Chris Noone, CAV Consumer Congress 2006, E

1
(No Transcript)
2
Consumer Education in Schools
3
Consumer Education in Schools

• co-ordinators at 60 of schools were aware of the
  resources
• 26 of schools surveyed have used the resources
  in the last two years
• 81 of coordinators surveyed intend to use the
  resources in 2006
• of those who were aware of the resources, the
  vast majority said they were useful for improving
  students consumer and financial literacy

4
English as a Second LanguageTeacher Resources
5
English as a Second LanguageTeacher Resources

• Recent findings show that
• the vast majority (well over 80) of teachers are
  aware of the resources
• the majority of teachers are using the resources
  65 for one and 81 for the other

6
Direct response Real Estate campaign
7
Direct response Real Estate campaign

• 74 of estate agents and 33 of consumers were
  aware of the Guide.
• Of the consumers who obtained the Guide, almost
  70 read at least the relevant chapters and 45
  read all or most of the Guide. Three quarters of
  consumers who obtained the Guide indicated they
  would definitely recommend it to others and 25
  indicated they had already done so.
• 35 who obtained a copy of the guide got it from
  an estate agent.

8
Direct response Real Estate campaign

• Importantly, more than half (58) of the agents
  surveyed said that they currently made the Guide
  available at their agency. The proportion of
  agents who had ordered the Guide was 76.
• 80 of consumers agreed that they were
  sufficiently informed to avoid common pitfalls in
  buying and selling real estate.
• 75 were more confident in their dealings with
  estate agents.
• In all, over 200,000 copies were distributed
  during the campaign.

9
Enablers for behavioural change

• Demonstrate high consumer detriment

10
Enablers for behavioural change

• Demonstrate high consumer detriment
• Clear understanding identifying individual
  behaviours

11
Identifying individual behaviours

• Problem High volumes of waste.Individual
  behaviours tackled getting people to recycle
  getting people to compost getting people to
  reuse
• Problem High road death toll.Individual
  behaviours tackled getting people not to drink
  drive getting people to wear seatbelts getting
  people not to speed
• Problem High CO2 emissions
• Individual behaviours tackled getting people to
  use public transport getting people to insulate
  their homes getting people to install
  programmable thermostats.

12
Renting problems

• landlords enter a tenants property without
  proper notice privacy issues
• landlords do not return bonds to tenants
• landlords do not undertake repairs and general
  maintenance, particularly urgent repairs, in a
  timely manner
• tenants do not pay rent on time
• tenants terminate their leases early

13
Urgent repairs - possible behaviours

• landlord not budgeting for the unexpected urgent
  repairs
• landlord not believing the repairs are urgent
• tenant not being able to identify urgent repairs
• landlord wanting to wait for the cheapest quote
• landlord or tenant not being aware of his or her
  rights and responsibilities

14
Enablers for behavioural change

• Demonstrate high consumer detriment
• Clear understanding identifying individual
  behaviours
• Use evidence-based research to determine
  behaviours contributing to a problem

15
Enablers for behavioural change

• Demonstrate high consumer detriment
• Clear understanding identifying individual
  behaviours
• Use evidence-based research to determine
  behaviours contributing to a problem
• involve academics

16
Enablers for behavioural change

• Demonstrate high consumer detriment
• Clear understanding identifying individual
  behaviours
• Use evidence-based research to determine
  behaviours contributing to a problem
• involve academics
• Tackle a behaviour that will affect an outcome,
  prioritise choose only a few

17
Enablers for behavioural change

• Demonstrate high consumer detriment
• Clear understanding identifying individual
  behaviours
• Use evidence-based research to determine
  behaviours contributing to a problem
• involve academics
• Tackle a behaviour that will affect an outcome,
  prioritise choose only a few
• Run integrated campaign that use the full range
  of tool

18
Enablers for behavioural change

• Demonstrate high consumer detriment
• Clear understanding identifying individual
  behaviours
• Use evidence-based research to determine
  behaviours contributing to a problem
• involve academics
• Tackle a behaviour that will affect an outcome,
  prioritise choose only a few
• Run integrated campaign that use the full range
  of tools
• Make a long term commitment

19
Enablers for behavioural change

• Demonstrate high consumer detriment
• Clear understanding identifying individual
  behaviours
• Use evidence-based research to determine
  behaviours contributing to a problem
• involve academics
• Tackle a behaviour that will affect an outcome,
  prioritise choose only a few
• Run integrated campaign that use the full range
  of tools
• Make a long term commitment
• Work in collaboration with partners who have
  common goals

20
What do we do?

• think strategically
• identify collaboratively the problem or problems
  we need to address
• do the research
• identify the behaviours to change
• prioritise them
• decide which behaviours will have the greatest
  impact for positive change and for which we have
  the resources to pursue
• develop the strategy
• and sell it to Government.

21
So whats it all about?

• After all, education is really a misnomer
  our aim is not to get people to know more things.
  We are trying to get people to change what they
  do.