Role of Youth in Sustainable Production and Consumption - Literature review Example

Role of youth in sustainable production and consumption In the modern era, bringing about a change in the minds and attitudes of young people is of primary strategic importance. In fact, Bank (2005) states it as one of the most challenging questions before policy makers, educationists and governments over the recent years for which new and innovative ways have to be developed to educate young people. In the context of the critical question of inculcating sustainable production and consumption, especially in the midst of an increasing resource crunch, measures to enhance the productivity of non-formal education can be looked at as one of the ways to impart the necessary skills and understanding to young people. Falkman (2006) says that this approach gains further prominence as any form of development today requires the inclusion of a critical element of sustainability in order to establish qualitative and efficient production and consumption patterns within the broader section of the society in the future. Over the past few decades, the importance of delivering practical knowledge to youth has gained momentum as it has been felt that conventional means of imparting knowledge have seldom achieved the goal of preparing youth for challenges in the future (Brakel, 2003). As such, non-formal education must be given widespread recognition in order to develop greater attention towards elements like policy making, research and implementation that are crucial for any form of sustainable development. However, merely relying on a single-minded strategy like educating youth will not achieve the ultimate goal towards effective sustainability. The deficiency in this unilateral approach lies in the understanding and implementation of related policy measures. For instance, Charter (2001) expresses that non-formal education may be considered as government-funded initiatives in some countries while it may be regarded as a programme by non-governmental organizations (NGOs) in other regions. Disparity in this context may not prove useful in ensuring coherence along national and international frontiers. In addition, youth can be prepared towards adopting sustainable initiatives through youth organizations that operate within universities, regions and countries. Programmes aimed at developing sustainable practices must be undertaken by such youth organizations and must be communicated effectively to the public so that young people can be motivated to participate in such programmes thereby helping them participate and recognize the value of their contribution. For example, Barbir (2008) cites the example of youth organizations in Germany often organize guided city tours wherein young people and children are taken around public places in cities, museums and factories to provide them first-hand knowledge of sustainable practices and ways in which this principle is practiced and improved upon. Many schools and education boards in several European countries like the Netherlands have initiated an ‘energy diet’ program that helps students keep a track of their energy saving efforts on a daily basis (DeSimone, 2001). Individuals who succeed in maximizing their savings are appreciated for their efforts, thus developing the sense of responsibility and achievement towards sustainable causes and issues. In fact, many schools across the United States and Canada have been contemplating a program to teach children to sort waste through innovative games. Thus, it is necessary to develop new approaches by which the collective participation of youth in sustainable development can be ensured. Besides participating in implementing sustainable development, it is also necessary to allow children to develop skills in decision making and policy deliberation. Today’s youngsters are Tomorrow’s leaders. It is therefore necessary that young people know of the imminent dangers posed by the world’s depleting resources like oil and coal and the threat of global warming and pollution. To chart a course for the future, it is necessary for allowing young people to express their views and vision for the future. In fact, many youngsters have had the privilege of speaking at global events like the United Nations General Assembly or the recently concluded COP-15 summit in Copenhagen, thus helping them put forth their thoughts and ideas before world leaders (Newman, 2008). Youth therefore need more platforms and avenues to develop their thought process in developing policy and for developing goals in this direction. According to Lafferty (2001), environmental deterioration is one of the biggest challenges posed by existing practices in production and consumption of resources. Pollution of water and air continue to threaten our daily lives. The youth of today need to be exposed to these dangers through all possible mediums and must be made to understand that if solid and liquid wastes as well as particulates are not controlled effectively by enterprises, they will continue to damage crops, pollute our rivers and soil and eventually threaten the existence of our community. Thus, today’s youth must obtain a broader understanding of green consumption which is based on the idea that consumers must refuse from using any product that had been produced through processes that damage the environment or consume more resources than optimal. A good beginning in this scenario is the various symbols on certain products that certify that the products have been manufactured using environment-friendly procedures (Azapagic, 2004). The rise of emerging economies like China and India and the continuing demand for more resources by the developed economies is increasing the challenges before today’s youth. Southerton (2004) attributes it to the pursuit of a luxurious life that has driven people into competing with one another. People’s desire for goods that result from activities like cutting a large number of trees or burning tons of oil must not be encouraged. The government must take steps along with other stakeholders in developing alternatives that can ensure no harm to the environment and enhance people’s commitment to securing the future for their children. Thus, the basis for sustainable production and consumption is based on the goal of developing a harmonious attitude within young people. This is only achievable through mass participation and involvement. It is necessary to raise awareness among youth to look at sustainable development from a long term perspective and educate them over the dangers of consuming more resources than necessary. Thus, green consumption must be popularized as a habit and not as an alternative. The governance and management of related efforts must be transparent and efficient so that young people can recognize the benefits and importance of sustainability. References 1. Bank (2005), Sustainable production and consumption: an agenda for change. Norwegian forum for environment and development. 2. Falkman (2006), Sustainable production and consumption: a business perspective. World Business Council for Sustainable Development. 3. Charter (2001), Sustainable solutions: developing products and services for the future. New York: Greenleaf Publishing. 4. Brakel (2003), Sustainable production and consumption: a global challenge. Berlin: Milieudefensie. 5. Barbir (2008), Sustainable energy production and consumption: benefits, strategies and environmental costing. London: Routledge. 6. DeSimone (2001), Eco-Efficiency: The Business Link to Sustainable Development. MIT Press. 7. Newman (2008), Cities as sustainable ecosystems: principles and practices. New York: Island Press. 8. Lafferty (2001), Implementing sustainable development: strategies and initiatives in high consumption societies. Oxford University Press. 9. Azapagic (2004), Sustainable development in practice: case studies for engineers and scientists. New York: John Wiley. 10. Southerton (2004), Sustainable consumption: the implications of changing infrastructures of provision. London: Edward Elgar. Read More