ABSTRACT A RATIONALE AND COMPREHENSIVE TRAFFIC SAFETY EDUCATION PROGRAM FOR SAUDI ARABIA BY Suliman Bakur Sindi Statement of the Problem The traffic problems that are facing Saudi Arabia are more severe and serious than the traffic problems that are facing most of the nations of the world. The huge annual loss of human lives deserves a great effort to study, analyze, and find a solution to the tragic problem. The purpose of this study is to research the various points pertaining to the development of a rationale and a comprehensive traffic safety education program for Saudi Arabia. The research covers the tabulation and analysis of traffic records and statistics in Saudi Arabia and various countries, a comparison of the severity index, and a calculation of fatality rates. In addition, a content analysis of Islamic, educational and traffic 1 Suliman Bakur Sindi safety philosophies were undertaken. Interviews with high ranking officials and policy makersinsaudi.Arabia were conducted. A review of the past and present driver education and traffic safety education programs was under- taken in order to develop a comprehensive traffic safety education program for Saudi Arabia. Methods, Techniques, and Data Used The following is.a brief summary of the methods, as well as techniques, that were used in collecting and analyzing the data pertaining to this research: 1. The national traffic records and statistics were gathered, tabulated, and analyzed. 2. The traffic accident statistics of various countries were tabulated, graphed, and analyzed. 3. A comparison in percentage increase in accident and fatality rates between the various countries was undertaken. Sulimaanakur Sindi 4. The severity index of casualties.in-Saudi Arabia and randomly selected developed and developing countries was calculated and determined. 5. Islamic philos0phy regarding traffic safety education was analyzed. 6. The educational philosophies and traffic educa- tional philosophies were reviewed and compared. 7. Personal interviews with religious leaders, traffic officers, and policy makers in Saudi Arabia were conducted. 8. Driver and traffic safety education programs in the United States were reviewed. 9. A comprehensive program in Traffic Safety Educa- tion for Saudi Arabia was developed. Major Findings Islamic and educational philosophies advocated traffic safety education in the schools. It is one of the most needed programs for the survival of the 3 Suliman Bakur Sindi individual which is.what.religion.and education are striv- ing to attain. The policy makersixxSaudi Arabia (whose support is essential) indicated their approval for a traffic safety education program. The rate of traffic accidents in Saudi Arabia is proportionately one of the highest in the vmmld. The average annual increase in traffic fatalities is approximately 130 percent. Over 90 percent of all txaffic accidents in Saudi Arabia were caused by human errors. The severity and the astronomical increase in txaffic accidents and casualties in Saudi Arabia justified the development of a comprehensive traffic education pro- gram in Saudi Arabia. Due to the fact that Saudi Arabia had never had any traffic safety education program, it was essential to review all programs in the United States and develop a comprehensive teacher preparation program. This program will be a resource and a guideline fin:future programs in all Saudi Arabia schools. The teacher preparation program in. traffic safety education in Saudi Arabia will not place its priorities on the quantity of teachers, but the quality of teachers. It 4 Suliman.Bakur Sindi (v. is hoped that the programvwill produce competent and efficient traffic safety. education teachers, who will live up to the objectives of.teaching students how to drive safely, efficiently, and economically. A RATIONALE AND COMPREHENSIVE TRAFFIC SAFETY EDUCATION PROGRAM FOR SAUDI ARABIA BY Suliman Bakur Sindi A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1975 © Copyright SULIMAN BAKUR SINDI 1975 ii Dedicated to My Mother and to the Memory of My Father iii ACKNOWLEDGEMENTS The author wishes to express his appreciation and gratitude to Dr. Robert Ogborn Nolan, chairman of the doctoral committee, for his wise counsel and guidance vmile the author was pursuing his doctoral studies and during the writing of this research. He also wishes to extend his appreciation to the members of his doctoral cxmmittee, Dr. William A. Mann, Dr. Milton H. Steinmuler, and Dr. Keith Anderson for their time and encouragement. The author wishes to extend special thanks to the many people in the Highway Traffic Safety Departments in Saudi Arabia for their help and assistance in collecting the data for this research. Sincere gratitude goes to the many Arabian and American friends who gave the author total support, en- couragement, and incentive in conducting this research, and to his mother whose wisdom and sacrifices as well as encouragement made it possible for him to complete his formal education. Without her encouragement, devotion, iv and support, this research and the completion of the author's degree would have been impossible. TABLE OF CONTENTS IJST OF TABLES . . . . . . . . . . . IJST OF CHARTS . . . . . . . . . . . IJST OF FIGURES. . . . . . . . . . LIST OF APPENDICES . . . . . . . . . Chapter I. THE NATURE OF THE PROBLEM. . Introduction . . . . . . Statement of the Problem The Need for the Study . Definition of Terms. . . Hypotheses . . . . . . Sub-Hypotheses . . . . . Delimitations of Study . Organization of the Dissertation II. REVIEW OF LITERATURE . . . . Traffic Accidents-—Cause and Effect. . Effects of Driver Education on Traffic Accidents. . . . . . . vi Page xii xiii xiv xvi 13 19 20 20 22 23 23 26 TABLE OF CONTENTS--cont. Chapter Traffic Accident Statistics in Some Selected Countries of the World. . . . Rate of Percentage Increase in Traffic Fatalities in DevelOped Countries. . . Rate of Percentage Increase in Traffic Fatalities in Developing Countries . . Comparison between Fatality Rates in Developed and Developing Countries . . Increase in the Number of Vehicles in Various Countries Over a Ten Year PeriOd O O O O O O O O O O O O O O O O Severity Index for Various Countries of the WOrld . . . . . . . . . . . . . Islamic Religion Philosophies on Safety Education . . . . . . . . . . . Islam and Safety . . . . . . . . . . . . Philosophy of Education and Traffic Safety Education . . . . . . . . . . . Importance of Research and Statistics. . Summary. . . . . . . . . . . . . . . . . III. DESIGN OF THE STUDY. . . . . . . . . . . . Purpose of the Chapter . . . . . . . . . Traffic Records and Statistics in Saudi Arabia 0 O O C O O O O O O I O I O O 0 Selection of the City. . . . . . . . . . vii Page 35 38 47 55 59 65 71 78 81 87 92 94 94 95 97 9" .I n- Chapter TABLE OF CONTENTS.--cont. Summary of Statistics. . . . . . Traffic Fatality Rates . . . . . Severity Index . . . . . . . . . Accident Causation . . . . . . . Islamic Religion PhilosOphies on Safety Education. . . . . . . . . . . . . . . Philosophy of Education and Traffic Safety Education as it Relates to Saudi Arabia . . . . . . . . . . . . . Policy Makers' Views on the Inclusion of a Traffic Safety Education Program in Saudi Arabia. . . . . . . . . . . . Developing a Comprehensive Traffic Safety Education Program for Saudi Arabia . . . . . . . . . . . . . . . . Micro Program. . . . . . . . . . Macro Program. . . . . . . . . . IV. ANALYSIS OF DATA . . . . . . . . . . . . . . Highway Traffic Safety Records and Statistics in Saudi Arabia . . . . . . Analysis of National Traffic Accidents in Saudi Arabia. . . . . . . . . . . . Analysis of National Traffic Fatalities and Severity Index in Saudi Arabia . . Analysis of Driver Licenses Issued in Saudi Arabia . . . . . . . . . . . . . viii Page 98 98 99 99 101 102 103 107 107 108 109 111 113 119 123 TABLE OF CONTENTS.--cont. Chapter Page Analysis of License Plates Issued in Saudi Arabia . . . . . . . . . . . . . 129 Analysis of Local Traffic Accidents in Saudi Arabia. . . . . . . . . . . . 132 Analysis of Local Traffic Casualties in Saudi Arabia. . . . . . . . . . . . 137 Interviews with Traffic Accident Investigation Officers in Saudi Arabia 0 O O I O O O O I O O O O O O O 142 Islamic Religion Philosophy on Safety Education. . . . . . . . . . . . . . . 150 Philosophy of Education and Traffic Safety Education . . . . . . . . . . . 153 Policy Makers' Support for the Inclusion of Traffic Safety Education in Saudi Arabia 0 I O O O O O O O O O O I I O O 154 Interviews with Policy Makers in the Ministry of Interior . . . . . . . . . 156 Interviews with Policy Makers in the Ministry of Education. . . . . . . 160 The Development of a Comprehensive Traffic Safety Education Program in Saudi Arabia. . . . . . . . . . . . 163 Micro Plan for Teacher Preparation in Traffic Safety Education in Saudi Arabia . . . . . . . . . . . . . . . . 164 Location of Program Implementation . . . 165 Student Selection. . . . . . . . . . . . 165 ix TABLE OF CONTENTS.--C0nt. Chapter V. Teacher Qualifications . . . . . . . . . Goal of Traffic Safety Education . . . . Objectives of Traffic Safety Education . Effectiveness of Traffic Safety Education. . . . . . . . . . . . . . . Requirements of Teacher's Qualifications Financing the Program. . . . . . . . . . Model to be Used . . . . . . . . . . . . Macro Plan for Traffic Safety Education in Saudi Arabia. . . . . . . . . . . . Public High Schools. . . . . . . . . . . Public Elementary and Middle Schools . . Summary. . . . . . . . . . . . . . . . . SUMMARY, CONCLUSION, AND RECOMMENDATIONS . . Summary. . . . . . . . . . . . . . . . . Introduction . . . . . . . . . . . . Statement of the Problem . . . . . . Methods, Techniques and Data Used. . Major Findings . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . Recommendations. . . . . . . . . . . . . Page 166 167 167 172 173 197 197 205 206 211 212 214 214 214 215 216 220 226 229 TABLE OF CONTENTS.--Cont. Chapter APPENDICES . BIBLIOGRAPHY Simulator Usage. . . . . . . . . . . Training School Bus Drivers. . . . Pedestrian Safety. . . . . . . . Curriculum Planning. . . . . . . . . Traffic Safety Education for College Students . . . . . . . . . . . . . Workshops in Traffic Safety. . . . College Research in Traffic Safety . Traffic Library. . . . . . . . . . Bicycle Safety . . . . . . . . . . . Laws and Ordinances. . . . . . . . . Traffic Enforcement and Supervision. Highway Traffic Safety Department. . Driver Examination and Licensing . Driver Improvement Programs. . . . . Traffic Engineering. . . . . . . . Public Information . . . . . . . . . Motor Vehicle Inspection . . . . . . Recommendations for Further Research Page 229 229 230 230 230 231 231 231 232 232 233 234 235 236 236 238 238 239 241 324 LIST OF TABLES Table Page 1. Rate of increase in motor vehicles in selected developed and developing countries. 60 2. Severity index for selected developing countries. . . . . . . . . . . . . . . . . . 66 3. Severity index for selected developed countries. . . . . . . . . . . . . . . . . . 67 4. Summary of statistics of traffic accidents in Saudi Arabia. . . . . . . . . . . . . . . 115 5. Number and type of driver's licenses issued in Saudi Arabia between 1969 and 1973. . . . 126 6. Number of license plates issued in Saudi Arabia from 1967-1973. . . . . . . . . . . . 131 7. Summary of monthly car accidents in Taif, Saudi Arabia, 1973 . . . . . . . . . . . . . 134 8. Summary of monthly car accidents in Taif, Saudi Arabia, 1972-1973. . . . . . . . . . . 138 9. Secondary schools in Saudi Arabia, 1970-1971 . 208 xii LI ST OF CHARTS Chart Page 1. Program Evaluation and Review Techniques, PERT Networking Process--Management. . . . . 202 2. PERT Networking Operation. . . . . . . . . . . 204 xiii LIST OF FIGURES Figure Page 1. Fatality Rate of Car Accidents in the United States Over the 10 Year Period 1958-1968 c O o o o o o o o o o o o o o o 40 2. Fatality Rate of Car Accidents in Great Britain Over the 10 Year Period 1958-1968 0 O O O O O O I O O O O O O O O 41 3. Fatality Rate of Car Accidents in Japan Over the 10 Year Period 1958-1968 . . . . 42 4. Fatality Rate of Car Accidents in Australia Over the 10 Year Period 1958-1968 . . . . 43 5. Fatality Rate of Car Accidents in Cyprus Over the 10 Year Period 1958-1968 . . . . 44 6. Fatality Rate of Car Accidents in Jamaica Over the 10 Year Period 1955-1965 . . . . 49 7. Fatality Rate of Car Accidents in Kenya Over the 10 Year Period 1955-1965 . . . . 50 8. Fatality Rate of Car Accidents in Uganda Over the 10 Year Period 1955-1965 . . . . 51 9. Fatality Rate of Car Accidents in Zambia Over the 10 Year Period 1958-1968 . . . . 52 10. Fatality Rate of Car Accidents in Saudi Arabia Over the 6 Year Period 1967-1972 . 53 11. Comparison of Percentage Increase in Fatality Rates in Randomly Selected Developed and Developing Countries Over a 10 Year Period . . . . . . . . . . 56 xiv o Q." "F. A! \ ‘I a... v. 1'.."A p 5"... 4 ' A .L. LIST OF FIGURES.--cont. Figure Page 12. Comparison of Percentage Increase in Fatality Rate and the Number of Cars in Selected Countries in a 10 Year Period (Except Saudi Arabia, Fatalities Are for 6 Years, Car Figures Are for 9 Years . . 62 13. Severity Index for Car Accidents in Developed and Developing Countries in 1968. . . . . . . . . . . . . . . . . . . 69 14. Severity Index for Car Accidents for Saudi Arabia for 1971-1972 . . . . . . . . . 121 15. Increase in Fatality Rates of Car Accidents for Saudi Arabia for 1967-1971 and 1972. . . 122 16. Percentage Increase in Fatality Rates in Developed and Developing Countries . . . . . 124 17. Increase of Driver's Licenses Issued in Saudi Arabia 1969-1971 . . . . . . . . . . . 128 18. Increase of Traffic Injuries in Taif, Saudi Arabia 1972-1973 . . . . . . . . . . . 140 19. Traffic Fatalities in Taif, Saudi Arabia . . . 141 XV LIST OF APPENDICES Appendix Page A. LETTERS OF CORRESPONDENCE AND SAMPLE OF FORMS USED TO REQUEST TRAFFIC STATISTICS AND INFORMATION FROM SAUDI ARABIA. . . . . 241 B. LETTERS OF REFERRAL FROM THE MINISTRY OF INTERIOR AND MINISTRY OF EDUCATION IN SAUDI MIA 0 O O I C O O I C C O O O O O 247 C. ACCIDENT STATISTICS IN THE VARIOUS CITIES AND REGIONS OF SAUDI ARABIA FOR THE YEAR 1971. O O O O O O O O C O C O O O O O 253 D. STATISTICAL INFORMATION ON THE NUMBER OF CARS AND DRIVERS IN THE VARIOUS CITIES AND REGIONS OF SAUDI ARABIA. . . . . . . . 275 E. SUMMARY STATISTICS OF TRAFFIC ACCIDENTS AND CASUALTIES IN TAIF, SAUDI ARABIA . . . 291 F. GENERAL OUTLINE OF HIGHWAY TRAFFIC SAFETY EDUCATION PROGRAM AT MICHIGAN STATE UNIVERSITY O o o o O o o o o o o o o o o o 293 xvi Cy.‘ I. ~- 1 l.‘ y- n i.‘ I. ‘q‘ ‘- 'v CHAPTER I THE NATURE OF THE PROBLEM Introduction The people of the world have been suffering greater and greater social and economic losses as a result of traffic accidents. Thousands of people are being killed or injured every day and. property losses T are in the billions. Losses due to traffic accidents are inflicting more deaths and personal injuries than Wars. In the United States alone, the number of deaths and injuries caused by traffic accidents during World War II was more than three times greater than the number 0f war casualties. The traffic deaths and injuries t~0taled 3.4 million, while the total number of World war II casualties was 0.95 million.1 More recently, the rlumber of deaths during the entire eight years of the \ 1Sauli Hakkinen, Traffic Accidents and Driver %aracteristics, A Statistical and Psychological Study (Helsinki, Finland: Finland's Institute of Technology, 858) I P. 70 Vietnam.War was much less than the.number of deaths re- sulting from traffic accidents.in one year. The number of deaths and injuries and the economic losses continue to increase. In the United States in 1967, about 53,000 people were killed due to car accidents. In 1968 there were approximately 55,000 deaths from motor vehicle acci- dents, a five percent increase over 1967.2 There was a decrease in the number of fatalities in 1970; the number increased in 1971 and climbed to a three percent increase 3 in 1972. ' In 1973 the number of traffic fatalities de- cmeased by one percent; however, the number of injuries remained very high, over 2,000,000.4 . _Due to the fact that the United States government aminmny state and local governments have been advocating new safety rules and regulations and improving traffic safety education and infOrmation, the percentage of in- cuease in traffic fatalities has been very slight and flllCtuate's from one to three percent. However, the k . 2National Safety Council, Accident Facts, 1969 MA (Chicago, Illinois: 1969), p. 24. . 3National Safety Council, Accident Facts, 1973 m (Chicago, Illinois: 1973), p. 34. _ 4National Safety Council, Accident Facts, 1974 Edition (Chicago, Illinois: 1974), p. 3. a Inuv- ., . V. .m- a o..“ ho" ‘— ‘H. RA "‘1 b\ economic losses continue to increase very rapidly. In 1969 the economic losses due to accidents, including wage loss, medical expenses, property damage, etc., were 11.6 billion dollars.5 In 1973 the costs rose to 20.8 billion dollars, almost doubling in four years. The previous figures may appear very high and shocking; however, they are mild if compared to accident figures in some of the developing countries, especially those countries whose economy is rising rapidly. In a recent study of accident rates in developing countries, .xhe number of deaths due to car accidents in Kenya jumped from 282 in 1958 to 670 in 1968, an increase of 188 per- cent over ten years, while the rate of deaths only in- cmeased 44 percent in the United States and only 14 per- cent in Great Britain during the same period.7 In Saudi Arabia the situation looks even worse. The number of deaths resulting from car accidents has risen from 99 in 5National Safety Council, Accident Facts, 1970 Eflition (Chicago, Illinois: 1970), p. 27. 6National Safety Council, Accident Facts, 1974 EdJ-tion, op. cit., p. 3. 7G. D. Jacobs and P. Hutchinson, A Study of Acci- dent Rates in Developing Countries (Berkshire, England: Tmansport and Road Research Laboratory, Department of the Environment, Crownthorne, 1973), p. 13. u .. 0/- II‘. \ on... '0 n,- \ 5.,“ 'b 1967 to 570 in 1971, an increase of.475.75 percent in only five years. The traffic problems that are facing the developing countries are more severe and serious than the previous figures tend to indicate. This is due to the fact that most of the fatalities that occur are claiming the lives of the peOple coming from the small minority, the educated elites of the country. Most of the victims are statesmen, doctors, teachers, and engineers. These accidents are very. costly to the developing countries because they lack edu- cated peOple. Since the number of persons owning vehicles is also increasing very rapidly in developing countries such‘as Kuwait and Saudi Arabia, the number of casualties vfill continue to rise at an alarming rate unless some chastic measures are taken to force the rate of car acci- dents to decline. From the humanitarian aspect, we are all concerned about traffic accidents; however, we tend to forget our concern as soon as we finish hearing or reading the news, beCause we are not trained to remember safety every time we are riding, driving, or walking in the street. * Traffic Safety and Rescue Department, Summary of Statistics of Traffic Accidents and Fatalities (Riyadh, Saudi Arabia: 1972), p. 7. ‘I o.- o'. ~- \ IT‘ ~§ The loss of human.and economic.resources as well as the consequences resulting from.such.tragedies are a very serious social problem that is facing the world as a whole, and not one particular country. The United States alone has suffered some six million deaths and more than 800 million injuries in the last seventy years, as a re- sult of traffic accidents.9 In the United States more than 30 percent of all traffic deaths are young people between the ages of 15 and 24. .About 140,000 young American adults died between the ages of 15 to 24 in the last 8 years.10 In Taif, Saudi Arabia, the number of traffic deaths in 1972 among young educated adults between 16 and 27 is estimated to have ammonnted for 70 percent of the total traffic accidents.11 It is difficult, if not impossible, to measure widmcomplete accuracy the severe impact of traffic acci- dents on Saudi Arabia or on the world. The number of —‘ 9Marland K. Strasser, Ed. D.; James E. Aaron, En. D.; Ralph C. Bohn, Ed. D.; and John R. Eales, Ed. D., ,EEEEmentals of Safety Education (New York, New York: The Macmillan Company, 1964), p. 3. 10Summarized from Accident Facts, 1967-1974, 11'Traffic Safety and Rescue Department, Official Death.Records (Taif, Saudi Arabia: 1972). accidents is so great that it is-becoming meaningless to measure them in terms of the great suffering they inflict on the family and on the nation as a whole. It is the duty of traffic safety departments, the schools, the police, the car manufacturers, and all the citizens of the world to join hands and work together to alleviate the problem and reduce the ever-increasing tragedy of car accidents. Statement of the Problem The purpose of this study is to present applicable information pertaining to the development of a clear rationale and a comprehensive traffic safety education Emogram in Saudi Arabia. Therefore, the purpose of the Study is fivefold: 1. To examine and analyze Saudi Arabian traffic accident records and statistics and draw a rationale for accident causation; and to collect and compile further statistics and information relevant to the analysis which are not to be found in official records. 2. To conduct personal interviews and surveys of the attitudes of high ranking officials and the policy makers in Saudi Arabia regarding the necessity, advantage, and feasibility of traffic safety education in Saudi Arabia. 3. To review the Islamic religion and examine its relationship to safety. 4. To study and conduct content analysis of the philosophy of education and traffic safety educa- tion and determine its implication for traffic safety education in Saudi Arabia. 5. To plan and develop a pilot project for the Traffic Safety Education Program in Saudi Arabia, based on the urgent needs of the country. These major purposes are intended to clearly (fiegnose and analyze traffic accidents and statistics in Saudi.Arabia, review the philosophy of education and safety education and to develop a relevant traffic safety education program for Saudi Arabia. Furthermore, they are intended to seek an answer to the following questions: What are the current traffic accident trends in Saudi Arabia? Are they increasing? If so, to what percentage? What are the major causes of traffic accidents in Saudi Arabia? Are they due to human or mechan- ical errors? What are the trends in driving in Saudi Arabia? Are the numbers of drivers increasing or decreas- ing? What are the ages and the educatiOnal levels of drivers and traffic victims in Saudi Arabia? What is the percentage of increase in the number ‘ of cars in Saudi Arabia? How do Saudi Arabian traffic fatalities compare with those in other developed and developing countries? What are the goals and objectives of education and safety education? Do they justify the devel- opment of a traffic safety education program for Saudi Arabia? 10. sources serious world. Does Islamic religion advocate safety? How do local, official,.and national policy makers in Saudi Arabia feel about traffic accidents? Do they realize the problem? .Are they willing to support a remedial program? What type of traffic safety education program is needed for Saudi Arabia? The Need for the Study The huge annual loss of human and economic re- due to car accidents has become one of the most social problems to plague the nations of the Any condition that inflicts more deaths, personal injuries and destruction upon nations than all the wars in its history, must be accepted as a prime social PrOblem. 12 Traffic accidents are one of the leading problems that are facing Saudi Arabia today, not only from the increase in the number of accidents, but also in the 12M. K. Strasser, OE. Cite, pp. 4-5. 10 severity of accidents. .In.a-headronrcollision between a bus and a truck, 37 people were.ki11ed.- In another inci- dent involving a jeep on a cliff road, 13 persons lost their lives. These are but two examples of many similar accidents involving costly fatalities in Saudi Arabia. Despite the great achievements gained by Saudi Arabia in many socio-economic fields, traffic safety con— tinues to decline. Of course, this is not due to total neglect by the government. As a matter of fact, the Saudi Arabian government has been concerned about traffic acci- dents and, consequently, continues to increase its budget allocation to the national Traffic Safety Department. However, the budget has been allocated for more traffic police personnel, new licensing equipment, and other office equipment. There has been very little, if any, money allocated to develop an educational program for the police and the general public. Even though the traffic problem has been recog- nized by many Saudi officials and scholars, traffic safety education per se remains an unknown to most of them. They all tend to place a high value on traffic law enforcement and hope that a "magic" formula will be devised to cope with traffic accident problems. However, 11 their hope is diminishing. The situation continues to deteriorate each day, and human tragedy and suffering continues to plague the nation. There are many things which could be done to improve the traffic situation in Saudi Arabia. Careful planning, programming, and budgeting should accompany every effort in this field. Expert advice is needed in any planning in order to avoid wasting money, and above all, human lives. Even though traffic safety education has not been fully recognized, nor understood in Saudi Arabia, it has been recognized and implemented in other countries of the world. In the United States, for ex- ample, it was recognized as early as 1936 by Mr. Albert W. Whitney, who said: If we are seriously to attack traffic problems this condition can not be allowed to continue. Somewhere in our social or educational system, a place must be found where responsibility can be definitely established for teaching young peOple how 'to use the automobile. The natural place for giving such an instruction is the high school, and during the last year hundreds of high schools have accepted this respon- sibility and are now giving courses.l3 13Albert W. Whitney, Man and the Motor Car (New Ybrk, New York: J. J. Little and Ives Company, 1936), pp. XI, XII. 12 The importance and value of traffic safety educa- tion in Saudi Arabia will be realized and recognized as it was realized and recognized in the United States. There are signs and indications that the government intends to adopt a traffic safety education program in the future. It is for this reason that this research was undertaken. A traffic safety education program will be developed for Saudi Arabia. It will be the first of its kind in the country, and perhaps the first in the entire Arab world. It is hoped that this will be the beginning of much future research in the field and will lead to a saving of many lives in that part of the world. The help of experts from many countries is needed in solving the problem. Global cooperation, sharing of information, and exchange of professionals is as essential in solving traffic problems as it is in solving many socio- economic problems. Saudi Arabia, as a developing country, will need such cooperation in the future. 13 Definition of Terms Accident In common usage, the word "accident" implies an event over which we have no control. A number of more precise definitions for the word "accident" have been developed, including, "An unpremeditated or unplanned event resulting in injury, death or property damage."14 J. S. Baker defined "accident" as an event, occurrence, or happening which is unexpected or undesigned, which has an element of chance or probability and which has undesirable or unfortunate results.15 Traffic Accident Any accident involving a traffic unit in motion on a traffic way that results in death, injury, or property damage. A traffic accident may involve more than one traffic unit if each unit comes in contact with some 14A. D. Little, Inc., The State of the Art of Traffic Safety (New York, New York: Praeger Publisher, 1970). PP. 3-4. 15J. Stannard Baker and W. R. Stebbins, Jr., Dictionary of Highway Traffic (Evanston, Illinois: Northwestern University Traffic Institute, 1964), p. 2. 14 other unit involved while part of either is in contact with the road or sidewalk.16 Traffic Accident Reporting Collecting information for, preparing and sub- mitting to a designated agency an official report of a traffic accident by some person involved in or connected with the accident or by the police who learn about it.17 Traffic Accident Summary A routine, periodic series of tabulations of the rmmber of traffic accidents by types, severity, time of occurrence and other circumstances, prepared from offi- cial reports of accidents by an official administrative agency.18 General Security Department The National Police Department in Saudi Arabia vflfich.has the authority over law enforcement departments, traffic and rescue departments, civil defense departments . . 1 (fire departments)and correction departments (prisons). 9 161bid., p. 241. 17Ibid., p. 242. 18Ibid., p. 242. . 19Kamal Sirage Al-Dien and M. M. Addas, General Dutles if the Interior Security Forces in Saudi Arabia 15 Traffic Safety Education A comprehensive education program which covers all traffic safety aspects including driver education, bicycle safety and pedestrian safety and which is aimed at devel- oping effective and responsible citizens. Driver Education Program Organized system of instruction including classroom and laboratory experiences, designed primarily to enable individuals to drive a motorized vehicle safely on public streets, roads and highways. It is intended to meet the needs of various target groups including beginning drivers and problem drivers--both young and adult.20 Driver education programs would include those pro- grams presented by high school driver education courses, commercial driver education schools, and driver improve- ment programs which includes the remedial training of traffic violators and accident prone drivers. (Beirut, Lebanon: Dar Al-Arabia for Printing and Publica- tions, 1959), p. 41. 20Michigan Department of Education, Driver Educa- tion Programmigg, January, 1970, p. 4. 21A. D. Little, op. cit., pp. 106-107. 16 Driver License Examination Physical, mental, intellectual, and manual exami- nation given to individuals applying for a new or a re- newal of driver license, to insure good physical health, knowledge of traffic laws and regulations, and competency in handling a motor vehicle. Motor Vehicle Accident Any accident involving a motor vehicle in motion, that results in death, injury or property damage.22 Motor Vehicle Accident Death Any fatality resulting from a motor vehicle accident.23 Motor Vehicle Accident Injury Any non-fatal bodily harm received in a motor vehicle accident, which can be included in any one of the following groups. A) Bleeding wound, distorted member or any condition that requires that the victim be carried from the scene of the accident. 22Ibid., p. 134. 231bid., p. 134. 17 B) Any other visible injuries such as bruises, abrasions, swelling, limping, or other painful movement, or C) Complaint of pain, without visible signs of injury, or momentary unconsciousness. Vehicle Every device in, upon, or by which a person or property is, or may be, transported or drawn upon a highway. Excepting devices moved by human power or used exclusively upon stationary rails or tracks.25 Bicycle Every device propelled by human power upon-which any person.may ride, having two tandem wheels either of which is more than 20 inches in diameter.26 Bus Every motor vehicle designed for carrying more than ten passengers, and every motor vehicle, other than 24Ibid., p. 134. 251bid., p. 268. 261bid., p. 16. 18 a taxicab, designed and used for transportation of persons for compensations.27 Car Every motor vehicle designed for carrying less than ten persons and used for transportation of goods and persons. Truck Every motor vehicle designed and used or main- tained primarily for transportation of prOperty.28 Driver Any person who drives or is in actual physical control of a vehicle.29 Kilometer A unit of length or distance equal to 1,000 meters, or 3,289 feet. One kilometer is equal to 5/8 of a mile. 27Ibid., p. 20. 281bid., p. 257. 29Ibid., p. 58. 19 Hypotheses This research has five hypotheses which are related to the development of an analysis of the present and future traffic situation in Saudi Arabia and the future outlook for the development of a traffic safety education program in Saudi Arabia. These hypotheses are: Hypothesis 1. Traffic accidents in Saudi Arabia are closely related to human causal factors, i.e., acci— dents are caused largely by human errors. Hypothesis 2. Accidents in Saudi Arabia are in- creasing by more than 20 percent each year. The severity index figures would show a comparable increase in fatal- ities and injuries for the past eight to ten years. Hypothesis 3. The philosophy, goals, and objec- tives of general education and safety education are similar and interrelated. Hypothesis 4. A specific group, mainly policy makers, in Saudi Arabia will indicate total support for the inclusion of a traffic safety education program in Saudi Arabia. Hypothesis 5. Islamic religion and laws clearly advocate safety. 20 Sub-Hypotheses 1. Human errors will account for 80 percent or more of all traffic accidents in Saudi Arabia. 2. Over 60 percent of all traffic fatalities would be among the small minority constituting the educated people of Saudi Arabia. 3. All policy makers interviewed would recognize the severity of the traffic accident problem in Saudi Arabia. 4. Fatalities and personal injuries occurring in traffic accidents are higher in Saudi Arabia than in the United States when total accidents are considered. Delimitations of Study Even though accident statistics and traffic safety education programs in various countries were discussed and analyzed in developing a comparison, this study was limited to Saudi Arabia in the following manner: 21 The policy makers in the Ministry of Interior (Internal Security Department), the Highway Traffic Safety and Rescue Department, and the Ministry of Education were interviewed. National traffic statistics were gathered per- sonally and by the authorities. Personal examination of local highway traffic safety departments, official records and sta- tistics was carried out. Observed seventeen actual accident investigations, i.e., accompanied the investigators to the scene of the accidents. Due to the lack of accurate and complete traffic records, traffic statistics and trained personnel in various traffic safety and rescue departments, the author had to collect the data personally and tabulate the results. 22 Organization of the Dissertation In Chapter II the literature relating to Islamic and educational philosophies, the effect of driver edu- cation on traffic accidents, and the traffic accident records in Saudi Arabia, the United States, and other countries will be reviewed and analyzed. The design of the study will be presented in Chapter III. The analysis of data and the development of a rationale and a comprehensive traffic safety education program for Saudi Arabia will be introduced in Chapter IV. Chapter V contains the summary and conclusions of the study and the recommendations for further research and future bmprovements of traffic safety in Saudi Arabia. CHAPTER II REVIEW OF LITERATURE There has been no research or major work done which examined or analyzed the traffic situation in the Arab world. Even though the Arab League has conducted some seminars and group discussions on traffic accidents, its study was limited to emphasizing the problem, rather than diagnosing and giving direction to the solutions. There are a few statistics on traffic accidents in Saudi Arabia and other Arab countries, but they are limited in scope and comprehension. The traffic accident records in the United States and other countries were reviewed for direction and comparison. Traffic Accidents--Cause and Effect An accident, as popularly conceived, has long been regarded as an unfortuitous event-~something that just happens or a chance occurrence. Usually, although not 23 24 always, the outcome is harmful or unfortunate.30 Such a concept implies that an accident is outside human control. On the contrary, accidents, like many other events, are caused by humans, and consequently, like many other events, they could be controlled and managed by humans as long as their causes are clearly defined and identified. A care- less mother who leaves dangerous medicines within her children's reach will run the risk of her children taking the drugs and medicines and having an accident. Likewise, a careless driver who speeds on icy roads is taking the risk of skidding and may kill himself. Accidents can be controlled if the causes are identified. Since the driver is the one in control of the car, a great emphasis should be placed on him. The behavioral scientist's concern is centered around the social and psychological characteristics of the driver, the events leading up to the accident, the accident itself, and the driver's reactions to these occurrences. To investigate these concerns a close ob- . O I I 31 servation, analysis, and evaluation is necessary. 30William Hadden, Edward A. Suchman, and David Klein, Accident Research (New York, New York: Harper and Row, Publishers, 1964): p. 262. 3lIbid., p. 262. 25 Despite the fact that there are many factors which con- tribute to accidents and which are uncontrollable, we should still try to pinpoint the major causal factors and try to control them. Knowing that, the various local, state, and national agencies should begin to tackle the problem. Shaw and Sichel in their research on "Accident- Proneness" discovered that drinking and driving was a major factor in car accidents in the United States. In their analysis of the problem they said: If every driver were to know that a blood reading below .04 or .05 percent is relatively harmless, we might have as many people drinking, but fewer people exceed- ing the critical level when driving. In this way we would accomplish our goal. We are not after the drinking driver per se, we are after the driver who drinks too much, and in this way increases his like- lihood of becoming involved in an acci- dent.32 The main goal in accident research is the direct study of accident situations in order to establish cause- and-effect relationships. The major factors in the suc- cess of research in this area is the reduction of the 32Lynette Shaw and Herbert Sichel, Accident Proneness (New York, New York: Pergamen Press, 1971), Pb 407. 26 problem to manageable size, as it is well known that there is no one cause of traffic accidents. The influences act- ing at any instant are innumerable and probably are more or less important in certain combinations. A clear knowl- edge of the problems and causes would help us in develop- ing a solution to the problem. Effects of Driver Education on Traffic Accidents In the early days of driver education, the argu- ment regarding the effect of the program on traffic acci- dents was philosophical and based on "common sense." During the sixties a number of studies were undertaken which reinforced the earlier philosophy and documented the results. A number of those studies which were sum- marized in Traffic Safety Research Review, and which involved 1,226 accidents, indicated that the accident rates of trained drivers were about half as high as those of untrained drivers, at least during the first few years of driving. Similar ratios held true for both males and females. Many of these reports also show fewer violations of traffic regulations by trained drivers and indicated 27 that classroom instruction supplemented by behind the wheel training is more effective than classroom instruc— tion alone.33 The Denver High School Study (Conger, Miller) shows that the students who took driver training were found to have significantly fewer violations over a one year period, than students who did not take it, either through choice, or lack of opportunity. This study tends to support an earlier study by Coppen, Fardun and Peck in 1965.34 An eight year study of the effect of driver im- provement clinics in the state of New Jersey, which in- volved 9,476 accidents and 5,793 subjects, showed that the subjects who attended the clinics had significantly better records after clinic processing than the subjects who did not attend the clinics. The investigation ver- ified the value of driver improvement clinics as an im- portant procedure for accident and violation reduction.35 33John J. Conger, William C. Miller, and Robert V. Rainey,”Effects of Driver Education," Traffic Safety Research Review, Vol. 10, No. 3 (September 1966» p. 67. 34 Ibid., p. 69. . 35Harold L. Henderson, Abstracts, Traffic Safety Research Review, Vol. 11, No. 4 (December 1967» pp. 103-105. 28 The Oregon Department of Motor Vehicles conducted a study to determine the effects of Driver Improvement Interviews. Their data show that the subjects who had been interviewed have significantly fewer serious moving violations and fewer chargeable accidents than the control group.36 In the research study conducted in Olympia, Washington by the Washington State Motor Vehicle Department it was found that drivers with high school or commercial driver train- ing have fewer accidents and lower violation rates than those with no driver training. It also showed that drivers under 21 years of age with high school driver training have lower rates than those with commercial driver training of the same ages.37 The National Education Association and other organizations who have conducted extensive studies support the fact that driver education has a great effect on violations and accidents. J. W. Asher, who undertook a similar research on 797 high school students who were selected randomly, fully agrees that driver training 36John J. Conger, William C. Miller, and Robert C. Rainey, op. cit., pp. 99-127. 37A. Cromer, Abstract, Motor Vehicle Research Review, Vol. 11, No. 4 (December l967),pp. 124-125. 29 courses produce better drivers.38 The Australian govern- ment, recognizing the great loss of life and property among its citizens, organized a special council to examine and analyze traffic problems and introduce remedies to deal with them. The council unanimously suggested strengthening of traffic education programs and the in— clusion of Defensive Driving Courses (DDC).39 Since 1969 the govermment has been increasing the number of courses which have had over 20,000 graduates in three years. The council came to the conclusion that the only thing which would have a positive effect on accident reduction was a comprehensive traffic safety education program. The rigorous program stimulated public awareness and conse- quently helped in reducing accidents. The support for driver education is not new nor is it an innovation of the seventies. In 1925, during the Third General Meeting of the International Chamber at Brussels, Belgium, the American delegation strongly 38J. William Asher, "Does Driver Training Produce Better Drivers?," Motor Vehicle Research Review, Vol. 12, No. 1 (March, 1968). 39Chriss Imhoff, Australians Give New Twist to D. D. C. Traffic Safety (National Safety Council Publica- tion, November, 1973), pp. 22-25. 30 recommended traffic safety education which already had been adopted by the United States. The delegation said: In the furtherance of a safer traffic movement in the United States the question of traffic rules and regulations is being made a part of the curricula of the various schools, and campaigns are under way to educate the operators of motor vehicles to safe practice . . . . Safety education and accident prevention are being included in the program of various organizations and every effort is being made to secure uni- form legislation, regulation, statistics and practices on the highways of the United States.40 The American Association of School Administrators recognized the accident problems and in 1940 put forth many recommendations, among which were: 1. Experience shows that many accidents are preventable through a program of education. 2. Instruction in safety education is an essential part of the modern school's program of producing good citizenship. 3. The determination of the character and the extent of the school's safety pro- gram and the selecting of teaching methods to be used are professional responsibilities of educators. 4. Safety education of adults is a pri— mary responsibility of the community and the state. 40Report of the American Committee on Highway Transport, American Section of the International Chamber of Commerce, Washington, D.C.: 1925, p. 25. 31 5. Teaching youth to be safe and intelli- gent operators of motor cars is a re- sponsibility of the community. 6. The time has come for educators to prepare themselves for leadership in safety education.4 The efforts and trends to emphasize safety educa- tion including traffic safety education.were.and still are the main goal of many national and international organiza- tions. The National Safety Council in 1955 analyzed safety education and presented many suggestions and recom- mendations among which are the following: Safety instruction should be an inte— gral part of the school program and should further develop understanding, attitudes, values, skills, habits and appreciations which would assist the learner in meeting the responsibilities of safe living in today's world. Safety instruction should seek to de- velop fully the potentials of the "whole child" as a happy, well-integrated person- ality who can contribute to a better way of life for all. The school should care- fully select and plan safety experiences, the methods of instruction, and the use of materials to meet the needs of each indi- vidual. The learning environment, there- fore, should provide experiences that continually challenge the individual to think clearly and to act wisely in terms of safe living for himself and others. 41American Association of School Administrators, Safety Education, Eighteenth Yearbook (Washington, D.C.: National Educational Association, 1940): P. 356. 32 The school should utilize community resources to implement its program and to further supplement its efforts in safety education. Safety education should be a vital part of the community life. Safety education should develop a con- tinuous awareness of the value of human life and the physical well being of individuals, and at the same time recognize the achieve- ment of others in meeting these requirements. Life and human well being are priceless and can be conserved only to the extent that we are aware of and can appreciate their value. Safety and education should be continuous and contribute to the enrichment of all areas of living. Education is the ongoing process of life and safety education is the continuous pro- cess of conserving it. The safety experiences in the school should be continuous and con- sistent with those out of school. Safety education should help each indi- vidual not only to avoid accidents but also to free him to live life more abundantly.42 In 1959 George Silverwood recommended to the Con- ference on Teacher Preparation that teachers should be fully prepared in safety education. He said: 42National Safety Council, Basic Principles for Safety Education (Safety Education, Vol. 35, December, 1955), pp. 12-13. 33 First of all, the teacher must have a clear understanding of the accident problem as it confronts society-at-large. She must become familiar with the history of acci- dent prevention from its birth in industry back in the early 1920's through its ex- pansion onto our highways and into our homes. She must be made aware of the magnitude of the accident problem and of its impact upon the individuals.43 At the same conference various speakers talked about the importance of Driver Education. Among them was M. E. Engelhards who said: Driver education teachers should work with the attitudes, knowledge and skill of individuals and groups in order to create a safer traffic environment. Attitudes are not developed in a vacuum, but result from activity. To be effective in shaping individual and group attitudes, it is essential that each instructor be skillful in using a variety of selected teaching methods and techniques. In a recent article, Dr. Robert A. Ulrich stated that most driver education programs lack qualified teachers. He said that most of the teachers are part- time and had little or no driver education training. He 43George P. Silverwood, Teacher Preparation in Safety Education (Malesu, Wisconsin: Wisconsin Conference for College Instructors of Safety Education, 1957), p. 2. 44Ibid., p. 76. 34 also pointed out-that the curriculum is old, traditional and out of date. He concluded that most of the studies lack sound appraisal of the teachers' qualifications and program comprehensiveness. He is convinced-that driver education programs can be effective in improving traffic situations today, if we properly prepare teachers for that performance.45 Dr. Richard Kaywood reemphasized the need for Traffic Safety Education when he said: The broader approach of Traffic Safety Education encompasses pedestrian, passenger, bicycle, motorcycle and school bus driver safety education, as well as beginning and advanced driver education and driver im— provement programs. This instructional activity is concerned with the task of teaching survival on the streets and high- ways of our nations. Each of the many public and private agencies and organizations has a contribu- tion to make in the total traffic safety education effort. Teachers of traffic survival can not be reserved for public schools alone. It is a responsibility of many groups and each can support the others. We have operated alone for too long, and the job is too long for one agency. Make traffic safety 45Robert A. Ulrichf"Preparation for Successful Performance," Journal of Traffic Safety Education, Vol. xx, No. 2 (January, 1973), p. 7. 35 education a cooperative effort, and everyone including the schools will reap untold bene- fits.46 Traffic Accident Statistics in Some Selected Countries of the World Traffic problems are not restricted to certain countries nor to a certain geographical area. They are confronting all the countries of the world. Traffic accidents are on the increase in Africa,.Asia, and Europe as well as North and South America. Even though traffic accidents and fatalities are increasing annually in most of the countries of the world, the rate of increase varies from one country to another. The variance is dependent upon many variables which contribute to the rate of in- crease. The literature and research indicate that the most frequent variables contributing to increases in traffic accidents and fatalities can be summarized in the follow- ing: 46Richard Kaywood, Editor, "Traffic Safety Educa- tion—-A Cooperative Enterprise," Journal of Traffic Safety Education, Vol. XX, No. 3 (April, 1973), p. 5. 36 1. An increase-in the number of vehicles per person may increase the accident rate. 2. An increase in mileage driven-per.car could have a direct relation to an increase in car accidents and fatalities. 3. Drinking and driving can.contribute to the in- crease of car accident.rates, especially if the blood level is high. 4. Speeding has a direct relationship to the se- verity index of car accidents. Those are the most frequently mentioned variables in the studies conducted in the field. There are some other variables, but they were classified as having only a minor effect on the traffic accident rate of increase. It is really surprising-to discover that the level of education and the socio—economic situation were not considered except by one study (Transport and Road Research Laboratory) which examined traffic accidents in . . 4 . . . developing countries. 7 Even this study did not examine 47G. D. Jacobs and P. Hutchinson, A Study of Accident Rates in Developing Countries, 0p. cit., p. 15. 37 those variables thoroughly nor did it develop a cohesive relationship. Of great importance to this study are the level of education and socio-economic factors of the whole country, and not just the levels of minority groups or certain regions of a country. Driving a motor vehicle, riding a bicycle, or walking on the street is a function which involves all social classes and races of a partic- ular country. The socio-economic and educational levels of the country reflect the total social life of all indi- viduals, especially in this era of s0phisticated communi- cation systems. Many studies show that television, news- papers, radios, and motion picture films have a great influence on individual behavior. Any message, good or bad, will reach the receiver and will have its effect on him. Recognizing these facts, it then becomes neces- sary to study and review traffic accident statistics and traffic records in various selected countries of the world. These countries were selected at random from developed and developing countries. It is well known that the socio-economic and educational levels in de— veloped countries are higher than they are in develOping 38 countries. Consequently, an overall comparison of traffic accidents and their severity is pertinent in determining the impact of socio-economic and educational levels on them. The percentage increases in fatality rates are calculated for ten year periods for the various selected countries of the world. Each percentage increase is represented by a graph. The statistics were gathered from the Transportation and Road Research Laboratory.48 The countries selected for the study are classified in two groups, developed countries and developing countries. Cyprus, which is a transitional country, is counted among the developed countries, due to the high level of educa- tion and its close ties with the Western World. Rate of Percentage Increase in Traffic Fatalities in Developed Countries The percentage increase in fatalities due to traffic accidents in developed countries was calculated. The following developed countries were selected at random: United States, Great Britain, Japan, Australia, and Cyprus. '48Ibido I Pp. 13-25. 39 The percentage increase in traffic fatalities represent a ten year period (1958-1968). The graphs on the following pages represent those increases. The figures show that the percentage increase in the fatality rate during the ten year period (1958-1968) varies from 4.46 percent to 94.5 percent.in the develOped countries selected for the survey. In the United States (Figure l) the percentage increase was 49.18 percent, which is quite similar to the percentage increase in Australia (Figure 4). The average increase in both countries was about five percent a year. The percentage increase in traffic fatalities in Japan (Figure 3) during the same period was higher than all the developed countries included in the study. Cyprus (Figure 5) has the lowest percentage rate of increase and Great Britain (Figure 2) was the second lowest. The socio-economic growth in any country is esti- mated by many procedures among which is the calculation of the average annual rate of growth of gross domestic products, which has been widely used by the United Nations. It is computed as average annual geometric rates of growth expressed in percentage form for the period indicated. 40 60.000 55,200 50,000 49.18% 40,000 37,000 30,000 20,000 10,000 1958 1968 Increase of 49.18% in fatalities over the 10 year period 1958-1968 Fig. l.--Fatality Rates of Car Accidents in the U.S.A. Over the 10 Year Period 1958-1968. 41 3,000 -1 7,000 ., 6,810 6,000 q- €3,979 14.0 % 5,000 4- 4,000 a— 3,000 j~ 2,000 :— 1,000 ., 1958 1968 Increase of 14.07% in fatalities in 10 years due to car accidents Fig. 2.--Fatality Rates of Car Accidents in Great Britain Over the 10 Year Period 1958-1968. 42 18,000 -- 16,038 16,000 a- 14,000 -- 12'000 " 94.57% 10,000 4- 8,000 4- 6,000 -- 4,000 -. 2,000 .. 1958 ‘1968 Increase of 94.57% in fatalities in 10 years due to car accidents. Fig. 3.--Fata1ity Rates of Car Accidents in Japan Over the 10 Year Period 1958-1968. 43 3, 600 "- 3 , 382 3' 200 '1'. 2, 800 "p 57 . 52% 2, 400 “F 2, 000 "”' 1 , 600 -*- l , 200 "" 800 '1' 400 dr- i 1958 1968 Increase of 57.52% in fatalities in 10 years due to car accidents Fig. 4.--Fatality Rates of Car Accidents in Australia Over the 10 Year Period 1958-1968. 44 140 ~~ 120 db 117 112 4.46% 100 “- 60 d- 40 ‘” 1958 1968 Increase of 4.46% in fatalities in 10 years due to car accidents Fig. 5.--Fatality Rates of Car Accidents in Cyprus Over the 10 Year Period 1958-1968. 45 In the following discussion, the socio-economic growth of each country will be indicated by the average annual rate of growth of domestic products. The total gross domestic products of the country and the per capita gross products are also included. Japan had the highest percentagenincrease in traffic fatalities (94.57 percent). This high percentage was in part attributable to the rapid socio-economic growth that Japan had undergone in the late fifties and the sixties. The Average Annual Rate of.Growth of Domestic Products in Japan for 1960 was 10.1 percent for the total gross domestic products and 9.1 percent for the per capita gross products. This high figure climbed to 12.14 percent for the total and 11.2 percent per capita during 1969-1965, while the United States during the same period had only 4.9 percent for total and 3.4 percent per capita.49 In the ten year period (1958-1968) the number of cars in Japan increased by over 800 percent. -This indicates the rapid growth Japan had undergone during these periods. The socio-economic developments were very rapid which, in turn, undoubtedly contributed to the high increase in . 49United Nations, International Tables Yearbook of National Accounts Statistics, Vol. III, 1972, pp. 90—93. 46 traffic fatalities. Even though the rate of traffic fa- talities was higher than most of the developed countries, Japan's increase was not totally unexpected when the rapid rate of growth of the nation was considered. . Great Britain and Cyprus had the lowest percentage of increase in traffic fatalities during.the ten year period, 14.07 percent and 4.46 percent respectively. This low increase may have been attributable to the slow change in the socio-economic growth of the two countries. Great Britain's overall annual rate of growth of gross products was 3.3 percent for the total and 2.6 percent per capita for the year 1960. This figure actually declined to 2.9 percent for the total and 2.3 percent per capita during the years 1960-1970. The figures for Cyprus were 3.4 per— cent for the total growth and 2.7 percent for the per capita growth.50 In the United States the average annual rate of growth of grossdomestic products for the total country was 4.9 percent during 1960-1965 and decreased to 4.3 percent from 1960-1971. Australia's average annual rate of growth 'of gross domestic products for the total country was 5.3 percent for the period between 1960-1965. 5°ibid.. pp. 90-98. 47 Both the United States~and Australiaaencountered a moderate change in socio-economic growth during~l960~l97l and showed an increase in traffic fatalities of.about 50 percent (see Figures 1 and 4). Those figures indicate.that the socio-economic level (which is directly related to the educational level) has a great influence on the rate of increase in traffic fatalities. Rate of Percentaga Increase in Traffic Fatalities in Developing Countries The developing countries of the world are also suffering from traffic accidents, and the rate of increase of these accidents varies from one country to another. The increase in traffic fatalities was calculated for the following randomly selected countries: Jamaica, Kenya, Uganda, Zambia, and Saudi Arabia. The rate of increase represents a ten.year period for all the countries except Saudi Arabia. The increase for Saudi Arabia represents only a six year period (no data on traffic accidents and fatalities were available prior to 1967). 48 The following graphs (Figures 6-10) represent the rate of increase in traffic fatalities in the selected developing countries. The graphs show the rate of increase in fatalities due to car accidents to vary from 65.81 percent to 749.5 percent. Even among the developing countries there was a difference in the rate of increase. Uganda had an excep- tionally low rate of increase in traffic fatalities. It was only 65.81 percent (Figure 8). The accuracy of the statistics provided by Uganda is doubtful. Uganda's per capita gross national product rate for the year 1973 was only $130, and the death rate was 18 per 1,000 population. These figures are very low if compared to Jamaica which had $670 per capita gross national product rate and a death rate of 7 per 1,000 during the same period.51 Kenya had the second lowest rate of increase in traffic fatalities of the developing countries selected. It was 137.6 percent during the ten year period (Figure 7). Kenya's annual rate of growth was very low in the fifties and early sixties. The average annual rate of growth of lPopulation Reference Bureau, Inc., World Popu- lation Sheet (Washington, D.C.: 1973). 49 I 280 4» 279 240 «- 200 .- 257.7% 160 4r 120 q)- 80 -L 78 40 «- 1965 Increase of 257.7% in fatalities in 10 years due to car accidents Fig. 6.--Fatality Rates of Car Accidents in Jamaica ' Over the 10 Year Period 1955-1965. 50 700 A“ 670 600 a” 500 ‘- 137.6% 400 ‘P 300 1b 200 1' 100 " 1958 . 1968 Increase of 137.6% in fatalities in 10 years due to car accidents Fig. 7.--Fatality Rates of Car Accidents in Kenya Over the 10 Year Period 1958-1968. 51 600 .. 500 -- 514 400 -r 65.81% 300 -. 200 -r 100 -~ 1955 1965 Increase of 65.81% in fatalities in 10 years due to car accidents Fig. 8.--Fatality Rates of Car Accidents in Uganda Over the 10 Year Period 1955-1965. 52 700 «b 617 600 -- 500 at 400 at 371% 300 s- 200 ‘- 100 JP 1958 1968 Increase of 371% in fatalities in 10 years due to car accidents Fig. 9.--Fatality Rates of Car Accidents in Zambia Over the 10 Year Period 1958-1968. 53 900 -. 841 800 .- 700 4p 600 ~- 500 -~ 749.5% 400 -r 300 ~- 200 -- 100 -L 1967 1972 Increase of 749.5% in fatalities in only 6 years due to car accidents Fig. 10.--Fatality Rates of Car Accidents in Saudi Arabia Over the 6 Year Period 1967-1972* *No records for car accidents were kept in Saudi Arabia prior to 1967. 54 gross products was.JZpercent for the total country during the period 1964-1965. Despite the low growth, the low increase in traffic fatalities is actually very high if compared with developed countries. The percentage annual rate in domestic gross productsileamaica increased.from 3.0 percent for the total country and 1.3 percent for per capita to 4.6 per- cent for the total country and 3.2 percent per capita (1960-1970). This growth is reflected in the very high increase in traffic fatalities of 257.7 percent during this period (Figure 6). Zambia went through a great change during the sixties. The rate of growth in gross domestic products increased from 5.7 percent to 8.2 percent for the total country and 2.7 percent to 5.1 percent for per capita (1960-1970). Likewise, the rate of increase in traffic fatalities was 371 percent (Figure 9). In only six years the rate of increase in traffic fatalities in Saudi Arabia was 749.5 percent (Figure 10). This figure is very high, and higher than all the figures of the countries included in this study and all the countries surveyed. This high amount.of fatalities rep- resents the extreme traffic problem that is currently 55 facing Saudi Arabia. This figure also corresponds with the high rate of growth of gross products during 1962-1970 which was 9.7 percent for the total country and 6.9 percent for per capita. In all cases, there is a great increase in traffic fatalities in all the developing countries over the ten year period. The rate of increase in traffic fatalities varies from 13.8 percent to 37.10 percent annually for all the countries except Saudi Arabia. The average annual rate of increase for traffic fatalities in Saudi Arabia was approximately 130 percent. This figure was twice the rate of Zambia, three times the rate of Jamaica, and about six times the rate of Kenya. Comparison Between Fatality Rates in Developed and Developing Countries Among all the countries selected for the study, we see that the rate of increase in traffic fatalities varies from 4.46 percent in Cyprus (Figure 5), to 749.5 percent in Saudi Arabia (Figure 10). The difference between the two is very great. To study the differences and dvelop a rationale for them needs careful examination. Figure 11 56 800-0- 7SO-r 700-. 6504 j 600-, 550 -r I 500‘ 450‘? 400 “P 300 4.. 250 ~11- 200 -,. .; 50 .4, 100 Jr- 50 «b- m +1 0' M C a! :6 '0 Hal 5 d -d o m h o -H '0 H H m H s o c -H 5 Q m H m m m m g m m > 0 w u m h M (D H U H u D m N 4 m m "3 a d Fig. 11.--Comparison of Percentage Increases in Fatality Rates in Various Countries in the 10 Year Period (Except Saudi Arabia which is for a 6 Year Period). ’(J 57 represents the rate of increase of-traffic fatalities in all countries selected for the study. From this graph, it is very clear that the rates of increase in traffic fatalities were higher in developing countries than they were in developed countries (with the exception of Japan and Uganda for reasons discussed earlier» While the rates in the developed countries such as Great Britain, United States, and Australia increased by 14.07 percent, 49.18 percent, and 57.52 percent, respectively, in ten years, the rates in Kenya, Jamaica, and Zambia dur- ing the same period jumped to 137.6 percent, 257.7 percent, and 317 percent, respectively. In Saudi Arabia during only six years the rate of fatalities increased by 749.5 percent. This is an astronomical increase and a huge loss of lives. Socio-economic and educational levels of a country play a great role in the total development of individual behavior and attitudes. These behaviors and attitudes are reflected in the driving task. Total socio-economic de- velopment plays a great role in the growth of a country's educational level. Rapid growth may disturb an individualfls adjustment to quick change; however, the individual through 58 education can make the necessary adjustments to these changes. The developing countries, as a result of lack of education and high levels of illiteracy, encounter a high increase in traffic accidents. The rate of increase in traffic fatalities in Saudi Arabia was more than 53 times greater than the rate in England and more than 25 times the rate in the United States. Saudi Arabia's rate was more than seven times greater than the rate of increase in Japan, which had gone through the same rapid growth. The reason is clear: Japan is a developed country with a developed educational system which includes traffic safety education programs; and Saudi Arabia, despite its economic growth, has the worst rate of increase in traffic fatal- ities. This, of course, is due to the lack of education, especially driver education. The illiteracy rate in Saudi Arabia was estimated to be between 85-95 percent in 1971. This figure is very high if compared to the two percent in Japan during the same year.52 Despite the fact that Saudi Arabia has a high illiteracy rate, most of the traffic 52United States Department of Commerce, National Technical Information Service Agency for International Development, Data Book for Near East and South East Asia (Springfield, Va.,- December, 1973), p. 4. 59 fatalities are among the small-minority of-the educated elite who due to their economic situation and professional occupation are the majority of car.owners.. Since Saudi Arabia does not have any traffic.safety education program, peoPle drive without any previous professional training in safe driving. This fact, coupled with the high traffic severity rate in Saudi Arabia, could be a leading cause of the high rate of fatalities of educated people. Increase in the Number of Vehicles in Various Countries over a Ten Year Period The number of vehicles has been increasing in all the countries of the world. The rate of increase varies from one country to another. The variance is dependent on the economic growth of the country. It was necessary to determine the increase in the number of cars in the ten countries studied during a ten year period in order to study and analyze the impact of the increase on traffic accidents. Also, the number of vehicles per person was estimated for the selected countries. Table 1 shows the rate of increase in the 60 .vmma ou Howum mumo mo Hones: won on no oaomawm>s mum sumo oz .mhma on vmma ucmmoumou newsman omooaa .vmo.o ooo.oov.w wmm.ho HHH.¢mH mmm.nb «aflomum Htsmm mHo.o ooo.q¢~.o mm.vs ooo.vb omm.~o season mm.o ooo.~ma.aom wma.mm ooo.ooo.moa ooo.mmm.mo .d.m.o omo.o ooo.mmm mm.mm Hmm.mm mo~.om spasms oao.o ooo.mo~.oa mmm mnm.Hoa mmm.mn manna mma.o ooo.oam.ooa w~.nnm ooo.o>m.ma ooo.ham.a comma mmo.o ooo.amh.a wm¢.vma oom.mw mmo.m~ avocado Hm~.o ooo.mmm.mm wa.m mmm.~om nmn.mam camuwum umouw moa. ooo.mmm wm.mm mmh.nm omm.om monomu hmm.o ooo.mna.ma awn.>m ooo.mme.v ~mm.mm~.m maamuumsd commmeuoo coamwmwdom mmMMMUMH mama mmma auucoou moaoflcm> . moaowso> mo umofisz .mmwuucooo mcwmoao>oo paw toooao>mt omuomaom cw moaoflnop uouoe cw mmmmuoca mo mummll.a mqmda 61 number of vehicles. This increase in the number of ve- hicles and the increase in the fatality rate for each country was graphed and is shown in Figure 12. As indicated in Table l, the number of vehicles increased in all of the countries. .In the United States, the number of vehicles.increased.from 68,298,000 in 1958 to 108,000,000 in 1968. This represents.an increase of: 58.13 percent. In Saudi Arabia there are no records for car registration prior to 1964. The available data were found for the period 1964-1973. In 1964 there were 77,853 motor vehicles in Saudi Arabia; by 1973 that figure had soared to 154,111. This represents an increase of 97.95 percent in only nine years. Japan had the highest increase in the number of cars (877.2 percent) which may reflect some light on the increase in the fatality rate for Japan. .But the increase in the number of cars exceeded the increase in the traffic fatality rate by a ratio of 9:1 (i.e., the increase of 877.2 percent in the number of cars to the increase of 94.5 percent in the number of fatalities during this period). Jamaica also had a large increase.in the number of cars (Table 1), but the increase in the fatality rate 62 .Amumwx 0 saw one mmusowu use kmumom 0 new one newsman >uwamuMulumwnmu¢ woosm umwuxmv moaned News 0H m cw mowuucaou anewun> :a mnmu we uwofisz wry can mound >uwadd~h :a omsouucH mo mommucoouom mo cemwummEOUIl.NH .mwm mfinmu< :fimufium «comm manemx no mEq mmcvx mosses coach swamnums< .<.m.a noose moul>u N . Em 1' oom mouse 333$ ,1 mhflU NO N352 I was in. 63 was higher (Figure 12) , which is a reverse-zof-‘the situation in Japan. The number of vehicles per person was very high for the developed countries. The United States had the highest With . 53 cars per person; Australia, England, and Japan were second, third, and. fourthwrespectivelyp In the de- ve1°Ping countries the number of cars per person was very low. It was below .06 in 'all of the developing countries. The. ratio of cars per person in the United States was more than fifty times greater than the rate, of cars per person in Kenya (.53 for the United States; .010 for Kenya). Saudi Arabia, too, has a low ratio of motor vehicles per Person (.024). As is shown in Figure 12, the increase in the number of vehicles and the increase in traffic fatalities were almost identical in all the developed countries except Japan. In most cases in the developed countries the in- crease in the number of vehicles was, for the most part, grefiter than the fatality rate in the deve10ped countries. In the developing countries the Opposite was true. The incT-‘ease in the number of cars was much below the increase :1 n fatality rate (except Uganda). The increase in fatality 1': ate was four times greater than. the-increase in the number I‘m- UV“ rat SEE”; 64 of vehicles in Kenya, two times greater in. Jamaica, five times greater in Zambia, and ninetimes greater in Saudi Arabia. The difference between the developed and develoPing countries is more apparent and clear. if. we-are to compare Japan and SaudiwArabia. In Japan. the. number of cars in- creased by 877.2 percent, while the increase in fatality rate was only 94.59 percent for that period. This repre- sents a ratio of 9:1. In- Saudi Arabiatheopposite is true. While the number of vehicles increased by 97.5 per- cent in nine years, the traffic fatality rate soared to 749- 5 percent in only six years, a ratio of 1:8, despite the fact that the percentage of vehicle- increase was for nine years and the percentage of traffic fatalities was only over a six year base. In the developing countries, the high increase in tra‘ffic fatalities, the low ratio ofvehicle distribution and the low percentage in car increases clearly indicate that they are faced with a very serious problem. The pmobiem is much greater than for the deve10ped countries. Despite the economic gains which some of the de— veloping countries have attained, the. problem remains very grave. A total effort in education, especially traffic 65 safety education, coupled with the develOpment of all social aspects, will help in reducing and minimizing the problem. It has been done in many of the developed countries and it could be done in the developing countries. Severity_Index for Various Countries of the World The severity index is a measure of the proportion of all casualties that are fatal. The country with a high severity index has a high pr0portion of fatal injuries. Casualties mean all fatalities plus all injuries (serious and slight injuries). The severity index is estimated by dividing the number of fatalities by the number of cas- ualties and multiplying it by 100 to present it in percent. In Table 2 the severity index of 25 developing countries is calculated and presented. Also, the number of vehicles per 10,000 pOpulation.is calculated and pre- sented. In Table 3 the severity index for different developed countries is calculated and presented with the number of vehicles per 10,000 population. 66 TABLE 2.--Severity index for selected developing countries, 1968. . Vehicles/ Country Fatalities TOtal, severlty 10,000 Casualties Index Persons 1. Botswana 20 229 8.73 77 2. Cameroon 90 2,247 4.01 99 3. Ceylon 589 8,337 7.17 118 4. Chile 1,448 25,485 5.68 303 5. Cyprus 117 3,148 3.72 1,090 6. Gambia, The 27 317 8.52 95 7. Guyana 125 2,080 6.01 452 8. India* 9,734 61,111 15.93 23 9. Ivory Coast 362 4,688 7.72 204 10. Jordan 197 2,267 8.69 123 11. Kenya 670 5,599 11.97 100 12. Kuwait 206 2,829 7.28 1,917 13. Madagascar 148 2,778 5.33 111 14. Malawi 152 1,699 8.95 40 15. Malaysia (W) 719 8,553 8.41 591 16. Mauritius 80 1,928 4.15 257 17. Morocco 1,305 21,775 5.99 187 18. Portugal 1,183 24,716 4.79 830 19. Saudi Arabia**2 570 5,153 11.06 240 20. Singapore 312 9,576 3.26 1,241 21. Tunisia 214 3,687 5.80 212 22. Yugoslavia 2,703 41,427 6.52 443 23. Zambia 617 5,660 10.90 178 *Figures for 1967 **Figures for 1971 1Calculated from the Report byythe Transport and Research Laboratory, 020 Cit. I pp. 7-80 2 Calculated from Summary Statistics Report of Car Accidents in Saudi Arabia. 67 .ma .m ..uwo .mc .uuomum noncommm cmom can uuomwcmus .mmfluucsou msowum> cw mmuwm wasncH can huwamumm so magma mamfifidm Bonn cmumasoamo H ho.mmmm mmm.~ oom.mmo.m oow.mm .¢.m.D .m vm.mmmm mm.m ONN.mH NNm UGMHMUN 302 .v omNH m.H moa.v¢m mmo.md.a coach .m No.mHmN mm.H mom.mvm mam.m aflmuwhm ummuw .N m.mmmm mm.m Nam.mm mmmtm maamuums< .H .qowwwwummMWOH ..Mwwnwm ..1“MMMM.U m......... ....sou 4| 1' Hooma immHuucsoo ommoao>oc cmuomamm now xmpcfl spanm>mmun.m mamas 68 The severity index in selected Arab countries (developing) and selected developed: countries is graphed 2111(3. presented in Figure 13, in.order to make a comparison of the two groups. In Table 2 the severity index of deve10ping <2<>1111tries was between 3.26 and 15.93. India had the highest severity rate, despite the fact that it had the 1c:vveest.ratio of vehicles per 10,000 pOpulation. Singa- pc>1=ea, which had the second highest car ratio per 10,000, had the lowest severity rate. Saudi Arabia had the second highest severity rate of the twenty-five countries studied. Despite the fact that India is one of the developed ccn1r11:ries, insofar as industrial production is concerned, it: 11218 one of the worst traffic severity rates. This, of COurse, is due to the lack of education, especially traffic safety education. The rate of illiteracy in India is about 90 Percent.53 The educational system of India does not inCJ—Ude any traffic safety education.54 India is a de- veloped country, but it is very poor. It can not feed its population, nor can it educate them properly. \ 53Ibid., p. 5. 54 U ' United Nations, World Survey of Education, .N.E.S.C. 0., Belgium, 1973, pp. 595-599. 69 Japan .moma cw wwfiuucsou wcwmo~m>mc cum Australia Britain New Zealand Great mowuucsou ozwmon>wo mofluucnoo pocoagwo . comon>mo ca wusm0wou< umu new xvuus >uauo>mwuu.na Tunisia Morocco Kuwait Jordan Saudi .mE Arabia OOOH co: 70 Kenya and Saudi Arabia both had a severity index of over 11 percent, which is very-high. considering the low ratio of vehicles per 10,000 population. In Table 3 the developed countries show a much lower severity rate, even though the car ratio was more than 100 times greater than inxmostbf. the developing countries . In Figure 13 the severity index in selected Arab and developed countries is represented. .Japan and Great Britain had a 1.90 percent and 1.95percent severity index, respectively, while Jordan, Saudi Arabia, and Kuwait had a severity index of 8.6 percent, 11.06 percent, and 7.28 Percent, respectively. The severity index in Saudi Arabia is the highest of all the countries. It is five times more severe than Japan or Great Britain, and. it is about two times greater than Tunisia, which is one of the Arab cOuntries with similar problems. It should be noted that those figures may not re- flect totally accurate data. More- reseafch. of these prob- lems is needed before accurate conclusions can be sub- Stantiated. This survey was based upon the. available literature. Each point in this chapter is worthy 0f c . omprehensive research in the future. 71 Islamic Religion Philosophies on-Safety Education In order to understand any system, it would be apprOpriate to study the culture, customs, religion, and the political structure of that system. Due to the fact that Saudi Arabia has only one religion, Islam, its cul- ture and political system is a direct by-product of this religion. The constitution of the country and all of the laws and regulations are derived from religious doctrines. King Faisal stressed this point in one of his ospeeches When he said: In all our actions, we have ever been guided 13y our religion, and the laws it has laid down. In this country we preach one reli- gion of the one God and we apply the will of God sincerely and faithfully . . . . Our religion covers all of mankind's needs in terms of justice, equality, securit , safety and teaching of personal behavior.5 The King's statement asserts the great influence that religion has on the country's social, economic, and political policies. George A. Lipsky, a leading authority \ Ki 5Ministry of Information, "Voyage for Peace, ng Faisal Speaks" (Jiddah, Saudi Arabia: 1969), p. 11. 72 (:11 Islam and Saudi Arabia, described the influence of religion in the following: It is the official claim that the public law, which applies in Saudi Arabia, is , derived from the Koran. The book, in this view, is sufficient as a source of law deepening public authority and its pre- rogatives, as well as deepening relations among men; it is a major normative form of reference within which laws are made and applied. Law is made in the light and spirit of Koran and its interpretation, especially that of the Hanbali School. HThe assertion of the adequacy of the Koran as a constitution and even as the source (of Lesser Laws governing special situa- ‘tions is specially reinforced in Saudi .Arabia by Wahabism, which demands the Inost orthodox return to "unspoiledfi Islam and the message of the prophet. A brief review of Islamic philosophies as a law arui ans a constitution would explain the importance, power, and influence of Islam in Saudi Arabia. "Islam as a Law and as a Social System" Most religions teach that God is both power and mercy. It is notoriously difficult to synthesize these two cOncepts, and one or the other tends to predominate. It is quite true to say that, according to the orthodox so , 56George A. Lipsky, Saudi.Arabia, its_peop1e, its Eaigiélazj its culture (New Haven, Conn.: Human Relations a Files, Inc., 1959), p. 112. 73 theology of Islam, the notion of God as a power is pre- cicanninant. Wilfred C. Smith explained this notion by saying: Year one of the Islamic era, the year 1 A.H., is not the year in which Mohammed was born, nor even the year in which the revelations began to come to him, but the year in which he went to Medina and founded a state. Islam begins in history ‘when Islam came to power as a community ‘with its own laws and its own sovereignty.57 Such power and doctrines are not expressed in tlieecology, but directly applied to the culture and to the social system: (2hristians have tried to express their :Eaith in theology; Muslims, it seems 1:0 me, have expressed it chiefly in a social system. 8 The word usually translated "orthodox," Sunni, actually means "orthoprox," followers of the Sunna which means the Koran, the customs and the way to life of Prophet D“Dhaumlmed. Islamic religion, unlike any other religion, is a SOCial gospel. Its main goal and objectives are centered around giving directions as to the social life of the \ 57Wilfred Cantwell Smith, "Islam Confronted by 3:13:91?) Secularism" in Islam in the Modern World, ed. tuteha Seeyle Frank (Washington: The Middle East Insti- ' 11951), PP. 22-23. 58Ibid., p. 22. 74 individual, the family, and the community and all Muslem people as a group. The Koran, the ”Holy Book," is a revelation from God. It tells people how to live in re- ]jrtion to God and how their relation toward each other IMJStLbe. W. Smith summarized this principle in the fol- lowing : To be Muslim means to accept a revelation as to how life should be organized. All this is what I call the standard theolog- ical interpretation of Islam. Any religion that has lasted for fourteen centuries must have something fundamentally significant and meaningful to say to every man, whether he is a millionaire or a pauper, prince or a slave. And Islam undoubtedly does. Yet the central message of Islam, as understood J y its standard exponent, has been about society and the organization of political, social and moral power. Islam is a reli- sgion of ethics, inducing social ethics.59 J. N. D. Anderson explains the concepts of the Islanuic religion in the following: 1k) Muslim concepts, the closest ties exist between religion and law. Islam is a com- Efilete way of life, a religion, an ethic, and a legal system all in one.6 It is very clear that Islamic religion has a tremendous influence on the Moslem countries. Its impact 59Ibid., p. 24. 60J. N. D. Anderson, "Islamic Law in the Modern W0 . . :r143}. New York University Press,1959). P. 1x. (New York: 75 will determine the form of the political, social, and cultural system the country is to adopt. Islamic laws and regulations are essentially re- garded as divine laws, and as such, they are immutable. To the Muslim there is indeed an ethical quality in every human action, characterized by "qubh" (ugliness, unsuit- ability) on the one hand and "husn" (beauty, suitability) on the other. This ethical quality is not such as can be perceived by the human reason; instead, man is completely dependent in his affairs on revelation. Thus, all human actions are subsumed, according to a widely accepted clas- sification, under five categories: 1. As commanded 2. Recommended 3. Left legally indifferent 4 . Reprehended 5. Or else, prohibited by Almighty God. It is only in regard to the middle category (i.e., those things which are left legally indifferent), that ther e is in theory any scope for human legislation. Islamic law deals with the whole field of human cohdhct. If you consult any of the classical compendiums of Islamic law, you will find that they deal first in the \ Gllbidol Pp. 3-40 76 vast majority of cases with such questions as ritual purity“ prayer, fasting, alms-giving, etc.; next, they may deal with family law (i.e., marriage, divorce, paternity, guardianship); then, with the law of contract, of civil wrongs, and what we call crimes; they also deal with the laws of peace and war, the laws of evidence and It thus covers every field, public and pri- procedure . national and international. Islamic law has aptly been described as a “Doctrine of duties."62 va te, The Muslim community is based on personal faith. It is the product of a magnificent ideal; it is held tOgether by .the common loyalties and traditions and by a Very careful, thorough system of values and doctrines. W. Smith explained the success of Islam in this regard by noting : It pulsates with the vitality of a pro- foundly religious, deeply held personal conviction, . . . a conviction which is so warm and meaningful to each individual member that many would quite gladly part ‘Vith life itself, than to let it go. This society, this community, is the ex- Pression of a religious ideal. So far as this world is concerned, it is, if I have grasped matters correctly, for the Muslim the chief expression. Within the - \ 621bid., p. 4. 77 realm of historical develOpment, the preservation of the community, the saving of life is for Islam the prime issue.63 M. N. Ray attributed the glory and success of Islam to its ability to reach the people and lead them tc: a better and more ideal life. He said: The phenominal success of Islam was pri- marily due to its significance and its ability to lead the masses out of the hopeless situation created by the decay of the antique civilization not only of Greece and Rome, but of Persia and China and of India.64 The Muslim world has expressed its faith in the social system and not in theology. Islamic religion is diJT£>le and determines their norms and their responsibility. ISlam has a great influence on the daily life of the indi- Vidual, the group and the nation as a whole. The Muslim People have to obey the religious laws and regulations. \ 63 W. C. Smith, Islam in the Modern World, op. cit., P. 24, 64M. N. Ray, The Historical Role of Islam (B. N. BoSe and Brojo, Calcutta, India Mithe Lane), P. 16. 78 Islam and Safety Islam is not only a faith, but also a way of life and a way to life itself. Professor Philip Hitti, one of the authorities on Islam, and an author of hundreds of books and articles on Islam, titled one of his latest books, Islam--A Way of Life. He said that the first reve- lation in Islam ordered Mohammed to read or recite, "Re- cite, in the name of thy Lord, who created, created man from a clot of blood, Recite, for thy Lord is the most bounteous Who teacheth by the pen, Teacheth man what he did not know."65 The first revelation recommended reading and recommended education for the knowledge of the unknown. Prophet Mohammed during his life encouraged people to seek education. In the earlier years of Islam, Prophet Mohammed said: Seeking education and knowledge is the duty, the most duty of every Muslim man and woman.66 65Philip K. Hitti, Islam, A Way of Life (Minnea- polis: University of Minnesota Press, 1970): p. 5. 66Asadula Kazimi, Islam, the Modern Age Journal (Vol. 1, No. 1, New Delhi, India, 1971), p. 89. 79 Prophet Mohammed also asked pe0p1e to seek educa— tion anywhere in the world, even in China, which was con- sidered the farthest place in the world at that time. The aim of education in Islam is to provide the best education for its children. In a recent article on education in Islam, A. Kazimi wrote: Islam never made any distinction between re- ligion and life. Islam is not only a system of beliefs, but a system of life in its en- tirety, and seeks to organize society on that system. To a Muslim, his efforts to make a living, to rear a family, to regulate his relations with his fellow beings, in short, all the activities of his life are part of his faith. The acquisition of knowledge is, therefore, a sacred duty en- joined upon all Muslims. All knowledge is considered to be their birthright and their heritage and they are exhorted to pursue it wherever it is found and gain it whatever the cost . . . . It may be mentioned here that real education does not consist.in the ability to read or write. Such an ability is just the beginning of education. The end of it is an integrated and well—balanced personality, a Momin as Islams call it.67 According to Islamic law, which is the law of Saudi Arabia, the individual is responsible for any killing, whether it is intended or unintended. In a traffic fa- tality, the driver is held responsible for any deaths which 67Ibid., pp. 63-64. n) 80 occurred (if he lives) and may face life imprisonment. The Koran said: Never should a believer kill any person, and if it happens by mistake, compensation is due.68 There are no insurance companies in Saudi Arabia, which would normally pay the compensations in other countries. In many instances the driver who had-an acci- dent which resulted in a fatality will spend at least six months in jail if he was partially responsible for the accident and up to life imprisonment if he was entirely at fault. Islamic religion places a very high value on education and knowledge for the survival of man. Dr. Ahmed Shalaby explained it this way: The year of 59 A. H. (1066-1067 A.D.) should be remembered as making an epoch in the history of Muslim education.69 He was referring to the new concepts of education as a way of life in Islamic philosophy. 68Bayard Dodge, Muslim Education in Medieval Times (Baltimore: The Middle East Institute, Garamond Press, 1972), p. 61. 69Ahmed Shalaby, History of Muslim Education (Beirut, Lebanon: Dar Al-Khoshaf Publishing, Printing, Distributing House, 1954), p. 15. 81 The Koran and Hadyths (Prophet Mohammed's teach- ings) are full of warnings against danger. In the Koran God said, “Do not throw yourself into danger." In another verse God said, "Be aware of danger and avoid them."70 According to Islamic teachings, the person who kills him- self deliberately or carelessly is responsible for his act and will face judgment at the day of judgment. Today, during the Friday prayers, some of the Immams (Religious leaders) preach safety. They keep re- minding people of their responsibility for preserving life. Philosophy of Education and Traffic Safety Education The goals and objectives of education have been and will continue to be the center of discussion and dis- agreementamong philosophers and educators. It is an endless process because there are many controversial points and disagreements regarding such goals and objectives. Despite the controversy, most, if not all, of the philoso- phers basically agree that the end result of education.is 7oKoran Holy Book, Sora IV (Nisaa). to? hi the is OSC t0 ('1 u.) 82 to better the self, the environment, and the way one lives. To attain such goals some philosophers say that the aim of education is geared toward the attainment of knowledge, while others say that the aim of education is geared toward the development of the intellectual skills. In either situation, the idea is focused on the development of the mind or the mental training of the individual. What should be taught and what kind of experience is needed are also controversial questions. Many phil- osophers have devoted a great amount of time and effort to clarify the issues involved in the controversy. J. Welton is among many early scholars who conducted studies on the problem. His philosophy on the aim of education was: Education should really take into account all of the present and probable needs of life; it will contain material, the real assimilation of which will call for the exercise of the powers of mind, and will thus give the mental exercise upon which the other doctrine so rightly insists . . . . The end of education is the de- velopment of full and effective human personality, that is, a life in full and admirable relations to the universe.71 71J. Welton, What Do We Mean by Education (London, England: Macmillan & Co., Ltd., 1914), pp. 75-85. u 6‘ R! "V. \q u chl 5331". SN- 1 "‘0 Phil 551' 83 Jean Jacques Rousseau said: The practice of the social virtues roots the love of humanity in the bottom of our hearts. By doing good actions, we become good our- selves; I know of no method more certain. Employ your pupil in every good action within his power; teach him to consider the interest of the indigent as his own; let him not only assist them but protect them and dedicate his person and time to their service.72 Rousseau and Welton were simply saying that educa- tion is geared toward humanity and toward the social life of the individual. Driving a car is a necessity in today's world. To teach an individual how to drive safely and effectively is to fulfill one of the needs of social life. To preserve life is the goal of all humanitarian society. It is very easy to logically deduce that most of the edu- cational philosophers would place traffic safety education among the priorities of any curricula activities in the school. Reginald Archambault, in his book on Dewey's philosophies on education, wrote: Humanism for him meant a social humanism that would teach young people to take an intelligent interest in such problems as poverty, insanity, city planning, and 2Tadasu Misawa, Modern Educators and Their Ideals (New York: D. Appleton & Co., March 1909), p. 89. J: 84 conservation and preservation of human and natural resources. He regards those ex- periences to which the individual reacts with an informed awareness of the problem and challenge of his environment as truly educational.73 .John Dewey, in his definition of school, said: I believe that the school is primarily a soCial institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. Education therefore is a process of living. The school must represent life, life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.74 John Dewey expressed his philosophy very clearly. His emphasis was on teaching the young people to "take intel- ligent interest" in the social problems, and to develop awareness of those problems clearly would include traffic PrOblems, which are among the most serious problems facing the vworld today. In most of his theories on education, Dewey asserted that the true center of correlation on the 73Reginald E. Archambault, Dewey on Education (New York: Random House, Inc., 1966), pp. 28-132. 74Edited and translated by Dr. Ahmed F. Al-Ahwany, ymzlflfléfiLOSOphy of John Dewey (Dar Al Maarif, Egypt, 1959), PP° 16l~162. 4 ‘n- vi .l 9. HI . .‘U \\ 85 school subjects is the child's own "social needs" and not history or geography. This is because the child needs to know and understand his immediate social needs. Dr. George Ferree, in his class discussion on educational philosophy argues that, to John Dewey, driver education is more im- portant than history, geography or even science. His arguments were stated implicitly in John Dewey's philosophy on education. In a recent paper, presented to the faculty of the College of Education at Michigan State University, Dr- George Ferree presented his philosophy on education. His presentation centered around the question, "What ought schools to be doing?" His answer was: My answer to the question, in brief, is that schools are, or should be, in the business of helping individuals to live lives of considerable, if not Optimal, personal well- being. My answer to the question grows out of my own personal attempt to work out my own life . . . and what most persons, if not all, are seeking. In his paper he discussed the human desire to attain the 900d life which he derives from the title of his paper, "EdUCation is for the good life." Those desires have to \ 75George Ferree, "Education and the Good Life, an AeSthetic View," unpublished paper (Michigan State Univer- SitYr Spring, 1974), pp. 1-2. (MW well veg- ti ‘- nensi ”Culd EXECU l 86 be the individual's own desire provided he is accurately well informed about them. Those desires are the best pos- sible life he could live which is the good life. Dr. Ferree, Dewey, Rousseau, Rowls, Wolf, Witt- gnestein, and many other philosophers share the belief that education should deal with the social life of the individual and fulfill his immediate needs. Without any doubt, traffic safety education is amongst the most immed- iate needs of the individual. A car is not a luxury any more, but a necessity in the world today. Accident pre- vention, injuries and fatality control require a compre- hensive traffic safety education program, a program which would deal with the individual's behavior, the car, and the environment. Driving is a skill which requires strategy in Performing a manipulative and mechanical skill as well as executing a well thought out decision. The driver is a fundamental factor in operating and controlling the car. consequently, he is of great importance to the traffic safety system. Having such importance would necessitate the need to direct a great effort to the education of the duvet in all traffic related matters, with great emphasis on developing good attitudes toward safety. 87 Importance of Research and Statistics At no time in man's history has the need and neces- sity for more reliable knowledge concerning the world we live in been as keenly felt as it is today. We live in a fast changing world which is very complicated and in a way very uncertain. We are faced with many intricate and serious problems which require extensive study and analysis and intelligent decisions. Our so-called modern world is faced with hunger, crimes, traffic fatalities, drugs, and many other problems which are causing social and economic problems in our society today. Local, state, national, and international organizations are devoting a great deal 0f time and substantial amounts of money to seek solutions to alleviate those problems. Extensive scientific research by experts in the various fields is needed to reduce human Suffering and misery and to eliminate the shocking tra- gedies. The world today has a great demand for an increase in food productivity per acre, birth control, family plan- ning, drug control, energy conservation, safety education, pfillution control, and the like. It is important to emphasize at this point that in any research and in any study, it is essential to maintain rel wil pre; 'l'erE clai muni Prer Cura tiSt; They multj Use c 501- f 88 reliable records and statistics. Records and statistics will provide tremendous knowledge about the past, the present trends, and the outlook for the future. In the field of traffic safety, the world is facing very serious and grave problems. Traffic accidents are claiming more lives and injuries than wars. Every com- munity and almost every family has been or will be affected by traffic accidents. It is becoming a very costly prob- lem. A great deal of energy and effort should be devoted to the research and study of this dangerous problem. As a prerequisite to any research, it is vital to maintain ac- Cnirate records and statistics. Accident data and sta- tistics would be of great importance to the researcher. They would supply information and facts concerning the multimvariables contributing to traffic accidents. The u3e of records of past accidents would help in planning for future accident prevention. The Committee on Accident Records for the Presi- Cierlt's Highway Safety Conference selected the following key statement as the highlight of its report: Every administrator--from governors and mayors down--must recognize that records are not merely a by-product of the traffic safety program, and must at every EV! 1m; e1} E We In 89 Opportunity emphasize records as an effective aid to the determination of policies and to the economical expenditure of public funds to produce maximum results--preventing acci- dents.76 Accidents have long been regarded as a fortuitous event, something that just happens. Such a concept, by implication, characterized an accident as being something outside the possibility of control. But the realistic-ap- proach to accident data clearly shows that such a fatal- istic attitude toward accidents and the inevitability of their occurrence is simply not in accord with the evidence. Accidents, like other events, are caused and, like other events, they can be controlled when their causes are iden- ti f ied and their nature understood.77 Accidents involve complex interrelationships be- t-Ween people, objects, and the environment they live in. In order to deal with accidents, it is essential to know all the variables contributing to them. Dr. A. Chapman defined an accident as "a phenomenon of diverse and often \ 76National Conference on Uniform Traffic Accident Statistics, Use of Traffic Accident Records (Saugatuck, Corun: Enco Foundation-for Highway Traffic Control, Inc., 194.7) I P. 1. 77Clara G. Statemeyer, Accident Research for %r Safety Teaching, 3p. cit., p. 6. rem: make more sch that On a ment of t iflge cord and ; Confl fied "‘3“ rd- rrol 90 multiple etiology. An accident is the result of an occurrence, or series of occurrences, chronologically 78 remote from the accident itself." These characteristics make the search for true causative factors of accidents nuore pertinent to finding the most efficient and suitable solution to the problem. Dr. M. S. Schulzinger indicated that the ability to diagnose the accident syndrome depends on an intimate knowledge of predisposing factors, environ- mental hazards, known trigger mechanisms and a past history 79 of the behavior pattern of the individual. Dr. Schulz- inger was emphasizing past knowledge, which is to be re- corded, tabulated, and kept available for any diagnosis and remedial prescription and prevention. The National Conference on Uniform Traffic Accident Statistics clari- fied this point in their manual by saying: The use of records of past accidents to guide future accident prevention work is based upon the generally accepted premise that accidents are caused by specific con- ditions and acts and that, unless altered by safety activities, these same conditions \ 78Maxwell N. Halsey, Editor, Accident Prevention (New York, New York: American Public Health Association, Inc. , McGraw-Hill Book Company, Inc., 1961) , p. V- 79Morris S. Schulzinger, M.A., M.D., The Accident m (Springfield, 111.: Charles c. Thomas publisher, 1956)! p. 17. 91 and acts will continue to cause traffic accidents . . . . it is vital that the strongest effort be directed at the con- ditions and persons most in need of cor- rections . . . a growing number of industrial and other organizations have brought the statisticians into the policy— making group, at least as the fact pro- viders.8 The statistician is basically concerned with the cfliance outcomes that occur in scientific investigation. He may be interested in the number of accidents occurring a1: a specific intersection, the accident prone individual, oz I I m mom mma mam H» vaH m nma mom ham mm moa 0mm mm mma vo voH mHv Honouoo v I m nvv nna mvoa HNH voafi H vaa mom mow mo ova vvm om ovm mm mm mom Honfimumom m I I Hov mad mmw vb mum m waa hmm aoo 0v voa mmm vm sod mm vm vov umsmsd I m n vom mma mm» mm 0mm m 00H mum mmm vm moa mom ov aha mo Hm Hmm wand I I a mom mmm mmm boa mace m voa mhv ovm mm Hma mum Hm spa mm on mom made H H m vmm mod Nmm he .onm N voa Nmm New mv mmH mam mp sea vb Hm hmm >mz N I H mom vha 5H0 mo mNb H mm mmm mvv mm mm Now on sma No on mom flawed I a m mvm om mom mo va I we moa mom on vm mmH mm NHH mm mm Hmm noun: I m 0H hvw moa mam be mvo m on omw mum mm mNH ooa ov MHH on we wow humsunoh I n m Hum mud mmv av mum I we oaw vmm mm vma ova ov woe mm mv own amassed m a. m m m 1. m m m m a m u E... m. .3 mm m. m 3 m. u t. o a u an m .l u. s I. m [.1 u u...... I». 1 o. u D. u n 9 . 0.0. a a a a S A “I. 0 8.... TO. U T. 3. D. J S 1.1. T. 1 s a a T. 10 1 It. 7... a m 0.0 u. .A e p. a 3 u 1 T. .An S 80 P 81. n u 1 6 .4 S I 0.... Tu a u P r. a A u 0.0 o w 1 3 I. p. 1 C. C.u u S u n . a J 1 K .Hhma .mAnmue “comm ca mucmoflou< mo moaumaumum humafismII.v mqmdh 116 people, many accidents are solved between the parties involved, and reporting to the authorities is omitted. Reported accidents resulted in 3,050 minor injuries, 1,533 serious injuries, and 570 deaths. These accidents involved 6,097 drivers and 4,171 passengers. The high figures of the numbers of drivers indicate that in many instances there was more than one car involved in each accident. Of all casualties (injuries and deaths), 1,201 involved pedestrians; 921 pedestrians were run over by cars. Of all cars involved in accidents, 695 involved roll over as a result of excessive speed, running off of pavement, cliffs, etc. About one half of all the accidents that occurred involved head-on collisions. This is a common problem in Saudi Arabia. 117 7. Six hundred and four accidents were involved in collision with other objects such as rocks, tele- phone and electric poles, etc. 8. The weather condition in Saudi Arabia is generally clear. Only 42 days of cloudy weather and 36 days of rain were reported in Saudi Arabia during the entire year. As is shown in Table 4, the 4,147 accidents re- sulted in 570 deaths, 1,533 serious injuries, and 3,050 minor injuries, for a total of 5,153 casualties. This is a ratio of 1.24 casualties to each accident. The number of pedestrians involved in traffic accidents is extremely high, considering the light volume of traffic in Saudi Arabia. It is regrettable that the drivers in Saudi Arabia ran over nearly 1,000 persons in one year. This problem requires immediate attention. The driver and the pedestrian must be taught to watch for each other. The number of accidents and the number of casual- ties are very high in Saudi Arabia, considering the fol- lowing points: 118 Saudi Arabia is a religious country. Alcohol con- sumption, sale, or production is severely prohibited by precise laws. Consequently, drinking and driv- ing is not a problem or a cause of traffic acci- dents in Saudi Arabia. This eliminates one of the major factors contributing to traffic accidents in many countries. Saudi Arabia does not have alco- holics nor drinking drivers. Women are not allowed to drive in Saudi Arabia. This eliminates one half of the potential drivers from driving. Therefore, Saudi Arabia does not have as many potential or eligible drivers as do many countries of the world. Table 4 further indicates that the weather in Saudi Arabia is usually sunny and most often clear. There was only a negligible number of rainy and cloudy days. In this case, adverse weather condi— tions can not be considered a major contributing factor to car accidents. The mass transportation system in Saudi Arabia, especially in large cities and metropolitan areas, 119 is very effective and efficient. Small buses and taxis are well organized to cover all sections of each metropolitan area. They run seven days a week and about 19 hours a day. This helps reduce heavy traffic congestion in major metropolitan areas. Traffic congestion such as in Detroit or New York is not yet found in Saudi Arabia. 5. There are fewer cars in Saudi Arabia than in most of the countries of the world. As was shown earlier in Chapter II, there are only 240 cars per 10,000 persons. This is very low considering that the United States has 5,300 cars per 10,000 population and Kuwait has over 1,200 cars for the same proportion of population. Analysis of National Traffic Fatalities and Severity Index in Saudi Arabia Traffic accidents in Saudi Arabia continue to in- crease. In l972 the number of reported accidents was 6,297. The number of injuries (minor and serious) was 2,309, and the number of fatalities was 841. The severity 120 index for 1972 was 11.6. This figure is very high if com- pared to 1.91 in Japan, 1.99 in Great Britain, and 2.68 in the United States. Traffic accidents in Saudi Arabia were very high, very severe, and claimed many lives. Figure 14 indicates that the severity index in traffic accidents in Saudi Arabia has increased from 11.06 in 1971 to 26.7 in 1972. This represents an increase of 135.1 percent in only one year. This is a very serious increase because it has more than doubled in one year. In most countries of the world, the severity index decreased rather than increased. In Saudi Arabia the opposite is true. This is due to the total absence of traffic safety education. The gravity of traffic accidents is shown in Figure 15. The number of traffic fatalities increased from 99 in 1967 to 570 in 1970 and 841 in 1972. This represents an increase of 475.75 percent in five years or 749.5 percent in six years. Between 1971 and 1972 the number of traffic fatalities increased by 47.5 percent. This one year percentage increase is equivalent to the percentage increase in fatalities in the United States for a period of 10 years, or more than ten times the rate of increase in Cyprus. This increase is much higher than in 121 28 -‘r- 24 .L 20 CI)- 13511: 16 -r- 12 -1 8 v- 4 an 1971 1972 Increase of 135.1% in Severity Index of Car Accidents in Saudi Arabia Between 1971 and 1972 Fig. l4.--Severity Index of Car Accidents for Saudi Arabia for 1971 and 1972. 122 900 «- 841 800 - I 700 ‘ 1 600 is l 500 . 400 1— 300 ‘P 200 J- 100 ‘ 99 1967 1971 1972 Increase of 475.75% in fatalities in Saudi Arabia between 1967 and 1971; increase of 47.5% between 1971 and 1972 Fig. 15.--Increase in Fatality Rates of Car Accidents in Saudi Arabia for 1967, 1971, and 1972. 123 most of the countries of the world. This point is illus- trated in Figure 16 which is a graphic representation of the percentage of increase of fatality rates in some of the developed and developing countries in the world. The column representing the percentage increase in Saudi Arabia is drawn in the middle. On the right are the columns for the developing countries and the columns to the~left-arer for the developed countries. From this it is easy to con- clude that the percent of increase in fatalities in devel- oped countries is much less than in developing countries. The column representing Saudi Arabia is much higher than all the columns representing the other countries included on this graph. Likewise, as was shown in Figure 13, the severity index of Saudi Arabia is also higher than all the countries included on this graph. Analysis of Driver Licenses Issued in Saudi Arabia It was estimated that about fifty percent of the drivers in Taif, Saudi Arabia in 1973 were operating a motor vehicle without a driver license. (The city of Taif will be discussed later in this chapter.) The figure 124 800 4~ 749.5 700 "P 600 q T 500 4. 400 d. 300 ~- 200 JP 100 -_ 25 it c: . In a In M «3 I6 45...; ‘g .,4 g "O H 0 >1 '5 o m . H m 5 D H C G in 4.) U) It! In It! as It! In «I U m! . H t: tn H 5 M m H D u d D In U) U :3 a: Fig. l6.--Percentage Increase in Fatality Rates in Developed and Developing Countries for a 10 Year Period 1958-1968. 125 for unlicensed drivers nationally in Saudi Arabia would be of the same proportion. The National Highway and Traffic Safety Department is aware of the problem and has begun to take drastic measures to correct and rectify the situation- as well as find a solution. The department began in 1969 by keeping records and statistics on the number of licenses issued annually and on a nation-wide basis. Among many possible solutions to the problem, they make it.mandatory ’ that in order to buy, sell, or obtain license plates, a person.must present a valid driver's license. Also, they made drivers' licenses valid identification cards which will equate with the citizenship or passport documents. In 1969, 22,044 drivers' licenses were issued. This number increased to 47,209 in 1973. (Table 5 summarizes the type and numbers of drivers' licenses issued in Saudi Arabia during 1969-1973.) As can be seen in Table 5, the total number of drivers' licenses issued for the period 1969-1973 was 160,457. This shows a great increase since 1969. Despite the increase, many drivers still continue to operate with- out a driver's license, especially in small towns and villages without effective traffic law enforcement depart- ments. According to many officials, the problem will be 126 nmv.oma vom.m ~m~.m~ Hav.oma Hmuoa mo~.>v mov.a mmm.v www.0v mnma mmm.mm mmm.H bam.m mo~.m~ mnma ~vm.am omm.H mmo.m voo.vm Huma vmm.om mom.a mmm.v mma.o~ onma voo.- omm.m mn~.v Hma.ma mmma Hmuoa Hmaoomm Hsmmmsmno mum>aum new» .mema can mama com3umn magnum flosmm as cosmmH monsooflq .mnm>flno no make one HonEsZII.m mqmda 127 solved in the near future because they are staffing all traffic safety departments with young educated officers who will be able to deal with the problem efficiently. Despite all the problems facing traffic safety in Saudi Arabia, traffic safety departments have improved. As can be seen in Figure 17, the number of drivers' li- censes issued has increased from 22,004 in 1969 to 47,209 in 1973. This represents an increase of 114.55 percent in five years. The total number of licensed drivers has reached 160,467 which is a decided improvement from earlier years. Traffic law enforcement should continue on the upswing in the area and annual motor vehicle inspection should be employed. A beneficial side effect of this pro- gram would be the identification of all drivers who did not have a driver's license. Above all, good traffic safety education should teach people the value of having a license, and should teach them the importance of becoming good citizens who abide by the law. 128 I 500001 47,209 45000. 40000-_ 35000+ W 25000 t 20000 - I 15000 .. 10000 -P 5000 J+ 1969 1973 Increase of 114.55% in drivers' licenses issued in Saudi Arabia 1969-1973 Fig. 17.--Increase of Drivers' Licenses Issued in Saudi Arabia 1969-1973. ' 129 Analysis of License Plates Issued in Saudi Arabia The number of cars in Saudi Arabia has increased very rapidly. In 1969, 13,967 license plates were issued. In 1973 the number increased to 62,789, an increase of 349.6 percent. However, the increase does not represent all new license plates. It includes the new license plates and renewals. Prior to 1970, Saudi Arabia did not require the renewal of a license plate. Since 1970 it has become mandatory for license plates to be renewed every three years. In the sixties there were no regulations nor accurate records regarding license plates. Many people put old license plates on their new cars and drove with them for years. Car registration was unimportant, and the traffic safety department was understaffed and unqualified to enforce the laws. During the last five years, the Highway Traffic Safety Department has undergone many changes and was staffed by some qualified personnel and equipped with modern machinery to upgrade traffic safety. Since 1969 they have been keeping records and statistics on motor vehicle registration and have been enforcing the laws in 130 that regard. (Table 6 summarizes the types of cars and the number of license plates issued since 1969.) Table 6 shows that the number of cars has been increasing very rapidly. The number of license plates issued increased from 13,967 in 1969 to 62,789 in 1973. This represents an increase of 349.6 percent in all types of license plates in the country for the period 1969-1973. The number of license plates issued for taxis almost doubled during that same period. Most of the increases were in license plates for trucks, buses, and private pas- senger cars. The increase in the number of license plates for passenger cars was almost double that for 1972. This represents an increase of approximately 462 percent during the period 1969-1973. This increase surpasses the total increase of all license plates issued in the country during the same period. Due to the fact that the Saudi Arabian economy is increasing more rapidly than any country in the world, the number of cars will continue to increase in the future. The greatest gain in economic wealth for Saudi Arabia came after 1973, when world oil prices increased rapidly. Ac- cording to a special report in Time magazine, the number 131 Haa.vma mmw.m bam.mh ham.ma mvH.mm HMHOB mmn.~m mom.a mmm.mm Hmm.m omm.mm mnma mHv.mm mom Hem.om mvm.a mmm.NH man mom.~m mvm vmm.oa mvN.N mmm.m Hbma mma.ma mom vmo.oa mmm.~ mmH.m osma hmm.ma mNm mmm.m mmm.m mbo.v mmma HM#O.H. mmmdm mXOSHB mununMB ®HM>HHAH H60? .nwmalmwma Scum mflomnd Hosmm CH omSmmH moumHm mmcooflq mo HoQESZII.w mamma 132 of cars has tripled in Saudi Arabia in 1974, especially since gasoline prices fell to 13 cents per gallon.85 With the present level of increase in the number of cars, and the lack of traffic safety education, the traffic problem in Saudi Arabia will be increasing at an alarming rate. Present traffic accident reports in Saudi Arabian newspapers indicate that the country is facing a serious problem. In almost every newspaper there is the daily re- grettable news regarding accidents and deaths. A number of Saudi Arabian students at Michigan State University have received the unfortunate news regarding the loss of one or more members of their families. This is a tragedy which is affecting most, if not all, Saudi Arabian families. Analysis of Local Traffic Accidents in Saudi Arabia Due to the fact that the information provided by the National Department of Highway Traffic Safety was . 85"A Desert King Faces the Modern World," Time January 6, 1975, p. 25. 133 incomplete and very limited, it became necessary to con— duct field work and visit a local traffic safety department in one of the cities of Saudi Arabia. The city of Taif was selected because of its medium size and its population which is a representation of all the regions of the country. The traffic safety department in Taif, like many other departments in towns and cities of Saudi Arabia, did not maintain accurate nor complete records. A great effort was made to review early accident reports (which had never been tabulated) and gather the information needed for the research. The information that was available had been re- quested by the author in 1972. This information was gathered and analyzed and tabulated in Table 7. In Table 7, the following information regarding the drivers is found: 1. Of 331 drivers involved, about two—thirds of these were educated. However, the level of education was not recorded. About one-third of the drivers. can not read nor write. This figure represents most of the rural areas surrounding Taif. 2. More than one half of the drivers do not have a driver's license. This also indicates that their 134 0H mom NH mmH vNH «OH mmm msH Hes mmm Hmuos H HH 0 mH m m s Hm oH mm nonsmown m mH o s m m mH N mH vm umnsm>oz 0 0H 0 m HH H mH 0H 0H vm umnouoo 0 HH 0 mH m 0 HH HH «H mm nonsmummm H mm m Hm mH 0H mm Hm mm mv umsmsc H mm H mm om MH om pH mm mv sHss m om m 5H mH vH em Hm mm hm mass 0 mH H MH NH vH NH 5H om mm as: 0 mm m 0 mm m vm HH vm vm HHuma 0 mm m mH OH NH mH vH mm am noun: 0 mm H HH 5H mH 0H HH 0H mm sumsunmm H mm o v m HH mH m 0H mm savanna mHOHHm uafimm um omsooflq omcmOHH oumum omumu Hmucoacoua>sm geese . H0>Huo oz mom IUHHHH Idem mnumoo oousncH .oHood no Hmowsmnooz sucoz mo .oz mo .02 mo .02 ucooaoom mo mnemo um>fluo .man “00% map How .maomne wosmm .MHMB cw mucoofloom Hmo stusos mo kHMEBSMII.h Manda 135 ability to drive is not known as they have not been subject to any driver licensing examination. Even though it is prohibited to drive without a license, this law is not strictly enforced, and many drivers go unpunished and continue to drive without a license. Only 12 cases involved drinking and driving. The level of alcohol in the blood was not determined. It was immaterial since the law prohibits the con- sumption of any amount of alcohol. In 265 cases the cause of the accident determined that the driver was at fault. In only 10 cases were mechanical or environmental errors cited. Most of the accidents investigated and traffic safety officers interviewed (to be discussed later in this chapter) cite human errors as the major cause of the accidents. They say that ignorance of the traffic laws and regulations as well as poor perception is the real problem in a car acci- dent. In many cases involving sharp curves on a two-way traffic road, the driver would pass the slow vehicle and take the left lane and collide 136 with oncoming traffic. In some of the accidents observed by the author, three involved head-on collisions on a curve which claimed the lives of 27 persons. This is a tragedy which will not be forgotten. As was shown earlier in Table 4, the head—on collisions resulted in 1,919 accidents (nationally) or about one half of all the accidents in the nation. The National Traffic Safety Depart- ment, as well as many of the local departments visited, agree that human errors account for more than 90 percent of all car accidents in Saudi Arabia. They agree that the majority of drivers do not know how to drive prOperly and safely, and ' that they lack knowledge in traffic safety. These views will be discussed in greater detail later in this chapter. The severity index for traffic accidents in Taif for 1973 was 40.14 percent. This figure is higher than the national severity index figure of 26.7 for the year 1972. Since the two severity index figures represent two different years, no docu- mented comparison nor conclusion could be drawn. 137 However, since national traffic accidents and casualties are increasing rapidly, and since the national severity index for the period 1971-1972 increased by more than 135 percent (see Figure 14), the national severity index for the year 1973 could be comparable to the severity index in Taif for the same period. Analysis of Local Traffic Casualties in.SaudinArabia In order to further examine and study the traffic problems in Taif, the records and accident investigation reports for the year 1972 were reviewed. These reports did not offer any information on the driver, the weather, nor the road conditions. Due to this fact, only the monthly reported accidents, fatalities, and injuries were gathered and tabulated. The information gathered was compared with similar information for the year 1973. Table 8 shows the summary of monthly car accidents, rates and the casualties involved for the years 1972 and 1973 in Taif. The percent of increase in traffic fatalities and traffic injuries 138 TABLE 8.--Summary of monthly.car.accident.rates in Taif, Saudi Arabia for 1972-1973. if N?’ Of No. Injured“ Fatalities Month Accidents 1972 ‘1973 1972 1973 1972 1973 January 5 29 4 10 0 9 February 18 28 10 16 1 11 March 27 29 7 22 4 14 April 30 24 8 24 4 11 May 13 33 12 20 2 17 June 51 37 18 38 14 21 July 37 48 9 23 8 17 August 18 45 5 55 l 31 September 37 39 18 12 9 11 October 29 24 ll 16 8 10 November 21 24 ll 15 l 2 December 16 35 5 10 10 21 Total 302 395 118 261 62 175 139 during 1972-1973 is graphed in Figures 18 and l9,respec- tively. Table 8 shows that there was a continuous monthly increase in the rate of accidents, fatalities, and in- juries. During many months the fatalities increased by more than 300 percent. This increase was attributable to an increase in the number of people killed in one accident. In the month of August and again during the month of December the author personally observed three accidents each of which claimed the lives of seven persons. The total number of accidents increased from 302 in 1972 to 395 in 1973. This represents an increase of only 30.8 percent. However, as is shown in Figure 18, the number of injured persons increased from 118 in 1972 to 261 in 1973. This represents an increase of 121 per- cent. Also, as is shown in Figure 19, the traffic fatal- ities increased by 182.3 percent during the same period. These figures and graphs depict the critical nature of the situation which is facing Saudi Arabia. The severity index for Taif was 34.4 percent and 40.5 percent for 1972 and 1973, respectively. These figures are very high and they increased rather than de- creased which indicates that the severity and the gravity 140 275 " 261 250 -r 225 -t 200 -- 121% 175 4” 150 -P 125 “P 100 d? 75 v 50 ~- 1972 1973 The number of injuries increased by 121% in Taif, Saudi Arabia in 1972-1973 Fig. 18.--Increase in Traffic Injuries in Taif, Saudi Arabia, in 1972-1973. 141 175 175 v- 150 a“ 125 ‘- 182.3% 100 in 75 -- 50 ~- 25 4? 1972 1973 Traffic fatalities in Taif, Saudi Arabia increased by 182.3% in 1972-1973 Fig. 19. Traffic Fatalities in Taif, Saudi Arabia 1972-1973. 142 of traffic accidents in Saudi Arabia are continuously in- creasing. The problem is becoming more complex and only massive educational efforts in traffic safety education could help solve the problem. Interviews with Traffic Accident Investigation Officers in Saudi Arabia In order to determine the major causes of traffic accidents in Saudi Arabia, it was necessary to interview the accident investigation officers in the country, since they have vast experience in accident investigations and could provide the most reliable information regarding traffic accidents. The interviews were conducted orally while the author was in Saudi Arabia. The discussions centered around the following points: 1. The traffic Situation on the local and national level in Saudi Arabia. 2. The major causes of accidents in Saudi Arabia. 3. Types of accidents and their frequency. 143 4. The severity of accidents in Saudi Arabia. 5. The driver's knowledge of traffic rules and regulations. 6. The driver's attitudes toward safety. 7. The need for traffic safety education. The following are the people who were interviewed, and a summary of their responses. Major Abdulaziz Andergeri, Director of the Traffic and Car Statistical Division in the National Highway Traffic Safety Department, Riyadh, Saudi Arabia (Inter- viewed October 7, 1973). Major Andergeri has worked in various traffic safety departments around the country. He has more than twelve years experience in the traffic field. He recog- nized the severity of the effect of traffic accidents in Saudi Arabia today. His analysis of the traffic problem in Saudi Arabia is summarized in the following. Most drivers have one basic problem which is lack of traffic safety knowledge and inexperience. Since the early 1970's more and more peOple began to buy cars; the cars satisfied a need created in the society. The people' 144 who bought the cars were taught to drive by someone who had very little knowledge of traffic safety. Many ad0pted the attitude that to get anywhere, faster is better, with- out being aware of the dangers involved in speeding. Major Andergeri pointed out that accidents happen during any time of the day and in any area. He said that the present traffic accidents in Saudi Arabia are some of the worst in the world, and that proportionately more people are needlessly killed in Saudi Arabia than in most other countries. It was his Opinion that the major cause of the traffic accidents was the driver himself. Saudi Arabia has many unique situations. People from the rural areas and deserts come to towns and cities looking for jobs. Most of them will share in buying a taxi and will drive the car before they know how to properly start it. Many young people drive without licenses. In most of the accidents Major Andergeri observed, the drivers were at fault. They did not know the law nor regulations for driving. They were speeding and ran red lights, and most seriously, they did not understand the limitations of the car, the road, or the environment. As an example, head-on collisions are causing half of the accidents in 145 this country, particularly around curves where the driver is in the wrong lane and collides with oncoming traffic. According to Major Andergeri, at least 95 percent of all the accidents are caused by human errors. Major Andergeri predicted that the traffic problem will worsen in the coming years unless drastic measures are taken to reduce the severity of the problem. He cur- rently is assisting in establishing the first commercial driver education school. Lieutenant Ali Al-Issamy, Chief Traffic Accident Investigation Officer, Taif, Saudi Arabia (Interviewed several times in November, 1973). The author was given the Opportunity to work with Lieutenant Al-Issamy while conducting field work in Taif. Lieutenant Al-Issamy had been involved in most of the accident investigations which took place in Taif. In his analysis of the problem he cited the "ig- norance of the driver" as the main cause of accidents. He said that most of the drivers (any age) neither knew how to drive properly nor knew traffic rules or regula— tions. He said that many drivers would have the music in their cars so loud that they could not begin to hear any noises that might be indications of danger. ‘ Lieutenant Al-Issamy supported the idea of traffic safety education, but said that it would have to be an in- tensive education and not on a minor scale. He felt that every effort should be made to reach as many people as quickly as is feasible to lessen the enormity of the loss in human lives. He was optimistic that if a comprehensive program were started, the next decade would show a definite improvement. Major Abdulla Al-Ghamedi, Chief Traffic Accident Investigation Officer, Highway Traffic Safety Department, Damman, Saudi Arabia (Interviewed October 26, 1973). During the discussion Major Al-Ghamedi discussed the problem of drivers not knowing the limitations of the car and driving too fast. He joked that drivers must think the car can "see" every danger and just take care of the whole situation by itself, because drivers, in general, were not looking out for all the possible dangers. He said that it was unfortunate that young children were not adequately instructed to look for all possible dangers before crossing the road. Major Al-Ghamedi felt that cars are being used equally for pleasure and work, and that the major problem in the accidents he regularly investigated was that the 147 driver was at fault. He said that there are many acci- dents which are not reported to the police, especially if there are no serious injuries involved. He said that due to the culture and customs in Saudi Arabia, parties involved in non-fatal accidents resolve the problem among themselves. Major Al-Ghamedi reaffirmed the seriousness of the total ignorance of laws and regulations on the part of drivers. He said that most drivers are careless and much too aggressive when they drive. They get behind the wheel and don't want to stop for anyone or anything because they assume under any condition that they are right and should have whatever amount of the road they want. He also noted that drivers do not think ahead when they drive, and when faced with an emergency or dangerous situation, they are unable to form an alternative or decide what to do before it is too late. He said that it is tragic that drivers do not follow the basic guidelines of the law because accidents could be avoided. Major Al- Ghamedi estimated that at least 95 percent of all accidents are caused by a driver who is at fault. He felt that traffic safety education is essential in coping with traffic problems in Saudi Arabia. 148 Lieutenant Mohammed Al-Yami, Traffic Investigation Officer, Highway Traffic Safety Department, Mecca, Saudi Arabia (Interviewed, November 12, 1973). Lieutenant Al-Yami analyzed the bulk of the problem as ignorance of laws and regulations, as well as careless- ness. He said that when investigating accidents, he was sure that it was not the first time the driver had been involved in an accident. He further stated that most drivers have the same type of non-fatal accident more than once. He did feel that most drivers do not have even minimal instruction. Lieutenant Al-Yami said that the use of cars is widespread for work and pleasure. He knew that at night many drivers will always use the high beam of their lights and create hazards for each other by doing so. He felt that traffic safety education was needed. He wanted the drivers to know the art of safe driving. He volunteered the statement that 95 percent or more of the accidents were caused because the driver was at fault. He concluded that Saudi Arabia lacks any form of traffic safety education. People drive before they know how to drive safely, and, as a result, over 95 percent of' all accidents are caused because the driver is at fault. 149 All of the traffic accident investigation officers blamed 95 percent or more of all car accidents on the driver. They cited the following reasons as the causes of bad driving: 1. Total ignorance of laws and regulations. Carelessness. Unawareness of car and environmental limitations. Virility. The drivers want to show off their man- hood by driving aggressively. Inability to perceive other traffic and plan ahead. Inability to choose and decide wisely in times of emergency or danger. Driving without a driver's license. Lack of traffic safety education and driver safety education. 150 Islamic Religion Philosophy on Safety Education Islam is not only a religion, but also a way of life, an ethic, and a legal system. Islamic religion will determine the form of the political, social, and cultural system the country is to adopt. Islamic phil— osophy is directed toward maintaining a cohesive community, free of all social and psychological ills. According to Islamic law, which is the law of Saudi Arabia, the indi- vidual is responsible for any killing, whether it is in- tentional or unintentional. In any traffic fatality, the driver is held responsible for any deaths which occurred. Islamic religion places a very high value on education and knowledge for the survival of man.86 In order to seek the opinions of experts in the philosophy of Islamic religion, the author personally interviewed the following religious leaders in Saudi Arabia. Sheikh Abdulla Al-Wahibi, General Director of the Department of Justice, Taif, Saudi Arabia (Interviewed September 13, 1973). —¥ 86Bayard Dodge, Muslim Education in Medieval Times, Op. cit., p. 51. 151 Sheikh Al-Wahibi, when asked about Islam and safety, said, "Islam is for human safety--in all of the forms and shapes of safety. It is without a doubt that Islamic religion would be strongly for traffic safety education." "Prophet Mohammed devoted all of his life to establish Moslem communities which are secure and safe. God asked all of us to protect each other, and to safe- guard human life." "In today's difficult and delicate situation, all avenues geared to safety and the preserva- tion of life should be sought. It is the duty of all Moslems to preserve life." Sheikh Wahbi Al-Sindi, Assistant Director of the Department of Justice, Taif, Saudi Arabia (Interviewed September 9, 1973). Sheikh Al-Sindi is a former religious lawyer and one of the leading authorities on Islamic thought and philosophy in Saudi Arabia. When he was asked if Islamic philosophy advocates safety education, he responded in the following: The sacred duty of fulfilling the obligation of saving human life is a cardinal feature of Muslim ethics. The question is what is to be done to save human lives. In my opin- ion, traffic and safety education is essen- tial, especially in these times that we are 152 living in. The taking of a life in homi- cide, suicide, or in car accident is a major crime in Islam (except for just cause). It is the duty of all Moslems and human beings to preserve God's gift to humanity . . . that is life. Sheikh Al-Sindi said that safety education is one of the major objectives of Islam. Sheikh Abdurhaeim Al-Sadeghi, Religious Teacher-- Thakief Secondary School, Taif, Saudi Arabia (Interviewed on November 3, 1973). Sheikh Al-Sadeghi is one of the leading Islamic philosophers in the Arabian countries. When asked how Islamic philOSOphy advocates safety education, he answered: The sovereignty of the Moslem state (or country) is vested in God Almighty. The state or national government shall be only an agent to execute the Sovereign's Will. God created all people to live in peace, security and safety. Consequently, safety education is not only recommended, but commanded by almighty God. This is the way I see it. To take a life, one's or another's, is a crime against humanity and against God (except in due justice). The first revelation from Almighty God to His Prophet Mohammed, Peace upon him, ordered Prophet Mohammed to read . . . to find about the unknown. Prophet Mohammed, throughout his life, asked his peOple to seek education. In Islam, seeking educa- tion is not only a popular thing, but a duty . . . . It is a must. Safety educa— tion, including traffic safety education, is a must because it will teach us how to drive properly and safely. 153 The previous interviews with the religious leaders ' in Saudi Arabia indicate that Islamic philosophy advocates safety education, including traffic safety education. Philosophy of Education and Traffic Safety Education The philosophy of education is very important in developing a rationale for any educational program. It is‘ the backbone which augments the goal and objective of the program. The educational philosophy regarding what should be or ought to be taught and what kind of experience is needed in our educational system has been a major contro- versial question. Despite all the controversy, many philosophers including Dr. Ferree, Dewey, Rousseau, Rowls, Wolf, Wittgnestein (whose philosophies were discussed in Chapter II) share the idea that education should deal with the social life of the individual and fulfill his immediate needs. Without any doubt, traffic safety education is amongst the most immediate needs of the individual, espe- cially in present times. Driving is a skill which requires strategy in performing a manipulative and mechanical skill as well as 154 executing a well thought out decision. The driver must be taught to drive safely, efficiently, and economically. To achieve this, traffic safety education must be included in the educational system of all schools. The need for a comprehensive traffic safety education program as part of the school curriculum is urgent, especially in Saudi Arabia which is facing a serious traffic problem. Safety, includ- ing traffic safety, is the prime goal of educational phi- losophy world-wide. Policy Makers' Support for the Inclusion of Traffic Safety Education in Saudi Arabia Due to the fact that Saudi Arabia is a religious country with a central power, the initiation of any pro- gram has to come from the central authority. The views and opinions of the policy makers in Saudi Arabia are very essential and vital to the adoption or rejection of any program in the country. The only (true) rationale needed for the adoption of traffic safety education in Saudi Arabia is dependent on the acceptance or rejection of the idea by the central authority. For this reason, it was 155 essential to conduct personal interviews with various policy makers in Saudi Arabia to see whether or not they would support a traffic safety education program in Saudi Arabia. The policy makers who have or will have any direct; relation to traffic safety education were working in two ministries: l) the Ministry of Interior, which has re- sponsibility for all police and traffic safety matters; 2) the Ministry Of Education which has total authority over educational matters. The interviews were intended to explore the policy makers' attitudes and feelings toward traffic safety and to measure their support, or lack of it, regarding the inclusion Of traffic safety education in Saudi Arabia. Each party interviewed was asked the following questions: 1. What is your assessment of the traffic situation in the country today? How bad or severe do you think the traffic accidents are in the country? 2. In your Opinion, what are the major causes of accidents? 156 3. What should be done to reduce traffic accidents in Saudi Arabia? 4. What is the feasibility of introducing traffic safety education in the country? The following are the responses of each policy maker according to the ministry by which he is employed. Interviews with Policy Makers in the Ministry of Interior Prince Nayef Bin-Abdulaziz, Deputy Minister of the Interior. He has the same responsibility and authority as the Minister of Interior, since Prince Fahad Bin-Abdulaziz, the Minister of the Interior, is usually away from the Ministry (due to his duties as the Second Deputy Prime Minister and since he always heads the Council of Min- isters); therefore, Prince Nayef is the actual Minister of Interior. He is one of the most influential men in the country. His ideas, programs, and views are rarely Opposed. The following is a summary of his responses to the previous questions, from an interview on October 4, 1973: 157 The traffic situation in Saudi Arabia is very gloomy today. We have many serious accidents resulting in mass fatalities. This is a situation which is getting worse. Last year about 900 persons lost their lives as a result of traffic accidents. This year the situation looks even worse. In talking to the heads of traffic safety departments, they tell me that the major cause for traffic accidents is the driver himself. I fully agree with their analysis of the situation. But there are other causes such as the increase in the volume of traffic, improper road mainten- ance, lack of parking lots and many more. Still, the greatest blame should be placed on the “driver himself." Prince Nayef said that we are at the beginning of the road. There are many things to be done. We have to develop a sound highway traffic system, establish a highway patrol, train and educate public Officials and department personnel. We have to educate the public and make them safe drivers and conscious of the problem. He also said that traffic safety education is.a must for the country. We are working at the present time on developing a commercial driver school, and it should become a reality in the near future. He said that he would strongly support comprehen— sive traffic safety education in the public and military schools. Information is being collected regarding this 158 matter, and the idea will be discussed more thoroughly in the future. At the present time a massive educational program is being conducted through the media, especially television, and it is hopeful that this will have an effect on the public. Prince Nayef was very frank and sincere in his answers. He shows great enthusiasm for the traffic safety education program. In addition to Prince Nayef, other leading policy makers were interviewed. A brief summary Of several other interviews follows. Lieutenant General Tayeb Al-Tunisi, General Di- rector of the Interior Security Department, Riyadh, Saudi Arabia (Interviewed, October 11, 1973). Lieutenant Al-Tunisi is in charge Of police, traffic, and civil defense departments in the country. His responses were similar to Prince Nayef's. He ex- pressed great hope for the inclusion of traffic safety education in the country. He is concerned about the en- forcement of traffic laws and also changing some of the laws and regulations regarding traffic safety. 159 Colonel Hashim Abdulrahman, General Director of the Traffic Safety Department in Riyadh, Saudi Arabia (Interviewed on October 17 and 18, 1973). Colonel Abdulrahman is the key man responsible for all traffic safety in the country. He has been working in traffic safety in his present post for the last three years. Prior to that, he was the Director of the Traffic Safety Department, Riyadh (the capital of Saudi Arabia). Colonel Abdulrahman's responses were very clear and direct. He realizes the traffic problem and knows the full impli- cations of its seriousness. At the present, he is working very hard to establish the first commercial driver educa- tion school in the country. He is quite optimistic re- garding the inclusion of traffic safety education in Saudi Arabia. He thinks that the police academy will adopt the idea much faster than the public schools, since the police academy has been considering a comprehensive traffic safety education program of its own. 160 Interviews with the Policy Makers in the Ministry of Education Two important Officials in the Ministry of Educa- tion were interviewed. Each party interviewed was asked the following questions: 1. What is your assessment of the traffic situation in the country today? How bad or severe do you think traffic accidents are in the country? 2. In your opinion, what are the major causes of accidents? 3. What should be done to reduce traffic accidents in Saudi Arabia? 4. What is the feasibility of introducing traffic safety education in the country? The Officials interviewed were Prince Khalid Al Fahad, Deputy Minister of Education in Riyadh, Saudi Arabia on September 21, 1973. He is a Harvard graduate and very knowledgeable person. The other Official was Prince Faisal Al Faisal, General Director of the Foreign Educational Mission and Director of Higher Education, 161 Riyadh, Saudi Arabia (Interviewed on September 16, 1973). He graduated with an M.S. from Michigan State University. Both interviews were very open and thorough. The responses of both were almost identical. Since the inter— views were lengthy, only a summary of their responses to the previous questions are given. Prince Khalid and Prince Faisal have a very clear‘ understanding of the traffic situation on the national and international.level. They realize the severity of acci- dents in Saudi Arabia and show a great concern. Being familiar with driver education in the United States, they both attributed the high fatality rate to the lack of traffic safety education in the country. Human errors were number one in listing the causes of traffic accidents. Lack of traffic law enforcement and road con- ditions were the second and third causes, respectively. Regarding the inclusion of a traffic safety educa- tion program in the country, they both agreed that it would be beneficial. They stressed the need to develop a teacher education program in traffic safety first, then conduct a pilot project. Later the program would be implemented gradually into the public schools. 162 They both agree that the traffic safety education program should be an integral part of the regular curri- culum. Since the educational system is for the entire year, the program should be for the whole year, too. Prince Khalid asserted that 6 hours behind the wheel is not enough for practical training. Individual needs vary, and the program should allow for thosesneedsu- He also recommended an advanced course in driver education with some basic auto mechanic knowledge to be part of the curriculum. The idea of traffic safety education was not new to either prince. It has been under discussion in the Planning and Curriculum Committee. They are very Opti- mistic about the adoption of such a program in the future. It could be easily concluded from the previous interviews that the adoption of a traffic safety education program in Saudi Arabia is very promising. The policy makers in Saudi Arabia not only realize the seriousness and the severity of traffic accidents in the country,”but also have considered and are considering programs to cope with the problem. Traffic safety education is of great concern among those policy makers interviewed, and the expectation of future support is unquestionable. 163 The DevelOpment of a Comprehensive Traffic Safety Education Program in Saudi Arabia Due to the fact that Saudi Arabia is considering the adoption of a traffic safety education program for the country, it became necessary to include such a program in this study. The program will be a broad guideline for any future planning in traffic safety education. The inclusion of a traffic safety education program in this study is very essential in order to focus on the real needs of the country, and avoid any misconceived ideas regarding Traffic Safety Education and what is meant by it. This would help save Saudi Arabia's time and avoid any waste in human and economic resources. As was mentioned earlier in this research, Saudi Arabia has no public nor private traffic safety education program at the present time. Consequently, it is essential to plan a two stage program (Micro and Macro program) for immediate and future adoption. 164 Micro Plan for Teacher Preparation in Traffic Safety Education in Saudi Arabia In order to develop any traffic safety education program for the country, the effort should be directed toward teacher preparation. The teacher preparation pro- gram will be a pilot project which will enable the gov- ernment to observe and evaluate and, consequently, plan for the future. The information and research studies conducted in the United States on teacher preparation, driver education, traffic safety education, and many related matters will be utilized in the development and planning of the pilot project. It has been stated throughout this research that the program will be called Traffic Safety Education, and .not driver education. This is done in order to eliminate 'the confusion regarding the objectives of the programa Driver education in the United States, Australia, England, Iand.many other countries has been.misunderstood to mean the teaching of manipulative skills. It has been called, and still is being called by laymen, driver training. 165 Calling the program traffic safety education, it is hoped, will eliminate such confusion in Saudi Arabia in the future. Location of Prggram Implementation The program will be implemented in the two teacher colleges of education in Saudi Arabia, which are: a) Teacher Education College, Riyadh University, Riyadh, Saudi Arabia. b) Teacher Education College, King Abdul Aziz University, Mecca, Saudi Arabia. The two colleges are located in the Eastern and Western Sections of Saudi Arabia. Student Selection College students who are juniors and who are Inajoring in educational psychology will be given prior- ities. However, in case of lack of participants, students rmajoring in social studies will be accepted also. 'The I. I7," 166 reason that the priority was given to students majoring in educational psychology is the fact that driving is pri— marily a mental task. It involves attitudes, feelings, and emotions as they affect the perceptual task. Human feelings and emotions need a careful analysis and under- standing. The student who majors in educational psychology will be more knowledgeable in human behavior and attitudes. Teacherggualifications Any traffic safety education teacher should at least have a minor in traffic safety. A major in traffic safety education will be offered also at a later stage Of the program. In order to meet the immediate needs and de— mands of the country, the program will be designed to pro- vide a minor in the field Of traffic safety education. The program content will be discussed later in this chapter. 167 Goal Of Traffic Safety Education Traffic safety education will be the learning pro— cess offered by the school to assist and help people in developing life time patterns of intelligent thought, action, and attitudes that will manifest themselves in responsible citizenship in traffic and in the conservation Of human life, through understanding of the traffic system and safe driving and walking. Objectives of Traffic Safety Education The ultimate objectives of traffic safety educa- tion are to enhance the effectiveness of the highway transporation system in fostering the safe, rapid, eco- nomical, and comfortable transportation Of passengers and goods from one place to another. Those objectives are achieved by teaching the students how to meet the demands imposed upon them by the various components of the highway transportation system, that is, the vehicle they operate, the road they travel, the traffic they encounter, and the national environment in which the system (Of which the driver is a part) Operates. The knowledge of safety, the 115.7! - V 168 effective performance, and the competence that a driver can achieve in dealing with the highway transportation system becomes the objective toward which traffic safety education is oriented.87 Brody and Stock summarized the objectives of driver education which were outlined during the Jackson's Mill Conference. The general objectives and the specific learning products related to them would clearly cover all Of the Objectives related to traffic safety education. The objectives and the specific learning are summarized in the following: A) First objective: To develop in young people a strong sense of personal and social responsibility for the common welfare, particularly as it is affected by and involved in the operation of motor vehicles. The specific learning products are: i) An awareness of man's social res sponsibility to the changes that have come with the power age. ii) An understanding and awareness of the historical, social and economic aspects of the highway traffic control problem. 87National Highway Traffic Safety Administration, Guide for Teacher Preparation in Driver Education, Second- axgg School Edition (Washington, D.C.: U.S. Department of Transportation, July, 1974) , pp. 11-30. B) C) 169 iii) An understanding of the present statutes of the highway traffic accident problem, as an example of man's failure in his social responsibility to control the power he has developed. iv) An understanding of the deter- rents to adequate highway traffic control with emphasis on factors derived from human psychology. v) A dynamic, realistic philosophy to guide individual and group thinking in working toward a solution of the traffic control problem. Second objective: To develop pride in maintaining high standards of performance, particularly in the Operation of motor vehicles. The specific learning products are: i) A recognition of the psychological factors affecting the performance and an understanding of the tech- niques of deve10ping skills. ii) The formulation of a code of be- havior which constitutes good sportsmanlike driving performance. Third objective: To promote safe, effi- cient, and enjoyable use of the equipment and environment, especially of motor vehicles and highways. The specific learning products are: 1) An understanding of the capacities and limitations Of the car and driver. D) ii) iii) iv) 170 An appreciation Of environmental factors affecting motor vehicle Operation. The development of skills in driving, including the ability to successfully cope with emer- gency situations. The develOpment of anticipatory techniques to keep out Of emer— gencies when possible. Fourth Objective: TO promote effective habits of cooperation in meeting problems of common welfare, especially those con- cerned with the use of motor vehicles and highways. The specific learning products are: i) ii) iii) iv) To learn the laws and regulations that have been adopted to protect pedestrians and drivers on streets and highways. To study the records Of accidents on the streets and highways in an effort to discover how their number and seriousness can be reduced most effectively. To formulate new laws and regula- tions which, if enacted, would help to reduce accidents. (This is critically needed in Saudi Arabia.) To plan and participate in prac- tical efforts that would lead to adoption of more effective regu- lations, more productive educa— tion of pedestrians and drivers using safe practices on the 171 streets and highways and greater competence in the enforcement of existing regulations. E) Fifth Objective: To prepare young people for socially useful vocations suited to their individual ability, particularly those that involve the use of motor vehicles. The specific learning products are: i) An understanding of the many job Opportunities that result from more vehicle transportation. ii) An understanding of the nature and requirements of various types of job Opportunities avail— able. iii) An evaluation by the individual of his own interests, aptitudes, and abilities in terms of the requirements of the various job opportunities (especially taxi and truck drivers in Saudi Arabia). iv) Development of knowledge, skills and attitudes necessary to prepare students for suitable job oppor- tunities.88 These Objectives and their products cover the field of traffic safety education very thoroughly. They were discussed in detail which is very important in order to fully understand what is really needed to be achieved. 88Leon Brody and Herbert J. Stock, Highway Safety and.Driver Education (Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1954), pp. 66-69. 172 Ckear and specific goals and Objectives should be empha- sized not only in this curriculum, but also in every curriculum. These goals will help direct the teacher in fulfilling the students' needs and help the students at- tain the maximum benefits of school learning. Even though smne Of these Objectives are outdated as far as the United States is concerned, they are applicable in Saudi Arabia. This is due to the fact that Saudi Arabia is at the start as far as traffic safety education is concerned. Effectiveness of Traffic Safety Education Four factors--safety, speed (or traffic flow), economy, and comfort-~are basic to an effective highway transportation system. They also appear to be the major criteria for judging the system and for measuring the effectiveness Of traffic safety education and improve- ments in its curricula. Traffic safety education curricula should be based on the assumption that first priority is to be given to the safety criterion. This is the criterion that has won 173 traffic safety education its support from public school systems in the United States.89 Requirements for Teacher's Qualifications The standard requirements for teacher qualification and certification in the United States are twelve to fif- teen hours distributed in the following manner: Phase l:a--two or three semester-hour credits in general safety education. b--a two or three hours credit course in driver education including laboratory work which provides supervised teaching experience for the classroom and practice driving phases Of the work. Phase 2:a--An advanced course in driver education. b--Additional electives in related areas . 89National Highway Traffic Safety Administration, 0E0. Cito' PP. 11-13. 174 Phase 3: A minor in safety education com- prised Of 15 credit hours to be based on and to include Phase 1 and Phase 2.90 Also, the 1974 research report from the National Highway Traffic Safety Administration described the qual- ifications as being: (A) Required courses in driver and traffic safety education, 12 hours. (B) Elective course in behavioral science: 3-6 hours.91 This shows that the minimum requirements for teacher certification in driver education are only 12 hours. Dr. William Mann, in an article published in then Journal of Traffic Safety Education, analyzed the devel- Opment of Traffic Safety Education and presented the following views on the deficiency of today's programs: 90National Commission on Safety Education, Summary Report Of Conference of Driver Education and Safety Educa- tion Association Leaders (Washington, D.C.: National Education Association, 1956), P. 3. 91National Highway Traffic Safety Administration, 020‘ Cite] p. 11-15. i7." 175 The present course is generally taught in the traditional manner with added personalized laboratory work. It is very short. It is being taught by instructors, some of whom are very committed and some of them who are just putting in their time. The preparations Of some instructors consist of a single course unsupported by attendance at conferences, workshops, or additional reading. Three principles of learning appear to be particu- larly important, a) better learning occurs when the student is personally involved; b) learning, if it is to persist, must be reinforced; c) when emotions and intellect compete for attention, the emotions win out . . . . The short period available for driver education severely limits the rein- forcement of learning. A one shot three to six week course would not carry over for an extended period of time.92 Dr. Mann's views are shared by many traffic safety educators. Dr. Richard Kaywood, in one of his editorials discussing the driver education program today, said: All over the country students and teachers are returning to classes from the traditional two week Christmas recess. For thousands of students, part of this period was spent in receiving a quick concentrated course in practice driving, usually scheduled for two-four hours daily in six consecutive days. For hundreds of driver education teachers, this period represented an Opportunity to earn extra 92William A. Mann, "Wider and Deeper," Journal of Traffic Safety Education, Vol. XIX, NO. 3 (April, 1972), pp. 11—40. 176 money at a time of the year when expenses are usually high.93 Dr. Robert Ulrich, in a recent article, discussed the entire issue very thoroughly and honestly. He said: I believe the problem (in driver educa- tion) lies mainly with that person under whose direction the program falls--the in- structor. The large number of poor driver education programs motivated me to leave the high school classroom and enter the profession of preparing teachers. The poor programs were due in large measure to: (l) a poorly prepared teacher; (2) a part time teacher with so many other assignments that he had no time to devote to driver education; (3) a teacher whose sole in- terest in driver education was the oppor- tunity to earn extra money as an adult education teacher; (4) a person who was hired as a teacher, but who will be eval- uated as a coach. This list could include" other items, but it certainly points to a sad state of affairs and to a precarious future for driver education.94 There is much evidence to support the fact that teacher preparation programs are inadequate. Dr. Mann, Dr. Ulrich, and Dr. Kaywood's views are shared by many traffic safety educators in the United States. 93Richard Kaywood, "Six Hour Wonders," Journal of Traffic Safety Education, Vol. XIX, No. 2 (January 1972), p. 25. 94Robert A. Ulrich, "The CMSU Teacher Preparation Program: Preparation for Successful Performance," Journal Of Highway Traffic Safety Education, Vol. XX, NO. 2 (January 1973), p. 27. 177 The United States' long experience in driver edu- cation should be utilized in planning a Traffic Safety Education program in Saudi Arabia. The United States has gone through many stages Of development in the field of traffic safety and has developed enormous amounts Of re- search studies regarding the matter. Those experiences will be of great importance to a beginner, such as Saudi Arabia will be in this field. The objectives and goals of driver education and traffic safety education have been maximized, while the requirements for teacher qualifications and certification and the allotted time (36 hours) for licensing a new driver have been.minbmized. It is contradictory and sounds il- logical. Six hours behind the wheel will not produce a safe, efficient traffic citizen and driver. Driving is a mental task as well as a mechanical task. It involves human beings in a complex world and needs better under- standing Of human emotions, feelings, and desires. Train- ing the mind is not a mass production car factory. It is a delicate process which requires knowledge and compassion in fulfilling the individual's needs. Keeping this in mind, teacher preparation in traffic safety education in Saudi Arabia will be geared 178 toward providing a learning environment which meets indi- vidual needs. Each student will progress according to his ability. The student who may require additional training in developing a certain skill will find the opportunity to do so. During the last academic year, the Saudi Arabian colleges and universities have adopted the semester system, instead of the year system. The courses presented will be counted as semester-credit hours. The program will be the minimal requirements for teacher preparation in traffic safety education. The program will consist Of the follow- ing courses: 1. Introduction to Traffic Safety (3 credits) The Objective of this course will be to introduce the students to the total picture of traffic safety and acquaint them with the real traffic problems. The course will be very comprehensive and would include many traffic safety aspects, among which are the following: (A) (B) (C) (D) (E) (F) (G) 179 Components of the highway transportation system which include the driver, the vehicle, the roadway and the environment. Pedestrian safety--as a driver and as a pedestrian. Bicycle safety. School bus safety. Effectiveness of helmuts and seat belts. Motorcycle safety. - Traffic engineering. Driver and Traffic Safety Education I (4 credits) This course will be similar to the introductory course which is being Offered at Michigan State University (329 F). The course will be divided into four phases: classroom instruction, simu- lator or audio-visual center, driving range, and on the road driving. The Objectives of the course will be: i) To develop the necessary competencies commensurate with safe and efficient Operation of motor vehicles. ii) To promote safe and efficient use of motor vehicles. iii) To develop awareness and a sense of responsibility regarding the safety of others. 180 During the semester, 60 hours of instruction will be allotted to this course. The four phases of the program and the hours allotted to each phase will be: i) Classroom instruction (25 hours) The classroom instruction will be aimed at providing a clear picture of the traffic safety system. Stimulating class discus- sion will be the goal of this course. The students will actively participate in de- fining the goals and objectives Of traffic safety education. They should know the requirements of each classroom and what is expected to be accomplished. The classroom will prepare the students for the driving task. Resources, material, and people will be made available to enhance their under- standing. Group discussions and group projects will be included. ii) Simulator Instruction (10 hours) Due to the fact that Saudi Arabia does not have many qualified personnel to maintain iii) 181 simulators, their use will be limited to the colleges in the early years of the program. However, a great effort will be made to include it in the future. The importance of simulators in improving perception is of great value to any traffic safety education program. The films and illustrations used in the simulators will be utilized in the audio-visual center. It will be used extensively to drill on points of importance. Audio-Visual Center Film strips, motion pictures, maps and charts, video tapes, etc., will be in the center. The objectives are: 1) To present real and live situations and promote student participation and interaction with various traffic situations. 2) To develop awareness Of the real traffic transportation system. 3) To enhance student participation. 4) To emphasize the factors influenc- ing operator performance (identi- fying, predicting, deciding, and executing). iv) V) 182 Multiple Car Driving Range (10 hours) The Objective of the multiple car range is to allow each driver to progress at his own rate without affecting the progress of the other drivers. It also provides a con- trolled environment which would limit the risk involved. The instructor will be able to Observe each driver and help him pro- gress according to his ability. The stu- dent will be able tO practice various skilled maneuvers (parking, turning, re- versing, etc.). On-street Instruction (15 hours) The objectives of on-street instruction are to provide the student with actual driving experience (under the instructor's super- vision) and to help prepare him for actual driving in real traffic situations indepen- dently. This course will help the student develop his motor skill as well as his per— ceptual skills which will enable him to experience the real driving situation and 183 prepare him to be a safe and efficient driver. The course will provide an opportunity to experience various traffic areas which will include rural and urban areas, resi— dential areas, business areas, and highway driving. Psychological Factors in Traffic Safety Education (3 credits) The experience and the developmental effort em- ployed by Dr. Mann in preparing his course at Michigan State University (429 J) will be the guideline in teaching this course. The course will focus on: (A) Human needs and understanding. (B) Behavior and attitudes of young drivers. (C) Changing attitudes and behavior. (D) Emotional factors affecting driving. These and many other psychological factors will be focused on during the course. 184 Traffic Law, Rules and Regulations (3 credits) Traffic law is often misunderstood,-and in various places is not even known. Traffic rules and regu- lations are not known, especially in Saudi Arabia. The course will familiarize the students with traffic laws and regulations. The objectives of this course are: i) To develOp an understanding Of the philo- sophic foundation of the laws, especially the traffic laws. ii) To promote an understanding of traffic law administration and function. iii) To develop an understanding of the rela- tions between the police) the court and the law. Students will develop their own rationale regarding traffic laws and regulations. Accident records and statistics on the national and international level will be discussed and analyzed. The overall Objec- tive of the course is to develop correct attitudes and appreciatiOn regarding traffic laws and regu- lations. The values of the law will be clearly defined. The class will utilize local persons as resource experts in class supplementation. Judges, traffic 185 law officers, and lawyers will be invited to pro- vide the information needed in class discussion. Automotive System-Auto Mechanics (3 credits) This course will provide general basic information on the automotive system and the auto mechanics. The objectives of this course will be: i) TO help the student develop a better understanding Of the automotive system. ii) To gain knowledge and information regard- ing the automotive fuel and electronic system. iii) To develOp basic knowledge and skills in auto mechanics. iv) To develop an understanding Of car per- formance and maintenance. The intention Of the course is not to produce auto mechanics, but to provide students with basic knowledge in car maintenance, tune-ups, tire changes, and other vital information. Knowledge about the car and the automotive system will en- able the students to understand the car's limita- tion and stimulate a healthy attitude regarding the maintenance of the car. 186 Emergency Maneuver and Driving Skills (3 credits) Every driver will encounter an emergency situation in his life. Some people do not encounter those emergency situations until they have developed some skills and gained some experience in driving. Others will encounter these emergencies shortly after they have learned how to drive, and the re- sults are shocking. Today with the increase in traffic volume and road congestion, the chances of facing an emergency situation are very high. Those situations that present an imminent danger to the driver are numerous. The driver needs to practice driving and deve10p better skills in handling the car. Being able to manipulate the car skillfully would enable the driver to handle emergency situations effectively. This course is not designed to develop only manipu- lative skills, but also to enhance the perception of the driver. The objectives of the class are: i) To develop and enhance the four human functions involved in safe driving (identification, prediction, decision, and execution) which make the driver a defensive driver. 187 ii) To develop a good sense-of perception and assessment of the highway traffic system. iii) To develop a good mental attitude toward driving. iv) TO develop the ability and skill to cope with critical situations resulting from hazardous environmental conditions, me- chanical malfunctions and/or unexpected actions by other highway users. v) To reinforce good habits in driving, stop- ping, starting, lane changes, use of seat belts, signals, etc. (to master good and appropriate evasive maneuvers). General Motors' program on emergency driving will be utilized in teaching this course with some mod- ification in course content. Some of the emer- gencies experienced in the United States are dif- ferent than the ones in Saudi Arabia. There is no, snow or ice in Saudi Arabia, and it rarely rains. For that reason, skid control will not be included in the course. The course will offer many emer- gency situations among which are: (A) Off-road Recovery. In Saudi Arabia most of the highways are poorly maintained. It is very common to encounter a roadway in which the shoulders are several inches below the level (B) (C) 188 Of the pavement. Also, it is very common to find a road partially covered with sand dunes. The government has spent a great deal of money and effort on sand fixation, but the problem is very serious, and it will take time to attain the desired goals. Tire Blowouts. Even though tire blowout occur- rence in the United States is infrequent, it is very common in Saudi Arabia due to the hot weather and the high prices of tire replace- ments. The road between Taif and Riyadh is almost 1000 kilometers. There are only four rest stations along the whole road. Driving 250 kilometers during the hot summer-causes many tire blowouts. Power Steering Failure. Power steering failure and the malfunction of the idle arm in a stick shift causes loss of control of the car. Both situations occur frequently in Saudi Arabia. 189 (D) Brake Failure. A few fatal accidents were caused due to brake failure. It is not fre- quent, but it does happen. (E) Blinding Lights. This is a very frequent problem. Drivers tend to challenge each other by using the high intensity beam lights in night driving. (F) Encountering Objects on the Highway. In the Western section of Saudi Arabia, due to the topography of the area, many rocks and large stones are encountered on the highways which fall from the surrounding mountains. Also, in the rural areas very frequently one sees animals crossing the highways, particularly in places where no one would ever expect them to be. Dr. Bloomfield's research confirms that drivers do not have adequate knowledge concerning proper I procedures for emergency situations.95’ This fact . 95Journal of Traffic Safety Education, October 1971, Op. cit. 190 is supported by numerous experts in the field. In emergency situations people usually panic and let go of the steering wheel which results in acci- dents. If sewing and dancing, which are performed privately in the home, require extensive training, than it is more important and more essential that emergency driving, which involves the multi-complex components of the traffic system, require extensive training. It is not a matter of good or bad per— formance; it is a matter of life or death. This is the education which is vitally needed. It is the education for the social life and for living that Rauss, Dewey, and Whitney talked about. Herman Horne once said "living perilously is a part of the price civilized man pays for his in- ventions and his mores. Man can not surrender his inventions, but to reduce peril, he can learn to live with them."96 7. Driver and Traffic Safety Education II (4 credits) This course is designed to supplement and reinforce ' 96Herbert J. Stock and J. Duke Elkow, Education for Safe Living (Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1966), p. 16. 191 the knowledge gained in Driver and Traffic Safety Education I. In this class, the students will play the role of the instructor in a group or on an individual basis. This course will be similar (but not identical) to the laboratory program offered at Michigan State University (Ed 429 G). In this course the student will be involved in the four phases of the Traffic Safety Education Program. New drivers from the local high schools will be provided. The students will perform: (A) Actual classroom instruction. (B) Simulator or audio-visual instruction. (C) Multiple car driving range instruction. (D) On-street instruction. The course Objectives are: i) TO understand and experience the profession of teaching. ii) To understand the philosophy of traffic safety education. iii) To develop skill and competency in teach- ing in the classroom environment and in simulators, ranges, and in the real traffic situations. 192 iv) To develop a skill in planning a program with objectives and real learning ac- tivities. v) To develop an understanding of the value and the relationship of the various phases of the traffic safety program. vi) TO develop an understanding of individual needs and to enhance the skill of meeting those needs. This course will be aimed at providing the student with practical experience in program planning and in practical training. The professor will be only a supervisor during this course. He will aid when the necessity arises. Before each class the students will present their lesson plans and discuss among themselves (under the supervision of the major professor). Following each class period, there will be an evaluation (personal and group) of the performance in the classroom. A check list of the goals and objec- tives and the learning experiences will be reviewed daily and will be kept for the entire course. This course will be similar to the in-service training offered in other major areas. 193 In the future a similar course will be developed where the students will spend one term in a certain high school teaching traffic safety education with the c00peration of the high school instructor. The student will experience the school atmosphere and develOp a better understanding Of the total envi- ronment. He will have the opportunity to parti- cipate in all school activities. He will supervise and assist in publishing a news bulletin in the school covering all safety aspects including traffic safety. The efforts to evaluate and upgrade the levels Of education and improve curriculum is a continuous process. Changes and improvements will take place whenever it is found to be necessary to do so. Senior Seminars in Traffic Safety Education (4 credits) Most of the courses that are Offered in colleges and universities are scattered tOpics in various areas. The student is always receiving information without having a chance to express his talent or to share in the input of his ideas. The Senior Seminar 194 in Traffic Safety Education will stimulate the assimilation and synthesis of the total education the student has received (major, minor, and cog- nitive areas) during his college years. This knowledge and information and the intellectual skills that he attained during his college years will be organized in a systematic manner and developed for the future career. The students will choose a topic in each class and develop a theory and philosophy regarding the tOpic and discuss it in an Open and relaxed classroom environment. Each student will choose a topic and conduct research regarding his topic and present it to the classroom. For each presentation two students will be chosen. One of them will support the presentation and the other will contradict or Oppose it. The rest Of the class will participate by raising questions and presenting their views. The student will choose a safety course as his tOpic and critique it. Students' views and opin- ions will be carefully analyzed and seriously con- sidered. 195 Independent Study in Traffic Safety Education (3-6 credits) This course will be offered as an optional choice for those who may have certain ideas or innovations and who may want to pursue them through further re- search. This course will not be Offered as an aid to those students who may need a few credits for graduation. The objectives of this course will be: i) To identify those students who may have great interest in Traffic Safety Education. ii) TO identify relevant ideas and innovations which may contribute to the development of Traffic Safety Education. iii) To promote student interest and participa- tion in the field of research and analysis regarding Traffic Safety Education. iv) To develop a better understanding of safety in general, and traffic safety in partic- ular. Teachers should recognize students' potential and their ability to make significant contributions in the field of study. This will help the students to develop leadership and concern for the immediate problems and determination to cope with the uncer- tain future. 196 The preceding courses will require the students to take between 26-32 semester credits. Those credits will be the minimal requirements for a minor or co-major in Traffic Safety Education. In addition to the preceding courses, the students will be encouraged to take additional courses in behavioral sciences. Students who are not majoring in educational psychology will be advised to take at least nine credits in educational psychology with emphasis on personality, social, and emotional behavior. Today's problems are numerous and very complicated. A teacher in Traffic Safety Education will be dealing with more than just teaching his students how to start, turn, stOp, or park a car. He is dealing with values and emo- tions and changing attitudes. He needs to have a keen in- sight and understanding to meet the individual needs and all the human qualities involved. The interest is not to have Traffic Safety Educa- tion teachers, but to have competent, efficient, and well prepared teachers. The suggested program will not be fixed. It will be evaluated and improved as the need arises. It will be a dynamic program and not static. 197 Financing the Program The Ministry of Education will have total responsi- bility regarding the financing of the program through a special budget or through the budgets allocated to the colleges and universities. Financing will not be a major problem due to the economic wealth of Saudi Arabia. Saudi Arabia's economic income far exceeds its expenditures. The government, as indicated by many policy makers, will support the financing of the project. Model to be Used The model to be used is called "PERT" which is an abbreviation for "Program Evaluation and Review Tech- niques."97 PERT is a widely used technique which helps professionals to identify, coordinate, and control the :many different elements of large programs such as research and development. It has also been used in capital and technical assistance in agriculture, education, public 97The Agency for International DevelOpment, "PERT Project, Management System for Economic Development" (Washington, D.C.: n.d.), PP. 1-7. 198 safety, etc. It is a systematized way of planning, sta- tistically estimating and monitoring the elements of complex programs against a common framework of time. It provides a basis for decision-making to quantify and integrate knowledge from various sources of a project into one common frame of reference for planning, program- ming, and scheduling purposes. PERT helps in establishing management priorities by highlighting certain series of activities which are deemed to be critical in terms Of overall schedule. PERT is a very efficient model which could be adapted to many programs in various fields with- out much difficulty. It could be used without the need to use such sophisticated equipment as computers and data processing, especially in a small project. When using PERT, a network should be built which requires the follow- ing procedure: 1. Making a checklist of the project, detailing the major objectives and sub-Objectives that are re- quired to successfully accomplish the project goals. They should be identified in terms of what is required. 199 The checklist resembles an organization chart. It does not reflect the physical organization Of peOple or functions within a project, but rather is a means of thinking about the project as a whole. It is, in effect, an organization chart of the project, and the elements essential to its attainment. As a checklist, it is invaluable in coordinating with others. It ensures that someone is concerned about everything essential to the project as it can be used as a reference for assignment of re- sponsibilities. The checklist should be reviewed in consultations with experts in each area, and a Special flow pro- cess chart should be developed of the significant activities that must be accomplished in order to attain the end items listed. The develOped chart is called a network. In building the network, it is necessary to estab- lish what has been done before another activity can 200 start, and what results when an activity has been completed, as well as what activity can be carried on concurrently. When completed, it should be audited, to ensure that nothing significant has been omitted. In developing the PERT network, four stages are necessary in the management phase in order to ensure the effectiveness of the system. Those four stages are: 1. The first stage is the planning stage. These steps must take place: 1) establishing objectives; 2) organizing the program; 3) coordinating with various agencies and professionals who may be in- volved in the program; and 4) scheduling the oper- ation of the program. The second stage is the implementation stage where the following steps are to take place: 1) direct- ing the Operation; 2) coordinating the Operation with others; and 3) getting feedback reports on the operation. 201 3. The third stage is the Operation and evaluation. At this time a careful review of data and analysis of information is to take place. 4. The fourth stage is the ex post facto evaluation. This involves a total review of the entire project. The information gathered is to be used as a guide- line for the future. The management structure (Chart 1) will be the Observing eye and the thinking mind for the whole Opera- tion. It is involved from the initiation stage (ideas) to the completion of the program (goals). At different points of the chart, there could be an evaluation in order to stimulate a screening process if necessary. Along with the management charts, there is another which is called the networking chart. This chart covers the activities and events which are to be taking place. In this chart the following procedure is to be followed (using the Traffic Safety Education Program in Saudi Arabia as an illustration): I Planning II Implemen- tation III- Operational Evaluation IV Ex Post FactO Evaluation 202 ._._H_ _H_._€> Establish [— Objectives - 1 I J: L )— 9 Organize Coordinate with others 1. . ' L __ ______ 9 Schedule Direct Operation l - 9} Coordinate with others i Get feedback reports Review data to monitor progress. sions, and take action. 1‘ Identify problems, make deci- Review total project for strengths, weaknesses, insight, 1158- innovations, claims for future Chart l.--Program Evaluation and Review Techniques, PERT Networking Process--Management. 203 1. Statement of the overall Objectives. In this research it is teacher preparation in Traffic Safety Education in Saudi Arabia. 2. Events: Before the program begins, many events must take place. Some of the events will take precedence over others because the second event may be dependent on the first one. As an example, cars will not be purchased until the driving range is ready, etc. In order to simplify the Operation, only the following events will be considered in Chart 2: i) Establishing a range (land site selection, paving, marking, and installing equipment, etc.). ii) Establishing an audio-visual center (build- ing) or simulator. iii) Purchasing cars for training. iv) Purchasing materials for the audio—visual center. v) Establishing a teacher center. 3. Beginning of the program. 4. Attaining goal (producing teachers). 204 Teacher Preparation Program // Contract Contract contraCt f°r f for Audio-Visual --- Ph 1 or Teacher ase Range Center Center // Materials _'— — "'__—J Phase 2 Hiring Teachers ————————————— Phase 3 _____________ 4 Phase 4 K/ \\ End ~ Goal ——————————— Objective Chart 2.--PERT Networking Operation. 205 The networking Operation (Chart 2) consists of four phases. Those four phases are very critical to the total success of the Operation. The operation's efficiency is dependent on the”timing of those phases. The lines con- necting the various events are the indications of the tim- ing involved for the completion Of each event. The events Of Phase 1 are to precede all events. The time needed for the completion of those events is to be plotted on the line of connection. Phase 2 is to follow Phase 1, and the time needed for Phase 2 is to be determined. The reason for dividing the networking operation into four phases is to eliminate waste in time and expenditure. If the materials are to arrive before the completion of the audio-visual center, an extra cost would be needed for storage and transportation in addition to the time needed to oversee the success of the storage operation. Macro Plan for Traffic Safety Education in Saudi Arabia The intent Of this study is to develop a traffic safety education program for teacher preparation in Saudi Arabia. This intention is not an end in itself, but a 206 means to further pursue the development Of a macroaprOgram which will cover all the public and private schools (K-12) in Saudi Arabia. In order to deal with the immediate problems, it was necessary to establish priorities and divide the planning into two parts: (A) The micro plan, which covers the teacher prepara- tion program. (B) The macro plan which will cover the future traffic safety education in the public schools. It is too early to develop a comprehensive macro plan for the future. Such a plan will depend largely on the success of the micro plan. At this point, only a broad outline will be drawn concerning the macro program. Public High Schools The first step of the macro plan is to implement the traffic safety education program in the secondary schools. The secondary schools in Saudi Arabia consist of 1’ three grades which are 10th, 11th, and 12th grades. They 207 are comparable to high schools in the United States. The only difference is the fact that the schools operate on a yearly basis (10 months a year), rather than on the se- mester or quarter system. In 1971 there were only 45 secondary schools in Saudi Arabia (student population 11,566) which were scattered throughout the country. The largest school had an enrollment of 650 students (in Taif) and the smallest had only 13 students (Hutah-Hareeq).98 The number of schools and students has been increasing since then, and it is estimated that there were 51 secondary schools in 1973 with a total enrollment of 12,638 students.99 There are only six cities in Saudi Arabia in which there are more than 800 students. (See Table 9 for towns, number of schools, and number of students.) In most of the cities and towns the secondary school students number less than 300 students. 98Statistical Yearbook, Kingdom of Saudi Arabia, Ministry of Finance and National Economy, Central Depart- ment of Statistics, Seventh Issue, 1391 A.H./l97l A.D., pp. 36-41. 99Educational Statistics, Kingdom of Saudi Arabia, Ministry of Education, Statistical Research and Educational Documents Unit, Riyadh, Saudi Arabia, 1971-1972, p. l. 208 TABLE 9.--Secondary schools in Saudi Arabia, 1970-1971. J School District Number of Schools Number of Students Riyadh 7 2,885 Jeddeh 4 1,928 Eastern Province 4 1,278 Mecca 3 1,612 Taif 2 1,211 Medina 4 813 Unaizah l 135 Al-Qaseem 2 156 Abha 2 224 Al-Baha 2 199 Al-Ahsa l 331 Jizan 1 133 Ha'il 1 141 Sudair 3 70 Al-Washem 2 100 Tabouk l 139 Al-Jauf 2 142 Bisha 1 28 Hutah—Hareeq l 13 Najram l 28 Total 45 11,566 209 Table 9 indicates that there were three towns where the secondary school population was below 30 students. Sudair province has three secondary schools, with a total population of only 70 students (equivalent to two class- rooms in any major city in Saudi Arabia). There are 9,727 secondary school students in the six major cities of Saudi Arabia (which had 800 students or more) . In the rest of the cities, towns, and villages, there were 1,838 students or about 15.9 percent of the total student population. This indicates that the majority of the students were concen- trated in the major cities of the country. The first major effort to establish Traffic Safety Education in the country will be directed toward the major cities, where the student population and major problems are concentrated. Since there are only 21 secondary schools in the six major cities, it would take only a few years to incor- porate the Traffic Safety Education program into the school curriculum. The experience and the knowledge gained from the teacher preparation program (micro program) will be utilized in developing the secondary school education pro- gram. The program will be developed and implemented in the following manner: 210 l. The program will be part of the school curriculum. 2. The program will be carried on during the school year. 3. The Traffic Safety Education teacher will be a full time teacher, teaching traffic safety and related subjects. 4. The program will be comprised of three courses and will cover all secondary school levels in the following manner: i) Introduction to Traffic Safety. This will be a comprehensive program covering all Traffic Safety aspects. ii) Driver and Traffic Safety Education for 11th Grade. iii) Emergency Maneuvers and Driving Skill for 12th Grade. This course will be an ad- vanced program in Traffic Safety Education. Its aim will be to help the students de- velop manual and mental skills in handling the car in emergency situations. The secondary schools in the smaller cities and towns will not be neglected. A regional program (i.e., one which will encompass all the schools in the region) will be developed in the same manner as the secondary schools in the larger cities. 211 The previous secondary school program is not a complete and well developed program. The points mentioned earlier are only suggestions. More thorough planning, programming, and budgeting will be developed in the future. This pilot prOject will serve as the guiding light for all future programs which, it is hoped, will cover all the schools in the country. Public Elementary and Middle Schools The aim of traffic safety education in Saudi Arabia is to develop a comprehensive program for K-12 in the fu- ture. In the meantime, a general safety program is ur- gently needed, especially in pedestrian and bicycle safety. General recommendations will be suggested to the curriculum department Of the Ministry Of Education regarding the in- corporation Of safety instruction in reading and social studies. The problem can not be ignored, nor can it wait until a comprehensive program will be developed and imple- mented. The schools, media, and local traffic police de- partments will assist in the instruction in the school. 212 It is hoped that the general safety instruction will take effect in the coming school years. A special program for the school bus drivers will be established to teach school bus safety. This program will be supplemented by television and radio programs to seek public cooperation for the program. Summary In this chapter the analysis of the data and the results of the analysis were presented. Those results showed that the traffic situation in Saudi Arabia is very serious and deserves much attention. According to the statistical analysis in Taif, the major cause of the accidents was human errors. The fact is supported by all the traffic investigation officers (interviewed) on the local and the national level who attributed 95 percent of all accidents to human errors. The traffic fatality rate and the severity index in Saudi Arabia were proportionately higher than in all the countries which were included in this study. The average annual increase in traffic fatalities in Saudi 213 Arabia was approximately 130 percent. This increase is proportionately more than thirty times the rate of increase in the United States or six times the rate of increase in Kenya. The philOSOphy of education and Islamic philosophy indicate that education is aimed at fulfilling the present social life needs. Since one need among present social needs is driving safely, efficiently, and economically, it could be concluded that both philOSOphies advocate traffic safety education. The policy makers in Saudi Arabia realized the seriousness of the severity of traffic accidents there and indicated their total support for the inclusion of traffic safety education in the country. Recognizing the needs for traffic safety education in Saudi Arabia, a comprehensive traffic safety education program was developed. It includes the Micro and Macro stages for implementation and future planning. CHAPTER V SUMMARY, CONCLUSION, AND RECOMMENDATIONS In the preceding chapters a rationale for a traffic safety education program for Saudi Arabia was develOped. Traffic accidents in Saudi Arabia and various countries were carefully analyzed. A content analysis of educational and Islamic philosophies Of safety education was conducted. In addition, high ranking officials were interviewed to determine their support for a traffic safety education program in the country. A comprehensive traffic safety education program was developed. Summary Introduction Thousands Of people are being killed and millions are being injured around the world as a direct result of traffic accidents. Saudi Arabia has suffered more 214 215 severely in fatalities and injuries than the majority Of the countries of the world. The severity Of the traffic situation in Saudi Arabia and the human tragedy involved warranted the undertaking of this research. Statement Of the Problem This study was designed to investigate the various major points relating to the development of a clear ra- tionale and for a comprehensive traffic safety education program in Saudi Arabia. Traffic records and statistics in Saudi Arabia and in various countries were reviewed, tabulated, and analyzed in order to compare and determine the seriousness of the problem in Saudi.Arabia. Content analysis and research of many educational philosophies, Islamic philosophies, and traffic safety education phi- losophies were thoroughly conducted to determine their implications for the teaching of traffic safety. Personal interviews with some of the policy makers in Saudi Arabia were undertaken to assess their knowledge and to measure their support for a traffic safety educa- tion program in the country. The various teacher prep- aration programs, traffic safety education programs, and 216 many related programs in the United States were reviewed and analyzed in order to develop a comprehensive Traffic Safety Education Program for Saudi Arabia. Methods, Techniques, and Data Used Since the research was directed toward Saudi Arabia and since all of the information needed was in Saudi Arabia, this research was conducted for the most part in Saudi Arabia. Most of the information, statistics, and records were collected, tabulated, and in most cases gathered by the author. One of the major points in deve10ping a ra- tionale for Traffic Safety Education in Saudi Arabia was to interview the policy makers there and to explore their views regarding the adoption of such a program in the country. Their views, Opinions, and support are very essential because the political system in Saudi Arabia is centralized. The inclusion or exclusion of any program is the responsibility of the central government in Saudi Arabia. Prince Nayef Bin-Abdulaziz, Deputy Minister of the Interior; Prince Khalid Al-Fahad, Deputy Minister of Education; Prince Faisal Al-Faisal, General Director of the Foreign Educational Mission and Director of Higher 217 Education; Lieutenant General Tayeb Al-Tunisi, General Director of the Interior Security Department; and Colonel Hashim Abdulrehman, General Director Of the Traffic Safety Department were interviewed by the author. The interviews centered around the many areas re- garding traffic safety with specific emphasis on assess- ment of the present traffic situation in the country, causes of accidents, solutions for the problems, and the opinions and support regarding the inclusion of a Traffic Safety Education program in the public schools in the future. The traffic accident records and statistics in Saudi Arabia were gathered and tabulated. A form seeking information on the accidents, the driver, and the environ- ment was made and sent to all Of the traffic safety de- partments in the country. The response was nil because the information has never been recorded, or the records were inefficient. This necessitated the selection of a city which would be representative of all the segments of the country. The city of Taif was selected and over one month was spent in Taif. The information that was avail- able had been requested by the author in 1972. With the cooperation of the local traffic safety department in Taif, 218 it was possible to collect the information regarding the driver, the cause Of the accidents, the increase in acci- dents, etc. The statistics gathered were tabulated, calculated, and analyzed. The cause of accidents and the number of cars and drivers on the national level were determined. The number of accidents for six years was calculated and the percentage of increase was determined. The severity of accidents in Saudi Arabia and in various countries was compared. The ratio between the increase in the fatality rate and the increase in the number of vehicles in various countries and in Saudi Arabia was established and compared. Developed and developing countries were randomly selected for this study. On the local level, the percentage of increase in car accidents and fatalities was found. The major cause of accidents was also determined. Traffic accident in- vestigators' Opinions and conclusions were tabulated. Type of accidents, information on the drivers, and weather conditions were collected and tabulated. An overall analysis of traffic fatalities and accidents in Saudi Arabia was developed. Since Saudi Arabia has only one religion which is Islam, whose laws and doctrines are fully applied in the 219 country, it was necessary and relevant to examine the Islamic religion and doctrine regarding safety in general and traffic safety education in particular. A content analysis of the Islamic religion and its doctrines and philosophies was developed. A logical deduction was established. The philosophies of education, safety education, and traffic safety education were reviewed. A content analysis to determine the rationale Of education was con- ducted. A logical approach to the goals, objectives, and education was thoroughly developed. The present and past programs of driver education, traffic safety education, and teacher preparation in the United States were reviewed in order to provide information for the develOpment of a teacher education and preparation program in Traffic Safety Education in Saudi Arabia. The various college programs at Michigan State University, Central Missouri State College, University of Pittsburgh, and other universities were carefully reviewed. A teacher education and preparation program in Traffic Safety Edu- cation was develOped. A model (PERT) was adOpted for the management and planning of the program. The secondary schools Of the country were analyzed for statistical 220 information in order to develop a macro plan for the future Traffic Safety Education in the public schools. Various suggestions and major points were developed for the Macro plan. of this 1. Major Findings The following is a summary of the major findings research: Human errors were the major contributing factor in traffic accidents in Saudi Arabia. Traffic acci- dent investigators in Saudi Arabia found that over 90 percent of all accidents were caused by drivers' errors. Therefore,hypothesis one and sub-hypothesis one were accepted. About fifty percent Of all accidents in Saudi Arabia involved head—on collision. This indicates that the drivers were at fault. More than fifty percent Of all drivers who were involved in accidents in Saudi Arabia did not have a driver's license. 221 In most of the accidents that took place in Taif, the drivers did not know the rules, regulations, and laws regarding traffic safety. Drinking and driving was not a major problem in (Saudi Arabia, since the consumption of alcohol is prohibited in the country. Weather conditions in Saudi Arabia are generally excellent. Weather conditions were not a factor in car accidents in the country. Mechanical errors were not found in most accidents. They did not cause traffic accidents in Saudi Arabia. The average annual increase of traffic fatalities in Saudi Arabia was more than one hundred percent. Also, the severity index increased by 135.1 percent from 1971 to 1972. Those facts tend to support hypothesis two; thus,hypothesis two was not re- jected. 10. 11. 12. 13. 14. 222 Traffic accident records and statistics in Saudi Arabia show a great increase in the number Of accidents, fatalities, and injuries. The increase in fatality rate in Saudi Arabia is proportionately much higher than the increase in all other countries surveyed, which included both developed and developing countries (including the U.S.A.). Thus,sub—hypothesis four is accepted. The severity index of traffic casualties (dead and injured) in Saudi Arabia is more serious and much greater than the severity index in the other Arab countries. It is also greater than all the devel— Oped countries, and one of the worst of all countries surveyed. Developing countries have a greater percentage in- crease in traffic accidents than developed countries. The severity index is much higher in developing countries than in developed countries. The number of motor vehicles has increase in all the countries of the world. This increase was 15. 16. 17. 223 directly related to the increase in the fatality rate in all the countries surveyed except Saudi Arabia, Japan, and some Of the underdeveloped countries. In Saudi Arabia the fatality rate increased by 749.5 percent in six years, while the number of motor vehicles increased by 97.95 percent in nine years. In comparison with other countries, Saudi Arabia had the most disproportionate ratio. This indicates that Saudi Arabia had a high fatality rate despite the low percentage increase in the number of cars. In Taif, Saudi Arabia the number of deaths in 1972 among young educated people between the ages of 16 and 27 is estimated to account for 70 percent of all the total traffic fatalities in the city. This fact justifies the acceptance of sub- hypothesis two. Many educational philosophers, among them Rousseau, Welton, Dewey, Whitney, and Ferree,have indicated that the aim of education is to prepare the child 18. 19. 20. 224 for his immediate social life. The goal of educa- tion, to them, is to meet the needs Of the present social life and to deal with the problems threaten- ing the social life. Since Traffic Safety is one of the most urgently needed solutions for the preservation of life today, it was logical to deduct that the philOSOphy of education supports a comprehensive program in traffic safety. There- fore,hypothesis three is accepted. Policy makers in Saudi Arabia fully support the develOpment and adoption Of a Traffic Safety Edu- cation program in Saudi Arabia. They also agree that the priorities should be given to the devel- Opment of a teacher preparation program. There- fore, hypothesis four is accepted. Policy makers in Saudi Arabia suggest that the program should include all the military and police academies in the country. High ranking officials and policy makers in Saudi Arabia have a great knowledge and awareness of the traffic accident problems in the country. 21. 22. 225 They are aware of the gravity of the problem. This fact leads to the acceptance of sub-hypothesis three. The Islamic religion places a great moral and legal responsibility on the individual to preserve his own life and the lives of others. In Saudi Arabia the individual is legally responsible for any death or injuries he may bring upon another individual, no matter what the causes are. He has to pay compensation and may go to jail for causing a death or injury in any traffic accident. The Islamic religion favors and encourages the pursuit Of knowledge and wisdom for the survival of the human race. It places a great emphasis on safety education which would include Traffic Safety Education. The religious leaders in Saudi Arabia who were interviewed indicated that Islamic reli- gion supports safety education including traffic safety education. Those facts justify the accep- tance of hypothesis five. 226 23. Many researchers have indicated that the present driver education program in the United States is not efficient in developing safe, competent, efficient, and economical drivers. 24. The teacher preparation program in Saudi Arabia in Traffic Safety Education will be comprehen- sive and will focus on preparing competent teachers. A minimum of 22-26 semester credit hours will be required for the program. Conclusion The traffic problems that are facing the developing nations of the world are more severe and serious than the problems facing the develOped countries. Traffic.accidents in these developing countries are claiming a great prOpor- tion Of the lives Of the elite class (who are the educated people of the country) who are needed very badly for the development of the country. Saudi Arabia fatality and injury rates are some of the highest in the world. The seriousness of the problem necessitated the development of an action plan to deal with the problem. 227 As a result of this research, the following con- clusions were reached: 1. Most of the drivers in Saudi Arabia are illiterate. Not only did they not know how to read and write, but drivers did not know the laws, rules, and regulations of traffic safety. Most of the car accidents in Saudi Arabia are caused due to drivers' errors and mistakes. The drivers' mistakes accounted for over 90 percent Of all car accidents. Traffic casualty rates in Saudi Arabia propor- tionately are some of the highest in the world. The average annual increase in traffic fatalities is approximately 137 percent. Islamic religion and philosophies as well as edu- cational philosophies support the inclusion Of a Traffic Safety Education program in the schools. The policy makers (in the centralized political system of Saudi Arabia) support the inclusion of 228 a Traffic Safety Education program for Saudi Arabian schools. 6. Based on the preceding conclusions, coupled with the severity and seriousness of traffic accidents in Saudi Arabia, there is more than enough evidence and rationale to support the development Of a comprehensive Traffic Safety Education program for Saudi Arabia. Due to the fact that Saudi Arabia does not have any Traffic Safety Education program at the present time, it was necessary to first develop a teacher preparation pro- gram in traffic safety education. The main interest was not only to prepare teachers, but to prepare competent, efficient, and well educated teachers. This program will be the micro plan for imple- mentation in the immediate future. The macro program is to follow the micro program and will cover all the public secondary schools in the country first, and all the schools (K-12) in the future. With the enthusiasm and support expressed by the high ranking Officials and policy makers in Saudi Arabia, the program will be a reality in the near future. 229 Recommendations Simulator Usage Simulator training (education) should be given high priority. A great effort should be made to use simulators in future traffic safety education programs. The use of simulators is very valuable in developing perception, which is a key factor in safe driving. Training School Bus Drivers A training program for school bus drivers should be Offered. This program will give the driver an Oppor- tunity to develop judgment skills and driving knowledge which will minimize his driving errors. The program should be designed and directed toward improving the performance of the school bus driver with the primary objective of providing safe transportation for the school children.100 100Keith C. Allen, "Conducting Creative School Bus Driver Training Meetings" (Unpublished paper, Michigan State University, n.d.). 230 Pedestrian Safety The Ministry Of Education and the College of Education should cooperate in developing a program in pedestrian safety education for all schools. This pro- gram should be implemented in the near future. Pedestrian safety education is the main medium through which we can improve walking habits. Curriculum Planning The curriculum department in the Ministry of Edu- cation and the teacher colleges should cooperate in plan- ning a comprehensive Traffic Safety Education program for all schools in the country--private, public, military, and police academies and adult education programs. This will cover all grades (K-12) and the colleges and univer- sities. Traffic Safety Education for College Students The teacher colleges in Saudi Arabia should plan and develop a general safety course for all their students. The program should also be Open for current school teachers. 231 Workshops in Traffic Safety The Ministry of Education and the colleges and universities should plan and encourage seminars and work- shops in Traffic Safety Education. College Research in Traffic Safety The teacher colleges in Saudi Arabia should en- courage and assist their students to research the areas of Traffic Safety Education. The colleges and the traffic safety departments should provide all possible assistance to the students in their research. Traffic Library A library in safety and traffic safety education should be added to the main libraries inthe colleges and universities in Saudi Arabia. Also, the police and mili- tary academies should supplement the library with traffic safety materials. 232 Bicycle Safepy A bicycle safety program should be developed for all the schools in the country. The Ministry of Education should take the initiative in developing and implementing the program for the schools and for the public. The preceding are the recommendations for dealing with Traffic Safety Education in Saudi Arabia. The rec- ommendations are directed toward the teacher colleges and the Ministry Of Education for adoption and implementation. Traffic safety is the responsibility Of many departments, ministries, and agencies. In order to cover and deal with some of the major problems in traffic safety, a task force type recommendation covering the major areas which have direct relation to the field of traffic safety is very essential. Since this research could not cover all the areas of traffic safety, only those areas which have a direct relation to traffic safety were presented. These areas are as follows. Laws and Ordinances The Ministry of Justice, the Interior Security Department, and the Highway Traffic Safety Department 233 should form a joint committee to study and review the present traffic laws, regulations, and ordinances. Upon the completion of the study, new laws and ordinances, capable of coping with the present situation in Saudi Arabia, should be written and put forward for recommen- dations. The committee's responsibilities should be extended to evaluation Of the laws and regulations and their implementation. After the implementation of the new laws and ordinances, the committee should continue to meet on an annual basis to review and analyze the effectiveness of the laws and to make any necessary changes. Traffic Enforcement and Supervision The enforcement Of traffic laws is very essential to safety. In the United States the President's Committee for Traffic Safety reported that better police enforcement and supervision Of traffic flow could lead to fewer acci- dents and less congestion in peak times.101 The traffic 101The President's Committee for Traffic Safety (Action Program), The Master Plan to Prevent Accidents (Washington, D.C.: U.S. Government Printing Office, 1960). 234 law enforcement Officer should be trained and educated in order to develop competent Officers in traffic safety. They should know all the laws, rules, and regulations. The officers should know all the principles of safety. They should direct traffic, assist troubled motorists, enforce the laws, and above all, maintain safetyfi The government of Saudi Arabia should equip all traffic de- partments with a communication network-to-facilitate con- tact and cooperation. Highwgy Traffic Safety Department The traffic problems in Saudi Arabia necessitated_ the establishment of an independent Highway Traffic Safety Department under the Ministry of the Interior. The depart- ment's budget (about 1.2 million dollars in 1973) should be increased in order to equip the department with new and modern equipment, as well as staff it with qualified per— sonnel. The statistical division should be staffed with persons who specialized in research and statistics. The Highway Traffic Safety Department should contact local universities to develop a training program for all its personnel in business and office administration. The 235 Traffic Safety Department should develop a comprehensive plan for the improvement of all divisions and departments on the national and local levels. Driver Examination and Licensing The Objective of driver examination and licensing is to insure that the driver has developed a driving skill and knowledge of the traffic laws essential for safe, efficient, and economical driving. It is necessary to develop an examination for Saudi Arabia which would assure the attainment Of the Objectives. The Highway Traffic Safety Department should develop a driver licensing exam- ination relevant to the laws and regulations as well as the road conditions and traffic situations in Saudi Arabia. Any adaptation of foreign licensing examinations will not be relevant for the country. A careful analysis of the traffic accidents in Saudi Arabia and the frequency of driver mistakes and faults should be investigated, and the information should be adopted in the examination. 236 Driver Improvement Programs The Highway Traffic Safety Department, with the cooperation Of the teacher colleges, should develop a driver improvement program. The program should be designed for licensed drivers who want to improve their driving per- formance. The educational program should be based on the needs of the problem driver. A careful analysis of his needs should be conducted before the planning and implemen- tation of the program. Since all Of the drivers in Saudi Arabia have never had any course in driver education, the program should be planned in order to cope with the problem effectively. Traffic Engineering Throughout this research, the major causes Of traffic accidents were attributed to the driver. Despite the fact that all the available data supports this fact, there were many variables relating to traffic engineering which were neglected by accident investigators in Saudi Arabia. Road condition, highway design, traffic conges- tion, traffic signs, and other related traffic engineering components were not included in traffic accident 237 investigation reports in Saudi Arabia. The author while he was in Saudi Arabia observed many sharp curves on high- ways, many Objects on the roads (rocks, animals, etc.) and many streets which did not have any traffic control signs. It is very essential for accuracy and for future safe plan- ning to include traffic engineering in traffic accident investigation reports. It is very fundamental to safety to maintain good, efficient, and safe roads. Traffic engineers should define the functions of the road, survey the surrounding environ- ment, analyze the land condition, and determine the flow of traffic. The Highway Traffic Safety Department in Saudi Arabia should develop and maintain a highway engineering division. The responsibility of the division would be to plan for future safe roads, improve the present roads, and coordinate with the various ministries and departments in the planning of safe roads. The present planning in Saudi Arabia is directed toward beautification of cities and towns in the country. The traffic engineering department should supervise all Operations in order to insure that the towns are not only "pretty," but that the streets and roads are safe. The traffic engineering department should strive for safety and conformity as well as efficiency. 238 Public Information The basic responsibility for Obtaining balanced accident prevention programs belongs to the public Offi- cials. At the same time, it is evident that the success of these programs rests upon the support of the public. Their understanding and cooperation assures the mainten— ance Of safety. The Traffic Safety Department should seek the assistance and guidance Of the Ministry of Information in developing a public safety information program designed to carry safety messages to all the people of the country, young and Old. A special program should be organized during special occasions (pilgrimages and holidays). The Traffic Safety Department should issue special bulletins regarding road conditions and other environmental condi- tions. Traffic problems should be explained in "human" terms in order to effectively influence the receiver of the message. Motor Vehicle Inspection The Highway Traffic Safety Department should ini- tiate a motor vehicle inspection. The periodic inspection method should be the objective of the Operation; however, 239 due to the shortages of experts in this field, the spot check method should be applied for the-immediateifuture. The inspection will serve two purposes; first, it will help in maintaining the condition of the cars fOr safe driving; secondly, it will help in apprehending unlicensed drivers and drivers with suspended»licenses.‘ Since the ticketing system for traffic violators-is to be applied in the near future, it will also help in collecting unpaid fines. Recommendations for Further Research This research was the first to closely examine traffic accidents in Saudi Arabia. Despite the fact that a great effort was made to analyze all of the-major con- tributing factors to traffic accidents in Saudi Arabia, there remained many factors which were impossible to in- clude. The effect Of road conditions and highway design in Saudi Arabia on traffic accidents was not extensively included in this research because Of the lack of available data. It is recommended that future research should examine those areas. 240 Since the traffic safety system in Saudi Arabia has not been researched in the past, there are many areas which should yet be researched. Traffic engineering, traffic laws and regulations and traffic law enforcement are among those areas which should be examined and analyzed in the future. The implementation and adOption of future traffic safety programs in Saudi Arabia should carefully consider the specific needs of the country. The adaptation of foreign traffic safety programs should be*carefully modified to satisfy the social and cultural-traditions of Saudi Arabia. This could be achieved throughcareful planning, programming, and budgeting by utilizing scien- tific system analysis approach. Saudi Arabia is facing many serious traffic safety problems. It is hoped that this critical social problem would attain a great consideration by the policy makers in the country. 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