Environmental Engineering Reference
In-Depth Information
School travel plans (STPs)
To date, the journey to school has prompted more public action than with any other
type of soft measure. Two factors would seem to account for this:
1
a very distinctive set of issues surrounding children's journeys which gives them
unusual prominence as candidates for intervention
2
the institutional character of schools, both as individual organisations closely
linked to their local communities and collectively (as far as State schools are
concerned) as subject to direct policy control by central government.
Unlike other forms of soft measure the motivation for school travel plans does not
derive primarily from concerns about the general volume of car traffic or practical
difficulties with staff or visitor parking. Rather the 'school run' generates public
attention because it involves a concentration of journeys at particular places and
times which can create chaotic conditions in the vicinity of school gates as well as
conspicuously adding to congestion and safety hazards on local road networks. The
welfare of the children involved is also a very sensitive political issue. Broader concerns
about their development (lack of independence), poor preparation for adulthood, and
- more recently - lack of physical activity contributing to obesity are further factors
which have prompted Government involvement.
Initial work on school travel focused primarily on physical improvements such as
traffic calming, 20 mph zones, cycle lanes and safe crossings.
Over time the approach developed to include greater coordination on consultation
with the school and local community, education and information measures, road
safety training, changes within the school and initiatives such as 'walking buses'
and, more recently, 'cycle trains'. These involve volunteer parents escorting
children in groups on foot or by bike on a fixed route.
(Cairns et al. 2004)
In 2001 Government funding was provided to enable travel co-ordinators to be
appointed in local authorities to work on school travel and to provide free advice to
schools. The scheme was extended in 2003 as part of a comprehensive Action Plan
(DfES and DfT 2003a). This included the offer of capital grants of £5,000 and £10,000
to primary and secondary schools respectively who prepared an authorised travel plan
and was accompanied by a good practice guide (DfES and DfT 2003b). A target was
set of 40% of schools having travel plans by 2006 and all by 2010. Some of these may
be plans prepared by schools as part of applications for planning permission.
An initial evaluation of the initiative suggested that, whilst some schools had
reported achieving reductions in car use there were as many that had reported
increases at primary school level and a higher number reporting increases (at secondary
level) (DfT 2005m). By comparison with workplace plans it should be noted that the
individual components of STPs are essentially of the 'carrot' variety, there being little
opportunity to impose sanctions through the rationing or pricing of parking spaces.
Significantly however the results of case studies listed 14 types of benefit which were
being obtained, other than modal shift. These include raising environmental awareness,
involving pupils in travel planning work through the curriculum, and opportunities for
working with the local community.
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