School traffic

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This article or paragraph presents the situation in Germany . Help us to describe the situation in other countries.

School buses in the USA

As student traffic is the traffic with the movement of students between parents and school and designated vice versa, irrespective of whether the traffic participation as a pedestrian or a means of transport occurs. Most of the time, however, the word refers to the transportation of schoolchildren in local public transport ( ÖPNV ) or school buses .

School transport in local public transport

The school transport is the most important customer segment of the public transport in the regions apart from the densely populated areas , since the respective target group is denied access to motorized private transport (MIT) up to a certain age. “Schoolchildren represent up to 80% of all driving customers in the area. School transport is therefore the economic basis for maintaining public transport there. ”Any change in the school structure therefore has a serious impact on city and regional bus transport . The location of the secondary schools is decisive for the number of trips required . Primary schools are usually located in almost every municipality , so that the demand for journeys here is lower than the further education schools that are usually only available in central locations .

Organizational forms

Official German school bus sign according to Appendix 4 ( BOKraft ), is also used in Austria
Austrian bus sign, used (only) in Austria

The organization of the school transport, like the rest of the local public transport, is subject to the provisions of the Passenger Transport Act . Student traffic can therefore be handled in three ways:

In the Exemption Ordinance (abbreviated to FVO or FO), exempted school traffic is understood to mean regulated traffic to and from lessons, in which the operating costs are covered in full by the school authority . The pupils or their parents do not need to purchase tickets .

The central demand for many years in the discussion about local public transport to integrate school traffic into generally accessible regular services has largely been implemented today. Only very remote parts of the settlement and schools for the disabled are still connected by exempted transports.

The integration of school transport brings financial advantages, as the public transport required as a basic offer as part of the general interest service is covered by the trips offered for school children. However, disadvantages result from a stronger dependence on the times of the beginning and end of the lesson. The trips to the schools are usually not in the time periods when the local public transport is preferably used for other important travel purposes (e.g. for shopping and leisure trips). A continuous cycle schedule is based on cycle frequencies that are based on a 60-minute rhythm. However, the school hours usually have a different length, so the requirements of regular traffic are not compatible with those of school traffic.

The number of passengers in school transport is significantly higher than in the other public transport tasks. Outside of the big cities there are capacity problems: large vehicles ( articulated buses , city ​​buses ) are oversized for the basic supply of the area in normal operation, but have to be reserved for school traffic. Environmentally friendly and passenger-friendly (here e.g. personal contact with the drivers) small or midi buses are regularly rejected, as this would require the transport company to be equipped with both small and large vehicles. New developments are again moving towards a separation of school traffic and basic services. Continuous regular traffic with small vehicles (partly demand-oriented with call lines ) is supplemented by overlaying additional trips or special school lines with large vehicles and timetables adapted to school hours. As a result, the rural transport network is undergoing a major restructuring. Areas previously served by regional buses are now served by minibus or local bus lines and possibly more frequent. Examples of this development include a. in the Münsterland and in Ostwestfalen-Lippe .

Since the education sector is subject to state legislation , the systems in the states are very different. For example, the NRW School Trip Costs Ordinance - in contrast to public transport and vehicles privately provided by students or parents - contains a term special school transport for school transport with vehicles from the school authority or vehicles rented by the school authority.

Local public transport in the area has to adapt to changed regulations. Recently there have been some major changes in school legislation , including: a. the cost of school transport must be borne by the parents. The introduction of all-day schools also has consequences for the timetable.

Problem school rush hour

In daily school traffic, the increase in traffic in the vicinity of the school at the beginning and end of class times due to parental car transports, the parents' taxi , traffic education , the schools and the transport associations are emphatically criticized. This so-called school rush hour increases the risk potential and the risk of accidents for the children on the way to school due to the increased volume of traffic and the associated hectic pace. In addition, there is the nervous tension from being locked in the narrow vehicles. According to accident statistics, the supposed protection of children turns out to be counterproductive behavior. Traffic education propagates and promotes the self-determined way to school as a pedestrian .

See also

literature

  • Maria Limbourg: Children on the move in traffic. Risks and dangers on children's paths . In: thing-word-number . No. 47 , 2002, p. 9-16 .
  • Philipp Spitta: Learn continuously. The way to school in first grade . In: Ding-Wort-Zahl 30 (2002), pp. 17-22
  • Siegbert A. Warwitz: Children in the problem area of ​​school rush hour . In: Ding-Wort-Zahl 86 (2007), pp. 52–60
  • Siegbert A. Warwitz: Are traffic accidents 'tragic' coincidences? In: Ding-Wort-Zahl 102 (2009), pp. 42–50 and 64

Web links

Individual evidence

  1. ^ Joachim Fiedler: Planning and operation of public transport (ÖPNV) . Ed .: Wilhelm Kolks, Joachim Fiedler (=  transport in municipal practice . Planning, construction, operation, no. 1 ). Erich Schmidt, Berlin 1997, ISBN 3-503-03972-4 , p. 175-252 .
  2. ↑ Jürgen Zoellmer, A planning process for local public transport in the area , 1991, p. 26 ff.
  3. ↑ Laws and ordinances | State law NRW. Retrieved February 24, 2019 .
  4. ↑ Laws and ordinances | State law NRW. Retrieved February 24, 2019 .
  5. ^ Maria Limbourg: Children on the move in traffic. Risks and dangers on children's paths . In: Ding-Wort-Zahl 47 (2002), pp. 9-16
  6. ^ Siegbert A. Warwitz: Children in the problem field of school rush hour . In: Ding-Wort-Zahl 86 (2007), pp. 52–60
  7. ^ Siegbert A. Warwitz: Are traffic accidents 'tragic' coincidences? In: Ding-Wort-Zahl 102 (2009), pp. 42–50 and 64
  8. ↑ Philipp Spitta: Learn continuously. The way to school in first grade . In: Ding-Wort-Zahl 30 (2002), pp. 17-22