One day while in Costa Rica our group visited a school. With “gringos” visiting, the rather impoverished school wanted to give us a few performances. The performances were a little different than what you would see in the United States — dancing, singing and some very bashful acting by some second graders. Aside from the setting and obvious difference in language, there was one key difference from an equivalent performance in the U.S.: The moral of one of the skits. The skit depicted a Costa Rican farmer cutting down a tree and rather than just moving on the farmer took an action that is novel in the U.S. The farmer planted three trees for the one he had cut down. It was a simple message, but a stark contrast to what we might see in a second grade play here. This contrast in educational principles and environmental awareness is essential in understanding our society.

The key to shifting toward a more environmentally conscious populace is a change in societal beliefs. Generally, however, public policy doesn’t deal with societal norms and mores. The most effective way in changing our society’s trajectory is through increased environmental education.

A shift toward renewable energy should begin with the educational system. Policies to promote renewable energy for public schools are not only a means of reducing pollution, but also an educational resource and powerful cost-saving measure.

Schools spend a substantial amount of money on energy needs every year. If a school were to implement renewable energy on a school site — whether operating wind, solar, hydro, biomass or other sources of renewable energy — it could provide significant long-term savings through net-metering programs. The renewable energy produced on the school site would go toward running the building and facilities. When the energy produced by the renewable source is in excess (i.e. at night for wind or in the summer for solar) the energy is fed into the electric grid and the school is credited for the energy that it provides to the utility. These credits are used to reduce energy costs.

This idea is beginning to fully develop in Michigan. To make this a reality, the state is attempting to establish a revolving loan fund for public schools to receive funding for such projects. A revolving loan fund grants low or no interest loans, which are recycled upon repayment as a loan for another party. A school repays this loan through the savings from the aforementioned net-metering program. Eventually, the school’s loan will be paid in full and the school will achieve annual energy savings through net-metering.

The revolving loan fund is a great step for renewable energy that will enrich public education, cut energy costs and preserve the environment. In this troubled economy, it will encourage a market for renewable energy and in turn generate well-paying jobs for skilled workers from the manufacturing and construction industries.

Yet that is by no means the primary justification of this program. At its core, a revolving loan fund coupled with effective net-metering will increase environmental awareness and save money for Michigan’s schools. The incorporation of renewable energy into the public education system will provide investment in Michigan’s economy in the short term, and it will also — through education — establish a foundation for renewable energy in the future.

Implementing similar policies across the country and incorporating environmental solutions into our nation’s schools will help improve environmental awareness and truly help an overall societal shift — one that is desperately needed.

Cory Connolly is a State News guest columnist, international relations junior and senior fellow for energy and the environment at the Roosevelt Institution. Reach him at connolly@gmail.com.