00806396

Component

http://onlinepubs.trb.org...nepubs/circulars/ec024.pdf

This paper addresses the following three questions: Who should be responsible for beginning driver education? What are the specific responsibilities for individuals having a role in the beginning driver education system? How can emerging technology best be utilized in the beginning driver education system? The answers are: Government's role in the education of the beginning driver is to assure that minimum standards are being met; Responsibility for credentialing of instructors should be shared by professional associations and government agencies; Providing instruction, guided practice, and selective driving experiences is a responsibility shared by specially prepared and credentialed instructors working in either not-for-profit or for-profit setting and parents and/or an adult mentor; The instructor is responsible for assessing student performance and communicating the results of the assessment to both the student and the adults working with the beginning driver; Parents and/or adult mentors are responsible for providing guided practice consistent with the prescriptions offered by the professional instructor; Parents and/or mentors are responsible for providing the beginning driver with selected driving experiences based on the beginning driver's demonstrated skill and responsibility; The certification of the beginning driver's achievement of knowledge and skill levels which meet the standards for passage from one phase of a licensing system to the next phase could be the instructor's responsibility or the responsibility of a government employee; Parents or legal guardians have the responsibility to certify that the beginning driver has both prescribed experiences and the inclinations for responsible driving; Responsibility for financing the education of a beginning driver is too complicated an issue to be explored in this paper; and The best utilization of technology for beginning driver education is to provide support for both the instructional and experiential dimensions of beginning driver education.

This paper appears in Transportation Research Circular No. E-C024, Driver Education at the Crossroads. Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the Transportation Research Board of the National Academy of Sciences. Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved

00806388

E-C024

English

p. 26-29

2001-1

Transportation Research Circular

Associations; Driver education; Driving instructors; Governments; Parents; Technology; Utilization

Mentors; Responsibilities

Highways; Research; Safety and Human Factors; I83: Accidents and the Human Factor

TRIS, TRB

Feb 15 2001 12:00AM

• ADVANCED DRIVER EDUCATION: INTRODUCTION
• BEGINNING DRIVER EDUCATION: INTRODUCTION
• DRIVER EDUCATION CONTENT
• DRIVER NEEDS: INTRODUCTION
• INCENTIVES TO ADVANCED DRIVER EDUCATION
• MOBILITY NEEDS OF NOVICE DRIVERS
• OBJECTIVES OF ADVANCED DRIVER EDUCATION
• PROBLEM DRIVER EDUCATIONAL COMPONENT
• SAFETY NEEDS OF DRIVERS: LIFESTYLE FACTORS
• SAFETY NEEDS OF NOVICE DRIVERS: DRIVING FACTORS
• STANDARDS FOR NOVICE DRIVER EDUCATION AND LICENSING