Advances in consumer education: <scp>E</scp>uropean initiatives

Goldsmith, Elizabeth B.; Piscopo, Suzanne

doi:10.1111/ijcs.12063

Cited by 14 publications

(17 citation statements)

References 12 publications

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“…The paradigm shift away from the conventional approach of consumer education can be seen in the work of researchers who have drawn on the principles of citizenship and sustainability (McGregor, 2008). Conceptually, the focus of the conversation about worldwide consumer education has moved away from the narrow issues of household consumption and market functioning towards a broader global view (Goldsmith & Goldsmith, 2011;Goldsmith & Piscopo, 2014). Sustainability not only refers to the environmental impact of consumption, it also encompasses economic and social sustainability (McGregor, 2008;Goldsmith & Piscopo, 2014).…”

Section: Overview Of Consumer Educationmentioning

confidence: 99%

Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

Pajari

Harmoinen

2019

Discourse and Communication for Sustainable Education

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Operating in today’s markets is challenging due to information overload and an expanding choice of products. Children also encounter these complex markets at an early age. Providing consumer education in schools is an excellent opportunity to enhance their ability to think critically and increase their awareness. However, it would be a mistake to ignore the interconnections between consumer education and entrepreneurship education, since active and innovative people are also a prerequisite for future development. Taking advantage of the opportunity to provide consumer education in schools requires teachers to be familiar with consumer issues. This article aims to discuss the perceptions and experiences that primary school teachers in Finland have regarding children’s consumer education in schools. This study was conducted using the phenomenographic qualitative method to analyse data from teacher interviews. The analysis revealed a set of categories that describes the various ways the participants perceive and experience children’s consumer education in schools. These categories include themes, actors, teaching methods and the challenges and expectations teachers relate to children’s consumer education. The findings of this study are worth exploring when planning how to support teachers’ consumer educational competences for a sustainable future. The authors consider that this article is especially valuable for curriculum planners, educators, consumer organisations and parents’ associations, because it shed light on teachers’ perspectives about consumer education.

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Section: Overview Of Consumer Educationmentioning

confidence: 99%

Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

Pajari

Harmoinen

2019

Discourse and Communication for Sustainable Education

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“…This is clearly a scenario where consumer policy should play a vital role. In this regard, consumer information and education to elderly consumers are also significant (Schuh and Kitson, 2003;Meneely et al, 2008;Goldsmith & Piscopo, 2014). Lyon and Bayliss (1987) state that the elderly have a lot in common and what they often share is a disadvantageous place in societies (referring to the elderly in Brittan).…”

Section: Results and Conclusionmentioning

confidence: 99%

Consumer rights of the elderly as vulnerable consumers in South Africa: some comparative aspects of the Consumer Protection Act 68 of 2008

Barnard

2015

Int J Consumer Studies

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Although consumer protection is not a new concept in South African law, the Consumer Protection Act 68 of 2008 (CPA) now provides for a much more comprehensive and encompassing mechanism to protect consumers. Consumers are protected, not only in the provision of goods and services, the conclusion of contracts but also in the promotion and marketing thereof. The CPA further provides special protection to a particular type of consumer which is the vulnerable consumer and includes elderly consumers. Importantly, and for the first time in the history of South African law, the consumer is provided with eight core fundamental consumer rights. As this contribution is an attempt to provide an interdisciplinary analysis from a legal perspective, identification of what is considered to be an ‘elderly' consumer, needs to be assessed by referring to relevant empirical studies from both an international as well as South African perspective. The focus of this study is on the protection of the elderly as a category of vulnerable consumers in terms of the CPA. The investigation will attempt to show that the elderly is protected in terms of all eight of the fundamental consumer rights within the CPA. Special reference will be made to two fundamental rights of the consumer in terms of the CPA. First, the elderly consumer's right to equality in the consumer market (Part A of the CPA) which provides additional protection as the CPA also refers to the Constitutional right to equality. Second, the elderly consumer's the right to fair and responsible marketing (Part E of the CPA) which in terms of the research is compared with the EU Unfair Commercial Practices Directive. Certain problems regarding elderly consumers are identified and the importance of consumer rights as well as the implementation of the correct consumer policy is argued.

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“…It also recommended that there needs to be clearer guidance on who should provide education, the EU, or organizations within nations. Goldsmith and Piscopo () agree that these pan European educational resources face multi‐national challenges and that more involvement by national educators is required to create the fit to countries’ needs.…”

Section: Impact Of the Consumer Education Evaluation On Policy And Prmentioning

confidence: 99%

Consumer education and empowerment in Europe: recent developments in policy and practice

Brennan

Vlaev

Blakemore³

et al. 2016

Int J Consumer Studies

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This article develops the findings of an evaluation of European Commission consumer education, information and capacity building actions conducted in 2011, with an examination of action taken by 2016 to address the recommendations. Based on empirical research of documents, in-depth interviews, focus groups and semi-structured surveys of Directorate General for Health and Consumers and Directorate General for Education and Culture policy networks, it discusses the journey taken to improve consumer education and empowerment throughout Europe. Implementation of the recommendations aims to transform consumer education and empowerment in Europe, with integrated and updated resources for the maximum number of teachers across the European Union, where teachers can focus the resources on consumer education activities relevant for their learners. A key focus of the new developments is to deliver higher European Union (pan-European) added-value, better coordination and synergies with national activities.

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Advances in consumer education: European initiatives

Cited by 14 publications

References 12 publications

Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

Consumer rights of the elderly as vulnerable consumers in South Africa: some comparative aspects of the Consumer Protection Act 68 of 2008

Consumer education and empowerment in Europe: recent developments in policy and practice

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