onsid
ering t
he
imp
ort
ance o
f te
chnolo
gy t
o y
oung p
eople
and h
ow
technolo
gy
can
en
hance t
he a
ppeal of
the learn
ing e
xperience 2
7.
Base
d o
n t
hese f
acto
rs, pro
vid
ers
can a
sk t
hem
selv
es w
heth
er
what
the
y a
re c
reating w
ill a
ppeal to
teenagers
28. For
insta
nce, does t
he
train
ing
pro
mis
e/d
eliv
er
independence? D
oes it
foste
r connection a
nd
inte
ractio
n w
ith p
eers
? D
oes it
allo
w f
or
cre
ativity? D
oes it
help
teens
gro
w u
p a
nd
be o
lder
than t
hey a
re? Is it
fun? D
oes it
make t
eens
mo
re in
form
ed? D
oes it
allo
w/incre
ase f
reedom
? D
oes it
connect
with
oth
er
experiences t
hey w
ant/
know
? D
oes it
utilis
e k
ey y
outh
mark
et
ch
annels
whic
h y
outh
‘contr
ol’? D
oes it
look a
nd f
eel lik
e a
n
5 B
ein
g r
esp
on
sive
to
th
e n
eed
s an
d r
ealit
ies
of
you
ng
peo
ple
24
Mobiu
s R
esearc
h a
nd S
trate
gy L
imited,
Mark
eting w
ith T
eens –
Not
at
Them
, A
dis
cussio
n p
aper
for
the P
ractice P
rog
ram
me
, p
rep
are
d f
or
Lan
d T
ran
sp
ort
Ne
w Z
eala
nd
an
d t
he
Accid
en
t
Com
pensation C
orp
ora
tion (2007).
25 F
or
furt
her
info
rmation, see H
arr
e, N
. T
he
Psy
cho
log
y o
f Y
ou
th D
rivi
ng
, Depart
ment
of
Psycholo
gy,
Univ
ers
ity o
f A
uckla
nd
. A
use
ful e
du
catio
n b
ase
d r
eso
urc
e is t
he
Iter
ativ
e B
est
Evi
den
ce
Syn
thes
is P
rog
ram
me
whic
h c
an b
e f
ound a
t: h
ttp:/
/educationcounts
.edcentr
e.g
ovt.
nz/
goto
/BE
S2
6 H
arr
e, N
. O
p c
it.
27
See, fo
r exam
ple
, th
e d
iscussio
n o
n t
he u
se o
f pod c
asts
at:
htt
p:/
/ww
w.e
ducation.v
ic.g
ov.a
u/t
eacher/
Glo
bal/podcasting
.htm
28
Ibid
p 8
.
safe
r you
ng d
river
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ndd
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YO
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IDE
TO
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AC
TIC
E E
DU
CA
TIO
N
23
experience
that
youth
want
in t
heir b
usy liv
es?
But
perh
ap
s t
he b
est
test
of
wheth
er
the
ap
pro
ach
, co
nte
nt
an
d
deliv
ery
will
work
for
young p
eople
is t
o a
sk t
he
m b
efo
re t
he
pro
gra
mm
e g
oes ‘
live’.
This
can b
e d
one
th
rou
gh
th
e u
se
of
focu
s
gro
ups, fo
r exam
ple
.
Incl
ud
e th
e sa
fety
co
nte
nt
that
’s m
ost
rel
evan
t
In t
erm
s o
f conte
nt,
within
the f
ram
ew
ork
of
the
GD
E m
atr
ix, th
e
consensus inte
rnationally
poin
ts t
o t
he n
ee
d t
o t
arg
et
the
facto
rs o
r
situations t
hat
are
know
n t
o b
e r
ela
ted t
o c
rash
in
vo
lve
me
nt.
Fo
r
young d
rivers
, th
e k
ey c
ausal fa
cto
rs a
re in
exp
erie
nce
in
drivin
g o
r
skill
defi
cie
ncie
s,
age-r
ela
ted f
acto
rs s
uch a
s in
cre
ase
d r
isk t
akin
g
and p
hysic
al im
matu
rity
and t
he c
om
bin
atio
n o
f th
ese
tw
o m
ain
facto
rs.
So f
or
you
ng d
rivers
the f
ollo
win
g a
re t
he
re
levan
t to
pic
s 2
9:
• t
echnic
al vehic
le c
ontr
ol, h
aza
rd p
erc
ep
tio
n a
nd
ge
ne
ral
situational risk a
ware
ness;
• identify
ing o
wn s
kill
s a
nd lim
itations o
f o
wn
skill
s e
.g. re
actio
n
tim
e, sto
ppin
g d
ista
nces a
nd p
oor
weath
er
co
nd
itio
ns;
• lack o
f experience,
overe
stim
ation o
f o
ne
’s s
kill
s a
nd
undere
stim
ation o
f cra
sh r
isk
– g
ene
rally
an
d s
pe
cifi c
ally
wh
en
alc
oho
l and/o
r dru
gs a
re involv
ed;
• s
ensation a
nd t
hrill
seekin
g,
inclu
din
g d
en
ial o
f risks o
r
accepta
nce o
f risks a
nd s
peedin
g;
• d
rivin
g w
ith p
eer
passengers
, handlin
g p
ee
r p
ressu
re a
nd
makin
g
their o
wn c
hoic
es,
inclu
din
g a
ssessin
g s
itu
atio
ns w
ise
ly w
he
n
bein
g o
ffere
d a
lift
by a
noth
er
young d
rive
r;
• a
lcohol, d
rugs a
nd d
rivin
g;
• d
rivin
g w
hen t
ired;
• n
igh
t tim
e d
rivin
g; an
d
• d
istr
actio
n w
he
n d
rivin
g e
.g. cell
phone u
se.
As f
ar
as p
ossib
le, ro
ad
safe
ty e
ducation f
or
young a
nd n
ovic
e d
rivers
sh
ou
ld b
e lin
ke
d t
o t
he
rele
vant
unit s
tandard
s o
n t
he N
ational
Qu
alifi
catio
ns F
ram
ew
ork
. It
is e
xpecte
d t
hat
these g
uid
elin
es w
ill
alw
ays in
form
th
e d
eve
lopm
ent
and m
odifi c
ation o
f th
ose u
nit
sta
nd
ard
s.
29 Fro
m R
ose 2
5 B
ookle
t G
oo
d P
ract
ice
Gu
ide
on
Ro
ad S
afet
y E
du
cati
on
, E
uro
pean C
om
mis
sio
n,
2005 p
42.
‘...t
he
safe
ty m
essa
ges
in t
he
trai
nin
g b
uild
on
th
e p
osi
tive
sid
e o
f p
eer
infl
uen
ce
such
as
a d
esir
e fo
r fr
ien
ds
to b
e sa
fe...
’
safe
r you
ng d
river
s FIN
AL•.i
ndd
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9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
24
Th
e q
ual
ity
of
the
trai
ner
is a
maj
or
succ
ess
fact
or
The q
ualit
y o
f th
e t
rain
er
is o
ne
of
the
mo
st
imp
ort
an
t d
ete
rmin
an
ts
of
the s
trength
of
the o
utc
om
es a
ch
ieve
d in
an
y r
oad
safe
ty
education p
rogra
mm
e.
The b
ett
er
the
tra
ine
r, t
he
mo
re t
he
y w
ill
positiv
ely
infl uence t
he d
rivin
g b
eh
avio
ur
of
yo
un
g p
eo
ple
.
The E
uro
pean M
ER
IT P
roje
ct
(Min
imu
m E
uro
pe
an
Re
qu
ire
me
nts
fo
r
Drivin
g I
nstr
ucto
r Tra
inin
g)
31 p
rovid
es t
ho
rou
gh
re
co
mm
en
datio
ns f
or
the s
tandard
s t
hat
road s
afe
ty e
du
cato
rs s
ho
uld
me
et.
To
su
mm
arise
those r
ecom
mendations,
a q
ualit
y t
rain
er
for
yo
un
g p
eo
ple
:
• h
as t
he n
ecessary
techn
ical skill
s a
nd
kn
ow
led
ge
;
• h
as a
n u
nders
tandin
g a
nd
aw
are
ne
ss o
f th
e h
igh
er
leve
l fa
cto
rs
(i.e
. le
vels
3 a
nd 4
of
the
GD
E m
atr
ix) th
at
co
ntr
ol d
rivin
g s
tyle
and b
ehavio
ur;
• c
an a
ssess a
nd u
nders
tan
d t
he
diffe
ren
t ab
ilitie
s, n
ee
ds a
nd
motivations o
f part
icip
an
ts a
nd
can
ad
just
he
r/h
is c
ou
rse
accord
ingly
• h
as s
trong f
acili
tation s
kill
s, co
ach
ing
skill
s, kn
ow
led
ge
of
gro
up
dynam
ics a
nd e
xperience
in
wo
rkin
g w
ith
yo
un
g p
eo
ple
;
• c
hooses d
eliv
ery
meth
od
s b
ase
d o
n t
he
skill
an
d le
arn
ing
ne
ed
s
of
the c
ours
e p
art
icip
ants
;
• a
dopts
a p
art
icip
ant-
cen
tre
d a
pp
roach
to
te
ach
ing
an
d le
arn
ing
-
inclu
din
g b
ein
g a
n e
ffective
co
ach
/me
nto
r;
• is c
om
fort
able
work
ing in
a v
arie
ty o
f cu
ltu
ral co
nte
xts
;
• is a
ble
to e
sta
blis
h e
qual and p
ositiv
e r
ela
tionship
s w
ith
part
icip
ants
and is r
espectf
ul of
the r
ealit
ies a
nd v
alu
es o
f young
pe
op
le.
Th
e M
ER
IT r
eport
is a
vaila
ble
at:
htt
p://w
ww
.cie
ca.b
e/d
ow
nlo
ads_en.p
p
It is r
eco
gn
ised t
hat
som
e p
art
s o
f th
e r
oad s
afe
ty e
ducation s
ecto
r
are
de
pe
nd
ant
on p
art
-tim
e t
rain
ers
rath
er
than f
ull-
tim
e
pro
fessio
nals
. S
o it
is p
robably
unre
alis
tic t
o e
xpect
all
train
ers
to
have
th
e f
ull
skill
set.
Every
eff
ort
needs t
o b
e m
ade, how
ever,
to
rais
e t
he
capabili
ty o
f tr
ain
ers
to t
he b
est
pra
ctice s
tandard
.
Fo
r in
sta
nce
, som
etim
es if
a w
ould
-be t
rain
er
has t
he n
ecessary
tech
nic
al skill
s a
nd k
now
ledge a
nd is k
een b
ut
inexperienced o
r
ine
ffe
ctive
as a
tra
iner,
he/s
he m
ay n
eed s
om
e t
rain
ing b
efo
re
pro
ce
ed
ing
furt
her.
For
them
, part
icip
ating in a
‘tr
ain
the t
rain
er’
co
urs
e c
an
be a
cost
eff
ective w
ay o
f acquirin
g t
he f
ull
set
of
skill
s
an
d c
om
pe
tencie
s t
hey n
eed t
o b
e a
n e
ffective t
rain
er.
Such c
ours
es
can
en
ab
le t
hem
to q
uic
kly
unders
tand h
ow
to a
pply
the t
rain
ing
ap
pro
ach
es a
nd m
eth
ods n
ow
seen a
s b
est
pra
ctice a
nd b
ecom
e
go
od
tra
ine
rs.
Th
ere
will
be insta
nces, how
ever,
where
pro
vid
ers
and f
undin
g
ag
en
cie
s h
ave t
o c
hoose b
etw
een h
avin
g n
o t
rain
ing a
nd h
avin
g a
co
urs
e d
eliv
ere
d b
y a
poor
qualit
y t
rain
er.
Giv
en t
he n
egative im
pact
that
po
or
qualit
y t
rain
ers
can h
ave o
n o
utc
om
es f
or
young p
eople
,
the
pre
fere
nce s
hould
be t
o e
rr o
n t
he s
ide o
f choosin
g n
o t
rain
ing.
6 U
sin
g a
n a
pp
rop
riat
ely
qu
alifi
ed t
rain
er
‘A g
oo
d t
rain
er c
an m
ake
a p
oo
rly
con
stru
cted
co
urs
e a
succ
ess,
bu
t a
po
or
trai
ner
can
no
t su
ccee
d in
do
ing
th
is, e
ven
if t
he
cou
rse
is p
erfe
ctly
des
ign
ed.’
30
30 F
rom
CIE
CA
(2002) The E
U A
DV
AN
CE
D P
roje
ct:
Description a
nd A
naly
sis
of
Post-
Lic
ence D
river
and R
ider
Tra
inin
g p
12
6. R
ijsw
ijk, C
IEC
A.
31 T
he M
ER
IT r
eport
is a
vaila
ble
at:
htt
p:/
/ww
w.c
ieca.b
e/d
ow
nlo
ads_en.p
p.
safe
r you
ng d
river
s FIN
AL•.i
ndd
24
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
25
Ro
le m
od
els
hav
e to
be
cred
ible
an
d e
ffec
tive
Many r
oad
safe
ty initia
tives u
se a
role
mo
de
l, s
uch
as a
we
ll kn
ow
n
sport
s p
ers
onalit
y o
r a c
harism
atic r
efo
rme
d o
ffe
nd
er,
to
co
nfr
on
t
young p
eo
ple
with t
he c
onsequences o
f ro
ad
cra
sh
es a
nd
to
infl uence t
hem
to m
ake s
afe
r choic
es in t
he
fu
ture
. In
a r
oad
safe
ty
conte
xt,
role
model based-e
ducation a
ttem
pts
to
ch
an
ge
th
e
motivation
and b
ehavio
ur
of
young d
rivers
by e
xp
osin
g t
he
m t
o
specifi c
att
itudes,
lifesty
les,
and o
utlooks t
hro
ug
h a
n in
div
idu
al in
whic
h t
hese p
art
icula
r chara
cte
ristics a
re e
mb
od
ied
.
Role
mode
ls c
an b
e a
pow
erf
ul educational to
ol b
ecau
se
th
ey
essentially
bridge t
he g
ap b
etw
een ideas a
nd
pra
ctice
32. A
s w
ell,
th
e
learn
ing p
rocess its
elf is e
xperiential w
hic
h a
pp
eals
to
a b
road
ran
ge
of
young p
eople
. That
is,
part
icip
ants
learn
ab
ou
t th
e r
ole
mo
de
l’s life
and h
ow
they e
mbody t
he v
alu
es t
hey a
re e
xp
lorin
g a
nd
try
ing
to
pass o
n.
Where
a p
rovid
er
is c
onsid
ering u
sin
g a
ro
le m
od
el ap
pro
ach
, b
est
pra
ctice s
uggests
they n
eed t
o b
e c
om
ple
tely
co
nfi d
en
t th
e r
ole
model th
ey inte
nd u
sin
g w
ill b
e c
redib
le a
nd
eff
ective
. R
ole
mo
de
ls
who lack c
redib
ility
are
unlik
ely
to a
chie
ve
th
e c
ou
rse
’s in
ten
de
d
learn
ing g
oals
and s
afe
ty o
utc
om
es.
This
is b
ecau
se
of
the
ris
k t
hat
young p
eo
ple
will
dis
mis
s t
he s
afe
ty m
essag
es o
f th
eir t
rain
ing
sessio
n o
r even o
f th
e p
rovid
er’
s e
ntire
co
urs
e. T
his
ris
k is lik
ely
to
eventu
ate
where
the r
ole
model is
perc
eiv
ed
by c
ou
rse
part
icip
an
ts
as: • b
ein
g p
atr
onis
ing o
r perc
eiv
ed a
s p
reach
ing
at
the
m;
• b
ein
g inconsis
tent
in t
heir o
vera
ll m
essag
e in
clu
din
g t
he
unspoken m
essages.
For
exam
ple
, ‘I
t’s o
kay f
or
me
(th
e r
ole
model) t
o h
ave d
one t
his
in t
he p
ast
bu
t it isn
’t o
kay f
or
yo
u’;
• n
ot
bein
g p
ers
onally
com
ple
tely
convin
ce
d o
f th
e n
ee
d t
o a
lways
drive s
afe
ly in a
ccord
ance w
ith t
he d
rivin
g c
on
ditio
ns a
nd
tra
ffi c
rule
s; and
• lackin
g in
teg
rity
in
an
oth
er
aspect
of
their liv
es, fo
r exam
ple
, have
face
d c
rim
inal ch
arg
es in t
he p
ast
regard
less o
f convic
tion
part
icu
larly c
harg
es o
f assault, dis
ord
erly b
ehavio
ur
or
fraud.
All
of
the
se
ris
ks a
re h
eig
hte
ned w
ith r
ole
models
who p
resent
the
mse
lve
s a
s r
efo
rme
d d
rivers
33. They a
re p
robably
less lik
ely
wh
ere
ro
le m
od
els
pre
se
nt
them
selv
es a
s a
vic
tim
of
a s
erious r
oad
cra
sh
.
As w
ith
th
e g
uid
an
ce
pro
vid
ed in s
ection 8
on t
he u
se o
f ‘s
care
tactics’ o
r co
nfr
on
tatio
nal appro
aches, a t
rain
ing s
essio
n involv
ing a
role
mo
de
l n
ee
ds t
o:
• n
ot
be
a o
ne
-off
eve
nt
but
be e
mbedded w
ithin
a s
tructu
red
se
rie
s o
f safe
ty e
du
cation a
ctivitie
s;
• h
ave
bo
th a
pre
para
tory
and d
ebriefi ng p
hase w
ith a
lot
of
gro
up
dis
cu
ssio
n a
nd
fe
ed
back; and
• e
nsu
re p
art
icip
an
ts a
re g
iven t
ools
to d
eal w
ith t
heir e
motions
an
d t
o g
uid
e t
he
m t
ow
ard
s s
elf-r
efl ection a
nd s
elf-e
valu
ation s
o
the
y s
ee
th
e e
xp
erie
nce a
s b
ein
g r
ele
vant
to t
heir o
wn s
ituations.
As w
ell,
if
the
pe
rso
n a
cting a
s t
he r
ole
model is
als
o f
acili
tating t
he
train
ing
se
ssio
n, th
e p
rovid
er
or
responsib
le c
om
munity g
roup n
eeds
to e
nsu
re t
he
y h
ave
th
e a
ppro
priate
skill
s. They p
art
icula
rly n
eed
str
on
g f
acili
tatio
n s
kill
s, coachin
g s
kill
s, know
ledge o
f gro
up
dyn
am
ics a
nd
exp
erie
nce
in w
ork
ing w
ith y
oung p
eople
.
Th
e E
uro
pe
an
Co
mm
issio
n’s
Module
CLO
SE
TO
pro
ject
is a
help
ful
reso
urc
e f
or
pro
vid
ers
co
nsid
ering h
avin
g y
oung o
ffenders
share
with
oth
er
yo
un
g p
eo
ple
ab
ou
t w
hat
they d
id a
nd w
hat
the c
onsequences
we
re. T
he
me
tho
d o
utlin
ed in t
he p
roje
ct
is c
onsid
ere
d b
est
pra
ctice
in t
his
typ
e o
f e
mo
tio
nal le
arn
ing. It
is a
vaila
ble
at:
htt
p://w
ww
. clo
se
-to
.ne
t
32 R
ose, D
. (2
004) ‘T
he p
ote
ntial of
role
-model education’,
the e
ncyclo
paedia
of
info
rmal education, w
ww
.infe
d.o
rg/b
iblio
/role
_m
odel_
educatio
n.h
tm3
3 S
ee t
he c
ritique o
f ro
le m
odel education in R
ose, D
(2
004).
safe
r you
ng d
river
s FIN
AL•.i
ndd
25
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
26
Pare
nts
pla
y a
cru
cia
l ro
le in r
oad
safe
ty e
du
catio
n a
nd
are
ke
y t
o
reducin
g t
he e
levate
d c
rash r
isk t
hat
yo
un
g d
rive
rs f
ace
in
th
e fi r
st
six
month
s o
f solo
drivin
g.
Oft
en
, h
ow
eve
r, p
are
nts
fail
to a
pp
recia
te t
he
risk t
hat
their y
oung p
eople
face
an
d t
he
im
po
rtan
t ro
le t
he
y c
an
pla
y
in r
educin
g t
his
ris
k.
As d
iscussed in s
ection 1
, ro
ad
safe
ty is n
o d
iffe
ren
t to
an
y o
the
r
educational subje
ct
in t
hat
an
exte
nd
ed
tim
efr
am
e is n
ee
de
d f
or
substa
ntive learn
ing t
o o
ccu
r 3
4 a
nd
co
nte
nt
ne
ed
s t
o b
e r
ep
eate
d t
o
have a
lasting e
ffect.
In f
act,
th
e n
ee
d f
or
tim
e a
nd
re
pe
titio
n m
ay b
e
gre
ate
r fo
r ro
ad s
afe
ty e
ducatio
n b
ecau
se
no
t o
nly
are
we
se
ekin
g t
o
impart
new
know
ledge a
nd
skill
s, b
ut
mo
re im
po
rtan
tly w
e a
re
seekin
g t
o infl
uence m
otivatio
n a
nd
fu
ture
be
havio
ur.
Su
pe
rvis
ed
pra
ctice is k
ey t
o t
his
.
En
cou
rag
ing
mo
re s
up
ervi
sed
pra
ctic
eIn
tern
ational best
pra
ctice r
eco
mm
en
ds t
hat
yo
un
g p
eo
ple
gain
12
0
hours
of
superv
ised d
rivin
g u
nd
er
a w
ide
varie
ty o
f d
iffe
ren
t d
rivin
g
conditio
ns a
nd e
nvironm
ents
be
fore
th
ey s
tart
drivin
g s
olo
35.
Curr
ently o
ur
level of
self-r
ep
ort
ed
su
pe
rvis
ed
pra
ctice
fo
r le
arn
er
drivers
is m
uch low
er
than t
his
at
aro
un
d 4
0 h
ou
rs o
n a
ve
rag
e.
36 W
e
als
o k
now
fro
m f
ocus g
roups w
ith
pare
nts
th
at
the
y t
en
d t
o
sig
nifi c
antly u
ndere
stim
ate
ho
w m
an
y ‘p
ractice
ho
urs
’ are
re
qu
ire
d
for
their t
eenagers
to b
ecom
e s
afe
an
d c
om
pe
ten
t d
rive
rs 3
7.
Pro
vid
ers
can a
ssis
t th
is b
y m
akin
g s
ure
pare
nts
are
aw
are
of
the
best
pra
ctice s
tandard
of
120
ho
urs
an
d t
hat
the
ir y
ou
ng
pe
op
le n
ee
d
to e
xp
erie
nce a
wid
e v
ariety
of
conditio
ns a
nd e
nvironm
ents
. It
is
als
o d
esirab
le t
hat
pare
nts
know
that
driver
education is n
ot
a
su
bstitu
te f
or
superv
ised p
ractice. P
art
icip
ation in d
river
education is
the
be
st
way f
or
young p
eople
to learn
to d
rive. D
river
education c
an
facili
tate
an
d a
ccele
rate
the a
cquis
itio
n o
f skill
s n
eeded b
y
ine
xp
erie
nced b
egin
ners
. O
nly
superv
ised p
ractice o
ver
a long p
eriod
of
tim
e, h
ow
ever,
can p
rovid
e t
he d
ivers
e d
rivin
g c
onditio
ns a
nd
circu
msta
nces t
hat
young p
eople
need t
o e
xperience t
o b
ecom
e
co
mp
ete
nt
and s
afe
drivers
.
Hel
pin
g p
aren
ts e
qu
ip t
hem
selv
es w
ith
th
e sk
ills
and
kn
ow
led
ge
they
nee
d
Ap
art
fro
m d
ura
tion, th
e q
ualit
y o
f th
e s
uperv
isio
n t
hat
young p
eople
rece
ive
fro
m t
heir p
are
nts
or
superv
isors
is im
port
ant
to r
educin
g t
he
hig
h c
rash
ris
k t
hat
they f
ace in t
he fi r
st
six
month
s o
f solo
drivin
g.
Exp
erie
nce
suggests
that
a p
are
nt’
s d
rivin
g s
tyle
, habits a
nd a
ttitudes
to r
oad
safe
ty w
ill infl uence a
young p
ers
on’s
drivin
g b
ehavio
ur
39.
Ind
ee
d, p
are
nts
pro
bably
infl uence a
young p
ers
on’s
drivin
g
be
havio
ur
befo
re a
young p
ers
on h
as e
ven b
egun t
he p
rocess o
f
learn
ing
to
drive.
7 E
mp
ow
erin
g p
aren
ts a
nd
su
per
viso
rs
‘Inte
rnat
ion
al b
est
pra
ctic
e re
com
men
ds
that
yo
un
g p
eop
le g
ain
120
ho
urs
of
sup
ervi
sed
dri
vin
g u
nd
er a
wid
e va
riet
y o
f d
iffe
ren
t d
rivi
ng
co
nd
itio
ns
and
en
viro
nm
ents
bef
ore
th
ey s
tart
dri
vin
g s
olo
35.’
34 T
imperley H
et
al, T
eacher
Pro
fessio
nal Learn
ing a
nd D
evelo
pm
ent
Best
Evid
ence S
ynth
esis
Ite
ration P
rogra
mm
e,
Univ
ers
ity o
f A
uckla
nd
, p
15
. A
vaila
ble
at:
htt
p://e
ducationcounts
.edcentr
e.g
ovt.
nz/
goto
/BE
S3
5 O
EC
D (2006) Y
oung D
rivers
: The R
oad t
o S
afe
ty p
135 O
EC
D,
Paris.
36
LTS
A (July
2000). N
ovi
ce D
rive
r S
urv
ey,
p 9
37
Fro
m t
he P
ract
ice
pro
gra
mm
e r
evie
w c
om
mis
sio
ned b
y L
and T
ransport
New
Zeala
nd a
nd t
he A
ccid
ent
Com
pensation C
orp
ora
tio
n.
38 Ibid
.3
9 S
ee t
he s
um
mary
revie
w o
f th
e lite
ratu
re in O
EC
D (
2006)
Young D
rivers
: The R
oad t
o S
afe
ty,
p 1
54 O
EC
D,
Paris.
‘My d
ad
drive
s a
t 1
40
kilo
me
tre
s a
nd
hasn
’t h
ad
a
cra
sh
. H
e’s
a s
afe
drive
r.’
38
safe
r you
ng d
river
s FIN
AL•.i
ndd
26
6/20
/08
9:3
8:20
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
27
It is im
port
ant
that
pare
nts
are
equip
ped t
o f
ulfi l t
he
ir r
ole
as
superv
isors
in a
way t
hat
pro
mote
s s
afe
drivin
g b
eh
avio
ur.
Id
eally
,
the c
om
pete
ncie
s a
nd s
afe
ty m
essages t
hat
road
safe
ty
pro
fessio
nals
have instille
d w
ill b
e r
ein
forc
ed
by p
are
nts
.
Pare
nts
als
o n
eed t
o b
e a
ble
to s
tructu
re t
he
pra
ctice
mo
vin
g o
ve
r
tim
e f
rom
sim
ple
r drivin
g s
ituations t
o c
om
ple
x a
nd
mo
re d
em
an
din
g
drivin
g s
ituations.
For
exam
ple
, sta
rtin
g p
ractice
on
fam
iliar
resid
ential str
eets
befo
re p
rogre
ssin
g t
o n
igh
t tim
e d
rivin
g o
n
unfa
mili
ar
roads w
ith h
igher
speed lim
its. W
e k
no
w, h
ow
eve
r, t
hat
pare
nts
ten
d t
o t
each t
hro
ugh info
rmal and
un
str
uctu
red
co
ach
ing
sessio
ns r
ath
er
than s
tructu
red s
essio
ns f
ocu
se
d o
n s
pe
cifi c
skill
s
and d
rivin
g s
ituations 4
0.
A k
ey c
halle
nge f
or
road s
afe
ty e
ducato
rs t
he
n is t
o lin
k w
ith
pare
nts
and e
ncoura
ge t
hem
to a
ccess t
he info
rmatio
n a
nd
tra
inin
g t
he
y n
ee
d
to b
e c
om
pete
nt
superv
isors
. A
key r
ole
fo
r fu
nd
ers
/go
ve
rnm
en
t
agencie
s is t
o a
ssis
t w
ith p
rovid
ing m
ate
rial an
d r
eso
urc
es t
o a
ssis
t
pare
nts
in t
heir r
ole
.
For
som
e p
rovid
ers
, th
is m
ay involv
e d
eliv
erin
g t
rain
ing
to
pare
nts
.
For
oth
ers
it
will
be m
akin
g s
ure
that
the
pare
nts
of
the
yo
un
g p
eo
ple
enro
lled w
ith t
hem
are
well
aw
are
of
the
tra
inin
g r
eso
urc
es a
vaila
ble
,
like t
he P
ractice p
rogra
mm
e,
and a
re e
nco
ura
ge
d t
o a
cce
ss t
he
train
ing t
he
y n
eed.
For
pare
nts
who a
re s
eekin
g p
rovid
ers
wh
o a
re c
on
sid
ere
d t
o m
ee
t
the s
tandard
s o
f th
ese g
uid
elin
es,
a u
sefu
l p
oin
t o
f fi rs
t co
nta
ct
is
your
local ro
ad s
afe
ty c
o-o
rdin
ato
r. R
oad s
afe
ty c
o-o
rdin
ato
rs c
an
be
conta
cte
d v
ia y
our
local or
regio
nal te
rrito
rial au
tho
rity
or
by v
isitin
g
the R
oad S
afe
ty C
o-o
rdin
ato
rs w
ebsite a
t:
htt
p://w
ww
.crs
p.n
et.
nz/
gro
ups/c
oord
inato
rs/index.p
hp.
‘I t
rust
my s
on
mo
re t
han
man
y o
f h
is f
rie
nd
s.’ 4
1
A c
auti
on
ab
ou
t p
aren
tal o
verc
on
fi d
ence
Lastly it
is im
po
rtan
t to
be a
ware
that
part
icip
ation in d
river
education
can
le
ad
to
pare
nta
l o
verc
onfi dence in t
he d
rivin
g s
kill
s o
f th
eir
tee
nag
ers
42. S
o p
are
nts
perc
eiv
e less n
eed f
or
additio
nal drivin
g
pra
ctice
ou
tsid
e o
f th
e f
orm
al driver
train
ing. In
deed, som
e p
are
nts
se
e t
his
as a
re
aso
n f
or
enro
lling t
heir t
eenagers
in d
river
education.
As w
ell,
th
ere
is e
vid
ence t
hat
pare
nts
tend t
o h
ave m
ore
confi dence
in t
he
drivin
g s
kill
s a
nd
att
itudes o
f th
eir o
wn t
eenagers
than in
oth
ers
43. T
hat
is, p
are
nts
pre
fer
to h
ave t
heir t
eenager
doin
g t
he
drivin
g, ra
the
r th
an
havin
g t
heir t
eenager
be a
passenger
with a
peer
drive
r. In
de
ed
th
is c
an
be t
he m
otivation f
or
pare
nts
to a
ssis
t th
eir
tee
nag
ers
to
gain
a d
rivers
’ lic
ence.
Pro
vid
ers
can
he
lp m
itig
ate
pare
nta
l overc
onfi dence b
y f
acili
tating a
n
eff
ective
th
ree
-way p
art
ners
hip
betw
een t
hem
selv
es, th
e p
are
nt
and
the
yo
un
g d
rive
r. P
rovid
ers
can d
o t
his
by g
ivin
g p
are
nts
info
rmation
so
th
ey k
no
w a
bo
ut
the e
levate
d c
rash r
isk t
hat
their t
eenagers
will
face
ove
r th
e fi r
st
six
month
s o
f solo
drivin
g. A
longsid
e t
his
info
rmatio
n, as d
iscu
ssed a
bove, pare
nts
need t
o b
e r
eassure
d t
hat
the
be
st
way t
he
y c
an c
reate
a s
afe
learn
ing e
nvironm
ent
for
their
tee
nag
ers
is b
y c
om
bin
ing f
orm
al driver
education w
ith s
uperv
ised
pra
ctice
.
Go
ve
rnm
en
t ag
en
cie
s a
nd f
unders
can s
upport
this
part
ners
hip
by
makin
g in
form
atio
n a
nd r
esearc
h a
vaila
ble
to p
rovid
ers
, pare
nts
and
yo
un
g d
rive
rs.
40 Ibid
.4
1 Ib
id.
42
Mayhew
, D
.R., S
impson, H
.M., S
inghal, D
., &
Desm
ond,
K.
(2006).
Red
uci
ng
th
e cr
ash
ris
k fo
r yo
un
g d
rive
rs.
Washin
gto
n,
DC
: A
AA
Fo
un
datio
n f
or
Tra
ffi c
Safe
ty.
43Fro
m t
he P
ract
ice
pro
gra
mm
e r
evie
w c
om
mis
sio
ned b
y L
and T
ransport
New
Zeala
nd a
nd t
he A
ccid
ent
Com
pensation C
orp
ora
tion.
safe
r you
ng d
river
s FIN
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/08
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FER
YO
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RIV
ER
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/ A
GU
IDE
TO
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ST
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AC
TIC
E E
DU
CA
TIO
N
28
Pro
vid
ing
a m
ix o
f tr
ain
ing
en
viro
nm
ents
Best
pra
ctice s
uggests
that
an
id
eal p
rog
ram
me
of
road
safe
ty
education f
or
a y
oung p
ers
on
wo
uld
use
a m
ix o
f tr
ain
ing
environm
ents
, fo
r exam
ple
, o
n-r
oad
, tr
ack a
nd
cla
ssro
om
-base
d
train
ing e
xperiences.
Havin
g a
mix
of
en
viro
nm
en
ts is im
po
rtan
t
because e
ach s
ett
ing h
as its
ow
n a
dvan
tag
es a
nd
lim
itatio
ns. If
use
d
colle
ctively
, how
ever,
their in
div
idu
al lim
itatio
ns a
re o
ffse
t, g
ivin
g t
he
young d
river
the b
est
chance
to
acq
uire
th
e b
road
ran
ge
of
know
ledge a
nd s
kill
s n
eeded
to
be
a c
om
pe
ten
t an
d s
afe
drive
r.
Specifi c
ally
44:
• o
n r
oad c
ours
es a
re p
refe
rab
le f
or
tech
nic
al h
aza
rd p
erc
ep
tio
n
and a
nticip
ato
ry d
river
train
ing
. T
he
y a
re a
lso
id
eal fo
r ra
isin
g
aw
are
ness o
f th
e d
iffe
ren
t ro
ad
an
d t
raffi
c s
itu
atio
ns t
hat
will
be
encounte
red in r
eal-lif
e. A
s w
ell,
th
ey o
ffe
r a h
igh
le
ve
l o
f
indiv
idual att
ention a
nd c
an
pro
vid
e a
n o
pp
ort
un
ity f
or
part
icip
ants
to learn
by w
atc
hin
g o
the
r p
art
icip
an
ts d
rive
. T
he
ke
y
limitation w
ith o
n-r
oad c
ou
rse
s, h
ow
eve
r, is t
hat
the
y c
an
no
t g
ive
young d
rivers
a f
ull
appre
cia
tio
n o
f ce
rtain
ris
ks a
s d
an
ge
rou
s
situations c
annot
be e
xp
erie
nce
d ‘o
n d
em
an
d’. A
s w
ell,
an
on-r
oad e
nvironm
ent
is n
ot
co
nd
uciv
e t
o c
on
sid
erin
g t
he
ran
ge
of
issues a
nd m
otivations, su
ch
as p
ee
r p
ressu
re, th
at
ultim
ate
ly
dete
rmin
e d
rivin
g b
ehavio
ur;
• t
rack-b
ased c
ours
es,
if d
on
e w
ell,
can
be
pre
fera
ble
fo
r e
nab
ling
part
icip
ants
either
to d
ire
ctly e
xp
erie
nce
ris
k in
safe
sim
ula
ted
conditio
ns,
or
to w
atc
h d
em
on
str
atio
ns o
f risk. T
he
y c
an
be
an
eff
ective w
ay o
f convin
cin
g p
art
icip
an
ts t
hat
wh
at
the
y h
ave
learn
t in
theory
about
ph
ysic
al fo
rce
s is a
ctu
ally
tru
e in
re
alit
y. A
s
the t
rain
ing is m
ore
lik
ely
to
be
do
ne
in
gro
up
s, tr
ack-b
ase
d
train
ing a
lso a
llow
s p
art
icip
an
ts t
o b
eco
me
mo
re a
ware
of
ho
w
diffe
rent
str
ength
s a
nd w
eakn
esse
s, p
ers
on
alit
ies a
nd
att
itu
de
s
impact
on d
rivin
g.
Tra
ck-b
ase
d c
ou
rse
s t
ho
ug
h h
ave
a n
um
be
r o
f
limitations. The k
ey o
ne b
ein
g t
hat
they c
an n
ot
giv
e y
oung
drive
rs e
xperience o
f a w
ide v
ariety
of
real lif
e d
rivin
g s
ituations,
su
ch
as t
he e
xperience o
f th
e a
ctions o
f oth
er
road u
sers
. A
s
we
ll, c
om
pare
d w
ith t
he o
ther
train
ing e
nvironm
ents
, th
ere
is
gre
ate
r risk t
hat
track-b
ased t
rain
ing w
ill b
e c
ounte
rpro
ductive in
term
s o
f in
fl uencin
g y
oung p
eople
to b
e s
afe
r drivers
and
part
icu
lar
cautions a
bout
track-b
ased t
rain
ing a
re o
utlin
ed b
elo
w;
• c
lassro
om
activitie
s c
an b
e e
ffective in c
onsolid
ating o
n p
ractical
exe
rcis
es, com
munic
ating a
nd t
rain
ing r
isk a
ware
ness, and
imp
art
ing k
now
ledge b
ut
if u
sed in isola
tion, le
arn
ing o
utc
om
es
may b
e lim
ited f
or
indiv
iduals
who t
end t
o learn
more
thro
ugh
han
ds-o
n e
xperience; and
• e
-le
arn
ing a
nd s
imula
tion e
.g. on-lin
e s
imula
tions o
r sim
ula
tor
ve
hic
les. A
nd o
ther
new
technolo
gie
s e
.g. use o
f ele
ctr
onic
in-v
eh
icle
-driver-
monitoring- equip
ment.
These t
ools
can b
e a
way o
f cre
ating a
n a
ttra
ctive learn
ing e
nvironm
ent
for
young
pe
op
le.
They c
an p
rovid
e a
ris
k-f
ree m
eans o
f allo
win
g y
oung
pe
op
le t
o p
ractise a
nd r
eceiv
e f
eedback o
n t
heir d
rivin
g s
kill
s,
su
ch
as a
nticip
ato
ry d
rivin
g a
nd h
aza
rd d
ete
ction s
kill
s. In
deed
the
re is e
vid
ence t
hat
anticip
ation s
kill
s c
an b
e s
ignifi c
antly
imp
roved b
y u
sin
g s
imula
tion t
echniq
ues 4
5. S
imula
tors
should
be
em
plo
ye
d, how
ever,
as a
n a
dju
nct
to, ra
ther
than a
s a
rep
lace
ment
for,
oth
er
train
ing m
eth
ods. They a
re n
ot
a
su
bstitu
te f
or
pra
ctical experience g
ain
ed u
nder
safe
conditio
ns
an
d in
re
al on-r
oad a
nd t
raffi
c s
ituations.
As f
ar
as p
ossib
le t
hen t
here
should
be a
mix
of
train
ing
en
viro
nm
en
ts w
ithin
a c
ours
e w
ith t
he e
xact
bala
nce b
ein
g
de
term
ine
d b
y t
he learn
ing o
bje
ctives a
nd t
he s
kill
and learn
ing
ne
ed
s o
f th
e p
art
icip
ants
.
Ob
vio
usly
th
e a
bili
ty t
o p
rovid
e a
mix
of
train
ing e
nvironm
ents
will
be
limite
d b
y t
he a
mount
of
resourc
es a
vaila
ble
for
a p
art
icula
r cours
e.
8 O
ffer
ing
eff
ecti
ve d
eliv
ery
met
ho
ds
44 F
or
furt
her
info
rmation s
ee t
he d
iscussio
n in C
IEC
A (
2002)
The E
U A
DV
AN
CE
D P
roje
ct,
pp 8
9 –
101.
45 M
cK
enna, F.P
., a
nd C
rick, J. (1
994) H
azar
d p
erce
pti
on
in d
rive
rs: A
met
ho
do
log
y fo
r te
stin
g a
nd
tra
inin
g T
RL R
ep
ort
31
3). C
row
tho
rne
, U
nite
d K
ing
do
m: T
ran
sp
ort
Re
se
arc
h L
ab
ora
tory
.
safe
r you
ng d
river
s FIN
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8:21
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SA
FER
YO
UN
G D
RIV
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/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
29
As d
iscussed in s
ection 1
, a g
ood w
ay t
his
can
be
re
so
lve
d is b
y:
havin
g s
trong w
ork
ing r
ela
tionship
s w
ith o
the
r p
rovid
ers
; active
ly
guid
ing p
art
icip
ants
to o
ther
availa
ble
road
safe
ty e
du
catio
n; an
d
makin
g m
ake s
ure
that
your
ow
n c
ours
e b
uild
s o
n a
nd
co
mp
lem
en
ts
oth
er
train
ing.
A c
auti
on
ab
ou
t tr
ack-
bas
ed t
rain
ing
It is im
port
ant
that
track-b
ased t
rain
ing c
ou
rse
s b
e d
elib
era
tely
desig
ned a
nd d
eliv
ere
d t
o m
inim
ise t
he lik
elih
oo
d o
f u
nin
ten
de
d
train
ing e
ffects
, especia
lly c
ausin
g o
ver-
co
nfi d
en
ce
an
d in
cre
asin
g
risk-t
akin
g b
ehavio
ur.
In
tern
ational best
pra
ctice
te
nd
s t
o a
dvo
cate
46:
• le
avin
g o
ut
hig
hly
technic
al em
erg
en
cy r
eactio
n t
rain
ing
fo
r yo
un
g
novic
e d
rivers
e.g
. re
gain
ing c
ontr
ol of
a s
kid
din
g c
ar
(se
e t
he
dis
cussio
n late
r in
this
section);
• havin
g t
he f
ocus o
f an e
xerc
ise s
kew
ed
mo
re t
ow
ard
s
hig
hlig
hting r
isk f
acto
rs e
.g.
more
on t
he
eff
ects
of
slip
pe
ry r
oad
conditio
ns a
nd s
peed o
n b
rakin
g d
ista
nce
, an
d le
ss o
n im
pro
vin
g
vehic
le m
anoeuvring s
kill
s;
• m
akin
g s
ure
exerc
ises a
re t
rue t
o life
. T
he
y s
ho
uld
be
varie
d a
nd
set
up
so t
hat
part
icip
ants
can r
ela
te t
o r
eal lif
e s
ce
nario
s w
ith
all
the n
orm
al constr
ain
ts e
.g.
a lack o
f sp
ace
to
man
oe
uvre
an
d a
lack o
f tim
e t
o r
eact;
• f
ollo
win
g p
ractical exerc
ises w
ith p
rop
er
an
aly
sis
, fe
ed
back a
nd
dis
cussio
n b
etw
een p
art
icip
ants
and t
he
tra
ine
r. T
his
is t
o
rein
forc
e a
nd c
onte
xtu
alis
e t
he e
xperie
nce
, as w
ell
as t
o a
llow
th
e
train
er
to r
ein
forc
e t
he s
afe
ty m
essage
an
d t
o c
he
ck a
nd
co
rre
ct
for
any u
nin
tended m
essages;
• ta
kin
g s
pecifi c
measure
s,
inclu
din
g t
he
ab
ove
, to
avo
id o
ve
r-
confi
dence in p
art
icip
ants
(see t
he d
iscu
ssio
n late
r in
th
is s
ectio
n).
Car
e w
ith
usi
ng
‘sca
re t
acti
cs’ o
r co
nfr
on
tati
on
A f
req
ue
ntly u
se
d d
eliv
ery
meth
od in r
oad s
afe
ty e
ducation is t
o
co
nfr
on
t yo
un
g p
eo
ple
with a
shockin
g f
ata
l ro
ad incid
ent,
or
to u
se
vis
ualis
atio
ns a
bo
ut
the
consequences o
f a f
ata
l cra
sh. The a
im is t
o
cre
ate
an
em
otio
nal sh
ock t
hat
trig
gers
, fo
r part
icip
ants
, a d
esire t
o
make
safe
drivin
g d
ecis
ions. W
hile
a g
reat
deal can b
e learn
t fr
om
real lif
e c
rash
es, care
an
d s
ensitiv
ity is n
eeded t
o e
nsure
that
this
ap
pro
ach
do
es n
ot
rais
e e
thic
al concern
s a
nd g
oes b
eyond b
ein
g a
‘sh
ort
-liv
ed
’ e
xp
erie
nce
to p
rovid
e p
ositiv
e a
nd o
n-g
oin
g learn
ing
ou
tco
me
s.
Wh
ere
a p
rovid
er,
or
co
mm
unity g
roup, is
consid
ering u
sin
g a
co
nfr
on
tatio
nal ap
pro
ach
it
is im
port
ant
to b
e s
atisfi ed t
hat
the p
rim
e
aim
of
the
eve
nt
is t
o in
fl uence s
afe
drivin
g b
ehavio
ur
and t
hat
the
learn
ing
go
als
are
lik
ely
be a
chie
ved. R
ath
er
than, fo
r in
sta
nce, th
e
eve
nt
be
ing
a ‘ve
hic
le f
or
healin
g’ fo
r a s
urv
ivor
of
a f
ata
l cra
sh o
r fo
r
a r
em
ors
efu
l d
rive
r.
Stu
die
s in
dic
ate
th
at
oft
en y
oung p
eople
when t
hey e
xperience t
hese
eve
nts
me
nta
lly s
hu
t th
em
selv
es o
ut
and d
o n
ot
identify
with t
he
traffi
c v
ictim
or
with
th
e a
ctions t
hat
lead t
o t
he c
rash. O
r w
ors
e,
the
y s
tro
ng
ly r
esis
t th
e id
ea t
hat
it c
ould
happen t
o t
hem
47.
If ‘scare
tactics’ o
r co
nfr
onta
tional appro
aches a
re u
sed, in
tern
ational
be
st
pra
ctice
su
gg
ests
that
48.
• th
ey a
re n
ot
on
e-o
ff e
vents
but
are
em
bedded w
ithin
a
str
uctu
red
se
rie
s o
f safe
ty e
ducation a
ctivitie
s;
• th
e e
ve
nt
has b
oth
a p
repara
tory
and d
ebriefi ng p
hase w
ith a
lot
of
gro
up
dis
cu
ssio
n a
nd f
eedback; and
• stu
de
nts
be
giv
en
to
ols
to d
eal w
ith t
heir e
motions a
nd t
o g
uid
e
the
m t
ow
ard
s s
elf-r
efl ection a
nd s
elf-e
valu
ation s
o t
hat
they s
ee
the
exp
erie
nce
as b
ein
g r
ele
vant
to t
heir o
wn s
ituations. O
ne
46
CIE
CA
(2002) op c
it p
96.
47 R
OS
E 2
5 B
ookle
t G
ood P
ractice G
uid
e o
n R
oad S
afe
ty E
ducation,
pp 4
3 -
44.
Euro
pean C
om
mis
sio
n 2
005.
48
Ibid
.
safe
r you
ng d
river
s FIN
AL•.i
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8:21
AM
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FER
YO
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ER
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/ A
GU
IDE
TO
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ST
PR
AC
TIC
E E
DU
CA
TIO
N
30
way t
o d
o t
his
is t
o e
xp
lore
via
a s
mall
gro
up
dis
cu
ssio
n t
he
part
icip
ants
’ vie
ws o
n t
he
tra
inin
g t
he
y h
ave
ju
st
exp
erie
nce
d.
Do t
hey c
onsid
er
it r
ele
van
t to
th
em
? W
hat
have
th
ey le
arn
t fr
om
the e
xerc
ise? W
hat
does it
me
an
fo
r th
eir d
rivin
g in
th
eir f
utu
re
and/o
r fo
r th
e r
ole
they w
ill p
lay a
s p
ee
r p
asse
ng
ers
?
Tw
o e
xam
ple
s o
f good p
ractice
th
at
use
a c
on
fro
nta
tio
nal ap
pro
ach
can b
e f
ound in S
urv
ival Team
/De
nm
ark
an
d D
on
’t D
rin
k a
nd
Drive
/
Sw
eden
see R
OS
E 2
5 Inve
nto
ry a
nd
Co
mp
ilin
g o
f a E
uro
pe
an
Go
od
Pra
ctice G
uid
e o
n R
oad S
afe
ty E
du
catio
n T
arg
ete
d a
t Y
ou
ng
Pe
op
le,
Euro
pean C
om
mis
sio
n,
2005
pg
s 1
52
– 1
62
49.
As w
ell,
the E
uro
pean C
om
mis
sio
n’s
Mo
du
le, clo
se
to, is
a h
elp
ful
resourc
e f
or
pro
vid
ers
consid
erin
g h
avin
g y
ou
ng
off
en
de
rs s
hare
with
oth
er
young p
eople
about
wh
at
the
y d
id a
nd
wh
at
the
co
nse
qu
en
ce
s
were
. The m
eth
od o
utlin
ed
in
th
e p
roje
ct
is c
on
sid
ere
d b
est
pra
ctice
in t
his
type o
f em
otional le
arn
ing
. It
is a
vaila
ble
at:
htt
p:/
/ww
w.
clo
se-t
o.n
et
Pro
acti
vely
avo
id a
ny
un
inte
nd
ed e
ffec
ts
Red
uce
th
e lik
elih
oo
d o
f o
ver-
con
fi d
ence
The k
ey r
isk w
ith d
river
educatio
n is t
hat
for
so
me
yo
un
g d
rive
rs t
he
train
ing c
an b
e c
ounte
r-pro
du
ctive
50. T
hro
ug
h t
he
in
itia
l tr
ain
ing
period,
young d
rivers
acquire
an
am
ou
nt
of
kn
ow
led
ge
an
d a
nu
mb
er
of
skill
s a
nd t
hus a
cert
ain
leve
l o
f actu
al d
rivin
g a
bili
ty. T
he
re is
evid
ence t
hat
som
e y
oung d
rive
rs h
ave
a r
ath
er
po
or
pe
rce
ptio
n o
f
their a
ctu
al abili
ty 5
1.
Subje
ctive
ly t
he
y o
ve
restim
ate
th
eir a
bili
ty
behin
d t
he w
heel.
Th
is o
ve
r-e
stim
ation o
f drivin
g s
kill
s, com
bin
ed w
ith c
ert
ain
ris
k
facto
rs s
uch a
s r
isk s
eekin
g a
nd p
eer
pre
ssure
, can lead t
o u
nsafe
drivin
g b
eh
avio
ur
and h
igher
cra
sh r
ate
s. In
deed, som
e r
esearc
h h
as
fou
nd
th
at
the m
ore
skilf
ul drivers
belie
ve t
hem
selv
es t
o b
e, th
e
faste
r th
ey inte
nd t
o d
rive 5
2. A
s w
ell,
New
Zeala
nd r
esearc
h
su
gg
ests
that
many t
eenage d
rivers
rate
their d
rivin
g s
kill
s a
s h
igher
than
th
e a
vera
ge d
river
and a
hig
h level of
confi dence in d
rivin
g s
kill
s
is s
tro
ng
ly r
ela
ted t
o u
nsafe
drivin
g a
ttitudes, part
icula
rly s
peedin
g.
53
Stu
die
s o
f d
river
education p
rogra
mm
es indic
ate
that
over-
co
nfi d
en
ce
is m
ore
lik
ely
to o
ccur
54.
• in
tra
inin
g w
here
there
is c
onsid
era
ble
em
phasis
on e
xerc
ises
invo
lvin
g v
ehic
le m
anoeuvring s
kill
s a
nd c
opin
g w
ith d
anger,
wh
ich
is n
ot
bala
nced b
y a
dequate
ris
k a
ware
ness t
rain
ing
(in
clu
din
g r
isks a
ssocia
ted w
ith t
he h
igher
levels
(3 a
nd 4
) of
drive
r behavio
ur)
;
• w
he
re p
ractical exerc
ises a
re n
ot
pro
perly s
upport
ed b
y p
ost-
exe
rcis
e d
iscussio
n a
nd f
eedback t
o c
onsolid
ate
the inte
nded
me
ssag
e o
f th
e e
xerc
ise, to
rein
forc
e t
he learn
ing p
rocess a
nd t
o
ch
eck f
or
any u
nin
tended m
essages; and
• w
he
re t
he t
rain
ing is d
eliv
ere
d t
o p
art
icip
ants
who a
re n
ot
at
the
rig
ht
skill
level.
Th
e G
DE
matr
ix illu
str
ate
s w
hy a
dvanced t
echnic
al skill
s t
rain
ing c
an
be
co
un
terp
roductive f
or
som
e indiv
iduals
. Learn
ing a
dvanced
49 A
vaila
ble
at:
htt
p://e
c.e
uro
pa.e
u/t
ransport
/rose25/d
ocum
ents
/deliv
era
ble
s/fi n
al_
report
50
For
a f
ulle
r dis
cussio
n, see C
IEC
A (
2002):
The E
U A
DV
AN
CE
D P
roje
ct:
Description a
nd A
naly
sis
of
Post-
Lic
ence D
rive
r an
d R
ide
r Tra
inin
g p
p 8
9 - 9
7. R
ijsw
ijk, C
IEC
A.
51 E
ngstr
om
, I, G
regers
en, N
.P., H
ern
etk
oski,K
., K
eskin
en,
I &
Nyberg
, A
. (2
003):
Young n
ovic
e d
rivers
, driver
education a
nd
tra
inin
g. L
ite
ratu
re r
evie
w p
35
VT
I-re
po
rt 4
91
A. L
inko
pin
g, V
TI.
52 H
ors
will
, M
.S, W
ayle
n, A
.E., a
nd T
ofi eld
, M
.I.
(2004)
Drivers
’ ra
ting o
f diffe
rent
com
ponents
of
their o
wn d
rivin
g s
kill
: A
gre
ate
r ill
usio
n o
f su
pe
rio
rity
fo
r skill
s t
hat
rela
te t
o a
ccid
en
t in
vo
lve
me
nt.
Journ
al of
Applie
d S
ocia
l P
sycholo
gy,
34,
pp177-1
95.
53
Isle
r R
B, S
tark
ey, N
and D
rew
M, The ‘
Fro
nta
l Lobe’
Pro
ject,
pg 1
, U
niv
ers
ity o
f W
aik
ato
, 2007.
54 C
IEC
A (2002) op c
it p
92.
safe
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ng d
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IDE
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AC
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E E
DU
CA
TIO
N
31
techniq
ues,
such a
s e
merg
ency b
rakin
g,
may in
cre
ase
safe
ty a
mo
ng
drivers
who a
re m
otivate
d (
on level 3 a
nd 4
facto
rs) to
in
cre
ase
th
eir
safe
ty b
y u
sin
g t
heir n
ew
skill
s t
o incre
ase
th
eir s
afe
ty m
arg
ins.
The t
rain
ing c
ould
be c
ounte
rpro
ductive,
ho
we
ve
r, f
or
tho
se
drive
rs
who h
ave m
ore
dangero
us p
refe
rences (
on
le
ve
l 3
an
d 4
facto
rs)
such a
s b
ein
g s
ensation s
eekin
g o
r havin
g a
str
on
g n
ee
d t
o im
pre
ss
peers
by p
ushin
g lim
its 5
5.
Co
un
ter-
mea
sure
s to
min
imis
e o
ver-
con
fi d
ence
There
are
a n
um
ber
of
ways 5
6 t
hat
cours
es c
an
be
de
sig
ne
d t
o a
vo
id
the lik
elih
ood o
f causin
g o
ver-
confi dence
, in
clu
din
g:
• a
ccura
tely
dis
crim
inating b
etw
een c
ou
rse
part
icip
an
ts;
• d
em
onstr
ating c
ert
ain
hig
h r
isk s
ituatio
ns o
r m
an
oe
uvre
s
follo
wed b
y d
iscussio
n,
inste
ad o
f allo
win
g p
art
icip
an
ts t
o
att
em
pt
the m
anoeuvre
s;
• h
avin
g a
pre
dom
inance o
f risk a
ware
ne
ss e
xe
rcis
es a
nd
min
imal
technic
al skill
s-b
ased t
rain
ing in a
cours
e;
• c
om
paring t
he s
ituation in e
xerc
ises t
o s
itu
atio
ns w
hic
h
part
icip
ants
mig
ht
meet
on t
he r
oad a
nd
makin
g p
art
icip
an
ts
thin
k a
bout
the e
xte
nt
to w
hic
h a
cert
ain
kin
d o
f m
an
oe
uvre
is
possib
le in r
eal tr
affi
c s
ituations;
and
• o
pe
nly
dis
cu
ssin
g o
ve
r-confi dence w
ith p
art
icip
ants
.
Th
e im
po
rtan
ce o
f p
erso
nal
lim
its
Man
y d
rive
r co
urs
es s
tre
ss t
he im
port
ance o
f havin
g s
om
e
exp
erie
nce
of
the
ph
ysic
al lim
its b
eyond w
hic
h it
is im
possib
le t
o
main
tain
ve
hic
le c
on
tro
l. T
ypic
ally
this
is d
one t
o p
rovid
e y
oung
no
vic
e d
rive
rs w
ith
th
e a
ctu
al experience o
f th
ose lim
its. Fro
m a
safe
ty p
ers
pe
ctive
, th
ou
gh, pers
onal lim
its a
re just
as im
port
ant
as
the
lim
its d
icta
ted
by t
he
law
s o
f physic
s 5
7.
Th
is is w
hy it
is im
po
rtan
t th
at
cours
es e
ncoura
ge y
oung n
ovic
e
drive
rs t
o r
eco
gn
ise
th
eir o
wn p
ers
onal lim
its –
both
psycholo
gic
al
an
d p
hysic
al – a
nd
to
make d
rivin
g d
ecis
ions w
ithin
those b
ounds,
rath
er
than
on
ly t
he
bo
unds d
icta
ted b
y t
he law
s o
f physic
s.
It is a
lso
im
po
rtan
t to
be
aw
are
that
som
e y
oung n
ovic
e d
rivers
may
take
th
e p
hysic
al lim
its litera
lly; seein
g t
hem
as a
bsolu
tes t
hat
are
not
aff
ecte
d b
y t
he
ir o
wn
pe
rsonal lim
its.
Kee
p t
rain
ing
mes
sag
es s
imp
le a
nd
co
rrec
t an
y u
nin
ten
ded
mes
sag
es
Ap
art
fro
m o
ve
r-co
nfi d
ence, in
tern
ational surv
eys 5
9 o
f driver
ed
ucatio
n p
rog
ram
me
s in
dic
ate
that
a k
ey r
eason w
hy c
ours
es c
an
lead
to
re
du
ce
d s
afe
ty o
utc
om
es is t
hat
part
icip
ants
com
monly
un
de
rsta
nd
a d
iffe
ren
t m
essage f
rom
the o
ne inte
nded. This
is t
he
case
eve
n w
ith
ris
k a
ware
ness e
xerc
ises, w
here
the s
afe
ty m
essage
‘It is
no
t th
e m
essa
ge
wh
ich
is d
eliv
ered
, bu
t th
e m
essa
ge
wh
ich
is r
ecei
ved
by
the
par
tici
pan
ts t
hat
co
un
ts. 58
’
55 S
ee C
IEC
A (2002) p 1
24.
56 F
or
furt
her
dis
cussio
n s
ee C
IEC
A (2002) op c
it p
123.
57 S
ee f
or
exam
ple
Katila
6
0 Ibid
.
safe
r you
ng d
river
s FIN
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FER
YO
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G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
32
is m
ore
obvio
us.
For
exam
ple
, fr
om
an a
ctu
al su
rve
y o
f le
arn
ers
60 a
n e
xe
rcis
e
show
ing h
ow
diffi cult it
is t
o p
erf
orm
a m
an
oe
uvre
on
-ro
ad
— t
ota
lly
impossib
le w
ith w
orn
or
und
er-
infl ate
d t
yre
s —
le
d s
om
e p
art
icip
an
ts
to t
hin
k ’
As long a
s m
y t
yre
s a
re n
ew
an
d a
t th
e r
igh
t p
ressu
re, I’ll
be
able
to h
andle
the m
anoeuvre
’. S
imila
rly, fr
om
th
e s
am
e s
urv
ey,
many s
tudents
unders
tood t
hat
drive
r tr
ain
ing
on
slip
pe
ry s
urf
ace
s is
supposed t
o a
llow
them
to d
rive
, aft
er
the
co
urs
e, as q
uic
kly
on
slip
pery
roads a
s d
ry o
nes. O
the
rs c
orr
ectly u
nd
ers
too
d t
hat
it is
import
ant
to e
valu
ate
the r
oad
co
nd
itio
ns a
nd
to
drive
to
th
ose
conditio
ns.
These e
xam
ple
s illu
str
ate
the
critical ro
le t
hat
the
tra
ine
r p
lays in
gett
ing t
he r
ight
message a
cro
ss a
nd
th
e im
po
rtan
ce
of
havin
g a
ctive
dis
cussio
n a
nd f
eedback a
fte
r e
ach
exe
rcis
e.
Indeed,
best
pra
ctice s
ugge
sts
th
at
train
ers
ne
ed
to
:
•
make s
ure
the u
nderlyin
g s
afe
ty m
essag
e is k
ep
t sim
ple
, m
ad
e
cle
ar
and r
epeate
d t
hro
ug
h t
he
exe
rcis
e/t
rain
ing
to
en
su
re t
hat
it
is u
nders
tood a
nd w
ill b
e m
ain
tain
ed
ove
r tim
e;
•
tailo
r th
eir t
rain
ing t
o s
uit t
he
le
arn
ing
ne
ed
s o
f p
art
icip
an
ts.
This
inclu
des e
nsuring t
hat
the
tra
inin
g a
nd
its
me
ssag
es a
re
based w
ithin
the c
ultura
l co
nte
xt
that
the
part
icip
an
ts m
ost
identify
with;
•
regula
rly c
heck f
or
and c
orr
ect
an
y u
nin
ten
de
d m
essag
es. T
he
easie
st
way t
o d
o t
his
is b
y h
avin
g d
iscu
ssio
n a
nd
fe
ed
back
(either
indiv
idually
or
in g
rou
ps) b
uilt
in
to e
ach
exe
rcis
e. F
or
exam
ple
, part
icip
ants
co
uld
be
en
co
ura
ge
d t
o d
iscu
ss t
he
ir v
iew
s
of
the t
rain
ing a
nd w
hat
the
y h
ave
le
arn
t fr
om
an
exe
rcis
e s
o t
hat
the
tra
iner
can a
ssess w
heth
er
the learn
ing a
nd s
afe
ty g
oals
have
be
en a
chie
ved; and
• ch
eck t
hat
part
icip
ants
have m
ade t
he lin
k b
etw
een t
rain
ing a
nd
real-lif
e s
ituations b
y a
skin
g q
uestions s
uch a
s: ‘W
hat
does t
his
me
an
for
your
drivin
g in t
he f
utu
re?’
Avo
id s
kid
tra
inin
gIn
ge
ne
ral, inte
rnational stu
die
s o
f driver
education f
or
young n
ovic
e
drive
rs c
on
clu
de t
hat
exerc
ises w
hic
h o
nly
aim
to r
egain
contr
ol of
a
skid
din
g v
ehic
le s
hould
be a
void
ed 6
1 f
or
this
gro
up a
s:
• skid
tra
inin
g c
an r
esult in o
ver-
confi dence, part
icula
rly f
or
young
male
drivers
. It
can g
ive y
oung d
rivers
a f
als
e im
pre
ssio
n o
f th
eir
ab
ility
to
cope w
ith e
merg
ency s
ituations, w
hic
h h
as in s
om
e
insta
nces led t
o h
igher
cra
sh r
ate
s;
• p
rofi cie
ncy in s
kid
contr
ol cannot
be d
evelo
ped in a
short
tra
inin
g
co
urs
e a
s it
requires p
ractice o
ver
a long p
eriod o
f tim
e. U
nle
ss
the
manoeuvre
is c
om
ple
tely
‘auto
matised’ it is h
ighly
unlik
ely
that
it w
ould
succeed in a
real-lif
e e
merg
ency s
ituation. This
is
be
cau
se
of
the e
lem
ent
of
surp
rise in e
merg
encie
s, th
e lack o
f
roo
m f
or
the m
anoeuvre
on a
norm
al ro
ad; possib
ly p
oor
weath
er
an
d s
urf
ace c
onditio
ns, and t
he r
arity
of
the s
ituation;
• tr
ain
ers
who r
egula
rly p
ractise s
kid
contr
ol m
ay t
end t
o
ove
restim
ate
the a
bili
ty o
f young d
rivers
to m
aste
r such a
man
oe
uvre
; and
• a h
eavy f
ocus o
n s
kid
contr
ol can lead t
o u
nin
tended m
essages
be
ing
receiv
ed b
y p
art
icip
ants
. O
ne s
uch m
essage c
ould
be t
hat
co
pin
g w
ith d
angero
us s
ituations is m
ore
im
port
ant
than d
rivin
g
to t
he
conditio
ns, or
leavin
g a
dequate
safe
ty m
arg
ins, and/o
r
drivin
g d
efe
nsiv
ely
.
58 C
IEC
A (2002) op c
it p
139.
59 G
regers
en, N
.P. E
valu
ation o
f a n
ew
cours
e s
ylla
bus f
or
skid
tra
inin
g,
cited in T
he E
U A
DV
AN
CE
D P
roje
ct
Fin
al re
port
Se
pte
mb
er
30
, 2
00
2.
60 Ibid
.6
1 F
or
exam
ple
: Y
ou
ng
Dri
vers
Th
e R
oad
to
Saf
ety,
OE
CD
2006 p
. 135,
Engstr
om
I,
Gre
gers
en,
NP
, H
ern
etk
oski, K
, K
eskin
en
, I &
Nyb
erg
, A
. (2
00
3): Y
ou
ng
No
vic
e D
rive
rs, D
rive
r E
du
catio
n a
nd
Tra
inin
g. Litera
ture
Revie
w. V
TI-re
port
491A
. Lin
kopin
g,
VTI.
p.
65 a
nd T
he E
U A
DV
AN
CE
D P
roje
ct
2002 p
. 123 –
124.
Th
e E
uro
pe
an
re
se
arc
h is a
lso
co
nfi rm
ed
by N
ort
h A
me
rican
stu
die
s f
or
exam
ple
: W
illia
ms A
F, (2
006). Y
oun
g d
river
risk f
acto
rs:
Successfu
l and u
nsuccessfu
l appro
aches f
or
dealin
g w
ith t
hem
an
d a
n a
ge
nd
a f
or
the
fu
ture
. In
jury
Pre
ven
tio
n 1
2(1)
i4-i9
.6
2 E
ngla
nd, S
weden, Fin
land, N
orw
ay,
Neth
erlands,
Icela
nd,
Esto
nia
, Latv
ia,
Gre
ece,
Austr
ia,
Belg
ium
, P
ola
nd,
Cze
ch R
ep
ub
lic, F
ran
ce
, S
pain
, Ir
ela
nd
.
safe
r you
ng d
river
s FIN
AL•.i
ndd
32
6/20
/08
9:3
8:21
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
33
It is p
refe
rable
to s
how
young d
rivers
that
skid
din
g is t
he
re
su
lt o
f a
drivin
g m
ista
ke a
nd t
hat
it is v
ery
diffi cult t
o e
xe
cu
te a
skid
co
ntr
ol
manoeuvre
in e
very
day s
ituations.
So t
he
be
st
ap
pro
ach
is t
o a
vo
id
bein
g in a
situation w
here
a m
ista
ke is lik
ely
to
occu
r.
This
sectio
n h
as t
ouched o
n a
n issue t
hat
is w
ell
rese
arc
he
d in
th
e
inte
rnational lit
era
ture
– t
hat
not
all
road s
afe
ty p
rog
ram
me
s o
r th
eir
deliv
ery
have a
positiv
e learn
ing a
nd s
afe
ty e
ffe
ct
for
all
yo
un
g
drivers
. In
fact,
som
e t
ypes o
f tr
ain
ing a
ctu
ally
in
cre
ase
th
e lik
elih
oo
d
of
cra
sh in
volv
em
ent
for
som
e y
oung d
rive
rs. T
he
ke
y issu
e f
or
pro
vid
ers
is t
o m
ake s
ure
they p
roactively
avo
id a
ny u
nin
ten
de
d
eff
ects
by:
• havin
g c
ounte
r-m
easure
s in p
lace t
o m
inim
ise
co
urs
e
part
icip
ants
becom
ing o
ver-
confi dent
in t
he
ir s
kill
s;
• encoura
gin
g p
art
icip
ants
to r
ecognis
e t
he
ir o
wn
pe
rso
nal lim
its
and t
o d
rive w
ithin
those b
ounds;
• keepin
g t
rain
ing m
essages s
imple
and
cle
ar
an
d c
he
ckin
g f
or
an
d
corr
ecting a
ny u
nin
tended m
essages; an
d
• avoid
ing s
kid
tra
inin
g f
or
young n
ovic
e d
rive
rs.
safe
r you
ng d
river
s FIN
AL•.i
ndd
33
6/20
/08
9:3
8:21
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
34
Road s
afe
ty e
ducation r
ais
es a
ware
ne
ss o
f th
e im
pact
that
an
indiv
idual’s d
ecis
ions h
ave f
or
the
ir o
wn
an
d o
the
rs’ safe
ty.
Alo
ngsid
e t
he im
pact
on r
oad
safe
ty, h
ow
eve
r, it
is lik
ely
th
at
the
curr
ent
genera
tion o
f young
pe
op
le, in
co
mp
ariso
n w
ith
pre
vio
us
genera
tions,
will
als
o h
ave t
o c
on
sid
er
the
im
pact
that
the
ir t
ran
sp
ort
decis
ions h
ave o
n t
he e
nviro
nm
en
t.
This
suggests
that,
incre
asin
gly
, ro
ad
safe
ty e
du
catio
n w
ill n
ee
d t
o
be e
xpanded t
o inclu
de e
nviro
nm
en
tal e
du
catio
n. T
his
is c
om
mo
n
pra
ctice n
ow
in m
any d
evelo
pe
d c
ou
ntr
ies in
clu
din
g 1
6 E
uro
pe
an
countr
ies 6
2 a
nd in O
regon in
th
e U
nite
d S
tate
s. A
s w
ell,
th
e C
an
ad
ian
Auto
mobile
Associa
tion inclu
de
s e
nviro
nm
en
tal co
nsid
era
tio
ns w
ith
in
its d
river
education c
ours
es. In
all
the
se
ju
risd
ictio
ns, p
art
icip
atin
g in
environm
enta
l driver
educatio
n is a
ke
y p
art
of
learn
ing
to
drive
an
d
gain
ing a
driver’
s lic
ence.
Fort
unate
ly t
here
are
many s
yn
erg
ies b
etw
ee
n r
oad
safe
ty a
nd
environm
enta
l susta
inabili
ty. M
an
y d
ecis
ion
s t
hat
are
take
n t
o
incre
ase s
afe
ty a
lso r
educe
th
e n
eg
ative
im
pact
of
mo
tor
ve
hic
les o
n
the e
nvironm
ent.
For
exam
ple
, slo
win
g d
ow
n t
o a
n a
pp
rop
riate
speed t
o m
eet
the c
onditio
ns a
nd
havin
g a
n a
nticip
ato
ry d
rivin
g s
tyle
have o
bvio
us s
afe
ty a
dvanta
ge
s b
ut
als
o u
se
le
ss f
ue
l an
d c
on
trib
ute
less t
o c
limate
change.
Researc
h s
uggests
that
Ne
w Z
eala
nd
ers
pla
ce
a h
igh
prio
rity
on
environm
enta
l susta
inabili
ty. B
ase
d o
n a
Ju
ly 2
00
7 R
ese
arc
h N
ew
Zeala
nd-C
lem
enger
BB
DO
po
ll e
xam
inin
g p
ub
lic a
ttitu
de
s t
ow
ard
s
environm
enta
l susta
inabili
ty, cu
rre
ntly 8
3%
of
Ne
w Z
eala
nd
ers
se
e
susta
inabili
ty a
s im
port
ant.
On
ly o
ne
in
fo
ur
Ne
w Z
eala
nd
ers
,
how
ever,
feel th
ey a
re in a
go
od
po
sitio
n t
o m
ake
an
im
pact.
Th
is
suggests
that
for
many y
ou
ng
pe
op
le t
he
mo
tivatio
n t
o w
an
t to
contr
ibute
to im
pro
vin
g t
he
en
viro
nm
en
t can
be
‘p
igg
y b
acke
d’ o
n in
term
s o
f in
cre
asin
g t
heir s
afe
ty o
n t
he
ro
ad
s.
Ro
ad
safe
ty p
rovid
ers
need t
o c
onsid
er
incre
asin
g t
he a
ware
ness o
f
yo
un
g p
eo
ple
about
these s
ynerg
ies. This
could
be d
one b
y f
ocusin
g
on
th
ree
are
as.
Th
e ch
oic
e o
f al
tern
ativ
e tr
ansp
ort
mo
des
Th
e fi r
st
are
a is e
xplo
ring t
he v
alu
e o
f altern
ative t
ransport
modes. It
is w
ell
kn
ow
n t
hat
about
one-t
hird o
f all
car
journ
eys a
re less t
han
two
kilo
me
ters
and t
he r
ela
tive c
osts
of
ow
nin
g, m
ain
tain
ing a
nd
usin
g a
ve
hic
le a
re h
igh.
Yo
un
g p
eo
ple
can b
e e
ncoura
ged t
o t
hin
k a
bout
the v
alu
e t
hat
oth
er
mo
de
s o
f tr
ansport
such a
s p
ublic
tra
nsport
, cyclin
g a
nd w
alk
ing h
ave
for
imp
rovin
g t
heir s
afe
ty a
nd c
ontr
ibuting t
o e
nvironm
enta
l
su
sta
inab
ility
.
Use
ful re
so
urc
es f
or
pro
vid
ers
are
availa
ble
on t
he f
ollo
win
g
we
bsite
s:
Tra
ve
l W
ise: htt
p://w
ww
.tra
velw
ise.o
rg.n
z w
hic
h w
ill b
e p
art
icuarly
use
ful fo
r A
uckla
nders
as w
ill t
he M
AX
X w
ebsite
htt
p://w
ww
.maxx.c
o.n
z
In C
an
terb
ury
a u
sefu
l site is h
ttp://w
ww
.gosm
art
er.
org
.nz;
EE
CA
’s w
eb
site: htt
p://w
ww
.eeca.g
ovt.
nz/
transport
.
Lan
d T
ran
sp
ort
New
Zeala
nd’s
feet-
fi rs
t w
ebsite:
htt
p://f
ee
tfi r
st.
govt.
nz
Su
sta
inab
le liv
ing w
ebsite: htt
p://w
ww
.susta
inable
livin
g.o
rg.n
z/
Loo
kin
g a
t th
e im
pac
t o
f a
veh
icle
Th
e s
eco
nd a
rea is t
he im
pact
that
the v
ehic
le c
an h
ave in t
erm
s o
f
bo
th r
oad
safe
ty a
nd o
n t
he e
nvironm
ent.
Within
New
Zeala
nd’s
62 E
ngla
nd, S
weden, Fin
land, N
orw
ay,
Neth
erlands,
Icela
nd,
Esto
nia
, Latv
ia,
Gre
ece,
Austr
ia,
Belg
ium
, P
ola
nd,
Cze
ch R
ep
ub
lic, F
ran
ce
, S
pain
, Ir
ela
nd
.
9 P
rom
oti
ng
‘eco
dri
vin
g’ a
nd
alt
ern
ativ
e tr
ansp
ort
ch
oic
es
safe
r you
ng d
river
s FIN
AL•.i
ndd
34
6/20
/08
9:3
8:21
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
35
curr
ent
veh
icle
fl e
et,
there
are
sig
nifi c
ant
diffe
ren
ce
s in
safe
ty
featu
res a
nd f
uel effi
cie
ncy.
Help
ful on-lin
e r
eso
urc
es t
hat
pro
vid
ers
can u
se w
ithin
cours
es t
o d
em
onstr
ate
the
se
diffe
ren
ce
s c
an
be
found o
n t
he:
• Fuel saver
website s
ee:
htt
p:/
/ww
w.f
ue
lsave
r.g
ovt.
nz/
; an
d
• R
ightc
ar
website s
ee h
ttp:/
/ww
w.r
igh
tcar.
go
vt.
nz
Alo
ngsid
e t
he c
hoic
e o
f vehic
le,
there
are
a n
um
be
r o
f th
ing
s t
hat
a
driver
can d
o t
o e
nsure
a v
ehic
le o
pera
tes a
s e
ffi c
ien
tly a
s p
ossib
le.
These inclu
de e
ngin
e m
ain
tenance,
havin
g t
he
co
rre
ct
tyre
pre
ssu
re,
impro
vin
g t
he v
ehic
le’s
aero
dynam
ics (
e.g
. re
mo
vin
g r
oo
f-ra
cks,
keepin
g w
indow
s w
ound u
p o
n o
pen r
oad
s) an
d r
ed
ucin
g
unnecessary
vehic
le w
eig
ht
(e.g
. ta
kin
g t
he
go
lf c
lub
s o
ut
of
the
boot)
.
Usefu
l on-lin
e r
esourc
es f
or
pro
vid
ers
can
be
fo
un
d o
n t
he
:
• Fuel saver
website s
ee:
htt
p:/
/ww
w.f
ue
lsave
r.g
ovt.
nz/
• M
inis
try o
f Tra
nsport
’s w
ebsite s
ee t
he
Ch
oke
th
e S
mo
ke
cam
paig
n h
ttp:/
/ww
w.t
ransport
.govt.
nz/
cam
paig
n/
• S
usta
inable
liv
ing w
ebsite:
htt
p:/
/ww
w.s
usta
inab
leliv
ing
.org
.nz/
En
cou
rag
e an
‘eco
dri
vin
g s
tyle
’
The last
are
a t
o e
xplo
re is t
he im
pact
of
drivin
g s
tyle
. G
en
tle
accele
ration,
defe
nsiv
e d
rivin
g,
drivin
g a
t slo
we
r sp
ee
ds, e
ng
ine
bra
kin
g a
nd c
hangin
g t
o h
igher
gears
earlie
r at
low
er
sp
ee
ds (am
on
g
oth
ers
) all
reduce t
he a
mount
of
fuel it t
ake
s t
o d
o t
he
sam
e t
rip
an
d
are
consis
tent
with incre
ased r
oad s
afe
ty.
The o
ther
advanta
ge t
hat
can b
e p
oin
ted o
ut
to y
ou
ng
pe
op
le is t
hat
an ‘eco d
rivin
g s
tyle
’ w
ill p
ers
onally
save t
he
m m
on
ey.
The t
hre
e w
ebsites a
bove a
re a
gain
usefu
l o
n-lin
e r
eso
urc
es f
or
pro
vid
ers
.
safe
r you
ng d
river
s FIN
AL•.i
ndd
35
6/20
/08
9:3
8:21
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
36
Young n
ovic
e d
rivers
are
mo
re lik
ely
to
en
joy s
afe
r d
rivin
g o
ve
r th
e
long-t
erm
when t
hey h
ave p
art
icip
ate
d in
tra
inin
g r
un
by p
rovid
ers
who h
ave a
str
ong o
rganis
atio
nal fo
cu
s o
n q
ualit
y a
nd
a c
ultu
re o
f
continuous im
pro
vem
ent.
At
a m
inim
um
, th
is in
clu
de
s t
he
pro
vid
er:
•
keepin
g a
n a
ttendance r
eco
rd f
or
all
part
icip
an
ts t
hat
inclu
de
s
nam
e,
date
of
att
endance
an
d c
on
tact
ad
dre
ss. T
his
is im
po
rtan
t
for
a r
ange o
f re
asons,
inclu
din
g b
ein
g a
ble
to
evalu
ate
co
urs
es,
to s
upport
stu
dents
to a
ch
ieve
an
d t
o g
uid
e t
he
m t
o o
the
r
train
ing t
hat
they m
ay n
ee
d;
•
sett
ing c
lear
obje
ctives o
r g
oals
fo
r its c
ou
rse
s a
nd
fo
r th
e
indiv
idual exerc
ises w
ith
in t
he
m in
te
rms o
f w
hat
learn
ing
obje
ctives t
he c
ours
e inte
nd
s t
o a
ch
ieve
an
d h
ow
th
ey w
ill b
e
achie
ved.
Without
cle
ar
ob
jective
s, a c
ou
rse
will
be
un
focu
se
d
and e
valu
ation im
possib
le;
•
evalu
ating e
ach c
ours
e b
ase
d o
n t
he
ob
jective
s o
r g
oals
th
at
were
set
and r
espondin
g t
o id
en
tifi e
d a
reas w
he
re im
pro
ve
me
nts
can b
e m
ade;
•
a h
elp
ful re
sourc
e f
or
pro
vid
ers
an
d c
om
mu
nity g
rou
ps f
or
de
ve
lop
ing
co
urs
e
evalu
ations c
an b
e f
ound in:
Th
e E
U A
dvan
ce
d P
roje
ct:
De
scrip
tio
n a
nd
An
aly
sis
of
Post-
licence D
river
and R
ide
r T
rain
ing
, F
inal R
ep
ort
Se
pte
mb
er
30
, 2
00
2 (p
.g.
141 –
155).
Availa
ble
at:
htt
p://w
ww
.cie
ca.b
e/a
dvan
ce
d_e
n.p
p
•
anoth
er
good e
valu
ation r
eso
urc
e is t
he
Gu
ide
line
s f
or
Evalu
atin
g R
oad
Safe
ty
Education I
nte
rventions t
hat
we
re p
ub
lish
ed
by t
he
UK
De
part
me
nt
of
Tra
nsp
ort
in A
ugust
1004.
These g
uid
elin
es a
re a
vaila
ble
on
th
e D
ep
art
me
nt
we
bsite
:
htt
p:/
/ww
w.d
ft.g
ov.u
k
•
evalu
ating t
rain
ers
regu
larly, in
ve
stin
g in
th
eir d
eve
lop
me
nt
an
d
refr
eshin
g t
heir s
kill
s;
•
havin
g learn
ing e
nviron
me
nts
an
d e
qu
ipm
en
t th
at
are
fi t
fo
r
purp
ose;
and
•
regula
rly u
pdating c
ours
e c
on
ten
t an
d d
eliv
ery
me
tho
ds in
lig
ht
of
new
know
ledge a
nd a
dvan
ce
s in
ro
ad
safe
ty e
du
catio
n.
Fu
nd
ers
als
o h
ave a
role
to p
lay in f
acili
tating incre
ases in q
ualit
y
imp
rove
me
nt.
As d
iscussed in S
ection 1
, th
ey n
eed t
o e
nsure
that
the
ir f
un
din
g d
ecis
ions p
ositiv
ely
infl uence t
he q
ualit
y a
nd
resp
on
siv
en
ess o
f th
e p
rovis
ion t
hat
is a
vaila
ble
. They n
eed t
o
co
nsid
er
the
valu
e t
hat
a p
art
icula
r tr
ain
ing initia
tive o
r pro
vid
er
would
ad
d t
o t
he
netw
ork
of
road s
afe
ty e
ducation. They a
lso n
eed t
o b
e
co
nfi d
en
t th
at
the t
rain
ing t
hat
they h
ave c
hosen t
o f
und w
ill r
ais
e t
he
ove
rall
leve
l of
drivin
g c
om
pete
nce a
nd r
oad s
afe
ty a
chie
ved b
y
yo
un
g n
ovic
e d
rivers
.
10 H
avin
g a
fo
cus
on
qu
alit
y an
d im
pro
vem
ent
safe
r you
ng d
river
s FIN
AL•.i
ndd
36
6/20
/08
9:3
8:21
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
37
Ove
rvie
w o
f ke
y is
sues
aff
ecti
ng
yo
un
g d
rive
rs a
nd
th
e ro
le o
f ro
ad s
afet
y ed
uca
tio
n
Engstr
om
, I,
Gre
gers
en,
N.P
., H
ern
etk
oski,K
., K
eskin
en
, I &
Nyb
erg
,
A. (2
003): Y
oung n
ovic
e d
rivers
, driver
ed
ucatio
n a
nd
tra
inin
g.
Litera
ture
revie
w.
VTI-
report
491A
. Lin
kop
ing
, V
TI.
OE
CD
(O
rganis
ation f
or
Econom
ic C
o-o
pe
ratio
n a
nd
De
ve
lop
me
nt)
(2006)
Young D
rivers
: The R
oad t
o S
afe
ty p
p 6
7 - 1
14
, O
EC
D, P
aris.
Yo
un
g N
ew Z
eala
nd
dri
vers
an
d c
rash
invo
lvem
ent
Young D
rivers
Cra
sh F
acts
heet
2007.
Min
istr
y o
f T
ran
sp
ort
,
Welli
ngto
n,
2007.
Availa
ble
at:
htt
p:/
/ww
w.t
ran
sp
ort
.go
vt.
nz/
asse
ts/
New
PD
Fs/Y
oung-D
river-
Cra
sh-F
acts
heet-
Ju
ly-0
7-.p
df
Lew
is-E
vans,
B.
Lukkie
n,
C.
(2007) C
rash
Pro
fi le
of
Ne
w Z
eala
nd
Novic
e D
rivers
, M
inis
try o
f Tra
nsport
, W
elli
ng
ton
, N
ew
Ze
ala
nd
htt
p://w
ww
.roadsafe
tyconfe
rence2007.c
om
.au
/Pre
se
nta
tio
n/
Lukkie
n_C
aro
lina.p
df
Bes
t p
ract
ice
road
saf
ety
edu
cati
on
CIE
CA
(2002):
The E
U A
DV
AN
CE
D P
roje
ct:
De
scrip
tio
n a
nd
An
aly
sis
of
Post
Lic
ence D
river
and R
ider
Tra
inin
g F
inal R
ep
ort
Se
pte
mb
er
30
,
2002. R
ijsw
ijk,
CIE
CA
. A
vaila
ble
at:
htt
p://w
ww
.cie
ca.b
e/a
dvanced_en.p
p
Euro
pean C
om
mis
sio
n (
2005)
Rose25 P
roje
ct:
In
ve
nto
ry a
nd
Com
pili
ng o
f a E
uro
pean G
ood P
ractice G
uid
e o
n R
oad
Safe
ty
Education T
arg
ete
d a
t Y
oung P
eople
. A
vaila
ble
at:
htt
p://e
c.e
uro
pa.e
u/t
ransport
/rose25/d
ocu
me
nts
/de
live
rab
les/fi n
al_
report
Ap
pen
dix
- u
sefu
l res
ou
rces
Eu
rop
ean
Co
mm
issio
n (2007) S
UP
RE
ME
Pro
ject
Them
atic R
eport
:
Drive
r E
du
catio
n, T
rain
ing a
nd L
icensin
g. A
vaila
ble
at
htt
p://e
c.
eu
rop
a.e
u/t
ran
sp
ort
/su
pre
me/index_en.h
tm
Eu
rop
ean
Co
mm
issio
n (2005) E
U M
ER
IT P
roje
ct:
Min
imum
Re
qu
ire
me
nts
fo
r D
rivin
g Instr
ucto
r Tra
inin
g, Fin
al R
eport
. A
vaila
ble
at:
htt
p://w
ww
.cie
ca.b
e/d
ow
nlo
ads_en.p
p
Invo
lvin
g y
ou
ng
off
end
ers
in r
oad
saf
ety
edu
cati
on
Eu
rop
ean
Co
mm
issio
n (2004) and (2007) C
LO
SE
TO
Pro
ject.
Availa
ble
at:
htt
p://w
ww
. clo
se-t
o.n
et
Eva
luat
ion
CIE
CA
(2
00
2) T
he
EU
Ad
vanced P
roje
ct:
Description a
nd A
naly
sis
of
Po
st-
lice
nce
Drive
r an
d R
ider
Tra
inin
g, (p
.g. 141 –
155). A
vaila
ble
at:
htt
p://w
ww
.cie
ca.b
e/a
dvanced_en.p
p
Gu
ide
line
s f
or
Evalu
atin
g R
oad S
afe
ty E
ducation Inte
rventions, U
K
De
part
me
nt
of
Tra
nsp
ort
2004. A
vaila
ble
on t
he D
epart
ment
website:
htt
p://w
ww
.dft
.go
v.u
k
Res
ou
rce
for
par
ents
ww
w.p
ractice
.co
.nz
safe
r you
ng d
river
s FIN
AL•.i
ndd
37
6/20
/08
9:3
8:22
AM
SA
FER
YO
UN
G D
RIV
ER
S
/ A
GU
IDE
TO
BE
ST
PR
AC
TIC
E E
DU
CA
TIO
N
38
safe
r you
ng d
river
s FIN
AL•.i
ndd
38
6/20
/08
9:3
8:22
AM
En
qu
irie
s:
Land S
afe
ty M
anagem
ent
Team
Min
istr
y o
f Tra
nsport
Tel: +
64 4
439 9
000
Novell
Hou
se,
89 T
he T
err
ace,
P.O
. B
ox 3
17
5, W
elli
ng
ton
61
40
ww
w.t
ran
spo
rt.g
ovt
.nz
safe
r you
ng d
river
s FIN
AL•.i
ndd
39
6/20
/08
9:3
8:22
AM
TH
E N
AT
ION
AL
RO
AD
SA
FET
Y C
OM
MIT
TE
E
Th
e N
atio
nal
Ro
ad S
afet
y C
om
mit
tee
com
pri
ses:
Th
e C
hie
f E
xecu
tive
of
the
Min
istr
y o
f T
ran
spo
rtT
he
Co
mm
issi
on
er o
f P
olic
eT
he
Ch
ief
Exe
cuti
ves
of:
Lan
d T
ran
spo
rt N
ew Z
eala
nd
, T
ran
sit
New
Zea
lan
d, t
he
Acc
iden
t C
om
pen
sati
on
Co
rpo
rati
on
an
d L
oca
l Go
vern
men
t N
ew Z
eala
nd
Th
e S
ecre
tary
of
Lab
ou
r, t
he
Sec
reta
ry f
or
Just
ice,
th
e S
ecre
tary
fo
r E
du
cati
on
an
d t
he
Dir
ecto
r-G
ener
al o
f H
ealt
h a
re a
sso
ciat
e m
emb
ers
of
the
Co
mm
itte
e.
safe
r you
ng d
river
s FIN
AL•.i
ndd
40
6/20
/08
9:3
8:22
AM
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