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While accident statistics on a national level are provided by many countries, there is a need for international data that includes more detailed information about the accident, so called in-depth data. As a consequence, accident data projects have been emerging in different regions of the world. This creates a need for comparable and mergeable data from different countries, enabling the use of already existing accident data resources and helping to expedite the improvement of global road safety. While existing approaches focus that mostly on building a comprehensive accident database from scratch, the iGLAD project (Initiative for the Global Harmonization of Accident Data) attempts a more pragmatic approach by building on top of the work already accomplished in this area and complementing it. The target of iGLAD is to help setting up an additional dataset as a compatibility layer between already existing world wide data sets and integrating the structure of these by defining a common data scheme. This dataset is limited to the common denominator between the existing data sets and is inherently rather small and simple. Eventually, an individual converter for each participating accident investigation group will be built that enables pooling all data sets in a common repository. This not only saves costs and time, and hence makes such a target more feasible, but also creates data that is usable right from the start. This paper gives an overview of the current status of iGLAD and first steps taken. Additionally, some methodological aspects are discussed, next to a glance at other projects working currently on related issues, providing additional input for iGLAD. Finally, an overview of next steps and intended future work is given.
Fahranfänger werden im Rahmen spezifischer, international unterschiedlich ausgestalteter Vorbereitungssysteme auf die motorisierte Verkehrsteilnahme vorbereitet. Diese Systeme sind historisch gewachsen und von länderspezifischen ökonomischen, infrastrukturellen, rechtlichen und kulturellen Gegebenheiten geprägt. Für eine vergleichende Systembetrachtung wurde unter Rückgriff auf forschungsmethodische Ansätze der Vergleichenden Politikwissenschaft und lehr-lerntheoretische Grundlagen ein begrifflicher Rahmen erarbeitet, der eine Systembeschreibung und -analyse anhand funktional unterscheidbarer Lehr-Lernformen und Prüfungsformen ermöglicht. Im Bericht werden die Systeme der Fahranfängervorbereitung von 44 Ländern dargestellt. Die Beschreibungen basieren auf Befragungen von Experten verschiedener Institutionen (Verkehrsministerien, Fahrlehrerverbände, Prüforganisationen) sowie auf Literatur- und Internetrecherchen. Bei der Länderauswahl wurden " neben europäischen Ländern mit einer traditionell stark ausgeprägten formalen Fahrschulausbildung " auch "Graduated Driver Licensing"-Systeme berücksichtigt, die vor allem in der englischsprachigen Welt in Übersee anzutreffen sind. Sie sind durch die Gewährleistung eines umfangreichen Fahrerfahrungsaufbaus unter niedrigen Risikobedingungen durch Begleitetes Fahren ("supervised driving") vor dem Beginn des selbständigen Fahrens und protektive Sonderregelungen für Fahranfänger beim weiteren Fahrerfahrungsaufbau in der Anfangsphase des selbständigen Fahrens gekennzeichnet. Die Ergebnisse ermöglichen einen detaillierten Einblick in die länderspezifische Ausgestaltung der Fahranfängervorbereitung mit den Bestandteilen der formalen Fahrausbildung in Fahrschulen, informeller Lehr-Lernformen wie des Begleiteten Fahrenlernens, zu absolvierender Fahrerlaubnisprüfungen sowie rechtlicher Rahmenbedingungen und qualitätssichernder Maßnahmen. Vor dem Hintergrund von Evaluationsbefunden zur Sicherheitswirksamkeit wird die Funktionalität von Systembestandteilen und -architekturen diskutiert.
Learner drivers are readied for their participation in motorised transport within the framework of specific, internationally-diverse preparation systems. These systems are historically developed and are characterised by country-specific economic, infrastructural, legal and cultural circumstances. With the aid of functionally-distinguishable teaching and learning methods as well as testing methods, a conceptual framework was created whilst drawing upon research-methodological approaches of comparative political science as well as teaching and learning principles that facilitated a description and analysis of the systems for a comparative observation to be performed. The systems for the preparation of learner drivers in 44 countries are illustrated in the report. The descriptions are based upon surveys of experts from various institutions (ministries of transport, driving instructor associations, testing organisations) as well as upon literary and Internet research. Alongside European countries with a traditional formal driver training, \"Graduated Driver Licensing\" systems that are primarily encountered in English-speaking countries were also taken into account when selecting the countries. They are characterised by the guarantee of gaining comprehensive driving experience under reduced risk conditions in the form of supervised driving prior to the start of independent driving as well as protective special rules for learner drivers whilst gaining further driving experience during the initial phase of independent driving. The results enable a detailed insight into the country-specific structure of learner driver preparation with the components of the formal driver training in driving schools, informal teaching and learning methods such as supervised driving, the driving tests that must be successfully completed as well as legal frameworks and quality assurance measures. The functionality of system components and architectures shall be discussed against the backdrop of evaluation findings regarding the effectiveness in terms of safety.
In 2012 the fifth ESAR conference (Expert Symposium on Accident Research) was held in Hannover. ESAR is an international convention of experts, who analyze traffic accidents all over the world and discuss their results in this context, conducted at the Medizinische Hochschule Hannover every 2 years. It connected representatives of public authorities, engineers in automotive development and scientists and offers a forum with particular emphasis on In-Depth-Analyses of accident statistics and accident analyses. Special focus is placed on research on the basis of so-called "In-Depth-Accident-Investigations" [data collections at the sites of the accidents], which are characterized by extensive documentations of the sites of the accidents, of the vehicles as well as of the injuries, encompassing several scientific fields. ESAR aims at a multi-disciplinary compilation of scientific results and at discussing them on an international, scientific level. It is thus a scientific colloquium and a platform for exchanging information for all accident researchers. Experiences in accident prevention as well as in the complex field of accident reconstruction are stated and new research fields are added. Existing results of long-term research work in Europe, the US, Australia and Japan include different infrastructural correlations and give findings on population, vehicle population and driver characteristics, which offer a basis for recommendations to be derived and measures for increasing road safety.