5.2.2. Training for traffic management professionals is no different in concept from training for any other professional discipline. Professionals will be trained through a combination of:
♦ “traffic course modules” taken as part of the academic-degree courses normally followed by engineers or planners;
♦ vocational or “on-the-job” training usually delivered by senior staff or by project based technical assistance;
♦ training in specialist areas through implementation contracts (such as ATC) where a training program in the use of equipment is included as part of a contract;
♦ short special topic courses during employment;
♦ overseas visits-study tours to gain exposure to state-of-the-art concepts; ♦ full time specialist courses such as post graduate degrees in transport.
5.3.1. Training for traffic police varies greatly from country to country. Most countries have a
traffic police force separate from “criminal or security” police. Traffic police are often a national level force although city traffic police forces also exist and in some cities both forces work in parallel (such as Venezuela, Mexico) and it is not always straightforward to determine the respective areas of national and city traffic police responsibility.
5.3.2. Traffic police training is mostly carried out at police-run training centres. Issues in police traffic management are well known and include:
♦ emphasis on routine policing such licence checking, stolen vehicles, citycheckpoint security controls etc rather than on traffic matters (traffic scheme enforcement particularly selective enforcement techniques, dealing with traffic emergencies, accident reporting and analysis, etc);
♦ under-resourced training centres;
♦ lack of quality training and thus unfamiliarity of field police with traffic law and regulations;
♦ lack of refresher or follow up training following basic training; and
♦ lack of appreciation by the traffic police for the objectives of traffic management policy.
5.4.1. Most professional staff training for traffic engineers and planners in developed cities is based on pre-work academic courses at universities-colleges-institutes followed by practical training during subsequent work with traffic authorities or consultants. The same process applies in developing countries where traffic matters are recognised as important (Brazil, Chile, and similar). At the opposite extreme, in some other countries, universities-colleges-institutes do not offer appropriate traffic courses and cities do not have strong traffic departments which can offer career paths or structured training programs to traffic professionals.
5.4.2. Many Bank transport projects have included some element of training in urban transport
although not all of that training has been in traffic management. However, there is little detailed evaluation of the impact of the training components – neither its effectiveness in increasing professional capabilities nor its sustainability. In 1986, the World Bank Policy Study “Urban Transport”[14] stated that “particular emphasis needs to be placed on training ……..” and “traffic management projects are thus expected to focus on bolstering institutional frameworks and on training …….” (underlines - this Review). In general, there is limited evidence that projects have “focussed” on training in traffic management in the last 10 years. Some training interventions have been included (mainly training through working with TA and by overseas visits) but even in these cases, the programs were relatively modest and there are no known evaluations. There have, or are proposed to be, exceptions including the (i) Mexico Medium Sized Cities Project, (ii) Venezuela Urban Transport Project and (iii) Mumbai Urban Transport Project. These projects include structured training programs for traffic and transport professionals and police (Venezuela only) and, while not without difficulties in implementation, in projects which have been implemented they are highly regard in their respective countries. The format is described in detail in subsequent paragraphs.
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