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Decalogue of success drivers in the Safe Routes to School Programmes

The Work Group for Child Mobility of the Province of Granada has identified the success drivers that would lead to the success of the Safe Routes to School Programme according to Donostia-San Sebastián Town Hall (Granada and Donostia-San Sebastian held an exchange with the support of the CIVITAS Activity Fund).

It is not a closed list that must be followed to the letter, but a list of factors that were mostly repeated in the workshops we held and that we all thought were essential:

  1. It is a programme that requires a high degree of commitment, enthusiasm, and mutual understanding.
  2. The lead role of the institutions is very important to turn the visions and interest in improvement into reality.
  3. The participation of a large number of social agents such as families, teachers and groups and associations during all the phases of the programme and in the production and adoption of solutions. These agents are the ones who must demand improvements to the local government accelerating the decision-making process.
  4. It is necessary to conduct continuous feedback about the agents involved and about the improvements carried out in the schools.
  5. It is important to create original campaigns that have to a high impact on the community (happy kids and attractive settings among others).
  6. Carrying out actions which promote awareness about the work done so far is also considered to be important; in this way the programme is able to provide its own feedback.
  7. To pursue at all times the main objective of the programme: Sustainable Mobility and the principles it entails so that throughout the process the programme is not distorted.
  8. A high level of involvement from parents and teachers contributes to establishing the programme in the school and the neighbourhood.
  9. It should be a long lasting programme for behavioural change is slow.
  10. Similarly, it is important to identify those agents with a greater willingness towards a change of mentality to ensure the continuity of the programme in schools.
  11. One of the most important tasks, in order for the parents to collaborate, is to work on the “fears” about how the programme may affect their children.
  12. To conduct a thorough assessment about the reality of the school, identifying the difficulties arising from geographic and urban determinants, psychological factors, and the presence of facilities and logistic support among others. Good evaluation that leads to good design of the safest and most efficient routes.
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Tuesday, November 1, 2016
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