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Active Learning Online Five Principles That Make Online Courses

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2019NDRC发改委绿色生活创建行动

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2019NDRC发改委绿色生活创建行动

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发改委绿色生活创建行动总体方案2019

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2020MoE教育部绿色学校创建行动

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2020MoE教育部绿色学校创建行动

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《教育部绿色学校创建行动方案》2020

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北京市绿色学校创建标准（高校）2021

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上海市绿色学校（高等学校）创建评价标准

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广东省绿色学校创建通用性指标2022

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2003EE中小学环境教育指南

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2003EE中小学环境教育指南

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中小学环境教育实施指南2003

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2021 Beijing Municipality Creating Green Schools Program Action Plan

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2021 Beijing Municipality Creating Green Schools Program Action Plan

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This Action Pan is created under the guideline of MoE's National Creating Green School Action Plan 2020, providing guidance for Beijing Schools for their own Green School Program

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北京市绿色学校创建行动方案通知2021

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2021全国绿色学校创建行动方案汇编

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2021全国绿色学校创建行动方案汇编

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全国绿色学校创建方案汇编2022

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UN Getting Climate Ready Report-Community

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UN Getting Climate Ready Report-Community

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Getting climate-ready_ a guide for schools on climate action - UNESCO Digital Library

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绿色校园评估标准2019

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绿色学校评估标准Evaluation Standard for Green School CBCGDF2019

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SDG Indicator Framework after 2022 refinement.Chinese

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Reimagining the Classroom Creat - Theodore Richards

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Such unheralded moments remind me that sustainability can only emerge when we embrace it, not as an end in itself but as an attitude towards life and living. Embodied education conceptualizes this process as an integral stance that links teacher, student, community, humanity, and the universe in one broad sweep of endeavor. From this perspective, I must acknowledge that sustainable education is not something I do, it is something I am, not as an isolated individual but as a fully contextualized social being sharing this hazardous moment in history.

From:
Embodied Education: Reflections on Sustainable Education
Marcus Bussey, University of the Sunshine Coast, Queensland, AUSTRALIA

https://www.academia.edu/488896/Embodied_education_Reflections_on_sustainable_education

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Nature Positive The Global Goal for Nature paper

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Positive Deviance - Stanford d.School for K-12 transformation

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Positive Deviance - Stanford d.School for K-12 transformation

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Positive deviance (PD) is a practice based on the belief that there is a bright spot within your community that has already found a solution for a sticky, intractable problem you are facing. Over the past two years, the K12 Lab has been exploring the potential for positive deviance in K-12 education. We have engaged over 100 educators from around the globe, working with schools that each represent the complexity, diversity, and opportunity we see across the education sector.

The K12 Lab’s Positive Deviance Toolkit for Educators brings together a suite of tools designed to help school teams identify and solve intractable problems by discovering and scaling their own existing local solutions.

This work is informed by what we learned through working with educators in applying positive deviance tools in their classes. These educators provided insight and feedback on the tools, process, and relevance in their community. We are so grateful for the support they provided, and are excited to share this toolkit as a reflection of their thoughtful work integrating positive deviance in their communities.

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WORKBOOK Strategy and Design from Stanford

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WORKBOOK Strategy and Design from Stanford

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WORKBOOK Problem Solving Stanford d.School

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WORKBOOK Problem Solving Stanford d.School

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Education for Sustainable Development Goals

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Education for Sustainable Development Goals

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S.2

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Notes from a Reflective Practitioner of Innovation - by Ellen Schall

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Please log in with your password from email, to watch recorded session, download resources and join the community!

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Pioneer transformation for students and planet at your school!

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Happy Schools! A Framework for Learner Well-being in the Asia-Pacific

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https://www.ecoschools.global

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Eco-Schools is the largest global sustainable schools programme - it starts in the classroom and expands to the community by engaging the next generation in action-based learning.
The programme's greatest achievement is arguably the fact that it produces generation after generation of sustainably minded, environmentally conscious people. These individuals will carry the behavioural patterns they uptake under the auspices of Eco-Schools with them through life, in turn teaching the next generation the habits to make a difference.

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The programme's greatest achievement is arguably the fact that it produces generation after generation of sustainably minded, environmentally conscious people. These individuals will carry the behavioural patterns they uptake under the auspices of Eco-Schools with them through life, in turn teaching the next generation the habits to make a difference.

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K-12 sustainability curriculum, Learning Lab | USGBC

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K-12 sustainability curriculum, Learning Lab | USGBC

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K-12 sustainability curriculum

Learning Lab is an online education platform for K-12 teachers and school leaders to access lessons, activities and resources that encourage student leadership, sustainability literacy and real-world action. An annual subscription includes access to over 600 hands-on lessons from respected K-12 sustainability curriculum designers and educators. Explore free courses on Learning Lab or purchase a subscription.

Tools and resources

Access supplemental resources to enhance the instructional materials found on Learning Lab, accelerate sustainability literacy and meet professional goals.

Foundations of Green Building

Greening K-12 schools

Explore related professional courses in USGBC's online course catalog about strategies to make learning environments and schools more sustainable.

Green Classroom Professional Certificate Program

The Green Classroom Professional Certificate Program is an online course that provides educators and school staff with the knowledge to identify what supports or impedes healthy, resource-efficient and environmentally sustainable learning spaces. Upon completion, you'll be able to recognize, adopt, and implement practices that keep teachers and students focused, alert and ready to learn. Receive a discount when you purchase one or more Learning Lab subscriptions and access to the Green Classroom Professional certificate program. Learn more and request an invoice.

Center for Green Schools

The Center for Green Schools equips supporters to educate students about global sustainability and deepen learning by acting in their communities through educational resources, professional learning networks, and industry-recognized tools.

"I have thoroughly enjoyed implementing and sharing these lessons over the school year and I believe they could be a great resource for years to come." - Kindergarten Teacher, Baltimore
Explore Learning Lab catalog

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Learning Lab is an online education platform for K-12 teachers and school leaders to access lessons, activities and resources that encourage student leadership, sustainability literacy and real-world action. An annual subscription includes access to over 600 hands-on lessons from respected K-12 sustainability curriculum designers and educators.

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Find fun environmental science activities and resources for your Canada youth education curriculum.

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Environmental and Sustainability Literacy Plan | Washington State US

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Environmental and Sustainability Literacy Plan | Washington State US

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Education resources about climate and sustainability | Carbon Almanac

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Education resources about climate and sustainability | Carbon Almanac

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This section compiles resources for educators working in many different settings. It covers educators' guides, including the one created to accompany this Almanac, websites, videos, podcasts, books, and lesson plans. These resources are useful to educational institutions, community-based programs, and learners of all ages. Five are highlighted to get you started. Additional resources follow, organized by resource type.

Highlights

Books

Guides

Websites

Energy Education Resources in Spanish
Teachers' guide including activities, articles and videos in Spanish.
El Departamento de Energía ha traducido algunos de nuestros recursos más populares de inglés a español, incluyendo videos, actividades y guías para consumidores y educadores de energía.

Podcasts

Videos

Documents

Events

Educational Institutions, Programs & Courses

Games

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Educational Resources about Climate & Sustainability

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This section compiles resources for educators working in many different settings. It covers educators' guides, including the one created to accompany this Almanac, websites, videos, podcasts, books, and lesson plans. These resources are useful to educational institutions, community-based programs, and learners of all ages. Five are highlighted to get you started.

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Yale Program on Climate Change Communication

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New Release: Yale Climate Opinion Maps 2020

Are Hurricane-Prone States More Concerned about Climate Change?

Global Warming's Six Americas in 2020

New Release: Yale Climate Opinion Maps 2020

Are Hurricane-Prone States More Concerned about Climate Change?

Global Warming's Six Americas in 2020

New Release: Yale Climate Opinion Maps 2020

Are Hurricane-Prone States More Concerned about Climate Change?

Global Warming's Six Americas in 2020

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The Yale Program on Climate Change Communication

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New Release: Yale Climate Opinion Maps 2020 Are Hurricane-Prone States More Concerned about Climate Change? Global Warming's Six Americas in 2020 New Release: Yale Climate Opinion Maps 2020 Are Hurricane-Prone States More Concerned about Climate Change? Global Warming's Six Americas in 2020 New Release: Yale Climate Opinion Maps 2020 Are Hurricane-Prone States More Concerned about Climate Change?

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Climate curriculum for middle and high school | Stanford

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Climate curriculum for middle and high school | Stanford

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Curriculum | Climate Change Education | Stanford Doerr School of Sustainability

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Global climate change …
* is unequivocal,
* almost certainly is caused mostly by us,
* already is causing significant harm, and
* is growing rapidly.

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Guidance in teaching climate and energy | CLEAN

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Guidance in teaching climate and energy | CLEAN

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Guidance in Teaching Climate and Energy Science

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Climate and energy are complex topics, with rapidly developing science and technology and the potential for controversy. See the following pages for: a summary of each of the climate and energy science principles ...

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Climate resources for all K-12 subjects | Subject to climate

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Climate resources for all K-12 subjects | Subject to climate

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The activities within the biodiversity toolkit provide students with an understanding of the importance of nature and how all living things are connected.

The activities within the biodiversity toolkit provide students with an understanding of the importance of nature and how all living things are connected.

The biodiversity resource guide is designed to give you all the information you need to teach your students about biodiversity and the impacts of human activity. The guide provides basic biodiversity facts, why biodiversity and nature matter, what threats our planet's biodiversity is facing, what WWF is doing to help, and what kids can do to help.

More Biodiversity Resources

*Various image attributions: © WWF-Brazil/Adriano Gambarini| Trina Pate | Ola Jennersten/WWF-Sweden | Cat Holloway/WWF

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The activities within the biodiversity toolkit provide students with an understanding of the importance of nature and how all living things are connected. The activities within the biodiversity toolkit provide students with an understanding of the importance of nature and how all living things are connected.

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Circular Economy courses | Ellen McArthur Foundation

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Circular Economy courses | Ellen McArthur Foundation

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If you want to deepen your knowledge of the circular economy circular economy A systems solution framework that tackles global challenges like climate change, biodiversity loss, waste, and pollution. It is based on three principles, driven by design: eliminate waste and pollution, circulate products and materials (at their highest value), and regenerate nature. , learn how to stay ahead of the game and be a part of the change, our courses could be for you. We offer a variety of learning opportunities and also recommend circular economy courses from other institutions.

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If you want to deepen your knowledge of the circular economy circular economy A systems solution framework that tackles global challenges like climate change, biodiversity loss, waste, and pollution. It is based on three principles, driven by design: eliminate waste and pollution, circulate products and materials (at their highest value), and regenerate nature.

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Movies That Teach Kids About Climate Change

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Common Sense Media editors help you choose Movies That Teach Kids About Climate Change. These flicks can help kids understand the realities of global warming.

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Features

In-depth, interactive stories of endangered animals, including giant pandas, tigers, elephants, marine turtles and polar bears.

Playful interactive elements that incorporate iPad's unique features.

Origami of each animal that folds up, creating an animated video you can share with your friends and family through Facebook, email and Twitter - plus, download instructions for making your own origami.

3D interactive globe - discover exactly how far away you are from 60 different animals around the world.

Stunning high-definition, full-screen videos and image galleries, featuring photos by renowned environmental photographer Morten Koldby.

Cool and unusual animal facts. (Do you know what a panda and a stick of butter have in common?)

Multiple ways to get involved and help protect these amazing animals.

Learn more about the app and view screenshots

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In-depth, interactive stories of endangered animals, including giant pandas, tigers, elephants, marine turtles and polar bears. Playful interactive elements that incorporate iPad's unique features. Origami of each animal that folds up, creating an animated video you can share with your friends and family through Facebook, email and Twitter - plus, download instructions for making your own origami.

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Innovation: School as a Teaching Tool | U.S. Green Building Council

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The Alliance promotes energy efficiency to achieve a healthier economy, a cleaner environment, and greater energy security.

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Standby power is the electricity consumed by devices when they are switched off or not performing their primary functions. The definition varies with the device. For this website, standby power encompasses a range of low power modes.

We need standby power because it performs useful tasks that supplement the primary functions. In other cases, standby power arises from poor design. In all cases, careful design can reduce standby power use.

How Large Is Standby Power?

Most products draw relatively little standby power - less than 0.5 watts - but they still add up. A typical American home has many products constantly drawing power. Together these amount to 5-10% of residential electricity use. Commercial buildings are also filled with equipment, appliances, and components that draw standby power. Standby power use is a global problem and even affects climate change: those billions of products continuously drawing standby power are responsible for about 1% of global carbon emissions.

Research into Measurement and Reduction of Standby

Research has been undertaken to measure standby power and then to find ways to reduce it. This research spans over 20 years, partly because the technical characteristics of standby power have evolved. Twenty years ago standby in typical products was typically 1 - 3 W, but now they are probably near 0.5. That's a huge improvement; unfortunately, the number of products with standby have increased by even more, leaving us with approximately the same amount of standby energy but now dispersed over many more products. This evolution calls for new technologies and strategies to reduce standby. Here is a partial list of articles, reports, and other documents related to standby since 2000.

Standby Power FAQ

For answers to frequently asked questions about standby power, please visit the FAQ page.

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Standby power is the electricity consumed by devices when they are switched off or not performing their primary functions. The definition varies with the device. For this website, standby power encompasses a range of low power modes. We need standby power because it performs useful tasks that supplement the primary functions.

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https://www.usgbc.org/learning-lab-catalog

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Learning Lab | U.S. Green Building Council

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Access hands-on curriculum and resources to help K-12 educators bring classroom projects to life.

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Desktop Computers ranked by annual running cost

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Save money, reducing your electricity bills, energy saving and efficiency, low power green PC and Macs, energy saving tips and advice, power draw, most efficient

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NPR/Ipsos conducted a national poll recently and found that more than 8 in 10 teachers - and a similar majority of parents - support teaching kids about climate change.

But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students. Again, parents were about the same.

The top reason that teachers gave in our poll for not covering climate change? "It's not related to the subjects I teach," 65% said.

Yet at the same time, we also heard from teachers and education organizations who are introducing the topic in subjects from social studies to math to English language arts, and at every grade level, from preschool on up.

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That raises the question: Where does climate change belong in the curriculum, anyway?

The "reality of human-caused climate change" is mentioned in at least 36 state standards, according to an analysis done for NPR Ed by Glenn Branch, the deputy director at the National Center for Science Education. But it typically appears only briefly - and most likely just in earth science classes in middle and high school. And, Branch says, that doesn't even mean that every student in those states learns about it: Only two states require students to take earth or environmental science classes to graduate from high school.

Joseph Henderson teaches in the environmental studies department at Paul Smith's College in upstate New York. He studies how climate change is taught in schools and believes it needs to be taught across many subjects.

"For so long this has been seen as an issue that is solely within the domain of science," he says. "There needs to be a greater engagement across disciplines, particularly looking at the social dimensions," such as the displacement of populations by natural disasters.

At the same time, there's a tension in pushing more educators to take this on. "I worry a lot about asking schools to solve yet another problem that society refuses to deal with."

As a potential response to this criticism, the nonprofit Ten Strands follows an "incremental infusion" model in California. In other words, environmental literacy becomes part of subjects and activities that are already in the curriculum instead of, the organization says, "burdening educators" with another stand-alone and complex area to cover.

We also heard from teachers who say they are searching for more ideas and resources to take on the topic of climate change. Here are some thoughts about how to broach the subject with students, no matter what subject you teach:
1. Do a lab.
Lab activities can be one of the most effective ways to show children how global warming works on an accessible scale.

Ellie Schaffer is a sixth-grader at Alice Deal Middle School in Washington, D.C. In science class, she has done simulations on greenhouse effects, using plastic wrap to trap the sun's heat. And she has used charcoal to see how black carbon from air pollution can speed the melting of ice.

These lessons have raised her awareness - and concern. "We've ignored climate change for a long time and now it's getting to be, like, a real problem, so we've gotta do something."

Many teachers we talked with mentioned NASA as a resource for labs and activities. The ones in this outline can be done with everyday materials such as ice, tinfoil, plastic bottles, rubber, light bulbs and a thermometer.

On the Earth Science Week website, there's a list of activities and lesson plans aligned with the Next Generation Science Standards. They range from simple to elaborate.
2. Show a movie.
Susan Fisher, a seventh-grade science teacher at South Woods Middle School in Syosset, N.Y., showed her students the 2016 documentary Before the Flood, featuring Leonardo DiCaprio journeying to five continents and the Arctic to see the effects of climate change. "It is our intention to make our students engaged citizens," Fisher says.

Before the Flood has an action page and an associated curriculum. Common Sense Media has a list of climate change-related movies for all ages.

The 2006 film An Inconvenient Truth and its 2017 sequel, An Inconvenient Sequel: Truth To Power, have curricular materials created in partnership with the National Wildlife Federation.
3. Assign a novel.
Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City.

She assigned her students a 2013 novel by Mindy McGinnis called Not a Drop to Drink.

"As we read the novel, kids made connections between what is happening today and the novel," Meyer says. "At the end of the unit, as a culminating project, students chose groups, researched current solutions for physical and economic water scarcity and created PSA videos using iMovie about the problem and how their solution could help to combat the issue."

She described the unit as a success. "They were very engaged; they loved it," she explains. "A lot of them shared this information with their families. When parents came in for parent-teacher conferences, they mentioned their kids had been talking to them about conserving water."

Not A Drop To Drink belongs to a subgenre of science fiction known as " cli-fi" (climate fiction) or sometimes eco-fiction. You can find lists of similar books at websites like Dragonfly.eco or at the Chicago Review of Books, which has a monthly Burning Worlds column about this kind of literature.

Looking for English topics for younger students? EL Education covers environmental topics, including water conservation and the impact of natural disasters, in its K-5 English language arts curriculum.
4. Do citizen science.
Terry Reed is the self-proclaimed "science guru" for seventh-graders at Prince David Kawananakoa Middle School in Honolulu. He has also spent a year sailing the Caribbean, and on his way, he collected water samples on behalf of a group called Adventure Scientists, to be tested for microplastics. (Spoiler: Even on remote, pristine beaches, all the samples had some.)

He has assigned his students to collect water samples from beaches near their homes to submit for the same project. He also has them take pictures of cloud formations and measure temperatures, to see changes in weather patterns over time. "One thing I stress to them, that in the next few years, they become the voting public," he says. "They need to be aware of the science."
5. Assign a research project, multimedia presentation or speech.
Gay Collins teaches public speaking at Waterford High School in Waterford, Conn. She is interested in "civil discourse" as a tool for problem-solving, so she encourages her students "to shape their speeches around critical topics, like the use of plastics, minimalism, and other environmental issues.
6. Talk about your personal experience.
Pamela Tarango teaches third grade at the Downtown Elementary School in Bakersfield, Calif. She tells her students about how the weather has changed there in her lifetime, getting hotter and drier: "In our Central Valley California city of Bakersfield, there has been a change in the winter climate. I told them about how, when I was growing up in the 1970s, we often had several two-and-three-hour delays to school starting because of dense tule fog, which affected visibility. We really never have those delays in the metropolitan area. It is only the outlying areas, which still have two-and-three-hour dense fog delays, and they are rare even for the rural areas."

(Although the Central Valley winter has indeed become hotter and drier because of climate change, recently a University of California, Berkeley study has attributed the reduction in tule fog specifically to declines in air pollution.)
7. Do a service project.
"I teach preschoolers and use the environment and our natural resources to highlight our everyday life," says Mercy Peña-Alevizos, who teaches at Holy Trinity Academy in Phoenix. "I stress the importance of appreciation and eliminating waste. My students understand and have fantastic ideas. We recycle and pick up around our neighborhood."

Environmental service projects can be simple, elaborate or just for fun. Check out the #trashtag challenge on social media, for example.
8. Start or work in a school garden.
Mairs Ryan teaches science at St. Gregory the Great Catholic School in San Diego. "The sixth-graders oversee the school garden, as well as our vermin composting bin, christened the 'Worm Hotel'. The garden is their lab and the students 'live and learn' soil carbon sequestration and regenerative agriculture. Our school's compost bin is evidence that alternatives exist to methane-producing landfills. In looking for more solutions to reduce methane, students debate food reuse practices around the world."

Check out ThePermacultureStudent.com for resources on building school gardens with rainwater capture and compost systems to regenerate the soil. There are local and regional resources such as the Collective School Garden Network in California and Growing Minds in North Carolina, which offer basic plans for a school garden as well as lesson plans that connect gardening to Common Core standards.
Here are some more resources
After the publication of our climate poll story on Monday, we heard from people all over the country with dozens more resources for climate education.

Alliance for Climate Education has a multimedia resource called Our Climate Our Future, plus more resources for educators and several action programs for youth.

The American Association of Geographers has free online professional development resources for teachers.

American Reading Co. sells an English Language Arts curriculum called ARCCore that includes climate change themes.

Biointeractive, created by the Howard Hughes Medical Institute, has hundreds of free online education resources, including many on education and the environment, and it offers professional development for teachers.

Climate Generation offers professional development for educators nationwide and a youth network in Minnesota.

CLEAN (Climate Literacy and Energy Awareness Network) has a collection of resources organized in part by the Next Generation Science Standard it is aligned with.

Global Oneness Project offers lesson plans that come with films and videos of climate impacts around the world.

Google offers free online environmental sustainability lesson plans for grades 5-8.

The Morningside Center for Teaching Social Responsibility has a group of 19 lessons for K-12.

"We believe that the social and emotional skills we help strengthen in young people and adults are sorely needed to combat the fear and avoidance we and students experience around climate change," spokesperson Laura McClure told NPR.

The National Center for Science Education has free climate change lessons that focus on combating misinformation. They also have a "scientist in the classroom" program.

The National Science Teachers Association has a comprehensive curriculum.

The Paleontological Research Institution in Ithaca, N.Y., has a book called the Teacher-Friendly Guide to Climate Change.

Ripple Effect "creates STEM curriculum" for K-6 "about real people and places impacted by climate change," starting with New Orleans.

Ten Strands offers professional learning to educators in California in partnership with the state's recycling authority and an outdoor-education program, among others.

Think Earth offers 9 environmental education units from preschool through middle school.

The Zinn Education Project (based on the work of Howard Zinn, the author of A People's History Of The United States) has launched a group of 18 lessons aimed specifically at climate justice. Some are drawn from this book: A People's Curriculum For The Earth: Teaching Climate Change And The Environmental Crisis.

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8 Ways To Teach Climate Change In Almost Any Classroom

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NPR/Ipsos conducted a national poll recently and found that more than 8 in 10 teachers - and a similar majority of parents - support teaching kids about climate change. But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students.

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Welcome to the U.S. Geological Survey's (USGS) Water Science School. We offer information on many aspects of water, along with pictures, data, maps, and an interactive center where you can give opinions and test your water knowledge.

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GCP Module 8 Water Use

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On this page:

What is Food: Too Good to Waste?

Food: Too Good to Waste (FTGTW) consists of an implementation guide and toolkit that aim to reduce wasteful household food management practices.

The Implementation Guide is designed to teach local governments and community organizations how to implement a Food: Too Good to Waste campaign in their community using the Toolkit.

The Toolkit, which is in Appendix D of the implementation guide and posted separately below, provides behavior change and outreach tools designed to assist individuals and households to implement strategies to reduce wasted food in their homes. The FTGTW tools use community-based social marketing principles to reduce wasted food from households. A Food: Too Good to Waste campaign provides the tools in the toolkit to families and individuals to help them keep food out of landfills and more money in their pockets.

We hope this handbook will be used as a guide to start reducing wasted food in your community and home.

Why is Reducing Wasted Food Important?

Reducing wasted food has social, environmental and economic benefits.

Wasted food is a social problem: In 2018, 11.1 percent of U.S. households were food insecure at some time during the year. That is 37.2 million Americans, of which 11.2 million are children, living in food insecure households. Wholesome, nutritious food should feed people, not landfills.

Wasted food is an environmental problem: Food is the largest stream of materials in American trash. Once wasted food reaches landfills, it produces methane, a powerful greenhouse gas.

Wasted food is an economic issue: It is estimated that at the retail and consumer levels in the United States, food loss and waste totals $161 billion dollars.

Learn more about why sustainable management of food is important.

Who Should Use this Guide and Toolkit?

The toolkit is designed for use by households.

The implementation guide is intended for community organizations and local governments or any organization interested in reducing wasted food from households. For example, a local government or other community organization can take the lead in implementing a small-scale campaign, may participate as partners, and/or provide additional resources. Implementing a FTGTW campaign may align with organizational long-term objectives (e.g., reducing solid waste management costs, reducing carbon footprint or building a sustainable food system).

Where do Potential Partners Come From?

In many cases local government will take the lead in implementing the FTGTW campaign. Other community organizations may also take the lead, may participate as partners, and may provide additional resources. Potential partners include:

Interested government programs that include waste management and food programs.

Civic or community groups and non-profits with constituencies who are part of a target audience or have an interest in related issues.

Food purveyors (e.g., restaurants, groceries) and other businesses.

Farmers markets, community supported agriculture (CSA) businesses and municipal waste management companies.

K-12 schools that would like to integrate information on wasted food prevention and reduction into their curriculum or colleges and universities that support sustainability programs.

How to Select a Target Population and Sample Size for a Small-Scale Campaign

The target population refers to the demographic that the implementing organization hopes to engage in the small-scale campaign. The sample size refers to the number of households that participate and from which the implementing organization will collect information. Generally, the target population size is larger than the sample size. A number of considerations go into selecting a target population and sample size, among these are:

demographics of the population the campaign is designed to reach,

type and amount of resources the implementing organization has available,

time frame planned for the campaign, and

implementing organization's objectives for the campaign.

Examples of a target population may be neighbors in a residential association or members of a church congregation or similar group.

Implementation Guide and Toolkit Documents

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Food: Too Good to Waste Implementation Guide and Toolkit | US EPA

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On this page: Food: Too Good to Waste (FTGTW) consists of an implementation guide and toolkit that aim to reduce wasteful household food management practices. The Implementation Guide is designed to teach local governments and community organizations how to implement a Food: Too Good to Waste campaign in their community using the Toolkit.

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Copyright 2022 The Edible Schoolyard Project. All rights reserved.

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At Good Good Good, we help you feel more hopeful and do more good.

For years - since printing the first issue of the Goodnewspaper - we've been slowly collecting quotes about hope. In fact, if you follow us on Instagram, you've probably heard us talk about hope a million times. And that's because we think it's incredibly important.

There's an interesting nuance to be found in the difference between hope and optimism - and there's power in pushing back against cynicism. (Despite how easy it is to feel cynical these days.)

We wanted to share our favorite short quotes about hopefulness (and the difference between hope and optimism) - in the hopes they'll leave you feeling more hopeful, and empowered to use that sense of hope as fuel to help you do more good.

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The Best Inspirational Hope Quotes

Famous Hope Quotes

"Do not get lost in a sea of despair. Be hopeful, be optimistic. Our struggle is not the struggle of a day, a week, a month, or a year, it is the struggle of a lifetime. Never, ever be afraid to make some noise and get in good trouble, necessary trouble."
- John Lewis

"To be optimistic is to assume things will work out. To be hopeful is to realize things can work out if you work at them. Hope requires responsibility and agency; optimism relieves us of both. In rooting for your sports team, choose optimism. In rooting for democracy, choose hope."
- Eric Liu

"What I am trying to cultivate is not blind optimism... but radical hope."
- Junot Diaz

"Optimism is a strategy for making a better future. Because unless you believe that the future can be better, it's unlikely you will step up and take responsibility for making it so. If you assume that there's no hope, you guarantee that there will be no hope."
- Noam Chomsky

"To be hopeful in bad times is not just foolishly romantic. It is based on the fact that human history is a history not only of cruelty, but also of compassion, sacrifice, courage, kindness.
What we choose to emphasize in this complex history will determine our lives. If we see only the worst, it destroys our capacity to do something. If we remember those times and places - and there are so many - where people have behaved magnificently, this gives us the energy to act, and at least the possibility of sending this spinning top of a world in a different direction.
And if we do act, in however small a way, we don't have to wait for some grand utopian future. The future is an infinite succession of presents, and to live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory."
- Howard Zinn, You Can't Be Neutral on a Moving Train

"We choose hope over fear. We see the future not as something out of our control, but as something we can shape for the better through concerted and collective effort. We reject fatalism or cynicism when it comes to human affairs; we choose to work for the world as it should be, as our children deserve it to be."
- Barack Obama

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Hope For The Future Quotes

"In this moment, we can either choose despair or revolution."
- Brittany Packnett Cunningham

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On Making a Difference

"Hope is not blind optimism. It's not ignoring the enormity of the task ahead or the roadblocks that stand in our path. It's not sitting on the sidelines or shirking from a fight. Hope is that thing inside us that insists, despite all evidence to the contrary, that something better awaits us if we have the courage to reach for it, and to work for it, and to fight for it. Hope is the belief that destiny will not be written for us, but by us, by the men and women who are not content to settle for the world as it is, who have the courage to remake the world as it should be."
- Barack Obama

"We are in a time of crisis, but we are also in a time of hope. And it's not passive hope. It's let's get out there, roll up our sleeves, and get the job done hope."
- Jamie McLeod-Skinner

"No one has a right to sit down and feel hopeless. There is too much work to do."
- Dorothy Day

"The best way to not feel hopeless is to get up and do something. Don't wait for good things to happen to you. If you go out and make some good things happen, you will fill the world with hope, you will fill yourself with hope."
- Barack Obama

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On Optimism
Explore our complete collection of the best quotes about optimism
"Optimism doesn't mean that you are blind to the reality of the situation. It means that you remain motivated to seek a solution to whatever problems arise."
- The Dalai Lama

"Optimism isn't a belief that things will automatically get better; it's a conviction that we can make things better."
- Melinda French Gates

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On Never Losing Hope

"Hope confronts. It does not ignore pain, agony, or injustice. It is not a saccharine optimism that refuses to see, face, or grapple with the wretchedness of reality. You can't have hope without despair, because hope is a response. Hope is the active conviction that despair will never have the last word."
- Cory Booker

"When too much cynicism threatens to engulf us, it is buoying to remember how pervasive goodness is."
― Carl Sagan

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On Waiting For Hope

" Hope is a good thing, maybe the best of things, and no good thing ever dies. "
- Andy Dufresne, 'Shawshank Redemption'

"Hope is the correct response to the strange, often terrifying miracle of consciousness. Hope is not easy or cheap. It is true."
- John Green, The Anthropocene Reviewed

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On Mental Health

"Hope is the feeling you have that the feeling you have isn't permanent."
- Jean Kerr

"Perhaps you have to have a little bit of hope to believe that beauty can be found, to believe that life does come back, that something can surprise you. And maybe hope and wonder are somehow related. Maybe wonder feeds hope and hope feeds wonder. You see something beautiful and it reminds you that it's possible to see something beautiful."
― Jamie Tworkowski, If You Feel Too Much: Thoughts on Things Found and Lost and Hoped For

"Hope exists all around us. Keep looking for the pockets of light that remind you life truly is worth living."
- TWLOHA

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On Love

"When I despair, I remember that all through history the way of truth and love have always won. There have been tyrants and murderers, and for a time, they can seem invincible, but in the end, they always fall. Think of it - always."
- Mahatma Gandhi

"I still sometimes stop hearing the tune. I still become enveloped by the abject pain of hopelessness. But hope is singing all the while. It's just that again and again, I must relearn how to listen."
- John Green, The Anthropocene Reviewed

"We are only asked to love, to offer hope to the many hopeless. We don't get to choose all the endings, but we are asked to play the rescuers. We won't solve all mysteries and our hearts will certainly break in such a vulnerable life, but it is the best way. We were made to be lovers bold in broken places, pouring ourselves out again and again until we're called home."
― Jamie Tworkowski, If You Feel Too Much

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Short Quotes

"A single individual is enough for hope to exist. And that individual can be you."
- Pope Francis

"A cynic is a man who knows the price of everything, and the value of nothing."
- Oscar Wilde

"Hope is contagious!"
- Greta Thunberg

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More Quotes About Hope

"It is in collectivities that we find reservoirs of hope and optimism."
- Angela Davis

"I am highly suspicious of attempts to brightside human suffering, especially suffering that - as in the case of almost all infectious diseases - is unjustly distributed. I'm not here to criticize other people's hope, but personally, whenever I hear someone waxing poetic about the silver linings to all these clouds, I think about a wonderful poem by Clint Smith called "When people say, 'we have made it through worse before.'" The poem begins, "all I hear is the wind slapping against the gravestones / of those who did not make it." As in Ibn Battuta's Damascus, the only path forward is true solidarity - not only in hope, but also in lamentation."
- John Green, The Anthropocene Reviewed

"We need to be strong in a moment of crisis by saying, yes, it can be done. And if we're in a race between bad catastrophe and some kind of beginning prosperity for all - when you're in a race that intense, you don't want to sit down on the ground and start crying. Oh, we've lost already. That would be a bad thing to do, because you're in a race.
You actually need to run as hard as you can. If you lose the race, well, that is a dystopian novel. And I don't really want to go there. If we lose the race, we're in terrible trouble, and we'll be in emergency mode for years. But if we win the race, it's a big win for the biosphere, for the other creatures, for humanity. So it's worth pretending to be optimistic, or using optimism as a club, and beating it. Yes, we can succeed. Bang, bang, bang."
- Kim Stanley Robinson, on The Ezra Klein Show

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45 Best Hope Quotes To Encourage & Inspire You

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At Good Good Good, we help you feel more hopeful and do more good. For years - since printing the first issue of the Goodnewspaper - we've been slowly collecting quotes about hope. In fact, if you follow us on Instagram, you've probably heard us talk about hope a million times.

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The conversation about the future of jobs and skills is one of the most important in education.

A student entering formal education today will be making decisions about their career by 2030.

But wait, we already know about the future of jobs. The robots are taking them, right?

Let's take a step back.

Anxiety about workers being replaced is rampant.

But fear of automation is nothing new.

Fears of technologically-driven unemployment have arisen throughout the centuries, usually provoked by a disruption, like the Industrial Revolution.

But historically, technology creates more jobs than it destroys.

Of course, we don't know if it will be different this time.

But we do know that automation is only one part of the story.

Equally important are other interacting trends including: changing demographics, urbanization, globalization, inequality, political uncertainty, and climate change.

What do we mean by interacting? Consider for a moment, the following:

Urbanization and globalization are trends that are interacting with, and component parts of, climate change, all of which are driving the green sector.

Currently the green economy is creating new jobs faster than jobs are disappearing in the polluting sectors.

But in the face of increasing inequality, the high consumer cost of green energy could slow demand and job growth.

In addition, investments in green technologies are deeply intertwined with government policy, making prospects even more uncertain.

Understanding how these trends interact is clearly complex.

It is also critical to understanding the jobs and skills needed in the future.

That' why Pearson teamed up with researchers from Nesta and the Oxford Martin School to move the conversation past automation.

Our forward-looking research combines the best of human expertise with the power of machine learning to understand the trends and make more nuanced forecasts than previously possible.

What did we find?

The future of work is brighter than you might think.

And what's the best way to prepare for the future?

We invite you to explore the the Future of Skills: Employment in 2030.

Michael Osborne, Dyson Associate Professor in Machine Learning, University of Oxford:

So in 2013 we wrote a paper looking at the future automatability of current employment and as part of that we held a workshop in Oxford to ask some of the best people we knew about what they could see in the technical trends and how that was likely to affect the future of work?

Subsequent to that analysis we were quite often asked what that mean for skills and education? And we didn't really have clear answers. So it's really a pleasure to be involved in this project, which puts that question, the future demand for skills at its center.

Hasan Bakhshi, Executive Director, Creative Economy and Data Analytics, Nesta:

So in recent years a number of people have come to Nesta, and come to me and asked for my advice on what sort of skills areas the government should be focused on and developing its workforce? This research is important because in a very interesting and novel way generates predictions and actionable insights that policy makers can act on.

Previous studies which have looked at the future of work tend to focus on how automatable or not an occupation is. Our research is distinguished from those previously students by focusing on skills. And skills is something that whatever job you're in there's something that you can do about. And if you invest in the right skills you can leave yourself in a better place to benefit from the opportunities of the future.

So if there's one thing we can say with any certainty about the future is that it will look very different to the past. So that high degree of uncertainty is an environment in which governments, individuals, employers are trying to make their decisions about skills and investments and occupations.

John Fallon, CEO, Pearson:

The importance for people to be always learning throughout their career, the importance of collaborating, of working as parts of teams, developing those higher order cognitive skills, where you can interpret, analyse, make connections between seemingly different pieces of information, and persuade others of your argument, that you can provide good service and insight, that you can can emphasise, and care, and be concerning of others. These are skills that are going to be in greater demand than ever.

Methodology

Predicting the future of employment has itself been a booming growth sector in recent years, with analyses often designed to guide public sector and business investment and training policies. But we believe ours is the most comprehensive and methodologically ambitious to date.

We have developed a novel methodology for predicting the demand for work and skills in the US and UK economies in 2030, one that combines the expertise of humans with the power of machine learning. This enables us to forecast quantifiable directional predictions for occupation growth. In addition, we have identified the skills, knowledge types, and abilities that will be most likely experience growth and decline. Importantly we have grounded the analysis in structural change likely to affect US and UK labor markets in the coming years.

Trends Analysis

The effect of automation is often the focus of predictions about the future of jobs. This, however, results in a narrow view of the future that doesn't take other factors into account. We wanted to extend this by cataloguing the wider set of trends that will shape the jobs market of 2030.

We started by assessing the key trends influencing the labor market - everything from globalization and automation to the urbanization and aging of the workforce itself.

The research team gathered data for each of the seven mega-trends we chose to include in a comprehensive document that was used to give our foresight experts a view of the global trends they would need to consider when making their predictions.

Foresight Workshops

At the foresight workshops, panels of experts - 12 in the US and 13 in the UK - were presented with three sets of ten individual occupations and invited to debate the future prospects of each in light of the trends. The first set of ten occupations were chosen randomly. Participants assigned labels to the occupations according to their view of its future demand prospects (increase, stay the same, or decline), as well as the level of confidence associated with their responses.

To sharpen prediction, an active learning method was implemented: the subsequent sets of occupations to be labeled by the experts were chosen by a machine learning algorithm. Specifically, the algorithm chose occupations in areas of the skills space about which it was least certain, based on the previous information it had received. This process was repeated twice to generate a training set of 30 occupations.

Translating for Action

We interpreted the results of our analyses with particular attention to the discussions of our experts at the foresight workshops. Finally, we converted these insights into actionable implications for educators, employers, and individuals - both from a policy and a practice perspective.

Findings

We've translated the findings of the research to understand what the future of skills and employment in 2030 might look like, and why. Understanding the implications of the research will be vital to preparing for future demands.

Top occupations for 2030

The top 10 occupations predicted to experience increased demand through 2030 are as follows.

Top skills for 2030

The top 10 skills, abilities, and knowledge associated with rising occupations as follows.

Full findings
We forecast that only one in five workers are in occupations that will shrink. This figure is much lower than recent studies of automation have suggested.
Occupations related to agriculture, trades and construction, which in other studies have been forecast to decline, exhibit more interesting and heterogeneous patterns with our research, suggesting that there may be pockets of opportunity throughout the skills ladder.
We forecast that only one in ten workers are in occupations that are likely to grow.
These jobs are in sectors such as education and healthcare, where the overriding effect of technology is likely to be an improvement in outcomes, not a reduction in workforce. Therefore, as trends such as demographic change raise demand for these services, the prospect for employment is also likely to rise.
We forecast that seven in ten workers are in jobs with where there is greater uncertainty about the future. However, contrasting the negative outlook of other research, our finding indicate that we can do a great deal to help people prepare for the future.
Our findings rank knowledge areas, skills, and abilities that will be in greater demand in the future. These findings, if implemented by educators and employers, can help individuals better prepare for the workforce of the future.

See Implications for more information on the skills that will be in demand, by occupation group.
Although there is already broad understanding that "21st century skills" will be in demand, this research leads to a far more nuanced understanding of which skills will be in greatest demand.
In the US, there is particularly strong emphasis on interpersonal skills. These skills include teaching, social perceptiveness, service orientation, and persuasion.

Our findings also confirm the importance of higher-order cognitive skills such as complex problem solving, originality, fluency of ideas, and active learning.

In the UK, skills related to systems-oriented thinking (i.e., the ability to recognize, understand, and acton complex sets of information), such as judgment, decision-making, systems analysis, and systems evaluation also feature prominently.

See the Glossary of Skills for more information on how each of the skills, knowledge areas, and abilities is defined.
Our research definitively shows that both knowledge and skills will be required for the future economy.
In our US results, knowledge and skills are fairly equally represented in the top half of all features we ranked according to predicted future demand.

In the UK results, the ranking leans more towards skills than knowledge, but not by a wide margin.
Occupations and their skill requirements are not set in stone. Occupations can be re-designed to pair uniquely human skills with the productivity gains from technology to boost demand for jobs.
For example, we know that eventually robots will be able to build bridges and diagnose diseases. But humans will retain the unique ability to engineer a bridge and care for a sick child. How we balance those skills with technology productivity will chart the course of our workforce.

Implications

This research on the future of jobs and skills has implications for education systems, employers, and individuals. Some of the ideas described below are already being explored; our findings provide research support for these strategies. In addition, the research points to new areas for exploration by Pearson and our fellow education stakeholders.

Implications for education

The research findings have significant implications for education systems around the US and UK:

Moving Beyond Generic Definitions of "21st Century Skills"

Education systems will need to support better understanding, teaching practice, and assessment of the granular skills that will be in greater demand.

Developing Pedagogies to Support Dynamic Knowledge and Skill Development

Educational institutions will need to provide supports to educators as they are asked to teach these new skills. This could require significant retooling of teacher education or faculty incentives in educational institutions.

Adapting Faster to the Changing Needs of the Labor Market

One thing that is clear from the research is that the pace of change will continue to accelerate. Education systems developed 20-30 years ago will actually need to plan for a future 20-30 years away.

Offering More Flexible and Adaptive Pathways

As the pace of change accelerates, learners will demand more ways to convert learning to earning. Although there will likely always be some demand for traditional brick-and-mortar experiences, more learners will want accelerated and flexible pathways, such as credentials or badges.

Implications for Employers

Employers serious about resolving future uncertainty for their workforce will need to think about:

Redesigning Roles to Balance Technology and Human Resources

The path to maximizing productivity will be through the effective use of technology to supplement uniquely human skills. In education, we talk about technology supplementing (not supplanting) the educator to personalize learning. This will be true in many other industries as well and employers will need to proactively redesign the jobs most at risk.

Moving Beyond the College Degree as the Primary Signal of Employability

As education systems offer more flexible and adaptive pathways for learners, employers will also need to learn how to identify and develop talent. The college degree has long been an imperfect signal for employment readiness and this is likely to become even more complex.

Implications for Individuals

Develop Skills that are Uniquely Human

Although the advance of automation and artificial intelligence may feel like a losing battle to some, individuals will need to focus on developing the uniquely human skills identified in this research, such as originality, fluency of ideas, and active listening.

Commit to Lifelong Learning and Reskilling

The pace of economic change all but guarantees that a single degree started in your teens or a career picked in your 20s will not be everlasting.

Redesigning Occupations

We know that occupations and their skill requirements are not set in stone. But we often, as educators, employers, and individuals, lack the hard data we need to help us prepare for the future with intentionality and purpose.

Unlike other studies that have focused on whether or not an occupation will be automated in the future, our work includes a deeper look into the specific skills that we anticipate will help drive occupation demand in the future.

We know intuitively that it is likely we will increasingly be called upon to pair our uniquely human skills with the productivity gains from technology. But how should occupations be redesigned to maximize this traits, and how should education change to prepare us?

The innovative research methodology that our researchers used in The Future of Skills: Employment in 2030, allows us to predict for each sub-major occupation group in the US and UK, the three skills, abilities, or knowledge areas that would most drive:

A rising workforce share (e.g., complementary features), and

A falling workforce share (e.g., anti-complementary features).

This data is shared for the US and UK below.

Future Workers

One of the exciting things about this research is that it allows us to think about the occupations which may emerge in the future in response to the drivers of labor market change considered in the research. The model allows us to identify hypothetical occupations that are 'almost certain' to experience an increase in workforce share and the combination of skills that are most associated with it.

The following example workers demonstrate these hypothetical occupations identified from the model - four for the US and two for the UK. In the full report, we look at the occupations existing today that are 'closest' to these hypothetical occupations in order to understand more about them.

Our future workers help to show how the future of work could bring new opportunities and create new challenges. Each worker's profile shows their hypothetical occupation, that has been identified by our model, and the skills, knowledge and abilities features that are associated with their job.

Trends

We've looked at seven megatrends that have the power to fundamentally influence the future of employment and skills in 2030. It's important not to look at these trends on their own, but to assess their impact on each other.

The trends are as follows:

Technological Change

Fears about the impact of automation on employment are nothing new. However, technology amplifies human performance in some occupations, and historically, gives rise to entirely new occupations and sectors.

Greater connectivity and improvements in computing power and artificial intelligence are enabling "intelligence" to be embedded more cheaply and readily in physical systems - from entire cities right down to the individual body.

Globalization

Over the last three decades global labor markets have become increasingly integrated. There are many benefits of this, for example, advanced manufacturing, and knowledge-intensive services. There are also as costs, for example, employment and wage impacts, trade deficits, and legacy manufacturing.

Additionally, following the most recent financial crisis, there have been significant headwinds to globalization, such as sluggish world trade growth and increased protectionism.

Over the past three decades, labor markets around the world have become increasingly integrated. The emergence of countries like China and India, for centuries economic laggards, has delivered an immense supply shock to traditional patterns of trade.

Globalization has not only had benefits but also costs. Employment and wages have typically fallen in industries more exposed to import competition, exacerbated by labor market frictions and social and financial commitments such as home ownership, which limit workers' ability to relocate and take advantage of employment opportunities. US and UK exports to other countries have not grown as much as imports, though large trade deficits have not reduced jobs so much as redistributed them towards nontradables, particularly construction.

The manufacturing sector has been a lightning rod for these changes, though the experience has not been uniform, containing pockets of activity that have thrived - whether because the gains from keeping production at home remain critical or head-to-head competition with emerging economies is limited. Combined with eroding cost advantages among competitors and new technologies, including breakthroughs in shale oil extraction, these conditions could support modest forms of reshoring.

As the economic centre of gravity shifts towards the emerging world, supported by a burgeoning middle class, so opportunities may open up in areas such as knowledge-intensive services and advanced manufacturing where UK and US exporters enjoy a comparative advantage.

However, a number of developments may frustrate this trend. Services are still substantially less likely to be traded than manufactured products due to the prevalence of non-tariff barriers. Emerging markets face various obstacles in sustaining their historic growth rates, ranging from the prospect of premature deindustrialization to the task of building high-quality institutions. Sluggish world trade growth since the financial crisis and stiffening protectionist sentiment have challenged the decades-old rule of thumb that trade grows faster than GDP, raising concerns that globalization has structurally 'peaked'.

The geopolitical landscape is characterized by a greater distribution of power that has challenged the capacity of the international system to respond effectively to a host of regional and global challenges - from the spread of nuclear weapons, authoritarianism and terrorism, through historical rivalries in the Middle East and Asia-Pacific to a growing rejection of free trade and immigration. Indices of geopolitical uncertainty have persisted at higher levels after they spiked on 9/11. This has been mirrored by elevated policy uncertainty - a weakening of the institutional structures which enable policymakers to act credibly and consistently.

Increases in uncertainty are found to have significant negative impacts on economic activity, raising the user cost of capital, increasing the option value of deferring investments where there are sunk costs and hindering the efficient reallocation of resources from low to high productivity firms. The impacts are felt most strongly in sectors like defense, finance, construction, engineering and healthcare which require extensive investment commitments and/or are exposed to uncertain government programs.

The trend towards policy uncertainty is a function of structural changes in political systems - above all, the rise in partisanship which has impeded compromise and effective negotiation, reinforced by the growth in the scale and complexity of government regulation. Even in systems designed to produce moderation, institutions may have had the effect of marginalizing important conflicts over policy rather than resolving them, increasing public apathy and dissatisfaction.

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The Future of Skills: Employment in 2030

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The conversation about the future of jobs and skills is one of the most important in education. Pearson's research combines human expertise with the power of machine learning to understand the trends and make more nuanced forecasts than previously possible.