<p> Discussion Forum Case Study Energy Efficiency in Schools</p><p>INTRODUCTION</p><p>This case study examines an energy efficiency in schools (EEIS) program delivered by North Keppel Island Environmental Education Centre (NKIEEC). This centre is run by Education Queensland and is situated on the southern end of the Great Barrier Reef off Yeppoon. The program will be evaluated utilizing the sustainability characteristics identified by Tilbury (1995) p. 209. Furthermore, the program will be examined with references to various environmental education principles and approaches. Recommendations for further program development will then be made. </p><p>Photo 1. North Keppel Island Environmental Education Centre BACKGROUND OF THE ENERGY EFFICIENCY IN SCHOOLS PROGRAM</p><p>The energy efficiency in schools program was first delivered in 1996. The program aims to raise an awareness of the issues related to energy consumption and support communities in reducing greenhouse gas emissions. In order to achieve this, the program implements various energy saving strategies identified by participants during a residential program. The program was initiated and has developed to achieve specific aims in the form of reductions in the amount of energy used in schools. It has evolved since its inception and various methods of delivery have been trailed. Central Queensland University (CQU) has conducted research into the success and outcomes of various delivery modes providing positive results (Purnell, K, Sinclair, M & James, K, 2004). Furthermore, CQU has made specific recommendations for future programs. The program targets students in the middle phase of learning and a variety of participant formats have been trailed throughout the years. These range from one teacher and student attending a multi school program to individual whole school year level programs. It appears that a “strength in numbers” or whole grade level approach has had the most successful results in terms of energy reduction (Purnell, K. et al. 2004 p.1).</p><p>The program is well supported and in its current format relies on sponsorship to assist in its delivery. Partnerships with sponsors including the Environmental Protection Agency and Ergon Energy greatly assist in implementing a successful and well funding program that can achieve meaningful outcomes. Usually participants are Grade 6 students and therefore they have the opportunity to implement their energy management plan in their school for approximately a year and a half. It is expected that the wider school community including the Principle, parents, students and teachers will commit to the support, development and implementation of their school plan. Students develop action plans specifically for their individual school. This assists in ownership, understanding and a willingness to support the plan. </p><p>Many of the outcomes of the program can be linked to key learning areas of the Years 1 to 10 Queensland Education syllabus. Support material for teachers and students is readily available via the internet and various organisations. The two main sponsoring organisations also have extensive related material available via the internet that may contribute to the programs content. NKIEEC also provides students with workbooks and relevant information.</p><p>DESCRIPTION OF EEIS PROGRAM AND STRUCTURE</p><p>The current program involves three phases. This includes a pre visit, a five-day residential program and a post visit and implementation phase of the schools energy management plan. The program has the potential for students to be actively involved in the program for a two year span in Grades 6 and 7 and it is hoped that the values, attitudes, skills and learning achieved will be developed into lifelong skills that may be utilized in aspects such as students home lives, future schooling, and decision making. </p><p>The program has specific aims and these include the following:</p><p>Aims of the program: Adapted from North Keppel Island Environmental Education Centre Program Information. 1 Minimize greenhouse gas emissions caused by school activity, 2 Establish a network of student leaders in our community, which focuses on sustainability, 3 Involve school community members in decision-making processes, 4 Develop practical strategies for individual schools, which focus on sustainability, 5 Develop school energy, water and waste management initiatives as a model for domestic management, 6 Support curriculum in SOSE, Science, Math and English, 7 Assist schools wherever possible in reducing school costs, 8 Create greater awareness of the greenhouse issue. The three phases of the program include the following:</p><p>Pre-visit - Staff from NKIEEC or Boyne Island Environmental Education Centre (BIEEC) meet with students at their school to introduce the energy efficiency concept. Parents and teachers are welcome to attend to broaden the scope of the program, as they may be take part in the residential component of the program and assist in implementation. During this visit concepts relating to energy will be explored and an introduction to the energy audit process occurs. This phase is used to develop student’s interest and motivation in the subject area.</p><p>After the pre visit students will conduct an energy audit with a qualified electrician. During this audit students can develop a monitoring system of electricity usage. Students can analyse behavioral patterns and take readings on the use of electrical equipment such as air conditioners, fans, computers, printers, fridges, hot water systems, photocopiers, water coolers, TV, video, and DVD players. They can also examine who, what, when, and where electricity is being used. This gives students a good understanding of where the energy is being used in their school. This information is used on the residential program.</p><p>Five-day residential program - This phase of the program allows students to analyse their energy audit and develop strategies to minimize energy usage. During this time students will visit Queensland’s largest power station, view one of Australia’s largest stand alone alternative energy systems, explore current industry practices within the coal and electricity production industry, analyse non renewable and renewable sources of energy and explore sustainable practices. The following photos show students involvement in the residential program.</p><p>Photo 2 and 3. Students exploring alternative energy systems.</p><p>Furthermore, the residential program gives students the opportunity to participate in team building, cooperation and problem solving activities, view the Great Barrier Reef, coral bleaching and various other environments. During this phase of the program there are numerous learning’s that cannot be measure easily such as development of student teacher relationships, incidental learning’s and direct experience and interaction in the environment. Photos 4 and 5. Students participating in snorkeling and team building exercises.</p><p>The following table gives an outline of an example of a five-day residential program.</p><p>Time Monday Tuesday Wednesday Thursday Friday Welcome, introduction, Identify energy Water readings at 9.00 school Visit QLD issues and NKIEEC. Waste Snorkel. am presentation Alumina. explore management at by students on problems. NKIEEC. energy audits. Travel, arrive Alternative How far we have 11.00 Visit Waste at BIEEC, and Bike ride. Energy and come on our am disposal site. unload. building design. journey. Visit NRG. Drive to Action Plan 1.00 Team building Rosslyn Bay. Development. Debrief. pm activities. Depart for Pulling it all NKIEEC. together.</p><p>4.00 Swim. Ropes course. Walk. Guest speaker. Depart. pm Computer session on greenhouse minimization. Diary writing and Campfire. 7.00 Guest speaker. action plan Action plan Artistic debrief. pm Booklet development. development. completion Summary of day. including action plan development.</p><p>Post visit and implementation - Post visits occur by staff from NKIEEC and BIEEC. These visit are aimed at assisting schools in implementing their energy management plan. Some schools may “launch” their energy efficiency project where members of the school community, government and media are invited to attend. Students are involved in evaluation and monitoring of their plan. </p><p>Follow up visits include programmed activities, investigating strategies at the school site, examination of difficulties encountered in the implementation plan, and discussing advantages and successes. IDENTIFICATION OF THE CHARACTERISTIC THAT CONTRIBUTE TOWARDS SUSTAINABILITY AND ANALYSIS OF EEIS CONTRIBUTION TOWARDS SUSTAINABILITY</p><p>Environmental education encompasses three broad and interrelated approaches. These have been identified as education in the environment, education about the environment and education for the environment (Fien, J & Gough, A, 1996, p. 204). Each of these elements is apparent in the program.</p><p>Education in the environment The program is situation in two environmental education centres. Each centre allows students to gain a different perspective and awareness of various environments. It is hoped while students are on program they have the opportunity to experience an array of environments and participate in activities where they have direct contact and experience in the environment. For example, students participate in snorkeling, walking, bike riding, and team games in relatively natural environments. Furthermore, students are situated on an island, removed from distractions where they can appreciate and experience part of the Great Barrier Reef World Heritage Area.</p><p>Photo 6. Students view from cabins.</p><p>Photo 7 and 8. In contrast, students also experience industrial environments in the form of power stations and waste disposal sites. This allows students to develop an awareness of the relationships of these environments.</p><p>Education about the environment Students and teachers are able to link their programs content to key learning areas in their curriculum. Therefore, before and after completion of the residential program teachers can link the schools curriculum to direct experiences to develop student understanding of aspects about the environment. While on program students are immersed in a setting that is focused on living responsibly and sustainably. Through the various sessions students can develop and build on previous knowledge. At school students can study different systems, concepts and cycles and while on the residential program this knowledge can be applied and developed.</p><p>Education for the environment Education for the environment aims to promote a willingness and ability to adopt lifestyles that are compatible with the wise use of environmental resources (Fien, J & Gough, A, 1996, p. 205). It is hoped that by immersing students in a unique setting and getting them to experience different environments that they will develop an appreciation for the natural world. Students may then link snorkeling and reef degradation to global warming and use of resources such as electricity.</p><p>Students develop and implement an energy efficiency action plan, which incorporates how they are going to minismise energy usage to have positive flow on affects to the environment. Usually a target is set in the range of 10 to 20 per cent reduction in one year. The students also promote publicity and hopefully student’s knowledge and awareness extends to home usage and behavioral changes away from school life. </p><p>Programs contribution to sustainability utilizing Tilbury’s components of environmental education for sustainability.</p><p>While there is no definitive set of characteristics that contribute towards sustainability. Various authors or declarations have presented different sets of guiding principles about education for sustainability. Many aspects of these characteristics are common to each set. EEIS will be evaluated by the following set of characteristics offered by Tilbury that contribute towards sustainability.</p><p>Components of EEFS (Tilbury, 1993)  Is relevant,  Is holistic,  Is values orientated,  Is issue-based,  Is action orientated,  Is critical education</p><p>EEIS is relevant Ideally all schools should be a role model of sustainability. Energy usage in a major issue affecting various aspects of the environment and will play a major role in many future environmental problems. This is an area where students can have an impact and learn to be responsible users of energy and develop positives attitudes towards the environment. Energy usage is threatening various environments and is going to be a growing problem in the short to medium term future. </p><p>Everybody is a user of energy in some form. Thus energy impacts all of us in some way. Students use and are reliant on energy every day. If there is a shortage they are impacted. The wider societies needs of energy to support the Australian lifestyle are growing which has impacts upon the environment. Issues such as global warming, consumerism and types of lifestyles are relevant to today’s society as they are impacting upon us more and more. The relevance of this issue is ever increasing and it is a world problem. </p><p>Hopefully through the program students develop a deeper and more holistic understanding of the relevance of energy usage. Tilbury (1995, p. 199) states that underlying Environmental Education for Sustainability is the central principle of relevance. For students working on a long-term project such as the EEIS program it is hoped that students do develop links and awareness of their personal lives and the wider environmental issues. Furthermore, students studying energy can develop important concepts, which assist in addressing schools curriculum.</p><p>EEIS is holistic Learning to see the whole picture surrounding a problem – the history, the values, perceptions, emotions, techniques, traditional processes that cause the problem and suggest action to cure it. (Adapted from Meadows, 1990, p.5)</p><p>The energy efficiency program covers a large and complex problem. It examines sources of energy through the usage patterns, building design and government decision-making. Thus it can be hard for student to grasp all of the links to this problem. Developing concept or mind maps can help to demonstrate the links and relationships between different aspects. Before students come on the residential program they have already been introduced to the subject area and have an understanding of their energy usage at school. Starting students on a problem where they can achieve meaningful outcomes can help to avoid the larger doom and gloom of a massive global problem. By getting students to realise that everyone plays a role in the cure for this problem, students can act locally and think globally. This also allows for the study of environmental problems on different environmental scales.</p><p>Through the EEIS program, although the issue is complex, links to almost all subject areas of curriculum can be made which furthers the holistic nature of the program. Sterling (2002) recognizes the importance of a holistic nature of sustainability and views a learner-centered approach as important. The program aims to develop student’s ability to recognise the totality of the issue and links between lifestyles and use of resources. By developing students as leaders and decision makers in their school, hopefully these skills and willingness to take action will manifest in the future.</p><p>EEIS is values orientated To develop students concern for the environment and sense of responsibility is critical for future sound decision-making in regard to choices relating to the environment. In order for students to value the natural environment they must have an understanding of it and an appreciation of its worth. Through the program, students can develop this background knowledge and understanding of the topic at school. It is hoped through the activities undertaken on program that further development of student awareness takes place. Various viewpoints and values are examined in the EEIS program. These include government decision making, costs involved in certain choices (eg. Alternative energy), and behaviors.</p><p>Tilbury (1995, p.201) states that values determine decisions and action and are thus of great consequence to environmental education. Through the residential program values are developed and form guiding principles for the program. These include, respect, care and concern for self, others and the environment. Thus the development of values is central to the program and used to guide appropriate decision-making on program and hopefully students, as leaders in their school will make appropriate decision in designing and implementing their action plan.</p><p>EEIS is issues based</p><p>EEIS targets specific issues. While there is an opportunity to examine the relationship to other environmental problems, it aims specifically at reducing energy consumption levels. Issues surrounding this problem are explored in greater detail throughout the program. For example, examining issues such as consumerism, building design, government and industry decision-making, and personal behaviors.</p><p>Tilbury (1995, p. 202) states that pupils should engage in the process of: 1. Identifying issues, 2. Investigating issues, 3. Seeking solution to issues, 4. Carrying out action to address issues, and 5. Evaluate the impact of environmental action taken to resolve these issues.</p><p>Through the programs three phases each of these steps are integral to the program. The program is student centred and students take active roles in each of these steps.</p><p>EEIS is action orientated</p><p>This is one of the main aims or outcomes of the program. Education for the environment. At present the outcome for schools saving in energy usage is set at either a 15 or 20 percent reduction in energy consumption in one year. Through the energy audit and development and implementation of action plans, students research where energy saving can be made. Furthermore, 5000 dollars is contributed to each school, to assist in implementing energy saving strategies. Students are encouraged to seeks or develop energy saving strategies that would cost nothing. Examples of these strategies include turning lights off and examining when air conditioners are turned on.</p><p>Through the development and launch of an action plan further community awareness is raised. Students develop various awareness campaigns to highlight the need to reduce energy usage. An energy efficiency monitoring person is put in place. This is usually a parent who can assist with the implementation of the plan.</p><p>EEIS is critical education</p><p>Tilbury (1995, p.205) sites numerous authors and reports including Agenda 21 and the Brundtland Report that highlight the need for students to develop socially critical skills. These skills include asking questions such as:  Who makes decisions affecting the quality of the environment?  Why are they made?  According to what criteria?  And are the long-term consequences considered? </p><p>For students to consider these questions they must start to review and interpret different perspectives and values. It is hoped through engaging students in these discussions relating to energy efficiency that they will develop their perspectives and values taking into consideration the various material explored throughout the program. </p><p>RECOMMENDATION FOR FURTHER DEVELOPMENT OF THE PROGRAM</p><p>On the whole the program appears to be successful, achieving meaningful results in terms of curriculum delivered, development of personal behaviors and energy savings made by schools. Research into the success of the program is difficult, as various changes have been made in schools after implementing their action plan. For example, schools installed air conditioners through the cooler schools program. While energy consumption increased in these schools it may not have been to the same extent if the program was not undertaken. However, initial reports have indicated that some schools have made as much as 50% saving in energy consumption.</p><p>Recommendations for future programs include:</p><p> Direct benefits of savings reinvested in the school or some type of incentive.  Follow up program in year 9 or 10 of school to implement plans in secondary school and broaden the scope of delivery.  The Year 9 or 10 programs would also further develop student’s knowledge, understanding, values, and attitudes.  Usually only one program run a year due to expense and funding given to schools. Try to attract more funding or run a program where schools are more self-funded.  Program uses only holistic school approaches. Whole grades only are involved in the program to maximize benefits of implementation.  Residential program stays at five days or could be extended to seven days incorporating a visit to the coal fields west of Rockhampton (although this is an extra expense).  Stronger links are made with teachers to ensure pre and post curriculum are relevant.  Orientation weekend run to skill teachers who would like to run program at their school without the residential program.</p><p>BIBLIOGRAPHY </p><p>Fien, J., & Gough. A. (1996) Environmental Education. In R. Gilber (Ed.), Studying society and Environment: A Handbook for Teachers. South Melbourne: Macmillan Education Australia.</p><p>Purnell, K, Sinclair, M, James, K (2004) Sustainable schools, Making energy and water efficiency, water management and biodiversity lifestyle priorities. Evaluation Report, Central Queensland University.</p><p>North Keppel Island Environmental Education Centre Program Information</p><p>Sterling, S. (2002) Education in Change in Huckle, J. and Sterling (Eds.) Education for Sustainability, Earthscan, London, Ch. 2.</p><p>Tilbury, D (1995) Environmental education for sustainability: defining the new focus of environmental edcation in the 1990’s. Environmental Education Research, 1(2), 195-212.</p>