An educational planning example with stated assumptions. Results vary with the actual route, schedule and cost.
| Route | Passengers | Uniform option | Mixed option |
|---|---|---|---|
| A | 36 | 66 | 50 |
| B | 42 | 66 | 50 |
| C | 54 | 66 | 66 |
Example assumptions
This is an illustrative planning example, not a client project or OGAS performance record. Three independent, simultaneous routes carry 36, 42 and 54 passengers. Assumed confirmed passenger capacities are 50 and 66 seats, excluding the driver, with routes and equipment suitable for comparison.
Option one: a uniform class
Three 66-seat buses provide 198 seats for 132 passengers. There are 66 unoccupied seats and numerical utilization is about 66.7%. This does not prove the option is unsuitable: operating needs, availability or future demand may justify it.
Option two: 50 + 50 + 66
The mixed option provides 166 seats, with 34 unoccupied and numerical utilization around 79.5%. Excess capacity falls by 32 seats while every route fits its assumed capacity. This is a seating result only; it does not automatically mean lower cost, fuel use or bus count.
What is reviewed before recommending it?
A real decision needs equal-scope quotations, hours, mileage, equipment, site access, growth expectations and replacement arrangements. Use the example to frame the questions, then share your actual passenger distribution and routes.
How to read the utilization figure
Numerical utilization is passengers divided by offered seats, multiplied by one hundred. The uniform option gives 132 ÷ 198, or about 66.7%, and the mixed option 132 ÷ 166, or around 79.5%. This describes assumed seats on one movement, not complete operational efficiency. Demand can differ on the next trip or return. An aggregate can also hide one full route and another underused one, so retain route-level figures alongside the total.
What could change the decision?
Higher demand on one route, special equipment or different return times can change the decision. Before turning a seat difference into a financial conclusion, collect class prices, hours, mileage, fuel, driver scope and terms. A larger vehicle may cost differently from your expectation, and a smaller class may not be available on the same dates. The study helps organize information and identify questions before moving from an example to an offer based on the organization’s real operation.
- Keep counts and directions separate by route and shift.
- Confirm passenger seats excluding the driver in each offer.
- Compare timing, inclusions and availability before price.
- Review potential growth and replacement when requested.
- Do not treat the example as a completed project or proven saving.
