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