European Road Safety Charter
Good Practice

Irish School Of Excellence/ Drivers Ed Programme

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Irish School Of Excellence/ Drivers Ed Programme

Organisation details

Irish school of Excellence
Contact name 
Kieran O Brien
Telephone number 
Please describe the main road safety challenges/problems you have addressed or are addressing. 
The driver, especially the younger driver continues to be a weak link when it comes to road safety. In 2015, of the 166 fatalities on irish roads, those aged between 16 -25 years accounted for the largest portion at 27% (source RSA). Some of the commonly cited theories to explain this age groups high crash rate include immaturity, attitude, lack of knowledge and lack of experience. Irish School of Excellence Secondary Schools Driver Education Programme As a parent, you can help your teen become a responsible and skilled driver. The following are some guidelines that may help. • Be a positive role model - when you are behind the wheel, drive and act the way you want you’re teen to. • Take driving seriously and make safety a priority. Remember, you are a model for your teen even if they won’t admit it. • Talk about driving with your teen - encourage your teen to evaluate the actions of other drivers. Discuss the meaning of road signs. Pass on helpful driving tips and share the benefit of your driving experience. • Give your teen supervised driving time - practice with your teen because the more experience he or she gets, the better driver your teen will be on their own. Include driving at night, driving in school zones, city streets, over hazards, winding roads and motorways. • Set a FIRM policy regarding alcohol. Parents need to make it clear that drinking and driving is illegal and potentially deadly. Stress to your teen that your goal is their safety. Design a plan to address various emergency situations and tell your young adults what to do if they are ever unable to drive, for any reason. • Buckle Up - parents can set an example from infancy when it comes to wearing a seat belt. This habit carries over and your teen will ensure that their passengers buckle up too! • Develop a WRITTEN contract regarding your teen and vehicle use - this contract should be treated seriously and specifically address the drivers responsibilities. • Determine rules for curfew, passengers, distances travelled and any restrictions or conditions for your teen. • Develop a plan for each phase of your teen driver’s advancement toward independent driving.

Project activities

If you work together with external partners, list the most important partners and briefly describe their role. 
Toyota Ireland sponsored the business for 3 years....providing cars and materials along with 10k from the European fund Bird sponsor the New E scooter programme...5K plus E scooters to teach with.
Please describe the project activities you carried/are carrying out and the time period over which these were implemented. 
The Irish School of Excellence runs the largest driver education programme for secondary schools in Ireland. Established in 2000, the programme was developed to teach students the fundamentals of driving and to foster responsible attitudes and driving behaviours. The programme is delivered in post primary schools nationwide by qualified ADI driving instructors and 30,000 transition year and leaving certificate students completed the programme each year… [ Program The student will understand the rules and guidelines of the program The student will investigate the process of obtaining and maintaining a driver’s licence, examine the vehicle inspection and registration process, and learn the value of being a financially responsible driver. The student will recognize, understand, and describe the laws and procedures related to road signs, signals, and markings. The student will recognize the necessity of making routine checks and adjustments prior to an after entering the vehicle; appropriately identify and respond to alert symbols, warning symbols, and safety devices; understand and control vehicle balance and vehicle operating space; and appropriately apply the techniques of vehicle reference points to establish road position and vehicle placement. Driver education The program consists of 36 periods of classroom instruction and at least 12 driving lessons. Instruction shall be designed to accommodate all students including those with disabilities, those identified as gifted/ talented, and those who have limited English proficiency. Local supervision Program success depends on administrative leadership, qualified and dedicated teachers, appropriate equipment, facilities, and competent supervision. Through effective scheduling and organization, all students can be assured of timely participation in the classroom and in the in-car phases of the program. Evaluation There are two types of evaluation that should occur. The first is an on-going evaluation to monitor student progress. During this assessment phase, students should receive immediate feedback on progress, or if necessary, remedial instruction. The second is a summative or end of phase (classroom and behind the wheel ) evaluation. On-going classroom evaluation may be accomplished in several ways. This may include evaluation of worksheets, reports, verbal feedback in class, role playing activities or demonstrations, and end-of-unit-tests. Examples of in-car evaluation may include daily skill and manoeuvre assessments, and the student observer’s in car activity book. Accurate record keeping is essential and assessments should be shared with parents. The standardized end of curse road skills test shall be used as the culminating assessment. [ Record keeping Driver education student records should include • Parent/guardian permission to enroll in the course. • General information sheet that includes the students name, pps number, address, phone number and emergency contact person; • In-car progress report and final road skills analysis When to offer this program Learning interest typically peaks when the student approach, or have reached, the minimum legal driving age. It is recommended that schools carefully consider the grade or age at which driver education classes are offered. Students with disabilities who require licensing and/or pre assessments should be identified during the classroom phase of the program. Accommodating students with special needs Through a well planned, individualized program, students with disabilities can become safe, responsible drivers. All students Upon undertaking this course will be entitled to one years no claim bonus upon completion. • The insurance company will insure under the family policy if parents require at a much reduced price than normal. • A mechanic will show all students the basic workings and maintenance to insure better knowledge in case of emergencies. • A representative from the bank will show how to get a car loan and all the pitfalls that one needs to know when taking out a loan (the good and the bad) • I believe the quality of our new drivers will be of benefit to the new generation of road users. • This foundation for our students will teach them the value of driving, human behaviour and respect for all. • Inclusion not exclusion is the key and knowledge, and we can help this at a young age to see the problems arising from careless driving and behaviour. • This is the way to stop the needless deaths on our roads, teach them to respect all and drive safely. Driver education requires classroom instruction and hands-on training. Students must apply concepts learned behind the desk to the relatives of driving behind the wheel. While curriculum content is an essential element for improved driver education, a quality delivery system is critical to effective student learning. The guide provides several tools to help students meet competencies through a combination of classroom and practical instruction. These include modelling, knowledge and skill assessment, guided observation, and parental involvement. Quality instruction requires engaging classroom and practical learning experiences delivered to students over an adequate period of time so they can practice processes and skills and develop habits necessary for safe vehicle operation. To be successful, instruction should be delivered in short training sessions over a long period of time. This allows students to learn skills correctly while adding more complex skills. It is not adequate for students to merely know the correct response. They must do it often enough to generate correct responses that develop into effective habits.
List the actions you carried/are carrying out 
Friday, 3 June, 2022


What has been the effect of the activities? 
While, the successful completion of an approved driver education program does not alone make a teenager a more responsible experienced driver, it does help. Our programme has been designed to change the behaviour and attitudes of young teens towards road safety
Please briefly explain why your initiative is a good example of improving road safety. 
The course is designed to provide the students with an understanding of the fundamentals of driving and to foster responsible attitudes and driving behaviours. Significant attention is given to risk awareness, driver alertness, occupant protection, positive interactions with other road users as well as the physical and psychological conditions that affect driver performance. Throughout the programme, there is a strong emphasis on extended supervised practice with a licensed parent or guardian to develop precision in the application of skills.
How have you shared information about your project and its results? 33:17 59:05 and so much more