Training and qualification of approved driving instructors in the UK

Certificate in Education

There are excessively large numbers of new, young drivers represented in the road casualty statistics, and it can be contended that better driver training would reduce these numbers. It is also imperative that to deliver better instruction, improvements are needed to the way in which car driving instructors are themselves trained and qualified.

Presently, in the UK, only Approved Driving Instructors (ADI) is permitted to charge for providing car-driving instruction (with the exception of partially qualified, would-be ADIs who hold a Trainee License). The Driving Standards Agency (DSA) continues a Register of ADIs. There were approximately 29,000 names on the Register in April 1999, with a further 10,000 or so people at various stages in the qualification process. In recent years, approximately 2,500 new ADIs qualify each year, with some 4,000 leaving the Register in each of the past two years. The great majority of these leave of their own accord; around 500 pa are removed for failing to attend a periodical Check Test of their continuous ability and fitness to give instruction or for unsatisfactory performance or demeanor.

All prospective ADIs complete an application form that is then forwarded to DSA who check with the Driver Vehicle Licensing Agency (DVLA) to verify the applicant has a clean license. Candidates attending for their ADI Part I Theory Test are asked to generate their signed license and proof of identity. This arrangement has also been extended to the basic signature check used previously.

Prospective ADIs commence the examination process by taking the theory examination, paying a fee of £50.00. There is no constraint on the number of times an applicant can take this 1.5-hour examination, which comprises 100 multiple choice questions divided into four modules of 25 questions each

Road procedure

Traffic signs/signals

The Driving Test

Publications and instructional techniques

The pass mark is a minimum of 80% in each module and an overall mark of at least 85%.

When candidates are informed they have passed, the notification doubles as an application form for the practical driving test (Part II). The prospective ADI then has 2 years to become a registered ADI, or he/she will have to start the qualification process over again.

Prospective ADIs who have passed the theory exam pay a £62 fee to take the Eyesight Test (read a number-plate at 27.5m), and provided they pass, undertake Part II - the practical driving test. To clear the one-hour driving test, the maximum number of errors allowed is six driving faults, and up to three attempts at this test are permitted. A candidate who fails 3 times must wait for 2 years from the date of passing the written exam before again originate the qualifying process.

On passing Part II, and having received a minimum of 40 hours of tuition in instructional techniques, a candidate associated to a driving school can apply for a 6-month Trainee License. This permits the potential Driving Instructor (PDI) to gain some practical experience training 'L' pupils for reward, offers them a supervised by a fully qualified ADI for 20% of the time.

The final stage of the examination process for entry to the ADI Register is Part III - the one-hour instructional test, the fee for which is £62. As with Part II, only three attempts are permitted. The Part III instructional test is support for on role-play, in which the examiner drives the vehicle as if he/she were an unqualified driver.

On passing Part III, the PDI applies to enter the ADI register at a cost of £200.00 for 4 years. Re-registration is needed every four years. No further examinations are needed, provided that the ADI maintains an adequate standard in periodic Check Tests of his/her capability to instruct. The first Check Test is mainly educational and usually carried out within the first 6 months of entry to the register. Depending on the new ADI's performance, it may result in a grade being given, or the grade may not be awarded until the next Check Test. The Check Test system and the grading used are discussed later in this report.

ADI's Career

Second and more particularly, any improvements to the entry procedures should be judged against their capability to deliver a good ADI. Any improvements to the Check Test process should be judged against their ability at least to maintain the initial standard, and rather to improve it.

Be patient, inspire confidence, and be tolerant of the mistakes of clients;

Be an effective communicator, capable of adapting to different methods of communication according to the needs of individual clients;

Be aware of the importance of feedback from clients in sustaining and improving levels of delivery;

Be positive, good natured and sympathetic in relations with others, especially with regard to working with others;

Show a proper concern for the safety and well-being of self, clients, passengers and other road users; and Be willing to continually re-assess their needs in relation to present practice and future development and training.

The Theory Test

The first stage of the entry process to eligible as an ADI is a written examination - the Theory Test. The current Theory Test was designed in 1985. This version initiates multiple-choice items in place of the previous test that included true/false items and an essay paper. One of the reasons for a change to multiple choices was to enable the test to be simply updated following changes in regulations. The resulting Theory Test was a pencil and paper, multiple-choice test and, apart from some changes to questions and administration by touch screen computer, it is still in use.

There are four papers available. The paper is selected at random for a particular sitting of the examination. Each paper is comprised of 100 questions and lasts for 1.5 hours. The subjects are grouped into four bands, with 25 questions in each band:

Road procedure;

Traffic signs/signals;

The driving test; and Number of Attempts

Concerns have been expressed that the absence of a limit on the number of attempts at the written examination reduces standards. Good potential ADIs pass easily at the first or second attempt; if it takes more than three attempts then one must wonder about the general level of education of the candidate and his/her potential capability to teach theory to others. It has been suggested that the number of attempts at passing the written examination be limited to three, as with the other stages of the entry process. If a candidate fails three times, they should be required to wait for two years before further attempts at the written examination.

Test of Driving Ability and Eyesight Test

The existing driving test for PDIs (Part II) is of a suitable standard. There was little evidence to link an instructor's driving talent to his ability to teach. The Part II test was sufficient for its purpose and that project resources were better focused elsewhere.

The eyesight test was considered by many during consultation to be inadequate and it was pointed out that DSA examiners are not qualified to undertake a formal eyesight test. Concern was also expressed concerning a link between poor eyesight and safety. However there is no data to support the possibility that a more stringent eyesight test would advance safety with respect to driving instruction.

It should be noted that the changes to the L-driver practical test in May 1999 included the introduction a threshold of any more than 15 'driving faults' as a failure criterion. DSA use a similar criterion for Part II failure using the more meticulous threshold of six driving faults.

Instructional Test

The final stage of the examination process is Part III - the one-hour Instructional Test. Three attempts are allowed. The purpose of the test is to assess the value of the instruction given by the PDI and their ability to pass on knowledge to the pupil. The test is based on role-play in which the examiner drives the vehicle as if he/she were an untrained driver.

In Phase I of the two-phase test, the examiner simulates a beginner or partially trained learner driver, and in Phase II simulates a trained learner at about driving test standard. Each phase lasts for approximately half an hour and the PDI is asked to provide instruction on one of 12 exercises in each phase. Any one of 10 Pre-Set Test (PST) papers is used for the Part III test.

To pass Part III the PDI must attain the minimum overall standard of grade 4 (on a scale of 1 (lowest) to 6) for both phases. A 'lowest grade achieved' method of marking is used.

Evidence of Prior Training

Candidates who are Trainee License Holders have to have completed a minimum of 40 hours training on the core subjects. Candidates then have to satisfy one of two training situation. One is to be supervised by an ADI for at least 20% of the time spent giving paid instruction. The other is to take a further minimum of 20 hours of training on the core subjects, 25% of which has to be practical training commence in a car. The candidates must keep a record of the training they have received and must be able to provide verification of this. If attempting the test for a second or third time, they must produce a certificate of corrective training confirming that they have received not less than five hours of corrective training in the areas shown to be deficient in the previous Part III test.

Trainee Licence Scheme

There is widespread concern in the driver training industry about the Trainee License scheme. This stems chiefly from a belief that Trainees represent unfair competition by charging the same as an ADI for a poorer service from an unqualified instructor. It is also claimed that many Trainees never qualify and that they are only used for a limited period to generate income by some major schools. It was agreed by the project Steering Group that the research team should think the case for abolition of the Trainee Licence.

The pupils of Trainees have a notably lower pass rate in the driving test, compared to ADIs; around 35% compared with 50% (using DSA supplied data). A further comparison between Trainees and newly qualified ADIs (using data supplied by BSM) showed that there is an inclination in pass rates, linked to experience. BSM's newly qualified ADIs were found to have a pass rate 3.3% higher than Trainees and experienced ADIs had a pass rate 7.8% higher.

The average pass rates quoted above conceal a wide range; the best Trainees have higher pass rates than the worst ADIs. On the face of it however, this data suggests that, on average, the public is not getting a good service from Trainees.

Alternatives

At some point, the would-be ADI must come into contact with real pupils. The issue is at which point along the path to qualification should the instructor be allowed to charge for tuition? There materialize to be three broad alternatives to the existing Trainee License scheme:

Strengthen its use for training ADIs, but remove the ability to charge pupils;

Replace it with some form of probationary license;

Simply abolish it.

Replacing with a Probationary License would in effect delay the point in the process at which full qualification is attained. The most obvious point to award a probationary license would be after passing Part III. A set of measure could then be defined for the first year (say) of tuition that must be achieved to convert the Probationer to a full ADI. These could include numbers of pupils presented for test, pass rates and so on. The effect of this would be to remove Trainees from the body of instructors currently involved and to initiate a new administrative task for DSA. There were estimated to be around 1619 Trainee Licenses current in October 1999 (source DSA).

Introducing a probationary period before full qualification would, in some respects, formalize the offered procedure where the first Check Test is regarded as 'educational' and a grade is not necessarily awarded. It would have the effect of making the qualification process somewhat more difficult, which should lead to higher standards and fewer ADIs, both outcomes being consistent with long-term goals stated earlier.

Abolition without any other action would mean that most ADIs would only come into contact with paying pupils once fully qualified, as is the case with around half of new ADIs at present. The first 'educational' Check Test (normally administered within six months of entering the Register) assumes meticulous importance in this case, as it is the first assessment of the ADI whilst in contact with a real pupil. It is also possible to think of this educational Check Test as a criterion for converting a probationary license to a full license, in the option converse above.

Abolition may reduce the number of potential entrants to the Register, as some will be deterred by the longer training period without income. Whilst this is steady with the goal of a smaller better-qualified Register, it will result in some, potentially good ADIs, choosing not to enter the business.

Training Establishments

Currently there are no legal requirements governing individuals and organizations offering early training to potential ADIs or to ADIs undertaking further training. There is substantial concern throughout the industry that individuals/organizations with no qualifications or specific skills may offer training for monetary reward. It is also suspected that these organizations recruiting potential ADIs make impractical claims about the potential earnings, which are available, once qualified.

DSA literature consistently recommends prospective ADIs "to seek professional guidance" and "follow a properly structured training program." They are also informed that the quality and content of training courses can diverge and that they should consider the specialist qualifications of tutors, the structure of the course and how it relates to the examination system.

Until May 1999, there were two directories listing training establishments - ADITE (Approved Driver Instructor Training Establishments) and DIARTE (Driving Instructors Association Recommended ADI Training Establishments). In May 1999 a group of the major organizations involved with driver training created ORDIT and now produce a single directory.

Raising the Standards of ADI's on the Register

The Check Test

The Road Traffic Act 1988 requires that driving instructors whose names are included in the Register of Approved Driving Instructors will undergo a test of continued ability and fitness to give instruction in the driving of motor cars, at any time when compulsory to do so by the Registrar. This test is chosen a Check Test. It is not a statutory requirement that Check Tests are carried out at any particular interval, or for any particular reason. It is at the judgment of the Registrar to call an ADI for a Check Test, although practice has evolved such that all ADIs are scheduled for at least one Check Test during each four-year period of registration.

The Motor Car (Driving Instruction) Regulations 1989 state that the Check Test candidate (ADI) will be assessed on the following qualities:

Method, clarity, adequacy and correctness of instruction

Observation and proper correction of the pupil's errors

An ADI's manner, patience and tact in dealing with the pupil

The ability to inspire confidence.

The overall objectives of the system of Check Tests are:

To ensure that high standards are maintained

To provide opportunities for examiners to give advice and guidance on ways in which instruction might be improved.

Driving instructors are not alone in being subject to periodic testing and assessment, particularly in situations where public safety or education is concerned. Instructors in other modes of transport (air and rail) must also be assessed at regular intervals. Classroom teachers also are subject to regular evaluation through the OFSTED inspections of schools.

CHECK TEST INTERVALS

DSA practice has evolved so that the requirement for an ADI to attend for a Check Test normally depends upon the grade recorded at the last Check Test. The marking system is not statutory and we understand that it was introduced by DSA as a means of guarantee that examiner time to carry out Check Tests was targeted at the weaker instructors. There is no formal publication of grades, although some ADIs (with higher grades) choose to use it as is.

CONTENT AND CONDUCT OF CHECK TESTS

The ADI is required to provide a pupil for the test, which will be a standard lesson occupying approximately one hour. The pupil need not be a learner; he/she can be a full license holder. Direct communication between the SE (ADI), who sits in the rear of the car, and the pupil should be avoided. A fifteen-minute discussion immediately follows the test.

The ADI determines the nature of the lesson, which should relate to the particular needs of the pupil being instructed. A normal 60-minute lesson is anticipated. The SE (ADI) has no control over the choice of pupil, the content of the lesson or the route taken. In the event of a pupil not being available for the test, the ADI can volunteer for a role-play Check Test. In such cases, the choice of content of the lesson will rest with the SE (ADI). To date few ADIs have taken this alternative. A recent DSA customer survey of ADIs suggests about 1%.

To improve ADI standards a system of Core Competencies was introduced by DSA in November 1998. Assessments lead to the award of Grade 1-6 for each of: Fault Identification, Fault Analysis, and Remedial Action under the heading Core Competencies. Grade 1-3 under any of the three core competencies results in failure.

Those qualifying for Grades 4, 5 or 6 are notified of the result after the debriefing. An ADI who is graded as sub-standard is informed during debriefing that their instruction is not at a satisfactory level. All candidates failing a Check Test receive a letter from the SE (ADI) who examined them pointing out weaknesses in their performance, and highlighting areas where they might need further practice/training, although there is no formal requirement for this, even for those who fail.

Continuing Professional Growth

The basic ADI qualification only guarantees relevant expertise at the time the qualification is gain. At present the Check Test periodically re-affirms that ability, but only on the skills confirmed on the day to a particular pupil or set of circumstances. Once they have qualified, most ADIs take no further training or other activities that may recover their competence and personal performance.

Continuing Professional Development (CPD) is the systematic maintenance and improvement of knowledge, skills and competence throughout a professional's working life. The emphasis is on the individuals taking responsibility for rising and directing their careers. CPD activities are many and varied and learning can take place in many different situations. CPD is not just about courses and qualifications, but includes a wide range of activities that lead to learning and growth. These may include training courses, seminars, conferences, exhibitions and personal study.

People differ in the ways in which they benefit from learning. If a CPD system is accepted, individual ADIs should produce their own development plans and identify individual requirements. However, in order to achieve a degree of standardization a common CPD record form would enable ADIs to record their CPD activities and to analyze the learning and how it has been applied.

Outcomes are the most important aspect of CPD and must be evaluated. The essential principle underlying CPD involves asking the question 'what have I learned and how do I plan to apply this learning?' CPD must be appraise and assessed - mere attendance at a CPD bustle is not enough.

Issues

The system of awarding a grade on the scale1-6 following a Check Test has no legislative basis. It is a system that has evolved over time, primarily to assist DSA in allocating its testing resources. However it has become an established, tried and tested feature to review the performance of an ADI.

Pros and Cons of Grading

There are two main advantages in a grading system that successfully differentiates between good and bad ADIs. To the potential customer it offers a means of choosing an instructor that takes account of the quality of instruction as well as its price. It offers DSA a mechanism for targeting its resources at those most in need of support.

Against the concept as facts has no statutory basis; and that the grading process at present is based entirely on a single experimental lesson. Many ADIs argue that this is not the only standard, which should be used; it is not widely understood; the information is not publicly available; and some claim that all that the public needs to know is whether the instructor is an Approved Driving Instructor.

In the background of the goal of raising standards within the industry it is necessary to maintain some method of assessing ADIs, which identifies the good ADI and offers incentives to others to advance themselves. Thus some mechanism is needed to give a 'performance score' to an ADI, and a system that bands into grades is a common form. Examples abound in academic examinations, from GCSE to university degrees, and most large employers grade their staff. We support persistence of the practice of grading ADIs and in its use to motivate higher standards amongst ADIs.

Conclusion

At the moment, the only essential registration for driving instructors is that of ADI, for motor car tuition. Intentional registers exist for instructors providing tuition for some other type of vehicle. An all-inclusive register would boost public confidence and increase the professional reflection of the whole driving instruction industry. A more comprehensive system would allow opportunities for adding specialist qualifications, such as teaching disabled drivers, and could link to alternative grading systems where the higher grade instructors offer a wider range of tuition.