- Case 2: Consumers are required to compare information of a list of home appliances products, and decide which products are more environmentally-friendly and socially responsible. Using the passive observation approach, consumers then consider each product based on the information available, among others: resources used to produce the products, energy efficiency, the life expectancy of the product, the durability of the product, to see if there is an eco-label, quality and price, and so forth. In the group discussion, participants can compare their findings and learn to analyze product information and the meaning of sustainable consumption.
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A resources facilitator is needed when using the active participation and passive observation approaches to lead the discussion, analyze the findings and make conclusions about the learning experience.
Picture 3.33: Traditional market can be a learning arena
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Public education based on awareness campaigns ESC for public education aims at building awareness on the importance of sustainable consumption and this can be delivered through various means such as public discourse (seminars, workshops, talk shows, videos and documentaries on relevant topics), communication campaigns through posters, strategic public location, art and cultural exhibitions, public service announcements via television and/or radio, TV and Radio talk shows, print articles in newspapers and magazines, and using social media to disseminate the messages of sustainable consumption, encouraging further discussions on ESC topics and issues. When disseminating the messages of ESC through non-formal education,
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there is always room for creativity since ESC can be delivered through a mixed format. Once the profile of the audience is clear, the content for ESC can be developed so that it relevant to the specified target group and the most effective delivery mechanism or medium can be identified for the target group. Education based on social, cultural and environmental contexts This kind of education is specifically designed for certain contexts where the education is delivered. For example, ESC for certain ethnic groups and certain locations needs to ensure that the values and norms of the members of the ethnic groups are reflected in the education materials. For example, in certain ethnic groups, there are norms to respect nature, and there are special ceremonies in times of rice harvest, and the need to share the rice harvest. In other ethnic groups, there are rules on when to go fishing in certain areas to ensure that fish will have time for reproduction, as a means of ensuring the fish supply remains sustainable. Therefore, ESC can be developed using local wisdom, or where the local knowledge is weakening, ESC can revive this local knowledge through ESC messages to the young generation to ensure sustainable consumption in the community. Furthermore, the wealth of natural resources in that area will also determine the form of education that will be delivered. In the area where the water scarcity is a critical problem, ESC will focus more on how to be efficient in using water, grow more trees in the area of water spring, and avoid further forest encroachment; while in the area where diversity of plants as food resources has not been used, ESC will encourage the community to use the benefits of their rich environment. Education based on action This kind of education means ESC that is delivered through action. Participants are encouraged to take initiative and action. Whenever possible, incentives or special awards should be provided when students take action as a means of encouraging more action-oriented initiatives or activities that may bring out aditional impact. The learning process is through the action itself, however, it is usually strengthened by in-class training so that students can have the necessary knowledge and skills, making it even more complete. 58