{
  "legislationId": "119_HR_8406",
  "lastUpdate": "2026-04-28T11:27:56.707Z",
  "history": [
    {
      "timestamp": "2026-04-28T11:27:56.707Z",
      "source_url": "https://www.congress.gov/119/bills/hr8406/BILLS-119hr8406ih.htm",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8406 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 8406 To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES April 21, 2026 Mrs. Dingell (for herself and Ms. Brownley) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned _______________________________________________________________________ A BILL To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Climate Change Education Act''. SEC. 2. FINDINGS. Congress makes the following findings: (1) The evidence for human-induced climate change is overwhelming and undeniable. (2) According to the Fifth National Climate Assessment, atmospheric carbon can be significantly reduced through conservation, by shifting to renewable energy sources such as solar, wind, tidal, and geothermal, and by increasing the efficiency of buildings, including domiciles, and transportation. (3) Providing clear information about climate change, in a variety of forms, can remove the fear and the sense of helplessness and encourage individuals and communities to take action. (4) Implementation of measures that promote energy efficiency, conservation, and renewable energy will greatly reduce human impacts on the environment. (5) Informing people of new technologies and programs as they become available will ensure maximum understanding and maximum effect of those measures. (6) More than 3,500,000 students graduate from high schools and colleges in the United States each year, armed with attitudes, skills, and knowledge about the climate that inform their actions. (7) The effect on the climate, positive or negative, of each of those 3,500,000 students lasts beyond a lifetime. (8) Those students need to be prepared to implement changes in professional and personal practices, to support and help develop new technology and policy, and to address the coming social and economic challenges and opportunities arising from a changing climate. (9) It has been demonstrated that the people of the United States overwhelmingly support teaching students about the causes, consequences, and potential solutions to climate change in all 50 States and more than 3,000 counties across the United States. (10) Only 30 percent of middle school science teachers and 45 percent of high school science teachers understand the extent of the scientific consensus on climate change. (11) Section 4002(a) of the America COMPETES Act (33 U.S.C. 893a(a)) requires the National Oceanic and Atmospheric Administration to ``conduct, develop, support, promote, and coordinate formal and informal educational activities at all levels''. (12) The existing Environmental Literacy Program of the National Oceanic and Atmospheric Administration was established in 2005 by the Bush administration as a backbone to an agency effort to advance sound environmental education for children and adults. (13) Expanding the popular Environmental Literacy Program (less than 5 percent of applications in 2020 received funding) to include climate education for professional educators and students is within the established expertise of the National Oceanic and Atmospheric Administration and will effectively leverage critical resources for foundational learning and career preparation. SEC. 3. DEFINITIONS. In this Act: (1) Climate change education.--The term ``climate change education'' means nonformal and formal interdisciplinary learning at all age levels about-- (A) climate change, climate adaptation and mitigation, climate resilience, and climate justice; and (B) the effects of climate change, climate adaptation and mitigation, climate resilience, and climate justice on the environmental, energy, social, and economic systems of the United States. (2) Climate justice.--The term ``climate justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of policies and projects to ensure that each person enjoys the same degree of protection from the adverse effects of climate change. (3) Climate literacy.--The term ``climate literacy'' means competence or knowledge of climate change, its causes and impacts, and the technical, scientific, economic, and social dynamics of promising solutions. (4) Environmental justice.--The term ``environmental justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies to ensure that each person enjoys-- (A) the same degree of protection from environmental and health hazards; and (B) equal access to any Federal agency action on environmental justice issues in order to have a healthy environment in which to live, learn, work, and recreate. (5) Environmental justice community.--The term ``environmental justice community'' means a community with significant representation of communities of color, low-income communities, or Tribal and indigenous communities that experiences, or is at risk of experiencing, higher or more adverse human health or environmental effects as compared to other communities. (6) Green economy.--The term ``green economy'' means an economy that results in improved human and economic well-being and social equity by significantly reducing environmental risks and ecological scarcities. (7) Institution of higher education.--The term ``institution of higher education'' has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001). (8) Local educational agency; state educational agency.-- The terms ``local educational agency'' and ``State educational agency'' have the meanings given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (9) Nonformal.--The term ``nonformal'' means, with respect to learning, out-of-school educational programming carried out by nonprofit organizations and public agencies. (10) Nonprofit organization.--The term ``nonprofit organization'' means an organization described in section 501(c)(3) of the Internal Revenue Code of 1986 and exempt from taxation under section 501(a) of that Code. SEC. 4. CLIMATE CHANGE EDUCATION PROGRAM. Not later than 1 year after the date of the enactment of this Act, the Administrator of the National Oceanic and Atmospheric Administration shall establish a Climate Change Education Program within the Office of Education of the Administration to-- (1) increase the climate literacy of the United States by broadening the understanding of climate change, including possible long-term and short-term consequences, disproportionate impacts of those consequences, and potential solutions; (2) apply the latest scientific and technological discoveries, including through the use of the scientific assets of the Administration, to provide formal and nonformal learning opportunities to individuals of all ages, including individuals of diverse cultural and linguistic backgrounds; and (3) emphasize actionable information to help people understand and promote implementation of new technologies, jobs, career training, programs, and incentives related to climate change, climate adaptation and mitigation, climate resilience, climate justice, and environmental justice. SEC. 5. GRANTS AND COOPERATIVE AGREEMENTS. (a) In General.--Not later than 1 year after the date of the enactment of this Act, as part of the Climate Change Education Program established under section 4, the Administrator of the National Oceanic and Atmospheric Administration shall establish a program to award grants to, or establish cooperative agreements with, the following: (1) State educational agencies, in partnership with local educational agencies and local nonprofit organizations, and, subject to subsection (c), local educational agencies-- (A) for the development and implementation of aspects of climate literacy plans for grades 4 through 12 formal and nonformal climate change education that-- (i) are aligned with State education standards; and (ii) ensure that students graduate from high school with climate literacy; and (B) for the implementation of projects that-- (i) in the case of State educational agencies, include-- (I) relevant training and professional development for educators, which may include tiered mentorship frameworks; (II) integration of key climate change concepts into State education standards for science, technology, engineering, and mathematics (STEM), civics and social studies, career and technical education, and other relevant subject areas during the next revision of such standards; (III) development of climate change education frameworks and model curricula and curation and dissemination of existing such frameworks and curricula; (IV) creation of applied learning project-based models, particularly those that allow for student leadership in project development and applied field work, such as models making optimum use of green features improvements, such as low-cost environmental monitoring sensors, to school facilities such as energy systems, lighting systems, food systems, water management systems, waste management systems, and school grounds; and (V) incorporation of climate change mitigation and green technologies into new and existing high-quality career and technical education career pathways and work-based learning experiences in high-demand climate-related jobs, including development of partnerships with labor organizations, trade organizations, and apprenticeship programs; and (ii) in the case of local educational agencies-- (I) develop, modify, or implement district-level plans to advance climate change education that consider facilities, curriculum, environmental health, professional development for educators, student experiences, and equity; and (II) support community partnerships among local educational agencies, nonformal education providers, community-based organizations, and other partners to advance climate change education priorities. (2) Institutions of higher education and networks or partnerships of such institutions to engage teams of faculty and students to develop applied climate research and deliver to local communities direct services related to local climate mitigation and adaptation issues, with priority given to projects that-- (A) foster long-term campus-community partnerships; (B) show potential to scale work beyond the term of the grant or cooperative agreement; (C) involve significant student input in the project development process; (D) are inclusive for all segments of the population; and (E) promote equitable and just outcomes. (3) Professional associations and academic disciplinary societies for projects that build capacity at the State and national levels for continuing education by practicing professionals and the general public in green economy fields. (4) Youth corps organizations to engage in community-based climate mitigation and adaptation work that includes a substantive educational component. (b) Communities of Practice.--The Climate Change Education Program shall establish communities of practice with respect to each of paragraphs (1) through (4) of subsection (a) in order to accelerate learning. (c) Local Educational Agencies.--The Administrator of the National Oceanic and Atmospheric Administration may not award a grant to, or establish a cooperative agreement with, a local educational agency in any fiscal year under paragraph (1) of subsection (a) unless amounts appropriated for grants and cooperative agreements under such subsection for that fiscal year exceed $5,000,000. (d) Allocation of Amounts.-- (1) In general.--Except as provided in paragraph (2), amounts appropriated for grants and cooperative agreements under subsection (a) shall be allocated as follows: (A) 50 percent for grants and cooperative agreements under paragraph (1) of such subsection. (B) 30 percent for grants and cooperative agreements under paragraph (2) of such subsection. (C) 10 percent for grants and cooperative agreements under paragraph (3) of such subsection. (D) 10 percent for grants and cooperative agreements under paragraph (4) of such subsection. (2) Exception.--If amounts appropriated for grants and cooperative agreements under subsection (a) do not exceed $5,000,000 in any fiscal year, the Administrator of the National Oceanic and Atmospheric Administration may use in that fiscal year-- (A) 60 percent of such amounts for grants and cooperative agreements under paragraph (1) of such subsection; and (B) 40 percent of such amounts for grants and cooperative agreements under paragraph (2) of such subsection. (3) Environmental justice communities.--40 percent of all amounts allocated for grants and cooperative agreements under paragraphs (2) and (4) of subsection (a) shall be directed into environmental justice communities. (e) Grant and Cooperative Agreement Minimum.--If amounts appropriated for grants and cooperative agreements under subsection (a) exceed $5,000,000 in any fiscal year, any grant awarded to, or cooperative agreement established with, an entity under paragraph (1) of such subsection shall provide the entity a minimum of $1,000,000 in that fiscal year. SEC. 6. ANNUAL REPORT. Not later than 2 years after the date of the enactment of this Act, and annually thereafter, the Administrator of the National Oceanic and Atmospheric Administration shall submit to Congress a report that evaluates the scientific merits, educational effectiveness, and broader effects of activities carried out under this Act. SEC. 7. AUTHORIZATION OF APPROPRIATIONS. There is authorized to be appropriated to the National Oceanic and Atmospheric Administration to carry out this Act $50,000,000 for each of fiscal years 2027 through 2032. <all>\n\nSUMMARY TO EVALUATE:\nTitle: Climate Change Education Act: New school programs and green career training\nSummary: This Act establishes a national climate education program to prepare students and adults for environmental changes. With new funding, schools and colleges will offer practical knowledge on green technologies and training for jobs in the green economy.\nKey Points: New climate lessons for students in grades 4-12, integrated into STEM and social studies., Teacher training and support for schools to create modern educational materials., Funding for student projects and research on local environmental solutions., Support for green jobs, including internships and partnerships with businesses., 40% of funds will go to communities most affected by environmental changes., An annual budget of $50 million for these activities from 2027 to 2032.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": true,\n  \"issue\": \"none\"\n}"
    },
    {
      "timestamp": "2026-04-28T11:26:48.606Z",
      "source_url": "https://www.congress.gov/119/bills/hr8406/BILLS-119hr8406ih.htm",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i obiektywnych skutkach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub skutki (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii (np. kategorycznych zakazów i nakazów czy najważniejszych konkretnych alokacji finansowych i terytorialnych).\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8406 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 8406 To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES April 21, 2026 Mrs. Dingell (for herself and Ms. Brownley) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned _______________________________________________________________________ A BILL To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Climate Change Education Act''. SEC. 2. FINDINGS. Congress makes the following findings: (1) The evidence for human-induced climate change is overwhelming and undeniable. (2) According to the Fifth National Climate Assessment, atmospheric carbon can be significantly reduced through conservation, by shifting to renewable energy sources such as solar, wind, tidal, and geothermal, and by increasing the efficiency of buildings, including domiciles, and transportation. (3) Providing clear information about climate change, in a variety of forms, can remove the fear and the sense of helplessness and encourage individuals and communities to take action. (4) Implementation of measures that promote energy efficiency, conservation, and renewable energy will greatly reduce human impacts on the environment. (5) Informing people of new technologies and programs as they become available will ensure maximum understanding and maximum effect of those measures. (6) More than 3,500,000 students graduate from high schools and colleges in the United States each year, armed with attitudes, skills, and knowledge about the climate that inform their actions. (7) The effect on the climate, positive or negative, of each of those 3,500,000 students lasts beyond a lifetime. (8) Those students need to be prepared to implement changes in professional and personal practices, to support and help develop new technology and policy, and to address the coming social and economic challenges and opportunities arising from a changing climate. (9) It has been demonstrated that the people of the United States overwhelmingly support teaching students about the causes, consequences, and potential solutions to climate change in all 50 States and more than 3,000 counties across the United States. (10) Only 30 percent of middle school science teachers and 45 percent of high school science teachers understand the extent of the scientific consensus on climate change. (11) Section 4002(a) of the America COMPETES Act (33 U.S.C. 893a(a)) requires the National Oceanic and Atmospheric Administration to ``conduct, develop, support, promote, and coordinate formal and informal educational activities at all levels''. (12) The existing Environmental Literacy Program of the National Oceanic and Atmospheric Administration was established in 2005 by the Bush administration as a backbone to an agency effort to advance sound environmental education for children and adults. (13) Expanding the popular Environmental Literacy Program (less than 5 percent of applications in 2020 received funding) to include climate education for professional educators and students is within the established expertise of the National Oceanic and Atmospheric Administration and will effectively leverage critical resources for foundational learning and career preparation. SEC. 3. DEFINITIONS. In this Act: (1) Climate change education.--The term ``climate change education'' means nonformal and formal interdisciplinary learning at all age levels about-- (A) climate change, climate adaptation and mitigation, climate resilience, and climate justice; and (B) the effects of climate change, climate adaptation and mitigation, climate resilience, and climate justice on the environmental, energy, social, and economic systems of the United States. (2) Climate justice.--The term ``climate justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of policies and projects to ensure that each person enjoys the same degree of protection from the adverse effects of climate change. (3) Climate literacy.--The term ``climate literacy'' means competence or knowledge of climate change, its causes and impacts, and the technical, scientific, economic, and social dynamics of promising solutions. (4) Environmental justice.--The term ``environmental justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies to ensure that each person enjoys-- (A) the same degree of protection from environmental and health hazards; and (B) equal access to any Federal agency action on environmental justice issues in order to have a healthy environment in which to live, learn, work, and recreate. (5) Environmental justice community.--The term ``environmental justice community'' means a community with significant representation of communities of color, low-income communities, or Tribal and indigenous communities that experiences, or is at risk of experiencing, higher or more adverse human health or environmental effects as compared to other communities. (6) Green economy.--The term ``green economy'' means an economy that results in improved human and economic well-being and social equity by significantly reducing environmental risks and ecological scarcities. (7) Institution of higher education.--The term ``institution of higher education'' has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001). (8) Local educational agency; state educational agency.-- The terms ``local educational agency'' and ``State educational agency'' have the meanings given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (9) Nonformal.--The term ``nonformal'' means, with respect to learning, out-of-school educational programming carried out by nonprofit organizations and public agencies. (10) Nonprofit organization.--The term ``nonprofit organization'' means an organization described in section 501(c)(3) of the Internal Revenue Code of 1986 and exempt from taxation under section 501(a) of that Code. SEC. 4. CLIMATE CHANGE EDUCATION PROGRAM. Not later than 1 year after the date of the enactment of this Act, the Administrator of the National Oceanic and Atmospheric Administration shall establish a Climate Change Education Program within the Office of Education of the Administration to-- (1) increase the climate literacy of the United States by broadening the understanding of climate change, including possible long-term and short-term consequences, disproportionate impacts of those consequences, and potential solutions; (2) apply the latest scientific and technological discoveries, including through the use of the scientific assets of the Administration, to provide formal and nonformal learning opportunities to individuals of all ages, including individuals of diverse cultural and linguistic backgrounds; and (3) emphasize actionable information to help people understand and promote implementation of new technologies, jobs, career training, programs, and incentives related to climate change, climate adaptation and mitigation, climate resilience, climate justice, and environmental justice. SEC. 5. GRANTS AND COOPERATIVE AGREEMENTS. (a) In General.--Not later than 1 year after the date of the enactment of this Act, as part of the Climate Change Education Program established under section 4, the Administrator of the National Oceanic and Atmospheric Administration shall establish a program to award grants to, or establish cooperative agreements with, the following: (1) State educational agencies, in partnership with local educational agencies and local nonprofit organizations, and, subject to subsection (c), local educational agencies-- (A) for the development and implementation of aspects of climate literacy plans for grades 4 through 12 formal and nonformal climate change education that-- (i) are aligned with State education standards; and (ii) ensure that students graduate from high school with climate literacy; and (B) for the implementation of projects that-- (i) in the case of State educational agencies, include-- (I) relevant training and professional development for educators, which may include tiered mentorship frameworks; (II) integration of key climate change concepts into State education standards for science, technology, engineering, and mathematics (STEM), civics and social studies, career and technical education, and other relevant subject areas during the next revision of such standards; (III) development of climate change education frameworks and model curricula and curation and dissemination of existing such frameworks and curricula; (IV) creation of applied learning project-based models, particularly those that allow for student leadership in project development and applied field work, such as models making optimum use of green features improvements, such as low-cost environmental monitoring sensors, to school facilities such as energy systems, lighting systems, food systems, water management systems, waste management systems, and school grounds; and (V) incorporation of climate change mitigation and green technologies into new and existing high-quality career and technical education career pathways and work-based learning experiences in high-demand climate-related jobs, including development of partnerships with labor organizations, trade organizations, and apprenticeship programs; and (ii) in the case of local educational agencies-- (I) develop, modify, or implement district-level plans to advance climate change education that consider facilities, curriculum, environmental health, professional development for educators, student experiences, and equity; and (II) support community partnerships among local educational agencies, nonformal education providers, community-based organizations, and other partners to advance climate change education priorities. (2) Institutions of higher education and networks or partnerships of such institutions to engage teams of faculty and students to develop applied climate research and deliver to local communities direct services related to local climate mitigation and adaptation issues, with priority given to projects that-- (A) foster long-term campus-community partnerships; (B) show potential to scale work beyond the term of the grant or cooperative agreement; (C) involve significant student input in the project development process; (D) are inclusive for all segments of the population; and (E) promote equitable and just outcomes. (3) Professional associations and academic disciplinary societies for projects that build capacity at the State and national levels for continuing education by practicing professionals and the general public in green economy fields. (4) Youth corps organizations to engage in community-based climate mitigation and adaptation work that includes a substantive educational component. (b) Communities of Practice.--The Climate Change Education Program shall establish communities of practice with respect to each of paragraphs (1) through (4) of subsection (a) in order to accelerate learning. (c) Local Educational Agencies.--The Administrator of the National Oceanic and Atmospheric Administration may not award a grant to, or establish a cooperative agreement with, a local educational agency in any fiscal year under paragraph (1) of subsection (a) unless amounts appropriated for grants and cooperative agreements under such subsection for that fiscal year exceed $5,000,000. (d) Allocation of Amounts.-- (1) In general.--Except as provided in paragraph (2), amounts appropriated for grants and cooperative agreements under subsection (a) shall be allocated as follows: (A) 50 percent for grants and cooperative agreements under paragraph (1) of such subsection. (B) 30 percent for grants and cooperative agreements under paragraph (2) of such subsection. (C) 10 percent for grants and cooperative agreements under paragraph (3) of such subsection. (D) 10 percent for grants and cooperative agreements under paragraph (4) of such subsection. (2) Exception.--If amounts appropriated for grants and cooperative agreements under subsection (a) do not exceed $5,000,000 in any fiscal year, the Administrator of the National Oceanic and Atmospheric Administration may use in that fiscal year-- (A) 60 percent of such amounts for grants and cooperative agreements under paragraph (1) of such subsection; and (B) 40 percent of such amounts for grants and cooperative agreements under paragraph (2) of such subsection. (3) Environmental justice communities.--40 percent of all amounts allocated for grants and cooperative agreements under paragraphs (2) and (4) of subsection (a) shall be directed into environmental justice communities. (e) Grant and Cooperative Agreement Minimum.--If amounts appropriated for grants and cooperative agreements under subsection (a) exceed $5,000,000 in any fiscal year, any grant awarded to, or cooperative agreement established with, an entity under paragraph (1) of such subsection shall provide the entity a minimum of $1,000,000 in that fiscal year. SEC. 6. ANNUAL REPORT. Not later than 2 years after the date of the enactment of this Act, and annually thereafter, the Administrator of the National Oceanic and Atmospheric Administration shall submit to Congress a report that evaluates the scientific merits, educational effectiveness, and broader effects of activities carried out under this Act. SEC. 7. AUTHORIZATION OF APPROPRIATIONS. There is authorized to be appropriated to the National Oceanic and Atmospheric Administration to carry out this Act $50,000,000 for each of fiscal years 2027 through 2032. <all>\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Ustawa o edukacji klimatycznej: nowe programy nauczania i wsparcie dla szkół\",\n  \"pl_summary\": \"Ustawa wprowadza ogólnokrajowy program edukacji o klimacie, który ma przygotować uczniów i dorosłych do zmian środowiskowych. Dzięki nowym funduszom szkoły i uczelnie zaoferują praktyczną wiedzę o technologiach ekologicznych oraz szkolenia do pracy w zielonej gospodarce.\",\n  \"pl_key_points\": [\n    \"Nowe lekcje o klimacie dla uczniów klas 4-12, wplecione w przedmioty ścisłe i społeczne.\",\n    \"Szkolenia dla nauczycieli i pomoc dla szkół w tworzeniu nowoczesnych materiałów edukacyjnych.\",\n    \"Pieniądze na projekty studenckie i badania nad lokalnymi rozwiązaniami ekologicznymi.\",\n    \"Wsparcie dla zielonych zawodów, w tym staże i współpraca z firmami.\",\n    \"40% funduszy trafi do społeczności najbardziej narażonych na skutki zmian środowiska.\",\n    \"Budżet 50 milionów dolarów rocznie na te działania w latach 2027-2032.\"\n  ],\n  \"eng_ai_title\": \"Climate Change Education Act: New school programs and green career training\",\n  \"eng_summary\": \"This Act establishes a national climate education program to prepare students and adults for environmental changes. With new funding, schools and colleges will offer practical knowledge on green technologies and training for jobs in the green economy.\",\n  \"eng_key_points\": [\n    \"New climate lessons for students in grades 4-12, integrated into STEM and social studies.\",\n    \"Teacher training and support for schools to create modern educational materials.\",\n    \"Funding for student projects and research on local environmental solutions.\",\n    \"Support for green jobs, including internships and partnerships with businesses.\",\n    \"40% of funds will go to communities most affected by environmental changes.\",\n    \"An annual budget of $50 million for these activities from 2027 to 2032.\"\n  ],\n  \"de_ai_title\": \"Klimaschutz-Bildungsgesetz: Neue Lehrpläne und Förderung für grüne Berufe\",\n  \"de_summary\": \"Dieses Gesetz führt ein nationales Klimabildungsprogramm ein, um Schüler und Erwachsene auf Umweltveränderungen vorzubereiten. Mit neuen Mitteln werden Schulen und Hochschulen praktisches Wissen über grüne Technologien und Schulungen für Berufe in der grünen Wirtschaft anbieten.\",\n  \"de_key_points\": [\n    \"Neuer Klimauterricht für die Klassen 4 bis 12, integriert in MINT- und Sozialfächer.\",\n    \"Lehrerschulungen und Hilfe für Schulen bei der Erstellung moderner Lernmaterialien.\",\n    \"Gelder für Studentenprojekte und Forschung zu lokalen Umweltlösungen.\",\n    \"Unterstützung für grüne Berufe, einschließlich Praktika und Zusammenarbeit mit Firmen.\",\n    \"40 % der Mittel fließen an Gemeinschaften, die am stärksten von Umweltfolgen betroffen sind.\",\n    \"Jährliches Budget von 50 Millionen Dollar für diese Maßnahmen von 2027 bis 2032.\"\n  ],\n  \"fr_ai_title\": \"Loi sur l'éducation au changement climatique : nouveaux programmes scolaires et formations\",\n  \"fr_summary\": \"Cette loi établit un programme national d'éducation au climat pour préparer les élèves et les adultes aux changements environnementaux. Grâce à de nouveaux financements, les écoles et les universités proposeront des connaissances pratiques sur les technologies vertes et des formations pour les métiers de l'économie verte.\",\n  \"fr_key_points\": [\n    \"Nouveaux cours sur le climat pour les élèves de la 4e à la 12e année, intégrés aux sciences et aux études sociales.\",\n    \"Formation des enseignants et aide aux écoles pour créer des supports pédagogiques modernes.\",\n    \"Financement de projets étudiants et de recherches sur des solutions environnementales locales.\",\n    \"Soutien aux métiers verts, incluant des stages et des partenariats avec des entreprises.\",\n    \"40 % des fonds iront aux communautés les plus touchées par les changements environnementaux.\",\n    \"Un budget annuel de 50 millions de dollars pour ces actions de 2027 à 2032.\"\n  ],\n  \"es_ai_title\": \"Ley de Educación sobre el Cambio Climático: nuevos programas y formación profesional\",\n  \"es_summary\": \"Esta ley establece un programa nacional de educación climática para preparar a estudiantes y adultos para los cambios ambientales. Con nuevos fondos, las escuelas y universidades ofrecerán conocimientos prácticos sobre tecnologías verdes y capacitación para empleos en la economía verde.\",\n  \"es_key_points\": [\n    \"Nuevas lecciones sobre el clima para alumnos de grados 4 a 12, integradas en ciencias y estudios sociales.\",\n    \"Capacitación para maestros y ayuda a las escuelas para crear materiales educativos modernos.\",\n    \"Dinero para proyectos estudiantiles e investigación sobre soluciones ambientales locales.\",\n    \"Apoyo a empleos verdes, incluyendo pasantías y alianzas con empresas.\",\n    \"El 40% de los fondos se destinará a las comunidades más afectadas por los cambios ambientales.\",\n    \"Presupuesto de 50 millones de dólares anuales para estas acciones entre 2027 y 2032.\"\n  ],\n  \"it_ai_title\": \"Legge sull'educazione al cambiamento climatico: nuovi programmi scolastici e formazione\",\n  \"it_summary\": \"Questa legge istituisce un programma nazionale di educazione climatica per preparare studenti e adulti ai cambiamenti ambientali. Grazie a nuovi finanziamenti, scuole e università offriranno conoscenze pratiche sulle tecnologie verdi e formazione per i lavori nell'economia verde.\",\n  \"it_key_points\": [\n    \"Nuove lezioni sul clima per gli studenti dal 4° al 12° anno, integrate nelle materie scientifiche e sociali.\",\n    \"Formazione per gli insegnanti e aiuto alle scuole per creare materiali didattici moderni.\",\n    \"Fondi per progetti studenteschi e ricerca su soluzioni ambientali locali.\",\n    \"Supporto per i lavori verdi, inclusi tirocini e collaborazioni con le imprese.\",\n    \"Il 40% dei fondi andrà alle comunità più colpite dai cambiamenti ambientali.\",\n    \"Budget di 50 milioni di dollari all'anno per queste attività dal 2027 al 2032.\"\n  ],\n  \"nl_ai_title\": \"Wet op Klimaatverandering Educatie: nieuwe lesprogramma's en groene banen\",\n  \"nl_summary\": \"Deze wet stelt een nationaal klimaateducatieprogramma in om studenten en volwassenen voor te bereiden op milieuveranderingen. Met nieuwe financiering zullen scholen en universiteiten praktische kennis over groene technologieën en training voor banen in de groene economie aanbieden.\",\n  \"nl_key_points\": [\n    \"Nieuwe klimaatlessen voor leerlingen in de groepen 6 tot en met 12, verweven in bèta- en maatschappijvakken.\",\n    \"Training voor leraren en hulp aan scholen bij het maken van modern lesmateriaal.\",\n    \"Geld voor studentenprojecten en onderzoek naar lokale milieuoplossingen.\",\n    \"Ondersteuning voor groene banen, inclusief stages en samenwerking met bedrijven.\",\n    \"40% van de middelen gaat naar gemeenschappen die het zwaarst worden getroffen door milieuveranderingen.\",\n    \"Jaarlijks budget van 50 miljoen dollar voor deze acties van 2027 tot 2032.\"\n  ],\n  \"pt_ai_title\": \"Lei da Educação sobre Alterações Climáticas: novos currículos e formação profissional\",\n  \"pt_summary\": \"Esta lei estabelece um programa nacional de educação climática para preparar estudantes e adultos para as mudanças ambientais. Com novos fundos, escolas e universidades oferecerão conhecimentos práticos sobre tecnologias verdes e formação para empregos na economia verde.\",\n  \"pt_key_points\": [\n    \"Novas aulas sobre o clima para alunos do 4.º ao 12.º ano, integradas em disciplinas científicas e sociais.\",\n    \"Formação para professores e ajuda às escolas para criar materiais educativos modernos.\",\n    \"Verbas para projetos de estudantes e investigação sobre soluções ambientais locais.\",\n    \"Apoio a empregos verdes, incluindo estágios e parcerias com empresas.\",\n    \"40% dos fundos irão para as comunidades mais afetadas pelas alterações ambientais.\",\n    \"Orçamento de 50 milhões de dólares anuais para estas ações entre 2027 e 2032.\"\n  ],\n  \"category\": [\"Education\", \"Environment\", \"Economy\"]\n}"
    },
    {
      "timestamp": "2026-04-28T11:20:49.611Z",
      "source_url": "https://www.congress.gov/119/bills/hr8406/BILLS-119hr8406ih.htm",
      "model": "gemini-flash-lite-latest",
      "prompt_sent": "\nROLE: Fact Checker.\nZADANIE: Porównaj SOURCE (oryginał) i SUMMARY (streszczenie przygotowane przez inne AI).\n\nTwoim celem jest wykrycie \"ZMYŚLONYCH KONKRETÓW\" (Fabricated Entities) w SUMMARY.\n\nSOURCE:\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8406 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 8406 To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES April 21, 2026 Mrs. Dingell (for herself and Ms. Brownley) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned _______________________________________________________________________ A BILL To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Climate Change Education Act''. SEC. 2. FINDINGS. Congress makes the following findings: (1) The evidence for human-induced climate change is overwhelming and undeniable. (2) According to the Fifth National Climate Assessment, atmospheric carbon can be significantly reduced through conservation, by shifting to renewable energy sources such as solar, wind, tidal, and geothermal, and by increasing the efficiency of buildings, including domiciles, and transportation. (3) Providing clear information about climate change, in a variety of forms, can remove the fear and the sense of helplessness and encourage individuals and communities to take action. (4) Implementation of measures that promote energy efficiency, conservation, and renewable energy will greatly reduce human impacts on the environment. (5) Informing people of new technologies and programs as they become available will ensure maximum understanding and maximum effect of those measures. (6) More than 3,500,000 students graduate from high schools and colleges in the United States each year, armed with attitudes, skills, and knowledge about the climate that inform their actions. (7) The effect on the climate, positive or negative, of each of those 3,500,000 students lasts beyond a lifetime. (8) Those students need to be prepared to implement changes in professional and personal practices, to support and help develop new technology and policy, and to address the coming social and economic challenges and opportunities arising from a changing climate. (9) It has been demonstrated that the people of the United States overwhelmingly support teaching students about the causes, consequences, and potential solutions to climate change in all 50 States and more than 3,000 counties across the United States. (10) Only 30 percent of middle school science teachers and 45 percent of high school science teachers understand the extent of the scientific consensus on climate change. (11) Section 4002(a) of the America COMPETES Act (33 U.S.C. 893a(a)) requires the National Oceanic and Atmospheric Administration to ``conduct, develop, support, promote, and coordinate formal and informal educational activities at all levels''. (12) The existing Environmental Literacy Program of the National Oceanic and Atmospheric Administration was established in 2005 by the Bush administration as a backbone to an agency effort to advance sound environmental education for children and adults. (13) Expanding the popular Environmental Literacy Program (less than 5 percent of applications in 2020 received funding) to include climate education for professional educators and students is within the established expertise of the National Oceanic and Atmospheric Administration and will effectively leverage critical resources for foundational learning and career preparation. SEC. 3. DEFINITIONS. In this Act: (1) Climate change education.--The term ``climate change education'' means nonformal and formal interdisciplinary learning at all age levels about-- (A) climate change, climate adaptation and mitigation, climate resilience, and climate justice; and (B) the effects of climate change, climate adaptation and mitigation, climate resilience, and climate justice on the environmental, energy, social, and economic systems of the United States. (2) Climate justice.--The term ``climate justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of policies and projects to ensure that each person enjoys the same degree of protection from the adverse effects of climate change. (3) Climate literacy.--The term ``climate literacy'' means competence or knowledge of climate change, its causes and impacts, and the technical, scientific, economic, and social dynamics of promising solutions. (4) Environmental justice.--The term ``environmental justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies to ensure that each person enjoys-- (A) the same degree of protection from environmental and health hazards; and (B) equal access to any Federal agency action on environmental justice issues in order to have a healthy environment in which to live, learn, work, and recreate. (5) Environmental justice community.--The term ``environmental justice community'' means a community with significant representation of communities of color, low-income communities, or Tribal and indigenous communities that experiences, or is at risk of experiencing, higher or more adverse human health or environmental effects as compared to other communities. (6) Green economy.--The term ``green economy'' means an economy that results in improved human and economic well-being and social equity by significantly reducing environmental risks and ecological scarcities. (7) Institution of higher education.--The term ``institution of higher education'' has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001). (8) Local educational agency; state educational agency.-- The terms ``local educational agency'' and ``State educational agency'' have the meanings given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (9) Nonformal.--The term ``nonformal'' means, with respect to learning, out-of-school educational programming carried out by nonprofit organizations and public agencies. (10) Nonprofit organization.--The term ``nonprofit organization'' means an organization described in section 501(c)(3) of the Internal Revenue Code of 1986 and exempt from taxation under section 501(a) of that Code. SEC. 4. CLIMATE CHANGE EDUCATION PROGRAM. Not later than 1 year after the date of the enactment of this Act, the Administrator of the National Oceanic and Atmospheric Administration shall establish a Climate Change Education Program within the Office of Education of the Administration to-- (1) increase the climate literacy of the United States by broadening the understanding of climate change, including possible long-term and short-term consequences, disproportionate impacts of those consequences, and potential solutions; (2) apply the latest scientific and technological discoveries, including through the use of the scientific assets of the Administration, to provide formal and nonformal learning opportunities to individuals of all ages, including individuals of diverse cultural and linguistic backgrounds; and (3) emphasize actionable information to help people understand and promote implementation of new technologies, jobs, career training, programs, and incentives related to climate change, climate adaptation and mitigation, climate resilience, climate justice, and environmental justice. SEC. 5. GRANTS AND COOPERATIVE AGREEMENTS. (a) In General.--Not later than 1 year after the date of the enactment of this Act, as part of the Climate Change Education Program established under section 4, the Administrator of the National Oceanic and Atmospheric Administration shall establish a program to award grants to, or establish cooperative agreements with, the following: (1) State educational agencies, in partnership with local educational agencies and local nonprofit organizations, and, subject to subsection (c), local educational agencies-- (A) for the development and implementation of aspects of climate literacy plans for grades 4 through 12 formal and nonformal climate change education that-- (i) are aligned with State education standards; and (ii) ensure that students graduate from high school with climate literacy; and (B) for the implementation of projects that-- (i) in the case of State educational agencies, include-- (I) relevant training and professional development for educators, which may include tiered mentorship frameworks; (II) integration of key climate change concepts into State education standards for science, technology, engineering, and mathematics (STEM), civics and social studies, career and technical education, and other relevant subject areas during the next revision of such standards; (III) development of climate change education frameworks and model curricula and curation and dissemination of existing such frameworks and curricula; (IV) creation of applied learning project-based models, particularly those that allow for student leadership in project development and applied field work, such as models making optimum use of green features improvements, such as low-cost environmental monitoring sensors, to school facilities such as energy systems, lighting systems, food systems, water management systems, waste management systems, and school grounds; and (V) incorporation of climate change mitigation and green technologies into new and existing high-quality career and technical education career pathways and work-based learning experiences in high-demand climate-related jobs, including development of partnerships with labor organizations, trade organizations, and apprenticeship programs; and (ii) in the case of local educational agencies-- (I) develop, modify, or implement district-level plans to advance climate change education that consider facilities, curriculum, environmental health, professional development for educators, student experiences, and equity; and (II) support community partnerships among local educational agencies, nonformal education providers, community-based organizations, and other partners to advance climate change education priorities. (2) Institutions of higher education and networks or partnerships of such institutions to engage teams of faculty and students to develop applied climate research and deliver to local communities direct services related to local climate mitigation and adaptation issues, with priority given to projects that-- (A) foster long-term campus-community partnerships; (B) show potential to scale work beyond the term of the grant or cooperative agreement; (C) involve significant student input in the project development process; (D) are inclusive for all segments of the population; and (E) promote equitable and just outcomes. (3) Professional associations and academic disciplinary societies for projects that build capacity at the State and national levels for continuing education by practicing professionals and the general public in green economy fields. (4) Youth corps organizations to engage in community-based climate mitigation and adaptation work that includes a substantive educational component. (b) Communities of Practice.--The Climate Change Education Program shall establish communities of practice with respect to each of paragraphs (1) through (4) of subsection (a) in order to accelerate learning. (c) Local Educational Agencies.--The Administrator of the National Oceanic and Atmospheric Administration may not award a grant to, or establish a cooperative agreement with, a local educational agency in any fiscal year under paragraph (1) of subsection (a) unless amounts appropriated for grants and cooperative agreements under such subsection for that fiscal year exceed $5,000,000. (d) Allocation of Amounts.-- (1) In general.--Except as provided in paragraph (2), amounts appropriated for grants and cooperative agreements under subsection (a) shall be allocated as follows: (A) 50 percent for grants and cooperative agreements under paragraph (1) of such subsection. (B) 30 percent for grants and cooperative agreements under paragraph (2) of such subsection. (C) 10 percent for grants and cooperative agreements under paragraph (3) of such subsection. (D) 10 percent for grants and cooperative agreements under paragraph (4) of such subsection. (2) Exception.--If amounts appropriated for grants and cooperative agreements under subsection (a) do not exceed $5,000,000 in any fiscal year, the Administrator of the National Oceanic and Atmospheric Administration may use in that fiscal year-- (A) 60 percent of such amounts for grants and cooperative agreements under paragraph (1) of such subsection; and (B) 40 percent of such amounts for grants and cooperative agreements under paragraph (2) of such subsection. (3) Environmental justice communities.--40 percent of all amounts allocated for grants and cooperative agreements under paragraphs (2) and (4) of subsection (a) shall be directed into environmental justice communities. (e) Grant and Cooperative Agreement Minimum.--If amounts appropriated for grants and cooperative agreements under subsection (a) exceed $5,000,000 in any fiscal year, any grant awarded to, or cooperative agreement established with, an entity under paragraph (1) of such subsection shall provide the entity a minimum of $1,000,000 in that fiscal year. SEC. 6. ANNUAL REPORT. Not later than 2 years after the date of the enactment of this Act, and annually thereafter, the Administrator of the National Oceanic and Atmospheric Administration shall submit to Congress a report that evaluates the scientific merits, educational effectiveness, and broader effects of activities carried out under this Act. SEC. 7. AUTHORIZATION OF APPROPRIATIONS. There is authorized to be appropriated to the National Oceanic and Atmospheric Administration to carry out this Act $50,000,000 for each of fiscal years 2027 through 2032. <all>\n\nSUMMARY TO EVALUATE:\nTitle: Climate Change Education Act: New Programs and Grants for Schools\nSummary: This Act creates a national climate change education program to help students and adults understand environmental impacts on their lives. New grants will provide schools and colleges with funding for modern lessons, professional training, and local green projects.\nKey Points: Introduction of climate lessons for students in grades 4-12 and higher education., Grants for schools to use green facility upgrades (like solar panels) as practical learning tools., Teacher training and preparing students for future careers in the green economy., Targeted financial support for low-income communities most affected by climate change., An annual budget of $50 million to fund these educational initiatives from 2027 to 2032.\n\nZASADY OCENY:\n1. Sprawdź wszystkie LICZBY, DATY i KWOTY w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n2. Sprawdź wszystkie NAZWISKA, ORGANIZACJE i MIEJSCA w SUMMARY. Jeśli którejś brakuje w SOURCE -> is_valid: false.\n3. Sprawdź wszystkie konkretne DZIAŁANIA PRAWNE . Jeśli tego mechanizmu nie ma w SOURCE -> is_valid: false.\n\nWAŻNE: Abstrakcyjne pojęcia (np. \"transparentność\", \"zaufanie\") są dozwolone jako wnioski.\n\nOUTPUT (JSON):\n{\n  \"is_valid\": true/false,\n  \"issue\": \"fabricated_entity\" / \"contradiction\" / \"none\"\n}\n\nWYMAGANIA FORMATOWANIA:\n1. Odpowiedz WYŁĄCZNIE surowym obiektem JSON.\n2. NIE używaj bloków kodu Markdown.\n3. NIE dodawaj żadnych wstępów ani wyjaśnień przed ani po JSONie.\n4. JSON musi być poprawny i gotowy do parsowania.\n\n",
      "ai_response_raw": "{\n  \"is_valid\": false,\n  \"issue\": \"fabricated_entity\"\n}"
    },
    {
      "timestamp": "2026-04-28T11:13:31.748Z",
      "source_url": "https://www.congress.gov/119/bills/hr8406/BILLS-119hr8406ih.htm",
      "model": "gemini-flash-latest",
      "prompt_sent": "\nJesteś ekspertem od prawa Stanów Zjednoczonych, który ma za zadanie analizować dokumenty ustaw, uchwał oraz innych dokumentów legislacyjnych, a następnie przygotowywać z nich informacje w przystępny sposób dla obywateli. Twoim celem jest przedstawienie informacji tak, aby obywatele mogli sami ocenić wpływ legislacji na ich życie, nawet bez posiadania specjalistycznej wiedzy legislacyjnej. Skup się na faktach i obiektywnych skutkach wprowadzanych zmian, unikając wartościowania i osobistych opinii. Wszelki żargon prawny jest zabroniony. Prezentuj informacje w jasny, zwięzły i angażujący sposób, tak aby były zrozumiałe dla osoby bez wykształcenia prawniczego. Unikaj długich, złożonych zdań. Zamiast pisać \"projekt ma na celu nowelizację kodeksu podatkowego...\", napisz \"Zmiany w podatkach: nowe ulgi i obowiązki dla...\". Kontynuuj swoją pracę, dopóki nie rozwiążesz swojego zadania. Jeśli nie masz pewności co do generowanej treści, przeanalizuj dokument ponownie – nie zgaduj. Rozplanuj dobrze swoje zadanie przed przystąpieniem do niego. W podsumowaniu i kluczowych punktach, jeśli to możliwe i uzasadnione, podkreśl, jakie konkretne korzyści lub skutki (pozytywne lub negatywne) wprowadza ustawa dla życia codziennego obywateli, ich praw i obowiązków, finansów osobistych, bezpieczeństwa i innych ważnych kwestii (np. kategorycznych zakazów i nakazów czy najważniejszych konkretnych alokacji finansowych i terytorialnych).\n\nTwoja odpowiedź MUSI być w formacie JSON - i zawierać następujące klucze.\nZanim zwrócisz odpowiedź, dokładnie zweryfikuj, czy cała struktura JSON jest w 100% poprawna, włącznie ze wszystkimi przecinkami, nawiasami klamrowymi, kwadratowymi oraz cudzysłowami. Błędny JSON jest nieakceptowalny i uniemożliwi przetworzenie Twojej pracy.\n\nPrzeanalizuj dokładnie poniższy tekst dokumentu prawnego. To jest treść, na podstawie której masz wygenerować podsumowanie i kluczowe punkty:\n--- POCZĄTEK DOKUMENTU ---\n[Congressional Bills 119th Congress] [From the U.S. Government Publishing Office] [H.R. 8406 Introduced in House (IH)] <DOC> 119th CONGRESS 2d Session H. R. 8406 To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. _______________________________________________________________________ IN THE HOUSE OF REPRESENTATIVES April 21, 2026 Mrs. Dingell (for herself and Ms. Brownley) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committee on Education and Workforce, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned _______________________________________________________________________ A BILL To require the Administrator of the National Oceanic and Atmospheric Administration to establish a Climate Change Education Program, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Climate Change Education Act''. SEC. 2. FINDINGS. Congress makes the following findings: (1) The evidence for human-induced climate change is overwhelming and undeniable. (2) According to the Fifth National Climate Assessment, atmospheric carbon can be significantly reduced through conservation, by shifting to renewable energy sources such as solar, wind, tidal, and geothermal, and by increasing the efficiency of buildings, including domiciles, and transportation. (3) Providing clear information about climate change, in a variety of forms, can remove the fear and the sense of helplessness and encourage individuals and communities to take action. (4) Implementation of measures that promote energy efficiency, conservation, and renewable energy will greatly reduce human impacts on the environment. (5) Informing people of new technologies and programs as they become available will ensure maximum understanding and maximum effect of those measures. (6) More than 3,500,000 students graduate from high schools and colleges in the United States each year, armed with attitudes, skills, and knowledge about the climate that inform their actions. (7) The effect on the climate, positive or negative, of each of those 3,500,000 students lasts beyond a lifetime. (8) Those students need to be prepared to implement changes in professional and personal practices, to support and help develop new technology and policy, and to address the coming social and economic challenges and opportunities arising from a changing climate. (9) It has been demonstrated that the people of the United States overwhelmingly support teaching students about the causes, consequences, and potential solutions to climate change in all 50 States and more than 3,000 counties across the United States. (10) Only 30 percent of middle school science teachers and 45 percent of high school science teachers understand the extent of the scientific consensus on climate change. (11) Section 4002(a) of the America COMPETES Act (33 U.S.C. 893a(a)) requires the National Oceanic and Atmospheric Administration to ``conduct, develop, support, promote, and coordinate formal and informal educational activities at all levels''. (12) The existing Environmental Literacy Program of the National Oceanic and Atmospheric Administration was established in 2005 by the Bush administration as a backbone to an agency effort to advance sound environmental education for children and adults. (13) Expanding the popular Environmental Literacy Program (less than 5 percent of applications in 2020 received funding) to include climate education for professional educators and students is within the established expertise of the National Oceanic and Atmospheric Administration and will effectively leverage critical resources for foundational learning and career preparation. SEC. 3. DEFINITIONS. In this Act: (1) Climate change education.--The term ``climate change education'' means nonformal and formal interdisciplinary learning at all age levels about-- (A) climate change, climate adaptation and mitigation, climate resilience, and climate justice; and (B) the effects of climate change, climate adaptation and mitigation, climate resilience, and climate justice on the environmental, energy, social, and economic systems of the United States. (2) Climate justice.--The term ``climate justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of policies and projects to ensure that each person enjoys the same degree of protection from the adverse effects of climate change. (3) Climate literacy.--The term ``climate literacy'' means competence or knowledge of climate change, its causes and impacts, and the technical, scientific, economic, and social dynamics of promising solutions. (4) Environmental justice.--The term ``environmental justice'' means the fair treatment and meaningful involvement of all people, regardless of race, color, culture, national origin, or income, with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies to ensure that each person enjoys-- (A) the same degree of protection from environmental and health hazards; and (B) equal access to any Federal agency action on environmental justice issues in order to have a healthy environment in which to live, learn, work, and recreate. (5) Environmental justice community.--The term ``environmental justice community'' means a community with significant representation of communities of color, low-income communities, or Tribal and indigenous communities that experiences, or is at risk of experiencing, higher or more adverse human health or environmental effects as compared to other communities. (6) Green economy.--The term ``green economy'' means an economy that results in improved human and economic well-being and social equity by significantly reducing environmental risks and ecological scarcities. (7) Institution of higher education.--The term ``institution of higher education'' has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001). (8) Local educational agency; state educational agency.-- The terms ``local educational agency'' and ``State educational agency'' have the meanings given those terms in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (9) Nonformal.--The term ``nonformal'' means, with respect to learning, out-of-school educational programming carried out by nonprofit organizations and public agencies. (10) Nonprofit organization.--The term ``nonprofit organization'' means an organization described in section 501(c)(3) of the Internal Revenue Code of 1986 and exempt from taxation under section 501(a) of that Code. SEC. 4. CLIMATE CHANGE EDUCATION PROGRAM. Not later than 1 year after the date of the enactment of this Act, the Administrator of the National Oceanic and Atmospheric Administration shall establish a Climate Change Education Program within the Office of Education of the Administration to-- (1) increase the climate literacy of the United States by broadening the understanding of climate change, including possible long-term and short-term consequences, disproportionate impacts of those consequences, and potential solutions; (2) apply the latest scientific and technological discoveries, including through the use of the scientific assets of the Administration, to provide formal and nonformal learning opportunities to individuals of all ages, including individuals of diverse cultural and linguistic backgrounds; and (3) emphasize actionable information to help people understand and promote implementation of new technologies, jobs, career training, programs, and incentives related to climate change, climate adaptation and mitigation, climate resilience, climate justice, and environmental justice. SEC. 5. GRANTS AND COOPERATIVE AGREEMENTS. (a) In General.--Not later than 1 year after the date of the enactment of this Act, as part of the Climate Change Education Program established under section 4, the Administrator of the National Oceanic and Atmospheric Administration shall establish a program to award grants to, or establish cooperative agreements with, the following: (1) State educational agencies, in partnership with local educational agencies and local nonprofit organizations, and, subject to subsection (c), local educational agencies-- (A) for the development and implementation of aspects of climate literacy plans for grades 4 through 12 formal and nonformal climate change education that-- (i) are aligned with State education standards; and (ii) ensure that students graduate from high school with climate literacy; and (B) for the implementation of projects that-- (i) in the case of State educational agencies, include-- (I) relevant training and professional development for educators, which may include tiered mentorship frameworks; (II) integration of key climate change concepts into State education standards for science, technology, engineering, and mathematics (STEM), civics and social studies, career and technical education, and other relevant subject areas during the next revision of such standards; (III) development of climate change education frameworks and model curricula and curation and dissemination of existing such frameworks and curricula; (IV) creation of applied learning project-based models, particularly those that allow for student leadership in project development and applied field work, such as models making optimum use of green features improvements, such as low-cost environmental monitoring sensors, to school facilities such as energy systems, lighting systems, food systems, water management systems, waste management systems, and school grounds; and (V) incorporation of climate change mitigation and green technologies into new and existing high-quality career and technical education career pathways and work-based learning experiences in high-demand climate-related jobs, including development of partnerships with labor organizations, trade organizations, and apprenticeship programs; and (ii) in the case of local educational agencies-- (I) develop, modify, or implement district-level plans to advance climate change education that consider facilities, curriculum, environmental health, professional development for educators, student experiences, and equity; and (II) support community partnerships among local educational agencies, nonformal education providers, community-based organizations, and other partners to advance climate change education priorities. (2) Institutions of higher education and networks or partnerships of such institutions to engage teams of faculty and students to develop applied climate research and deliver to local communities direct services related to local climate mitigation and adaptation issues, with priority given to projects that-- (A) foster long-term campus-community partnerships; (B) show potential to scale work beyond the term of the grant or cooperative agreement; (C) involve significant student input in the project development process; (D) are inclusive for all segments of the population; and (E) promote equitable and just outcomes. (3) Professional associations and academic disciplinary societies for projects that build capacity at the State and national levels for continuing education by practicing professionals and the general public in green economy fields. (4) Youth corps organizations to engage in community-based climate mitigation and adaptation work that includes a substantive educational component. (b) Communities of Practice.--The Climate Change Education Program shall establish communities of practice with respect to each of paragraphs (1) through (4) of subsection (a) in order to accelerate learning. (c) Local Educational Agencies.--The Administrator of the National Oceanic and Atmospheric Administration may not award a grant to, or establish a cooperative agreement with, a local educational agency in any fiscal year under paragraph (1) of subsection (a) unless amounts appropriated for grants and cooperative agreements under such subsection for that fiscal year exceed $5,000,000. (d) Allocation of Amounts.-- (1) In general.--Except as provided in paragraph (2), amounts appropriated for grants and cooperative agreements under subsection (a) shall be allocated as follows: (A) 50 percent for grants and cooperative agreements under paragraph (1) of such subsection. (B) 30 percent for grants and cooperative agreements under paragraph (2) of such subsection. (C) 10 percent for grants and cooperative agreements under paragraph (3) of such subsection. (D) 10 percent for grants and cooperative agreements under paragraph (4) of such subsection. (2) Exception.--If amounts appropriated for grants and cooperative agreements under subsection (a) do not exceed $5,000,000 in any fiscal year, the Administrator of the National Oceanic and Atmospheric Administration may use in that fiscal year-- (A) 60 percent of such amounts for grants and cooperative agreements under paragraph (1) of such subsection; and (B) 40 percent of such amounts for grants and cooperative agreements under paragraph (2) of such subsection. (3) Environmental justice communities.--40 percent of all amounts allocated for grants and cooperative agreements under paragraphs (2) and (4) of subsection (a) shall be directed into environmental justice communities. (e) Grant and Cooperative Agreement Minimum.--If amounts appropriated for grants and cooperative agreements under subsection (a) exceed $5,000,000 in any fiscal year, any grant awarded to, or cooperative agreement established with, an entity under paragraph (1) of such subsection shall provide the entity a minimum of $1,000,000 in that fiscal year. SEC. 6. ANNUAL REPORT. Not later than 2 years after the date of the enactment of this Act, and annually thereafter, the Administrator of the National Oceanic and Atmospheric Administration shall submit to Congress a report that evaluates the scientific merits, educational effectiveness, and broader effects of activities carried out under this Act. SEC. 7. AUTHORIZATION OF APPROPRIATIONS. There is authorized to be appropriated to the National Oceanic and Atmospheric Administration to carry out this Act $50,000,000 for each of fiscal years 2027 through 2032. <all>\n--- KONIEC DOKUMENTU ---\n\nPAMIĘTAJ: Twoja odpowiedź MUSI być wyłącznie poprawnym obiektem JSON. Nie dodawaj żadnych dodatkowych znaków, komentarzy ani tekstu przed znacznikiem '{' ani po znaczniku '}'. Cała odpowiedź musi być parsowalna jako JSON.\nNa podstawie POWYŻSZEGO dokumentu, wypełnij poniższą strukturę JSON:\nOto struktura JSON, której oczekuję (wypełnij ją treścią):\n{\n  \"pl_ai_title\": \"Nowy, krótki tytuł dla aktu prawnego po polsku, oddający sedno wprowadzanych zmian (np. maksymalnie 10-12 słów).\",\n  \"pl_summary\": \"2-3 zdania zwięzłego podsumowania treści aktu prawnego po polsku, napisane z perspektywy wpływu na życie codzienne obywateli.\",\n  \"pl_key_points\": [\n    \"Pierwszy krótki punkt po polsku dotyczący najważniejszych wprowadzanych rozwiązań lub zmian.\",\n    \"Drugi krótki punkt po polsku...\"\n  ],\n  \"eng_ai_title\": \"A new, short title for the legal act in English, capturing the essence of the changes (e.g., max 10-12 words).\",\n  \"eng_summary\": \"2-3 sentences summarizing the legal act in English, from the perspective of its impact on citizens' daily lives.\",\n  \"eng_key_points\": [\n    \"First short bullet point in English regarding the most important solutions or changes being introduced.\",\n    \"Second short bullet point in English...\"\n  ],\n  \"de_ai_title\": \"Ein neuer, kurzer Titel für das Rechtsdokument auf Deutsch, der den Kern der Änderungen erfasst (z.B. max. 10-12 Wörter).\",\n  \"de_summary\": \"2-3 Sätze Zusammenfassung des Rechtsdokuments auf Deutsch, aus der Perspektive seiner Auswirkungen auf das tägliche Leben der Bürger.\",\n  \"de_key_points\": [\n    \"Erster kurzer Stichpunkt auf Deutsch zu den wichtigsten eingeführten Lösungen oder Änderungen.\",\n    \"Zweiter kurzer Stichpunkt auf Deutsch...\"\n  ],\n  \"fr_ai_title\": \"Un nouveau titre court pour l'acte juridique en français, saisissant l'essence des changements (par exemple, 10-12 mots maximum).\",\n  \"fr_summary\": \"Résumé de 2-3 phrases de l'acte juridique en français, du point de vue de son impact sur la vie quotidienne des citoyens.\",\n  \"fr_key_points\": [\n    \"Premier court point en français concernant les solutions ou changements les plus importants introduits.\",\n    \"Deuxième court point en français...\"\n  ],\n  \"es_ai_title\": \"Un nuevo título breve para el acto jurídico en español, que recoja la esencia de los cambios (por ejemplo, máximo 10-12 palabras).\",\n  \"es_summary\": \"Resumen de 2-3 frases del acto jurídico en español, desde la perspectiva de su impacto en la vida cotidiana de los ciudadanos.\",\n  \"es_key_points\": [\n    \"Primer punto breve en español sobre las soluciones o cambios más importantes que se introducen.\",\n    \"Segundo punto breve en español...\"\n  ],\n  \"it_ai_title\": \"Un nuovo titolo breve per l'atto giuridico in italiano, che colga l'essenza delle modifiche (ad es. massimo 10-12 parole).\",\n  \"it_summary\": \"Riepilogo di 2-3 frasi dell'atto giuridico in italiano, dal punto di vista del suo impatto sulla vita quotidiana dei cittadini.\",\n  \"it_key_points\": [\n    \"Primo breve punto in italiano riguardante le soluzioni o le modifiche più importanti introdotte.\",\n    \"Secondo breve punto in italiano...\"\n  ],\n  \"nl_ai_title\": \"Een nieuwe, korte titel voor de rechtshandeling in het Nederlands, die de essentie van de wijzigingen weergeeft (bijv. max. 10-12 woorden).\",\n  \"nl_summary\": \"Samenvatting van 2-3 zinnen van de rechtshandeling in het Nederlands, vanuit het perspectief van de impact op het dagelijks leven van burgers.\",\n  \"nl_key_points\": [\n    \"Eerste korte punt in het Nederlands betreffende de belangrijkste geïntroduceerde oplossingen of wijzigingen.\",\n    \"Tweede korte punt in het Nederlands...\"\n  ],\n  \"pt_ai_title\": \"Um novo título curto para o ato jurídico em português, capturando a essência das mudanças (por exemplo, máx. 10-12 palavras).\",\n  \"pt_summary\": \"Resumo de 2-3 frases do ato jurídico em português, na perspetiva do seu impacto na vida quotidiana dos cidadãos.\",\n  \"pt_key_points\": [\n    \"Primeiro ponto curto em português sobre as soluções ou alterações mais importantes introduzidas.\",\n    \"Segundo ponto curto em português...\"\n  ],\n  \"category\": [\"Categorize the document into one category by default, based on the field it primarily concerns. Choose up to 3 if the document also touches upon SIGNIFICANT issues from other categories. You MUST select categories ONLY from the following list: Health, Education, Family, Taxes, Labor, Security, Environment, Courts and Law, Transport, Benefits, Real Estate, Media and Culture, Local Government, Migration, Agriculture, Public Investments, Informatization, Economy. If the document does not definitively fit any of these, you MUST use \"Other\". If you use \"Other\", it should be the ONLY category selected. Do NOT invent new categories. The response must be an array of strings, e.g., [\"Taxes\", \"Family\"].\"]\n}\n\n",
      "ai_response_raw": "{\n  \"pl_ai_title\": \"Ustawa o edukacji klimatycznej: nowe programy i dotacje dla szkół\",\n  \"pl_summary\": \"Ustawa wprowadza ogólnokrajowy program edukacji o zmianach klimatu, który pomoże uczniom i dorosłym zrozumieć wpływ środowiska na ich życie. Dzięki nowym dotacjom szkoły i uczelnie zyskają środki na nowoczesne lekcje, szkolenia zawodowe oraz projekty ekologiczne w lokalnych społecznościach.\",\n  \"pl_key_points\": [\n    \"Wprowadzenie lekcji o klimacie dla uczniów klas 4-12 oraz studentów uczelni wyższych.\",\n    \"Dotacje dla szkół na wykorzystanie ekologicznych ulepszeń budynków (np. paneli słonecznych) jako narzędzi do nauki.\",\n    \"Szkolenia dla nauczycieli i przygotowanie uczniów do pracy w zawodach związanych z zieloną gospodarką.\",\n    \"Specjalne wsparcie finansowe dla uboższych społeczności najbardziej narażonych na skutki zmian klimatu.\",\n    \"Przeznaczenie 50 milionów dolarów rocznie na realizację tych celów w latach 2027-2032.\"\n  ],\n  \"eng_ai_title\": \"Climate Change Education Act: New Programs and Grants for Schools\",\n  \"eng_summary\": \"This Act creates a national climate change education program to help students and adults understand environmental impacts on their lives. New grants will provide schools and colleges with funding for modern lessons, professional training, and local green projects.\",\n  \"eng_key_points\": [\n    \"Introduction of climate lessons for students in grades 4-12 and higher education.\",\n    \"Grants for schools to use green facility upgrades (like solar panels) as practical learning tools.\",\n    \"Teacher training and preparing students for future careers in the green economy.\",\n    \"Targeted financial support for low-income communities most affected by climate change.\",\n    \"An annual budget of $50 million to fund these educational initiatives from 2027 to 2032.\"\n  ],\n  \"de_ai_title\": \"Klimaschutz-Bildungsgesetz: Neue Programme und Zuschüsse für Schulen\",\n  \"de_summary\": \"Dieses Gesetz führt ein nationales Bildungsprogramm zum Klimawandel ein, das Schülern und Erwachsenen hilft, die Auswirkungen der Umwelt auf ihr Leben zu verstehen. Neue Zuschüsse ermöglichen Schulen und Hochschulen moderne Unterrichtsformen, Berufsausbildung und lokale grüne Projekte.\",\n  \"de_key_points\": [\n    \"Einführung von Klimakunde für Schüler der Klassen 4-12 und Studenten.\",\n    \"Zuschüsse für Schulen zur Nutzung grüner Gebäudetechnik (z. B. Solaranlagen) als Lernmittel.\",\n    \"Lehrerschulungen und Vorbereitung der Schüler auf Berufe in der grünen Wirtschaft.\",\n    \"Gezielte finanzielle Unterstützung für einkommensschwache Gemeinschaften, die vom Klimawandel betroffen sind.\",\n    \"Ein jährliches Budget von 50 Millionen Dollar für Bildungsinitiativen zwischen 2027 und 2032.\"\n  ],\n  \"fr_ai_title\": \"Loi sur l'éducation au changement climatique : nouveaux programmes et subventions\",\n  \"fr_summary\": \"Cette loi crée un programme national d'éducation au changement climatique pour aider les élèves et les adultes à comprendre les impacts environnementaux sur leur vie. De nouvelles subventions financeront des cours modernes, des formations professionnelles et des projets écologiques locaux.\",\n  \"fr_key_points\": [\n    \"Introduction de cours sur le climat pour les élèves de la 4e à la 12e année et les étudiants.\",\n    \"Subventions pour les écoles afin d'utiliser les installations écologiques comme outils d'apprentissage concrets.\",\n    \"Formation des enseignants et préparation des étudiants aux carrières de l'économie verte.\",\n    \"Soutien financier ciblé pour les communautés défavorisées les plus touchées par le changement climatique.\",\n    \"Un budget annuel de 50 millions de dollars pour ces initiatives éducatives de 2027 à 2032.\"\n  ],\n  \"es_ai_title\": \"Ley de Educación sobre el Cambio Climático: nuevos programas y becas\",\n  \"es_summary\": \"Esta ley crea un programa nacional de educación sobre el cambio climático para ayudar a estudiantes y adultos a entender los impactos ambientales en sus vidas. Nuevas becas financiarán lecciones modernas, capacitación profesional y proyectos ecológicos locales.\",\n  \"es_key_points\": [\n    \"Introducción de lecciones sobre el clima para estudiantes de grados 4 a 12 y universitarios.\",\n    \"Becas para que las escuelas usen mejoras ecológicas en edificios como herramientas de aprendizaje práctico.\",\n    \"Capacitación docente y preparación de estudiantes para empleos en la economía verde.\",\n    \"Apoyo financiero específico para comunidades de bajos ingresos vulnerables al cambio climático.\",\n    \"Presupuesto anual de 50 millones de dólares para iniciativas educativas entre 2027 y 2032.\"\n  ],\n  \"it_ai_title\": \"Legge sull'educazione al cambiamento climatico: nuovi programmi e sovvenzioni\",\n  \"it_summary\": \"Questa legge istituisce un programma nazionale di educazione al cambiamento climatico per aiutare studenti e adulti a comprendere l'impatto dell'ambiente sulla loro vita. Nuovi finanziamenti sosterranno lezioni moderne, formazione professionale e progetti green locali.\",\n  \"it_key_points\": [\n    \"Introduzione di lezioni sul clima per studenti dal 4° al 12° grado e universitari.\",\n    \"Sovvenzioni alle scuole per utilizzare impianti ecologici (come i pannelli solari) come strumenti didattici.\",\n    \"Formazione per insegnanti e preparazione degli studenti alle carriere nell'economia verde.\",\n    \"Sostegno finanziario mirato per le comunità a basso reddito più colpite dai cambiamenti climatici.\",\n    \"Budget annuo di 50 milioni di dollari per iniziative educative dal 2027 al 2032.\"\n  ],\n  \"nl_ai_title\": \"Wet op Klimaatverandering Educatie: nieuwe programma's en subsidies voor scholen\",\n  \"nl_summary\": \"Deze wet voert een nationaal educatieprogramma over klimaatverandering in om leerlingen en volwassenen te helpen de impact van het milieu op hun leven te begrijpen. Nieuwe subsidies bieden scholen en universiteiten middelen voor moderne lessen en groene projecten.\",\n  \"nl_key_points\": [\n    \"Invoering van klimaatlessen voor leerlingen van groep 6 tot en met de middelbare school en studenten.\",\n    \"Subsidies voor scholen om groene aanpassingen aan gebouwen te gebruiken als praktisch leermiddel.\",\n    \"Lerarenopleiding en voorbereiding van leerlingen op banen in de groene economie.\",\n    \"Gerichte financiële steun voor gemeenschappen met lage inkomens die kwetsbaar zijn voor klimaatverandering.\",\n    \"Een jaarlijks budget van 50 miljoen dollar voor educatieve initiatieven van 2027 tot 2032.\"\n  ],\n  \"pt_ai_title\": \"Lei da Educação sobre Alterações Climáticas: novos programas e subsídios\",\n  \"pt_summary\": \"Esta lei cria um programa nacional de educação sobre alterações climáticas para ajudar alunos e adultos a compreender os impactos ambientais nas suas vidas. Novos subsídios financiarão aulas modernas, formação profissional e projetos ecológicos locais.\",\n  \"pt_key_points\": [\n    \"Introdução de aulas sobre o clima para alunos do 4.º ao 12.º ano e do ensino superior.\",\n    \"Subsídios para escolas usarem melhorias ecológicas nos edifícios como ferramentas práticas de aprendizagem.\",\n    \"Formação de professores e preparação de alunos para carreiras na economia verde.\",\n    \"Apoio financeiro direcionado para comunidades de baixos rendimentos mais afetadas pelas alterações climáticas.\",\n    \"Orçamento anual de 50 milhões de dólares para iniciativas educativas entre 2027 e 2032.\"\n  ],\n  \"category\": [\"Education\", \"Environment\"]\n}"
    }
  ]
}