PROJECT ON THE ECO-FRIENDLY RENOVATION OF SCHOOL BUILDINGS AND ENVIRONMENTAL EDUCATION
Sachiko ZENYOJI 1
Naoki TAKIGUCHI2
1 Organic Table K.K., 2-27-3-2F Shimane, Adachi-ku, Tokyo 121-0815, Japan, s.zenyoji@organic-t.com 2 Environmental Partnership Office, Ministry of the Environment, 1-2-2 Kasumigaseki, Chiyoda-ku, Tokyo
150-0001, Japan NAOKI_TAKIGUCHI@env.go.jp
Keywords: Renovation, School, Capacity Building, Engineer, Environmental Education, Participatory Approach
Summary
The Project on the eco-friendly renovation of school buildings and environmental education is based on the policy proposal made by the Organic Table K.K. an architect office, at the “Policy Proposal Forum of NGO/NPO and private companies” organized by the Ministry of the Environment in 2003. The proposal was selected as “excellent policy proposal” at the Forum. The project is to provide environmental education for students, local residents, local building engineers using the renovation projects of schools as educational opportunity and tool. This proposal has two aspects; environmental architecture and environmental education. Pursuing these two aspects leads to integration of architecture and education for environmental conservation. This project also takes a “participatory approach” which requires participation of stakeholders like teachers, building engineers, local governmental officials, and local residents. This policy is listed in the “Basic Policy Guidelines for Environmental Voluntary Activities and Education” which was formulated by the Cabinet in 2004 based on the “Environmental Voluntary Activities and Environmental Education Law” of 2003. A feasibility study for this project was conducted in 2004-2005 and useful lessons were gained on how to proceed. The project has been materialized as a model project of the Ministry of the Environment in its budget of FY 2005.
1. Background of the Project
1.1 Measures to Reduce GHG Emission from the Civil Activity
Reducing GHG to cope with global warming is a global challenge. The Kyoto Protocol to the UNFCCC has been taken into effect on 16 February 2005. We have to work on measures in construction as part of residential and commercial sector, an important policy area for Japan to cope with global warming, As energy consumption of houses is much higher than that in 1990, actions to reduce GHG emission from houses are urgently required. However, we have to solve several problems,
Figure 1 Ratio of CO2 emission in Japan (1990).
- Lack of architectural engineers who have knowledge on environmental architecture
Most houses are being built by the architect and engineers of the architect/construction offices of the region. They do not have necessary knowledge and techniques to build environmental-friendly houses. When their client requests them to build a high-performance eco-house, they do not have enough skills to meet such demand.
- Lack of knowledge of people on ecological way of life
Providing eco-friendly houses does not necessarily mean reducing energy use in the houses. Knowledge on how to use houses has great impact on total energy use. It is necessary to learn the way of “living” in the house.
1.2 Environmental Education for Students
On the other hand, environmental education for students in schools is necessary as a long-term policy. Environmental education in daily life is essential especially for GHG reducing in civil activities. We have to work on two challenges to solve this issue.
- Lack of knowledge of teachers on environmental education
Most of the teachers do not have enough knowledge on environmental education. They do not have any idea on how to educate students on such technical issue as environmental engineering.
- Lack of familiar and usable materials on environmental education
Houses and buildings in Japan have been standardized and lost regional uniqueness as apartment houses have become common and equipments such as air conditioner have spread. As a result, ways of traditional life to take seasonal care about buildings, which is part of the Japanese culture, have lost. We also lost chances of environmental education in daily life to learn about relation between living and the environment. In urban areas, the places where we can sense nature are scarce. We do not have enough materials and occasions to learn about the environment through feelings of the body.
We have to solve these challenges. We pick up school buildings as a tool for it.
In 1960s, so many school buildings have been built to meet sharp increase of students in all over Japan. Now, such buildings require rebuild or large renovation almost at the same time. We use these buildings as an opportunity. We utilize these buildings and renovation process as materials for environmental education
2. Purpose of the Project
This project has six purposes.
2.1 Improving Educational Environment
Environmental renovation will raise performance of the school buildings. We can improve educational environment of the student without increasing energy loads.
2.2 Reducing Lifecycle CO2 Emissions and Wastes
The buildings can be used for longer time by reinforcing structure for earthquake and changing plan of the school rooms which is suite for new education curriculum. Longer-use of the buildings will reduce lifecycle CO2 emissions and construction wastes from reconstruction.
2.3 Raising Regional Engineers’ Capacity
Renovation process including planning will be used as “educational materials” for ecological buildings. Building and construction engineers will gain techniques and skills through this project. They will be able to provide environmental buildings in each region.
2.4 Environmental Education
The schools which are environmentally renovated will be environmental education centers. At these centers, students can learn environment issues and local people also learn ecological and comfortable way of life as these centers will act as social educational centers.
2.5 Expanding Actions and Actors to Improve Environment
Students, teachers, residents and local government officials will be educated. Regional engineers will become familiar with environmental building skills and techniques. They will act environmentally and become good actors in city planning, area-wide activities on improving environment and conserving energy, and so forth.
2.6 Creating Eco- Market
Changing people’s attitude on the environment will create eco-markets which activate economic activities and never increase energy consumption. Upward spiral on good relation between economics and
environment activities is based on these eco-markets
3. The Project
3.1 Framework of the project
This project has two aspects. “Eco-friendly renovation of school buildings” and “Environmental Education on using house and buildings” These two approach must be carried out simultaneously and have close
cooperation with each other.
This project also applies a “participatory approach”. Various stakeholders including teachers, governmental officials, engineers, architect, professionals, and local residents shall participate in the project at relevant stages.
Based on these approaches, the project will have two working groups. One is an environmental engineering working group, which aims to raise capacities of architects and building engineers and will study eco-renovation of school buildings. Another one is an environmental education working group, which will study environmental education for students and local residents.
The results of these working groups will lead to concrete plans and construction work of eco renovation, as well as educational program.
In 2004-2005, the Organic Table K.K. and the Earth Water & Green Foundation, together with the Ministry of the Environment, conducted a feasibility study of this project in Tokyo. We formed two working groups according to this project design and learned excellent experiences. The project design which is introduced below is based on our experience in the feasibility study.
3.2 Environmental Engineering Working Group
The Environmental Engineering Working Group studies eco-renovation of school building. Member of the Group is local building engineers (receiver of orders), governmental officials on school building (sender of orders), teachers and parents (user). Members from local building engineers are recruited on an application basis.
This group requires the member two works: Learning and Studying - Learning
At the planning stage, the members shall learn knowledge on environmental architecture from specialists of each theme; thermo-environmental engineering, state of energy use in schools, state of the environment, reinforcement technology against earthquakes, change of educational methods etc.
- Studying
Checking the state of the building of the school and the environment surrounding it, the member will study the approaches, techniques and plans which should be applied to the renovation of the school. In Kami-issiki-minami Elementary school of Tokyo, where the feasibility study was conducted in 2004-2005, we organized 7 meetings of the environmental engineering working group as follows.
Table 1 Contents of Environmental Engineering Working Group
1st meeting Basic Study 1
- Lecture from Prof. Nakamura (Institute of Technologists)
“Aim of this study and current challenges of school buildings”
- Workshop organized by Mr. Kai (Teamnet K.K.)
“Let’s feel thermal environment”
2nd meeting Basic Study 2
- Lecture from Prof. Komine (Chiba Institute of Technology)
“Energy use in schools and saving energy”
- Workshop organized by Prof.Shukuya (Musashi Institute of Technology) “Building envelop and thermal environment”
Photograph 1 1st meeting
3rd meeting Joint Study Tour
- Visiting two elementary schools in Yokohama City:
“Yako elementary school” and “Kohoku elementary school”
4th meeting Advanced Study 1 “Planning”
- Lecture of Mr. Kanebako (Structural Engineer)
“Potentiality of reinforcement technology against earthquake” - Case study by Mr.Tanaka (Architect)
“ Kyukaku elementary school”
- Lecture of Prof. Nakamura (Institute of Technologists) “Combination of planning and education at the school” 5th meeting Advanced Study 2 “Utilizing Potentials of the Nature”
- Case Study by Mr. Murase (Tetens Consulting Engineering co.Ltd.)
“Solar heat system, rain water use, and ceiling radiate cooling and heating system” - Case study by Mr.Morita (Doctor of Engineering)
“Using geothermal energy for heating and cooling“ - Lecture of Prof. Hoyano (Tokyo Institute of Technology)
“Creating thermal environment including region”
6th meeting Work session for Basic Concept 1 - Knowing thermal environment at the school
In summer
In winter Figure 3 Thermal environment in the school
7th meeting Work session for Basic Concept 2 - Presenting renovation plans by members.
3.3 Environmental Education Working Group
The Environmental Education Working Group studies approaches, methods and program for environmental education on using buildings. School teachers, local NPOs and governmental officials of the education section participate in the working group as actors of environmental education for students and local residents. This group requires the member two works: Learning and Studying
Learning
School teachers, local NPOs and governmental officials of the education section learn approaches, methods and program for environmental education through reviewing good cases and participating in experience type workshops.
Studying
The member studies relevant methods, produce, improve and develop the program.
In the feasibility study conducted in 2004-2005, two workshops on different educational program were held. Files of concrete programs have been assembled for use of teachers.
In addition, experimental program named as” Green Curtain” was tested at the Nakashimane elementary school in Adachi-ku, Tokyo. The environmental education program using greened wall by plants provides students with opportunities to learn the way of comfortable living in houses and building.
Team “A” Team “B” Figure 4 Final presentations
4. Effects of the Project: Integration of Architecture and Education
Each working group shares the results of its studies. Specifications of renovation and shape of buildings and rooms should be examined according to the environmental education programs which use school facilities such as buildings and school yard after renovation. Through conducting studies at working groups and sharing their results, we can find good environmental renovation based on the local environment and the education activities at the school.
As a result of this process, we can expect six effects as follows. - Heightening the knowledge of the engineers
Local engineers who participate in this project can gain techniques and skills of environmental architecture. They can become eco-engineers who build eco-houses in the area.
- Improving governmental officials' capacity on environmental architecture
Governmental officials who learn environmental architecture in this project will become able to understand proposals of renovation from the environmental point of view. They will also have the ability to review the policy on public construction projects from the point of sender of orders.
- Spreading environmental education activities in each local area
Governmental officials of the education section will have knowledge to formulate policies on environmental education as they learn several methods and programs of environmental education - Improving the way of use by teachers and students
People in the schools can use the school buildings in environmentally, economically and educationally effective way as they have good knowledge on how to use. Knowledge on the shape of the buildings and room together with its educational implication will also provide chances to improve utilization of the school buildings.
- Raising capacity on environmental education
School teachers, member of local NPOs have opportunities to learn about environmental education. They will become leaders of environment education in each area.
- Creating familiar “material” for environmental education
School teachers and local people can use buildings and yard of schools as good educational materials. They can conduct experience-based education methods at renovated schools.
5. Distinctive Approach of this Project
We conducted the feasibility study of this project in 2004-2005. As we mentioned, we set up two working groups actually and conducted various studies to renovate the school on an assumption basis.
According to the experiences in this study, we realized that following approach should be emphasized when we move on towards next step to carry out the renovation and education projects from the environmental point of view.
- We do not need common manuals for specification of renovation.
We do not produce common manuals for specification of renovation because renovation of one school should be different from those of other schools. Common specification which can be applied to all school renovation projects will not maximize the effects of environmental renovation.
- The process should be respected.
It is quite hard in Japan to find any cases in which a participatory approach is applied to public construction projects. This project takes a participatory approach which asks stakeholders of the school renovation to join discussion and planning of the renovation works. This project provide good opportunities to learn about how to apply the approach to the public construction works,
- Support to software aspect is crucial.
This project provides technical support to the software aspect of renovation or education. Engineers, teachers, governmental officials in local areas have little chance to have advanced knowledge of environmental architecture and environmental education. In cooperation with universities, research institutes, companies, etc. We provide technical backstopping for the projects conducted in local areas.
- We need information sharing with those interested.
Information gained from projects in various areas will be gathered and be sent to all over Japan and world. We will have a database of various educational programs which enable non-participants schools to start environmental education programs.
6. Future Perspective of this Project
This project is mentioned in the “Basic Policy Guidelines for Environmental Voluntary Activities and Education” which is based on the “Law on the heightening environmental motivation and promoting environmental education (Environmental Voluntary Activities and Environmental Education Law) and was decided by the Cabinet in September 2004. Based on the Policy Guideline, the Ministry of the Environment will start a model project of Eco-friendly Renovation of schools and environmental education. From 2005, the Ministry will conduct the project in about 10 schools in Japan. The total budget for FY2005 is 1,030,000,000 Japanese yen.
