This chapter presents an overview of key issues in consumer education. These include definitions, policy objectives, structure and implementation frameworks, and co-operative schemes among stakeholders. It is largely based on country responses to the two questionnaires1 on which this report is based. 

In Australia, the Trade Practices Act 1974 (TPA) sets out the functions of the Australian Competition and Consumer Commission (ACCC), the agency principally responsible for consumer protection at the federal level. No specific provisions address consumer education. There are, however, provisions describing the functions of the ACCC in relation to dissemination of information, law reform and research (Section 28).

In Ireland, the National Consumer Agency (NCA) is mainly responsible for consumer education. Its functions are set out in Article (3) of the Consumer Protection Act 2007, which includes the following provisions 

In Japan, Article 17 of the Consumer Basic Act sets out the state’s role in consumer education. It includes promoting activities, such as dissemination of knowledge and provision of information concerning consumption, raising consumer awareness and helping people to be independent and responsible consumers. This is to be achieved by providing education at the school, community, family and workplace levels, among others. The Cabinet Office takes the major responsibility for carrying out the policies. Local governments also play a role; they are responsible for tailoring basic measures to fit regional social and economic situations. 

The Korea Fair Trade Commission oversees consumer education in Korea. In addition, 260 organisations, including government ministries (the Korea Fair Trade Commission of the Consumer Education Committee, the Ministry of Education, Science and Technology), 17 local governments, the Korea Consumer Agency, 190 consumer organisations, five academic groups, 39 university departments concerned with consumer issues, and two enterprise bodies (including the Federation of Korean Industries), directly or indirectly implement and support consumer education initiatives.

Mexico’s Federal Consumer Protection Agency (Profeco) educates consumers via offices located throughout the country. The Federal Consumer Protection Law (Article 24, subsection V) states that Profeco shall prepare and carry out consumer education programmes, as well as outreach and orientation programmes on the Federal Consumer Protection Law. The competence of the General Co-ordinator of Education and Outreach is defined by Article 15 of the Bylaw of the Consumer Protection Federal Agency as follows

Consumer education policy in Norway has focused on formal education because it is important to provide schoolchildren with the specialised knowledge required for finding one’s way in an increasingly complex society. The instruction given should enable pupils to make use of this specialised knowledge to take responsibility for their lives and obligations to society and care for a family and protect the environment.

Consumer education and training are recognised as basic rights in the Portuguese Constitution, Article 60, and in Decree Law Nº 24/96, of 31 July, Article 6. The state, through the Ministry of Economy and Innovation, oversees the development and implementation of such education, in consultation with an advisory Consumer Council, in which consumer associations, trade unions, the National Association of Municipalities, family associations and entrepreneurial associations from the agricultural, commercial and industrial and services sectors participate (Table 2.4). The Ministry of Education co-ordinates education programmes at the national level and organises training. Regional and local authorities play significant roles in implementing programmes. 

Consumer education was legally established in the Slovak Republic by Act No. 250/2007?? on Consumer Protection. It is part of the syllabus of elementary and secondary schools and universities and is part of comprehensive teacher training. It encompasses raising awareness of and providing information and counselling on key consumer-related issues. It is provided in the broader context of social and ethical values and is designed to help consumers better understand their role in the economy and the consequences of their choices as consumers. Although consumer education in the Slovak Republic is not formally based on a lifelong learning approach, it is nonetheless structured in a way that supports the updating of consumers’ knowledge and skills throughout the different stages of life. The overall approach to providing consumer education is contained in the 1995 Consumer Policy Strategy.

Article 51 of the Spanish Constitution provides that the authorities shall promote consumer information and education. This is developed in the General Act on the Protection of Consumers and Users (Act GDCU No 26/84 of 19 July 1984) as well as in other legal texts.

In Thailand, the Consumer Protection Act of 1979 provides the Office of the Consumer Protection Board (OCPB) with responsibility for promoting and encouraging the education of consumers on matters pertaining to the safety and potential dangers of goods and services and for providing educational information to consumers to promote efficient utilisation of natural resources. The OCPB has a rural network in order to reach rural areas. It appointed a provincial sub-committee in every province, with the governor serving as chairperson, which has the power and the duty to provide educational information to the public. 

The Directorate General for the Protection of Consumers and Competition (DGPCC), in the Ministry of Industry and Trade, is the central government entity in charge of consumer protection. Its political and administrative responsibilities include consumer education. Responsibilities for education are shared with the Ministry of National Education, which is responsible for making the “necessary additions to the curriculum of organised and extensive educational establishments to educate consumers”. 

In the United Kingdom, the Office of Fair Trading (OFT) plays the major role in consumer education. The OFT published its Consumer Education: A Strategy and Framework in 2004. Under this strategy, the OFT has for the first time statutory power to use consumer education as a tool. The strategy sets out the aim of giving “consumers the skills and knowledge to function confidently, effectively, and responsibly when buying goods and services” (OFT, 2004). However, the only current statutory reference to consumer education appears in the Enterprise Act 2006, Section 6, which confers upon the OFT discretionary power to publish educational materials or carry out other educational activities. The framework for the strategy was set up by the OFT. In concrete terms, the strategy’s objectives are to seek to identify: the skills and knowledge consumers need; instances where a lack of skills and knowledge leads to harm; and how skills can be developed and knowledge improved to meet identified gaps. 

In the United States, consumer education is provided by federal, state and local authorities. At the federal level, responsibilities are distributed among a number of agencies, according to their respective legislative mandates. The Federal Trade Commission (FTC) is one of the key agencies in this regard. Its principal objectives are twofold: 

The role of the UNEP is to provide leadership and encourage partnerships in caring for the environment by inspiring, informing and enabling nations and people to improve their quality of life without compromising that of future generations.

This chapter provides an overview of findings and identifies key elements and features of effective consumer education systems.