This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven institutions providing drivers’ training in Asella (n=3) and Adama (n=4) Towns of Ethiopia, selected through purposive sampling. The findings indicated that, the drivers’ training was largely based on a short-span provision which was far below the standard to ensure in-depth practices. The curricular materials lacked well-organized components with regard to clear statement of learning outcomes, organization of contents and skills, clarity in role-orientation, and depth in assessment. Moreover, the psychological consideration to individual differences among trainees, awareness about would-be customers and coping strategies for risks in time of accidents were less stressed. Though technical aspects of handling vehicles were well-grounded, awareness about the community with respect to road-safety was minimal. Team-works among concerned stakeholders to boost drivers’ understanding and skills were also non-existent.
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