i see workshop ptt 02 2009 managenergy

11THEMATIC GROUP EDUCATIONEUROPEAN

COMMISSION

THEMATIC GROUP EDUCATION

Guide for an IntegratedSustainable Energy Education,First steps to climate neutral schools,for secondary schools

with the help of other Thematic Workgroup members Susanna Ceccanti (IT), Malte Schmidthals (GE),Camelia Rata (RO), Eva Stroffekova (SK) and Alan Morton (Uk).

Eddy Deruwe (BE)Presentation for Workshop Energy Educationon 12th of February 2009 - EUSEW - Brussels

22THEMATIC GROUP EDUCATION

Introduction - Sustainable Energy Guide for Schools

Method for reducing energy use and carbon emissions

Active involvement of students

Focuses mainly on secondary schools

Integrated approach between curriculum and energy management

Guide for Local Energy Agencies


Sustainable energy and the school

WHAT IS SUSTAINABLE ENERGY EDUCATION ?


Sustainable energy “is the provision of energy such that it meets the needs of the presentwithout compromising the ability of future generations to meet their needs”.

An approach to sustainable energy education in schools should:

Introduce sustainable energy issues into the curriculum

Improve energy use of the school

Lower the carbon footprint of the school

Sustainable energy and the school

Sustainable Energy Education in schools shouldpractice values and principles of sustainabledevelopment for providing students to participate inand model solutions to sustainable energy issues.

Education in Sustainable Development (ESD)

UN proclaimed the years 2005 to 2014 as a “Decade of Education for SustainableDevelopment” (DESD), emphasizing that education is an indispensable element forachieving sustainable development.

ESD prepares students for a future sustainable community, based on principles andvalues of a holistic and interdisciplinary approach.

Sustainable energy is essentially the energy part of sustainable development.


Incorporating sustainable energy in the curriculum

Sustainable Energy Sustainable Energy School:School:

- Users aware of impact on the climate issues

- Users aware of energy&environmental waste

- Users know of mitigation measures to take.

- Users operating in a sustainable school building

An ESD curriculum includes:

o Knowledgeo Valueso Systems-thinkingo Emotiono Action

Education for sustainable consumption ofenergy includes:

•Root cause of the issues•Strategies for change•Alternative solutions and vision building•Effects

Sustainable energy can be taughtin each of those core subjects.

Check National Curriculum on<www.eurydice.org>

General curriculum subjects for introducing Sustainable Energy

Science Geography Languages HistoryTechnology Citizenship Mathematics But also music


An integrated project learning approach• Integrated approach to sustainable energy in schools• Use of Project Based Learning Method• Learning and change process related to energy issues• Students takes responsibility and real live actions, linked to buildingmaintenance or in future planning of energy investments• Process of energy management that leads to real energy savings• Energy Agency will function as facilitator

⇒ Key Stages for Project Based Learning

introduction stage==> learn users the basics, of energy consumption, renewable and mobility issues==> basic text and exercises==> engagement is to motivate the users (pupils) to reach a target they choose themselves

stage of exercises==> consolidate knowledge and look around own environment and analyse the issues==> The practical stage is meant to incite to create solutions for the observed issues==> The pupils shall formulate using different solutions, for energy efficiency for their school,

project implemenation stage==> The pupils will develop a solution and presenting or showing it==> An exhibition will showing the results of each of the students (individual or in group)

Ref.: The Project Approach, Sylvia C. Chard (www.project-approach.com) 2005


Developing Sustainable Energy Educational projects

WHAT ARE THE ISSUES FOR STARTING UP A PROJECT OF SUSTAINABLE ENERGY EDUCATION IN SCHOOLS ?


Includes a consistent information strategy, including training and committing schools

Developing Sustainable Energy Educational projects

Persuade Persuade at design stage at design stage to invest to invest in a in a futurefutureSustainable Energy Sustainable Energy School School forfor maximum impactmaximum impact

⇒ Barriers

O Lack of technology knowledgeO No experience with energy projectO Inserting sustainable energy intocurricula of school

⇒ Solutions

O Educate stakeholdersO Use integrated methodO Facilitate integrated method,combining building operation andeducationO Make educational resourcesavailableO Assure availability of expertisefrom Local Energy Agency

⇒ Financing

⇒ Have a clear view of the scope ofintervention and related costs of facilitating.

⇒ Have a good understanding of schoolfinancial systems.

⇒ Other Strategies:

• Rely on standard resources of the school

• Support in materials, rather than money

• Encourage invest in energy efficiency

• Ensure grants

• Search other public funds

• Private sponsors can be found locally

• ESCO (Energy Service Company)


Sustainable Energy Educational Project Cycle

Project Cycle method is translated into an educationalone, by a Project Based Learning method.

Gain commitment Gain commitment ⇒⇒ project project initiationinitiation

A Develop an initial project idea before working with schoolsB. Introduce the project concept to the schools managementC. Identify potential partners and get commitment from the school

Establish Establish baseline and set targets baseline and set targets ⇒⇒ planning& planning&developmentdevelopment

A. Learn process sustainable energyB. Identify issues of sustainable energy in schoolsC. Develop a strategy to reduce energy use

Implement Implement and and communicate communicate ⇒⇒ Project Project executionexecution

A. Implement project activities,B. Implement sub-categories; checks on progress and feedback

Monitor, report and Monitor, report and celebrate celebrate ⇒⇒ Project Project closureclosure

A. Monitor and verify resultsB. Demontsrate & CelebrateC. Next steps – feedback for next project cycle- eco-code

1

2

3

4

In each stepstudentsrealisespecificsustainableenergyrelatedexercises


STEP 1.A. ⇒Developing a SUSTAINABLE ENERGY PROJECT PLANSUSTAINABLE ENERGY PROJECT PLAN

- Preliminary contact with school direction to assess possibilities of developing a project

- Project concept tailored to schools situation

- Project description (project plan) to realise

- A project plan include amount of invested time, Who, What and in What timeframe.

- Get clear if no extra funding or be precise of the nature of it.

⇒ Start with:

- Quick scan of the school’s energy use,

- List of issues the project should focus on.

- Get facts and figures from the school.

- Project-plan, covering three stages:

Initiate the Sustainable Energy project

⇒ Plan ahead to minimize energy loss⇒ Make the best of existing facilities⇒ Minimize the effect of losses

1 Exercise 1 - A Sustainable School


STEP 1.B. ⇒ PROJECT AGREEMENTPROJECT AGREEMENT with schools management

⇒ Agree with senior management about the project plan in a projectagreement

⇒ project project agreementagreement :

• Accurate planning of the project;

• Who should collaborate and how;

• What should be the tasks;

• What are school needs;

• What will be offered by the Local Energy Agency.


1


STEP 1.C. STEP 1.C. IDENTIFY, FACILITATE, INVOLVE & COMMIT school IDENTIFY, FACILITATE, INVOLVE & COMMIT school


IdentifyIdentify potential potential partnerspartners

Crucial part of any project plan.

⇒ Primary school stakeholders⇒ Key school-stakeholders⇒ Secondary stakeholders⇒ Other stakeholders

FacilitateFacilitate the school the school involvementinvolvement

Include ALL stakeholders from the start forguarantees that the project encounter the reality andlead to results.

Establish an Establish an action action teamteam

Action Team include seniormanagement, teachers andstudents, and steers thesustainable energy project.

⇒ Designate an “Energy TaskClass” if scope is limited to oneclass

CommitCommit schoolschool

Commit the school’s community to implementproject. Organise training sessions

⇒ Specific commitment with teachers for

• Introducing students to the core subject• Carry out energy related activities• Assist teacher in-service training, for learningbasics, activities and related project goals

Commitment should be project based for current school year, but real commitment

should be long term based.1

Exercise 2 - Stakeholder Analysis


STEP 2.A. ⇒ Teacher IN-SERVICE TRAINING

• Teachers should be able to teach students « ENERGY » courses

• Teachers should be able to allow students to understand the challenge, why and how the

activities during the school year will be carried out• Use basic energy related textbooks or websites for research

• Establish the level of knowledge and the interests of the students about the topics

⇒ An Energy Agency should:

• Organise Teachers in-service training• Give access to the right background material• Specific Information sessions can be setup with an energy expert

Project planning and developmentAim is that students:

• Analysing the energy situation of the school• Prioritising activities for energy saving• Need to get involved• Carriers of a real sustainable energy saving project.

2 Exercise 3 - Learning of sustainable energy


STEP 2.B. Identify the issues - Conduct a BASELINE INVENTORY

i. ⇒ Knowing how much Energy a school consumes

ii. ⇒ Identifying energy leaks

iii. ⇒ Set a baseline

Making an inventory of their energy consumption In order to identify the issues⇒ energy audit based on invoices.⇒ Past patterns of energy use,⇒ Provide a benchmark and an insight into areas where make energy savings⇒ All specific data of the sub-sectors should be looked to

Identify for knowing how much of global energy and warming pollution is producedand where the problems lie within the school’s operation.

⇒ Identify energy leaks:

⇒ Hands-on and guided discovery activities

Setting a baseline for future reference.⇒ A forecast⇒ Averages of energy use⇒ A Benchmark energy label 2

Exercise 4 - Identify issues – energy leaks, data and observation


⇒ Developed by students (involving Energy Action Team or an Energy Task Class)

⇒ Use “Trias energeticas” strategy

⇒ Based on students “baseline emissions inventory”.

⇒ Specifying measures for reducing energy consumption

⇒ Measures classified into no-cost, low–cost, short-term-investment and long-

term-investment, emphasis above all the no-cost and low-cost measures.

⇒ What teachers and students can do themselves

⇒ Funding opportunities, including payback years

⇒ Specific information sessions with the direct stakeholders

⇒ A communication strategy for indirect stakeholders.

The educational skills used in this part are: Investigation and research, Dataanalysis, Presentation, Record keeping and Critical thinking.

STEP 2.C. Develop a strategy to Reduce Energy use

2

“Trias energeticas”, three-step for a more energy-saving attitude (3R’sstrategy):

⇒ Step one: reduce the demand for energy.⇒ Step two: use sustainable energy sources⇒ Step three: use energy as efficiently as possible

The SUSTAINABLE ENERGY MANAGEMENT PLANThe SUSTAINABLE ENERGY MANAGEMENT PLAN

Exercise 5 - Developing a sustainable energy action plan


WHAT ARE THE MAIN ENERGY CHALLENGESIN SCHOOL ?

Making it work - Implementing Action Plan

3


STEP 3.A. ⇒ IMPLEMENT the measures

⇒ Organise with direct stakeholders implementation of measures

⇒ Includes broad range of measures, no-cost measures, that students can implement,

and investment under the responsibility of senior management

⇒ Students follow project based learning plan

⇒ Students assignement for developing Students assignement for developing end of end of year year project: a project: a sustainablesustainable

energy demontration energy demontration projectproject

⇒ Follow up by the Action Team or Energy Task Class.


3

⇒ A broad multi topic approach can be used based on Eco-building schemes

(as BREEAM for schools in the UK).

⇒ Implementation strategy can be influenced by

- Requirements for school energy efficiency set by the EPB regulations

- Benchmarks of good practice to become a low energy impact school.


STEP 3.B. ⇒ Implement the sub-category measures

⇒⇒ Strategies Strategies and and measuresmeasures for lowering energy use and cost are:


3

A. Lower thermal demand

B. Reduce energy for lighting

C. Reduce hot water use

D. Install a building envelope

E. Use efficient electrical equipment wisely

F. Use renewable energy

G. Promote sustainable transport

H. Improve catering and food technology equipment

⇒ A specific choice on one or a few of the topics is possible.


To start with

- Basic lessons to be given on thermal demand and issues related to climate change- Teaching should include the effect each person’s acting has on the global energydemand- The students should be given a list with practical solutions for reducing thermal demand- The link between theory, action and result should be made clear.

⇒ Turn the heating off

⇒ Heat less

⇒ Make It More Efficient

⇒ Upgrading the School’s HVAC System

Lessons learned should be communicated and a reward should be given.

A - Thermal demand

3

Heating cost are the most important energy use and cost for schools. Costs can bereduced in several ways, from no-cost measures (as by change of behaviour ofstudents) to upgrading the Heating, Ventilation and Air Conditioning system (HVAC).

Exercise 6 - Activities for lowering Thermal demand


Strategies

⇒ Awareness (No-cost actions)

Students observe their own behaviour and learn to switch off unnecessary lights.Label light switches

⇒ Maintenance (Low-cost actions)

Replace failing lamps Maintain the lighting system

⇒ Quantity (low-cost action)

Remove unnecessary and incandescent bulbsPut lamps out of operation, that are not needed to reach the requested luminosity

⇒ Quality (Investment in an energy-efficient lighting system)

Replacing incandescent bulbs with compact fluorescent bulbs can be a project activity Make a proposal for installing occupancy sensors, timers and lighting controls Make the most of natural light. (While minimising glare, heat gain in summer, and heat lossin winter)

B - Lighting system

3

Potential savings can amount to 40% if improvements implemented in lighting systems

Exercise 7 - Activities for lowering energy of Lighting


Strategies to be developed by students

⇒ Fight the water leaks

⇒ Install water reducing valves

⇒ Investigate recycling and reusing water

Introduce energy efficiency policies in kitchen and canteen

⇒ Increase Energy Efficiency of Hot water boilers

Improve the insulation of the distribution pipe work. Turn off your water heater when the school is going on holiday. Set the right temperature inthe water boiler.

⇒ Proper maintenance

Better install smaller high efficiency water heaters located near to where hot water is usedwhen an outdated central hot water supply has to be replaced. Install appropriate sub-metering for independent facilities such as kitchens.

C - Hot water

3

Approximately 30% of a school’s expenditure on gas is due to domestic waterheating. So besides saving costs, water and energy saving is directly linked.

Exercise 8 - Activities for Hot Water


Strategies

⇒ Air Leakage⇒ Heat Loss/Gain⇒ Humidity⇒ Sunlight

A number of cost-effective ways forschools to implement measures

Other measures

⇒ Insulation⇒ Additional cost where repairwork is being undertaken

D - Building envelope

3

The overall goal is to minimize these heat losses and gains thereby reducingyearly operating costs for heating and cooling and the associated greenhousegas emissions.

• Seal building envelope air leakage points• Seal interior windows and doors• Improve window performance• Seal exterior doors, service doors, andwindows• A list with the inventory and proposedmeasures made by students can be given tothe building manager in order to implementthose measures.


Three key strategies:

⇒ Procurement:

Buy appliances with the most efficient energy labels Buy appliances with the lowest stand-by power consumption Avoid vending machines

⇒ Operational management:

Switch equipment off when not in use. Switch equipment off instead of using stand-by for a few hours. Verify and turn off all appliances just before the school is going to close. Install timers Use monitor power management program to place monitors into low-power sleep mode Everyone needs to know what to do to carry out energy saving strategies.

⇒ Maintenance:

Power management of features must be set properly Study the manufacturer’s guideline in the language course. Improve it! Follow themanufacturer’s directions.

E - Electrical demand

3

The aim is to lower significantly electricity consumption for the use ofincreasingly used electrical appliances for teaching

Exercise 9 - Activities for Electrical equipment”


Measures

⇒ Solar thermal:⇒ Wind⇒ Solar Power, photovoltaic PV⇒ Biomass

Use of renewable energies for educational purposes

- Be explored across the whole curriculum.- Learn basics in science, geography or technology.- School campus is a good place to demonstrate commitment- Use Activity Days to look into the practical use- Some minor test installations can be set up.

Renewable Energies are an educational resource, save money and reduce CO2emissions.

F - Implementation of Renewable Energy

3

- Schools should aim to meet a maximum of energy needs from renewable,carbon-neutral sources instead of fossil fuels.- Installations of renewable energies can be used for educational demonstrativepurposes during the lessons.

Exercise 10 - Activities for Renewable Energy”


The The main measures main measures areare promoting promoting alternativesalternatives

⇒ Encourage walking⇒ Encourage cycling⇒ Promote public transport⇒ Use car pooling system

1. Walking and cycling actvities

2. Encouraging bus use

3. Teaching activities

Students can develop a School travel plan and an accessibility plan.

G - Promote Sustainable transport

3

Walking or cycling for short distances would reduce carbon footprint by about 4%.

Exercise 11 - Sustainable Transport


⇒ Appliances in canteen and catering

Make a plan to exchange the school’s current appliances that are over 10 years old for an A-ratedenergy efficient model and show how to save the school vast amounts on the electricity bill per year. However awareness campaigns can be set up as for:

- Fridges (30% energy reduction)-Dishwashers

⇒ Healthy Food

Food makes 25% of the average person’s ecological footprint. Eat more fruit and vegetables and less meat Buy food produced locally Buy more organic food

⇒ Other Students’ activities

A task in economics is to calculate profits of higher quality meals and find a way to distribute them. Develop criteria for ‘Value for money’, as procurement such as delivery frequency, freshness,seasonality or production method. Students activities can be established by a working group of committed individuals for sustainablefood use. Where are the suppliers of sustainable food? - A good task for students

H - Food technology equipment and food Catering

3

Lower energy use related to electrical appliances in the school’s canteen and incatering.

Exercise 12 - Catering and Food


HOW TO ENSURE TARGETS ARE MET ?

Project Closure

4 Exercise 13 - Developing an Energy Management matrix


STEP 4.A. ⇒ Monitor, verify results

⇒ The students’ reports announced using practical communication methods

⇒ Energy monitoring inside different taught subjects as mathematics or geography courses.

⇒ Contribute to the integrity and the accuracy of the effort.

⇒ Contribute to building political support

STEP 4.B. ⇒ Demonstration and Celebrate

⇒ Plan a culminating event,

⇒ Involve the students in the planning of the event

⇒ Ensure that Sustainable Energy Sustainable Energy Demonstration ProjectsDemonstration Projects are seen by all stakeholders

⇒ Encourage students to do any investifation work they still want to try

⇒ Stimulate the students imagination with energy related books or websites

⇒ Share information about the experience of this project with colleagues

Project Closure

4 Exercise 13 - Developing an Energy Management matrix


STEP 4.B. Next steps – get an eco-code

⇒ Becoming Sustainable Energy school is not an easy task and a short-term involvement

⇒ Insertion of sustainable issues into the regular learning plan should be natural

⇒ The implementation of the Action Plan will for sure only be partially realised

⇒ Successes could be certified

Project Closure

4

⇒ There are some accreditations as

• Eco-schools,• Green flags,• Breeam-schools• Or other by a nationally or internationally recognisable organisation.

A Sustainable Energy Smart decision is to move forward immediately andaggressively pursue improving their energy and environmental efficiency in allareas of the schools operations.


Many Best Practices recognised for their:

⇒Educational approach⇒Innovative energy efficiency projects⇒New developing concepts.

Greening schools is extremely cost-effective. Green schools cost on average almost 2%more, than conventional schools (Greening America’s Schools,). The financial benefits ofgreening schools are about 20 times as high as the cost of going green.

Learning and low (or zero) carbon schools

Measures should already be taken at the design stage of the building, but inrefurbishment and fit out already important steps could be taken.

Some different approaches for carbon neutral schools:

• Breeam-schools (UK)• Passive schools. (Germany and beyond)• Ecoles - HQE (France)• Green school buildings• Leed – schools (USA)


Sustainable Energy Education, first steps toclimate neutral schools, for secondary schools

Based on students learningstudents learning, using a project based learning methodbased learning method

Students realises in in each each project project phasephase energy management related excercisesexcercises, inside a

multitude of curricula

Students develops a sustainable demonstration demonstration projectproject for the end of school year

Students work used forused for real real school building and school building and energy energy managementmanagement purposespurposes, and

leads to real energy savings

Project cycle is repeatable, and for commited commited schools schools leadlead, , each year each year more andmore and

more, more, to to a a low- or zero-carbon sustainable energy performant low- or zero-carbon sustainable energy performant schoolschool

Tailered project approach are implemented in varied varied schoolsschools, with an old building

stock, or even “passive schools”

Teachers Teachers are are driving forcesdriving forces

Teacher training is the training is the main toolmain tool for ensuring their involvement

Local Energy Agencies Energy Agencies are are facilitatingfacilitating the process, making advice&resources available

3232THEMATIC GROUP EDUCATIONEUROPEAN

COMMISSION

THEMATIC GROUP EDUCATION

Guide for anGuide for an IntegratedIntegrated Sustainable Energy Education,Sustainable Energy Education,First steps to climate neutral schools,First steps to climate neutral schools,for secondary schoolsfor secondary schools

with the help of other Thematic Workgroup members Susanna Ceccanti (IT), MalteSchmidthals (GE), Camelia Rata (RO), Eva Stroffekova (SK) and Alan Morton (Uk).With many thanks to the Managenergy Crew, especially Mathieu Henceval.

Eddy Deruwe (BE)Presentation for Workshop Energy Educationon 12th of February 2009 - EUSEW - Brussels

For more info: Eddy Deruwe, T: +32(0)2-5025670, [email protected]

==> www.managenergy.net

i see workshop ptt 02 2009 managenergy

Documents