School Transport in Kenya

[Type text]

UNIVERSITY OF NAIROBI

MASTER OF SCIENCE IN CIVIL ENGINEERING

CE 460

SCHOOL TRANSPORTATION GUIDELINES

(KENYA)

NANCY ACHIENG ABIRA

SUPERVISOR: PROF. O.O. MBECHE

25TH NOVEMBER 2014

School Transportation Guidelines Page 1

CONTEXUAL DEFINITION OF TERMS AND ABBREVIATIONS

Guidelines: Recommended practices that the school should undertake to meet the transport

safety standards suggested

Learner: A child between 6 and 18 years enrolled in a school.

Standard: The level of Quality achievement in relation to a School Transport Safety

component.

Child: A person under the age of eighteen years

WHO: World Health Organisation

NTSA: National Transport and Safety Authority

NHTSA National Highway Traffic Administration (USA)

RTIs: Road Traffic Injuries

Transport To carry or bear from one place to another; to remove; to convey; as, to transport

goods; to transport troops

Bicycle is a pedal-driven land vehicle with two wheels in tandem, usually propelled by

pedals connected to the rear wheel by a chain arranged in line, and having

handlebars for steering and a saddle like seat.

Vulnerable: A vulnerable road user is a road user at most risk or/and unprotected by shield.



1. INTRODUCTION

1.1. Background Information Children are a vulnerable group of road users. This is because their abilities to cope with traffic

evolve with age and remain severely limited in the first nine or ten years of their life. They are

therefore highly at risk in any situation where motorised traffic is heavy or fast, visibility is limited,

or the drivers focus their attention on other vehicles and tend to forget about pedestrians or

cyclists. After all, they are still developing the skills they will ultimately use to participate in traffic

in a responsible way. Furthermore, as independent road users their role is limited to that of

pedestrians and cyclists, which are the most vulnerable road users.

The children’s perception about traffic as a total entity and their knowledge about traffic rules is

not fully developed until about their tenth year of age. They do not have the ability to cope with

complex traffic situations and they easily mix the real world with their imagination. However, even

by ten years of age, children’s skills and abilities may be insufficient in the context of the potential

speed to be attained when cycling. Cognitive and perpetual abilities of children are not as

developed as those of adults, which results in the child being less able to judge danger and cross

roads as safely as adults. Children are at greater risk because they are small, they can’t be easily

seen by motorists, their attention spans are less, they are more prone to running, have difficulty

judging vehicle speeds and gaps and have poorer perception than adults.

It is therefore important for designers to appreciate that children are not little adults and school

transportation system should be forgiving of human error and minimise the level of unsafe user

behaviour. Although children may recuperate more easily from injuries than most adults, the shock

resulting from a traffic accident is never to be underestimated. Protection of children cannot rely

on better behaviour on their part: it is the responsibility of decision-makers to allow them freedom

of movement in appropriate surroundings and to promote more careful behaviour of the drivers. It

should also be realised that children are fallible and will always make mistakes, but they should not

be penalised with death and serious injuries.

In Kenya, on a minimum, formal primary and secondary schooling begin at year five and end at

year eighteen of child life. More so, most schools in Kenya are day schools only meaning that a

child is exposed to traffic twice on a daily basis for a period of twelve years.

School transportation takes place under various circumstances. Despite the variety, school

transportation can be divided into two basic types. They are (1) “to and from” transportation,

which refers to transporting students to school and back to their homes or a nearby drop-off, and

(2) “point-to-point” or “activities” transportation, which refers to transporting pupils to


educational activities or programs. To and from transport occurs on a more regular schedule and

fixed route, whereas point-to-point transportation is more likely to be occasional.

As regards above, proper planning and layout of standards and guidelines governing school

transportation should be made a priority.

1.2. Problem Statement Kenya is rated fifth in road carnage. Kenya Roads Board statistics indicates that about 1.17 million

deaths occur each year worldwide due to road accidents. About 70 % of the deaths occur in

developing countries. Out of 100,000 vehicles, about 510 are involved in fatal accidents in Kenya

compared to 260 in South Africa and 20 in the UK. 65% of deaths involve pedestrians and 35

percent of pedestrian deaths are children. Kenya is ranked the 5th highest number of accidents per

licensed vehicles out of 29 selected countries worldwide according to a research carried out by the

UK Transport Research Laboratory (TRRL) in 1986. (David Manoa, May 2009)

It should however be noted that the number of pedestrians fatalities have increased over the

years. . 80% of pedestrian related fatalities are of school going children. (NTSA, 2014)

1. The rate of road accidents involving school buses and vans in Kenya is quite alarming

leaving parents, relatives and Kenyans at large languishing in pain over the loss of young

innocent lives:

Friday, 12th July, 2013 – Police officers in Nyahururu impounded three school buses for

overloading. At least one of the buses was carrying 26 extra students than its capacity

allows while the other two had overloaded by 17 and 12 respectively. The buses were

headed to Nakuru for an education tour (The Kenyan Daily Post, 2013).

Friday, 26th April, 2013 – Four students of Nambale High school in Busia County were

confirmed dead following a deadly road accident that involved their school bus and a lorry

along Nakuru-Kabarnet road (Acharry, 2013). the bus driver had attempted to overtake the

lorry when it clipped it from the side and eventually lost control. The bus then skidded off

the road and rammed into a tree (UbAlert Team, 2013).

Thursday, 13th June, 2013 – Students from two private schools were on Thursday

morning injured in two separate accidents that occurred while they were being driven to

school. One of the accidents involved students from the Compuera Academy while the

other involved pupils from Richbrain Academy. (The Kenyan Daily Post, 2013).

2. Some of the grisly accidents at such spots where school children cross have been mainly

caused by overspeeding, lack of concentration or influence of drugs by the motorists. 80%

of pedestrian related fatalities are of school going children. (NTSA, 2014)


Tuesday, 7th January, 2013 -Four children were killed and one injured by a speeding car

when the driver veered off the road to avoid ramming into a lorry. The children were

waiting to cross the road on their way home. (The Star, 2013)

Friday, 02nd March, 2012 - Nine primary school children died and forty others injured

when they were hit by a lorry at 6pm while crossing the road. The Bungoma OCPD said the

accident could have been avoided if the lorry driver was careful since the children were

shouting and singing while crossing the road. ( Daily Nation , 2012).

3. In middle to low income countries, motorcycles are a common means of transport (WHO,

2006). Motorcycles thence form a significant proportion of means of transport used by

parents to ferry children to and from school. In certain towns of Kenya such as Kisumu,

Kakamega, Thika and Busia amongst others, motorcycles account for over 70% of vehicles

registered every year (WHO, Global Status Report, 2013). Children pedestrians are at

particularly high risks of accidents caused by motorcyclists.

In Thika district, 54 school children were killed and 165 injured in 2012 in accidents

involving motorcylists and motorists (Kenya Traffic Police Department, The Star, Wainaina J,

2014).

Although this is the case, the current legislation, the Traffic Act Cap 403 does not address the

aspects of child road safety.

Public service motorcyclists carrying school children ( Nation Media Group, 2013)


Kenyan school children walking home from school (BBC News , 5th January 2012)

School children bussing in Kenya (SHARE Africa website,SKCC website)

1.3. Research Questions The research questions that the study seeks to address include:-

What is the current level of school transportation safety in Kenya

What policies and guidelines are currently available in Kenya to govern school

transportation system

Are the policies adequate to ensure safety in school transportation

1.4. Purpose of Study The purpose of this research is to:

Outline the current situation regarding school transport and its safety of vehicles used for

school transport and school trips in Kenya.

Identify existing problems and concerns if any.

Develop policy positions in relation to school transportation in Kenya.


1.5. Justification for Study Children are the backbone of the economy. The economic prosperity must factor in the big role

that the children and youth play, and we need to accommodate that role by providing reliable

education system, ensuring safety and protection of children amongst other factors. This study

therefore offers an opportunity for policy makers and implementers to know best how to

safeguard school children as relates to transportation.

Road traffic injuries are a major public health problem and a leading cause of death and injury

around the world. Each year nearly 1.2 million people die and millions more are injured or disabled

as a result of road crashes, mostly in low- and middle-income countries. As well as creating

enormous social costs for individuals, families and communities, road traffic injuries place a heavy

burden on health services and economies. The cost to countries, many of which already struggle

with economic development, may be as much as 1–2% of their gross national product. As

motorization increases, preventing road traffic crashes and the injuries they inflict will become an

increasing social and economic challenge, particularly in developing countries. If present trends

continue, road traffic injuries will increase dramatically in most parts of the world over the next

two decades, with the greatest impact falling on the most vulnerable citizens. (WHO, Road Safety

Manual for Decision Makers and Practitioners)

The study will also offer solutions to fill the gaps in policies and guidelines on school

transportation.

1.6. The Scope and Limitation of Study As much as the study covers the whole of the country (Kenya) although with a slight bias to

urban areas. This is because conflict of various modes of traffic and road fatalities and RTIs

are mostly common in such urban areas.

This study does not cover school travel by aircraft, train, private vehicles and ships or

canoes

Despite the fact that they exist and operate in Kenya,this study does not recognise as school

transport operators; bodies, organisations or societies (which are not schools). However,

some of the regulations may be applicable to them.


2. LITERATURE REVIEW

2.1. School Transportation School transportation takes place under various circumstances. Despite the variety, school

transportation can be divided into two basic types. They are (1) “to and from” transportation,

which refers to transporting students to school and back to their homes or a nearby drop-off, and

(2) “point-to-point” or “activities” transportation, which refers to transporting pupils to

educational activities or programs. To and from transport occurs on a more regular schedule and

fixed route, whereas point-to-point transportation is more likely to be occasional.

School transport can be undertaken by the learners themselves (walking, cycling) or can be

organised collectively using buses.

2.1.1. School Transportation Modes

1. Buses: school transport can use specially designed scholl buses or public transport buses as

in most developing countries. In Kenya the public transport buses comprise the minibuses

and matatus.

2. Parental driving of learners in the family automobiles. This is becoming popular with the

increased perception that public transport is not safe and the perceived hazard to

unaccompanied learners, some learners drive themselves to school. However this mode is

not discussed further in this paper.

3. Motorcycles: a mode that is gaining popularity in developing countries due to the low of

such vehicles. In Kenya it has taken root in most of the towns of Kenya.

4. Cycling and walking:They are considered the healthiest mode of transport for learners. They

are however suitable for short trips and for “to and from” transportation. In Kenya, they

are the most common mode in low income and rural areas.

2.1.1.1. Walking

Learners usually choose the shortest route and do not want to spend any extra time on the trip.

They obey the rules when they think it is sensible and necessary. Taking the shortest route can

mean that they do not use underpasses or pedestrian crossings. They may not obey traffic lights, if

waiting for the green light seems to take too long. Since they are on familiar routes, they tend to

pay less attention to traffic than when walking in unknown surroundings.

2.1.1.2. Cyclists

Cyclists have a difficult position in traffic. As seen earlier, they are sometimes supposed to follow

rules for motorists, sometimes rules like those intended for pedestrians. Their needs are similar to

those of pedestrians (shortest routes, smooth surfacing, etc.), but they are taken into account in

traffic as a last resort. The situation does not encourage homogeneous patterns of behaviour. The

learner cyclists are not yet able to cope with all the traffic signs and rules that apply to them. They


often like to play and show off, which leads to risk taking. Just like pedestrians, they choose the

shortest possible route to reach their destination, which sometimes leads them to use one-way

streets in the wrong direction, or to cycle on the pavement, thus creating conflicts with pedestrians

Buses are safer than cars, even when they are not fitted with seat belts (National Transport Safety

Board, USA)

It should also be noted that in Kenya, school authorities and local governments are permitted (but

not required or mandated) by law to provide free or subsidised transport to learners.

2.2. Previous Standards and Guidelines on School Transport in

Kenya

1. School Safety Standard Manual- Ministry of Education (2008)

The standard manual attempts to be comprehensive and gives guidelines on pedestrian safety,

bicycle safety, safety in public transportation and guidelines for schools with transport services.

The standard is however silent on motorcycle transportation and should then be reviewed to take

care of hat as a great number of child fatalities and injuries occur on motorcycles. The manual

should further capture the trips organised and managed by bodies, organisations and societies

other than schools, vehicle condition and the environmental impact on school transportation.

2. Traffic (Amendment) Bill, 2014

In Kenya, the current legislation, the Traffic Act Cap 403 does not address the aspects of child road

safety

The Traffic (Amendment} Bill, 2014 seeks to amend Section 42 of CAP 403; it also inserts a new

section 105B of CAP 403. It was created in order to provide road safety measures for protecting

school children and to provide for enforcement mechanisms for speed limits and for connected

purposes.

The act introduced a range of measures that influenced school transport.

All school vehicles must comply with set safety standards, as well as being fitted with safety

equipment suitable for children.

Vehicles transporting children to be painted yellow in order to alert other road users.

Speed limits around schools

Vehicle calming devices around school or where school children tend to cross

Statutory penalties for drivers exceeding speed limits, ranging from 10,000 to 25,000.

The Bill vests the responsibility of safe school travel / transport on:


The Highway Authority or a County Government as the case may be ; to erect, construct

and maintain traffic signs and speed limiting and safety design road features and any other

design that may be prescribed by the Cabinet Secretary to ensure the safety of children.

The owner, manager, teacher of a school or a school transport provider who authorizes or

permits the use of a motor vehicle used for transporting children to or from school; must

ensure the vehicle meets the safety standards stipulated and the driver shall meet the

requirements for drivers of public service vehicles as set out under this Act.

Driver; shall meet the requirements for drivers of public service vehicles as set out under

this Act.

Road Traffic (Amendment) Act CAP 403 also makes it an offence to use, cause or permit to be used

a vehicle when its condition or purpose for which it’s being used involves a danger of injury to any

person.

3. Education Act, Kenya – Part (X)

The Education act permits (but does not require/ mandate) Local Government, schools, societies to

provide free or subsidised transport to school children.

However it also stipulates that the cabinet secretary may provide in whole or in part for the

transport of pupils or from any public school or may provide monies to assist in transport of pupils

who are undergoing, or proceeding to or returning from courses of instruction at an institution

approved by the Secretary.

Despite the existence of the above manuals and standards in Kenya, monitoring and evaluation of

their implementation still remains a key issue.

2.3. School Transportation in Netherlands Compared to other age groups, relatively few children in the Netherlands in the 0-14 age group are

killed in traffic. What is more, the number of casualties in this age group has diminished

considerably over the past twenty years, more than in other age groups. This is due to a

combination of measures in infrastructure, vehicles, safety devices and education. In absolute

numbers, children in the 10-14 age group of cyclists face the greatest safety risk − mainly because

it is at that age that they more frequently participate in traffic as solo cyclists.

Over the past decades, road safety has improved more for children than for the rest of the

population. In the mid-1980s, the number of fatalities among children was approximately 120 and

in recent years it has been approximately 35. This is an annual reduction of 3.3%.


Measures that have contributed to the improvement of school transportation

Infrastructure:In the area of infrastructure, contributions have probably been made by the

increase in the number of 30 km/h zones, the more frequent physical separation of fast

traffic and slow traffic, the greater number of roundabouts and the 'moped on the

carriageway' law. The change of intersections (signalised and non-signalised) into

roundabouts resulted in a 30 per cent decrease in injured cyclists, a 50 per cent reduction in

the number of accidents, and in a more than 75 per cent reduction in the number of road

accident fatalities. These aspects of Sustainable Safety have a direct impact on all cyclists

and pedestrians, and therefore also on child cyclists and pedestrians.

Safety devices: There has also been a significant increase in the use of child safety devices

in recent years, partly due to new regulations. Most children shorter than 1.35 m are

currently transported in child restraint seats; in 2004, children often sat in the back seat

with a seat belt. The number of children using no safety device whatsoever has decreased

substantially in recent years, from 25% in 2004 to 10% in 2006 (seethe SWOV fact sheet)

Driver training: In the Netherlands the new Highway Code which came into effect in

November 1991 emphasises the responsibility of the driver in deciding how to behave

properly. In driver training instruction it is explained why certain rules exist and which

safety consequences may result from certain behaviour in traffic. Central issues are “social

and responsible driver behaviour” and “risk awareness”. Driving instructors are examined

on the needs of other road users, which is an indication of the importance of this in driver

training. They must indicate where pedestrians and cyclists are likely to be, and how driving

should be adjusted to ensure their safety.

Education: Road user education has probably always been the best-known way of

improving road safety for children .There are many initiatives, not just in the area of formal

education by schools, but also in the area of informal education by parents. Although

education is vitally important for preparing children properly for traffic participation, the

measurable effects are usually limited (Twisk et al., 2007). For one thing, that is because

education can only partially speed up the mental and biological development of children. In

addition, children find it very difficult to apply 'abstract' knowledge to concrete situations

and to use what they have learned in new situations (Dragutinovic & Twisk, 2006). In the

Netherlands road safety education is compulsory for primary school pupils (aged 4-12

years). Teachers are responsible for teaching road safety theory in schools whilst parents

and teachers together share responsibility for practical training. To assist teachers in their

understanding of road safety issues, extensive handbooks and materials have been

produced and in-service courses developed. Road safety is also part of teacher training

courses. The statutory duty to teach road safety in primary schools is set out in the Primary

Education Act which refers to “promoting social skills, including behaviour in traffic”. Road

safety education is not compulsory in Dutch secondary schools and there does not appear

to be much enthusiasm for making it so. Nevertheless road safety education materials are


provided to schools and some road safety issues are included as a cross curriculum activity

(Oscar Faber, TPA, 1996).

Vehicle Design:In recent years, car fronts have been made safer, which has resulted in a

reduction in the severity of crashes involving pedestrians and cyclists. At the end of 2003,

EU regulations in this area came into force, mainly for the protection of pedestrians.

The introduction of the eco-friendly yellow bicycle for transporting children to school has

also contributed to the reduction accidents and road crashes. The bus includes eight set of

pedals for children, a place for an adult driver and a bench for three children to enjoy a free

ride.

The Dutch bicycle bus (Smart Planet, March 6th 2012)



2.4. School Transportation in the USA In the United States, purpose-built school buses are the primary means of student transport,

almost always provided without charge to families. In the US, the term, "busing" is also used to

refer to desegregation busing, the transport of students to schools other than the closest local

school for increased racial integration.

Each year, school buses provide an estimated 10 billion student trips in the United States. Every

school day, 475,000 school buses transport 25 million children to and from schools and school-

related activities. School buses are purchased or leased by some school districts, while other school

districts engage the service of school bus contractors to perform this function. Approximately 40%

of school districts in the United States use contractors to handle the function of student transport.

However, the use of standard public transit buses is increasingly common in urban areas. For

example, New York City provides yellow school bus service to select students based on grade level

and their distance from the school, but relies on the public New York City Transit bus system to

transport students in grades 7-12 and younger students where dedicated school bus service is

unavailable. Free or half-price transit passes are provided by the school system for this purpose.

Some public transit services may provide "tripper service" with routes designed to serve local

schools. Such routes are regularly scheduled transit routes that are open to the public and, by law,

cannot be used exclusively for school transportation, but are drawn to connect local schools to

nearby communities and transit centres.

In the USA, A total of 32,367 people lost their lives in motor vehicle crashes in 2011. Another 2.22

million people were injured. Children 5 to 14 years old had the lowest fatality rate, and children

under 5 years old had the lowest injury rate per 100,000 population (National Highway Traffic

Administration, US Department of Administration, November 2013).

School buses are one of the safest forms of transportation in the United States. More than 42,000

people are killed in traffic crashes on U.S. roads every year. Every year, approximately 450,000

public school buses travel about 4.3 billion miles to transport 23.5 million children to and from

school and school-related activities. Yet, on average, every year, six school age children

(throughout the U.S.) die in school bus crashes as passengers. (NHTSA strives to ensure that there

are no fatalities in school buses. School buses are approximately seven times safer than passenger

cars or light trucks. The school bus occupant fatality rate of 0.2 fatalities per 100 million vehicle

miles travelled (VMT) is considerably lower than the fatality rates for passenger cars or light trucks.

It found that there are about 815 fatalities related to school transportation per year. Only 2

percent are associated with official school transportation, compared to 22 percent due to

walking/bicycling to or from school, and 75 percent from passenger car transportation to or from

school.


Design Features of the Yellow School Bus that enhance Safety

The focus on structural integrity resulted in the joint requirements of the U.S. Federal Motor

Vehicle Safety Standards for school buses, most of which became applicable for school buses on

April 1, 1977. The following, including Standard 221 (joint strength) are generally considered to be

the most important, even thirty years later.

1. Standard No. 217 - Bus Emergency Exits and Window Retention and Release (Effective

September 1, 1973) This standard establishes minimum requirements for bus window

retention and release to reduce the likelihood of passenger ejection in crashes; and for

emergency exits to facilitate passenger exit in emergencies. It also requires that each school

bus have an interlock system which will prevent the engine from starting if an emergency

door is locked and an audible warning system which will sound an alarm if an emergency

door release mechanism is not closed while the engine is running.

2. Standard No. 220 - School Bus Rollover Protection (Effective April 1, 1977) This standard

establishes performance requirements for school bus rollover protection. The purpose of

this standard is to reduce the number of deaths and the severity of injuries that result from

failure of the school bus body structure to withstand forces encountered in rollover

crashes.

3. Standard No. 221 - School Bus Body Joint Strength (Effective April 1, 1977) This standard

establishes requirements for the strength of the body panel joints in school bus bodies. The

purpose of this standard is to reduce deaths and injuries resulting from the structural

collapse of school bus bodies during crashes.

4. Standard No. 222 - School Bus Passenger Seating and Crash Protection (Effective April 1,

1977) This standard establishes occupant protection requirements for school bus passenger

seating and restraining barriers. The purpose of this standard is to reduce the number of

deaths and the severity of injuries that result from the impact of school bus occupants

against structures within the vehicle during crashes and sudden driving maneuvers.

5. Standard No. 301 - Fuel System Integrity - School Buses (Effective April 1, 1977) This

standard specifies requirements for the integrity of motor vehicle fuel systems. Its purpose

is to reduce deaths and injuries occurring from fires that may result from fuel spillage

during and after motor vehicle crashes.

6. More sophisticated and comprehensive mirror systems were developed to help drivers see

children who were off the bus at almost all times.

7. Crossing gates were developed to help children avoid walking in the area immediately in

front of the bus.

8. Reflective striping, LED and strobe lights were added in the 1980s and 1990s.

9. Modern school buses are often well equipped with amenities lacking only a few years ago

such as air conditioning, two-way radios, high headroom roofs (Gillig and Crown Coach

were producing high-headroom school buses as early as the mid-1950s) and wheelchair lifts


(typically those with lifts are shorter than their counterparts and are sometimes exclusively

assigned to carry disabled children).

10. Video cameras and recorders have become common equipment installed inside school

buses, primarily to monitor (and record) behavior of the passengers. However, on March

28, 2000, a Murray County, Georgia, school bus was involved in a wreck with a CSX freight

train at an unsignalled grade crossing, killing 3 children. Although the school bus driver

claimed to have stopped and looked for approaching trains before proceeding across the

tracks, the onboard camera clearly recorded that the bus had not stopped as it approached

the tracks prior to the collision.

11. Some of the states such as Texas, New York, New Jersey, California and Florida requires all

school buses to be equipped with use of a three-point belt, a lap belt or other form of

effective restraint.

The Yelow school Bus [the yellow colour is for visibility], (School bus, Wikipedia)


3. RESEARCH METHODOLOGY

Data Sources The different types and sources of data that were required to support this study were identified.

The primary data was obtained by direct observation and photography, and also by interviewing

some of the key informants.

The secondary data were obtained mainly through literature review of the existing work by

academicians and researchers on School transportation, safety of children, vulnerable road users

,institutional setup and policy administration. Other sources of secondary data included

universities library, internet, WHO website, Kenya Police Department records, Nairobi

Development plans and government documents on school transport and safety.


4. CONCLUSION

Discussion The Standard Safety Manual, although outdated (2008), is quite elaborate on the guidelines of

ensuring the safety of learners in Kenya. As a developing country, Kenya puts its foot forward in

having come up with a set of guidelines to mainstream the school transportation. The manual

however have a few gaps in the following areas as earlier discussed;

The manual fails to capture school transportation on motorcycles comprehensively; a mode

inseparable from middle income economies

The manual fails to recognise other organisations and societies other than schools that

provide school transportation.

Use of canoes and boats is almost an extinct mode of school transportation in Kenya.

However this is given some weight in the manual while aircraft and private cars ignored.

The manual should further put greater focus on the major safety factors such as the driver,

vehicle condition and environmental factors and come up with guidelines governing these.

The enactment of the Traffic (Amendment) Act 2014 is a big step in policy formulation in the path

of ensuring school transport safety in Kenya. It shows the government dedication of safeguarding

children and in turn securing the country’s economy. “Children and youth are the backbone of the

economy”

It is also worth noting that Kenya in comparison to other middle income economies has made

strides to improve the safety of its roads for all road users and continues to do so.

Road Safety Parameters and Indicators in African Countries

Parameter Countries

Countries with funded national strategy that sets targets for reduction of deaths & injuries

Burkina Faso, Central African Republic, Côte d'Ivoire, Equatorial

Countries with national policies to separate road users as a way of protecting vulnerable road users

Guinea, Ghana, Kenya, Lesotho, Mauritania Mauritius, Namibia, Rwanda, Zambia, Kenya

Countries with national policies to separate road users as a way of protecting vulnerable road users

Benin, Burkina Faso, Cameroon, Ethiopia, Malawi, Mali, Namibia, South Africa, Tanzania, Zimbabwe

Countries with national speed limits on urban roads less than or equal to 50km/h AND allow local authorities to reduce these

Benin, Burkina Faso, Cape Verde, Equatorial Guinea, Kenya, Madagascar, Mali, Niger, Nigeria, Rwanda, Senegal


A national drink-driving law based on Blood Alcohol Concentration (BAC, and where the BAC limit for the general population is ≤0.05 g/dl.

Benin, DRC, Equatorial Guinea, Liberia, Mali, Mauritius, Nigeria, South Africa,Kenya, Swaziland

A national motorcycle helmet law that covers all riders, on all roads and all engine types, and requires an international or national helmet standard (comprehensive law).

Botswana, Burkina Faso, Central African Republic, Equatorial Guinea, Ethiopia, Guinea-Bissau, Kenya, Lesotho, Madagascar, Mauritius, Namibia, Nigeria, Sierra Leone, South Africa

Data obtained from: Global Status Report on Road Safety (2013)

The fundamental question is whether formulation of regulation is adequate or not. The Dutch

“Highway Code” (RVV, 1990), that became effective in November 1991, points out that “in a great

number of situations road users are very well capable to determine which behaviour is desired and

safe”. Therefore the main problem is not the lack of a suitable regulation, but the lack of

compliance with existing rules, and thus, action must focus on the enforcement of laws.

It is also particularly interesting to know to which degree existing rules are observed by

vulnerable users. It has been verified that, in most cases, the introduction of a given rule also

creates a high degree of observation. Rothengatter concludes that “normative behaviour becomes

attractive, if road users perceive that most road users comply to it, and that those who do not

comply get confronted with the negative consequences. In addition to enforcement, feedback

should be considered as a major factor influencing road user behaviour because it is the only way

to tell the road user that it is normal, hence acceptable, to be normative.” (Rothengatter, 1991).

Further, Huguenin and Aebischer explain that “the main psychological variables determining the

observance of rules seem to be: reaction against or approval of a rule; personal competence;

value of safety; conformity; which should be regrouped at the operational level while taking

better account of the influence of the variable ‘anticipated penalty’.” (i.e. anticipation of a penalty

if an offence is detected). As they point out in their conclusions, knowledge of rules hardly plays

any role in the observance of rules; but, on the contrary, reaction against or approval of rules plays

an unquestionable key role. If this preliminary assumption is correct, it would be necessary to

introduce as much as possible new rules minimising the aspect of restricted freedom and

maximising the aspect of enhanced safety (Huguenin et al., 1991).

[Type text]

5. RECOMMENDATIONS The study recommends a review of the School Safety Standard Manual- Ministry of

Education (2008). The study proposes the school transportation guidelines should be as

below;

5.1. School Transportation Guidelines The guidelines shall be segregated depending on the modal choice.

5.1.1. Learner Pedestrian Safety

Learners should always walk in the direction of oncoming traffic.

Learners should be trained to obey traffic lights and look in both directions before

crossing a road or chasing a ball or any item on the road.

Learners should cross the roads only at designated places, such as zebra crossing,

footbridges, tunnels or where a designated assistant is. Learners should avoid

crossing at busy or high speed streets

Older learners should assist the younger learners in crossing the road in the

absence of a traffic attendant.

Learners should never play on the roads or close to the roads.

Learners should be sensitised to avoid the company of strangers while

walking to and from school as this can result in harm, such as kidnapping and

rape.

Learners should wear bright clothing, carry a flashlight or wear reflector bags

when it is dark or hard to see.

Learners should be sensitized not to walk or play along railways.

Learners should be taught not to trust that the cars will obey the rules or the

driver is always seeing you.

In case of learners walking groups or organised processions, white or yellow lights

must be used in the front and red lights in the rear of the group.

5.1.2. Safety of Learner on Public Transport Vehicles

Learners should be instructed not to accept lifts in vehicles driven by strangers.

Learners should ensure that they are seated and should fasten seat belts when

using ‘matatus’ or other public service vehicles.

Learners should not stick out their heads or hands when inside a motor

vehicle.

Learners should not board or alight from a moving public service vehicle.

Learners should be advised to avoid boarding any public service vehicle (eg,

matatus or buses), with loud music or videos .

Learners should refuse food/drinks, money, gifts or similar inducements from

motorists and other strangers.


Where learners use trains, they must be cautioned to desist from hanging on

the doors.

Learners should be advised not to board trains through the windows.

The learners should be sensitised and instructed on safety measures to take in the event of an accident.

5.1.3. Bicycle Safety

It is the responsibility of every learner using a bicycle to ensure it is in good condition and is well maintained.

Parents/guardians need to ensure that their children’s bicycles are in good condition. They should inspect the children’s’ bicycles every morning and adjust them to fit.

Learners should keep to the cycle tracks, where they exist. Where no tracks exist, cyclists should in general use the verges or keep to the near side of the carriageway.

When riding on the carriageway, learners should keep as close as possible to the edge of the carriageway in order to turn left after stopping to see that they do not hinder other road users

A bicycle should be equipped with; well inflated tires, brakes that work, a bell, a red reflecting device at the rear, devices ensuring that the bicycle can show white or selective yellow lights ahead and red lights to the rear

Learners should never attempt any stunts while riding a bicycle. Learners must always ride with one hand on the handles and carry books either in the bicycle carrier or back pack.

Learners should obey traffic signs and signals and all road markings.

Learners should be at least 15 years old to carry passengers below the age of ten, the child passenger should be seated on a safe place with sufficient support for their backs, hands and feet.

Bicycles should be ridden in the same direction as the flow of the motor traffic; not against it.

Learners riding bicycles should never hold on to moving motor vehicles for assistance.

Ride in a straight line, not in and out of cars. Always use the bell or a horn to signal other drivers.

Children less than ten years of age are not mature enough to ride. Similarly, younger children should ride on the sidewalk and not the main road.

Learners should follow regular routes to and from school, and avoid riding at night. Parents should monitor and regularly ensure that this requirement is observed.

Learners must wear a helmet and reflective clothing at all times.

Learners are discouraged to carry passengers on the bicycles.

Be on the lookout for hazards such as pot holes, broken glass, water puddles and animals crossing the road. These can cause a crash.


5.1.4. Safety on Two Wheeled and Three Wheeled Motorcycles

The following guidelines shall be applied in conjunction with the NTSA operation of the Motorcycles 2014.

a motor vehicle designated for transporting children to or from school or for any non-school related activity when they are in a group shall –

o be fitted with the prescribed child safety equipment, design safety features or structures

o be painted in yellow colours and other signage as may be pappropriate. o comply with the conditions imposed on public service vehicles

under the Kenyan legislation. o not operate between the hours of 10:00 pm and 6:00 am

A person or institution shall not designate or use a motor vehicle for transporting children to and from school or school or non-school related activity unless the motor vehicle is licensed for such operation.

Every motorcycle carrying school children must have the following protective gear: a children’s helmet which complies with the Kenya Bureau of Standards and a passenger reflective jacket bearing the registration number of the motorcycle.

Learner on the motorcycle should not have any hand luggage; books should be carried in the carrier or in a backpack.

A learner less than 12 years may be carried together with an adult provided the child is seated between the rider and the adult and wears a helmet designed for children.

Learner passengers on motorcycles should be secured with retention belts that go around the waist, shoulders and between the legs to prevent them from wriggling and falling off the motorcycle.

Learners should be carried on short journeys, as their attention spans are short and they tend to fall asleep.

In or near schools and at points where school children tend to cross, motorcyclists should not exceed 5km/h

The rider should not carry any other luggage when transporting school children.

A public service motorcyclist seeking to transport school children should undergo advanced training and be certified on the special needs of school children.

The parents/ guardians must have the telephone numbers of the rider transporting the learner.

5.1.5. Schools with Transport Vehicles

The vehicle should be comprehensively insured and regularly serviced and maintained.

The driver and his/her assistant must have the necessary PSV qualifications, a valid driving licence, experience and a certificate of good conduct.

The school bus/vehicle must be fitted with appropriate seats and seatbelts.

The bus/vehicle must have a First Aid kit.

The assistant shall be responsible for ensuring proper behaviour of the learners, assist them in boarding and alighting from the bus and ensure proper sitting arrangements.

The assistant will also be responsible for helping learners cross the road.


The school bus/vehicle shall clearly display on the outside the name, address and telephone number of the school

The school bus/vehicle shall at all times be driven at not more than 60kph, hence the mandatory speed governors.

No undesirable materials, such as posters depicting cigarette or alcohol advertisements or pornography, should be depicted inside or outside the school bus/vehicle.

The speed limit within the school compound for any motorised vehicle should be 5kph.

For any school excursions or field trips, the parents should give their consent in writing and an accompanying teacher is mandatory.

Where parents pick up their children from school, proper details of the vehicles must be entered in a register at the gate.

School administrators should enforce discipline among learners while on school trips or when attending co-curricular activities away from the school.

School administrators should ensure that Ministry of Education guidelines on school travel for learners are strictly adhered to.

5.2. Main Safety Issues In addition to the above guidelines, the safety of school transport depends upon the following key issues.

Driver Vehicle condition Environmental conditions

5.2.1. Driver

Owners/ operators are responsible to ensure that everyone who drives their vehicle is suitable to do so. All legal requirements must be complied with, and appropriate additional best practice in the case of school transportation should be adopted.

Should undergo initial and periodic re-assessments of their ability to drive a vehicle used for school transport.

Receive practical driver training, as necessary, in the specific vehicle and under the conditions in which they are likely to be required to drive.

Be medically fit to drive. At the very least, they should sign a declaration that they are medically fit, not taking any medication or undergoing medical treatment that may impair their ability to drive.

Drive for limited periods to avoid fatigue. Maximum driving hours of 5 hours should be maintained. If long journeys, the driver must be accompanied by a second driver.

Be accompanied by an escort where the needs of passengers require it. The escort prevents the driver from being distracted by the children,

Not handle a mobile telephone while driving, even if it is hands free. Schools should not expect to contact the driver while he or she is driving. The driver should stop at designated places to make or receive calls.


5.2.2. Vehicle condition

In Kenya, school transport is served by a variety of types and ages of vehicles which, when not being used to transport children, are often in use to transport members of the general public. Consequently, they are neither specifically designed nor purpose built to transport children to and from school or on school trips and may therefore be completely inappropriate. Some of the vehicles are not fitted with seat belts and do not have adequate, safe and accessible luggage storage. On some journeys there are more children than seats, and so some children have to stand or share seats. It is, therefore, essential that schools, education authorities and other organisations who hire or contract vehicles for school transport purposes, carefully consider and (specify in the tender documents and contract) the type of vehicle that is most appropriate for their needs. This should include specifying the supply of vehicles that are fitted with seat belts, that have enough seats for the number of passengers and that have adequate luggage storage. The following practices should be adopted in conduction with the Traffic (Amendment) Act, 2014 that stipulates the requirements for a vehicle transporting school children;

The vehicles should have child restraints besides the seat belts for use by school children under the age of eight

The seat belts should be of lap and shoulder type(three point system)for passenger seating.

All school vehicles should be installed with the GIS tracking system

The vehicle should have the name, address and phone number of the service provider.

5.2.3. Physical Environment

The physical environment suitable for children is heterogeneous and varies according to the

geographical location and special needs of the learners. However general guidelines can be

adopted.

The Traffic (Amendment) Act 2014 is very clear on the role of the Highway Authority and

The County Government in ensuring that speed calming and safety measures are erected,

constructed and maintained around school environments and at points where learner cross

the road.

Children crossing the road at school zones should have supervisors

Adequate bicycle parking and storage should be provided in all schools (1 parking for

every 3 learners)

The County Governments should vet and approve new school sites.

Split campus schools should be avoided at all costs

Site locations for schools should have connectivity to the surrounding residential

catchment


Some of the safety measures proposed by author ( WHO, 2013)


REFERENCES 1. Planning for Safe Transport Infrastructure at Schools – Technical Guidance for the

provision of effective and safe transport infrastructure at schools, Queensland Govt,

April 2011.

2. School Transport Regulation – The State of Minnesota, November 2013.

3. The Traffic (Amendment) Act, 2014

4. The Education Act- Ministry of Education, Kenya 2008

5. Seat Belts and Child Restraints- A Road safety manual for decision makers and

practitioners, WHO

6. Traffic Safety Facts 2011- US Department of Transportation

7. Road safety of Children in Neteherlands- SWOV Fact sheet, 2010

8. Safety Standard manual for schools in Kenya- Ministry of education, 2008

9. The Proposed National Transport and Safety Authority - Operation of Motorcycles

Regulations, 2014, NTSA (No. 33 of 2012)


Documents

School Transport in Kenya