[New version] Sustainable food consumption

GUIDEBOOK ON THE INTEGRATION OF ECOLOGICAL LIFESTYLE INTO EDUCATIONAL ACTIVITIES FOR YOUTH

Topic

SUSTAINABLE FOOD CONSUMPTION Hanoi, October 2018

Implementation: Center for Development of Community Initiative and Environment (C&E) This guidebook was compiled and published under the sponsorship of Rosa Luxemburg Stiftung – Southeast Asia Copyright: This guidebook can be copied or cited for noncommercial purposes only Compile: Hoang Thanh Tam, Nguyen The Hung, Tran Thi Kim Hoan, Truong Minh Den Edit: Vu Van Tuan, Ngo Thi Phuong Thao, Bui Thi Thanh Thuy Design: Nguyen Khanh Linh Photo: C&E Center and colleagues Address: No 12 lane 89 Xa Dan street, Phuong Lien, Dong Da district, Hanoi Phone number: +84 24 3573 8536 Email: ce.center.office@gmail.com Website: ce-center.org.vn

PREFACE “Guidebook on the integration of ecological lifestyle into educational activities for youth – Topic: Sustainable Food Consumption” is one of the three ecological lifestyle education toolkits (Tourism, Food and Water) designed for teachers, trainers and youth activists.

It belongs to the project “Partnership to support and promote informal and non-formal education for advocating an ecological lifestyle and climate change adaptation and mitigation in Vietnamese Universities – year 2017” sponsored by Rosa Luxemburg Stiftung.

This guidebook is written with the purpose of leading youth activities towards food issues, sustainable food consumption in particular, through which helps the young generation understand the importance of this topic in dealing with food problems in harmony with environmental protection and human development.

Another objective of this guidebook is to support trainers and youth activists to inspire their learners in a diverse, scientific-based and interesting way. It introduces methods to integrate “sustainable food consumption” into educational program as well as activities in order to change learners’ awareness and action. Hence, learners can apply this into their future career and spread to their community where they live, study and work.

Furthermore, this guidebook is not designed for trainers and youth activists only, it is a simple tool for every individuals and organizations who seek to understand and integrate topics related to ecological lifestyle into extracurricular, training or educational activities for young people. No matter who you are or where you work, you can be an inspirer to your community.

The compilation team hope to receive comments and suggestions from individuals and organizations to better revise and publicize this guidebook in upcoming times.

The compilation team C&E Center

CONTENTS

01 02

UNDERSTAND ABOUT SUSTAINABLE FOOD CONSUMPTION 6 Limitations and negative impacts of the current food consumption 8 Some limitations of the current food consumption 8 Some unsustainable trends in food consumption 9 The impact of unsustainable food production and consumption 12 Sustainable food consumption 19 What is sustainable food consumption?

19 Solutions to sustainable food 20 Why young people need to care about sustainable food consumption 23

METHODOLOGY TO INTEGRATE THIS TOPIC INTO EDUCATIONAL ACTIVITIES FOR YOUTH 24 Forms of integration 25 Some training methods 28 Experiential learning cycle 28 Best practices analysis 31 Debate 33 Movie screening 35

03 04 05

TRAINING PROGRAM RECOMMENDATION 39 No 1: Introduction about sustainable food consumption 40 No 2: One topic about sustainable food consumption 41 No 3: Field trip / practice 41

READING MATERIALS AND REFERENCES 44 Reading material 45 References 45

APPENDIX 47 Competition 48 Tourism route 50 2 – 4 – 8 52

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PART

01 Understand about sustainable food consumption

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Population growth remains a great challenge in many parts of the world and leads to pressure in increasing food production. Food consumption is the most basic need to human on Earth, therefore, to solve the food security math for 7.5 billion people at the moment and 9 billion estimatedly in 2050 requires the joint actions from production improvement, changes in trade and market to cope with climate change as well as paying attention to natural resources management. The link between complicated problems and the cooperation among stakeholders (the government, producers, distributors, consumers‌) need to be considered.

Food production and consumption has remarkable impact on the environment including the use of natural resources and the emission polluting the air, water, soil and affect to human health.

The development of modern production model led to the heavy dependency on natural resources.

Environmental crisis, food security and natural resources depletion are connected and needed to be solved from the system analysis angle along with considering local to global factors. When we talk about food – we are talking about what we eat, the way we eat them, where our food comes from, how we use and handle food waste. Consumers, especially the middle class, are the factor that orients these processes because each change in food consumption can affect the whole food system.

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LIMITATIONS AND NEGATIVE IMPACTS OF THE CURRENT FOOD CONSUMPTION Some limitations of the current food consumption Food system include all stages and aspects of food production (how food was grown or raised, how it was harvested or slaughtered, how it was processed or put into package), food distribution (where and how it is sold, how it is transferred) and lastly food consumption (the way it was used, where does leftover go).

According to The Food and Agriculture Organization (FAO), a sustainable food system is the one provides nutritious and safe food for everyone while taking into account the economics, society and environment factors to guarantee the food safety and nutrition for future generation. Let’s see if our current food system is sustainable or not?

DO YOU KNOW?

(According to World Resources Institute and FAO)

THE WORLD POPULATON IS ESTIMATED TO REACH 9 BILLION PEOPLE IN 2050. THIS NUMBER PUT A BIG PRESSURE ON AGRICULTURE AND ENVIRONMENT. ONE IN EVERY 3 PERSONS IS MALNOURISHED 1/3 THE TOTAL AMOUNT OF FOOD PRODUCED WORLDWIDE IS WASTED EVERY YEAR

AGRICULTURE IS THE SECOND GREENHOUSE GASES EMISSION AMONG INDUSTRIES, ONLY AFTER ENERGY 75% OF WHAT WE EAT COME FROM ONLY 12 TYPES OF PLANT AND 5 KINDS OF ANIMAL

In fact, our current food system has 4 main limitations: • Food and nutrition – redundant or scarce? All over the world, there are 794 million people suffering from hunger and more than 2 billion do not have access to vitamins and minerals.

Meanwhile, more than 1.9 billion are over-fed and 600 million people are obesed.

• Un-balanced nutrition: the food we eat nowadays contains too much fat, sugar, salt and meat.

Such an un-balanced diet can lead to many health problem (such as heart disease) and the production process emits a huge amount of greenhouse gases to the environment.

• Food waste: This has become a global crisis especially where people has a high living standard.

Even though in many places people are suffering from food scarcity, in other places, food is redundant and consumed a lot of energy to produce but finally ends up in the thrash.

• Natural resources is depleted: clean water system is being polluted and scarce, soil is exhausted and biodiversity is declined dramatically. These problems are getting worse because of climate change.

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Where do these limitations come from?

Nowadays, food production process has been systemized to global industrial level. Before food get to consumer’s hand, it might be produced in one country, packed in another one and went through a long way to finally arrive on the shelves of the supermarket near your house. This has become very common and you can easily find French Apple, Brazilian Banana, Malaysia palm oil, American grape… The core of food production at industrial level is monoculture – grow one single type of plant or raise one single kind of animal over a large scale. Applying monoculture in a large scale helps investors to solve the math of cost and profit. When the whole system became industrialized in global scale as it is now, the consequences following it will be clearer and multiplied comparing to what we have always thought of purely agriculture. Therefore, we need to find out how each part of the industrialized food system works and what are its impact on environment, economics and society. Once fully understand about this, we will have more information to make the best choice for ourselves, for environment and community at the same time.

Some unsustainable trends in food consumption By the law of supply and demand, food consumption trend will affect production trend. If we do not pay attention to our choices, it means we are indirectly creating negative impact of food production industry.

TOO MUCH FAST-FOOD AND LOW-NUTRITION FOOD IS BEING CONSUMED Nowadays, life is becoming more modern and convenient than ever, especially in urban area. In addition, there is a rise in power of companies that produce fast-food, processed food and junk food. In Vietnam in recent years, we can see the rising popularity of fast food brand such as Lotteria, KFC, Mc Donald’s, Jollibee. In super markets and shops, processed food and junk food appear with diverse range of choices. Consumers, especially children, are fond of the diversity, attractiveness and convenience of these products.

However, these types of food are taking us away from our traditional rich-nutrition diet and at the same time give us more health risk. To minimize production cost and encourage

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consumption, these products often contain very little nutrition but a lot of fat, additive sugar and synthetic chemicals instead.

FAVOR IMPORTED PRODUCTS According a survey result of Vietnam High Quality Product Enterprise Association in 2017, consumers use more domestic products but have a tendency to favour imported products and prefer to buy them. The summary of 16.000 votes of households from all over Vietnam shows that 92% consumers use domestic products but only 78% of them actually like domestic products. Meanwhile the rate of people like Thai, Japanese, American, Europe or Korean products far outweighed the number of people that actually bought them. The number of people who rated Vietnam high-quality products to be as good as imported ones is quite low. Additionally, only 2% rated that the quality of Vietnam products is equal to their price.

Is this because Vietnam producers have not managed to meet the consumers’ expectation or part of it is because consumers has a “imported favour� tendency?

Furthermore, we should not only care about supporting local economy but also about the environmental impact of transportation. To transfer goods from one place to another emits a large amount of greenhouse gases. The further the distance, the more energy is consumed and more emission is caused by transportation and preservation.

In the past 50 years, the distance from where food is produced to where it is consumed has risen over the years. Currently, food travels over 2092 kilometres to reach consumers [20]. According to World Watch Institute, there is 817 tons of food being transported around the world [2]. This leads to a diet with more imported goods which consumes 4 times more energy and emits 4 times higher comparing to the local food diet.

We believe that on the market, if you pay attention to Vietnamese enterprises, you can always find those have good quality products, not any worse than imported products with more reasonable price.

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FOOD WASTE 1/3 of the food produced all over the world is wasted every year, in which 45% is vegetable, 35% is fish and seafood, 30% is grain and 20% is meat. The impact of food waste is not limited in economic but also in environment. Not mention the use of pesticides, fertilizers and energy in production, food when being decomposed will emit a lot of methane. A huge amount of food being tossed in garbage dump contributes remarkably to global warming [25].

This prodigality shows inequality as well. Food is not evenly distributed and can not reach the hands of the poor and needy. According to World Health Organization, there are 1.9 billion people overweighed while the number of people suffering from hunger and malnutrition is 794 million people [27].

In developing countries, food waste and food loss happen mainly at the first few stages of the supply chain resulting from problems in finance, management, harvesting technique, storing and cooling tools. In medium and high income countries, food waste and food loss happen mainly at the ending stages of the supply chain. Consumers’ action play an important part in the fact the food is being tossed out during production and distribution. When consumers have a higher demand about the look of products, fruit or food that have strange shape of un-attractive colour will be eliminated.

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The impact of unsustainable food production and consumption IMPACT ON THE ENVIRONMENT

Food production and consumption has direct impact on every factor in environment from soil, water, air to living beings including human.

IMPACT ON AIR QUALITY Concentrated ranches where an enormous amount of animals are squared and feed un-naturally create so much waste that exceed the bio-capacity of the environment and certainly go out of control. For example, one pig produces nearly 8 kilogram manure and urine everyday. A range that has 1,000 pigs will release 2.9 tons of manure to the environment every year. If a range has 35,000 pigs, it will produce 1.9 tons of manure a week and 102 million tons a year. [16] The decomposition of manure will produce toxic gases such as Methane (NH4), one of the most harmful greenhouse gases and is contributes to global warming 28 – 36 times more than CO2. These greenhouse gases speed up global warming and may pose a health threat to human live or work nearby. [14] Air pollution is also caused by the inefficient over-use of machine and the transportation of food from production to consumption.

IMPACT ON WATER ENVIRONMENT Agriculture is the number one cause of water pollution. In the US, agriculture activities is identified to be the pollution source of around 48% rivers and streams and polluted 41% lakes. [24] The abuse of chemical fertilizers in cropping leads to the redundancy of nutritious elements such as nitrogen and phosphorus. When too much of them are leaked into the water system, it will cause eutrophication, which sometimes is known as the “algae bloom”. Fish and other water beings will face mass death due to the decrease of oxygen in water and it threatens human’s drinking water as well. [24] Meanwhile, in breeding farm, animals’ manure is usually mixed with water and stored in big tanks, which later on will

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be sprayed to water plants. This operation often has the problem of over storage, therefore the tanks might be leaked or manure is over-used on the field. At last, it will lead to eutrophication.

IMPACT ON THE SOIL Industrial scale farms ignore the balance needed between nature and plants, animals. The soil has to work continuously, which does not allow the soil ecosystem to rest and regenerate.

Plant is not intercropped to help restore the soil. Manure and chemical fertilizers are supposed to give nutrition to the soil, however the abuse of these chemicals and waste drains out the soil, makes it malnourished and kills underground beings.

A large amount of food for cattle and poultry has been planted on big scale monoculture farm to provide for livestock industry. Nowadays there are only a few places where cow can roam free on the field, most of animals in ranches live by corn and soy bean fed on troughs. To adapt with the rising demand and cut off expenses, crop industry applies monoculture and intensive farming. Monoculture farming makes soil weak and malnourished due to the lack of diverse plants, which eventually leads to decrease in crop yield.

In order to maintain productivity, farmers have to use more chemical fertilizers which depletes organic matters in the soil, ruins its cohesion and causes soil degradation. [23] The overuse of chemicals in farming has become a burning issue in agriculture. It not only poison soil, water and air but also have a harmful effect on the health of both producers and consumers.

IMPACT ON BIO-DIVERSITY Industrialized livestock farming poses a serious threat to ecosystems and the local bio-diversity due to the use and transformation of land to do farming and produce livestock food. About Âź the Earth surface us being used for livestock farming and 1/3 of agriculture land is used to produce food for cattle. As a result, wild animals are struggle with environmental degradation and facing extinction.

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Cropping farms affect bio-diversity over the use of pesticides and herbicides. They do not only eliminate insects that are not helpful for farming, these chemicals kills useful animals like bees and butterflies as well. In monoculture farms, we can hardly see the existence of these insects.

IMPACT ON ANIMALS Industrialized farms put a huge pressure on animals to be productive even though this stress and shorten their lifespan [3]. Besides, captivating as many animals as possible in a small space might increase profit but it also creates ideal conditions for pathogens to grow and spread. An unnatural diet for cattle causes serious health problems for them. And to cope with this un-healthy living conditions, animals in industrial farms are frequently taken or injected with antibiotics. They are treated with other un-healthy additives and hormones to raise productivity.

Scientists have shown the link between animal’s stress and food safety. When animals are stressed or in pain, they are more likely to get ill and produce low quality egg, milk or meat. [21] Therefore, industrialized farming do not guarantee animal rights and also bring harm to consumers and the environment.

IMPACT ON HUMAN HEALTH

The impact of unsustainable food production and consumption to human shows under different forms and happens within all stages of the system, from cropping, livestocking to production, distribution and finally in consumption and disposal.

HEALTH RISKS Risks from food safety Nowadays, food safety draws a lot of attention in the public after many scandals have been exposed on media. According to Ministry of Public Health, Vietnam has 250 – 500 cases of food poisoning with 7,000 – 10,000 patients and 100 – 200 deaths each year. Causes of these cases usually are food being infected with micro-organism or chemicals (including banned chemicals or over-used chemicals). To maximize profit and minimize cost, many businesses are willing to put toxics, banned or restrained chemicals, use un-sanitary and out-ofdate ingredients, pay no attention to manufacturing conditions.

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Risks from pathogen and antibiotic resistant bacteria An enormous amount of antibiotics is being used in livestock ranches to kept animals from the unsanitary and crowded living condition. Unluckily, the frequent use of antibiotics makes bacteria become resistant. Even though a low dosage of antibiotics can kill bacteria, stronger bacteria will survive and produce their offspring with resistant ability [1]. When livestock manure is sprayed on the field or stored in tanks, these bacteria can infect surface water and underground water [10]. This means human unintentionally create a living condition for bacteria right around us. In that case, antibiotics used for human will become less effective as well.

Livestock manure carries many toxic pathogen such as Campylobacter, Cryptosporidium parvum, E. coli and Salmonella. These pathogens causes a serious of health dysfunctions with different levels of seriousness. While some pathogens might have lighter effect such as cramp, stomach pain, nausea, diarrhea or vomiting; others can cause fever, kidney failure or even mortality [5,6,7]. The vulnerable targets such as children, the elders, those with weak immune system are particularly sensitive to pathogens.

Health risks from water environment The high nitrate concentration in drinking water can cause blood dysfunction in infants. This makes it difficult for haemoglobin to bring oxygen for the whole body, which might lead to mortality without proper treatment. [26] According to EPA, long exposure to high nitrate concentration can create urine dysfunction and pancreas haemorrhage. [13] Growth hormone can exist in animal manure. Studies show that contacting with hormone in the environment or in food can directly relate to breast cancer and testicle cancer. [22] If salt in animal manure is leaked into the environment, it can increase salt concentration in drinking water and cause hypertension in people who are sensitive to salt. [17] Some heavy metals such as arsenic and copper, which is contained in cattle food to boost their growth, will be disposed along with manure. They will pollute water and can be harmful to human with high concentration. [19]

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Health risks from air pollution Gases emitted from agriculture activities such as H2S, NH3 has negative impact on community health, especially when agriculture is industrialized. The exposure to low H2S concentration can cause health problems such as: coughing, nose and eye irritation, headache. More serious symptoms including nausea, stomach-ache, dizziness and lip blistering [12]. Long exposure to a low concentration of H2S will lead to blood loss and smelling dysfunction. Researches show that even low level of exposure can cause abnormalities in the nerve system such as unable to balance, decrease of eye sight, colour distinction, hearing ability, memory. [18] Ammonia NH3 is the production of manure decomposition and treatment. The exposure to this gas can cause difficulty in breathing, irritation to eye, throat, respiratory system, sinus and skin. [12,18] Researches show that exposure to low ammonia concentration (50 – 150 ppm) starts to make us cough, higher concentration ( over 150ppm) will irritate respiratory system, lead to dysfunction symptoms, even pneumonia.

Exposure to high concentration of these gases can be fatal.

Smell pollution The air pollution symptom that is most obvious in livestock farm is bad smell. In fact, the stinky smell from a farm can be recognized from some kilometres away. Apart from reducing live condition of people living in nearby areas, bad smell from farming factories can be harmful to human. Exposure to these smell can cause nose irritation, diarrhea, sore-throat, loss of voice, chest pain, stucking nose, difficult breathing, stress, sleepy and change of mood. [18] Chemical poison from pesticides Farms usually use a large amount of chemicals directly in pesticides, herbicides or indirectly in cattle food. Many of these chemicals are proven to be the cause of cancer, immune system suppression and affect the nerve, endocrine and reproduction system. [9]

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THE DECREASE OF NUTRITION IN FOOD Nowadays, the threat of obesity has become alarming. One reason of this is due to the diet that is rich in fat, processed meat, carbon hydrate and salt in fast food and soda with high-fructose corn syrup (HFCS). A fast and convenient lifestyle in cities brings people closer to the “rich calories, poor nutrition” diet with the increasing consumption of package food, processed food, fast food and soft drinks. Especially, a diet that not considering nutrition might cause us to unconsciously consume too much empty calories. Empty calorie is calorie we get from food with low nutrition, it contains almost no fiber, amino acids, antioxidants, minerals or vitamins. We absorb empty calories from low nutrition density food with high amount of additive sugar and synthetic fat such as sweets, candies, snacks, fast-food, energy drinks and soft drinks. Additive sugar and synthetic fat are added into these food to trigger our taste, however, they are the causes of obesity.

Apart from obesity and other chronic diseases related to obesity, a diet that depends heavily on industrialized food can lead to other major health problems due to the manufacturing method.

• Crops are planted in large scale to boost productivity, make it easy to transfer and grow faster without paying attention to nutrition density [8]. As a result, macronutrients and micronutrients which are important factors in our diet, have decreased because the new industrial crops have less nutrition than traditional ones.

• The nutrition density in animal products also declines when industrialized production increases.

A part of the reason is because cattle diet depends heavily on industrialized food and since their environment is tight, cattle do not move around much. The higher milk production in industrialized factories goes together with the low concentration of protein, fat and other nutritions in milk [15].

Products from livestock such as beef has lower concentration of important nutrition and higher concentration of fat and cholesterol LDL [11].

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IMPACT ON LOCAL ECONOMY

Large scale industrialized agriculture models and their farms not only affect our health and the living environment but also badly impact the local economy. With a eloquently statement that their presence will create jobs and support the local economy, many provinces welcome industrialized farms to their land. However, when large scale farms appear and replace small farms, it creates a new economic breakdown.

Small scale farmers can not compete and go out of business.

Big farms affect non-agriculture local enterprises as well. A recent study shows that small pig farms spend most of their money for local enterprises, 50% more than big farms, where cattle food are purchased from outside the region. [4] Farms under a single company are usually built as 1 big mother company and many children companies in different field so that the cycle is close and the company can cut as much expense as possible. For example: raw materials were purchased and shipped with lower cost from each children company to another instead of buying them from local food stores or groceries. Besides, the demand from an industrialized farm usually exceeds what small local companies can provide. Therefore, they have to buy food and other materials from outside providers.

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Sustainable food consumption WHAT IS SUSTAINABLE FOOD CONSUMPTION?

The definition of “sustainable food consumption” can be compiled into 6 criteria: 1. Reduce and head towards no waste Reduce food waste (including waste from production, packaging, distribution and consumption), hence, save energy, natural resources and money used to produce and dispose.

2. Eat a balance and nutritious diet Consume more fruit, grain, peas and a small amount of animal products which have gained high standard of welfare and environment. This will help reduce health risks and environmental impact such as greenhouse gases.

3. Support environmentally friendly food Food that is produced locally, seasonally and has a sustainable production system (less energy consumption and less toxic waste). This will benefit the natural ecosystem, reduce energy being used for production, transportation, storage while strengthen local economy.

4. Choose products with “fair trade” label Fair Trade is the label given to products that are manufactured and purchased while the right of small local producers is guaranteed. This criteria applies to food and drinks imported from lower income countries to make sure the local workers get their fair share.

5. Limit sugar, salt, fat, additives and synthetic chemicals A diet with too much sugar, salt, additives (such as HFCS) and synthetic fat can cause serious health problems and pollute the environment.

6. Grow your own food and buy from local stores The freshness and safety of food from the garden is undeniable. Local market with small shops, local café and retailers provides diverse choices and support local economy.

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SOLUTIONS TO SUSTAINABLE FOOD CONSUMPTION AND PRODUCTION PRODUCTION Smart cultivation In the last two decades, the use of technology in agriculture has been improved and helped maintaining steady growth of food production, even with less investment and input. The main solutions of farm management include choosing crops that are suitable to local conditions, using fertilizers more appropriately, paying attention to micronutrients, intercrop with nitrogen fixed plants which not only good for crop but also good for soil, and having better weather forecast to choose planting and harvesting season.

Expand agriculture land in areas with low carbon reserves Even when agriculture land need to be expanded, it can be done with lower environmental cost when we do cultivation at non-agriculture land with lower bio-diversity, less carbon and low potential of storing more carbon in the future. It could be meadows, mud land instead of forests.

Safe and organic farming – avoid using chemicals Safe cultivation is when cropping still uses some chemicals such as pesticides, synthetic chemicals… However the use of these chemicals follows regulations so that the products only have small amount of chemicals that under the allowed limitation and are not harmful to consumers. That is why they are called “safe products”.

Organic food is vegetable, fruit, cattle, poultry… that are raised or planted by organic method with no use of chemical fertilizers, herbicide, pesticide, Genetically-Modified Organism (GMO). Fertilizers are made from manure and organics waste after bio-degradation. Bugs are eliminated by natural enemies or bio products made from alcohol, ginger, garlic, chilli…

The benefit of organic products and organic farming is not only in nutrition density but also is safe for farmers and ecosystem. When agriculture cultivation is done without chemicals, farmers are not exposed to chemicals, therefore their health will be better. Without chemicals, the farm will be the house for all living beings and the balance is kept naturally. The use of native plants and animals helps preserve the diversity of gene sources.

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CONSUMPTION Consumers has great power over production, distribution and waste disposal. Hence, the food system can be more sustainable if consumers make good choices requiring manufacturers to provide accordingly.

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Use food with organic label When you go shopping, you can see products that marked “organic”. This is an eco-label with a strict quality control procedure to make sure the production process is not affected by the use of chemicals. Manufacturers can not advertise organic label if they use chemicals within 3 years before harvesting.

Before certifying a product as “organic”, the government will inspect the farm to check if the product and its production match given criteria or not.

Buy local products When a product is transported from another place, a certain amount of fossil fuels was burned and emitted to the environment.

In order to transport it further and longer, the product needs to be preserved with chemicals.

Therefore, to limit the emission of green-house gases, support the local economy and receive fresh products, you should consider choosing local products when going shopping.

Grow your own food Growing your own food can be easier than you thought, especially if you want to grow organic food. Instead of using chemical fertilizers, you can make use of food leftovers or organic waste to make compost. Then, you would have a garden from food scratch in the house. Small pieces of vegetable, roots such as ginger, onion, tomato can be re-planted.

Even though you might not be able to have a big garden, you can still plant vegetable and some fruit in the balcony or plant them in styrofoam boxes and put in any open space around the house. You might not be fully self-efficient as you want to, however, being able to add your own herbs for breakfast is amazing enough. Growing your own food can help you save money as well.

Growing food without using chemicals is the best gardening technique you can have. You will need to spend some time to

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find which plants and methods are the best for your garden.

You should spend time to research about organic gardening, especially how to prevent bugs and diseases from plants.

Diversify sources of food seasonally By trying to diversify what we eat, we are doing good not only for our health but also for the environment.

Nowadays, supermarkets sell what consumers demand, which requires retailers to work with manufacturers to produce certain type of food. For example, when consumers demand that some fruit have to be available all year round, even when it is not the right season, it will be imported from other place with suitable climate. This will increase carbon emission of our meal.

Limit the use of food that has big environmental impact We – as consumers – need to pay more attention on the origin and production process of what we will buy. Choose products intentionally, support those with sustainable and natural production procedure instead of industrialized products which contain too much additives, chemicals and consume more resources and energy to produce.

For example: beef is not effective in providing calories and protein. According to average estimation, beef can only transform 1% of cattle food into our food. Beef production quantity is projected to rise 92% in the period of 2006 – 2050, which means the demand for land will rise in order to grow food for cow. If we reduce 20% the amount of beef and milk we consume, hundreds hectares of forest will be saved and expense for ecological service can be saved to produce more food for the world.

Food that is more environmentally friendly and has higher efficiency of energy transformation from input materials such as chicken, fish, mushroom, tofu should be the main protein provider for your meal.

Choose diverse food with appropriate nutrition density We consume food not only for its calorie but also for nutrition.

Be careful with food that has high empty calories and poor nutrition. Choosing nutrition needs to consider health, body condition and need of each individual. Eating diversely also helps our body to receive more nutrition and different vitamins from food.

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WHY YOUNG PEOPLE NEED TO CARE ABOUT SUSTAINABLE FOOD CONSUMPTION Everyone of us need to eat 2-3 meals a day: in the morning, at lunch and in the evening, 7 days a week, 365 days a year like that. That is the story of today, when there are 7.2 billion people eating with you all around the world. In 2050, there are at least 2 billion more need to be fed everyday.

At that time, would it be possible for you to eat so comfy and enjoyable like this?

The changes in food production procedure towards cleaner, safer, more environmentally friendly and consumer friendly need to be applied and need support from community. However, can we start doing that right now instead of waiting until 2050?

Half of the world population is under 20 years old and 90% young people live in developing countries. Youth is an important force of global economy and will be the main factor of changes in the near future. Youth will be decision makers, producers and consumers. The way they think, their habit and lifestyle from this moment will have crucial role to future consumption patterns.

With the strong development of social network, the voice of youth as consumers and their decisions are gaining more and more influence to the market and companies.

Therefore, young people should understand about this topic in order to build and change society, change the food system to be more equal and sustainable.

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PART

02 Methodology to integrate this topic into educational activities for youth

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This guidebook not only focuses on providing information about the topic “Sustainable Food Consumption” but also pay attention to the procedure and tools to design trainings and activities about sustainable food consumption. Models and skills to organize activities like these will not only help changing awareness and actions of young people but also orient their vision in the future when they play different roles in the society.

However, behaviour change and vision formation are not easy and can not be rewarded with result in short-sighted time. This requires the investment of hard work, consistence and appropriate methodology. For an individual and a community to take action on sustainable food consumption, they need to have basic understanding, know how to act as well as have strong motivation and desire to take part in. We can equip this to others by education, trainings or simply integrating information into other activities in a smart way.

FORMS OF INTEGRATION The topic “sustainable food consumption” is very close to the life of young people who are not only the main force of consumers but also taking part in different roles in the consumption system in their lives and also in their future career. Therefore, the integration of this topic into programs and activities for young people both in and out of formal education has a significant importance in the education of sustainable consumption and ecological lifestyle. Following are suggestions on some forms of integration that teachers, trainers and planners can use to bring the topic “sustainable food consumption” to young people in a practical and exciting way.

INTEGRATION INTO TEACHING PLAN, EXERCISE, RESEARCH Topic “sustainable food consumption” can be analyzed under different angles and has a correlation with many fields from economics, environment, production to technology, tourism, art… Therefore, the possibility to integrate this content into teaching subject is very potential. Professors, teachers can use this topic as examples or give supporting information for the lecture depending on the specific lessons.

For example: introduction about the marketing strategy of fast food Corporations in a marketing class, comparison between organic farming and safe farming in an environment class,…

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Besides, in order to let students approach actively with this topic, teachers can assign exercises or orientation to look into, research more about the topic such as assignment to design logo for an organic vegetable company, research about the supply chain of a dairy brand,…

In many cases, personal research, scientific research for student can be used to integrate topics related to “Sustainable food consumption”. For example: scientific research on “the possibility of reusing food waste in Hanoi” or “the impact of globalization to rice production in Vietnam”.

INTEGRATION INTO TRAINING ACTIVITIES Extra-curriculum training is an effective way to introduce deeper about a certain topic to students. Depending on specific conditions in terms of human resources, time, venue, finance…, these training can be organized accordingly. For example, in limited time and resource condition, trainer can organize a short sharing in about 2-3 hours on the topic “What is organic food?” at a location inside the university. With the same topic, you can hold a talk show inviting an expert on food to come and share with students in about 2 hours, or organize a game integrating information about organic food.

One characteristic of this method is that the number of participants should be limited because it can interfere with the quality of the class. Depending on specific method being used, each training should have around 30-40 participants.

The more interactive activities there are, the less people should be involved. With a talk show or a movie show, the number of participants can be bigger.

In the next section, we will introduce in details some suitable methods to use in training course about “Sustainable food consumption”.

INTEGRATION INTO FIELD TRIPS This is a highly practical activity which usually attracts the participation of many students. A field trip usually lasts for at least half a day (without transportation time) and can be limited in the number of participants due to the specific location of the trip. A field trip requires more investment in preparation and

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organization because the visiting venue is usually outside of university (in some cases, you can use facility inside universities such as university’s garden or canteen, kitchen). Depending on the local condition as well as available resources, trainers/ organizers can choose from a diverse range of location related to the topic such as: visit and work in a farm, visit a processing factory, go shopping and practice reading food labels, visit an organic waste recycling plant…

INTEGRATION INTO EVENTS This is a familiar form of integrating a topic to students in university since they usually have extra-curriculum events happening during all school year. These events can be varied from competition, exhibition to fair, performances or a combination of different forms.

Events usually have a big communication impact and can reach a much bigger audience than training courses or field trips. Another interesting point of integrating into events is that students can participate from the planning and organizing process along with teachers. This will help them to level up in personal skills and have a better chance to research about the theme or main topic of the event.

Some examples of such events: a writing contest about “Food safety”, photo exhibition about “Vietnam traditional cuisine”, organic fair…

In 2014 – 2015, an event series about sustainable consumption and green living named “No impact week” was organized in some Vietnamese universities such as Hanoi University of Science and Technology, Hanoi University of Natural Resources and Environment, University of Economics Hochiminh City, Ho Chi Minh City University of Social Sciences and Humanities. These campaign included many events such as cycling, workshops, field-trips, online competition, recycling day… They were organized in different days during the week.

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SOME TRAINING METHODS Experiential learning cycle One highly recommended method that can increase the efficiency of training and integration is experiential learning cycle, or it can be called “lessons translate into actions” (Felicia, 2011). David Kolb, an American theory educationist proposed 4 steps of experiential learning model as the next graph: How can we design a training based on this learning model?

First and foremost, the role of trainer/teacher or facilitator (hereafter we will use the word “trainer” for short) is to assist participants to learn and apply the lesson correctly. Therefore, before designing an integrated lesson plan, trainer needs to clarify what the core focus of the training is.

Trainer can follow this step-by-step guide: Step 1: Analyze participants Where are they? How is their attitude towards this topic, are they eager to learn? How much do they know about the topic?

How much have they practiced or applied?

What do they need to learn and how do they want to learn?

Step 2: Identify objectives of the lesson The learning objectives need to be very clear so that you can design its content easily and appropriately. For example: what should learners receive after 45 minutes, after 90 minutes?

In order to identify the objectives, you need to answer two questions: what are the objectives? (skill or knowledge, or both?) at which level?

For example: the objective can be that students will understand the concept or they understand and can repeat or they understand and can explain from their point of view?

EXPERIENCE

APPLICATION

SUMMERY

PHÂN TÍCH

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Step 3: Design experiential activities Experiential exercise is one of the most important indicator defining the success of your lesson.

Learners will conclude the lesson points for themselves after going through each experience designed by trainer. Therefore, the experiential exercise needs to be closely related to the topic for learners to be able to analyze. Experiential activities can include: listen, watch, smell, taste, hands-on, feel or deep thinking. However, note that these activities should create emotion, excite learners and make them think deeply.

Step 4: Design analyzing activity and summarize the lesson At this step, trainer will ask questions about the activity for learners to recognize their own experience, come up with deduces and lessons.

Step 5: Design application activity Application activity is the part where trainer can suggest how learners can relate from lesson to reality. The application activity has different levels: relate to real life, apply to act, apply to go deeper into the lesson.

To help you get a clearer understanding of “Experiential learning cycle�, we would like to provide a detailed example.

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Sample lesson

The context: design a lesson about “fast food and slow food” for a group of 20 students in Hanoi. The lesson will be in 90 minutes (2 classes) STEP 1: ANALYZE PARTICIPANTS Our participants are 18-22 year old students who are studying in Hanoi. In terms of attitude, we will try targeting students who are eager to learn but do not have basic understanding about slow-food.

Hence, we identify what students should learn are overall and basic information about water shortage, the importance of saving water and how to save water in city life. The lesson should be designed to be cheerful, interactive with both individual and group activities.

STEP 2: IDENTIFY OBJECTIVES OF THE LESSON It is difficult to deliver a large amount of information in only 90 minutes and we can not expect students to understand, remember and practice as well. Knowing that all students are new to the topic, we should focus on the main objective of getting students to understand the concept of “fast-food” and “slow-food”. We can compare the two terms and send a message of “We should choose slow-food over fast-food”. This objective limits the lesson in providing basic information. After this lesson, we hope students would understand and can repeat the message.

STEP 3: DESIGN EXPERIENTIAL ACTIVITIES Since the message is “We should choose slow-food over fast-food”, we choose experiential activity to be watching short clips, sending “wow” numbers about how the harm of fast-food and the benefit of eating slow-food. We should include activities for students to relate themselves with the topic so that they can better understand and acknowledge which trend their eating habit is falling into.

STEP 4: DESIGN ANALYZING ACTIVITY AND SUMMARIZE THE LESSON After the experiential activity, we can ask students some questions to conclude what they learn: • What have you seen? Which part gives you a big impression? (collect their observations after watching the clips) • How do you feel? (Check their feeling and attitude towards the topic) • Why the situation is like this? How did we get here? (Let students brainstorm on the causes of fast-food trend) • What can we do? (Let students think of actions they can do, prepare for the next step – Step 5).

STEP 5: DESIGN APPLICATION ACTIVITY We will design application activity using green living tips to avoid fast-food and use more slow-food.

To complete the exercise, trainer can invite students to choose the actions that suit them, try doing that in at least a month and write journal to see the differences. You can include group activities in either step 4 or step 5 to let students interactive with each other.

This is a basic example of designing lesson plan using experiential learning model. Depend on the lesson’s message, the experiential activity will need to be re-designed accordingly.

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Best practices analysis

Relevant examples are usually provided as story-telling, best practices or case study. This tool is being used widely nowadays with the same objective of inspiration. Sometimes knowledge about sustainability might be seen as “theorical”, “too idealistic” or even “dreamy”. Therefore, showing true stories with real people doing real actions will help make the sustainable picture become clearer and more realistic. The closer the case to learners’ life context, the more persuasive it would be.

Instead of introducing the model of Foodbank in the US, where collect un-used food in stores and restaurants and give it to people in need, you can show examples of similar programs in Vietnam such as “Ha Noi Du” (Enough for Hanoi). This will show that Food Bank is not only implemented in countries with high living standard and modern management system.

Main values of best practices: • To be examples (to understand complex issues); • To create emotions (learners will interact with real people in real life with true experience); • To be proves (of what has been done of is being done) Using this method, trainers can fulfil many objectives such as: • Draw attention of learners (have you imagine that…?); • Check learners’ knowledge (do you know that…?); • Provide proves for their argument (it shows that…); • Help learners to connect theory and practice; • Develop critical thinking (what would you do in this situation?) and understanding about complex relationship among economics, social and environment in one country; • Raise awareness and encourage actions from learners (what can we do to achieve this?)

Some notes when using this method: • Case-study need to be well prepared and checked for its credibility and update (is it still working? Is it available?)

• Avoid using controversial cases with too many opposite opinions and do not have a credible source to check.

• Even if the lesson time is limited, you should provide enough information for learners to connect from the best practice to themselves and their living condition. Providing more references for learners to research deeper on their own afterwards is highly recommended.

To assist the best practices or case studies, trainers can collect more documents like maps, statistics, professional experience, successful stories, products and services related to organize more activities in class and support deeper research upon a certain topic.

We will provide 2 case-study examples for your references as follow.

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FOOD BANK Food bank model is organized to support the vulnerables in society, distribute and share food to them. This model also help to solve the food waste issue.

This program can be done by cooperating with food producers and businesses such as farms, bakeries, restaurants to take their food which is not being used anymore, but still has good quality and can be consumed for a few days more. After that, food will be distributed to the homeless, the poor… As a result, food, instead of being waste, becomes useful to others.

This model is very popular internationally. In the US, each state has several food bank programs for more than 10 years.

Currently in Vietnam, there are 2 organizations running food bank program: • Hanoi: Ha Noi Du (Enough for Hanoi) • Ho Chi Minh City: Foodbank Saigon You can look for detailed information about their work to get more ideas for your own activity.

SCHOOL GARDENING This model works to bring small gardens into elementary schools so that children can grow vegetable themselves, which would build their love for the environment and reduce negative impact of food.

Besides, activities about environmental learning section or practicing organic farming can be organized along with this school garden model. Students will be more excited to learn with visual aids and practicing opportunity. However, the difficulty in this model is how to design a garden that matches the condition and attracts students into taking care of the garden.

At the moment, many groups and organizations have been working on school gardening in Hanoi, Hue, Hoi An… We would like to introduce to you 2 projects as references. You can look more into their information, how they designed, run and maintain this model.

• Hanoi: Farm to school • Hue: Little Farmers

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Debate

Debate is defined as an argument or discussion expressing different opinions about a certain topic.

A debate occurs between two sides with opposing opinions: Proposition and Opposition about a specific notion, under one certain topic. In another way, two debate sides will bring up a controversial matter and members of each team will need to protect their notion.

Examples of some motion related to “Sustainable food consumption”: “Vietnam should has our own organic label”, “Supermarkets should be promoted instead of traditional market to have a better food management system”, “We should start a campaign to boycott fast-food”,... The proposition team will need to look for arguments and evidences to convince people that this is necessary and should be supported. On the other hand, the opposition team needs to bring out reasons to prove why they disagree with the notion.

Components of a debate: • Proposition team: agrees with the notion • Opposition team: disagrees with the notion • A jury (usually with un-even numbers of members, one of them will be time-keeper) • Audience (can be students or members of the other groups that is not involved directly in the debate) • One person to assist the jury in collecting and checking their vote The notion should be sent to teams a few hours to a few days before so that they have time to research and prepare for the debate.

During the debate • No high-tech can be used for the purpose of searching information • No support from others is allowed • Debaters need to cite sources for their evidence • Debaters have to speak the truth • Debaters need to work in teams.

Objectives: Debate requires participants to work together in research, looking for information and coming up with evidences to support their arguments. In addition, information given in a debate needs to be correct. Hence, participants will be equipped with a lot of knowledge not only about the notion but also about the bigger topic.

Besides, with the principle that everyone has the right to speak their opinion, ask questions, defend their side, debate helps connect participants to each other and to the trainer. Therefore, it encourages peaceful arguments, not criticism and provoking arguments.

Additionally, debate helps learners to see different angles and understand why people with different opinions react the way they do and result in such actions in reality. Hence, multi-dimensional perspective and useful solutions will turn out.

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Time: Depending on the numbers of participants, the debate style and numbers of notion. Usually each debate takes at least 45 minutes - 1 hour.

Numbers of participant: Depending on the debate style. The common style is Karl Popper which has 2 teams, each team has 3 official members.

Venue: In the classroom Debate model: There are many different debate styles and models, trainer can choose the one the most suit their objectives, the notion and the effect they want to create to participants.

Trainers can read more about some common debate models that are popular in universities and colleges in Europe, the US, some Asia Developing countries and international competitions such as Karl Popper Debate, Parliamentary Debate, Lincoln-Douglas Debate (L-D).

Advantage: • Actively support learners to build skills on information synthesis, presentation, critical thinking • Learners will practice active listening and respect others’ opinion • Stimulate and encourage their curiosity Disadvantages: • The law of debate usually is quite complicated, therefore it takes time to explain • If participants do not focus and pay attention to their research, the debate will not be productive

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MOVIE SCREENING Young people like food, they also like movie. Why don’t we combine these two factors into our training?

Nowadays, many independent film makers focus on the topic of Food and bring out many interesting yet shocking information and stories about the truth behind our food system, about the way we eat and where our food comes from.

There are 2 main types of movies that are suitable for integrating into trainings: 1. Documentaries For examples: Food, Inc. (2009); Cowspriracy (2014); Vegucated (2011)…

These films are made based on facts and have high education purpose. When showing documentaries, trainers should guide students to observe, catch and synthesize information because these films will provide a large amount of new information. This can be done via asking quizzes or multiple choices questions at the beginning and the end of the show, or ask them to give some highlights, impressions. Trainers can give some photos or numbers from the film and check the meaning that students get from them.

2. Movies For example: Okja (2017); Interstellar (2014); Lorax (2012)…

These are movies produced with the main purpose of entertainment. However they also carry messages about environment and sustainable food. When using these movies, trainers need to keep students’ focus on the message related to the lesson and draw conclusion based on what they have seen.

Apart from these 2 types, trainers can use short clips or short cuts from movies or TV series depending on the specific objective and content of the lesson.

Some characteristics of this method: • Requires careful preparation: projector, screen, speaker, download film beforehand, subtitles (if needed) • This method can be used for a big group, depending on the room capacity • Each film/movie has different duration: from 1 hour – 2 hour. Always spend at least 30 minutes for summary, discussion and sharing after watching.

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RECOMMENDATION: SOME GOOD DOCUMENTARIES ABOUT SUSTAINABLE FOOD CONSUMPTION COWSPIRACY (2014)

Duration: 1 hour 25 minutes The documentary explores the story behind the most harmful to environment industry, even more than fossil fuel industry – livestock farming. The director Kip Anderson shows how the meat industry shook hands with the government, why the top environmental organization like Greenpeace has to remain silence and what are the impact of big scale farms.

FORKS OVER KNIVES (2011)

Duration: 1 hour 30 minutes The film examines the profound claim that most, if not all, of the degenerative diseases that afflict us can be controlled, or even reversed, by rejecting our present menu of animal-based and processed foods.

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FOOD, INC. (2009)

Duration: 1 hour 34 minutes When this documentary debuted in 2009, it shocked viewers. Filmmaker Robert Kenner exposes the practices of global food production that is wrapped up in multinational corporate control, thus, placing profit over all else. We see the reality of large-scale food business, like poor health and safety conditions for animals and workers.

INGREDIENTS (2009)

Duration: 1 hour 13 minutes This documentary argues that food production needs to change. Filmmaker Robert Bates documents the rise of the local food movement, interviewing farmers and chefs who are passionate about producing local, fresh, healthy, and seasonal food. This film weighs industrial versus local food production, showing that local is the best option.

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FOOD MATTERS (2008)

Duration: 1 hour 20 minutes This film makes the claim that the over-industrialization of food production is making the nation sicker and sicker, and looks at the proliferation of chemicals added to food touted as “healthy.� The film looks at the relationship between the lack of nutrients that Americans consume and our rising health care costs. Providing a thorough argument, the film gives solutions as well for the problems it presents.

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PART

03 Training program recommendation

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When building a training program, you can use a mixture of different methods and content to integrate the topic effectively. In this guidebook, we would like to introduce some sample lesson plan together with example of methodology so that trainers, teachers can use as references.

NO 1: INTRODUCTION ABOUT SUSTAINABLE FOOD CONSUMPTION Duration: 3 hours No

Content

Activities Getting to know each other

Duration

1

Introduction

2

The situation of food extraction Fish Game and production

20 minutes

3

Environmental impact industrialized food production

of Group work Presentation

15 minutes

4

Introduce “Ecological footprint” in Presentation food

10 minutes

5

Calculate ecological footprint Audit exercise Why the footprints of everyone are different?

15 minutes

6

Summary: the impact of current Video clips food production and consumption 1.

What’s wrong with our food system | Birke Baehr | TED Talk 2.

Food Industry | Samsara

7

Break time

15 minutes

8

What is sustainable food Presentation consumption? Why is it important?

10 minutes

9

Life Cycle of a product (give some Group Work actual products for groups to analyze the impact of their choice when buying this product)

15 minutes

Chiếu phim: Food life cycle Life Cycle Thinking - The Life of Cheese

5 – 10 minutes

5 minutes

5 minutes

10

Summary about life cycle of stuff

11

How can we affect the life cycle Group Work of stuff Presentation

40 minutes

12

Summary and Introduction of the next training

10 minutes

13

Reserved time

10 minutes

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NO 2: ONE TOPIC ABOUT SUSTAINABLE FOOD CONSUMPTION Duration: 3 hours No

Content

Activities

1

Opening

Game

2

The situation

Presentation Group work Sharing Clips/photos

15 minutes

3

Causes Presentation Barriers and motivations of change Group work Sharing Clips/photos

30 minutes

4

Break time

10 minutes

5

Solutions Làm việc nhóm/ chia sẻ Different levels: individual small group community global

90 minutes

6

Summary

15 minutes

7

Reserved time

Sharing Evaluation

Duration 5 – 10 minutes

15 minutes

NO 3: FIELD TRIP / PRACTICE Duration: 3 hours In each training course we should have at least 1 field trip to visit cases or individuals who are practicing sustainability. These are cases or individuals that applied sustainable lifestyle into activities or places that might have an impact on the change in awareness and behaviour of participants.

When organizing a field trip, trainers should pay attention to these factors to create a relevant practicing plan: • Choose cases that are realistic, practical with simple actions, easy to follow and appropriate to the context that participants come from • Guarantee that participants understand fully about what is happening at the destination or what they are about to do.

• Try organizing hands-on experience instead of just talk or introduction.

• Encourage participants to ask questions to understand deeper about the cases.

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Field trip 1: organic farm NO

Content

Activities

Duration

1

Challenge Warm-up

5 minutes

2

Going through agenda

Presentation Discussion

3

Observe

A walk around the organic farm, listen to expert presenting about structure of the farm

20 minutes

4

Hands-on

Actions need to be done (a challenge/ hands-on activity at the field)

40 minutes

5

Break

6

Hands-on

Actions need to be done (a challenge/ hands-on activity at the field) - continue

30 minutes

7

Discussion

Sharing about the experience Presentation of different groups Comments from trainers/experts.

40 minutes

8

Sharing

Participants share their opinions/ feelings about the field trip

15 minutes

9

Challenge

Brainstorm some challenges that everyone can try at home (grow your own food)

10 minutes

5 minutes

15 minutes

Field trip 2: smart shopping No

Content

Purpose

Duration

1

Challenge

Give a challenge for the field trip related to 05 minutes shopping, participants need to complete it.

Announce the prize (if any)

2

Going through agenda

Everyone understands agenda

3

Create to-buy-list

Generate a habit of making checklist before 15 minutes going shopping

4

Shopping

Go shopping with the list and try to make 45 minutes environmentally friendly choices

5

Discussion

Sharing experience, learning points

15 minutes

6

Sharing

Summary what happens during the field trip

03 minutes

7

Challenge

Come up with a challenge for everyone to do 02 minutes after the practice.

05 minutes

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Other methods can be used effectively in training facilitation are World Café, Nominal Group Technique (NGT), Circle Negotiation, Fast Prioritization… You can read more about these methods in the guidebook “Ecological lifestyle – Trainer guide” published by Center for Development of Community Initiative and Environment with the support from Rosa Luxemburg Stiftung (July, 2016).

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PART

04 Reading materials and references

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Reading material 1. Center for Development of Community Initiative and Environment, Lessons on Sustainable Development: Teacher guide of We Learn To Live Green program, 2015 2. Center for Development of Community Initiative and Environment, Pilot Training Guide of Building Capacity towards Sustainable Lifestyle, 2010 3. Center for Development of Community Initiative and Environment, Sustainable Lifestyle – Trainer Guide, 2016 4. United Nations Environmental Program, United Nations Educational, Scientific and Cultural Organization, YouthXchange – Guidebook on Lifestyle and Climate Change, 2012 5. United Nations Environmental Program, United Nations Educational, Scientific and Cultural Organization, YouthXchange – Guidebook on Responsible Consumption, 2011 6. United Nations Environmental Program, United Nations Educational, Scientific and Cultural Organization, Youth, Sustainable Consumption Patterns and Lifestyles, 2000 Other materials from United Nations Environmental Program (UNEP) and Food and Agriculture Organization (FAO).

References 1.

Adams, N., (2003). A growing health threat to you and your family: Antibiotic resistance.

North Star Journal. Retrieved August 20, 2012 2.

Brian Halweil. World Watch Institute. Local Food. http://www.worldwatch.org/system/ files/Local%20Food.pdf. Access on August 18, 2017.

3. Broom, D. M., & Oltenacu, P. A. (2010). The impact of genetic selection for increased milk yield on the welfare of dairy cows. Animal Welfare, 19(S), 39-49.

4.

Carol, J., Flore, J., Hodne, et al. (2002). Iowa concentrated animal feeding operations air quality: Social and community impacts. Environmental Health Sciences Research Center, University of Iowa.

5.

Centers for Disease Control and Prevention. (2003). Cryptosporidium and drinking water from private wells.

6.

Centers for Disease Control and Prevention. (2003). Escherichia coli O157:H7 and drinking water from private wells.

7.

Centers for Disease Control and Prevention. (2003). Salmonella and drinking water from private wells.

8.

Centers for Disease Control and Prevention. (2012). Adult obesity facts.

9. Chan, M. Combat drug resistance: no action today means no cure tomorrow. World Health Organization.

10.

Chee-Sanford, J.C., Aminov, R.I., Krapac, L.J., Garrigues-Jeanjean, N., & R.I. Mackie.

(2001). Occurrence and diversity of tetracycline resistance genes in lagoons and groundwater underlying two swine production facilities. Applied and Environmental Microbiology, 67, 14941502.

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11.

Daley, C., Abbott, A., Doyle, P., Nader, G., & Larson, S. (2010). A review of fatty acid profiles and antioxidant content in grass-fed and grain-fed beef. Nutrition Journal, 9, 1-12.

12. Doss, H.J., Person, H.L., & McLeod, W. (2002). Beware of manure pit hazards. National Ag Safety Database.

13.

Environmental Protection Agency. (2008). Consumer factsheet on: NITRATES/NITRITES. National Primary Drinking Water Regulations.

14.

Farm Safety Association. (2002). Manure gas dangers.

15.

Halweil, B. (2007). Still No Free Lunch: Nutrient levels in U.S. food supply eroded by pursuit of high yields (Critical Issue Report).

16.

Loehr, R. (1968). Pollution implications of animal wastes—A forward-oriented review.

In Water Pollution Control Research Series. Office of Research and Monitoring, Environmental Protection Agency (p. 26).

17.

Marks, R. (2001). Cesspools of shame: How factory farm lagoons and sprayfields threaten environmental and public health. Natural Resources Defense Council and the Clean Water Network.

18.

Merchant, J.A., Kline, J., Donham, K.J., Bundy, D.S., & Hodne, C.J. (2003). Iowa concentrated animal feeding operation air quality study: Human health effects. Environmental Health Sciences Research Center at the University of Iowa.

19.

National Center for Environmental Health and US Centers for Disease Control. (2005).

Concentrated animal feeding operations: About CAFOs. 20.

National Sustainable Agriculture Information Service. (2008). Food Miles: Background and Marketing.

21. Smith, L. W. (2005). Forum – helping industry ensure animal well being. USDA Agricultural Research Service.

22.

Soto, A.M., Calabro, J.M., Prechtl, N.V., Yau, A.Y., Orlando, E.F., Daxenberger, A., Kolok, A.S., Louis J. Guillette, L.J., le Bizec, B., Lange, I.G., & Sonnenschein, C. (2004).

Androgenic and estrogenic activity in water bodies receiving cattle feedlot effluent in Eastern Nebraska, USA. Environmental Health Perspectives.

23. Sullivan, P. (2004). Sustainable soil management: Soil systems guide. National Sustainable Agriculture Information Service, National Center for Appropriate Technology.

24.

U.S. Environmental Protection Agency. (2002). Rivers and streams. National Water Quality Inventory: Report 2000.

25. United Nations Environmental Program. (2012). Food Waste Facts. http://staging.unep. org/wed/2013/quickfacts/. Accessed on August 18, 2017.

26. US Environmental Protection Agency, (2002). The benefits of reducing nitrate contamination in private domestic wells under CAFO regulatory options.

27.

World Health Organization, (2017). Fact sheet. http://www.who.int/mediacentre/ factsheets/malnutrition/en/. Accessed on August 18, 2017.

PART

05 Appendix

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COMPETITION Competition method aims to increase the ability to creatively apply knowledge to analyze and come up with practical solutions to real-life situations. Students will develop communication skills and fast response ability.

Competing teams can prepare products that can be presented to the public, other students and teachers in the university. This will give students an opportunity to practice social activities.

An exhibition of a contest on “being creative for environment” (Source: Vietnam Environmental Collaborators)

Preparation: - Competition’s content according to the lesson objectives - Design the competition’s organization - Decide regulation and rating system - Preparing the prize Procedure: a. Team formation The best way to do this is to have students actively group themselves according to their interests and desires, while ensuring that the requirements of the competition are set by trainer. In addition, trainers can proactively divide their teams to ensure the evenness and diversity among teams.

Trainer as the host will welcome the teams; set the learning objectives of the contest and wish them success. To make the competition more exciting, the host will ask teams to name their teams with something that are relevant to the topic or humorous. For example: Fast Food Team; Farmers of Hue; Farmer Little Farmers…

If a class has many students, trainer can divide them into two different groups. One group are the students taking part in the contest and one group participates as audience.

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b. Clear instruction of regulation Trainer will prepare the regulation beforehand. Now with the host role, the trainer clearly announces the regulation, grading and rating system. c. Running the competition Trainer gives the situation clearly, ensuring not only the teams but also the audience can understand it well. Teams will discuss and decide within the time allowed. Teams provide answers and explanations as directed by the host.

The situations presented in this competition are manifold, can be drama, reading, singing...

Case example: - The shorter the distance from food producer to the consumer, the better the quality. Is this statement true or false? Please explain why?

- Clean vegetables are products that do not use chemicals. Is this statement true or false?

Please explain why?

Trainer uses some quick questions to interact with audience. For example: According to the World Health Organization, how many people in the world are hungry, malnourished? (Answer: 794 million people) d. Ending the competition Trainer together with students calculate the total score of each team, assess the ability of the teams shown via the results and give awards.  

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TOURISM ROUTE This method helps students to act as a real traveler to learn how the issue of local food is like from actual experience. This method enhances students’ ability to observe and connect different issues.

Tra Que farm in Hoi An (Source: Trương Minh Đến)

Preparation: - A4 / A5 color papers, pen - Discussion paper: A2 / A1 - Contact destination - Scenario of tourist routes - Other logistics: travel insurance, meals...

Procedure: a. Task assignment and grouping Before going, trainer will provide relevant information about the purpose, destinations, trip safety, exercises, etc. Students will observe, feel and relate to the learning process to create their individual or group reflection upon the end of this tour.

Trainers will break students into groups according to different purposes for them to explore, such as: compost; irrigation system; eco-tourism... Students can follow a group of interest, trainer ensures a balance in the number of participants in each group.

In particular, trainer will assign the task of cross-checking the individual behavior of one team’s members from the other team. Each team will have one behavioral supervisor to check another group. By the end of the trip, these supervisors will share specific behaviors that have a positive and negative impact on the site. For example: positive actions such as carrying a personal water bottle,

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speaking gently, not littering; negative actions such as stepping on the vegetable lane, pick fruit without asking, use nylon bag, drawing on the wall... b. Experience the tourism route Trainer can invite inspirational speakers at tourist attractions to share information and interact with students following the topics as required for the group. Trainer need to control the time so that the process is complete with group interaction and personal experience.

Experience local food (Source: C&E)

c. Reflection After the interaction with speaker and visiting the destinations, trainer will ask students to spend 15 minutes to reflect on their experience and to share their feelings. Here are some guiding questions: - What impression does this place leave to you?

- What did you learn?

- What will you apply to your studies and life? d. Application In this part, trainer can: - Conclude solutions related to sustainable food consumption - Share actions should and should not be done in sustainable food consumption - Summarize ideas and experience that can be applied  

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2–4–8 2-4-8 method aims to discuss a particular issue in a short time. This method helps students to brainstorm quickly, make short arguments and promotes effective teamwork. Students will understand the value of mobilizing additional resources to solve a problem from increasing the number of 2-4-8.

This method also helps teachers and trainers assess experience and knowledge of students; gathering feedback from the whole group, not just some individuals; and encourage students to share.

Each pair choose a place to sit down and discuss (Sources: Codes)

Preparation: - Notebook, pen - Topics to discuss - A safe space to discuss Time: 12 minutes

Procedure: a. Task assignment and grouping Trainers can bring up a specific topic such as “Share your view on sustainable food consumption”.

From there, trainer asks students to discuss with each other, following three levels of group work which are in pairs, followed by two pairs, and finally four pairs.

If this is the first time trainer implements this method, he or she should explain the purpose and the

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progress. For example: I want to listen to what you think about sustainable food consumption. We will use the method called “2-4-8”. Have you heard about this method? (If some students knew already, ask them to share with the class). You will choose a friend you have never worked with to discuss together. After four minutes, each pair will find a couple to become four and continue sharing on the topic. Eventually four people will find themselves four others to form a group of eight and still discuss the subject. Please note that each level of discussion is only 4 minutes. So we will have in total 12 minutes for 3 sessions.

Trainer asks students not to move too far to discuss, and can limit a fixed space for two-pair and four-pair group discussions. Typically, this space may be in the main classroom / student room, or in the hallway, or within the campus. Trainer requires only 4 minutes per discussion level. Therefore, it is important to ask all students to focus and trainer should regularly remind the time.

Trainer asks students to find their own pair. One note is that students should find people they have never worked with because this activity can help to connect them. b. Running 2-4-8 discussion Trainer walks around each group while they are discussing to the team understand the task if there is a deadlock. He/she should not interfere in the implementation process.

Trainer gently approach each group to inform time. Trainer should ensure that all students have the opportunity to share with each other while working. c. Analyze group results Trainer asks all groups to return to class space, they can sit in circles or groups while making sure they see each other’s faces. Trainer then askes groups of eight to share their results.

Trainer should explore further: - How do you feel after this activity?

- Perspective on personal consumption of food.

- Share additional and overview information about food consumption in the world and/or in Vietnam - Provide impressive figures related to malnutrition, food shortages, food waste, etc. d. Application In this section, trainer can summarize: - What actions can we take right away?

- What actions should we take in the future?

- Each of student can develop a plan related to sustainable consumption and share in the next lesson.

The Earth provides enough to satisfy every man’s need, not for every man’s greed -Mahatma Gandhi -