Mobility education

from Wikipedia, the free encyclopedia
"Traffic gridlock"

Under mobility education (from latin mobilitas = mobility, variability, change in location) education of children and adolescents becomes an independent spatial mobility understood.

Mobility education is of kindergartens, schools, clubs, associations, institutes, private initiatives, automobile clubs , traffic police , driving schools and bus companies as part of the broader road safety education operated or as narrower specialty area. The didactics of traffic education provides the necessary knowledge bases, objectives and communication techniques .

History and concept

The occasional equation of mobility education with traffic education could not prevail because it conceptually does not cover the entire spectrum of the complex task field of traffic education.

With the recommendation of the German Standing Conference on traffic education in schools from 1994, traffic safety education was officially expanded to include the three areas of environmental education , social education and health education . The term mobility education describes another sub-area of ​​practical traffic education. It is primarily concerned with the instructions for safe movement in traffic areas and the design of appropriate changes of location by trained and qualified traffic educators .

The Standing Conference requirements for traffic education are anchored and structured differently in the curricula of the federal states . For the German state of North Rhine-Westphalia , for example, the following is formulated: "For traffic and mobility education in schools, the Ministry for Schools, Youth and Children of the State of North Rhine-Westphalia issued framework specifications for the implementation of traffic and mobility education for all types of schools and Grades issued. In these frameworks, the classic traffic education, which focused on safety education, is expanded to include aspects of environmental, health and social education. Students should not only learn how to get around safely in road traffic, but also that traffic is a social system that has an impact on the environment and health. In this sense, children and young people should acquire mobility skills and thus learn to be mobile independently and to make decisions about mobility responsibly. "

Problems and tasks

The volume of movement of people in industrialized countries has increased a thousandfold since the Middle Ages: While the average mobility of medieval people was limited to an estimated 300 km per year, today, due to motorization and air travel, it is approx. 300,000 km per year and person went out. Today's working conditions and the decentralization of workplaces demand a high degree of mobility from those who work. This creates the rush hour phenomenon at certain times of the day, especially in urban areas. A special form is the dangerous school rush hour at the beginning and end of lessons, which is produced in the vicinity of the schools by the motorized transport of the children. Increasing leisure mobility leads to vacation, public holiday and weekend traffic jams when entire regions and population groups use the leisure spaces gained to move around at the same time.

Mobility education is dedicated to these problems. The aim is to transform the high urge to move among children and adolescents in regulated forms and to satisfy the need for safe participation in traffic areas. To this end, child-friendly mobility skills are being developed. Mobility education deals with accident analyzes and develops practical consequences for the choice of appropriate forms of mobility, behavior in, with and around vehicles, and the way road users interact with one another. It conducts appropriate practical education and training from kindergarten to driving school. This area of ​​responsibility is carried out in particular by extracurricular institutions, interest groups and associations.

Projects

Various traffic education projects have been set up in Germany for this purpose, such as the so-called bus school or the 'vehicle companion' campaign.

The most widespread project (currently around 100 project implementers nationwide) has become known as the bus school. The bus school is aimed at young students from the 1st to the 5th grade. Through practical exercises, the children should learn to use the bus as a means of transport safely. The bus school is mostly carried out by employees of the transport companies and the police.

Another project with the aim of more peaceful school bus traffic with fewer accidents and less vandalism was developed under the term vehicle companion in 1998 by Bochum Gelsenkirchener Straßenbahnen AG and LOGO GbR . The project is aimed at pupils aged 8-10. Classes. Schoolchildren are trained to be mediators by means of targeted training courses lasting several days . The transport companies usually cooperate with the schools and the police. There are currently around 40 project implementers nationwide. In addition to the term vehicle companion, most of the transport companies involved have invented their own names for their projects: Bus companion (Düsseldorf), Peace-Maker (Hamburg), Coolrider (Nuremberg).

See also

literature

  • Brockhaus Encyclopedia: Mobility . Volume 12. Wiesbaden 1971.
  • Deutsche Verkehrswacht (Ed.): Skate & Roll . Bonn no year
  • E. Ender: Mobility Education - An empirical study on the situation in the special school . Dissertation, Ehingen 2007.
  • M. Limbourg, A. Flade, J. Schönharting: Mobility in childhood and adolescence . Opladen 2000.
  • Ministry of Culture and Sport Baden-Württemberg (ed.): KMK recommendation on traffic education in schools from July 28, 1994 . In: Kultus und Studium 15/1994
  • Ph. Spitta: practical book on mobility education . Baltmannsweiler 2005.
  • VCÖ (Hrsg.): Learn mobility - safely and environmentally conscious. Vienna no year
  • Siegbert A. Warwitz : Traffic education from the child. Perceive - play - think - act . 6th edition, Schneider-Verlag, Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 .
  • Siegbert A. Warwitz: Children in the problem field of school rush hour , In: Case-Word-Number 86 (2007) p. 52-60.
  • Siegbert A. Warwitz: Are traffic accidents 'tragic' coincidences  ? In: Thing-Word-Number 102 (2009) p. 42-50.
  • S. Willmeroth et al. a .: Traffic and mobility education: a workshop . Mülheim an der Ruhr 2007. ISBN 978-3-8346-0350-0 .
  • W. Wehab: Walking culture - mobility and progress from a walking perspective since industrialization . Frankfurt 1997.

Web links

Individual evidence

  1. ↑ Brockhaus Encyclopedia (1971): Mobility . Vol. 12. Wiesbaden.
  2. ↑ Warwitz, S. (2009): Traffic education from the child. Perceive - play - think - act . Baltmannsweiler. 6th edition. P. 3
  3. ↑ Willmeroth, S. u. a. (2007): Traffic and Mobility Education: A Workshop . Mülheim an der Ruhr. ISBN 978-3-8346-0350-0
  4. ↑ Ministry of Culture and Sport Baden-Württemberg (Ed.) (1994): KMK recommendation on traffic education in schools of July 28, 1994 . In: Kultus und Studium 15/1994
  5. ↑ Network for Traffic Safety North Rhine-Westphalia ( Memento of the original from March 27, 2009 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.verkehrssicherheit.nrw.de
  6. ↑ Wehab, W. (1997): Walking culture - mobility and progress from a walking point of view since industrialization . Frankfurt
  7. ↑ Warwitz, SA (2007): Children in the problem field of school rush hour , In: Ding-Wort-Zahl 86. S. 52–60