CONSUMER

RESPONSIBILITIES
&
RIGHTS

WORKBOOK FOR SCHOOL STUDENTS

by
S.S. NATHAN
Principal - Bala Vidya Mandir, Adyar
Inspiration for the book from:
Cola or Coconut published by:
Consumer International - Asia Pacific Region

Illustrations by:
Sri Keshav, Cartoonist, The Hindu

© CONCERT, Kottivakkam, Chennai - 600 041

Published by :

CONCERT
A Centre for Consumer Education
Research, Teaching, Training and Testing
2/380, 1st Main Road, A.G.S. Colony
Kottivakkam, Chennai 600 041

Printed by:

Multi Craft
9, Appavu Gramani 2nd Street
Off : R.K. Mutt Road
Mandaveli, Chennai 600 028
Phone: 462 0419, 462 0569
 CONTENTS

Introduction .................................................................................................... 5

Acknowledgements .........................................................................................6

Origin Rationale and use of this book ..............................................................7

1. Consumer Responsibilities and Rights......................................................10

2. The Right to Satisfy Basic Needs..............................................................18

3. The Right to Safety....................................................................................24

4. The Right to be Informed ..........................................................................32

5. The Right To Choice .................................................................................40

6. The Right to be Heard ...............................................................................50

7. The Right to Redress .................................................................................56

8. The Right to a Healthy Environment.........................................................60

9. The Right to Consumer Education ............................................................68

10. Our Responsibilities as Consumers ..........................................................76

11. Traffic Signs..............................................................................................80

 INTRODUCTION

Almost every activity in our daily life involves use of products, process and services which are
developed and marketed by a variety of organisations. Often we get accustomed to use of these
consumer products and services without serious concerns. However, there are classes of products
and services with in-built deficiencies which could be at times threatening health, safety and life. Such
deficiencies are normally not easily visible or understandable even for adults. Therefore, the habit of
critically evaluating the products and services should be inculcated as early as possible in the life of a
citizen. This present volume on Consumer Responsibilities and Rights by Mr. S.S. Nathan, Principal
of Bala Vidya Mandir, Adyar to serve as a workbook for school children, is a welcome initiative.

The book, organised in sections of Consumer Themes, includes most of the issues that are
encountered in either the personal life or in socio-economic activities. A welcome feature of the book
is stimulating the students to undertake role-play relating to consumer issues.

The generous support of the TI Group of Companies to print this volume deserves consumers'
compliments.

I hope that in the present trend of increasing consumer awareness and activism and the supportive
attitudes of many governments at the State and Central levels, this publication would contribute greatly
for widening the intelligent consumer base in the country.

Dr. M. ANANDAKRISHNAN
Vice Chairman
Tamilnadu State Council
For Higher Education

5
 ACKNOWLEDGEMENT

We are grateful to the following friends who read the first manuscript of this book and suggested
relevant changes.

Dr. M. Anandakrishnan, Former Vice Chancellor, Anna University, Advisor to the United Nations

Mr. S. Muthiah, Journalist, Historian,

Dr. T. Ramasamy, Director, Central Leather Research Institute, Chennai,

Mr. A.K. Venkat Subramanian, I.A.S.(Retd) Former Secretary, Ministry of Food & Consumer
Affairs, Government of India.

Mr. Arun Ramanthan, I.A.S., Former Commissioner, Department of Civil Supplies Consumer
Protection, Government of Tamilnadu.

Mr. V.Y. Yegnaraman, Secretary, SMN Consumer Protection Council

Dr. S. Muthukumaran, Former Vice Chancellor.

Mrs. Tara Satyanarayanan

Mr. S. S. Nathan, Principal of Bala Vidya Mandir, Adyar

Mr. R. Desikan

Automobile Association of Southern India for providing the content for the chapter on Traffic
Signs.

We wish to acknowledge with thanks the support received from M/s. T.I. Cycles of India,
manufacturers of Hercules & BSA Cycles in sponsoring the publication of this Workbook

6
 ORIGIN, RATIONALE AND USE OF THIS BOOK

Whenever a chronic problem develops in a society and tends to become a habit of the entire
society, a few wise elders keep saying that if the malady is to be remedied the children and youth of
the society should be educated.

There is a growing tendency of carelessness, even callousness, in majority of the population of

this country, when it comes to protecting the interest of the consumers and the environment. While a
lot of these problems can be directly attributed to over population, the real fact is that we have grown
into apathetic, careless Citizen-Consumers. To a great extent this attitude is based on the belief that if
"I" as an individual compromise, it will not affect the mass.

I am reminded of an ancient parable.

Long long ago there lived a king. The king was a just and fair person. For a few years, there
was no rain in the kingdom. Some wise people told the king that if he performed a Yegna with milk,
there may be rain. So the king informed all the citizens and requested each family to pour one glass of
milk in the tank of the town, which was dry. He said "Let every family pour one tumbler of milk in the
tank during the night. The next morning I expect the tank to be full of milk which will be used for the
Yegna. The morning after this announcement was made, the king himself went to the tank hoping to
see a tank full of milk. He was shocked to find that there was no milk but only water. He realised that
each family had thought and said to themself, if I alone poured one tumbler of water, instead of milk,
when all the others will be pouring milk, my deception will not be noticed." But alas every family in that
Kingdom thought so. And so, there was no milk for Yegna but only water.

7
 I am mentioning this story only because we have, during the course of the last fifty years of the
independence developed an attitude of utter selfishness and disregard for the rest of the society at
large. It is at these times when concern is expressed and some of us get worried and tend to say, "we
must educate the children so that at least the next generation grows up to be more responsible.

We at CONCERT decided that we will not merely say these things but do something about it.

We are cencerued that India is fast becoming a consumerist society. Consumerism means over
consumption, irresponsible consumption, and unsustainable consumption. This is a track that our
society should not get into. It is for these reasons that we felt we should develop a workbook
authored by the head of an educational institution which teaches from nursery to the 12th std.

Mr. S.S. Nathan, Principal of Bala Vidya Mandir, Adyar, where I serve as a governing council
member was kind enough to undertake this mammoth job of developing this book. Inspiration for this
book came from "Cola or Coconut" published by the Consumer International - Office of South
Pacific Region (CI - ROAP). There, after the Second World War the Western Nations withdrew to
their own country leaving their wastes and unhealthy practices. Their occupation during the war
encouraged changing of food habits of the people of 1000 islands in South Pacific area. Before the
Second world war South Sea islands were paradise on earth. People ate simple sea food and
agricultural products. They were healthy and happy. When the foreign forces used these islands as
bases for their military purposes they also brought the culture of Chewing gums, Colas, burgers,
fingerchips, fries etc. The eating habits changed, advertising of unhealthy food also aided in the
transformation. Between 1945 and 1990 the incidence of heart diseases, stomach related illnesses,
diabetes, blood pressure, etc rose to a phenomenally high percentage. Today the citizens of those
islands eat happily and merrily like the Westerners do. They also suffer from strange diseases which
the earlier generation did not have to worry about.

We at CONCERT are concerned about the development of such a situation in our country too.
We felt that every child should know, what is good and what is right for him. We expect the children
to absorb the information and knowledge contained in this book, so that they grow into healthy
intelligent persons, concerned about the environment and caring for it. We believe as the old adage
goes "what is tasty for your tongue need not be healthy for the stomach and body.

8
 We propose to test this book through a number schools in Chennai city. We hope to let this
Workbook be used for a few months in selected schools after which all those who used this book
such as teachers, students nominated by the class teachers, representatives of CONCERT, a few
educationists will meet together in a workshop. We intend to have a workshop where experiences
will be shared and any editorial changes required in the book as may be decided at the workshop
incorporated in the next edition. Thereafter, we hope to take this book to NCERT and request them
to use this book throughout the country. We now believe that this book will be ideal for the students
of Sixth, Seventh and Eight standards. But our experience and discussion at the workshop will enable
us to pin point the classes for which this Workbook is ideally suited. It is our fond hope that this book
will help young children form positive impressions and opinions about what is good for them and the
environment. Our objective is to convert irresponsible unsustainable consumption with negligence of
the environment, into healthy responsible children consumers who will bring pressure on their parents
to follow their example.

R. Desikan
Trustee - CONCERT

9
 1. CONSUMER RESPONSIBILITIES AND RIGHTS

INTRODUCTION

We start our study Consumer Education with the lesson on Consumer Rights and Responsibilities
Titled "Consumerism". The teacher may read it to the class, or have students take turns. Read the
Responsibilities and Rights of Consumers (read boxes 1.1 and 1.2)

Following the lesson are questions for class discussion and exercises for students to complete in
class or at home.

OBJECTIVES:

On completing this unit students will be able to:

1. List their rights and responsibilities as consumers.

2. Identify the problems consumers face in the market place.
3. Define what it means to be a consumer.

Box 1.1 - Consumer Responsibilities

Consumers have the responsibilities of

1. Critical awareness
2. Action
3. Social concern
4. Environmental Awareness
5. Working together

10
 Box 1.2 - Consumer Rights

Consumers have the right to:

1. basic needs
2. safety
3. to be informed
4. choice
5. to be heard
(i) redress
(ii) a healthy environment
(iii) consumer education

CONSUMERISM

No matter where we live in India, in a rural village or a city, we all buy and use goods and
services. We are all consumers.

We are first of all consumers of the environment the earth around us, the air and water. We are
also consumers of goods and services which may be provided by government or business.

11
 Today the market system has spread to every corner of globe. The rise of trans-national
corporations has turned the world into a global factory and local markets into a global shopping
centre.

The problems of the modern world have come to India. Indians form a part of the consumer
society.

Goods produced anywhere in the world can be found on the shelves of shops throughout India.
Many of these goods provide harmless variety to local products while others are harmful.

Soft drinks, with high sugar content can lead to obesity and diabetes. Cans and plastic bottles
litter the entire country while nature's healthy drink, the coconut and buttermilk are available in plenty.

Canned food, high in fats and salt further damage our health when eaten in excess. Natural food
producers and agriculturists sell their produce to get money to buy canned and packed food items in
the mistaken belief (encouraged by advertisements) that canned and packed items are better for them.

Pesticides, with safety instructions in foreign languages, are sold in our market places. Our
farmers, often ignorant of the hazards, get sick and die.

Companies promote bottle feeding using milk powder. Breast feeding is the natural, cheapest and
best way of feeding a baby. Buying milk powder is not only expensive but mothers are often unable to
prepare it in the right strength and with proper sterilization.

12
 These are obviously harmful products; what is harder to find are the hidden killers.

Do you know if the vegetables you buy at the market have any chemicals in them from the poison
that may have been sprayed to clear the land for planting?

How do you know if the fish that you eat has been contaminated by toxic waste or radiation?
Can we be sure that the air we breathe and the water we bathe in is pure, free from pollution?

These are some of the hidden killers.

The Indian environment and market place have become dumping sites for the industrialised
nations of the world: The mighty Ganges and the other rivers are heavily polluted by toxic chemicals
used in the industries and by human and animal abuse. The environment of our homelands is at risk.

Many of the people of India live in situations where they are at the mercy of dishonest or
irresponsible traders, vulnerable to the wastes and poor quality products of developed countries and
without legal protection. People of India are often unaware of their rights as consumers and citizens of
the world. (read Box 1.2)

Consumer rights are guaranteed by the 1985 United Nations Guidelines for consumer protection.
Along with rights go responsibilities. We also have responsibilities as consumers. (Read Box 1.1)

Groups of concerned consumers have joined together to form consumer organisations to stand up
for their rights and to get a better deal for consumers.

13
Traders and governments also have important roles to make the market places safe, informed and fair
for all. The consumer movement is a movement of people, people like you and me, people who are
concerned not with just value for money but also with value for people and value for the environment.

Now is a critical time in the history of India and for the people of India as we face the tidal wave
of the consumer society. We can learn to face the future by understanding the problems and asserting
our rights and responsibilities as consumers.

EXERCISE 1.1 - CONSUMERS

a. Reflect on the lesson about consumer rights and responsibilities, and the problems that we face as
consumers in India; then answer the following questions (either in written or orally).

1. Are you a consumer? What does it mean to be a consumer?

2. What are some of the problems Indian consumers face?

3. What are our eight consumer rights? (with books closed)

4. What are our five consumer responsibilities? (with books closed)

5. Why do we have consumer rights and responsibilities?

b. Review the answers and lead a discussion on the subject that draws out the student's own
experiences as consumers.

EXERCISE 1.2 - THE MARKET PLACE

Further questions the students can answer about the lesson.

1. Which are the three main groups in the market place?

2. What are the "Values" consumers are concerned about?

3. Name three "hidden killers".

EXERCISE 1.3 - ROLE PLAY

Set up a small role play with three actors - a trader, a consumer and the government.

14
a. Join into three groups and discuss the roles of trader, consumer and government.

b. Choose one person to take each role and prepare to make a speech about themselves. The
trader says what his/her job is, where he works and what is important in the market place. The
consumer says what they do in the market place, and what is important to consumers. The
government says what their role is in the market place and what is important for the government in
the market place.

c. The three speeches are now given.

d. Discuss in class what you have learnt about the roles of trader, government and consumers in the
market place.

EXERCISE 1:4 - POSTERS

1. Make a poster about consumer rights.

2. Make a poster about consumer responsibilities.

3. Translate consumer rights and responsibilities into your language.

4. Discuss your feelings about the value of your language and culture.

EXERCISE 1:5 - CONSUMER AUDIT

This exercise aims to audit (check out) the current state of your community from a consumer's
view point. You are going to do some research about your own community because you live there
and you know the problems.

Here are three questions to ask about your community:

1. What are things like?

2. Is it getting better or worse?

3. Who benefits? Who suffers?

Ask these questions about the people, environment, economy and government of our own
community. In each of these areas you are given subjects to ask questions. Discuss the questions in a
small group and write down the best answers. Students complete the Consumer Audit Grid, then the
teacher can lead a discussion and list the major problems that affect consumers in your community.

15
 To help you do this exercise, let us take the first one as an example; here is the type of answer we
are looking for:

PEOPLE'S HEALTH

1. People's health in our community is bad as they are getting diabetes from eating too much
imported, processed food.

2. It is getting worse and there has been a big increase in diabetes in the last 5 years.

3. The people in the town are suffering most from diabetes. The rural people who eat fresh local
food do not have the same problems. Traders and shopkeepers benefit from selling the
imported and packed foods.

NOW WRITE YOUR ANSWERS FOR THE FOLLOWING AREAS:

1. The people
Health, Education, Family life, Culture, Spiritual, Women, Men and Children.

2. The Environment
Land, Sea, Air, Forests, Animals, Fish and Birds.

3. The Economy
Work available, Income levels, Cost of living, Food supply, Water supply, Power supply and
Goods and Services available to consumers.

4. The Government
National, Local, Consumer Laws and Leadership of the community.

When you have completed writing down the answers, share the results of your research with your
class. Discuss the main problems and make a list of the ten major problems that face consumers in
your community.

16
REVISION QUESTIONS AND EXERCISES

1. Write your own definition of a consumer.

2. Write down as many of the eight consumer rights as you can remember.

3. Write down as many of the five consumer responsibilities as you can remember.

4. Is there a word for consumer in your language? Write it down.

5. Prepare a 2 minute talk on why it is important for you to know your rights and responsibilities as
a consumer.

6. List 3 things from your culture that would help to protect consumers in your country.

7. Draw a picture, or write a poem about a symbol that represents the strength of your culture for
protecting consumers. Talk about the symbols to your class and put the pictures or poems up on
the class room wall.

17
 2. THE RIGHT TO SATISFY BASIC NEEDS

INTRODUCTION

We continue our study of consumer education by looking at our first consumer right - the right to
basic needs.

We start unit 2 with the story of a girl in Chenglepet. Here is Gita's story. Read it out aloud in
class. Following Gita's story are exercises, questions and tasks for students to complete in class or at
home.

GITA'S STORY

Gita is 10 years old. Gita, her five brothers and sisters, live with their grand parents in a small
village 5 km. from Chenglepet. Her mother died 3 years ago from a disease and Gita's father works in
the tanning factory in Chromepet, Chennai, sending money each month to feed and clothe his children
and pay the school fees.

Govindan, Gita's grandfather, has T.B. and can no longer work in the family fields, the boys do
the planting and other work after school. Gita also goes to school but often stays at home to help
grandmother Lakshmi with the housework and cooking.

Each day Gita goes to the village store to buy wheat, pulses and other food to supplement the rice
and vegetables from the fields. She can never afford to buy Pepsi or chocolates. Gita is responsible
for the shopping for her family. When she goes to the village store she pays cash for the food or tells
the store keeper that she has no money that day and asks for it to be "put on the books".

18
OBJECTIVES

On completing this unit students will be able to:

1. List the basic needs of Consumers.

2. Tell the difference between needs and wants of consumers.

3. Identify the key players in the market place.

4. Identify the different economies operating in the country.

Box 2.1 - The Right to Satisfy Basic Needs

Consumers have the right to basic goods and services which guarantee survival, including
adequate food, clean water supplies, clothing, shelter, health care, education and sanitation.

Access to basic goods and services is critical to people in developing countries.

This consumer right is often overooked by people in industrialised nations but it is improtant for
India.

EXERCISE 2.1

Different Economies

1. Teacher to ask students:

(a) Where does Gita's family get their food from?

(b) How does Gita's family pay for their food?

2. After the students have answered the questions the teacher can summarise and
outline:

(a) A cash economy is based, on people working for money, or trading by selling goods and
services.

(b) A subsistence economy is based on a family or community producing their food through
gardening, fishing and food gathering.

19
 (c) A mixed economy is that which includes both cash and subsistence economies.

(d) The idea of credit is to have now and pay later.

EXERCISE 2.2

Needs and Wants

1. Students reflect on Gita's story and their own family situation and then write two lists:

(a) The basic goods and services their family needs to survive.

(b) The other things that they want to buy if they have spare money after getting what is on list
(a).

2. Teacher to summarise the lists identifying basic needs, then lead a discussion on the
difference between "needs" (basic goods and services that guarantee survival) and
"wants" (optional goods and services) listed by the students.

3. Students reflect on how their cultural value and practices help to meet basic needs in their
community.

4. Teacher to outline the consumer right to satisfaction of basic needs (box 2.1) and discuss in
detail the basic needs.

Box 2.2 - Business Terms

A trader is someone who sells goods and services. A trader usually operates a shop, or business
where they sell their goods and services. A trader can be a sole trader or employ staff. When a
number of people join together legally for business purposes they are known as a corporation or
company. Traders may import and sell goods from another country, goods that are not made
locally.

A MANUFACTURER is a person or company that makes goods for sale.

A DISTRIBUTOR is a person or company who buys goods from a Manufacturer and sells it to a
Trader. A distributor is often called a 'Middle Man'.

Some Traders are part of very large companies that make goods in countries where the raw
materials and labour are cheap and sell these products throughout the world. These
companies are called TRANSNATIONAL CORPORATIONS OR TNCs, Coca Cola, Reebok,
Benson and Hedges and Toyota are all TNCs.

20
EXERCISE 2.3

Goods and Service providers

1. Reflect on the definitions of Consumer and Goods and Services, outlined in

Unit 1.

2. Identify who provides the basic goods and services in your country by matching
the service provided (Traders, Government, Citizens) against this list;

(a) Food
(b) Water
(c) Clothing

Note: The answers will vary from country to country, and in some cases there may be more than
one service provider.

The Right to Satisfy Basic Needs

EXERCISE 2.4

Who is in Business?

1. Discuss the different providers of goods and services and the definitions of Trader, Manufacturer,
Distributor, Transnational Corporation. (See Box 2.2)

2. Identify in your own community:

a) Three Traders that sell goods.

b) Three companies that provide services.

c) Three Manufacturers.

d) One Distributor.

e) Three Transnational Corporations.

f) Three Government agencies that sell goods and services.

21
KEY TERMS, UNIT 2

Economy

Guarantee

Industrialised

Producer

Service Providers

Definitions of Key Terms can be found at the back of the book

SUMMARY, UNIT 2

Now that you have completed the second unit you will know something about the needs of
consumers for basic goods and services and a good idea of the difference between needs and wants.
You will also be able to identify the roles of the key players in the market place: consumers, traders
and governments.

UNIT 2. REVISION QUESTIONS AND EXERCISES.

Read these questions and answers. Tick the answer that you think is the most correct answer.

1. The Three basic needs are:

(a) Money, clothes, T.V.

(b) Food, clothing and shelter

(c) Car, food and house

(d) Shoes, watch and camera

2. A mixed economy is important because it includes:

(a) People working for money

(b) The family produces food through gardening

(c) Both cash and subsistence economies

(d) Having now and paying later

22
3. A manufacturer is a person or company that:

(a) Makes goods for sale in the market place

(b) Sells goods and services in shops

(c) Makes goods locally

(d) Operates a shop for the sale of goods

FURTHER ACTIVITIES

1. Our Shop

Set up a little shop in the corner of the classroom, using a variety of used and empty food and
product containers. Take turns to be the shopkeeper and the customer.

2. Role Play

Enact a role play based on Geeta's Story.

23
 3. THE RIGHT TO SAFETY

In this unit we study our consumer right to safety. Start by looking at Murugan's life.

Murugan is the last son of a family of five children. His father is a construction worker in Sivakasi
and his mother is a domestic help in one of the houses. Murugan and all his brothers and sisters work
in the local fireworks factory. Murugan's work is to make sparklers a kind of cracker. Murugan has
developed skin rashes due to constant exposure to phosphorus a component in the cracker. And
many of Murugans friends have also developed breathing difficulty.

EXERCISE 3.1 SAFETY FIRST

Look at Murugan's story and three photographs in class and read out the information on each
photo. (Better still if the teacher finds some unsafe products at the local shops and brings them into the
class room to show the students; remember to make sure such products are stored and disposed of
safely!)

1. Talk about any unsafe products that they have seen in the shops or at home.

2. Make a list of unsafe products, and explain why they are unsafe.

3. Discuss how consumers, especially children, can be protected from unsafe products.

4. Read and discuss the Consumer Right to Safety (Box 3.1)

24
EXERCISE 3.2 SAFE SHOPPING

Shoppers need to be alert and check everything they buy for potential dangers.

Next page is a list of products and services with reasons why they may be unsafe.

Following that is an exercise for students.

Box 3.3 - The Right to Safety

Consumers can protect their own safety and safety of their families by:

1. Checking products and services carefully before they buy.

2. Reading product labels.
3. Asking traders about the safe use and disposal of products.
4. Telling traders when they find an unsafe product.
5. Educating themselves about consumer laws and regulations.
6. Telling others about any unsafe products or services they find.

EXERCISE 3.3.

Product Safety Survey

This survey is an activity to be carried out in the market place. It may be carried out at the same
time as Exercises 3.4 and 3.5. Small groups of students are instructed to visit a variety of stores
(village store, supermarket, hardware store, agricultural store etc.) to check how the health and safety
of consumers is protected. Each group is asked to check five products, making sure they cover a
variety of items.

They are asked to check the following:

25
a) How is the item stored? Is it close to other items it could damage or Consumers can protect their
own safety and safety of their families by:

1. Checking products and services carefully before they buy.

2. Reading product labels.
3. Asking traders about the safe use and disposal of products.
4. Telling traders when they find an unsafe product.
5. Educating themselves about consumer laws and regulations.
6. Telling others about any unsafe products or services they find: and
7. Joining a consumer organisation.

b) Is the product well labelled? Are there any safety instructions for the use of the product and
packaging? Are there any safety warnings? Is there a 'use by or best before' date on the label?
Can young children reach it? Is it safely stored?

c) Is the packaging of the product safe? Are there any leaks, damage or weaknesses? Are there
signs of the packaging failing? Eg. Rust, swelling, corrosion etc.

d) Are there any instructions for the safe disposal of the product and packaging? What harm could it
do to people, wildlife, or the environment if carelessly disposed of?

e) Do you think it is a safe product? On completion of the survey, the students should, report their
findings and discuss them in class.

EXERCISE 3.4

Safe Services Survey

This survey is an activity to be carried out in the market place. It may be carried out at the
same time as exercises 3.3 and 3.5. Small groups of students are instructed to visit a variety of service
providers: power, water, waste disposal, transport.

Check how the health and safety of consumers is protected. Each group is asked to check
one service. They are asked to check the following: (Each item may not apply to all services).

26
a) Storage. How are the products used for these services stored? Are they safe, are there losses,
how is access controlled?

b) Distribution and use. How is it distributed? How is the distribution system or services
maintained?

c) Consumers information about safety. What written information or education programmes are
there about safety?

d) Safety. What laws or regulations control the safety of this service? Do the service providers
know the laws? A consumers aware?

Write up your findings and present them to the class. Teacher to encourage discussion and
summarise the results.

EXERCISE 3.5

Consumer Safety Laws

This exercise may be carried out at the same time as Exercises 3.3 and 3.4, A small group of
students are asked to find out the laws, regulations and standards that are available in your nation to
protect the health and safety of consumers.

A visit to the Justice Department, Attorney General's Office or Consumer Affairs Department will
be required. A courtesy telephone call to make an appointment would smooth the way and save the
time of busy officials. Students should take a list of goods and services to check.

When the students have completed their survey of consumer safety laws, regulations and
standards they should write up their findings and present them to the class. The Teacher can then lead
a discussion and relate these findings to the results of Exercises 3.3 and 3.5.

27
 Box 3.7 - Toy Safety

Young children can easily be hurt by dangerous things, even the toys that they have been given can be
dangerous. Check out toys to see if they have any of the following dangers. Choose safe toys for
children.

CHOKING DANGER

Toys for infants should not be small enough or have parts that can be easily broken or
removed from a toy and swallowed by a child.

STRANGLING DANGER

A length of string on a toy should be less that 12 inches (300 mm) to prevent strangulation.

Safe Toy Shopping Checklist.

1. Liquid in Toys.
Do not buy toys for children with liquid in it unless it has a label stating the liquid is safe.

2. Stuffed Toys and Dolls.

Stuffed toys should have clean, safe fillings, seams should be firmly sewn, hair eyes, arms, legs,
etc, should be firmly attached.

3. Guns, Knives and Bows.

Toy weapons such as bows and arrows, darts and guns can shoot projectiles that can hurt
children, particularly their eyes. Children that play with weapons may accidentally play with the
real thing with fatal results.

28
THE RIGHT TO SAFETY

Box 3.5 - Poisoning

Poisoning can occur through skin contact, splashing in the eyes, swallowing or inhaling. The
effects depend on the concentration of the chemical and the age of the person. Children and
pregnant women are more vulnerable than other adults.

Symptoms of poisoning include:

• Severe immediate effects, headache, nausea, vomitting, convulsions, and breathing
difficulties, death.
• Less severe effects: skin rashes, hives
• Long-lasting effects: Migraine, depression, giddiness, nausea, high blood pressure, mental
retardation.
• Some dangerous products (eg: petrol, some glues and sprays) are addictive when taken
regularly. Overdoses of these substances can lead to brain damage and death.

EXERCISE 3.6

Further Activities

Using the findings of the surveys, and the information on product safety, laws and safe shopping
practices, students can now create role plays, poems, songs and posters to encourage consumer
safety.

Box 3.6 - Safety at Home

Before buying a dangerous product, check if there are safe alternatives or if you really need it.
For example: Weed the garden rather than use weed killing sprays. Use hot water, soap and
scrubbing before buying strong chemical cleaning products. Ask the old people in your family
about traditional, natural alternatives.

Safe storage is the key to reducing the risk of accidents in the home. Household chemicals
should be kept out of the reach of children, well above floor level, or in a locked cupboard.

Never transfer dangerous substances into empty food or drink containers, even if they are
labelled, as labels only protect those who can read.

Wash your hands after handling products, or wear gloves when handling strong substances.
Unless instructed, do not mix products as they could react together and produce something
toxic.

Dispose with care. Do not reuse containers that have been used to store toxic products or
liquids. Return out-of-date medicines to the chemist. Do not burn toxic substances. Follow
the instructions on the chart (p. 71) for disposal of dangerous wastes.
29
4. Plastic, Metal and Wooden Toys
Toys made from these materials should be well made and checked for loose parts, sharp edges,
glass, wires and other materials that could damage a child's eyes or cut their skin.

THE RIGHT TO SAFETY

Key Terms, Unit 3

Addiction

Dangerous Product

Dangerous Service

Pesticides

Poisoning

Regulations

Safe Shopping

SUMMARY UNIT 3

This unit will have helped you to understand about your right to safety and provided you with
knowledge about dangerous goods and services.

You would have learnt about unsafe products in the marketplace, how to detect poisoning,
how to select safe fish, and how to identify unsafe toys at home.

Well informed consumers should be able to shop safely, dispose of dangerous products safely
and understand how they can use consumer law and organisations to protect themselves, their families
and community.

30
31
REVISION QUESTIONS AND EXERCISES

1. List five reasons why it is always wise to check the safety of goods before you buy.

2. Collect five product labels and list the safety instructions.

Read the following questions and answers. Tick the answer that you think is the most correct
answer.

3 What does Safe Shopping mean?

(a) Buying more locally produced food with less money.

(b) Buying less processed, imported food with more money.

(c) Buying products that can be thrown away after use.

(d) Buying products after you have thought about their use and disposal.

4. What is the best method of disposing of dangerous products.

(a) Check the instructions then burn them with rubbish.

(b) Dispose of them into the sea beyond the reef.

(c) Follow the instructions in the label.

(d) Dig them into the soil on your plantation.

32
 4. THE RIGHT TO BE INFORMED
OBJECTIVES

On completing this unit students will be able to

1. Explain how consumers are misled by some advertisements.

2. Identify dishonest marketing practices.
3. List key information for product labels.
4. Describe standard weights and measures.

INTRODUCTION

Unit 4 is about our right to be informed. One of the major sources of information for consumers
is through advertisements. We start this unit by looking at advertisements and dishonest marketing
practices.

Advertisements on radio, television, newspapers and billboards tell you about the price, quality
and image of a product. They are designed to persuade you to buy a particular product.

There is no problem with honest advertising that gives you the facts and then lets you decide if
you are going to buy the product or service advertised. But there is a problem with dishonest
advertising.

Dishonest advertising makes false or misleading claims about the price, quality and image of a
product. Dishonest advertising creates appealing but unrealistic images of life and pressurises people
to buy. Informed consumers need to develop a critical analysis of advertisers claims and make their
own decisions on what they will buy.

33
 Here are some examples of bad advertising practices:

• Untrue statements or claims about a product.

• Special Offer for a limited time.
• Confusing price
• Lack of information on the dangers of a product.
• Directing advertising at children.
• Using sex appeal to sell products.
• Advertising that makes fun of racial group.

EXERCISE 4.1

Look at the advertisement in the newspaper and list the methods encouraging consumers to buy.
Discuss these methods in class.

Examine local newspapers and magazines, look at billboards and television advertisements and
spot the advertiser's dishonest methods. Students and Teachers can bring examples to school to
discuss.

The Right to be Informed

The right to be protected against dishonest or misleading advertising or labelling and the right to
be given the facts and information needed to make an informed choice is important to establish a
fair and safe marketplace.

Consumer information includes labelling of products, packaging, advertising and publicity.

Information should be available in plain language that local people can read and understand.
Translation of consumer information into the local languages is an important step in achieving this
right.

34
EXERCISE 4.2

Too Much advertising?

Students to measure the amount of advertising in newspapers, radio, TV and billboards. One
group is to take each area and measure the amount of advertising using the following formula:

Newspaper - measure the size of each page of the local newspaper.

Local radio

Students to use a watch and time carefully how many minutes of advertisements, how many
minutes of new or other information and how many minutes of music. Calculate the percentage of
each. You may want to try some different times, eg: breakfast time, lunch time, evening.

Television view a popular programme: count the number of advertisements that appear before,
after and during the programme. Use a watch to carefully time the length of the programme and the
length of the advertisements. Calculate the percentage of time taken with advertisements and with the
programme.

Billboards. Students to measure a mile (or kilometer) down the main road of their town. Walk
carefully down the road and count how many billboards or advertisements that they can see. Estimate
their area in square feet (Square metres). Calculate the number of advertisements per mile.

35
EXERCISE 4.2

Check that Label

1. Bring examples of product labels to school for this exercise.

(collect examples from home and the shops).

2. Analyse the labels and note what information the labels

provide about the product and what information is not
revealed. From this analysis the Teacher can compile a list of what a good label should show
(see Box 4.2)

3. Summarise the discussion.

Note: Labels are an important source of information for consumers. Inadequate labelling of
foods, chemicals and medicines may be dangerous to the health and safety of your family.

Consumers prefer informative labelling which gives them reliable and adequate information about
the product so that they can make informed choices. Remember check that label before you buy;
become an informed consumer!

Box 4.3 - A Good Product Label should show:

• Price: Price tags help consumers to compare prices of different brands of similar products
before buying.
• Name and Address of Manufacturer: In case the product is defective, then the consumer
knows who to make a claim against.
• Ingredients : for consumers to know the contents of products, especially if they wish to avoid
salt, sugar, MSG, meat or if they are allergic to certain chemicals
• Shelf Life: so that consumers are assured that the product is still safe.
• Weight/Volume/Area : so that consumers know how much value they are getting for the
money they spend and to make comparisons.
• Instructions for Use and Preparation: especially important for products needing
instructions to use or to prepare.
• Warnings or Cautions: very important for medicines or chemicals that may pose a danger
to health or safety.
• Storage Instructions: so that the products last longer and are in good condition, or for
safety reasons they need to be stored away from foodstuffs or out of reach of children.
• Batch Numbers: or other identification marks to ensure easy recall of products if problem
develop after sale.
• Language: Product labels should have plain language, that local people can read and
understand. Where possible labels should be in local languages.

36
EXERCISE 4.3 LABELS

Make posters to show what a good product label should have. This can be in the local
language and when the posters are completed they can be displayed in local shops.

Box 4.4 - Standard Weights and Measures

When you buy food, fuel, firewood, fabric or almost any bulk item, you buy a measured unit of
weight, length, volume of area. How do you know if you are getting the right amount for your
money? Is the pound of butter, or a kilogram of rice, the same each time? Can traders be trusted
to measure things correctively?

To deal with this problem there are standard units or standard weights and measures (length,
weight, volume). Most countries use the Metric system (metres, kilograms and litres) some still use
Imperial system (feet, pounds, gallons). Standard units allow consumers to make clean
comparisons between similar products. When you receive a standard unit you should get exactly
what you paid for.

Most Governments have an appointed weights and measures authority that:

• Makes traders use standard weights and measures.

• Conducts regular checks of scales and other measures used by traders.
• Enforces laws prohibiting under-supply or short-changing of consumers.

Weights and measures inspectors have special standard weights and measures with which they
check trader's scales and other measures. Machines are then marked with an official stamp and the
trader is given a certificate, and machines are regularly re-tested.

37
 One problem with buying pre-packaged items is that goods are often packed in cardboard and it
is impossible to see what is in the box. Consumers can be tricked into thinking they are getting more
for their money when a small amount is packed in a big container. Informed consumers should
carefully check the weight, size or volume of an item before they buy it. If you are in doubt you should
ask your weights and measures inspectors to cheek the traders scales and measures.

EXERCISE 4.5

Getting It Right

Students to find out which Government Department is responsible for weights and measures.
Cheek how many inspectors there are and how often they check traders scales. If possible, arrange a
visit to the weights and measures laboratory or have one of the inspectors visit your school and give a
talk to the class about weights and measures.

Key Terms, Unit 4

Dishonest

Informed

Labeling

Mislead

Standard Measures

Standard Weights

Summary, Unit 4

The right to be informed is an important right for all consumers.

Misleading and dishonest advertising is not good for consumers.

Good labels should provide information to help consumers make an informed choice.

38
REVISION QUESTIONS AND EXERCISES

(a) Value for Money.

• Read the following statements.

• Decide if they are true or false.
• Write True or False beside each item to show your decision.

1. A one litre bottle of oil for Rs.4 is better value than a 500 ml. bottle of oil for Rs.2.50

2. A 500 m reel of thread for 70p. is better value than a 1,000 m reel of thread for one rupee.

3. A 250 g packet of soap powder for two rupees is better value than a 750 g packet of soap
powder for seven rupees.

(b) Good Consumer practices.

Finish the following sentences by giving a reason for each statement.

1. Making a shopping list before going shopping is good because ………………

2. Buying soft-drinks and cheese snacks is not good because …………………..
3. Comparing the cost of items in different stores is good because ………………

(c) Labels

Name four types of information you should see on a label on a tine of meat

1.
2.
3.
4.

39
(d) Budgeting.

Choose the best answer by circling A, B, C or D.

Well planned budgets help a family to:

A) Use resources well.

B) Plan expenses and savings to equal income.

C) Avoid waste of food and other household products.

D) Be happy in their home.

40
 5. THE RIGHT TO CHOICE

OBJECTIVES

On completing this unit students will be able to:

1. List unfair trading practices.

2. Prepare and complete a marketplace survey.
3. Discuss the economic, human and environmental values that determine consumer choice.
4. Discuss traditional practices that strengthen consumers.

INTRODUCTION

Consumer choice is theme of this unit which examines our right to choice.

Marketplace surveys are one means of giving consumers the information they need, to make a
choice and encouraging traders to price their products fairly.

Below is a price list. Have a close look at this list. Then complete the following exercise and
activities.

Price List

Rice Rice Green gram Bengal gram Biscuit Bread Sugar

Shop 20Kg 20Kg 1Kg 1Kg 500Gm 500Gm 1Kg
A 100.00 55.00 7.00 7.00 6.20 5.50 10.50
B 101.00 57.00 7.10 7.15 6.40 6.00 10.50
C 105.00 57.50 7.15 7.15 6.25 5.60 10.60
D 110.00 60.00 7.15 7.25 6.30 6.00 9.90
E 115.00 62.00 7.15 7.15 6.50 6.10 9.95
F 105.00 57.00 7.05 7.00 6.10 5.80 11.00
G 104.00 52.00 6.90 6.95 6.15 5.85 11.05
H 100.00 54.00 7.00 6.95 6.10 5.85 10.65
I 103.00 55.00 7.05 7.05 6.50 5.85 10.90
J 104.00 53.00 7.10 7.05 6.40 5.45 10.60
K 100.00 53.00 7.20 7.20 6.30 5.50 10.70

41
EXERCISE 5.1

Making Comparisons

Use the findings from the price list to calculate:

1. The cheapest shop to buy rice.

2. The most expensive shop to buy rice.
3. Calculate the difference between the cheapest and most expensive rice?
4. Make the same calculations for Bengal gram, Green gram, Biscuit, Bread, and Sugar.
5. Which is the most expensive shop to buy food from?
6. Which is the cheapest shop to buy food from?

EXERCISE 5.2

Local Survey

1. Discuss in class, and decide on ten basic foods that families buy each week.

2. Determine a standard weight or size for each item, eg: 10Kg rice, 500 gm butter, 1 ltr milk.

3. Taking this list, students then visit a range of stores(five) and note the price of each item at each
store.

4. When the survey is completed write it up in a grid like the price list given.

5. Calculate which store was the cheapest to shop at and which store is the most expensive.

42
6. Read and discuss the right to choice (Box 5.1)

7. Read and discuss pricing (Box 5.2).

8. Discuss the following statement:

"price, quality and access to a variety of products are the key factors in consumer choice".

Box 5.1 - The Right to Choice

The right to choose products and services at competitive prices with an assurance of
satisfactory quality, and access to a variety of products and services.

Where there is only one trader, as is the case in many communities, there may be little choice
for consumers and a monopoly may develop. In these situations choice is reduced and
consumers need to be well informed and alert to unfair trading practices.

Box 5.2 - Pricing

Goods and services should be fairly and

clearly priced to enable consumers to
compare prices. Competition between
traders allows consumers to shop around
and choose the deal that gives best value
for money. However the market is
frequently manipulated by unfair trading
practices to maintain high prices and
encourage profiteering (marking an
excessive profit).

43
 These are called Unfair Trade Practices and include

Price Fixing. Where two or more traders agree to a set price for goods or services. A fixed
price is higher because there is no competition between traders.

Monopolies. Where there is one trader controlling a particular product or service and there is
no competition for price. If people need the product or service, they have to pay for what the trader
asks, as there is no alternative supplier.

Cartels. An informal association of manufacturers or suppliers to maintain high prices and

control production and marketing arrangements.

Artificial shortages. Importers can influence market supply to inflate prices by creating an
artificial shortage, manipulating the law of supply and demand keeps prices high.

When calculating the price of an item, traders should take into account, the cost; business
overheads; taxation, and a reasonable profit margin. Fair pricing of goods and services develops a
relationship of trust between the trader and the consumer. Traders need to remember that profiteering
only results in short-term gains and that self-regulation will help to develop a long-term market for their
goods and services.

Not all traders are fair and consumers need to be alert to the real value of goods and services and
ask informed and critical questions about prices and quality. Consumer power is an effective means of
helping to ensure prices are fair but governments need to establish laws and regulations to control
restrictive market practices, punish dishonest traders and create a fair and just marketplace. Until
recently, we did not have any Consumer Protection laws or regulations in place. Fair Trading laws are
designed to control unfair trading practices and Anti-Trust laws are designed to control cartels and
monopolies.

44
EXERCISE 5.3. JUST LAWS

Visit the Justice Department or Attorney General's Office and ask for information on what
Consumer Protection, Fair Trading and Anti-Trust laws are in place in your country (please telephone
first for an appointment). Students to note the details of the laws and report back to the class about
what protection consumers are provided by law.

Box 5.3 - Consumer Values

Fair Price: the price of a product or service is fair, and the

lowest for that quality.

Quality: buying a better quality, slightly higher priced product

may be better in the long-term than buying the cheapest but
poor quality product.

Safety: products that do not harm consumer, particularly children.

Reliable: a product with a record of doing the job and lasting a long time.

45
 Guarantee: a product or service that is guaranteed and will be replaced if it is defective.

Value for people: a product that has not been produced by exploitative practices, i.e. child
labour, sweet shops.

Environmentally safe: the production, use and disposal of products should not harm the
environment or wildlife, eg: toxic, wastes, pesticides, driftnetting, wasteful packaging.

46
 Local product: buying goods produced locally puts money into the local economy and
maintains employment; money spent on buying imported products often goes offshore.

EXERCISE 5.4. CONSUMER VALUES

(a) Introduce this topic by reading in class the following:

When we choose between two or more products and services we are balancing up competing
values. We ask ourselves questions like:

• Is this product cheaper than that product?

• Is this of better quality?
• Will this product be good for the health and safety of my family?
• Is this product imported, are there local alternatives?
• If I buy this product, will it harm the environment?

(b) Discuss consumer values (Box 5.3)

(c) List the most important values

47
 Box 5.4 - The Eye of the Consumer

Health Economics

• Is it dangerous to health? How? • Do I need it?

• Does it make me healthier?
• Is it nutritious?
• Is it hygienically prepared?
• Has its production caused ill health to
workers?
• Does it undermine the health system?
Legal
• Can I afford it?
• How will it affect my lifestyle?
• Is there an alternative choice?
• How is it produced?
• What are the work conditions of labour?
• How and where is the product distributed?
• Who is profiting and who is suffering from
production?

• Is it labelled?
• Is there an expiry date?
• Is it short weight?
• If it is spoilt, can I return it?
• Is production according to safety regulations?
• Is it being dumped in other countries?
• Does the company respect workers?
Social
• Is advertising true and real?
• Has advertising influenced me?
• Does it undermine my cultural values?
• Does it create social problems?
• What are the social costs of production and
marketing?

Environment
Safety
• Does it cause pollution?
• Does it cause a litter problem? • Are there chemical additives?
• How do I dispose of it? • Are the ingredients safe?
• Bio-degradable wrappers? • Are production workers safe?
• De-forestation?
• Wasteful packaging?
• Toxic waste generated?
• Promote wastage or conservation?

48
EXERCISE 5.5

The Eye of the Consumer

The illustration on the eye of the consumer (Box 5.4) lists questions we can ask about a product,
and summarises many of the issues that have been raised in Units 2,3,4 and 5. The Eye of the
Consumer can be copied onto a larger poster form and discussed by the teacher and students.

EXERCISE 5.6

Past Choices

1. Ask the elders in your village about what choices they had when they were your age, remember
their answers then write the answers down and check to see if you have the right information

Ask the elders about:

(a) The foods they ate.

(b) The clothes they wore.

(c) Where they lived and what their homes were like.

(d) What sort of things they did each day of the week.

(e) Their thoughts about the past.

(f) Their hopes for the future.

2. After you have written down what the elders told you, write down what the elders told you,
write down your own answers to the same questions.

3. List the major differences between past choices, and the choices available to young people
today.

4. Discuss how the past has influenced today and what you think things will be like in the
future.

5. Create a poster, write a poem or song that illustrates the difference between the choices your
elders had in the past and the choices you have today.

6. Talk in class what it felt like to discuss these issues with your elders and what you learnt.

49
KEY TERMS, UNIT 5

Anti-Trust Laws Fair Trading.

Consumer Values. Marketplace Survey.

SUMMARY, UNIT 5

You will now be well aware of your rights and responsibilities as consumers, and know that you have
a right to information and a right to make choices.

To enable you to exercise your right to make choices, you need to be aware and wary of unfair trading
practices, have respect for people and the environment, and a knowledge of your own cultural practices
and values. This knowledge will ensure that the consumer choices that you make have far reaching positive
effects on the future generation.

REVISION QUESTIONS AND EXERCISES

1. Which is the best buy?

Tick the item, that you think is the best value for money in the sets of items following.

(a) 10 kg Rice at Rs. 100

(b) 5 kg Rice at Rs. 55

(a) 2 Kg Sugar at Rs. 20

(b) 1 Kg Sugar at Rs. 10.60

(a) 300 gm Tinned fish at Rs. 30

(b) 500 gm Tinned fish at Rs. 45

(a) 5 tender coconuts for Rs. 20

(b) 6 tender coconuts for Rs. 32

(a) 3 loaves of bread for Rs. 17

(b) 2 loaves of bread for Rs. 12

(a) 3 metres of material for Rs. 36

(b) 4 metres of material for Rs. 45

(a) 5 Kgs. flour for Rs. 50

(b) 7.5 kgs. flour for Rs. 70

50
 6. THE RIGHT TO BE HEARD

OBJECTIVES

On completing this unit students will be able to:

1. Describe how consumers can contribute to government policy.

2. Discuss how the consumer voice can be heard at village, community, national, regional and
international levels.
3. List the key roles of consumer organisations.

INTRODUCTION

In the previous units we have looked at the problems consumers face in the marketplace.
Here we look at how consumers can get organised and speak out to protect themselves, their
families and their community from the excesses and dangers of the marketplace.

In this unit we are going to take one issue, Food Safety, and show how consumers can get
organised and exercise their right to be heard. You will do this by organising a consumer awareness
campaign on food safety in your class.

The campaign strategy has four steps: 1. Learn Your Rights; 2. Study the Issue; 3. Get
Organised; 4. Speak Out.

EXERCISE 6.1

Learn Your Rights

Our first step is to learn our rights. Read out a loud Box 6.1 the Right to be Heard, and discuss
what it means for consumers to have a voice.

Following the discussion the Teacher leads a discussion on the roles of Traders, Government
and Consumers in the marketplace.

51
 Reflect on the three main sectors of the marketplace: the Traders, Government and Consumers.
Each sector has different interests and priorities in the market place. Traders want to make a profit,
governments want to stay in office, and consumers want a fair deal. Often governments are also
traders, selling goods and services (water, power, transport, banking etc.), and the interests of
government are often close to the interests of business. In this situation how can consumer's voices be
heard and their interests be served?

In a democracy, citizens (consumers) elect the Government, and the Government speaks for the
people.

Consumers need to have a means of telling

the Government what are the important issues for
them, and to make sure the Government knows
their views. Consultation and participation are two
important ways that consumers voices can be
heard in a democracy.

Consultation means members of government

come to the people, seek their views, and listens
to what they are saying.

Participation means people are invited to take part in planning and decision making for their
communities and to join government committees and boards.

Box 6.1 - The Right to be Heard

The right to have consumer interests represented and expressed in the making and execution of
government policy.

This means that a process of consultation with the community, with consumers, needs to be
established for marketplace polity and law making. To be heard, consumers need to become
organised, seek representation and make a positive contribution to discussions on consumer issues.

EXERCISE 6.2

Study The Issue

Consumer groups rely on good research that finds the facts about an issue. The research must be
independent (not influenced by people or business that may profit from the results) and tells the truth.
To make sure that we have the facts we need to check out as many sources of information we can
find; consult with a range of people, and come to our own conclusions based on the evidence we have
found.

52
 The issue that we are studying for our consumer awareness campaign is food safety.

Your task is to:

1. Find out what you can about food safety from books and other written material.
2. Interview people who know about food safety (Home Economics Teacher, Health Inspectors,
Doctors, Restaurant owners etc.)
3. List the key facts on Food Safety.
4. Verify (check) your facts with an expert in the area (Health Inspector etc.) After you have
completed the research you will have a good understanding of the issue of Food Safety and the
problems of unsafe food in your community.
5. Choose one issue about Food Safety to be the major theme of your campaign. For example:
Checking for freshness and safety of food before you buy helps to ensure that the health of your
family is protected ie: Fresh is Best.

Box 6.2 - Consumer Organisations

Consumer organisations ensure that the rights of consumers are observed and protected and
encourage consumers' responsibility towards their community and the environment. They help
consumers make better decisions and advocate for consumers, particularly those with no voice,
the disadvantaged and poor.

Consumer organisations work at:

• The local level, to ensure the local market place is safe and fair;
• The national level, to ensure that appropriate consumer laws, and national policies are in
place and enforced to protect and inform consumer and,
• The international level, to ensure that there is support and coordination of the consumer
interest at international forums and the activities of transnational corporations are
monitored
• Credibility for consumer organisations comes from:
• A large membership backing the organisation's action on behalf of consumers.
• A moderate grant from the government to promote and protect the consumer interest.
• A reputation of getting the facts right.
• A sound organisation and economic base.
• Independence by acting on behalf of consumers, unconcerned with party politics and
accept no commercial sponsorship.

53
EXERCISE 6.3

Getting Organised.

To carry out a consumer campaign you have to get organised. Before we get organised we need
to learn something about consumer organisations.

1 . Read box 6.2. and discuss the nature of consumer organisations in your class.

2. Now that we have a theme, and understand more about the role of consumer organisations, we
can plan our Food safety campaign. For this campaign let your class be a local consumer
organisation. We now have to make some decisions about the campaign. Is it to be a local,
national or international campaign? Who are we aiming the campaign at (school children,
mothers, fathers, cooks, traders)? What other groups do we need to work with on the
campaign?

3. List the answers to those questions. For example: this will be a local campaign aimed at all
people who sell food and we will need to work with the Health Department and the traders'
organisations.

EXERCISE 6.4

Speaking Out.

There are many ways of promoting a message in the community: radio, television, newspapers
and billboards are the favourite media. Perhaps the most effective way of getting information across is
by word of mouth. Think, for example, how fast a juicy piece of gossip about someone moves
through village!

1. Examine Box 6.3 and identify what factors make a successful consumer campaign.

2. Make sure the media fits the message. For example a short slogan, like "Coke Is It", captures
consumers' interest. Think up a catchy slogan that sells your campaign and gets your message
across.

3. Write up your consumer campaign and present it to your class.

4. Present your campaign to the rest of the school or your local community.

54
Box. 6.3 - Consumer Organisations

KEY TERMS, UNIT 6

Campaign Consultation
Consumer Organisation Independence
Representation

55
SUMMARY, UNIT 6

After you have completed this unit you will have a good understanding about the consumer's right
to be heard, and how consumers can contribute to policies that effect consumers and their
communities.

Through organising a consumer campaign you will now realise that good research and
organisation provides the basis for the consumer to be heard. You will also have developed
knowledge and skills in consumer research and organising consumers.

The voice of organised consumers, at local, national, regional and international levels, provides a
balance to the advertisements of traders and manufacturers. This unit has shown how consumers are
organised and can assert their right to be heard.

REVISION QUESTIONS AND EXERCISES

Answer these questions in your own words.

1. Do consumers have a voice in your community?

2. How can consumers make their voice heard in their village and community?
3. How can consumers contribute to government policies that affect consumers?
4. What is the government's responsibility for consumers?
5. Do traders have any responsibility for consumers.
6. Name three ways that consumers, traders and government can work together to make a better
informed marketplace.
7. What does the term "independent research" mean?
8. Why is it important to have the right facts about consumer products and services.
9. Name five problems that consumers face in your community.
10. List five strengths of your culture that may help protect consumers in your community.

56
 7. THE RIGHT TO REDRESS

INTRODUCTION

Redress means "put things right". When consumers have a problem with goods or services
that they have purchased, they have the right to approach the trader and seek redress.

This unit starts with Usha's story. Read her story then work on the exercises and activities that
follow.

USHA'S STORY

Usha lives with her family in Guduvancheri a township on the outskirts of Chennai the capital
of Tamil Nadu. Most of the people have left their villages to come to seek work in the city. Usha is
in her 4th year at Guduvancheri Municipal high school.

On her way home from school Usha often has to stop at the shops to buy some food for the
evening meal.

Today Usha's mother has given her five rupees to buy some suji and onions for dinner. Usha
stops at Nadar's General Store on her way home from school. She asks Mr. Nadar for 1/4kg of
onions and as he is weighing them out Usha notices that there are some packets of suji on special
reduced offer of Re.1 a packet of 1 kg. Suji. Usha asks Mr.Nadar why the suji is on special sale
and he tells her that he has plenty so he is selling them cheap. Usha buys two packets and takes
them home. When Usha gets home her mum already has the stove burning and asks Usha for the
onions and suji to make upma. She lets Usha peel the onions whilst she opens the packets. One of
the packets of suji is full of small worms. Usha's mum is angry and tells Usha off for buying bad suji.
Usha looks closely at the packet and sees that there are holes in the plastic bag containing suji.
There will not be enough upma for dinner. Usha's dad comes home from work, he is hungry and his
dinner is not ready. Usha starts to cry.

57
EXERCISE 7.1

Usha's Problem.

(a) Read Usha's story to the class. Discuss

the problem Usha and her family face.

(b) Answer the questions:

Did Usha do anything wrong?
Did Mr.Nadar the shopkeeper, do anything wrong?
Have you had any experiences at the shops similar to Usha's?
What have you learned from Usha's situation?

(c) Discuss in class what should Usha do now? List your ideas.

(d) Read and discuss Box 7.2. The Right To Redress, and Box 7.3. Consumer Redress.

Box 7.2 - Consumer Redress

Four Steps For Returning Bad Products.

What do you do when you have bought a product and then find it is no good?

• Perhaps your can of corned beef had a hole in it and the meat was rotten.
• May be the new electric fan that you bought for your mother started to give off smoke and
then stopped running.

Consumers have the right to redress. That means getting a faulty product replaced, or receiving
a cash refund.

How do you go about this? Here are four easy steps to redress.

1. Find the RECEIPT or papers that came with the product, write down WHEN you bought it
and WHAT is wrong with it.
2. TAKE the product (including the packaging) and the papers back to the store where you
bought it (take a friend for support if you want to) and ASK for a supervisor or the
manager and: TELL them what went wrong: SHOW them the problem and the papers, and
ASK politely for a replacement or your money back.
3. If the shopkeeper refuses, REPEAT YOUR REQUEST (without getting angry) and then
tell them that you are going to make a formal complaint.
4. Take your complaint to your consumer organisation or the relevant Government
department; they should REGISTER THE COMPLAINT and help you to get a fair go.

58
 Box 7.3 - Different ways

We need to find ways of ensuring that our consumer rights are asserted and protected
whilst maintaining our important cultural values. In communities where respect for elders
and deference to those in authority are valued, women and young people find great
difficulty in acting assertively as consumers. The emotions of pride and shame are often
central in these situations and people can easily become angry. People often place greater
value on relationships than on money. We often feel that it is more important that we get
out of a situation with a shopkeeper, with pride intact and without embarrassment, than in
getting value for our money.

Through understanding the dilemma we face in the marketplace, becoming informed

consumers, keeping cool and remaining polite, we can assert our rights as consumers
without compromising our values and culture.

EXERCISE 7.2

Seeking Redress.

You can practice in your class how to seek redress. The four steps set out in Box 7.2 provide
you with a plan to follow. It is easy for the teacher to set up a role play to practice seeking redress.

When we seek redress we need to consider the type of community that we live in and what is the
best way to go about doing things.

Before you do this exercise of seeking redress, read and discuss in your class Box 7.3, different
ways.

59
KEY TERMS, UNIT 7

Consumer Complaint Defective or Faulty Product Receipts

Redress Refund Replacement

Look at Consumer Terms in the back of this book for these and other definitions.

SUMMARY. UNIT 7

Redress means to put things right.

Consumers have the right to redress.
The right to redress is supported by consumer laws which provide a means of getting faulty products
replaced or receiving a cash refund of the purchase price.
The four steps that consumers can take to seek redress have been spelt out in this unit.
Remember that there are ways of dealing with problems based on respect for others. Use those
ways when seeking redress from members of your community.

REVISION QUESTIONS AND EXERCISES

1. Match the following words with the definitions below.

Redress, receipt, request, complaint, communal, community.

Definitions:

(a) A social group of any size whose members live in a specific place and have a shared
cultural heritage.

(b) Doing things with your extended family group, clan, village.

(c) A written acknowledgement of having received money for goods.

(d) An expression of regret, pain or fault finding.

(e) Asking for something to be done or given.

(f) Getting a replacement or refund.

2. Write a letter of complaint to a village shopkeeper who has sold you unsafe food items.

3. Write a letter to a local consumer organisation, outlining a problem consumers in your

community have with getting refunds and replacements for faulty products, and suggest
ways that they can help your community.

60
 8. THE RIGHT TO A HEALTHY ENVIRONMENT

OBJECTIVES:

On completing this unit students will be able to:

1. Discuss how the production, use (consumption) and disposal of consumer goods affect the
environment.
2. Identify the impact of population growth on the environment.

Life in the coastal regions of Mahabalipuram.

Chennai is the capital of Tamil Nadu and Mahabalipuram is 65 k.m from Chennai and is a
historically important tourist place. The 65 k.m. stretch of road from Chennai to Mahabalipuram is full
of coconut palms and casuarina trees on either side. People living here developed a number of fresh
water prawn farms for their sustenance. Presently due to the water shortage in the city the ground
water from these parts is meeting the shortage. And the ground water wells have all dried up and in
certain parts the sea water has entered the ground water sources. This is fast posing a threat to the
fresh water prawn farms.

The people who work in the prawn farms will have to look for jobs elsewhere shortly.

61
 Box 8.1 - The Right to a Healthy Environment

The right to live and work in an environment which is neither threatening nor dangerous and which
permits a life of dignity and well being for present and future generations.

The production, use and disposal of consumer goods and services needs to be considered by
consumers. Particularly the impact of consumer products on the fragile ecosystems.

A sustainable environment can be passed onto future generations without any damage and harm
to the people.

EXERCISE. 8.2

Climate Change

Climate Change is perhaps the most important environmental problem facing nations. However,
information on Global Climate Change is not easily available to people at the grassroots; much of the
information is found in scientific journals of textbooks. In the next section we have summarised some
of the key informations for you to read and discuss.

What is meant by "Climate Change" and the "Greenhouse Effect"? Is there a hole in the Ozone
layer? What do these new terms mean and how do these things happen? Will they change the world
as we know it?

62
 These are some of the questions ordinary people ask as they try to understand phenomena
that scientists have only recognised in the last ten years.

In Box 8.2 are some definitions and simple explanations, read and discuss them in class to
help your understanding of the effects of climate change on our world today.

Box 8.2 - Climate Change

The Greenhouse Effect

The atmosphere is a blanket of air enveloping and insulating the Earth. It maintains a
temperature balance that sustains and protects life on Earth. Gases, released by human
activity, upset that balance and absorb some of the radiation emitted by the Earth forcing the
temperature to rise like a Greenhouse. This is called the Greenhouse Effect.

GREENHOUSE GASES

Carbon dioxide is the most common of the gases that cause the greenhouse effect. A certain
amount (around 0.03%) of carbon dioxide is present in the atmosphere. However the
concentration of Carbon Dioxide is increasing, due to the burning of fossil fuels and the clearing of
forest land for agriculture.

The concentration of Carbon Dioxide in the atmosphere has increased by 25% since
industrialisation (the last 150 years) and will likely increase by 30% in the next 50 years. Methane,
nitrous oxide, CFC's (chlorofluorocarbons, used in aerosol sprays and refrigerators) and ozone are
other gases that contribute to producing the greenhouse Effect.

63
THE HOLE IN THE OZONE LAYER

Ozone is a naturally occurring form of Oxygen with three atoms instead of the usual two. It
appears in the upper atmosphere and forms a fragile shield keeping damaging ultraviolet light from
reaching the surface of the earth. In 1985 researchers measured a large reduction of the ozone
concentration over Antarctica, this 'hole' has appeared each year and has grown bigger and deeper.
In 1989 similar chemical conditions were noted over the Arctic.

Scientists now agree that man-made chemicals, primarily CFC's halons, chlorine and bromide
compounds are the major cause of the depletion of the ozone layer over Antarctica.

GLOBAL WARMING

The concentrations of some of the gases in the atmosphere are rapidly rising and, if present trends
continue, a global warming of several degrees centigrade will be inevitable by the middle of the next
century. Is that unusual, given the long history of the Earth? The answer is yes. The Earth's average
temperature has rarely varied more than one or two degrees over the last 10,000 years. The average
temperature during the last ice age was only 5 degrees colder than now.

A Global warming of only a few degrees would have a significant effect on our climate. It has
been predicted that cold seasons would become shorter and warm seasons longer. Autumn and
winter would be wetter and Spring and Summer drier; rainfall would increase in the tropics but
subtropical regions would become drier. And thermal expansion of the oceans would produce an
estimated rise in sea level of between 20 and 140cm.

64
 Increased carbon dioxide promotes plant growth. Complex and unpredictable changes would
occur within natural ecosystems, as some plant species become dominant and others decline or die
out. Farmers would be forced to change their crops and techniques as plant growth patterns and
water supplies change.

We do not fully understand the connections between all aspects of climate. The complex
relationships between aspects of climate have yet to be explained by modern science but our elders
always tells us; "Everything is connected".

CONTROLLING THE CLIMATE

There are a number of theories on how the predicted climate changes could be modified.
Reducing the amount of fossil fuels being burnt; controlling the use of CFC's and other greenhouse
gases; stopping the destruction of tropical rainforests, and the reforestation of cleared land are all
possibilities. However there are significant political, social and economic problems to be addressed in
establishing and enforcing such changes. Means need to be found soon to establish and reach an
agreement on priority actions and coordinate international effort to minimise the effects of climate
change.

65
 KEY TERMS, UNIT 8

Climate Change

Environment

Population Growth

Sustainable

Tradition

EX. 8

a) Read story of Mahabalipuram in class.

b) Discuss the question. What will the future be?

c) Reflect on your own environment (country), and answer these questions.

• What changes have been made to the environment in your part of the country over the
last few years.
• How did these changes happen?
• Who or what is responsible for the changes?
• What has the impact been on the quality of life and health of the local people?

1. Identify Mahabalipuram on the map.

2. How far is it from your house?

3. What is the main cause of salt water entering the borewells.

4. What is meant by climate change.

5. Read through the following items. Tick those that will rot safely away into the environment.

66
Put a cross against those items that stay for ever in the environment.

(a) Beer cans

(b) Cardboard boxes
(c) Car bodies
(d) Plastic bags.
(e) Coconut shells
(f) Engine oil
(g) Woven bags
(h) Food scraps
(i) Soft drink bottles

Box 8.3 - Population, Poverty and Health

With rapid population growth, and a world wide decrease in commodity prices, governments are
unable to provide adequate services. In overcrowded towns social tensions increase with pressure
on the few services, higher costs of living, low wages and high unemployment. The consequences
are high suicide rates, growing crime, social instability and low life expectancy. Fresh water is
often scarce, communities rely on underground lens of fresh water or the collection of rainwater,
toilets are few and groundwater becomes polluted and has led to increase in intestinal diseases,
typhoid, and eye and ear infections.

A shift from a subsistence economy to a cash economy and a loss of agricultural land has led to a
dependence on imported foodstuffs and to health problems such as obesity, diabetes, gout, heart,
disease and other 'lifestyle' diseases.

The impact of over population on the environment is less immediate than its impact on people, but
the land and seas are suffering from over population too. Dead reefs, polluted lagoons,
deforestation, garbage dumps, and shanty towns are evidence of environmental degradation.

67
UNIT 8. REVISION QUESTIONS AND EXERCISES

Discuss in class and write down the answers to these questions.

1 . What is the main cause of the erosion of the land and the rising sea level'?

2. Is the seawall helping the erosion, are there seawalls in your country?

3. What is meant by climate change?

4. List five ways people can help to protect their environment for the future generations.

5. Read through the following items. Tick those that will rot safely away into the environment. Put a
cross against those items that stay forever in the environment.

Beer cans

Plastic bags

Coconut shells

Engine oil

Woven bags

Old refrigerators

Empty cornbeef cans

Food scraps

Soft-drink bottles

68
 9. THE RIGHT TO CONSUMER EDUCATION.

OBJECTIVES

On completing this unit students will be able to:

1. Identify the skills and knowledge, values and attitudes, they have developed to become better
informed consumers.
2. Identify unfair business practices.
3. Prepare a consumer education resource in their local language.
4. Identify the impacts of consumerism on economy.

INTRODUCTION

Consumer Education means different things to different people:

• Consumer Education provides Consumers with information to shop wisely.

• Consumer Education assists traders to sell their goods and services.
• Consumer Education helps governments to regulate the marketplace.
• Consumer Education develops in students knowledge and skills, values and attitudes, for life in a
consumer society.

What have you learnt? In this unit there are exercises and activities to test your knowledge,
develop your skills and clarify your values and attitudes.

EXERCISE 9.1

Identifying Unfair Business Practices.

Unfair business practices are illegal means which traders use to cheat consumers and gain a
larger share of the market. Small countries and isolated communities, such as rural villages, need
protection from traders using unfair business practices.

69
 The aim of this exercise is for you to identify unfair business practices; in the next exercise you will
look at what action consumers can take to protect themselves against unfair business practices.
Follow these steps:

1. Read through the list of Consumer Terms at the back of the book.

2. Identify ten unfair business practices.

3. List each unfair practice, along with a definition, in your own words.

Box 9.1 - The Right to Consumer Education

The right to gain the knowledge and skills necessary to make informed, confident choices about
purchasing goods and services while being aware of basic consumer rights and responsibilities.

Consumer education may be provided by governments or non-government organisations, or by

traders, in schools and the community, or in the market place.

EXERCISE 9.2

Analysing Unfair Business Practices.

In Exercise 9.1 you identified and defined ten unfair business practices. Take one of those ten
and make two lists. The first list is the advantages to the trader of using that unfair business practice:
the second list is of the disadvantages to the consumer of that particular unfair business practice, noting
which consumer rights are violated.

70
 Look at the two lists that you have created. Discuss the two lists in class. Do you see any
patterns emerging? Write down your conclusions and discuss in class. Can you see that what may be
good for a trader may be harmful for consumers? Now do Exercise 9.3.

EXERCISE 9.3

Controlling Business Practices.

Take the unfair business practice that you looked at in detail in Exercise 9.2, and we will now
look at ways that it can be controlled.

Discuss what you can do:

1. List your ideas.

2. Check with the government department that is responsible for trade. Ask what means they have
to control this unfair practice and write them down.
3. Discuss the possible means of controlling unfair business practices. Consider legal and educational
means of controlling this unfair practice.

EXERCISE 9.4

Consumer Education Resource

In the previous eight units you have covered a wide range of information about consumer
education in the English language.

In this exercise we are asking you to:

1. Identify a key consumer problem in your community.

2. Find the key information on that topic from this book
3. Prepare a consumer education resource for your community (poster, song poem, role play etc.)
4. Translate the resource into your local language.
5. Present the consumer education resource to your class.

71
EXERCISE 9.5

Consumerism and Tradition.

Return to the Timeline that you made for your country in Unit 2.

a. List the main features of your environment during the time of the First people. Talk with elders
about the way things were in the past.

b. List the main features of today's environment. (refer to the Consumer Audit in Unit 1.)

c. Write a speech about the environment from the viewpoint of a community leader 1,000 years
ago.

d. Write a speech about the environment from the viewpoint of a community leader today.

e. Set up a role play where the two community leaders deliver their speeches and debate the topic:
"Our past is our future".

A variety of trees are an important part of subsistence living, providing, shelter for gardens, food,
timber and medicinal resources. Forestry that aims to get the maximum yield, uses just a few, often
imported, species threatens the biodiversity of the region.

72
 EXERCISE 9.7

Consumerism & the Economy

"Think globally, act locally" is a popular environmental slogan. In this unit we have looked at
global issues, like climate change, and wider regional and national issues, like the environment, the
economy and our population.

We have seen how these big issues affect our communities. Let us now look at the economic
impact of consumerism on environment and communities.

The coconut provides people with a safe, nutritious and refreshing drink. When you have
finished your drink, the container (coconut shell) can be disposed of safely - it will just rot away -
providing compost for plant growth.

What happens to other drink containers? Where do glass bottles, aluminium cans and plastic
containers end up in our environment?

In this exercise you will check the disposal of glass, aluminium and plastic in your home.
Follow these steps:

1. List the locations that sell drinks in

glass, aluminium and plastic containers.

2. Survey three locations and count how

many containers you can find within
100 meters of the point of sale.

3. How many containers were:

a. Placed in a rubbish bin.

b. Placed in a recycling bin.
c. Tossed away.

4. What are the best alternatives for disposing of glass, aluminium and plastic containers. List four
alternatives.

5. You can carry out similar exercises for: engine oil, car batteries, and other waste products.

73
 Box 9.4 - The 4 R's

Reuse : Clean containers and reuse them, make creative use

of 'used' consumer products.

Reduce: Use less consumer products, ask yourself; 'Do I

really need this?'

Recycle: Many materials, like paper, glass and aluminium,

can be collected, recycled, and used to produce new products.

Refuse: Do not buy products that cannot be recycled, or have

too much packaging that damages the environment.

Box No. 9.5 - Disposal of Difficult and Dangerous Waste

Waste Re-use Re-use Evaporate Sewer Garbage

Paint R R X R
Pesticides R X R
Engine Oil R X
Medicine/poison R R
Solvents R R X X
Turps. R R X X
Kerosene/Petrol R R X X
Batteries R R
Aerosol cans R
Aluminium cans R R
Tin cans R
Disposable nappies R
Broken glass R R
R Recommended method. X Method to be strongly avoid

Note: Use main sewer only, never dispose of waste in septic tanks. Garbage should be
compacted and put into the well managed landfills

74
 Box 9.6 - Consumers and Tradition

In traditional times all materials used by people were made from natural materials and in time
would return to the environment. When a mat, canoe or house had served its purpose it was set
aside and quickly rotted into the soil. Modern materials such as plastics, metals, oil producs, and
radioactive materials remain in the environment and do not easily degrade. When they are cast
asie they remain and accumulate. Look around you, inspect any beach and you will soon find
evidence of the environmental impact of modern materials. In population centres this is
concentrated and the impact is most severe.

KEY TERMS, UNIT 9.

Adulteration.

Consumer Education

Deceptive Advertising

Dumping

Unfair Business practices

(Also called Restrictive Business Practices.)

SUMMARY, UNIT 9

Congratulations on completing Unit 9; you should now be aware that as consumer you have rights
and responsibilities, and an important right is to consumer education.

An educated consumer is able to tell the difference between good and bad products, fair and
unfair trading practices, environmentally friendly and environmentally unfriendly practices. Do you
think that you could now call yourself an 'educated consumer'?

As educated consumers we have the responsibility to educate others so that our families can best
use the resources they have and to retain our respect for our nutritious local foods, our fragile
environment and our culture.

75
REVISION QUESTIONS AND EXERCISES.

1. Match the following definitions with the words below.

a) The sale of goods in foreign markets below the prevailing price to dispose of surplus.

b) Making false claims or creating a false impression about a product or service.

c) Adding substances to food that makes it impure.

d) Buying and selling goods and services illegally and at high prices.

e) Non-optional, additional payments not displayed at the time of purchase.

Adulteration, Black marketing, Cartel, Dumping, Deceptive Advertising, Hidden

Extras, Inertia selling, Pyramid Selling, Price Fixing, Usury.

2. List five reasons why we need consumer education in our communities.

3. List five things that you could do to become an informed consumer.

4. Write a story about one of your experiences as a shopper.

76
 10. OUR RESPONSIBILITIES AS CONSUMERS

INTRODUCTION

Unit 1 introduced you to your rights and responsibilities as consumers; in units 2-9 you looked at
your eight consumer rights; in this last unit we return to review our five consumer responsibilities.

Start by reviewing your five consumer responsibilities by reading box.10.1 and completing
Exercise 10.1.

As students you are also consumers making decisions each day about purchasing goods and
services. Complete Exercise 10.2, it provides you with opportunities to look more closely as yourself
as a consumer. Complete the Consumer Checklist and rate yourself as a consumer.

Finally complete Exercise 10.3, planning for World Consumer Rights Day.

EXERCISE 10.1.

Student Consumers.

Start this exercise by reading Box 10.1, Consumer Responsibilities.

OBJECTIVES

On completing this unit students will be able to:

1. Identify the five consumer responsibilities.

2. Demonstrate how they can be responsible consumers.

3. Complete the Responsible Consumer Checklist.

4. Plan a celebration to mark World Consumer Rights Day.

77
1. Divide into five groups, each group select one 2. Prepare an action song and dance to show
consumer responsibility and discuss that your understanding of the consumer
responsibility. responsibility.

Box 10.1 - Consumer Responsibilities

1. Critical Awareness

The responsibility to be alert and questioning about the price and quality of the goods and services we
buy and use. To look, listen and ask questions. We need to shop around, checking the facts of
products and services: Are they value for maoney, value for people and value for the environment?

2. Action

The responsibility to assert ourselves and act to ensure that we get a fair deal. As long as we remain
passive consumers we will continue to be exploited. When something is wrong, act to put it right. We
value our relationship with others in our community. We need to ensure that we do not compromise
our culture and customs in getting a fair deal.

3. Social Concern

The responsibility to be aware of the impact of our use of consumer goods and services on other
citizens, especially disadvantaged and powerless groups whether in the local, regional or international
community. We need to make sure that the products and services that we use are not produced in a
situation that harms others.

4. Environmental Concern

The responsibility to understand the environmental and other consequences of our consumption. We
should recognise our individual and collective responsibility to conserve natural resources and protect
the earth for future generations. We need to make sure that the production, use and disposal of goods
and services do not harm the environment.

5. Working Together

The responsibility to organise together as consumers to develop the strength and influence.

To promote and protect the interests of consumers. To stand with others who are working for a fair
and just marketplace and world. To do this we need to establish consumer organisations in our
communities and countries.

78
EXERCISE 10.3

Responsible consumer Checklist

Are you a Responsible Consumer?

Tick the statement that best fits what you do when you go shopping.

1. I shop around to get the best value for money.

2. I check the expiry date on perishable products before I buy them.

3. I consider the disposal of packaging before I buy products.

4. I return and seek a replacement or refund of any faulty product that I have purchased.

5. I check safety instructions on products before I buy them.

6. Look for local alternatives before I buy Imported products.

7. I tell others about poor services or had products I have seen in the marketplace.

8. I ask questions about products and services before I buy anything.

9. I join in activities that promote a safe, informed and fair market place.

10. I consider myself an educated and aware consumer.

Scoring: Congratulations to all students who have completed this checklist. If you had ten
ticks under "Always" then you are a well informed, safe consumer who has learnt from this book, well
done! If you had ten ticks under "Never", then you had better read this book again! If you had ten
ticks under "some times", it is time that you started think about what you do when you go shopping.

EXERCISE 10.3

Consumer Rights Day

15th March is celebrated each year throughout the world as World Consumer Rights Day. It is
the day that President John F.Kennedy gave his famous speech declaring the rights of consumers.

79
 This last exercise gives you a chance to plan a local programme for you to celebrate Consumer
Rights Day at your school. It does not matter which day you choose for your celebration: every day is
a Consumer Rights Day!

The first thing you have to do is to pick a theme. Select one of the consumer rights as a theme
(for example: the Right to Safety).

Then plan a programme of activities based on that theme (for example: Safety in the Home, Safe
Food For All, Safe Storage of Dangerous Products, Safe Shopping, Toy Safety for Children, etc.)

With your plan completed you should now gain agreement from the Head Teacher or Principal to
go ahead and set a date and programme for Consumer Rights Day in detail. Select the best place for
the celebration and get permission.

Next prepare posters, songs, dances, music, parades, demonstrations of activities, speech
competitions, radio news items, press releases, speeches from important people and any other
creative ideas that you have for activities and resource materials.

Now you are ready. Let the celebration begin!

KEY TERMS, UNIT 10

Consumer Responsibility. Critical Awareness.

Environmental Concern. Fair and Just Marketplace.

World Consumer Rights Day.

SUMMARY, UNIT 10

What do we want?

Each day consumers are faced with choices in the marketplace: Do we buy local or imported
goods? Is this product safe for our family? Is that service value for money? Will that product harm
our environment?

This book has provided you with some answers, but mostly we have challenged you to find your
own answers. We have asked you to look closely at your home and to listen to the wisdom of your
elders.

80
81
82
83
84
85
86
87
88