英国消费者权利coursework范文

消费者正确的教育观意味着消费者知道去买什么、什么时候去买、怎样购买和买多少，对于买的东西用的频率是多少。

什么是人权教育？

人权教育是长期保护人权的重要贡献，是实现社会所有人的人权都受到重视和尊重的一项重要的投资。

消费者权益教育的目标

确定二十一世纪的消费者

二十一世纪的消费者和消费者行为是经济和政治生活的中心焦点。消费模式对社会、经济社会、经济（劳动力市场）的消费模式产生了巨大的影响，也对消费的模式产生了巨大的影响。

个人和社会的利益

重要的是消费者能够根据自己的情况做出正确的选择，并且能够接受其后果。受教育的消费者可以在关于可持续性、健康方面和他们的消费行为的经济、社会和政治后果方面作出自己的决定。

人权教育目标：

主要目标如下：

发展社会与教育机构之间的互动；

规范公民和实现人的权利和义务的教育价值；

鼓励研究活动；

鼓励研究关系。

Consumer right educations means to educate the consumer to what,when,how and how much to buy and how much to use ,what they have bought.

What is human right education?

Human right education constitutes an essential contribution to the long term prevention of human rights abuses and represents an important investment in the endeavour to achieve a just society in which all human rights of all persons are valued and respected.

OBJECTIVES OF CONSUMER RIGHT EDUCATION

Identifying the 21st century consumer

In the 21st century consumers and consumer behaviour are a central focus of economic and political life. Consumption patterns have a great influence on society and the economy society and the economy (labour market) also have a great influence in consumption patterns.

Benefits for the individual and for society

It is important to be able to make the right consumer choice for ones own circumstances and to accept the consequences. Educated informed consumers can make their own decisions regarding sustainability, health aspects and the economic, social and political consequences of their consumer behaviour.

OBJECTIVES OF HUMAN RIGHTS EDUCATION:

The main objectives are as follows:

to develop interaction between society and educational institutions;

to sensitize the citizens so that the norms and values of human rights and duties education programme are realized;

to encourage research activities;

to encourage research studies concerning the relationship .

人权与消费者权益教育的关系——RELATIONSHIP B/W HUMAN RIGHTS AND CONSUMER RIGHTS EDUCATION:

We, educators, activists, and scholars from various regions of the world, have met for five days at the Center for Democratic Studies in La Catalina, Costa Rica, to reflect on the pedagogical foundations of human rights education. We considered a wide range of experiences and approaches to issues of education in society, democracy and cultural diversity, gender perspectives, narratives of domination and oppression as well as of paths of liberation. We also reviewed the United Nations' programmes, resolutions and plan of action for the Decade for Human Rights Education. After freely exchanging diverse perspectives on these issues, we have agreed on the following elements of a pedagogy of human rights education.

Our reflections are based on an assessment of the context within which learning takes place in different societies and the obstacles this context represents to human rights education. The need for this preliminary analysis derives from our premise that pedagogies for human rights education should reflect a commitment to transforming unjust structures in order to achieve the social and international order in which human rights can be fully realized and to which everyone is entitled, according to Article 28 of the Universal Declaration of Human Rights. We recognize the need for wider and further discussion and welcome reactions from all interested parties.

The content and methods of human rights education are inextricably linked to issues of maldevelopment, patriarchy, militarism and the pursuit of wealth by a few individuals, corporations and states at the expense of meeting people's needs everywhere. The human rights movement -- and consequently human rights education -- offers a coherent and necessary, but not sufficient, response to these threats to human survival and security.

The relation between this context and human rights has been articulated in recent pronouncements of the international community. The World Conference on Human Rights, in the Declaration it adopted in Vienna in June 1993, recognized "that the international community should devise ways and means to remove the current obstacles and meet challenges to the full realization of all human rights . . ." After affirming that the universal nature of human rights "is beyond question," the Declaration stressed that "human rights education should include peace, democracy, development and social justice." The Vienna Declaration also stressed and the Declaration and Platform of Action of the Fourth World Conference on Women reaffirmed that the "full and equal enjoyment by women of all human rights must be a priority for governments and for the United Nations." In 1986, the UN adopted the Declaration on the Right to Development, which emphasized that the human person is the "central subject of development and should be the active participant and beneficiary of the right to development" and called upon states to take steps to eliminate obstacles to development resulting from failure to observe civil and political rights, as well as economic, social and cultural rights. The resolutions and plan of action of the UN Decade for Human Rights Education further addressed the linkages between the pedagogies that we wish to promote and the broader context which gives the undertaking meaning and within which the obstacles to human rights education can be understood.

The possibility of effective human rights learning may be enhanced or impeded by the operation of major institutions within the nation state or operating internationally. For human rights education to be relevant and holistic, it is crucial to examine critically the problematique of development. While South nations individually and collectively are asserting the "right to development," through their governments, the citizens are entitled to raise questions about the meaning of development and who benefits therefrom. It is vital to ask how programmes and activities of international and national development impact on the rights of various sectors and groups in any society, and what alternative visions and strategies of development would meaningfully realize human rights aspirations.

Human rights education, among other things, consists in a critical reflection on the historical processes which have brought about the obstacles to the realization of human rights, a critical analysis and understanding of the deeper structures and social and economic forces underpinning the obstacles both in the State and civil society and identification of sites and social agencies for the removal of such obstacles in the processes of social change and transformation. An aspiration of human rights education is to engage individuals and communities dialectically with the struggle against these obstacles. This aspiration requires more than knowledge of the content and mechanisms of international human rights instruments, which is the focus of much traditional human rights teaching. It also involves the nourishment of the human impulse to engage in the struggle for human rights for all people. Human rights education should be approached in a fashion that includes the analysis, understanding and reading of power relations and social forces so as to enable a struggle to change those power relations that impede the full realization of human rights. This struggle joins that for an equitable division of resources; accessibility to knowledge; control over the preservation of land and indigenous cultures; access to employment and healthy conditions of work; demilitarization of society, elimination of weapons of mass destruction and land mines; reduction of arms transfers and trade; and economic self-determination of peoples, nations, and other groups. In the current international and national political economy, these obstacles are embedded in systemic processes, which human rights education should elucidate, while animating organization of action for the realization of all human rights.

Among these processes, we stress the urgency of globalization of the world economy, which is increasingly sapping efforts to achieve sustainable and people-centred development, to which the international community appears to be committed on paper only. The magnitude of this problem is such that human rights education must address it, because it not only marginalizes vulnerable people in the poor countries of the political "South" and in the industrialized North, but it affects negatively the lives of all but a privileged few. In the former socialist countries of East Central Europe, the rush to embrace the ideology of competition for material accumulation and the abandonment of social programs under pressure from agents of globalization has distorted the popular aspiration to replace structures of arbitrary power of the party over people's lives with a regime of human rights and democratic governance.