Often the
terms ‘driver training’ and ‘driver education’ are used interchangeably
to describe the same programs or activities. While there is conceivably
some overlap between the two terms, each can be shown to represent
distinguishable concepts.
Researchers
such as Horneman (1993), Siegrist (1999) and Christie (2001) have
defined driver training as referring to a specific instructional program
or set of procedures that relates to car control or car ‘craft’. Clear
examples are vehicle-handling skills programs that teach the driver to
control a vehicle in traffic. Such
Driver Training Courses focus on developing a specific set of
skills. In contrast, driver education refers to the more contemplative
and value-based instruction of knowledge and attitudes relating to safe
driving behaviour. It generally covers a broader range of topics than
training and is carried out over a longer period.
Driver
training, therefore, can be viewed as a specific component of the
broader field of driver education. In some cases, it may seem difficult
to distinguish the two.
Education
programs may include an in-car component and training programs do not
necessarily take place in isolation from driver education. For example,
many
Advanced driver training
programs include classroom-based theory sessions. The distinction made
in the present chapter is with respect to the focus of a given program:
if the central objective of a program is to provide driver training, it
is included here.
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