Measures to Address Challenges in Transport

Measures to Address Challenges in Transport

The first step in addressing transport challenges is by introducing of buses that have a bigger capacity, especially during the rush hours. This would allow the transit of a vast number of students from the station to their desired destinations. This would eliminate congestion an aspect that has the potential to influence the charges that come at such times. However, bigger and long buses call for more space and suitable packing. As such, it would be appropriate to adjust the physical design of the bus stations to meet this need. The facilities that facilitate safe movement should be renovated to conform to changes in design. Traffic lights are necessary applications that would have to be fitted into the right place. Pathways meant for pedestrians and biking should be standardized to enhance the transition (Litman, 2003). The crosswalks and segments reserved for safe movement across roads should be structured in a manner that eases traffic.

Another aspect is having a set of buses that are meant to transport student to the student center alone. This means they would not have to operate on other routes. This would serve to ensure the continuous presence of buses at any given time. This implementation would help to ease traffic by more than 60% (La Vigne, 2007). With learners using different routes, such buses should be evenly distributed across all terminals as dictated by such elements as the size of the population that use them. Areas with a large number of learners would call for more buses to meet their demands.

While more buses would ease traffic, the interior design of the buses should be adjusted to accommodate more passengers. This should be done without compromising on such aspects as comfort, safety, and movement within the vehicle. This could be accomplished by assigning tasks to buses that meet these conditions. In the end, this would ease overcrowding and congestion on the road. Additionally, having a schedule that guides the drivers on when to be available would eliminate their absence when they are needed most. They should be encouraged to be available during weekends when transport challenges happen to be common. While buses facilitate transport, alternatives such as biking should be tried. This would eliminate overcrowding in buses and the number of commuters on the road. Bikes are flexible to use as they demand the low amount of place on the road and at packing places. They are less prone to accidents, and rarely cause delays on the road.

Another possible solution would be in the form of subways. Creation of underground pathways would eliminate the amount of traffic on the roads. Although this may proof an expensive exercise, it would have a long-term benefit for time saved. Learners waste hundreds of hours on the road. This is at the expense of valuable education. This affects their performance negatively, and their overall performance in their careers. This could imply that the massive investment would be beneficial in the long run.

Briefly, adjusting the size and the design of the buses will serve to accommodate more passengers at a given time. Expanding the structural design of the buses will create more space for vehicles and commuters. With a standard schedule, the drivers will offer an improved service. Having buses that serve the learners only will ease the problem. Moreover, biking can be a suitable alternative. At the same time, subways, though expensive to establish would expand the available space for traffic. Thus, increasing the capacity of buses, introducing special buses for student and building a subway would solve the transport challenges in the school.

 

 

 

 

 

 

References

La Vigne, N. G. (2007). Traffic Congestion Around Schools. US Department of Justice, Office of Community Oriented Policing Services.

Litman, T. (2003). Measuring transportation: traffic, mobility and accessibility.” Institute of Transportation Engineers. Institute of Transportation Engineers. ITE Journal, 73(10), 28.

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