When Knowledge Doesn’t Become Skill: Why Theory Alone Isn’t Enough to Safely Get Your Driver’s License
- Melanie Koeleman
- Jan 5
- 3 min read
Updated: Jan 6
Les-by-Mel raises sharp questions about how theoretical knowledge is tested and explores who truly benefits from a system where retakes, detailed rules, and reading comprehension play such a dominant role. Because safe driving is not about memorizing facts — it’s about insight, timing, and the ability to apply knowledge in real, dynamic traffic situations.
This video is relevant for anyone preparing to get a driver’s license, as well as parents, driving instructors, and policymakers who are willing to critically examine the balance between road safety, examination systems, and accessibility.
When knowledge doesn’t become skill.
Why Do So Many Learners Fail the Theory Test?
Those who truly listen to learners hear the same frustration again and again: the theory test increasingly feels like a reading comprehension exam, rather than a true assessment of traffic insight.
The focus is no longer on recognizing and applying real traffic situations, but on memorizing details.
From Traffic Insight to Memorizing Facts
The theory exam is packed with questions about:
vehicle safety systems (seat belts, airbags, child seats),
exceptional situations and uncommon road types,
definitions and rules that are rarely encountered in daily driving, yet must be known exactly.
The result?
Cram. Memorize. Pass. And by the next day, most of that information is already gone.
No Wonder “Turbo Theory” Is So Popular
For learners who struggle with structure, timing, or large amounts of study material, theory preparation feels like a jungle.
It’s no surprise that turbo theory courses are widely embraced: short, intense, highly focused — aimed at passing, not necessarily understanding.
But this raises an uncomfortable question:
👉 Where does traffic insight end, and where does a disguised revenue model begin?
When retakes become the norm rather than the exception — while much of this theoretical knowledge makes little difference to safe behavior on the road — critical reflection is not only justified, but necessary.
Strong in Theory, ≠ Skilled in Traffic
What I consistently observe in practice is striking:
Learners who pass the theory test on the first attempt are often strong in static knowledge, yet struggle to apply that knowledge in a timely manner within dynamic, moving traffic.
Learners who need multiple attempts often recognize situations faster, see what is happening more accurately, and respond more effectively behind the wheel.
Knowing is not the same as being able to use it.
Driving Lessons Without Theory: A Double Reality
In the Netherlands, learners are allowed to take driving lessons without having passed the theory test.
In theory, this makes sense. In practice, a different reality emerges.
Theoretically,strong learners benefit the most: they need time to adapt to traffic dynamics.
Learners who are less theory-oriented often get stuck on the theory exam and are forced to put their driving education on hold —not because of poor driving skills, but because of that one exam.
Does the System Work? Yes — But for Whom?
Governments do what governments do best: as long as a system functions, it remains in place.
And to be fair, it does work. It prevents too many young, inexperienced drivers from entering traffic at the same time.
From that perspective, the theory test does exactly what it is designed to do.
The Responsibility of Driving Schools
At the same time, driving schools carry a heavy responsibility: to guide learners through this system responsibly, transparently, and affordably.
Because traffic must never become a product. Traffic is a skill.
And yes — we also share a moral responsibility: to keep getting a driver’s license achievable, without reducing it to a reading competition, and without allowing safety to become secondary to systems.
Traffic insight cannot be memorized.
It is developed on the road. Together!