The Federal Highway Research Institute (BASt) carried out a research project (82.0817) that built on the earlier optimisation concept for driver training published in May 2022 as booklet M 330 People and Safety. The project’s core objective was to develop competence frameworks and progression plans for all driving‑license categories beyond category B, covering both initial acquisition and licence extensions. The work focused on heavy‑vehicle classes such as C1, C1E, C, CE, D1, D1E, D and DE, and aimed to simplify content and reduce classroom time while preserving safety standards.

A key technical outcome was the creation of new cross‑class and class‑specific competence frameworks. These frameworks specify the minimum practical training hours for each category and outline the required knowledge and skill sets. For the D1, D1E, D and DE classes, the minimum practical training hours were revised and adjusted to reflect the updated competence requirements. The frameworks also integrate elements from professional driver qualification programmes, creating synergies that reduce redundancy and improve learning efficiency.

The project introduced a blended‑learning approach that combines asynchronous e‑learning modules with in‑class theory lessons and practical driving sessions. Independent theory learning is supported by guided learning management systems that provide knowledge activation, consolidation, and assessment. Learning checks are performed by driving instructors to verify that learners have mastered the material, especially when basic content has already been covered in a previous licence. This approach allows for lower‑cost repetition of basic material through e‑learning, while still ensuring rigorous assessment by the instructor.

The research also examined the feasibility of reducing the number of mandatory classroom hours for licence extensions. By analysing the learning outcomes of drivers who had previously completed category AM training, the team identified that a high level of prior driving experience is necessary to meet the new training goals. Consequently, the revised frameworks recommend a more flexible allocation of classroom time, with a stronger emphasis on practical training and targeted theory reinforcement.

In addition to the technical deliverables, the project produced a comprehensive set of recommendations for content and methodological design. These include guidance on the use of media for independent theory learning, the structure of theory lessons, and the integration of practical training units. The recommendations are aligned with the policy directives adopted by the German Federal Ministry of Transport and are intended to support driving schools in implementing the new frameworks.

Collaboration for the project involved BASt as the lead institution, with participation from a network of driving schools, educational technology providers, and industry stakeholders. The project was funded by BASt and ran from early 2022 through late 2023, culminating in the publication of the final report and the dissemination of the new competence frameworks. The partnership model ensured that the frameworks were grounded in real‑world training environments and that the recommendations were practical for implementation across Germany’s diverse driving‑school landscape.