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Ms. Rosemary Rouse, Australia - Road Safety in India|NGO on Road ...

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Development of School <str<strong>on</strong>g>Road</str<strong>on</strong>g><br />

<str<strong>on</strong>g>Safety</str<strong>on</strong>g> Resources <str<strong>on</strong>g>in</str<strong>on</strong>g> Pakistan<br />

4 th IRF C<strong>on</strong>ference, New Delhi<br />

23-24 October 2009<br />

Farzana Maroof & <str<strong>on</strong>g>Rosemary</str<strong>on</strong>g> <str<strong>on</strong>g>Rouse</str<strong>on</strong>g>


Presentati<strong>on</strong> Overview<br />

‣ Social Awareness Program<br />

‣ <str<strong>on</strong>g>Road</str<strong>on</strong>g> safety problem<br />

‣ Good practice road safety pr<str<strong>on</strong>g>in</str<strong>on</strong>g>ciples<br />

‣ <str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Pr<str<strong>on</strong>g>in</str<strong>on</strong>g>ciples & School <str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g><br />

Educati<strong>on</strong><br />

‣ Resource development<br />

‣ Implementati<strong>on</strong>: an <str<strong>on</strong>g>in</str<strong>on</strong>g>tegrated strategy<br />

‣ Less<strong>on</strong>s learned


Social Issues Awareness<br />

Program<br />

‣ Nati<strong>on</strong>al Highway Authority, Pakistan<br />

‣ April 2007- June 2008<br />

‣ Comp<strong>on</strong>ent of a major highway<br />

rehabilitati<strong>on</strong> program<br />

‣ Objective ‘mitigate aga<str<strong>on</strong>g>in</str<strong>on</strong>g>st adverse impacts<br />

of traffic flows <strong>on</strong> the N-5’<br />

‣ Eng<str<strong>on</strong>g>in</str<strong>on</strong>g>eer<str<strong>on</strong>g>in</str<strong>on</strong>g>g, school educati<strong>on</strong>, social<br />

market<str<strong>on</strong>g>in</str<strong>on</strong>g>g and enforcement


Pakistan Nati<strong>on</strong>al Highway 5:<br />

Crash Factors<br />

‣Very Limited Data<br />

‣Human Factors, Unsafe Vehicles, Envir<strong>on</strong>ment<br />

‣Very poor behaviour<br />

4.67%<br />

9.77%<br />

2.82%<br />

<str<strong>on</strong>g>Road</str<strong>on</strong>g> User<br />

z<br />

<str<strong>on</strong>g>Road</str<strong>on</strong>g> Envir<strong>on</strong>ment<br />

Vehicle<br />

82.74%<br />

Other<br />

Source: Nati<strong>on</strong>al Highway & Motorway Police Islamabad, Jan 2005‐June 2007


<str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Attitudes<br />

‣ “<str<strong>on</strong>g>Road</str<strong>on</strong>g>s are for drivers”<br />

‣ “We do it [give way] where we can but it is<br />

always impossible"<br />

‣ “We can’t make it a regular habit to stop at<br />

pedestrian cross<str<strong>on</strong>g>in</str<strong>on</strong>g>gs”<br />

‣ Penalties are <str<strong>on</strong>g>in</str<strong>on</strong>g>evitable<br />

• “Only obey rules when NH&MP are present”<br />

‣ No license test<br />

‣ Low awareness of rules


N-5 <str<strong>on</strong>g>Road</str<strong>on</strong>g> Envir<strong>on</strong>ment<br />

‣ 70 km/h speed limits <str<strong>on</strong>g>in</str<strong>on</strong>g> towns<br />

‣ High travel speeds near schools<br />

• Cars<br />

85km/h<br />

• Small vans 83 km/h<br />

‣ Poor pedestrian safety facilities<br />

•Footpaths, marked foot cross<str<strong>on</strong>g>in</str<strong>on</strong>g>gs, fenc<str<strong>on</strong>g>in</str<strong>on</strong>g>g,<br />

signage, dropped kerbs


N5 Crash Data: Behavioural<br />

Factors<br />

Crash Type<br />

Number<br />

Careless driv<str<strong>on</strong>g>in</str<strong>on</strong>g>g 152<br />

Pedestrian 138<br />

Over speed<str<strong>on</strong>g>in</str<strong>on</strong>g>g 89<br />

Overtak<str<strong>on</strong>g>in</str<strong>on</strong>g>g 84<br />

U-turn 81<br />

C<strong>on</strong>tra Flow 59<br />

Source: Bliss and Breen, Global <str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Facility, World Bank, 2008


Crash Involvement – Who &<br />

What<br />

‣ Very limited data<br />

‣ Young people<br />

‣ Heavy vehicles, public passenger vehicles,<br />

cars<br />

Crash Involvement by Vehicle<br />

Type<br />

21%<br />

22%<br />

28% 11%<br />

14%<br />

4%<br />

Heavy Vehicle<br />

Public Passenger<br />

Car<br />

M Cycle<br />

Bicycle<br />

Other


Legislati<strong>on</strong> & Enforcement<br />

‣ Speed<str<strong>on</strong>g>in</str<strong>on</strong>g>g is prohibited under NHSO<br />

‣ High speed enforcement levels<br />

• 2006 30,866 speed<str<strong>on</strong>g>in</str<strong>on</strong>g>g f<str<strong>on</strong>g>in</str<strong>on</strong>g>es / m<strong>on</strong>th<br />

• 2007 36,605 speed<str<strong>on</strong>g>in</str<strong>on</strong>g>g f<str<strong>on</strong>g>in</str<strong>on</strong>g>es / m<strong>on</strong>th<br />

‣ Low f<str<strong>on</strong>g>in</str<strong>on</strong>g>e amounts little deterrence<br />

• < 40% above limit Rs.750<br />

• > 40% above limit Rs.750-Rs.1,000<br />

‣ Pedestrians - NHSO vague<br />

• Drivers ‘failure to yield right of way to<br />

pedestrian’<br />

• Low f<str<strong>on</strong>g>in</str<strong>on</strong>g>e (Rs.300) no deterrence<br />

• No law for pedestrians


Good Practice Pr<str<strong>on</strong>g>in</str<strong>on</strong>g>ciples<br />

1. Development & Producti<strong>on</strong><br />

• Evidenced based<br />

• Use professi<strong>on</strong>al agencies<br />

• C<strong>on</strong>sult & test with target groups<br />

• Benchmark research<br />

2. Implementati<strong>on</strong><br />

• Coord<str<strong>on</strong>g>in</str<strong>on</strong>g>ate stakeholder agencies<br />

• Cross–sector <str<strong>on</strong>g>in</str<strong>on</strong>g>volvement<br />

• Coord<str<strong>on</strong>g>in</str<strong>on</strong>g>ate with law, social market<str<strong>on</strong>g>in</str<strong>on</strong>g>g &<br />

eng<str<strong>on</strong>g>in</str<strong>on</strong>g>eer<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

3. Evaluati<strong>on</strong><br />

• Measurable <str<strong>on</strong>g>in</str<strong>on</strong>g>dicators<br />

• M<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g and evaluate outcomes & impact<br />

Source: <str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Guidel<str<strong>on</strong>g>in</str<strong>on</strong>g>es, Asian Development Bank


<str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Educati<strong>on</strong> – Key<br />

Issues<br />

‣ Increase knowledge, safe attitudes<br />

‣ Change behaviour<br />

• Practical tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g comp<strong>on</strong>ent<br />

‣ Whole-school sett<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

• Involve teachers and pr<str<strong>on</strong>g>in</str<strong>on</strong>g>cipals<br />

• <strong>on</strong>go<str<strong>on</strong>g>in</str<strong>on</strong>g>g and frequent use of resources<br />

‣ Multidiscipl<str<strong>on</strong>g>in</str<strong>on</strong>g>ary approach<br />

• Laws, traffic envir<strong>on</strong>ment and community<br />

behaviours


Resource Development<br />

‣ Qualitative research 143 school<br />

communities<br />

‣ Focus group with fathers <str<strong>on</strong>g>in</str<strong>on</strong>g> NWFP<br />

‣ Student workshop<br />

‣ Stakeholder & community sem<str<strong>on</strong>g>in</str<strong>on</strong>g>ars<br />

• Police, District & Local Government, Educati<strong>on</strong>,<br />

NGO, transporters, health<br />

‣ Key messages & c<strong>on</strong>tent<br />

• Address known risk and protective factors*<br />

‣ Illustrati<strong>on</strong>s<br />

• Use realistic and relevant sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs*<br />

Source: McWhirter, 2008


Resources – Needs and<br />

Producti<strong>on</strong><br />

‣ Teachers (98%) & Pr<str<strong>on</strong>g>in</str<strong>on</strong>g>cipals (92%) want<br />

resources<br />

‣ Up to 50% teachers poor knowledge of safety<br />

‣ Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g methods – lecture, group activity<br />

‣ Booklets, written materials<br />

‣ Posters, <str<strong>on</strong>g>Road</str<strong>on</strong>g> Rules<br />

‣ <str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Storybook Year 3<br />

Nadia and Adnan Chiria Ghar Dekhney Gaiy<br />

‣ Set of 3 pedestrian safety posters<br />

‣ <str<strong>on</strong>g>Road</str<strong>on</strong>g> Rules chart for K-2<br />

‣ Set of <str<strong>on</strong>g>Road</str<strong>on</strong>g> Rules charts (2) for Yrs 3-5 and<br />

Middle School.


Key Messages – Storybook &<br />

Posters<br />

1. Passenger safety<br />

• Keep all of your body<br />

<str<strong>on</strong>g>in</str<strong>on</strong>g>side the vehicle<br />

• Seatbelts<br />

2. Choose a safe place to<br />

cross<br />

• Use an available facility<br />

• See clearly both ways<br />

• Away from hills, parked<br />

cars, <str<strong>on</strong>g>in</str<strong>on</strong>g>tersecti<strong>on</strong>s<br />

3. Safe Cross<str<strong>on</strong>g>in</str<strong>on</strong>g>g Behaviour<br />

• STOP<br />

• LOOK (turn your head)<br />

• LISTEN<br />

• THINK


‘<br />

Key Informati<strong>on</strong> & Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

Po<str<strong>on</strong>g>in</str<strong>on</strong>g>ts<br />

1 st Prize: Pakistan<br />

Nati<strong>on</strong>al Writ<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

Competiti<strong>on</strong> 2007-<br />

08


<str<strong>on</strong>g>Road</str<strong>on</strong>g> <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Posters and<br />

Charts


Early Illustrati<strong>on</strong>s


Implementati<strong>on</strong> Plan<br />

‣ Launched <str<strong>on</strong>g>in</str<strong>on</strong>g><br />

Peshawar May 2008<br />

‣ Distributi<strong>on</strong> <str<strong>on</strong>g>in</str<strong>on</strong>g><br />

schools with<str<strong>on</strong>g>in</str<strong>on</strong>g> 5-10<br />

km. of N-5<br />

‣ Teacher workshop –<br />

tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g &<br />

distributi<strong>on</strong><br />

‣ Extend the program<br />

as N-5 and other<br />

highways are<br />

Top: M<str<strong>on</strong>g>in</str<strong>on</strong>g>ister for Informati<strong>on</strong> (left) and GM, NHIP, NHA<br />

Bottom: M<str<strong>on</strong>g>in</str<strong>on</strong>g>ister for Educati<strong>on</strong>, Literacy & Schools, NWFP


Eng<str<strong>on</strong>g>in</str<strong>on</strong>g>eer<str<strong>on</strong>g>in</str<strong>on</strong>g>g – Lower Speeds<br />

Signage & <str<strong>on</strong>g>Safety</str<strong>on</strong>g> Works


Laws & Social Market<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

‣ Lower speed limit<br />

‣ Campaign target<str<strong>on</strong>g>in</str<strong>on</strong>g>g drivers and pedestrians<br />

‣ N-5, service road, side streets<br />

‣ Visible enforcement<br />

‣ New pedestrian safety facilities


Driver Educati<strong>on</strong><br />

Flyer<br />

‣Low literacy –<br />

graphical<br />

<str<strong>on</strong>g>in</str<strong>on</strong>g>formati<strong>on</strong><br />

‣Targets light and<br />

heavy vehicle drivers<br />

‣Travel speed<br />

• crash risk<br />

• <str<strong>on</strong>g>in</str<strong>on</strong>g>jury severity<br />

• pedestrian <str<strong>on</strong>g>in</str<strong>on</strong>g>jury<br />

risk<br />

‣Risk of detecti<strong>on</strong>


Social Market<str<strong>on</strong>g>in</str<strong>on</strong>g>g Campaign<br />

Drivers & Pedestrians<br />

23


Less<strong>on</strong>s Learned<br />

‣ Lead agency for road safety educati<strong>on</strong><br />

‣ Educati<strong>on</strong> sector is competent and will<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

at District and school levels<br />

‣ Multidiscipl<str<strong>on</strong>g>in</str<strong>on</strong>g>ary approach – tim<str<strong>on</strong>g>in</str<strong>on</strong>g>g, delays<br />

‣ Lengthy project timel<str<strong>on</strong>g>in</str<strong>on</strong>g>es required – low<br />

knowledge base<br />

‣ Teacher tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g is essential<br />

‣ Ongo<str<strong>on</strong>g>in</str<strong>on</strong>g>g support is essential<br />

• Resources, implementati<strong>on</strong>

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