Rules and laws guide how we live and work, and act as a powerful tool to catalyze change. When we help students understand this link they can explore how they might employ legal pathways to shape rules and policy to better engender the various types of systems they want to create. This can help students uncover opportunities to advocate for themselves, their communities, and their world.

Youth activism is already demonstrating the power of law to support the concerns of our youth. A recent ruling in Montana ruled in favor of sixteen young people advocating for their right to a clean and healthy environment, which claimed the state of Montana was violating this right by allowing continued fossil fuel development without taking into account the impacts of climate change. Rulings such as these prove the power of legal pathways and pave the way for young people working towards climate action — a topic on the forefront of the agenda for many of today’s youths. 

In some states, students can join the school board to help inform decisions and shape school policy. Other states are working to ensure students can vote within school committees.  In states like Oregon, students are working together to draft legislation to push for climate change education. As students discover the opportunities they have to draft legislation one can’t help but wonder if this guidance has come from their formal education or is purely driven by passionate youth working to ensure their voice is heard. 

As educators, we have ample opportunity to demonstrate how law can act as a pathway toward civic engagement. Whether it’s going to a local courthouse to watch a trial, attending a town hall meeting, getting involved in school council, or attending an HOA meeting – providing students with ideas on how they can get involved in decision-making (therefore rules and/or laws) can help them understand pathways so they might have the know-how to shape where they work or live throughout their lives. 

Civic Pathways

What does law look like at the high school level?

A few organizations are working to make law a more common part of the high school experience. The Youth Justice Alliance helps students understand the power of law, how it shapes their lives, how they can use the law in their favor, and how it presents an exciting career opportunity. With a focus on underrepresented populations and Title I Schools this organization works to “democratize the law by redistributing legal knowledge and legal power.” It demonstrates the power of law as a pathway towards creating more equitable communities. 

Armin Salek, an Ashoka Fellow, noticed that the legal landscape was hard for many to navigate and that many people didn’t have any sort of legal literacy. For this reason, he has been working to bring more legal education courses into high school and even established the first-ever high school-led legal clinic. Students get real-world exposure to applied law while simultaneously supporting those in their communities with free legal counsel. 

Local partnerships are always making it easier for students to explore law as a legal pathway. The Kansas City Metropolitan Bar Foundation was able to partner with a local education organization to create the Student Law Academy (SLA) for students within Kansas City’s school districts. Programs like this ensure more students can access a legal career pathway. 

In addition, many students are mobilizing and finding movements to join. From the Sunrise Movement’s Green New Deal for Schools pushing for sweeping reforms in climate and jobs to local activism, students understand the power of law and policy.  As schools and school leaders, it’s time we look more holistically at all the pathways available for our students to step up, be heard, and get involved. 

The post An Overlooked Pathway: Law and Civic Engagement appeared first on Getting Smart.

Many who critique our current education model are quick to cite the lack of practical skills and know-how in many formal curriculums. Topics like financial literacy, understanding how insurance works, or basic health and wellness advice can prove wanting, and might impact personal choices. In addition, we often fail to provide access to courses that facilitate systems thinking so that students are able to connect their daily life to the larger system at play. This lack of understanding at both the macro and micro level as to how things work can deter students from having agency over their lives. If we want students to thrive – we need to help them to understand the system we currently live in while providing a grander vision of what that system could look like (as well as the practical skills to get there). 

Only 25 states currently require students to take an economics course. This signifies that many students never really have the opportunity to explore how our free-market system works – and the challenges and opportunities we have to improve how we do things. The lack of understanding towards economics makes it hard for many to reimagine the world of work, and the possible changes we can make to our systems to improve quality of life and protect our planet. 

It also impacts career pathways as students might struggle to see how their professional and consumer choices are part of a larger whole. When students have a more holistic way to make sense of the flow of goods and services it can generate greater insights into how society functions. From understanding purchasing power (past and present), to the housing market, to instruments that measure the health of a society (e.g the gini coefficient for inequality, the Human Development Index (HDI) for standard of living, or Gross Domestic Product (GDP)  for wealth). Without some sort of sensemaking framework it can be hard for students to grasp other concepts like career awareness or financial literacy because it’s unclear how these pieces fit into the larger picture. 

Students should be encouraged to not only learn about our economic system, but to critically think about the different levers we have in place to grow wealth yet still do good for the world. Economic systems are something that can evolve to positively shape how we live and work. In fact, in many places the dialogue has already started on what our economy might look like, and it seems time to bring our youth into those conversations. 

How are people discussing the economy?

The United Nations developed the Sustainable Development Goals (SDGs) as “a blueprint to achieve peace and prosperity for people and for the planet.” In order to achieve the seventeen goals, there has been ample dialogue around how we  can rethink our systems so that we can achieve these goals. How we exchange goods and services, the way we do business, and policies that incentivize good practice have encouraged conversations about how we reshape our economies.

Social Economy – The social economy often refers to the array of business structures that strive to be economically viable, but with a socially driven mission. This concept is important because recognizing the value of social businesses is a first step in understanding the power of using business to do good. It can help us rethink how we blend the mission of the non-profit with the self-sufficiency of a for-profit to both solve problems and generate wealth. 

Circular Economy – The circular economy model questions how we use our resources and eliminate waste. In traditional economics courses we are usually taught a very linear approach towards how we produce and consume goods and services. Instead of taking materials from the earth, producing them into a good, using them as a consumer, and then throwing that good away, the circular economy asks how we  create a more continuous flow of materials and resources. 

Regenerative Economy – Regenerative capitalism revolves around the idea that capitalism doesn’t need to be extractive, but can rather restore so that we live within our bounds. This approach encourages us to see nature as a core part of what we do, an element we work with so that people and the planet can continue to thrive. It’s a more thoughtful approach as to how we can still have free-market principles, but applied in a way that replenishes the earth instead of depleting it. 

Making Economic Systems Practical for Youth 

One of the best ways to engage students in the world of economics is through doughnut economics. This model has already been adapted for a classroom setting to help engage students in the many questions we have about how we might rethink our economic systems to solve the challenges of our time. It’s digestible and actionable – something we can use to provide students with a lens for the big picture of how our systems work (or could work).

When students understand that economic systems are indeed malleable, it helps them to understand their power as consumers (and employers) to drive change and achieve impact. Learning about economics might help them to realize their power as consumers, and their decisions about the companies and organizations where they choose to work or do their business. It may help them to differentiate when a policy should be geared for consumers versus producers (e.g. should it be up to the individual consumer  to bring a reusable bag to the store or should producers be banned from offering unsustainable disposable bags? Which makes a greater impact?). It can help them look for signs that the companies they work for or buy from are socially responsible. For instance, B-Corp certification is a way for youth to identify if a business operates in a way that is socially and environmentally friendly. 

Understanding both the macro and micro layers  of our economic system can benefit students  on many levels. Of course, without any knowledge around our current system, how can we ask students to reimagine our current model? If we want students to live a more purposeful life – one in which they make an impact – perhaps we need to provide more of a vision for how that can be achieved. Students want meaningful work and a more just world. This requires we don’t leave them in the dark on how the world works, but rather open them up to new possibilities on how it could work. 

The post Education and the Economy: How Might Education Shape the Future of How We Live and Work appeared first on Getting Smart.

As we explore pathways to facilitate civic engagement, it might be worthwhile to investigate the role that museums play in creating pathways that enable youth to step up and take part in the world around them. It can be hard to create authentic experiences in the classroom that allow students to make community connections, engage in meaningful dialogue, or learn about events that have shaped (or are shaping) our world, especially when there is growing pressure to censor history, reading materials, and current events.

Museums can act as a valuable community intermediary, a connector of disparate sectors, communities and opportunities that schools alone wouldn’t be able to achieve. They have the ability to tell history with a fuller breadth and depth than most schools and can dramatically increase the number of voices who have a role in shaping this history. They can act as community centers to bridge local actors, and create forums around issues – and many want to do just that. The American Alliance of Museums is encouraging museums to take a bigger, bolder look at their place in their communities and to  “reinvent not just what they share, but how they serve their communities”. Perhaps it’s time for educators and schools to explore how they might partner or work with museums to generate more opportunities for students.

Community Building

Organizations like The History Co: Lab have demonstrated the power of co-creation, and showcased the numerous possibilities museums have to act as connectors and facilitators of learning.  Through their work, they have supported museums across the nation to engage in Lego Foundation’s Power of Play helping them create gamified, immersive experiences. In Kansas City, they have created The Learning Collaborative to create a ‘civic learning ecosystem’ between educators, museums, and other local actors. They prove the power of museums to act as a local anchor and facilitator for civic engagement.

Real World Learning

Changes in the curriculum can often move slowly. Museums have the possibility to be more agile and cover topics that are valuable but have not necessarily been embedded into curriculum standards (yet…). The Smithsonian has created ample resources around the United Nations Sustainable Development Goals (SDGs) creating curriculum, lessons, professional learning, and events to support teachers as they engage students in these critical topics.

Immersive Pedagogy

From virtual field trips to family game nights museums are working to provide opportunities to make learning come alive for youth. The Durham Museum has created a series called Museum Live! to engage students in exhibitions and displays. These thirty-minute segments facilitated by museum educators bring museum content directly into the classroom. In addition, they offer virtual field trips to provide greater access to learning opportunities.

Like many other museums, President Lincoln’s Cottage had to reinvent itself during the Pandemic creating new ways for community members to engage in its mission. They created virtual family game nights, as well as a program called Lincoln Letters that provided gamified experiences to help visitors explore issues around Lincoln’s legacy – issues like sustaining democracy and fighting for justice. In addition to these experiences, they’ve also created a teacher-in-resident program which led to the creation of the board game Brave Ideas. A bold game co-created with students to inspire youth to generate their own ideas to solve problems and make their communities better. Their goal is to facilitate respectful dialogue within the community and support new ideas that foster a future full of freedom, justice, and humility.

Moreover, students respond to games and immersive experiences in ways that help them build skills toward civic engagement. In participating in these types of opportunities, and/or playing or designing games they get to practice skills like creativity, collaboration, and critical thinking. With the Brave Ideas game, students enjoyed “coming up with unusual and creative ideas to solve problems”. Others appreciated being able to tap into their creative side or  “just how fun it was to play it, but at the same time, you could learn and see different perspectives, on very important matters.” Students appreciate hands-on learning, and museums can help us provide students with chances to apply content in new ways so that they learn to tolerate different perspectives, communicate with one another, and co-create the type of world they want to live in. 

As museums begin to prepare for the semi-quincentennial of our nation, the U.S. injects an extra $50 million towards civics education. We should do more to explore what a quality civics education looks like, thinking more holistically of all the pathways we might employ to help students show up and get involved. Museums offer just one of the many opportunities we have to make incredible partnerships to support our students’ learning and ability to engage as citizens.

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Entrepreneurial skills support students to see possibilities in problems. Whether this supports an entrepreneurial pathway where they might create their own venture or intrapreneurial opportunities where they reimagine existing professions or operations within a company or organization – these skills help students rethink the world of work so that the profession they choose drives more meaning/impact. Traditionally, when we talk about entrepreneurial skills, we think about skills like leadership, design thinking, finance, marketing, and creativity. However, we wonder if we might do more to focus on the purpose component. The ‘Why’. How do we help students to tap into their own ‘why’ to drive purpose and meaning out of the seemingly ordinary?

The OECD defines social innovation as “the design and implementation of new solutions that imply conceptual, process, product, or organizational change, which ultimately aim to improve the welfare and wellbeing of individuals and communities.” It’s something that doesn’t necessarily get much focus in the education space, but easily could by making minor adjustments through our pedagogy and practice.

Every educator has the opportunity to support students as social innovators. By putting the purpose into the tasks we ask of our students, impact can become a more natural part of the innovation process. Therefore, how do we help students practice tapping into their ingenuity to create new products and new ways of doing things that solve challenges while also adding value?

Define Purpose-Driven

When we talk about purpose students might need a north star to understand what makes an innovation impactful. Organizations like Compass Education have simple tools to help students navigate the link between nature, society, well-being, and the economy. Other organizations like the Doughnut Economics Action Lab encourage us to explore human prosperity with a social foundation, so no one gets left behind, as well as an ecological ceiling so that we don’t overshoot our planetary boundaries. Each offers a simple-to-use graphic to generate a dialogue around purpose and goals. Once students have a lens through which to think about the impact they would like to generate, it makes their efforts more intentional.

As educators, many are already working to spark problem-solving, critical thinking, creativity,  and innovation through hands-on pedagogy. We have a variety of built-in pathways to facilitate social innovation and impactful learning. Whether you’re engaging in STEAM, creating maker spaces, designing project-based learning (PBL), facilitating entrepreneurship or business classes, or embarking on place-based learning there are ample opportunities to spark meaningful innovation. Our job is usually to provide questions, and constraints that help students design for impact.

For instance, if students are designing, building, and creating – we might put some constraints on their work. Encourage them to think about things like their footprint:

• How can we reduce waste?
• How might we rethink the materials we use (e.g. for fashion or construction?)
• How might we ensure workers are treated well, and paid fairly?
• How might we rethink how we package goods and services?
• How might we rethink spaces?
• How might we upcycle old products?
• How might we apply nature-based solutions in new ways or in new places?
• How might we rethink supply chains to reduce distance (transport is a massive cause of emissions)?
• How might we rethink the movement of goods and services?
• How might we apply technology to do good?
• How might we use policy to incentivize new (positive)behaviors (e.g. composting)?
• How might we leverage community partnerships to strengthen our communities?
• How might we apply science to solve challenges (e.g. how might we clean water or keep soil quality high?)?

Without encouragement from adults, young learners might not find opportunities to solve real-world problems, especially with regard to climate science and medicine.  One of the oldest examples that builds both innovation and entrepreneurial skills in K-12 education is the science fair. Over the years, as technology has become more and more accessible, these science projects have turned from observational insight to true experimentation and hypothesis testing. Science fairs have the potential to form real pathways for learners – connecting them with core research labs, policymakers and more.

Purpose-Driven Pedagogy

Beyond adapting lessons, we can take purpose-driven ideas and pedagogy to the next level. One Stone’s Living in Beta advisory program “provides a deep community connected opportunity to explore their passions through meaningful and relevant experiences” during the purpose phase. This program provides a scaffolded approach that supports students to unlock their purpose and passions through hands-on exploration.  The Purpose Lab, led by Belle Liang, at Boston College’s Lynch School of Education and Human Development, has a “True North” exercise to create meaningful dialogues that help students thoughtfully navigate their future and goals as they transition from school to college or career.  Joseph South is thinking about “purpose-driven expertise,” which must be meaningful to the self and the world. He goes on to discuss how this means engaging learner voice early in their learning journey and reflecting on the importance of community-connected projects.

The B-Corp School program InventoLab provides a wonderful example of bridging social innovation and social entrepreneurship together by creating a program that encourages students to use business to do good. Students have the opportunity to learn about sustainability and entrepreneurship through training, their own venture creation, or by connecting with and learning from local social businesses. Platforms like the YCM Challenge create community and spaces for youth to develop and implement solutions towards the challenges they care about. These sorts of opportunities provide ideal pathways to bridge purpose with innovation and entrepreneurship.

Social innovation is not necessarily a complicated art to practice.  As long as we are intentional about setting the scope, students can learn to design for impact through a variety of measures. Whether it’s driving meaning from the activities and experiences we do with our students, to engaging in programs that facilitate wayfinding or social entrepreneurship we have the power to help students uncover how they can make a positive impact. In doing so, we are setting our students up for success by equipping them with a  lens that they will carry throughout their personal and professional lives, and ultimately make the world better.

The post Pathways With a Purpose: Supporting Students in Revealing Meaning appeared first on Getting Smart.

As the waves of change lose their longevity, one might wonder why we’re already talking about the next industrial revolution when it seems we just entered into a new one. Well, it’s because Industry 5.0 is an urgent and necessary complement to the world of work, one in which purpose is sought with profits, and companies are expected to be a part of the solutions our societies seek. The work-based learning pathways that incorporate apprenticeships and mentorship leading to family-sustaining wages should also include opportunities to develop entrepreneurial thinking and sustainability elements critical to a thriving and regenerative economic ecosystem.

As the world scrambles to find solutions to the damage we’ve caused to our people and planet, one thing seems certain – human ingenuity is essential to rethinking systems and finding alternative ways of doing things. This requires skills beyond problem-solving. It requires complex thinking, problem-finding, understanding interdependency and systems…basically, we need innovation with purpose. As Zoe Weil would say, we need solutionaries. By intentionally including traditional entrepreneurial skills such as leadership, design thinking, finance, marketing, and creativity into any pathways program, learners develop agency to not only earn a family-sustaining wage but potentially build opportunities for others (and themselves) in the future.

That being said, this is a two-way road. Many schools and programs around the world are doing a great job at instilling some of the above skills but without creating scaffolding, supports or pathways for their learners. This is a huge missed opportunity for both our people and our planet.

The Opportunity of Social Entrepreneurship

The idea of social entrepreneurship started to gain recognition around the 1980s and has since gained momentum globally. Social entrepreneurship bridges the mission-driven approach of the non-profit with the quest for sustainable revenue streams of a for-profit. At its core, it is a business with a purpose to generate a positive impact for society – or the environment-  through its products or services. It is an essential model in a world where nonprofits compete for a limited pool of funds.

In places where it is easier for companies and individuals to register as a mission-driven organization, data tells us that the opportunity is there. For instance, in the European Union the social economy equates to about 8% GDP and 13.6 million jobs. In the U.K., the social economy adds about £60 billion to its economy. As we search for data – or the lack thereof -on the social economy in the U.S. we can only wonder if we might do more to fuel human ingenuity and drive us out of this for-profit versus non-profit dichotomy that prevents us from unlocking the potential of our own social economy. Perhaps by exposing students to the field of social entrepreneurship we do more to support Industry 5.0 in which students are generating wealth while also solving problems and adding value to society.

There is no better practice field than schools for nurturing entrepreneurial skills, ideas and talents which is why we must find ways to embed sustainability into what we are already doing. Not only does this better equip our youth for jobs of the future, but they understand that sustainability isn’t just about doing good – there’s also opportunity in doing good. Purpose and profits are not necessarily combat against one another as the usual rhetoric might portray. Infusing “purpose” behind existing pathways that exist in our schools is one of the most practical ways to facilitate the rise of social business as a pathway. Many schools are already doing great work.

University Charter School

Entrepreneurship programs at the secondary level are numerous and traditionally have fallen into business tracks. School programs that deliver on a purpose mindset and entrepreneurial mindset take traditional business courses and change them into robust entrepreneurship opportunities to allow students to design and create. University Charter School in Alabama built a Rural Business and Entrepreneurship program within a K-12 setting. As a five-year-old school, students have already launched a coffee shop, bait and tackle supply business, and food delivery service. It’s in how they operate -from supply chains to packaging – where students get the opportunity to assess their footprint and how their business offers value to the community.

Harvesting Housing

Social entrepreneurship often arises from those who have identified a problem, and are using business principles to solve it. This methodology can encourage students to tackle place-based, community challenges in creative ways. A group of students from Immokalee Florida, the children of migrant farmers, spotted a need within their community. The red tape and convoluted processes around housing made for inhospitable conditions, difficult legalities and contracts that served property owners rather than the tenants. To combat this, these students created a company called Harvesting Housing, an awareness-building engine and potential resource for affordable housing opportunities for migrant workers.

Mauka Market

In Hawai’i, entrepreneurship and place are inextricably linked. Students often identify climate challenges and address them with innovations of place or returning to more ancestral practices. One example of this is Mauka Market, a regenerative farmer’s market concept created by Trinity Asing, an alumni of the student entrepreneurship accelerator Nalukai.

“My senior year of high school I started a farmers market as part of a class project on how we could make our school more sustainable. This made me fall in love with entrepreneurship and sustainability,” said Trinity Asing in an episode of the Getting Smart Podcast.

Her co-guest and former teacher Aaron Schorn (also a columnist) shared “When you work with others you [start to] care about the problems they face, the communities they’re in […] Making entrepreneurship place-based is so vital.”

There are countless other examples of schools empowering young people to pursue entrepreneurial skills, but it’s time we start thinking about how to transition entrepreneurship for profit into entrepreneurship for purpose and what K-12 systems can do to support young entrepreneurs on their journey into their best next step. No matter the pathway, consideration of resource use, waste production, energy consumption, supply chain origins, etc. can support employees who consider the balance of economic and ecological drivers in daily decision-making.

Students achieve incredible feats when given the platform to do so. While we don’t expect every student exposed to social entrepreneurship to become a social entrepreneur, we do believe the skills that translate from this sort of exposure help them to form a valuable toolkit. The ability to apply entrepreneurial skills towards challenges, and more importantly towards creating value for society set them up to create value for whatever profession they might choose. To help students hone these skills, it’s vital we help students understand the skills they gain from their endeavors so they understand how these might transfer into the workplace, or towards a future venture. Too often projects or courses might feel like one-and-done. Student ventures must be treated carefully. We need to create spaces where it’s okay to fail (and again no failure if students understand the skills they’ve flexed), but also where it’s okay to take those ideas to the next level. National competitions can be embedded within every pathway to help students see possibilities.

While there appear to be many programs popping up to support and fund the entrepreneurial ideas of young people, they may not be easy to find. Here are a few of our favorites championing pathway funding or programs for entrepreneurial ideas/young changemakers:

• Ashoka has been a pioneer and thought leader in the entrepreneurship space since the 1980s. They have great resources and programming to support young social innovators.
• Earth Foundation donates money to youth-led projects that address the environment.
• The IB has launched a Festival of Hope to give youth a voice. As follow-up, they’ve partnered with HundrED to support young innovators and actors.
• The Youth Entrepreneurship Challenge from NFTE is an 8 month opportunity to build and pitch a business.

We’d love to hear more examples of this work: student stories, entrepreneurship challenges that you’re familiar with and more. Leave them in the comments below!

The post A Purpose Proposal: Entrepreneurial Thinking and Sustainability Must Be Core Components of Pathways appeared first on Getting Smart.

Two of the most promising opportunities that are quickly taking hold revolve around clean energy and clean air – both extremely cost-saving. Many schools are now making moves to convert to solar energy, an action that could save about $130,000 per year (per school). Others are investing in electric buses which provide a cleaner, more equitable and more affordable alternative to diesel while also reducing fuel and maintenance costs by $130,000 per bus. Some of these technologies can also add power back into the grid when the buses aren’t running, saving even more money. Add these savings over the years, and you’re looking at millions worth of savings over the decades. You can find more about the total cost of ownership at this great resource by the Electric School Busses Initiative.

Not only do these transformations improve the quality of life for students and communities, the savings enable schools to invest in other things to improve teaching and learning, to address student needs, or to pay teachers a bit more.

In addition, these measures can funnel a wealth of opportunities for youth to better understand renewable energy. Nearly one in 10 K-12 public and private schools across the nation have made the shift to solar energy as of early 2022 which saves money, and the planet and creates new opportunities in the classroom. The installation of solar panels can quickly segue into curriculum and courses around solar and renewables that can impact students’ consumer choices as adults, and influence their career decisions. Many solar panels are installed by local third-party actors. Connecting with these local providers can facilitate community partnerships that might provide access to green career pathways for students.

This is just a starting point. There are numerous ways we might rethink infrastructure, and how we operate. From the food we serve in the cafeteria to the design of our schoolyards, there are ample opportunities to reduce our footprint while also ensuring the health and well-being of our students. Cost-savings are just the icing on the cake.

Where to Start With a Green Transition

This all might sound good, but some might wonder how to get started, and where to find the funds to make these initial investments. Fortunately, the wheels (on the electric bus) are already in motion. Thanks to legislation like the Inflation Reduction Act, financing is becoming more readily available. Last year alone over 400 school districts were collectively awarded almost $1 billion in funding for clean infrastructure through the Clean School Bus Program. Additionally, the Environmental Protection Agency (EPA) and Department of Energy are also offering grants, technical assistance, and accelerator programs to support communities as they work to solve environmental challenges and/or convert to solar. There’s also a Database of State Incentives for Renewables & Efficiency for even more information on where to start.

There are also organizations working to make the translation to cleaner infrastructure easier for schools. Generation180 is an organization leading the charge (pun intended) on solar schools and provides an array of case studies and materials to help schools at all stages of the process. From understanding financing options to getting started with green career and technical education (CTE) to green pathways, their organization can help you figure out your next steps.

Clean infrastructure is a win-win for everyone. Currently only about 1% of school buses are electric with about 10% of schools having converted to solar. It’s time we take advantage of the opportunities that are suddenly presenting themselves.  It’s good for the planet, it’s good for the wallet, and it’s good for students.

For some fantastic case studies about electric school bus implementation, check out the following links:

• How North Carolina’s Eastern Band of Cherokee Indians is Planning for Seven Generations of Sustainability
• Wiring Up in Knox County
• An Electrifying Partnership in Fairfax County, Virginia

For more case studies on solar implementation in schools, check out the Brighter Future report from Generation180.

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