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This document has been written by Victoria Thoresen and David Chittenden (PERL), Andrea Innamorati
(Italian Ministry for the Environment, Land and Sea), Fabienne Pierre and Morgan Strecker (UNEP) and
Bernard Combes (UNESCO).

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Education can be transformative. Education can unleash the potential in all of us to apply to whatever
we want to create or change.

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The challenges that the world faces such as financial crises, climate change, resource shortages, poverty,
and the uneven distribution of both the benefits and impacts of modern development will not be solved
without harnessing the potential of educated and motivated citizens.

Of course other stakeholders such as business and governments also have a role to play in addressing
our global challenges. More sustainable consumption cannot be achieved unless business and
governments understand what sustainable lifestyles may look like and then implement the necessary
policies, products, services and infrastructures to enable behaviour and lifestyle change. Educated and
engaged citizens are essential participants in this process and are the focus of this brief.

Education for Sustainable Consumption, or ESC, is the term used to capture the range of formal and
informal educational methods, materials and systems to motivate citizens to change their behaviour and
consume more sustainably. Empowering people with the knowledge, skills and motivation to be agents
of personal and social change can change the negative trends of modern consumption.

This brief presents the role that ESC can play, and in many cases is already playing, in enabling more
sustainable ways of living, for all people. The brief also outlines some of the international processes
around ESC and has a set of recommendations to implement ESC.

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The overall goal of education for sustainable
development is to integrate the values inherent in
sustainable development into all aspects of learning
to encourage changes in behaviour that allow for a
more sustainable and just society for all.
͚Here and Now! Education for Sustainable
Consumption͛ has been jointly developed by the
Italian Task Force on Education for Sustainable
Consumption and UNEP in close cooperation with
the Consumer Citizenship Network. The document
describes ESC below.

Education for sustainable consumption is an
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following concepts are central to ESC.
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ESC examines humanity͛s relationship with the natural environment and recognises that humans, like all
species, depend on a healthy environment for both survival and prosperity.
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Education for sustainable consumption means participating in the ongoing values debate about quality
of life. It requires reconsideration of central questions such as the value of material and non-material
prosperity, and the significance of service to one͛s fellow humans. ESC promotes the basic values of
honesty, integrity, compassion, justice, freedom and peace as essential for sustainable, responsible
consumption. ESC requires a common understanding of social responsibilities and freedoms and how
theyare exercised.
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ESC requires an understanding of the changing conditions which create the social and economic
landscapes in which individuals function. ESC does not aim to provide definite answers to all the
questions of sustainable consumption, but ratherto provide basic tools to enable people to deal with
these questions creatively. Stimulating innovation and collaboration is an important aspect of ESC.
-‘ V   

ESC is interdisciplinary ʹ elements of ESC can be found in different subjects of formal curricula. Central
topics of environmental education, consumer education and civic training provide the backbone of
education for sustainable consumption. ESC needs to develop integrated approaches that highlight the

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aspects of our daily lives. Establishing a

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common understanding of ESC
amongst teaching staff facilitates
      
interdisciplinary cooperation and helps
 ʹ toward sustainable lifestyles supports
to mainstream ESC into established
curriculum subjects.
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Although theoretical knowledge,
scientific data and social values form
the foundation for ESC, it is also

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knowledge-building and sharing through workshops and,
ultimately, joint projects among youth in different countries
and cultures.
-‘ Driving bikes through Canada, the
troupe has reached
out to many schools and community centers to raise
awareness of sustainability issues through art and drama.
-‘ National Filipino celebrities have partnered with the 
important that the learning process

and
and material is relevant to the daily
situations of learners͛ lives. Each type
of activity should include, as much as

and
possible, strategies that motivate

have launched e-learning tools
learners to take personal and/or group
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developed mass media campaigns with key sustainability
messages.
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and platforms to promote ESC locally and globally.
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action. Individuals around the world
of second-hand shopping with consumer education.
are constantly exposed to commercial -‘ The Ô  V  
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messages so learning to   
   
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criticallyanalyze information, relearning Y   Y   
 are promoting ESC capacity-
and reorganizing information in wider building workshops throughout the Mediterranean countries.
contexts are important as well as being
aware of the ongoing public discourse about sustainable consumption. Similarly, acquiring knowledge of
physical and mental lifestyle illnesses which are directly related to modern consumption patterns, is a
means of contributing to their prevention.
-‘ Y  


 
Incorporating the concept of responsible consumption into daily actions and lifestyles is a process that
must be developed and modified over time, and so ESC must also evolve over time. Many of the topics
that today are central to education for sustainable development were topics which were not imagined
fifty years ago. Although the contexts and methodologies used in ESC may vary, there are many
common learning outcomes and competences. Identifying these competences and outcomes is an
ongoing process that needs to move with the changes in society (see box on ESC topics and
competences, p.8).
-‘ à 

 

   
  
ESC respects the diversity of cultures and ways of living. ESC encourages listening to, learning from and
caring for knowledge and ways of being which may be different from our own. By doing so, young
people can learn to reflect on, to see similarities and contrasts between, and to gain valuable insights
into other ways of understanding and functioning. ESC aims to find viable solutions built on both
innovation and traditional knowledge.

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ESC embodies the idea that to be active consumer citizens we must continue to learn and adapt
throughout our lives. ESC can therefore not just be confined to youth in schools. It is a broader topic
which involves raising the awareness of the public and building the capacity of our societies to manage
change.

†
-‘       
Education for sustainable consumption is not only an activity for teachers and learners. It is an
important part of informal life-long learning and is carried out in the family, the local community and in
informal educational settings. ESC involves bridging gaps between generations by identifying common
values, setting goals together and promoting interaction and cooperation at a community level. Informal
settings, outside of schools, engage with a wider range of people and enable learning in different life
settings.
-‘    
   
The transition to more sustainable lifestyles requires an awareness of the issues of sustainable
consumption in the general public, to understand and to see the need for innovation and change. This
awareness needs to also flow into building the capacity of our institutions to enable those changes. The
media both reflects and shapes societal values, as do the practices of celebrities, politicians, businesses,
NGOs and others. An awareness of the issues and a healthy debate about what is required to address
sustainability challenges requires stable but adaptive institutions.

‘ ‘
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The Marrakech Process is a global multi-stakeholder process initiated in 2003, in response to the call of
the Johannesburg Plan of Implementation (WSSD 2002) to promote sustainable patterns of
consumption and production (SCP) and work towards a ͚Global Framework for Action on SCP͛, the so-
called 10-Year Framework of Programmes on SCP (10-YFP on SCP). UNEP and UN-DESA are the lead
agencies, with the active participation of national governments, development agencies, the private
sector, civil society and other stakeholders. Since 2003, the process has developed an expanding
network with activities at national, regional and international levels, and has helped identify key SCP
priorities and needs. Seven International Task Forces, voluntary initiatives led by governments, have
developed capacity-building and implementation projects in a North-South cooperation perspective on
key themes of SCP2. These networks, projects and activities have recognized the importance of
education for sustainable lifestyles and consumption for achieving the shift towards SCP.

The Marrakech Task Force on Education for Sustainable Consumption, led by the Italian Ministry for the
Environment, Land and Sea3, focuses on promoting the introduction sustainable consumption and
production issues into formal curricula. To achieve this, the Task Force identifies formal education tools
and strategies, identifies competences and skills at all levels (education, training process, decision
making), and encourages measures to ensure the effectiveness of national/regional policies. The Task
Force also covers life-long learning processes, and fully considers the role of corporate, social and
environmental responsibility. Its objectives are to support both political initiatives aimed at integrating
ESC into formal learning processes, as well as to encourage synergies between the Marrakech Process
and the UN Decade for Education for Sustainable Development.

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governments are urged to:
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ESC has cooperated with the Marrakech 1. 
 that education institutions reflect in their daily
Task Force on Sustainable Lifestyles, led by management the priorities given to sustainable development
2.  themes, topics, modules, courses and degrees about
the Swedish Ministry of the Environment,
education for sustainable consumption in established
whose complementary activities notably
curriculum.
focus on informal education through social 3.
 research in education for sustainable
innovation, communication/marketing and consumption-related areas.
capacity-building] ‘ 4. 
connections between researchers, lecturers,

teacher trainers and socio-economic actors and stakeholders.
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In December 2002, the United Nations
General Assembly adopted resolution
57/254 to put in place a United Nations
Decade of Education for Sustainable
Development (DESD), spanning from 2005

that education for sustainable consumption respects
to 2014, and designated UNESCO to lead
the Decade. Complex as the Decade is, its
6. .
teaching and teacher-training which strengthens
global, future-oriented, constructive perspectives within
education for sustainable consumption.
7. ,
creative, critical, innovative thinking related to
education for sustainable consumption.
8. 
the importance of indigenous knowledge and recognizes
alternative lifestyles.
9. .
 intergenerational learning as an integrated aspect of
conceptual basis, socio-economic
education for sustainable consumption.
implications, and environmental and 10. &
 opportunities for practical application of theoretical
cultural connections make it an study through social involvement and community service.
undertaking which potentially touches on every aspect of life.

The UN DESD is a global endeavor that seeks to integrate the principles, values and practices of
sustainable development into all levels and types of education and learning. It is a framework for
partnerships, mobilization and advocacy, for governments, international organizations, civil society, the
private sector and local communities around the world to demonstrate their commitment to learning to
live sustainably. ESC is a core theme of Education for Sustainable Development, and is essential to train
responsible citizens and consumers towards u  
 








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Despite increased awareness of the human impact on the environment and a greater focus on the
consequences of individual lifestyle choices, sustainable consumption is still not always seen as a central
topic in educational systems today and is not identified as a priority in national education policies6.
Many aspects of sustainable consumption are already taught in schools, but ESC often remains sporadic
or hardly visible due to a lack of cohesiveness and innovation. ESC deals with all aspects of everyday life
and needs to be addressed, through programmes and curricula, in a holistic and interdisciplinary way.
This stands as strongly different from consumer education or environmental education, which are of
course closely related to education for sustainable consumption but also often covered in specific
disciplines: consumer education is usually treated under domestic sciences or home economics,
environmental education is more easily integrated in natural sciences. When consumer education is
traditionally focused on individual life management (purchasing, budget issues) and environmental
education on nature preservation, sustainable consumption has to be approached as a crosscutting
issue encapsulating lifestyles as a whole (attitudes, relation to nature and to the others, responsibility
towards one͛s community, behaviors as an economic actor, etc.).

The recent OECD review of national consumer education policies demonstrates that central
governments often play the leading role in promoting formal consumer education7. At the regional and
local levels, authorities also carry out these ESC policies in their areas and when consumer education is
fully decentralised, cooperation with local consumer and citizen groups is reinforced. However, in most
of the countries surveyed by the OECD, consumption is included as a non-compulsory topic in primary
and secondary schools and is rarely addressed in higher education. As to education for sustainable
development (ESD), it can be progressively integrated into education policies. ESC first needs to be given
the coherence and consistency it currently lacks in national education policies at the primary and
secondary levels. In Norway for instance, sustainable consumption has been well integrated in the new
school curriculum8through collaboration between the ministry of education, the ministry of children and
consumer affairs and the ministry of environment. Norway has given through this an example of how
political will and collaboration between competent public authorities can create the context for ESC.
Similarly in Mexico, consumer education is approached through its social and ethical goals defined as
the recognition of the universal value of consumer rights and awareness of issues such as sustainable
consumption, food and health or mass media. The Consumer Protection Federal Agency (Profeco) of
Mexico, which is present nationwide, is mandated by the Federal Consumer Protection Law to prepare
and carry out consumer education programmes in partnership with other governments agencies. As
such, it has worked with the Ministry of Environment and Natural Resources to develop educational
materials on sustainable consumption9.‘
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Meeting the challenge of sustainable consumption requires an appropriate reorientation of institutions,
programmes and practices. Important aspects are encouraging research, developing cirricula, using
creative teaching methods, training teachers and having supportive educational institutions.
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strengthen the foundation for what is taught in ESC by providing insight into consumption͛s varied
impacts on different environments and into how different cultures accept, modify or reject particular
changes.

There is also a pressing need for more systematic investigation of how to teach ESC. Which pedagogical
approaches work in different cultures and situations? Which topics should be emphasized and which
should be left to parental guidance, religious instruction or legislative intervention? How can scientific
data, impact assessment indicators, etc. be best understood and used by learners? These are a few of
the many issues which research on ESC can and should address.

 ‘ 
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ESC alone will not completely transform consumption habits but education can contribute significantly
to the process. By making ESC obligatory in formal education and accessible in informal education, the
basis for widespread changes can be laid. Experience indicates that there are various approaches to
integrate ESC into formal education systems. Some different approaches are mentioned here but the list
is not total or exclusive. Combinations of approaches can be used, if desired.
a)‘ ESC can be mainstreamed as a topic taught as a part of existing subjects/disciplines. This requires
that teachers clarify the interrelatedness of ESC to the subject they teach as well as ESC͛s connection
to other subjects. It means that schools need to identify and maintain an overview of which aspects
of ESC are covered by which subjects and when they are taught in order to ensure that ESC does not
become fragmented or disappear in between the other requirements of the curricula.

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Education for sustainable consumption encompasses the
incorporated into projects and other
following topics: 
 
 

 
activities such as in school clubs and after  
     
    
   
school activities. Thematic teaching is an             
often used approach that allows for an 
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issue to be viewed from diverse
perspectives. Thematic teaching also
complements practical activities and
projects that aid in making abstract
knowledge and theory more concrete and
connected to pupils͛ everyday lives.
The ESC competences to be gained are the following
attitudes, knowledge, and skills:
1. Ability to define what one considers to be a good quality of
life and to be able to identify the values upon which this is
based.
2. Realization of the complexity and often controversial
c)‘ ESC can also be 




nature of sustainable consumption issues





 

" taught in 3. Insight into how individual lifestyle choices influence
specific periods in schools. These periods
can be regular (once a week, once a
fortnight, etc) or concentrated in larger
periods less frequently throughout the
school year. Many subjects that are
currently taughtsuch as ͞global
citizenship͟, ͞future studies͟, ͞life skills͟
and ͞stewardship of the earth͟ have
similar goals and content as ESC.
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There are many ways of making the ESC
learning process relevant and interesting.
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ESC often reflects on the outcomes of past
patterns of development. Traditional ways of
viewing and managing social and economic
relationships can sometimes hinder the
implementation of new approaches. ESC is an
opportunity to reorganize information and
how this information is understood in larger
contexts. It provides a chance to reconsider
such central questions as the meaning of life,
the value of material and non-material
prosperity, the significance of service to one͛s
fellow human, the positive and negative
aspects of accepted economic and social
systems, and the scope and speed of technical
and commercial innovations. In other words,
ESC encourages the re-examination of the
means which individuals, business and
organizations use to achieve their goals.
social, economic and environmental development
4. Ability to acquire, assess and use information on the
consequences of consumption especially on the environment
5. Knowledge of consumer rights and central consumer
protection laws
6. Basic knowledge of the market system and the role of
business
7. Knowledge of how the production processes are linked to
the consumption system
8. Basic knowledge of the interaction of pricing mechanisms
with the consumer͛s attitudes and behaviour
9. Insight into the practicalities of both the supply and
demand sides of production and consumption and their
outside-of-the-market relationships to community
development
10. Awareness of a commodity͛s intangible and symbolic
characteristics
11. Ability to recognize, decode and reflect critically upon
messages from the media and the market
12. Knowledge of social networks responsible for shaping
consumption patterns (peer pressure, status, etc)
13. Consciousness of civil society͛s power to initiate
alternative ways of thinking and acting
14. Individual and collective understanding of consumer
social responsibility in relation to the corporate social
responsibility
15. Ability to manage personal finances (budgeting, saving,
investing, taxes, and fees)
16. Ability to manage physical resources (effective control,
maintenance, re-usage, and replacement)
17. Knowledge of conflict resolution in general and in
particular in relation to consumer related situations such as
product safety, liability, compensation, redress and
restitution.
18. Ability not only to envision alternative futures but also to
create reasonable paths of action leading to these.


-‘ V    
 
Education for sustainable consumption is not only about instrumental competences--it is also about the
merging of scientific methods and information with social values. ESC includes taking scientific
information, analyzing and critiquing it, and transferring it into lifestyle changes.ESC therefore requires
competence in acquiring and analyzing available data about products and services, considering possible
consequences and identifying alternative solutions. The scientific approach should be used by every
enlightened consumer: thinking in terms of process, cause and effect, experiment and analysis, can help
to guide consumption and lifestyle choices. Learning to think in terms of process can give people the
means to understand the dynamics of natural and human systems. Scientific investigation can
contribute to ESC through, for example, research projects, document studies, the collection of statistics
or the testing of products.
-‘ 
   
ESC should not only assist the student in acquiring knowledge but mostly importantlyshould also
empower them to function responsibly in everyday life. Active learning is problem oriented. It is about
coping with real problems relevant to the student͛s own lives. Active learning is based on student͛s
active participation and involves giving space to encouragement and optimism in the learning process.
-‘      
Dialogue between teachers and learners as well as amongst learners themselves is a vital part of ESC.
This means encouraging open discussion which allows the expression of conflicting opinions.
Controversial issues are not always easy to handle but should not be avoided. There should be ample
space for debate, disagreement and, when appropriate, challenging of prejudices, be they learners͛ or
the teachers͛.
-‘
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Lectures, seminars, and tutorials; use of the Internet; use of media; project work; indicators of
sustainable consumption; case studies; local investigations; future workshops; drama and games;
celebrations; music, art and literature; field trips; networking; showcasing; invert analysis; mind maps;
strategic questioning; and humour.
‘

 ‘

  ‘
The process of reorienting teacher training to address sustainability is an outstanding challenge facing
institutions of higher education.11 Training teachers in ESC is essential due to both the present lack of
focus on ESC and the constantly evolving content of ESC.
To avoid becoming a topic which scares and pacifies learners, teacher training for ESC needs to
strengthen global, future-oriented, constructive perspectives. It needs to direct the attention of student
teachers to existing alternative consumption patterns and lifestyles. Based on up-to-date scientific data,
clearly identified values and practical applications in real-life situations, ESC can offer student teachers
relevant training to use throughout their professions.


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Teachers and students need their educational institutions to adapt their own management systems to
recognize sustainable consumption as a legitimate issue and to understand the actions it refers to. Such
an adaptation takes effect through sustainable procurement, equipment, building management, public
administration and services, or participation of staff and students in school events on sustainable
consumption. In addition, a wide variety of partners (governmental and civil society organizations,

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media etc.) exist for educators to cooperate with to improve the quality of ESC. Building coalitions and
partnerships between individuals and organizations working on issues of sustainable consumption can
provide up-to-date bases of expertise for teachers and learners to draw on.Partnerships can contribute
to bringing ESC out of the classroom and into life outside of school. Connections can be established
online as well as face to face. Such partnerships can stimulate initiatives within the local community.

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At the national level, meeting the challenge of sustainable consumption will demand an appropriate
reorientation of formal education, both in terms of institutions and curricula. Including ESC into national
sustainable development strategies is an opportunity to do so at different levels: development of
education policies from primary schools to high schools, adaptation of teacher training, promotion of
sustainable education institutions, creation of pedagogical approaches and tools based on constant
interaction between educators and other ESC actors, especially at the local level.
Recognising what needs to be done to implement ESC is only the start. Further progress can only be
made by working with the many different people and organisations involved, locally, nationally and
internationally. The following examples demonstrate some of the approaches being taken.


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‘

China͛s Green School Programme is a joint initiative of the Ministry of Education of China (MOE),
Ministry of Environmental ProtectionÚMEP and the Publicity Department of the CPC Central
Committee. It is funded by the MEP. China͛s Green Schools Program started in 1996 and is based on the
international environmental management standard ISO 14 000 and the Eco-school model in Europe,
focuses on environmental education in schools in China. Since 2000, it has been run by the Centre for
Environmental Education and Communications (CEEC) of MEP and their local networks. The program͛s
key focus includes taking a whole-school approach in environmental management and protection, EE
curriculum and professional development, and greening school grounds. Schools must undertake a
series of steps before applying for Green School awards. Awards are categorized through a staged
development process, starting at municipal, provincial and then national levels. Until 2009, 42 000
schools have received at least one level of this award. The Green School Programme focuses on the
building of awareness, skills and knowledge for environmental management and protection on school
grounds and the wider environment.


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The Mahidol University in Bangkok has held courses on Consumer Rights and Human Rights as a part of
their International Studies. The courses basic aims are to increase the student͛s knowledge of the
individual͛s rights and responsibilities. The topics covered have been: Consumerism : A historical
approach; The Consumers͛ rights movement : A story of success and failure; Consumerism &
globalization; Reactions from corporate business; Government policies and legal procedures (Thailand
and International); Restriction of laws and bureaucracy; Consumer movement at the community level;
Consumers movement among the middle class; Mass media and citizen participation; Media
involvement in consumer protection; Social movement for consumer protection on a food security case
study, GMOs; Generating power as green consumers; Human rights as patients͛ rights and how is it
related to consumers rights; and the seminar the Role of students to develop consumer protection
policies.

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As we have seen, there are many elements and many
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actors necessary to implement ESC. So how can we The Partnership for Education and Research
make progress? One example which is making progress about Responsible Living (PERL) is a network of
is the 

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‘ over 100 Higher Education Institutions from 40
 ‘  ‘   . Partnerships are important countries. It is based on six years of experience
as they allow institutions to learn by collaborating with under the Consumer Citizenship Network mainly
others, experimenting with methods, materials and in Europe (CCN, see www.hihm.no/concit).
courses, and by researching what works. When
institutions commit to a network partnership they create PERL is contributing to the Marrakech Process
legitimacy for their active members to innovate without on Sustainable Consumption and Production, as
well as to the UN Decade for Education for
committing themselves to change everything overnight.
Sustainable Development, with the active
participation of UNEP, UNESCO, the Italian Task
PERL aims to advance education for responsible living. Force on Education for Sustainable
Its main work involves undertaking research, developing Consumption and the Swedish Task Force on
teaching materials and methods, encouraging and giving Sustainable Lifestyles.See www.perlprojects.org.
visibility to social innovation, providing
recommendations based on its experience and
influencing policy. PERL͛s approach is to collaborate and to build partnerships by recognising that
people need to find their own lifestyles changes as long as they are based on good information and the
principles of sustainable development.

PERL͛s work is organised under the following six themes.



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PERL is expanding its coverage by establishing Regional Networks in Latin America, Asia/Pacific and later
in Africa to further education and research about responsible living. These Regional Networks consist of
representatives from the countries in each region and they will establish a framework to prioritise action
based on the needs of the region.

‘

‘
‘
‘
‘
‘  
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What is the status of ESC in formal and informal curricula in different countries? Are there barriers
being faced and are these barriers common to other countries? What examples are there to draw best
practice from?

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One piece of work aims to shed light on these questions with the goal of showing what is being done
and inspiring others to take action. Three national case studies are being developed ʹ one in
Asia/Pacific, one in Africa and one in Latin America ʹ reviewing how ESC is being implemented and what
progress has been achieved. Along with further policy analysis, some best practice will be developed.

The results will be disseminated through a brochure which will be promoted through policy processes,
networks and events in conjunction with the recommendations from Here and Now! Giving visibility to
different experiences is an important part of learning, and it can then enable the next step of giving
practical assistance where it is necessary.

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Implementing education for sustainable consumption efficiently requires dialogue and consultations on
how to best develop education programmes and tools at a national and local level. Pilot projects
involving schools, teachers and educators but also local authorities and NGOs are important to test and
further develop curricula, tools and approaches to ESC that can be best adapted. Pilot projects to
integrate sustainable consumption in the informal education sector, through the promotion of eco-
initiatives and the active participation of youth, are also essential.

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ESC is a means of stimulating constructive social participation. Individualsare trained to use policy
instruments, public consultation, and market responses, for example, as instruments to initiate change.
Through peoples͛ lifestyle choices and social involvement they can contribute to greater transparency,
better policies and increased advocacy. Informed consumer citizens can be instrumental in the
globalization of civil society concerns and can contribute to correcting environmental degradation and
imbalances. This is why ESC has a core role to play in achieving the shift towards sustainable
consumption and production.

Recognized as a priority by numerous regional and national roundtables that have been organized in the
framework of the Marrakech Process on SCP, education and research will have a key role to play in the
adoption of a 10-Year Framework of Programmes on SCP to be discussed during the current two year
implementation cycle at the UN Commission on Sustainable Development in 2010 and 2011.

It is time to build on the experiences and resources for ESC to take action.

ESC is one essential part of meeting sustainable development objectives, including climate change
mitigation. Tools have been developed and networks, such as PERL, are ready to actively involve
international and regional experts, researchers, teachers and policy-makers for implementation. As a
key objective of the UN Decade on Education for Sustainable Development, mainstreaming ESC, through
policy-making and pilot projects, can only be done with the support and cooperation of governments,
regional and international organizations and civil society organizations.
The Global Framework for Action on SCP -10YFP ʹ to be discussed at the CSD could represent an
effective global instrument to provide visibility and support to the many effective, creative and active
bottom up initiatives in the field of ESC and link them to governments, regional and international
organisations involved in promoting more sustainable production and consumption patterns.

cº
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-‘ a ‘Ñ‘ ‘
 ‘Ñ ‘on ͞Advancing Sustainable Lifestyles and Responsible
Consumption through ESD͟ see the background document, http://www.esd-world-conference-
2009.org/fileadmin/download/workshops/ESD2009WS3ConsumptionEN.pdfand the Workshop
report - http://www.esd-world-conference-
2009.org/fileadmin/download/workshops/ESD2009WS3_Report.pdf
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 :www.unep.fr/scp/marrakech/
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‘"#$#% Sustainable Lifestyles Innovation Brief
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 !‘ "#$#% Here and Now!
Education for sustainable consumption, Recommendations and guidelines.
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 , February 2005
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;
UNESCO; Technical Paper No.2-2005 available at
http://unesdoc.unesco.org/images/0014/001433/143370e.pdf.

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