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A competence-based approach to training child restraint technicians to build sector-wide capacity to give informed advice to parents and caregivers.
  1. Stevenson-Wright Margaret,
  2. Miller Kari
  1. New Zealand Transport Agency, New Zealand; NQF Solutions Ltd, New Zealand


    Background New Zealand has one of the highest child road fatality rates in the OECD. Part of this is due to the lack of, or incorrect use of, appropriate restraints. This presentation will examine the process used to move child restraint technician training to a competence-based assessment model which was based on national standards. It engages the wider sector in building capacity to give informed advice to parents and caregivers.

    Aims/Objectives/Purpose The NZTA's competence-based assessment model aims to contribute to the reduction of child injury and fatality when travelling in vehicles. It also supports the 2020 goal identified within the Safer Journeys Action Plan to ‘Achieve a correct use and fitting rate of 90% or child restraints, and make the use of booster seats the norm for children aged 5–10’.

    Methods The process involved consulting with a wide range of stakeholders to identify the scope of change required, developing the national standards for registration on the New Zealand Qualifications Framework and developing the process and materials used to support the training, assessment and reporting involved.

    Results/Outcome Issues relating to the introduction of the competence-based assessment model will be explored and an outline given of where things have progressed to in the 2 years since its inception.

    Significance/Contribution to the Field The new model has brought a quality systems approach to the significant and varied sector audience who deliver child restraint advice to parents and caregivers. This includes volunteers, not for profits, DHBs, local authorities, and the retail sector and will provide a level of professionalism to an area that is vital to keeping our children safe when travelling in cars.

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