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What does success mean

Energy projects at schools are as different as the people implementing them and the school buildings. School principals, teachers, schoolchildren, caretakers and local authorities participate in such projects from quite different motives. Success also means something different at each school. On the one hand, high savings quotas are the goal. On the other hand, activities and the children’s know-how are also an important result, even if energy consumption has only decreased moderately due to the good substance of the buildings. Each project team must individually define its criteria for success. Energy saving at schools requires scientific knowledge, social competence and thought-through communications. It provides optimum prerequisites for cross-disciplinary learning. The experience from many locations shows that these projects are great fun for the children and can be very motivating. Their outside effect contributes to a school’s image, a factor not to be underestimated in view of declining numbers of schoolchildren.

Assistance on the spot may be given, for example, by energy consulting agencies of consumer associations and utilities as well as by staff from civil engineering offices and environmental agencies. In technical terms, cooperation with the local Agenda 21 group is also of interest. In many federal states and local authorities, successful projects have been implemented, sophisticated information material produced and workshops organized in recent years. A selection of brochures and Internet offers is shown below. A BINE Internet offer (see below) contains an extensive bibliography and a list of links to school energy projects. Further examples are very welcome.

A nationwide exchange of experience gained by federal state institutions working in this field began in January 2000. Detailed information can be obtained from the NRW Energy Agency.

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This Basisinfo is out of print at present, but still available as a PDF download