Updated Program Fuels Ethanol Education for High Schools – Renewable Fuels Association

Report on the “Ethanol in the Classroom” Initiative and its Alignment with Sustainable Development Goals

Introduction

The Renewable Fuels Foundation (RFF) has released an updated educational program for students in grades 9-12, titled “Ethanol in the Classroom.” The initiative is designed to provide comprehensive instruction on ethanol, focusing on its role as a domestically produced, lower-cost renewable fuel. The program’s core objective is to deliver critical knowledge that aligns with global sustainability efforts, particularly the United Nations Sustainable Development Goals (SDGs).

Program Structure and Educational Objectives

The high school module is structured as an interactive, four-part journey presented on a GPS-style map. This format is designed to engage students and facilitate a clear understanding of key concepts. A supplementary activity sheet provided by Kansas Corn STEM allows for progress tracking and reinforcement of the material.

1. Fundamentals of Ethanol: Students learn the basic science of what ethanol is and how it is produced from renewable resources.
2. Environmental Impact: The module details the environmental benefits of ethanol, a crucial component of climate action strategies.
3. Economic Contribution: The program explains how the ethanol industry creates domestic jobs, contributing to economic stability.
4. Practical Application: Students are taught how ethanol is used as a vehicle fuel, empowering them to make informed consumer choices.

Contribution to Sustainable Development Goals (SDGs)

The educational program directly supports the achievement of several key Sustainable Development Goals by educating the next generation of consumers and citizens.

• SDG 4: Quality Education: The initiative provides accessible, modern educational resources on renewable energy and sustainable development. It equips young people with the knowledge to understand and contribute to a sustainable future.
• SDG 7: Affordable and Clean Energy: By focusing on ethanol as a renewable and lower-cost fuel, the program promotes awareness of and access to clean energy sources, contributing to a sustainable energy transition away from fossil fuels.
• SDG 8: Decent Work and Economic Growth: The curriculum’s emphasis on job creation within the American renewable fuels sector highlights how sustainable industries can foster inclusive and sustainable economic growth.
• SDG 12: Responsible Consumption and Production: The program educates new and future drivers on making responsible fuel choices at the pump, thereby promoting sustainable consumption patterns in the transportation sector.
• SDG 13: Climate Action: A central theme of the program is the environmental benefit of ethanol, which directly addresses the need for urgent action to combat climate change by reducing greenhouse gas emissions from transportation.

Strategic Importance and Conclusion

According to RFF Chairman Neal Kemmet, providing accurate educational materials is crucial for dispelling misinformation surrounding renewable fuels. The program is strategically timed to educate high school students as they become new drivers, positioning them to make choices that support environmental and economic sustainability. This high school module is a component of a larger RFF educational effort that includes materials for grades 3-8, demonstrating a long-term commitment to fostering sustainability literacy. The initiative aligns with the RFF’s foundational mission to support the U.S. fuel ethanol industry’s role in achieving national energy and environmental objectives.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article’s primary focus is on an “ethanol education program for high schoolers” created by the Renewable Fuels Foundation. The entire initiative, described as “Ethanol in the Classroom,” is designed to provide educational materials to help students in grades 9-12 learn about ethanol. This directly aligns with the goal of ensuring inclusive and equitable quality education.

• SDG 7: Affordable and Clean Energy

  The subject of the educational program is ethanol, which the article explicitly calls a “renewable fuel.” By promoting understanding and use of ethanol, the program supports the transition to and increased use of clean and renewable energy sources.

• SDG 8: Decent Work and Economic Growth

  The article states that through the program, “students learn… how it creates jobs.” This connects the promotion of the ethanol industry to economic growth and job creation, a key aspect of SDG 8. The mention of “American-made renewable fuel” also points to a focus on local economic benefits.

• SDG 13: Climate Action

  The program highlights the “environmental benefits” of ethanol. Educating young people about renewable fuels is a form of awareness-raising on climate change mitigation. By positioning ethanol as a better alternative to traditional fuels, the initiative contributes to actions aimed at combating climate change.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.7: Education for sustainable development and global citizenship

   This target aims to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development.” The “Ethanol in the Classroom” program directly contributes to this by educating students on a renewable fuel, its environmental benefits, and its role in the economy, which are key components of education for sustainable development.

2. Target 7.2: Increase global percentage of renewable energy

   This target seeks to “increase substantially the share of renewable energy in the global energy mix.” The educational program’s goal is to inform new and future drivers so they can “choose the best option as they pull up to the pump.” This effort to increase consumer acceptance and use of ethanol, a renewable fuel, directly supports the goal of increasing the share of renewable energy in the transportation sector.

3. Target 8.2: Promote economic productivity and green jobs

   This target aims to “achieve higher levels of economic productivity through diversification, technological upgrading and innovation.” The article’s mention that the program teaches how ethanol “creates jobs” aligns with promoting economic growth through the renewable fuels industry, which is a key sector for green economy diversification and innovation.

4. Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation

   This target focuses on building knowledge and capacity to tackle climate change. The article states that the program is crucial “at a time when there are so many myths and much misunderstanding about renewable fuels.” By providing “the right education materials” on the “environmental benefits” of ethanol, the program directly works to improve education and awareness on a specific climate change mitigation strategy.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Implied Indicator for Target 4.7:

  The article implies progress can be measured by the existence and implementation of educational programs on sustainable development topics. The “newly updated ethanol education program for high schoolers” and the other modules for grades 3-5 and 6-8 are concrete examples of this. The inclusion of an “activity sheet” and an “Ethanol Challenge” also implies a measure of student learning and engagement.

• Implied Indicator for Target 7.2:

  While no quantitative data is provided, the article implies an indicator related to public awareness and education on renewable energy. The program’s specific aim to educate “high schoolers learning how to drive or being new drivers” suggests that a measure of success would be an increased understanding and positive perception of renewable fuels among this demographic, potentially leading to higher adoption rates.

• Implied Indicator for Target 8.2:

  The article does not provide data but implies that an indicator would be the number of jobs created in the renewable fuels industry. The educational program supports this by teaching students about job creation in the sector, thereby promoting the industry’s value and potentially encouraging future workforce participation.

• Implied Indicator for Target 13.3:

  An implied indicator is the number and reach of education and awareness campaigns on climate change mitigation. The “Ethanol in the Classroom” program is a specific example of such a campaign. Its availability to teachers and students across different grade levels (3-12) can be used as a measure of the extent to which education on climate solutions is being disseminated.

4. Summary Table of SDGs, Targets, and Indicators

Source: ethanolrfa.org