Programme for in-service teacher training in consumer education

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Forbrukerrådet Publisert: 21.08.2000 12:00

The Consumer Council of Norway and The Ministry of Children and Family Affairs in agreement with The Ministry of Education, Research and Church Affairs.

©The Consumer Council of Norway 2000

This booklet is edited by The Consumer Council of Norway and The Ministry of Children and Family Affairs in agreement with The Ministry of Education, Research and Church Affairs

Preface
Programme for in-service teacher training in consumer education
As part of introducing the core curriculum for the 10-year compulsory school (L97 and L97 Sami), the Ministry of Education, Research and Church Affairs has planned in-service teacher training for certain subjects and interdisciplinary subject areas.

The core curriculum for compulsory school is composed of three sections:

• a general section about the core curriculum for compulsory schools, secondary schools and adult education,
• principles and general guidelines for education in compulsory schools
• subject curricula

These sections form the binding and uniform core curriculum for education (in Norway).

Consumer education is included in most of the subjects of the core curriculum. It is an area of knowledge which should be dealt with across subject boundaries in an interdisciplinary manner in order to enhance the totality and the breadth of the topics dealt with. The Ministry of Children and Family Affairs and the Consumer Council of Norway have in consultation with the Ministry of Education, Research and Church Affairs prepared this programme for in-service teacher training in consumer education.

The programme for in-service teacher training in consumer education has been designed to assist the in-service training process. It can form the basis for in-service teacher training systems directed by universities, colleges and other technical schools, and it should be the basis for projects co-ordinated by the national education offices. The programme may also be used as the basis for in-service teacher training actuated by the municipalities. At the same time, it provides ideas and impulses for school-based sections of in-service teacher training.

For the programme of in-service teacher training in consumer education, a basic module has been suggested to give the education personnel central points of departure for their work with consumer information. This basic module is prepared as an example for in-service teacher training but represents only a segment of the entire course content.

This programme for in-service teacher training in consumer education is primarily aimed at those planning, co-ordinating and carrying out in-service teacher training. These are mainly universities and colleges, national education offices and the municipalities. Courses for in-service teacher training are mainly aimed at the educational personnel in the compulsory schools ( grades 1-10) and basic education for adults. Sections of the in-service teacher training may also be of interest to other personnel in the compulsory schools.

The Consumer Council of Norway
The Ministry of Children and Family Affairs

Table of contents
Preface
1. Introduction
1.1 Consumer education in the national core curriculum
1.2 Consumer education and the individual grade levels
1.3 In-service teacher training in consumer education
1.4 Target groups for in-service teacher training

2. Primary and secondary goals
2.1 Primary goals
2.2 Secondary goals and main content

3. Basic modules for in-service teacher training

Sources

1. Introduction
1.1 Consumer education in the national core curriculum
Consumer education is a term for the interdisciplinary topics dealing with knowledge, skills and behaviour linked to being a consumer today. The national core curriculum (L97) emphasises that pupils should be active, critical thinking, moral and independent individuals who can function in today's global society. To be able to function as a member of the global society, it is important that Norwegian pupils receive education which promotes democracy, national identity and international consciousness, and develops solidarity with all other people. Society faces enormous educational and moral challenges. In the general section of L97 and in principles and guidelines, it is written that schools are to develop the pupils' knowledge of consumer topics and the pupils' insight into global consequences of their attitudes and actions. In other words, schools are to stimulate conscientious consumption, which in turn may contribute to international sustainable development.

This means that pupils must develop attitudes and acquire knowledge which can form the basis for responsible choices as regards their fellow human beings and the material world. This presupposes that the pupils are able to assess the effect their own actions have on other people and judge them with ethical consciousness. Training in consumer education can contribute to acquiring insight into the consequences our lifestyle has on others, and to developing a sense of humanity and solidarity with all other people in the world.

It is also important that in-service teacher training in consumer education provides practice in educational methods that increase the pupils' activity and participation. Topicality (theme based work) is an element the core curriculum considers essential in connection with the planning and presentation of subjects. Consumer topics are about attitudes and actions in connection with the material surroundings the pupils meet every day at home, in school, in the neighbourhood or on a journey.

1.2 Consumer education and different grade levels
The primary grade level
Children are consumers already from birth. Gradually they become more aware of this, and before starting school they have many experiences dealing with consumer questions. On the primary grade level, learning happens mainly by means of experimentation and play. The sources of these activities are usually the pupils' own experiences and interests. Consumer education includes topics on how to handle one's own life and how to deal with the world around us. These topics may form the source of specific activities relating to subjects or interdisciplinary learning. On the primary grade level, the topics are to be organised across subject boundaries.

The intermediate grade level
Consumer education is about managing one's own life, respecting one's fellow human beings and looking after the physical world we live in. Thus the training should contribute to the development of independent thinking and discernment. In L97 great emphasis has been given to project-work, and consumer education is well suited for project-work. Various problems which the pupils encounter in their everyday life and practical assignments which they will have to perform during their spare time, can form the basis for projects in consumer education. It can also create insight into and new perspectives about the individual's role as a family member and as a member of society.

The lower secondary grade level
On the lower secondary grade level, the pupils meet requirements for greater subject depth. They will also receive more experience in project-work. Practical and action-related assignments are intended to stimulate independent learning and co-operation there where the pupils have joint responsibility for the planning, carrying out and assessing of assignments and of their own learning.

The learning period called «the school's and the pupil's choice» gives the school and the pupils the opportunity to choose one or more priority areas. The form and the content are to be designed by the individual school and may cover everything from local interests to international queries. Consumer education contains relevant topics, which are suitable for varied activities associated with the school's and the student's choice, where parents, pupils and the local environment can take part.

1.3 In-service teacher training in consumer education
The programme for in-service teacher training attaches importance to:

• consumption past and present
• personal economy
• the consumers' rights and obligations
• advertising and persuasion
• consumption and the environment
• nutrition
• product safety/security

1.4 Target groups for in-service teacher training
This in-service teacher training is to be aimed at teachers on the primary grade level, the intermediate grade level and the lower secondary grade level. Also others employed in the school should be given the opportunity to join the in-service training. This especially relates to the principal, the vice-principal, those employed at after school care centres and any assistants. The national guidelines for kindergartens in Norway also includes consumer topics and it is natural to involve kindergarten teachers in the target group for the in-service teacher training in consumer education.

2. Primary and secondary goals
2.1 Primary goals
The in-service teacher training has as primary goals that the participants

• acquire professional and didactic skills, in order to plan, substantiate, carry out and assess consumer education in accordance with the core curriculum
• acquire understanding of central concepts and processes which are related to personal, national and international consumption in proportion to sustainable development, both humane, material, social and economical
• acquire insight into consumption in the past, present and future
• develop awareness of the influence people today are exposed to regarding lifestyle, consumer habits, assessments and attitudes
• develop attention to the consequences caused by one's own choices and actions for a sustainable development

2.2 Secondary goals
Secondary goal 1: Consumption now and then
After completing in-service teacher training in consumer education, the participants should know of some central concepts and processes that are related to consumption in the past and present. The participants in the in-service teacher training ought to know about development trends in consumption over time. They should be able to compare theories on social development, and be familiar with research on consumption, environment, development and the quality of life. They should be able to identify the ethical norms and values that form the basis for «conscientious consumption», which implies a major change of direction towards consumption based on environmental considerations and considerations related to social development.

Main factors:
In the in-service teacher training the participants will

• become familiar with consumption patterns in Norway and some other countries in the last century
• become acquainted with human rights and how these are connected to consumption
• acquire some basic knowledge of social and financial development theories
• compare consumption as an expression for meeting basic needs and as a symbol for cultural identity and status
• acquire knowledge of how consumption creates a more uniform society while at the same time increasing diversity
• work with the concept of life quality and with attitudes about «the good life»
• become familiar with the existing national and global regulations regarding production, marketing and sale of goods and services

Secondary goal 2. Personal economy
The participants in the in-service teacher training are to develop knowledge of personal economy and the connection between private consumption and the society's economy.

Main factors:
In the in-service teacher training the participants will

• acquire experience by preparing budgets and keep accounts
• find ways to make pupils more conscious in regard to their own economy and the family's planning as regards income and expenditure
• become acquainted with the connection between the society's economy and the individual household economy
• acquire experience in comparing prices and evaluating price and quality
• use modern technology such as data based information systems, bank and library services, etc.
• become familiar with the usage of green household budgets

Secondary goal 3. The consumers' rights and obligations
In the in-service teacher training the participants will become familiar with legislation on rights and obligations of the consumers. They are to know about legislation, which establishes external conditions for the markets and for public services, and for individual rights in an agreement. The participants should be experienced in gathering relevant and accurate information on goods and services.
Main factors:
The participants will

• acquire knowledge of the most important laws and regulations that affect the consumers' rights and obligations
• know something about how international trade affects our rights and obligations as consumers
• know the basic rules concerning agreements
• be acquainted with the rules that apply to funding and modes of payment for the household
• know what rules that apply to product labelling

Secondary goal 4. Advertising and persuasion
This in-service teacher training will contribute to increasing the participants' insight into the object of advertising, at the same time as they acquire experience with different ways of helping the pupils learn to interpret, analyse and critically scrutinise advertising pictures and other commercial messages.
Main factors:
The participants will

• know of the mass media's role in society
• learn to identify advertisements and understand the difference between information and commercial influence
• have knowledge of laws and regulations that control advertising
• be able to analyse, interpret and critically scrutinise commercial pictures' contents, messages and language
• know the use of electronic media such as TV, video, computers, modems, CD-ROM and other important technology which spread information and entertainment
• be able to make the most of electronic information services in a critical and reflected way
• understand how the media creates different lifestyles which are reflected in certain sex roles and ideals

Secondary goal 5. Consumption and the environment
The participants in the in-service teacher training will increase their awareness of the effects that private and public consumption may have on the environment and on sustainable development. The participants have to learn to critically judge different lifestyles and consumption patterns from an environmental point of view. They are to incite the pupils to choose consumption patterns with the least strain on the environment.
Main factors:
Attitudes influencing work are covered in this section of the in-service teacher training. The participants in the in-service teacher training will

• explore how our consumption affects the environment
• get acquainted with The Norwegian Environmental Education Network and their publications
• know of environmentally adapted production
• know of what different environmental labelling means, and learn how to use them
• be able to choose a correct compound meal in regard to health, well-being and environment
• co-operate on prevention of environmental damage from industry, agriculture, transport and household
• take part in Lokal Agenda 21 (Local Agenda 21)

Secondary goal 6: Nutrition
The in-service teacher training will further develop the teachers' knowledge of nutrition and how food habits affect health, the ability to work and the economy.
Main factors:
In the in-service teacher training the participants will

• work with data on and know of examples of nutrition's significance for health and the quality of life
• understand the labelling of food
• explore what recommended prices are and use them when purchasing food
• handle and take care of food in financial and hygienic respects
• gather information on consequences food consumption has on the environment
• choose and prepare food from environmental considerations
• compare prices on meals prepared with raw materials which are environmentally friendly, and the equivalent prepared with conventional products

Secondary goal 7: Product safety/security
The participants are to build up awareness of the risk for accidents and damage, which may arise at home and in the rest of the everyday environment. They will have up-to-date knowledge of products' safety, and insight into how to prevent the pupils from being exposed to health injuries.
Main factors:
In the in-service teacher training the participants will

• work with information on safety-labelling of products
• become familiar with how to handle dangerous substances, such as common chemicals and inflammable substances
• prevent accidents at home and in the local environment, in school, in the spare time, at the work place
• know of important safety equipment for active children
• know of safety regulations for equipment at home and in school
• be able to handle common technical devices at home and in school, and know how to secure them for children
• know of possible dangers connected to toys

3. The basic modules for in-service teacher training
We present a basic module made up of two sections, where the first section is suitable for teachers on all grade levels and the other section is divided into grade level-related contents. The topics in section two are divided among the grade levels due to the limited time available for the modules. Topics may be replaced with other topics if the participants' needs require it. In that case, the contents must be presented in regard to the chosen grade level's development needs. Relevant supplementary work is included in the training.

DESCRIPTION OF THE TRAINING
The first section of the training gives a general introduction into L97's references to consumer education. The section includes the school's role as cultural and value promoting institution. In addition, the training goes thoroughly into the participants' knowledge of consumption past and present. The basic module's first

section is expected to last 4 to 7 hours.

GOALS FOR THE TRAINING
The participants will become familiar with consumer education as an interdisciplinary subject area, which may be used in school to provide totality and clarify inter-relatedness in learning. They should get practical experience in finding activities that stimulate the pupils' involvement and independent thinking. Almost all consumer topics emerge on all grade levels in connection with different subjects or as interdisciplinary topics. In the in-service teacher training programme's section one, the contents are the same for all grade levels.

TOPICS	CONTENTS/ACTIVITIES
Consumer education in L97	Today's global consumer society. Schools' moral responsibility. Sustainable development. Poverty in the world. The future challenges.
Consumption past and present	Concepts and processes related to personal, national and international consumption. Consumption in a historic perspective. Consumption in the world today (Human Development Report 1998). Future prospects based on modern research. Suggestions to approaches for discussion: The consumer role in today's society creates increased demands on knowledge and attitudes. What attitudes are most important for the pupils to establish? In what way can we influence authorities and industry with a view to contributing to a more consumer-friendly society? Is there a municipal mediation board in your local environment? Does it solve consumer disputes? The Norwegian Parliamentary report no. 40 (1998-99) states that consumer training is "responsibility learning". How are we to understand this and what consequences does this have for learning?

BETWEEN THE MEETINGS Between the training's two sections, there are assignments to be done by the participants. The work that is to be done in the intervening period may take from 3 to 10 hours. The number of hours for the practical assignments will vary according to local conditions and needs.

Section two
DESCRIPTION
Section two covers some consumer topics related to the main grade levels. The training aims at communicating different aspects of contents and working methods in consumer education. As mentioned earlier, the topics are divided among the grade levels to give the participants the opportunity to acquire more than a superficial knowledge of the individual topic. The division may be changed if desirable. Extent and depth in the contents linked to each subject area must be arranged both in consideration to the one giving the in-service teacher training, and the participants' previous experience and knowledge. The second section of the training is expected to last 4 to 7 hours.

GOALS: The participants will become familiar with the different consumer areas and develop their knowledge of some of these areas.

TOPICS	CONTENTS/ACTIVITIES
The primary grade level
Consumer rights and obligations	Principles for co-operation and distribution, justice and violation. Obligations as supposed to rights. Knowledge of consumer laws (the Sale of Goods Act, the Cooling-off Period Act, the Marketing Control Act). Knowledge of some of the most important laws and legislation for children and youth in other countries. Knowledge of product labelling. Didactic models for training of consumer rights and obligations on the primary grade level.
Safety	To know of dangers and precautionary measures when using common kitchen appliances. Analyse the balance between the children's and the youths' need for excitement and their need for safety and security. Knowledge of products (quality, safety). Knowledge of safety rules regarding leisure activities. Work with practical assignments from everyday life.
The intermediate grade level
Consumption and the environment	Knowledge of the terms for sustainable human development Knowledge of some multinational companies and their operations. Environment protection and recycling at home, in kindergarten, in school and in the local environment. Knowledge of energy production and pollution. Attitudes influencing work regarding energy consumption.
Media and advertising influence	Knowledge of the art of persuasion. Knowledge of means in advertisement. Knowledge of rules regarding advertisement. Grounds for age limits and control of media The parents' responsibility regarding children's media habits. Distinguishing between reality and fiction.
The lower secondary grade level
Economy	The pupils' own consumer habits, what and why they want to purchase. Compare the pupils' lifestyle in Norway with people of the same age in other countries. Experience from preparing a simple budget, keeping accounts. Assess prices, discounts and modes of payment The use of bankcards. Allowances and work.
Nutrition	How to help pupils becoming conscious about the food's effect on health. Knowledge of eating habits and lifestyle. Knowledge of lifestyle-illnesses (such as prosperity illnesses like gambling addiction, anorexia, etc.).

Sources

• Stortingsmelding nr. 40 (1998-99) «Om forbrukerpolitikk og organisering av forbrukerapparatet»
• Veiledningen «Forbrukerlære i grunnskolen», KUF/BFD/Forbrukerrådet 1998