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| Consultation Paper "Learning to Drive" launched by Driving Standards Agency on 7th May The following outline was prepared by Garry Handley from the Gloucestershire Road Safety Team Over the past decade Britain’s roads have become much safer. The number of people killed or seriously injured in road collisions has fallen by a third, making road travel in this country safer than almost anywhere else in the world. However, while we have made progress in reducing the number of casualties, our evidence shows that those most at risk are newly-qualified drivers. DSA has worked with stakeholder groups throughout 2007. Talking to young people, Driving Instructors, Insurers, employers, safety organisations, etc. Evaluating research and the experience of others to develop a full understanding of the issues The case for change Since the mid 1990’s road casualties have fallen by 33%. Around 16% more drivers aged between16-19 are killed today compared with 15 years ago. Newly qualified drivers and their passengers account for one in 5 of car deaths in Britain. Young male drivers can be up to 80% safer after 2 years But whatever the age, it is inexperience that makes people unsafe The starting position The driving test is currently in six parts: Knowledge, Hazard Perception, Eyesight test, Show me, tell me, Practical test, General driving Eco-safe driving will be introduced in September 08. EU Law sets out minimum test requirements. There are some 750,000 new learners every year Too many people currently choose to opt out of the system and drive without a licence. Alongside unlicensed driving, there is a related problem of uninsured driving The approach to reform An improved learning process. Better information about driving instructors. An improved driving test. Further options for learning Learning to drive should not stop after the practical test, and lifelong driver development should be encouraged. The new system for learning to drive should be attractive enough that the vast majority will comply with the compulsory elements, and many others will take advantage of the voluntary options Other approaches Fundamental reform of driver training and testing. Additional regulation of the way people learn to drive. Various restrictions on some or all newly qualified drivers. Fundamental reform of driver training and testing Improving the driving test Using modern, objective, computer-based tests to assess understanding as well as knowledge. Amending practical driving test to provide a more thorough assessment of general driving competence and improving the feedback given to candidates Ideas for revising the test: Change the marking system Independent driving Situational judgement Review the manoeuvres Modular assessment More detailed feedback An improved learning process A new competence framework. A new driver Syllabus to be given to all driving instructors to help guide learners in developing all of the knowledge, skills, understanding and attitudes needed. Introduce a student workbook to guide learners through their preparation and help them to choose a learning route which suits them. Better information Develop a Star-Rating system for instructors. Show the instructors who are committed to Continued Personal Development [CPD]. Introduce a ‘test readiness' certificate. Instructors to sit in on the test and improve the way instructors are registered and quality assured. Further options Attitude Advisor’ Simulators Discussion groups foundation course Theory Training Learning materials Pre-driver ed Review Pass Plus drivers who offend Driving for work Learners currently rely on their own judgement, or that of an instructor or supervising driver, to tell them where their strengths and weaknesses lie. Need to provide a more objective way to assess a driver’s attitude Recently introduced law will allow courts to make greater use of re-education and re-assessment when dealing with people guilty of motoring offences. Re-education courses already exist for those convicted of driving without due care and attention, drinking and driving and speeding. This is a positive approach, which should be more widely used. WHAT THE DSA ARE NOT DOING Raising the driving age People get in collisions because they’re inexperienced, not because they’re young Making learners take a minimum number of lessons with an instructor Learners in the UK take an average of 55 hours of lessons more than most other countries. And we want everyone to have the chance to practice and learn with a family member or friend. Almost everyone learns with an instructor. Making learners learn for a fixed period A minimum learning period, say 12 months, doesn’t make sure people take more lessons, or get more experience. Putting restrictions on people after their test Do you think that better training and testing is the best way to make young people safe? HOW CAN YOU TAKE PART? VISIT: www.dsa.gov.uk/learningtodrive Don’t miss the opportunity to have your say You have from now until 8 September 2008 Have you thought about how it affects you. Any comments please pass them on to the commitee. | |||||||
| This page is for you to put your opinion up for debate.Or make any comment you feel is relevant. Please use the contact page or send an email to us at gdia@cleevedrivingtuition.co.uk | ||||||||
| Glos. Driving Instructors Association C/O 4 Ashlea Meadow, Bishops Cleeve Cheltenham Gloucestershire GL52 7WG Tel:01242 679637 Fax:01242 679637 Email:postmaster@cleevedrivingtuition.co.uk Copyright © Glos. Driving Instructors Association 2008 | ||||||||
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