Körkort Iran-Sverige گواهینامه ایران-سوئد

Comparison between driver’s licence training and the traffic system in Sweden and Iran

Table of Contents

1. Summary
2. Introduction
3. Purpose
4. Research questions
5. Method
6. Driver’s licence training in Sweden
7. Driver’s licence training in Iran
8. Comparison between driver’s licence training in Sweden and Iran
9. Traffic safety and accident statistics
10. Discussion
11. Suggestions on what Sweden and Iran can learn from each other
12. Conclusion
13. References

1. Summary
This degree project compares category B driver’s licence training in Sweden and Iran. The purpose is to describe similarities and differences between the two countries’ training systems, driving licence rules and traffic safety work, and to analyse how these factors can influence new drivers’ knowledge, experience and safety in traffic.

The work is based on information from authorities, laws, training materials, statistics and previous studies. The comparison covers, among other things, the content of the training, theory tests, practical driving tests, private practice driving, compulsory training elements, costs, rules for new drivers and different driving licence categories.

The results show that Swedish driver’s licence training places great emphasis on traffic safety, risk awareness, the environment, independence and long-term responsibility in traffic. The learner can combine training at a driving school with private practice driving together with an approved supervisor. There is no requirement for a fixed number of driving lessons at a driving school; the learner’s knowledge is assessed through a theory test and a practical driving test at the Swedish Transport Administration (Trafikverket).

In Iran, training takes place mainly through approved driving schools. Private practice driving is not part of the official training system in the same way as in Sweden. The learner must complete compulsory theory training and practical driving practice before the theory and practical tests. The practical driving test is conducted by a police officer from the traffic police (Rahvar), whereas in Sweden the practical test is conducted by a civilian examiner from Trafikverket.

The comparison also shows differences regarding new drivers. In Sweden, a driver who has passed the practical test may immediately drive on all types of roads, including motorways and rural roads. In Iran there is a restriction for new drivers during the first six months after obtaining the licence: they may not drive on motorways and certain inter-city roads.

Regarding traffic safety, Sweden has worked for a long time with Vision Zero, risk education and preventive measures. Iran has also developed its traffic safety work, but the country still has significantly more fatal accidents in traffic compared with Sweden.

The conclusion is that both systems have strengths and weaknesses. Sweden’s model offers extensive opportunities for practical experience and focuses strongly on risk awareness, while Iran’s model has clear requirements for training and strong official control through the traffic police. By studying each other’s systems, both countries can develop their training models and improve traffic safety.

2. Introduction
Obtaining a driver’s licence is an important part of many people’s lives. A driver’s licence makes it easier to travel, work and participate in society. At the same time, the licence entails great responsibility because a driver must be able to follow traffic rules, make safe decisions and show consideration for other road users.

Sweden and Iran have different systems for driver’s licence training. Both countries aim to train safe drivers, but the path to a licence differs in several areas, for example the structure of the training, private practice driving, the testing system, the training of driving instructors and the rules that apply after the licence has been issued.

In Sweden, private practice driving is an important part of many learners’ training. A learner can practise with an approved supervisor over a longer period and thereby gain greater experience before the practical test. Training can be combined between a driving school and private practice.

In Iran, official training takes place mainly through approved driving schools. Private practice driving does not have the same regulated role as in Sweden. Practical training is carried out together with a driving instructor and the learner must meet the traffic police’s requirements before the licence can be issued.

An important difference between the countries concerns the examination. In Sweden the practical driving test is conducted by an examiner from Trafikverket. In Iran the practical test is conducted by a police officer from the traffic police (Rahvar), which means that the state, through the police, has a direct role in assessing the learner’s driving ability.

There are also major differences in the field of traffic safety. Sweden has long worked with Vision Zero, where the goal is that no one should be killed or seriously injured in traffic. Iran also works with traffic safety, but still faces greater challenges regarding the number of traffic accidents and fatalities.

As a future driving instructor it is valuable to understand how different training systems function. By comparing Sweden and Iran it is possible to analyse which parts of the systems work well and which areas can be developed in order to create safer drivers and a safer traffic environment.

3. Purpose
The purpose of this degree project is to compare category B driver’s licence training in Sweden and Iran.

The work examines how the training is structured, what requirements are placed on prospective drivers, and what differences and similarities exist between the two countries’ driving licence systems.

The purpose is also to analyse how training methods, rules, testing systems and traffic safety work can influence new drivers’ knowledge, experience and behaviour in traffic.

Through the comparison the goal is to create a better understanding of how different models of driver’s licence training can be developed and contribute to safer drivers.

4. Research questions
The degree project is based on the following research questions:

1. What similarities and differences exist between category B driver’s licence training in Sweden and Iran?
2. How do the rules for theory training, driving lessons, private practice driving and the practical driving test differ between the two countries?
3. How do the costs of obtaining a driver’s licence differ in Sweden and Iran?
4. What rules apply to new drivers after the licence has been issued?
5. How does traffic safety and the number of fatal accidents differ between Sweden and Iran?
6. What strengths and weaknesses exist in each training system, and what can the countries learn from each other?

5. Method
This degree project uses a comparative method to examine differences and similarities between category B driver’s licence training in Sweden and Iran.

Information has been collected through studies of authorities’ information, laws, regulations, training materials and statistics from various sources. Personal experiences and observations from the traffic systems in both countries are also used as part of the analysis.

The work focuses on several areas within driver’s licence training, for example the content of the training, requirements for obtaining a licence, private practice driving, compulsory training elements, costs, testing systems, driving licence categories and rules after a passed practical test.

The method is mainly qualitative because the work analyses and describes differences between two different training systems. Statistics on traffic accidents and fatal accidents are also used to provide a broader picture of traffic safety in Sweden and Iran.

6. Driver’s licence training in Sweden
6.1 Responsible authorities
In Sweden the driving licence system is organised with several responsible authorities. The most important are the Swedish Transport Agency (Transportstyrelsen) and the Swedish Transport Administration (Trafikverket).

Transportstyrelsen is responsible for rules, regulations, driving licence permits, supervisor permits and issues relating to holding a driving licence. The agency decides what requirements apply in order to obtain a driving licence and what rules apply to different licence categories.

Trafikverket is responsible for conducting the theory tests and practical driving tests. At the practical test a civilian examiner assesses whether the learner has sufficient knowledge and skills to drive independently and safely.

Unlike Iran, the examiner in Sweden is not a police officer. The role is a civilian official function focused on assessing the learner’s driving ability according to established requirements.

6.2 Requirements for a category B licence in Sweden
To obtain a category B licence in Sweden a person must meet certain basic requirements.
The most important requirements are:
• The person must have turned 18 years old to obtain a full category B licence.
• The person must have an approved driving licence permit.
• The person must meet the medical requirements.
• The person must pass both the theory test and the practical driving test.

Before private practice driving may begin, the learner and the supervisor must complete an introductory training course. The purpose of the course is to give the supervisor knowledge of how private practice driving should be carried out in a safe and effective way.

6.3 Structure of the training
Swedish driver’s licence training is based on the learner developing both theoretical knowledge and practical skills.

Training can take place through:
• a driving school,
• private practice driving,
• or a combination of both.

There is no requirement for a fixed number of driving lessons at a driving school. Each learner can receive different amounts of training depending on previous experience, learning ability and opportunities for private practice.

The goal is not only that the learner should pass the practical test, but that the learner should develop safe behaviour and be able to make the right decisions in different traffic situations.

6.4 Theoretical training
The theoretical part of the driver’s licence training covers several areas that are important for safe driving.
The learner should, among other things, learn:
• traffic rules and road signs,
• the traffic environment and interaction between different road users,
• human behaviour in traffic,
• risks associated with alcohol, drugs and fatigue,
• the importance of speed,
• environmentally friendly and economical driving,
• the vehicle’s functions and safety.

The knowledge is tested through a theory test at Trafikverket.

6.5 Practical driving training
The practical training aims to enable the learner to handle the car and drive safely in different traffic environments.
The learner practises, among other things:
• starting and stopping,
• gear changing and use of the car’s functions,
• parking and reversing,
• driving in urban traffic,
• driving on rural roads,
• driving on motorways or dual carriageways,
• interaction with other road users,
• risk assessment and independent driving.

An important part of the Swedish system is that the learner should gain experience of many different situations before obtaining the licence.

7. Driver’s licence training in Iran
7.1 Responsible authorities and the traffic police Rahvar
In Iran the driving licence system is organised through the national police authority FARAJA (Police Command of the Islamic Republic of Iran).

Within FARAJA there are several specialised police branches with different areas of responsibility. The police branch responsible for traffic issues is the traffic police Rahvar.

The traffic police Rahvar is responsible for, among other things:
• driving licence rules,
• vehicle registration,
• traffic monitoring,
• traffic regulations,
• practical driving tests.

An important difference compared with Sweden is that the traffic police in Iran have a direct role in the examination of driving licence learners. The practical driving test is conducted by a police officer from Rahvar, whereas in Sweden the practical test is conducted by a civilian examiner from Trafikverket.

7.2 Requirements for a category B licence in Iran
To obtain a licence for passenger cars in Iran a person must meet certain basic requirements.
The requirements include, among other things:
• reaching the minimum age,
• medical examination,
• completed training at an approved driving school,
• passed theory test,
• passed practical driving test.

Training takes place through approved driving schools where the learner receives both theoretical instruction and practical driving practice.

7.3 Theoretical training in Iran
The theoretical training is carried out at the driving school and covers basic knowledge required to drive safely.
The training includes, among other things:
• traffic rules,
• road signs,
• traffic regulations,
• basic traffic safety,
• the driver’s responsibility,
• the vehicle’s parts and maintenance.

After completing the theory training the learner must take a theory test.
The theory test is conducted at a testing centre belonging to the traffic police. If the learner passes the theory test, the person may proceed to the practical driving test.

7.4 Practical driving training in Iran
The practical training is carried out together with a driving instructor at an approved driving school.
The learner practises, among other things:
• starting and stopping the car,
• use of clutch, brake and accelerator,
• gear changing,
• parking,
• reversing,
• driving in urban traffic,
• positioning on the road,
• compliance with traffic rules.

Unlike Sweden, the greater part of the training takes place through the driving school because private practice driving is not an organised part of the system.

7.5 Theory test and practical driving test in Iran
After completing the training the learner first takes the theoretical test.
If the theory test is passed, the practical driving test is conducted.
The practical driving test is carried out by a police officer from the traffic police Rahvar.

The police officer assesses, among other things:
• the learner’s control of the vehicle,
• starting and stopping,
• gear changing,
• parking,
• turns and junctions,
• positioning on the road,
• ability to follow traffic rules.

An important difference compared with Sweden is that the examiner in Iran is a police officer with official authority, whereas the examiner in Sweden is a civilian official from Trafikverket.

The police officer from Rahvar has a higher formal official position than an ordinary driving instructor. The driving school is only responsible for the training, while the decision on a pass or fail in the practical test is made by the traffic police.

7.6 Differences in the practical driving test between Iran and Sweden
There are several important differences between the practical tests in the two countries.

In Sweden the learner must demonstrate that he or she can drive in several different traffic environments, for example:
• urban traffic,
• rural roads,
• motorways or dual carriageways.

This means that the learner has already been tested in situations with higher speeds and more complex traffic before obtaining the licence.

In Iran the practical test is mainly conducted in an urban environment. Driving on motorways and longer stretches of rural road are not normally included in the test.

This means that a person can obtain a licence in Iran without having been examined in these traffic environments.

7.7 Rules for new drivers in Iran
After a person has obtained their first driving licence there are special rules for new drivers in Iran.

During the first six months after obtaining the licence the new driver may not drive on:
• motorways,
• certain inter-city roads.

The purpose of this rule is to reduce the risk of accidents by giving new drivers the opportunity to build experience before they drive in more demanding traffic environments.

This differs from Sweden, where a new driver may immediately after a passed practical test drive on all types of roads.

7.8 The role of the driving instructor in Iran
Another important difference between Iran and Sweden concerns the role of the trainer.

In Iran the term driving instructor is used instead of driving teacher in the same way as in Sweden.
A driving instructor undergoes shorter theoretical and practical training in order to be able to teach learners to drive.

After completing the training the person must be approved by the traffic police (Rahvar/FARAJA). The police check, among other things, the person’s competence and social suitability.

After approval a special instructor card is issued that gives the right to work as a driving instructor at an approved driving school.

In Sweden, by contrast, there is a formal higher vocational education (YH) programme to become a driving teacher lasting approximately 14 months, with a focus on pedagogy, teaching methodology, traffic theory and practical training.

7.9 Training vehicles in Iran
Training vehicles in Iran are often clearly marked so that other road users can quickly identify that the car is being used for driving training.

Usually the following are used:
• a clear sign on the roof of the car,
• warning markings at the front and rear of the car,
• information about the driving school.

The purpose of the marking is to increase safety by allowing other road users to show greater consideration towards the learner.

The clear markings can help other drivers keep a greater distance, be more careful and have greater understanding that the learner may make mistakes.

At the same time it is important that safety at higher speeds is taken into account. Large constructions on the roof of the car can affect the car’s stability, and therefore future solutions may need to be developed with more aerodynamic and safer models.

7.10 Different driving licence categories in Iran
In Iran there are several different driving licence categories depending on which vehicle the driver wishes to drive.

The system is divided into different levels where the driver can progress to larger and heavier vehicles through higher categories.

Motorcycle licence
A motorcycle licence is valid for driving a motorcycle.
To obtain this category the following are required:
• fulfilment of age requirements,
• theoretical training,
• practical test.

Category 3 licence (Payeh Sevom)
Category 3 is the most common licence for private individuals and can be compared with category B in Sweden.
With this category the driver may drive:
• passenger cars,
• vehicles with a maximum of 9 persons including the driver,
• vehicles with a total weight of up to approximately 3.5 tonnes.

To obtain category 3, training as well as a passed theory and practical test are required.

Category 2 licence (Payeh Dovom)
Category 2 is valid for larger vehicles than ordinary passenger cars.
With this category the driver may drive:
• certain larger passenger transport vehicles,
• vehicles with a higher weight than category 3.

Exact limits may depend on current rules, but the category is used for drivers who need to drive larger vehicles.

Category 1 licence (Payeh Yekom)
Category 1 is a higher category for heavy vehicles.
It is valid for, among other things:
• heavy goods vehicles,
• larger buses.

To obtain this category higher age, previous experience and approved training and tests are required.

7.11 Summary of the driving licence system in Iran
The Iranian driving licence system is based on clear official control in which the traffic police have a central role in examination and regulation.

Strengths of the system include:
• clear control of the practical test,
• compulsory training through driving schools,
• clear rules for new drivers,
• division of driving licence categories.

At the same time there are areas that can be developed, for example more training and practical experience on motorways and rural roads before full driving entitlement is issued.

8. Comparison between driver’s licence training in Sweden and Iran
Driver’s licence training in Sweden and Iran has the same fundamental goal: to train drivers who can drive safely, follow traffic rules and take responsibility in traffic. Despite this, the systems differ in several important areas, including the structure of the training, private practice driving, the testing system, costs and rules after the licence has been issued.

8.1 Differences in the structure of the training
In Sweden driver’s licence training is more individually adapted. The learner can combine training at a driving school with private practice driving together with an approved supervisor.

There is no requirement for a fixed number of driving lessons at a driving school. Instead it is the learner’s knowledge and skills that are assessed through the theory test and the practical test.

The Swedish system is therefore based to a large extent on the learner taking responsibility for his or her own training and gathering experience over a longer period.

In Iran the training is more directed through driving schools. The learner must complete the required training elements before the tests may be taken. The practical training takes place mainly together with a driving instructor.

The difference means that the Swedish model offers greater opportunity for individual practice, while the Iranian model offers a clearer and more controlled training path.

8.2 Private practice driving
One of the greatest differences between Sweden and Iran concerns private practice driving.

In Sweden private practice driving is an important part of driver’s licence training. The learner can practise with an approved supervisor over a longer period and gain experience of different traffic environments.

The advantages of private practice driving include:
• more hours behind the wheel,
• opportunity to practise regularly,
• greater experience before the practical test,
• opportunity to reduce the training cost.

At the same time there is a challenge because the quality of the private practice can vary depending on the supervisor’s knowledge and experience.

In Iran private practice driving is not part of the official system in the same way as in Sweden. The practical training takes place mainly through driving schools.

An advantage of this is that the learner receives training from a trained driving instructor. A disadvantage may be that the learner has less opportunity to gather many hours of experience before obtaining the licence.

8.3 Number of driving lessons and practical experience
In Sweden the number of driving lessons varies greatly between different learners.

A learner who has the opportunity to practise privately can gain a great deal of experience before the practical test, while another learner may need more lessons at a driving school.

The Swedish system therefore focuses more on the learner’s final competence than on a fixed number of lessons.

In Iran there is greater focus on the training that takes place through the driving school. Because private practice driving does not have the same role, the learner’s total driving experience before the licence may be more limited.

An important factor for traffic safety, however, is not only passing the practical test, but that the driver has sufficient experience to be able to handle unexpected situations in real traffic.

8.4 Differences in theory training and the testing system
Both Sweden and Iran have theoretical training and a theory test before a licence is issued.

In Sweden the theory test is conducted at Trafikverket. The test covers, among other things:
• traffic rules,
• traffic safety,
• the environment,
• human behaviour,
• vehicle knowledge.

In Iran the theory test is conducted through the traffic police’s system after completed theory training at the driving school.

The greatest difference is not that both countries have a theory test, but who is responsible for the examination.

In Sweden Trafikverket is responsible for the tests through civilian examiners.
In Iran the traffic police Rahvar is responsible for the practical examination and has a direct official role in the process.

8.5 Differences in the practical driving test
The practical tests in Sweden and Iran have the same fundamental purpose: to check whether the learner can drive safely.

Despite this there are important differences.

Practical test in Sweden
In Sweden the following are assessed, among other things:
• safety check of the car,
• observation and use of mirrors,
• speed adaptation,
• positioning on the road,
• interaction with other road users,
• independent driving,
• risk awareness.

The practical test is conducted in several different traffic environments.
The learner may need to demonstrate knowledge in:
• urban traffic,
• rural roads,
• motorways or dual carriageways.

Practical test in Iran
In Iran the practical test is conducted by a police officer from the traffic police Rahvar.
The test focuses, among other things, on:
• control of the vehicle,
• starting and stopping,
• gear changing,
• parking,
• compliance with traffic rules,
• positioning on the road.

The practical test is mainly conducted in an urban environment.
An important difference is that motorways and longer driving on rural roads are not normally included to the same extent as in Sweden.

8.6 Differences after the licence has been issued
After a passed practical test a new driver in Sweden may immediately drive on all types of roads.
This means that a person who has just obtained a licence may drive:
• in towns,
• on rural roads,
• on motorways.

There is no special restriction during the first months.

In Iran there is a rule that restricts new drivers during the first six months after obtaining the licence.
During this period the new driver may not drive on:
• motorways,
• certain inter-city roads.

The purpose is to give new drivers the opportunity to build experience before they drive in more advanced traffic environments.

8.7 Cost comparison
The cost of obtaining a driver’s licence differs greatly between Sweden and Iran.

In Sweden a category B licence can become expensive because of:
• driving lessons at a driving school,
• risk education courses,
• test fees,
• driving licence permit,
• study materials.

At the same time private practice driving can reduce the cost because the learner can practise without paying for every hour.

In Iran the cost is generally lower compared with Sweden. Training takes place mainly through a driving school and the cost is affected, among other things, by:
• the number of driving lessons,
• the driving school’s fees,
• test costs.

The difference in cost can affect how many people have the opportunity to obtain a licence and how long the training takes.

8.8 Comparison of driving licence categories
Sweden and Iran use different systems for driving licence categories.

In Sweden the system is divided according to vehicle types.
Examples:
• B – passenger car and light vehicles,
• C – goods vehicle,
• D – bus.

In Iran the system is more based on different levels:
• category 3,
• category 2,
• category 1.

A driver can progress from lighter vehicles to larger and heavier vehicles through higher categories.

The difference shows that the countries have chosen different ways of organising the category system, but both systems have the same goal: to ensure that drivers have the right knowledge for the vehicle they drive.

8.9 Summary of the comparison
The comparison shows that Sweden and Iran have different models for training drivers.

The Swedish model is based more on:
• private practice driving,
• long experience,
• individual training,
• risk awareness,
• personal responsibility.

The Iranian model is based more on:
• driving school training,
• compulsory training elements,
• official control,
• clear restrictions for new drivers.

Both systems have strengths. Sweden can contribute experience in risk education and practical training, while Iran has a clear control system through the traffic police and a structured path through the driving school.

9. Traffic safety and accident statistics
Traffic safety is affected by many different factors. Driver’s licence training is an important part, but other factors such as the quality of the roads, the safety of the vehicles, compliance with traffic rules, speeds and traffic culture are also of great importance.

Sweden and Iran have different conditions regarding the traffic environment and societal structure, but both countries work to reduce the number of traffic accidents and create safer roads.

9.1 Traffic safety work in Sweden
Sweden is internationally known for its long-term work with traffic safety through Vision Zero.

Vision Zero means that no one should be killed or seriously injured in road traffic. The basic idea is that people can make mistakes in traffic, but the traffic system should be designed so that the consequences of these mistakes are as small as possible.

The work with traffic safety includes, among other things:
• safer roads,
• safer vehicles,
• speed adaptation,
• use of seat belts,
• control of alcohol and drugs in traffic,
• training of drivers,
• risk awareness.

Swedish driver’s licence training is part of this work by ensuring that the learner not only learns to drive the car, but also understands risks and develops safe behaviour.

9.2 Traffic safety in Iran
Iran also has rules and a training system to improve traffic safety. The traffic police Rahvar works with traffic monitoring, control of drivers and development of traffic rules.

Despite this, Iran has for a long time had greater problems with traffic accidents compared with Sweden.

Factors that can affect traffic safety in Iran include:
• high traffic density in large cities,
• differences in road quality,
• speeding,
• the safety level of the vehicle fleet,
• traffic behaviour and compliance with rules.

It is important to emphasise that the number of accidents does not depend solely on driver’s licence training. Traffic safety is the result of many different parts that together affect the risk in traffic.

9.3 Differences in the importance of training for traffic safety
Driver’s licence training has an important role because it influences how new drivers think and act in traffic.

In Sweden great emphasis is placed on the learner understanding:
• why accidents happen,
• how risks can be prevented,
• how human behaviour affects traffic,
• how speed and road conditions affect safety.

Through risk education the learner is given the opportunity to reflect on dangerous situations before experiencing them in real traffic.

In Iran the training is also directed towards traffic rules, vehicle control and practical driving. The system focuses clearly on the learner being able to handle the car and pass the compulsory tests.

One difference is that Swedish training has a greater focus on risk awareness and long-term traffic behaviour.

9.4 Experience of new drivers
One of the most important factors for traffic safety is experience.

New drivers often have a higher accident risk because they have not yet developed the same ability to assess risks and handle unexpected situations as more experienced drivers.

In Sweden the learner can, over a longer period, practise privately together with an approved supervisor. This provides the opportunity to gather experience in different environments, for example:
• urban traffic,
• rural roads,
• motorways,
• darkness,
• winter conditions.

In Iran the greater part of the training takes place through the driving school. This means that the training is more controlled, but the learner may have less opportunity to gather many hours of experience before the licence is issued.

9.5 New drivers and restrictions after the licence
Sweden and Iran have different views on how new drivers should handle the period after obtaining the licence.

In Sweden a new driver may immediately drive in all traffic environments. This means that the training before the licence must prepare the learner for both simple and advanced situations.

In Iran there is a restriction during the first six months after obtaining the licence. The new driver may not drive on motorways and certain inter-city roads.

The Iranian model is based on the idea that a new driver needs time to build experience before driving in more demanding traffic environments.

The Swedish model is instead based on the learner having received sufficient training and experience before the licence is issued.

9.6 Traffic culture and driver behaviour
Traffic safety is not only about rules and training. Drivers’ behaviour and attitudes also play a very important role.

In Sweden traffic safety is an established part of the societal culture. Many road users have a high awareness of:
• seat belts,
• speed limits,
• distance to other vehicles,
• consideration for vulnerable road users.

In Iran there are also many drivers who follow traffic rules and show consideration, but a challenge is to create an even stronger culture in which all road users follow rules consistently.

To reduce accidents it is therefore necessary not only better training but also:
• respect between road users,
• taking responsibility,
• understanding of risks,
• long-term work with traffic behaviour.

9.7 Analysis
The comparison shows that both Sweden and Iran have developed systems to train drivers and improve traffic safety, but the systems are based on different principles.

The Swedish model focuses greatly on:
• risk awareness,
• individual training,
• experience,
• personal responsibility.

The Iranian model focuses more on:
• compulsory training,
• control through driving schools,
• the police’s role in examination,
• restrictions for new drivers.

To create even safer traffic systems both countries can learn from each other. An effective system needs to combine:
• good theoretical training,
• practical experience,
• professional teaching,
• clear rules,
• a strong traffic safety culture.

10. Discussion
The purpose of this degree project has been to compare category B driver’s licence training in Sweden and Iran and to examine how the different systems can influence new drivers’ knowledge, experience and traffic safety.

The comparison shows that both Sweden and Iran have developed systems to train drivers, but that the systems are based on different approaches. Sweden focuses to a high degree on the learner’s own responsibility, long-term training, risk awareness and the opportunity to gather experience through private practice driving. Iran has a more regulated system in which training takes place mainly through approved driving schools and in which the traffic police have an important role in the examination.

Both systems have advantages, but also areas that can be developed.

10.1 Strengths of the Swedish system
One of the greatest strengths in Sweden is the opportunity for private practice driving.

By allowing the learner to practise with an approved supervisor over a longer period there is the opportunity to gather many hours behind the wheel before the practical test.

This can contribute to:
• greater confidence for the learner,
• more experience in different traffic environments,
• better ability to make independent decisions,
• reduced stress during the practical test.

Another strength is the great importance placed on traffic safety and risk awareness.

Risk education part 1 and part 2 give the learner knowledge about, for example, alcohol, drugs, fatigue, speed and the limitations of the car.

The Swedish system therefore tries not only to create drivers who can pass a test, but drivers who understand why certain behaviours are dangerous in traffic.

10.2 Challenges in the Swedish system
Despite many strengths there are also challenges.

One of the greatest is that obtaining a licence can be experienced as expensive and stressful for many learners.

The cost can become high because of:
• many driving lessons at a driving school,
• risk education courses,
• test fees,
• study materials.

In addition the quality of private practice driving can vary.

A learner who has an experienced and pedagogical supervisor can receive very good training, while another learner may not receive the same quality.

Therefore the driving school’s role is important to ensure that all learners receive the right knowledge and develop a safe driving style.

10.3 Strengths of the Iranian system
A strength of the Iranian system is that the training is more structured and controlled.

The learner must go through an approved driving school and complete the required training elements before the tests.

This means that:
• the training takes place under professional guidance,
• the learner receives instruction from a driving instructor,
• the authorities have greater control over the training process.

Another difference is the traffic police’s role in the practical test.

In Iran the practical driving test is conducted by a police officer from the traffic police Rahvar. This means that the examination takes place under the direct responsibility of an authority with responsibility for traffic safety and traffic monitoring.

10.4 Challenges in the Iranian system
A challenge in the Iranian system is that the learner may receive less practical experience before obtaining the licence.

Because private practice driving is not an organised part of the training, some learners may have fewer hours behind the wheel before becoming independent drivers.

Another difference is that motorway driving and longer driving on rural roads are not normally included in the same way in the practical test as in Sweden.

This means that a person can obtain a licence without having been examined in certain more advanced traffic environments.

To increase traffic safety Iran could develop the training by placing greater emphasis on:
• motorway driving,
• rural road driving,
• risk assessment,
• practical experience.

10.5 What Sweden and Iran can learn from each other
An important conclusion from the comparison is that no system is perfect.

Sweden can learn from Iran regarding:
• clearer control of the training process,
• structured training paths,
• clear marking of training vehicles.

Iran can at the same time learn from Sweden in areas such as:
• risk education,
• private practice driving under controlled forms,
• longer practical training,
• training in different traffic environments.

A future developed system could combine the best parts from both models.

10.6 Suggestion for a stepwise driving licence system in Sweden
A possible development for Sweden could be to examine a stepwise system for category B.

Today a learner must demonstrate that he or she can handle many different traffic environments before the licence is issued. This can make the process long, expensive and stressful for some learners.

One model could be to introduce a restricted entitlement after basic training and a passed test.

This entitlement could, for example, allow driving:
• within built-up areas,
• on roads with lower speeds,
• in environments with less complex traffic.

Before full category B entitlement is obtained the learner would need to complete training in more advanced driving, for example:
• motorways,
• rural roads,
• entries and exits from motorways.

This could reduce stress for some learners and at the same time give the opportunity to build experience step by step.

10.7 Marking of training vehicles
In Iran training vehicles are very clearly marked. This means that other road users can quickly understand that the car is being used for driving training.

Such clarity can contribute to greater consideration from other drivers.

Sweden could examine whether a similar solution can be developed.

At the same time safety must be prioritised. A large sign on the roof of the car can affect air resistance, stability and safety at higher speeds.

A possible future solution could be:
• smaller aerodynamic signs,
• integrated markings,
• safer technical solutions that clearly show that the car is a training vehicle.

10.8 The importance of the driving teacher
The comparison also shows that the role of the driving teacher is very important in both systems.

In Sweden driving teachers are trained through a higher vocational education programme lasting approximately 14 months in which the student studies, among other things:
• pedagogy,
• traffic theory,
• teaching methodology,
• practical training (LIA).

In Iran the term driving instructor is mainly used. The person undergoes shorter theoretical and practical training and must thereafter be approved by the traffic police Rahvar. After approval the person receives an instructor card that gives the right to work at an approved driving school.

Regardless of which system is used, the driving teacher is a central person in creating the safe drivers of the future.

10.9 Summarising discussion
In summary the comparison shows that traffic safety is not created by a single rule or a single test.

A safe traffic system requires a combination of:
• good training,
• sufficient practical experience,
• professional trainers,
• clear rules,
• responsible drivers,
• a strong traffic culture.

Sweden and Iran have different models, but both can be developed by learning from each other’s experiences.

11. Conclusion
This degree project has compared category B driver’s licence training in Sweden and Iran with a focus on the structure of the training, requirements for obtaining a licence, private practice driving, the testing system, driving licence categories and traffic safety.

The comparison shows that Sweden and Iran have different models for training drivers.

The Swedish system is to a large extent based on:
• the learner’s own responsibility,
• the opportunity for private practice driving,
• risk education,
• long-term development of driving ability,
• focus on traffic safety and risk awareness.

The learner is given the opportunity to gather experience in many different traffic environments before obtaining the licence. At the same time the process can be experienced as both expensive and stressful because the requirements are high and the training often takes a long time.

The Iranian system is more based on:
• training through approved driving schools,
• compulsory training elements,
• the role of the driving instructor,
• control through the traffic police Rahvar.

A strength of the Iranian system is that the training is clearly organised and that the examination is conducted by an official from the traffic police. At the same time there are areas for development, for example greater focus on practical experience, risk education and driving in more advanced traffic environments.

An important conclusion is that experience plays a decisive role for traffic safety. Passing a practical test does not automatically mean that a driver has sufficient experience for all situations in traffic.

Therefore it is important that driver’s licence training does not only focus on the learner passing the tests, but also on developing:
• independence,
• risk awareness,
• good traffic behaviour,
• ability to make safe decisions.

Both Sweden and Iran have parts of their systems that can be developed. A future more effective system can be created by combining strengths from both models.

12. What Sweden and Iran can learn from each other
A comparison between Sweden and Iran shows that both countries have experiences that can contribute to the development of driver’s licence training and traffic safety.

12.1 Sweden can learn from Iran – reduce stress and costs for category B
One difference between the countries is that the path to a category B licence in Sweden is often experienced as costly and stressful for many learners.

Before obtaining the licence the learner must demonstrate that he or she can handle many different traffic environments, for example:
• urban traffic,
• rural roads,
• motorways,
• different traffic situations.

This is important for safety, but can at the same time make the training long and financially demanding.

Sweden could examine the possibility of a more stepwise driving licence system.

One model could be that a learner, after basic training and a passed test, receives a restricted category B entitlement.

This entitlement could, for example, mean that the person may drive:
• within built-up areas,
• on roads with lower speeds,
• in less complicated traffic environments.

Before full category B entitlement is obtained the learner would need to complete training in:
• motorway driving,
• rural road driving,
• safe entry and exit from motorways.

This is important because even an experienced driver can accidentally enter a motorway. The driver must then be able to handle the situation safely.

A stepwise system could reduce stress for some learners and at the same time give them the opportunity to build experience under controlled forms.

12.2 Iran can develop training in motorways and rural roads
An important difference between Sweden and Iran is that the practical test in Iran does not normally contain the same requirements for motorway driving and longer driving on rural roads.

This means that a driver can obtain a licence without always having received practical training and examination in these environments.

To increase traffic safety Iran could develop the system by including:
• compulsory motorway training,
• rural road driving,
• training at higher speeds,
• practical tests in different traffic environments.

Here Iran can be inspired by Sweden, where the learner must demonstrate that he or she can handle several different types of roads before the licence is issued.

12.3 Clearer marking of training vehicles
In Iran training cars are often very clearly marked.
They may have:
• a sign on the roof,
• warning signs at the front and rear,
• clear information that the car is being used for driving training.

This means that other road users can quickly understand the situation and often show greater consideration.

Sweden could examine whether a similar model can be developed.

At the same time safety must be prioritised. A large sign on the roof of the car can affect:
• the car’s stability,
• air resistance,
• safety at higher speeds.

At speeds around 100 km/h any solution must therefore be carefully designed.

A future solution could be:
• smaller and more aerodynamic signs,
• integrated markings,
• modern technical solutions that show that the car is being used for training without affecting safety.

12.4 Private practice driving in Iran
Sweden has a system in which private practice driving is an important part of the training.

It provides the opportunity to:
• practise more,
• gain greater experience,
• reduce costs.

Iran could develop a similar system, but with clear rules.

Such a system could require:
• training for the supervisor,
• approval by the authority,
• clear rules for where and how the driving may take place,
• control of safety.

In this way learners could gain more experience while the quality of the training is maintained.

12.5 Summary of development opportunities
Sweden and Iran have different strengths.

Sweden has great experience in:
• traffic safety work,
• risk education,
• private practice driving,
• training in different traffic environments.

Iran has strengths in:
• clear training structure,
• official control,
• clear marking of training vehicles,
• stepwise division of driving licence categories.

By learning from each other both countries can develop even safer and more effective driver’s licence training.

13. References
Sweden
Transportstyrelsen
Information about driving licences, driving licence categories, rules for drivers and driving licence permits.
https://www.transportstyrelsen.se

Trafikverket
Information about theory tests, practical driving tests, driving examinations and traffic safety.
https://www.trafikverket.se

Trafikverket – Vision Zero
Information about Sweden’s long-term work to reduce the number of people killed and seriously injured in road traffic.
https://www.trafikverket.se

Sveriges Trafikutbildares Riksförbund (STR)
Information about driving schools, driver’s licence training and training materials.
https://www.str.se

Körkortsboken
Training material for category B driver’s licence.
Sveriges Trafikutbildares Riksförbund (STR).

Iran
Traffic police Rahvar (FARAJA)
Information about traffic rules, the driving licence system, driving tests and traffic monitoring in Iran.

Police Command of the Islamic Republic of Iran (FARAJA)
Information about the organisation of the national police authority and different police branches.

Iranian traffic rules and training materials for driving licences
Information about driving licence categories, training requirements and traffic regulations.

International statistics and traffic safety
World Health Organization (WHO)
Global status report on road safety.
https://www.who.int

International Transport Forum (ITF)
Reports on international traffic safety and comparisons between countries.
https://www.itf-oecd.org

Other sources
• Personal experiences and observations from the traffic systems in Sweden and Iran.
• Experiences from the training to become a driving teacher.
• Conversations and comparisons with people who have experience of both traffic systems.