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18 March 2011

Core Program Evaluation Survey

Background Information: AIP Foundation is focused on promoting helmet use in Vietnam,

Cambodia, and Thailand, as well as advocating for helmet use globally and supporting
NGOs in other countries through technical assistance. Over the past 10 years, a number of
different programs and interventions have been developed to tackle this enormous problem:
1) direct helmet donation, 2) primary school -based education programs, 3) community
awareness campaigns, 4) nationwide public awareness campaigns, and more.

In recent years, each of t he major interventions have been evaluated individually, often using
different surveys that were individually designed for the situation. Thus, comparing progress
across programs is very difficult.

AIP Foundation would like to be able to integrate the eva luation results of its different
programs to a degree. One idea is to develop a set of core questions that apply to all the
programs and would be in all surveys ± from the pre- and post- test that students take at a
Helmets for Kids school to the randomize d survey that is administered to determine public
awareness education penetrance.

In June 2011, AIP Foundation will launch the first phase of a three year child helmet use
campaign in Vietnam. This will be the culmination of efforts from a coalition of roa d safety
stakeholders in Vietnam. There should be ample opportunity to use the core questions in this
context.

Suggested Research Question(s): How do different types of public awareness activities

fare in improving knowledge, attitudes, and behavior?

Possible Activities:

˜ Develop a set of core questions that can integrate evaluation efforts across the programs.
˜ Work closely with the program staff to identify common themes in the programs.
˜ Pilot these core questions in public awareness activities over the summer of 2011.
˜ Revise and recommend a final set of core questions for use in the 2011-2012 school year and
all future interventions.

Road Safety and Best Practices Literature Review and Recommendations

Background Information: Road safety is an emerging pu blic health field. With the UN
Decade of Action for Road Safety on the horizon, there are more efforts directed at road
safety research, particularly in the developing world. Sharing the knowledge that the
academic community has gathered with those that ar e actually implementing programs is an
important challenge that this project would address.
A review of best practices in road safety education programming (school -based and public
awareness initiatives) would be ideal to orient new staff at AIP Foundation . Furthermore,
reviewing best practices on a global scale and analyzing what was successful and what was
not ensures that NGOs do not repeat one another¶s mistakes.

Ideally, this review would cover 1) background information on road safety globally,
developing vs. developed countries, and Vietnam; 2) best practices from general school -
based and public awareness programming targeted at behavior modification ± focus on
developing countries; 3) specifically best practices from road safety education programs ±
focus on developing countries.

Next, the fellow should do some creative thinking on how these best practices could be
applied to the current programs.

Suggested Research Question: What are the factors that prevent an uncontroversial
behavior modification, like wearing a helmet, from being adopted? How can AIP Foundation
improve the current and future programs based on the evaluation efforts of others?

Possible Activities:

˜ Literature searches to gather appropriate primary sources

˜ Staff training workshop
˜ Interviewing the staff on the challenges they face in implementing their programs
˜ Developing recommendations for school-based programs and public-awareness programs

Safe Routes to School Workshop Improvement

Background Information : Safe Routes to School i s a general road safety education

program, implemented in primary schools. AIP Foundation developed the current primary
school road safety curriculum in Vietnam with the Vietnam Department of Education and
Training in 2002. The government chose to only ado pt a portion of the curriculum in all
schools. The remainder of the curriculum has become the AIP Foundation SRS program. A
key component is the active teaching methods workshop, which equips teachers with more
engaging and creative ways to teach road safe ty in particular, but the skills can also be
applied to other subjects.

The active teaching methods workshop brings together teachers from the target school, and
often times teachers from the surrounding area, to learn how to use tools like ³mock -up´
street corners for hands -on play/instruction. Introducing these more engaging methods has
had positive results. For example, immediately after the training, 90% of teachers affirmed
that the new teaching methodology is more interactive and adaptable than tradi tional
methods and believed that this is a better technique for traffic safety lessons.

AIP Foundation has not evaluated at the end of the year how the teachers fared in using the
active teaching methods in the classroom. The program is evaluated through p re- and post-
assessments, testing the students¶ road safety knowledge.

In the past three years, the SRS program has been implemented in 8 schools, but hundreds
of teachers have participated in the workshops since teachers from all the neighboring
schools are also often invited to attend.
Suggested Research Question: Do teachers continue using these skills after the end of
project implementation? How can the workshop be improved? What challenges do teachers
face once they put the skills to use?

Possible Activities:

˜ Examining pre- and post-tests from teachers that attended workshops

˜ Surveying SRS school teachers.
˜ Best practices from other teacher training programs to put the program in context and give
ideas for improvement.

Adult Driving Skills Project ± Supporting Ongoing Evaluation

Background Information:

The Adult Driving Skills Public Awareness project is in the early development phase. The
goals of this project are to bring awareness of safe driving behavior and safe driving skills to
the driving population of Ho Chi Minh City, Vietnam through the creation of a driving skills
educational video. AIP Foundation will engage a creative agency and production company to
create a series of short educational video clip (s) for new and experienced drivers on safe
driving behaviors. The video clip (s) will demonstrate safe and hazardous road behaviors,
using a culturally appropriate tone. The clip(s) will be ultimately integrated into the drivers¶
licensing curriculum in Ho Chi Minh City and initially aired as a public awareness campaign.

This is a new area of programming for AIP and so gathering evidence on which to base the
development of these cli ps is essential. A research consultant is currently engaged to
develop a strategy to gather the evidence necessary to determine the content and tone of
the clips, and to ensure that the evaluation component is in place.

The fellow would keep in touch with the research consultant over the next few months. When
on the ground, the fellow would work on the evaluation of the efficacy of the clips in
improving knowledge, attitudes, and ultimately behavior.

Suggested Research Question: What impact does viewing the driving skills educational
clip have on knowledge, attitudes, and behavior? What was the penetrance of the public
awareness campaign?

Possible Activities:

˜ Working closely with the research consultant.

˜ Preparing evaluation materials for pre- and post-viewing.
˜ Identifying the next unsafe road behaviors to target.
˜ Identifying additional target audiences.
˜ Recommendations for future adult driving skills interventions.

Road Safety School -based programs Comparisons

Background Information: AIP Foundation has three established, and one pilot primary
school-based programs. The goal of all of these programs is to improve road safety
knowledge, attitudes, and behavior.
 ˜ Since 1999,?

??
 is a helmet donation and helmet use awareness-raising
program, instilling the importance of helmet use and traffic safety in children, teachers,
and parents.
˜ Since 2002, Safe Routes to School combines general traffic safety lessons with
engineering improvements to ensure students can travel to and from school safely. This
program has also been paired with traffic safety corner/park construction and the HFK
program.
˜ Since 2009, Safe Kids Walk This is a pedestrian safety program that has been paired
with traffic safety park construction in the past.
˜ Since 2010, Click on Safety pilot program is an e-Learning initiative that gives children
an interactive and creative online environment in which to learn about road traffic
safety.

The

??
? program has had varying success. Immediately after the program
launch and the initial helmet donation, helmet compliance rates are 100% or very close to it.
By the end of the 2009 -2010 school year, there were a range of compliance rates ± from
16% to 87%.

For the last three years, at least 20 schools have received onl y the

??
 program
in or around Ho Chi Minh City. Simultaneously, 7 schools have received the

??
?
and Safe Routes to School programs in or around Ho Chi Minh City.

Thus far, evaluation has only been done on a school -by-school basis. We have never had
the capability to compare the school program sites and identify what made one project more
successful than the other in a systematic fashion.

Suggested Research Question(s): Is the combined

??

 and Safe Routes to
School program more effective at modifying helmet use behavior, than the

??

program alone? More generally, what factors make a

??
 project at one school
successful, while another one fails?

Possible Activities:

˜ Comparing helmet compliance rates between HFK only and SRS/HFK schools.
˜ Surveying project schools (principals, teachers) to determine the factors that led to success or
failure.
˜ Drawing from the published literature to put our programs in context.