1. Norwegian driver training – evaluation and follow- up results
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Norwegian driver training
– evaluation and follow- up results
Christina Eriksen
Norwegian Public Roads Administration

2. Vision zero
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3. Main objectives of the training
After completing driver training for category B, the learner driver shall possess the necessary competence to drive a car in a responsible manner.
The learner driver shall possess the knowledge and skills, selv- knowledge and understanding of risk required to drive in a manner which:
is safe on the road
provides proper interaction
promotes traffic flow
shows consideration for health, environment and the needs of others
is in compliance with the regulations in force
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4. Long- term goal
To increase road safety by strengthening the quality of the driver training.
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5. Definition – Road traffic competence
Knowledge
Skills
Attitudes
Motivation
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6. Curriculum Training Examination and education
Norwegian driver training
Curriculum
Examination
Training
and education
Nordic three ball modell – view the driving education as a whole- correlations
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7. Main principles of the training
Norwegian driver training
Main principles of the training
Training objectives are set in curriculum and regulations
The training is a combination of education at a driving school and private practice driving
The training is also a combination of mandatory courses and non-mandatory lessons
The mandatory courses are aimed at the higher levels of the GDE-matrix and intended to be a contribution to developing self-knowledge and self-evaluation
The training has 4 steps to be taken in the right order
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8. Main principles of the training cont.
Norwegian driver training
Main principles of the training cont.
The training has seven main themes that are dealt with at variable intensity at different stages of the training
Extensive private practice driving or volume-training is part of the training model
This gathering of experience before the driving test is expected to be a useful basis for driving alone
The teaching methods should be adjusted to the different parts of the training and individualised to each student
We do not test the whole outcome of the training!
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9. Behaviour tendencies and judgement tend.
Step 1
Step 2
Step 3
Step 4
Selfevaluation
Behaviour tendencies and judgement tend.
Planning and preparations before driving
Economic and environmentally friendly driving
Road traffic skills
Vehicle manoeuvering
Legislation and traffic as a system

10. Phase 1 (2011-2014) The evaluation process
Various research institutions were commissioned to conduct an evaluation of the Norwegian driver training.
Received reports from five out of six evaluations
Implementation evaluation of
the basic traffic course (NTNU)
the mandatory training for category A (HiNT)
the mandatory training for category B (HiNT)
the mandatory training for categories C and D (SINTEF)
Effect evaluation of category B driver training (TØI)
An implementation evaluation of category S will be completed with a report in May 2014 (UTI)
NTNU – Norwegian University of Science and Technology
HiNT – Nord Trøndelag University college
TØI – The institute of Transport Economics
UTI – The arctic University of Norway
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11. Basic traffic course Phase 1: Results Capable professionals
2003
2013
Capable professionals
Need to develop teaching qualifications
Established teaching qualifications
Content orientation
Student orientation
One-way communication
Two- way communication
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12. Basic traffic course Phase 1: Results Didactical clarification:
The driving instructors often express a wish for more clear guidelines when it comes to teaching methods
Specialization:
Student oriented teaching is a rather demanding task. It isn`t obvious that all instructors are able to carry out this kind of teaching.
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13. Category B Phase 1: Results The driving instructors
have a clear understanding of what to teach, but they are not necessarily conscious about the justifications for their practice. The teaching is conducted in accordance with category –specific sections, but the connection to the general chapter of the curriculum is weaker. As a result of this, the overall model and core message may lose visibility
need to develop their awareness of what they indirectly say in their communication and action, and how they use the different teaching methods.
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14. Category A Phase 1: Results
The training conducted in category A is largely in line with the pedagogical intentions stated in the curriculum.
The driving instructors
have a clear understanding of what to teach, and are able to explain and justify their practice. There is a clear relationship between the educational intentions in the general part of the curriculum and the teaching of category-specific parts
act as mentors in facilitating learner drivers learning
Upon
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15. Category A Success criteria:
Upon implementation of the curriculum a continuing education for all teachers in category A was required. The findings suggest that this further education has been an important contribution to ensuring a common pedagogical understanding among the driving instructors.
Driving instructors participating in the project stated that they have a good professional relationship with other teachers in category A, both in their own school and among the other instructors in their districts.
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16. Categories C and D Phase 1: Results
The teaching in the basic course for heavy vehicles and safety course categories C and D largely follow the intentions of the curriculum.
The instructors perform a qualitative good teaching, have good contact with the students and create a good climate for learning.
The problem- oriented teaching method has a development potential which is important to follow up on
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17. Effect evaluation Phase 1: Results
Young drivers who got their driving licence in had significantly more positive road safety attitudes, better driving behavior and lower crash involvement during the first months of solo driving, compared to drivers who got their licence in 2004.
These are the results of a before-after survey in connection with the introduction of new regulations for category B (passenger car) driver training in Norway. The improvements are larger among males than among females, probably because of a decrease in the proportion of young males owning a car and driving daily. Although this is probably the mainexplanation for reduced crash involvement, there are indications that increased amount of
accompanied driving in the learning phase may have yielded an additional risk decrease.
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19. Effect evaluation Phase 1: Results
It is difficult to tell whether this change in attitudes and behaviour is specific to the car driving arena, or whether it reflects a more general trend towards more positive behaviours among young people.
One reason why it is difficult to draw conclusions about effects of the changes in training regulations on crash involvement, is the lack of a directly comparable control group in the present study.
A stronger emphasis on safety-related attitudes in the new curriculum – and consequently in the mandatory education – may have contributed to some of the observed changes.
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20. Effect evaluation Phase 1: Results
There is a marked change in self-reported behaviour regarding environmentally friendly or fuel efficient driving. This is most likely an effect of a stronger focus on this topic in the current curriculum, compared to previous driver training
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21. Phase 2 ( )
Establishment of a working group with a Project Manager (November 2013)
WG assignment/task:
To compile the research reports and other knowledge to a comprehensive evaluation of the Norwegian driver training
To finalize a report that contains proposals for revisions and highlights areas for development and change if required
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22. Phase 2 (2013-2014) Other knowledge, for instance:
Survey report on the status of driving instructors education (SINTEF)
Annual reports from UAG
Training models and development in other European countries (The Road User Education project)
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23. Phase 2 (2013-2014) Workshops with various stakeholders
examiners in all regions
supervisory personnel in all regions
trade organizations (ATL and TF)
educational establishments (HiNT and HiOA)
researchers (SINTEF, HiNT, TØI and VTI)
driving instructor students (HiNT)
youth ?
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24. Phase 3 (2015 -)
Develop and revise current regulations and curricula on the basis of the figures appearing in the overall report
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25. Phase 3 ( )
Curriculum
The GDE matrix is a good framework, but it should be
supplemented with recent educational and psychological research
made more accessible to driving instructors
«A curriculum of opportunities»
It provides a freedom that can both inspire and cause confusion
It is up to the individual instructor to take action.
Process evaluation
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26. Curriculum Training Examination and education Educational model
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27. Fase 3 (2015-) The training and education of driving instructors
Reapproval?
Continuing training/education?
Examination
Driving test – content and implementation
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