“force for energy by children through education”...tel: +32 (0)2 2 227 42 53 partners:...

Final Report

Actions of Type 1 (Projects)Actions of Type 1 (Projects) Call for proposal 2003 Call for proposal 2003

grant agreement number grant agreement number EIE/04/EIE/04/142/S07.39438142/S07.39438

FeeduFeedu--projectproject

“Force for Energy by Children through “Force for Energy by Children through education”education”

SAVE, ALTEER, STEER, COOPENER and HORIZONTAL KEY ACTIONS

Grant agreement no. EIE/04/142/S07.39438 Project acronym: FEEDU Full title of the action: “Force for Energy by Children through education” Intelligent Energy – Europe (IEE) Horizontal Key Actions Key action: 4

Final Technical

Implementation Report (FR)

Period covered: from to Due date: Start date of the action: Duration: End date of the action: Project coordinator name/ organisation/ e-mail/ telephone number: Project website [has to be accessible at the latest 6 months after

Project Fact Sheet

Created: Nov 2007

Persuasive force of children through education (FEEDU)

Programme area:

Horizontal - think globally, act locally

Status: finished

Coordinator: Eddy Deruwe Centre Urbain asbl /ABEA , Belgium E-mail: [email protected] Tel: +32 (0)2 2 227 42 53

Partners: Gävleborg/Dalarna Energy Agency, GDE-Net, Sewden Agenzia Regionale per l’Energia della Liguria, Italy East London Energy Efficiency Advice Centre, UK Severn Wye Energy Agency, SWEA, UK Region of Crete- Regional Energy Agency, Greece Energy Agency Livorno Province srl, Italy AGENEAL, Agência Municipal de Energia de Almada, Portugal Association pour la Promotion des Energies Renouvelables asbl, Belgium Rhônalpesénergie-Environnement, France Planète Science Méditerranée, France Energieberatung Prenzlauer Berg e. V., Germany Slovenski E-Forum, SE-F, Slovenia

Website: http://www.feedu.org

Objective: To promote consciousness about RES, RUE and Mobility in Primary schools involving regional energy advice centres teachers and pupils.

Benefits: Consciousness of children about RES, RUE and Mobility; training for teachers and exchange of experiences and methods in energy education for schools.

Keywords: Raising awareness, changing attitudes concerning energy use

Duration: 01/01/2005 – 31/08/2007 Budget: 2 010 566 € (EU contribution: 50 %) Contract number:

EIE/ 04/142/SO7.39438

Short description FEEDU is an educational project carried out in 9 European countries by 13 regional energy advice centres aimed at teachers and pupils of primary schools in order to obtain consciousness and results about Renewable Energy Sources (RES), Rational use of Energy (RUE) and Mobility. The FEEDU-project developed training courses for teachers using best practices of educational tools and experiences of energy education directed to 150 schools, by 450 teachers and the participation of 9000 pupils in the implied regions and diseminate them for a broad use in primary schools. Teachers are been trained in energy education, and received the methodology and the necessary educational tools and experiences related to energy and mobility issues. They implemented project-based learning plans in schools during a school year, with the objective to changing attitudes of the pupils and their parents with respect to their energy consumption and mobility. They have tested and evaluate relevant learning strategies and tools and are now available for use in other primary schools. Open workshops are been organized for teachers and energy educators in order to integrate energy education in the primary school system.

Achieved results • All participated teachers at the project received a training in energy education, in order to set up

project work in the class during a year. • The project succeeded of raising awareness of children at their school and at home and try to

change their attitude • Exchanging experiences and methods in energy education for primary schools and stakeholders

are been realised by several events, exhibitions, conferences, the internet and media approaches. • The project obtained a recognition of the integration of energy education in the primary school

system by educational authorities.

Lessons learnt • Offering teachers the right methodology and educational tools has revealed a necessary step

to motivate teachers and implement energy education on a daily basis in schools. • If educational tools, are made clear by guidelines, exercises and best practices, then teachers can

easily integrate energy education into the regular school learning program. • Teachers can themselves implement project-based work in the class during a school year, if

trained. Children became in the end themselves ambassadors of energy education. • Schools are keen to work further in sustainable energy projects, integrating an educational

approach and an investment policy. • There is a need for experience exchange of teachers in energy education between the countries. • Training of energy agencies in learning strategies and educational activities is needed for a

fruitful collaboration with teachers seen that most Energy Agencies are not experts in didactics.

1. Table of contents 1. Table of contents … P4

2. Final Report Summary … P6 3. The Project Strategy … P9 3.1. General project management …P10

3.2. Achieved results for educational tools …P14

3.3. Achieved results for common courses …P21

3.4. Achieved results for teacher training … P24

3.5. Achieved results for school implementation … P29

3.6. Achieved results for project communication … P37

3.7. Achieved results for project dissemination … P42

3.8. Achieved results for common dissemination … P54

3.9. Project Management of the consortium … P56

4. Succes stories … P60 5. Lessons learned … P64 6. Conclusions … P65

7. Annexes … P68 7.1. Table 1: Review of impact of the action

7.2. Table 2: List of contact persons for the feedu-project

7.3. Program of International Dissemination Conference

Schools are promotors of

Education in sustainable energy

for youngsters today

Intelligent Energy – Europe - SAVE, ALTENER, STEER, COOPENER, Horizontal Key Actions

EIE/04/142/S07.39438 - Feedu-project of 73 - - Final Report

2. Final Report

The FEEDUThe FEEDU--projectproject The long title of the Feedu-project is entitled "persuasive force of children with regard to the energy consumption through education". This project is an educational project which aims at energy awareness of children in the primary school, with the emphasis on the education of educators-teachers. It was implemented by 13 Energy Agencies through Europe with the direct involvement of 150 primary schools and their teachers and pupils. It’s supported by the Intelligence Energy - Europe program of the European Commission. This project wants to valorize those already gained experiences of energy agencies of schools in different countries by collecting those experiences, systematize and testing them, adopting them and making them available for other schools. In that way it want to repond to a need for teachers for appropriate educational tools and didactic to start with energy related educational projects. In the short term the Feedu-project wanted to develop teacher training courses (in-service training) in energy education and implemented energy educational projects in school al over Europe teacher based. The project enhanced the knowledge of teachers in energy related issues that can be replicated and stimulate networking for teachers. We wanted to ensure the availability of energy related educational tools and alorise already similar experiences. We used therefore an energy related project-learning strategies for primary school and try to involve the parents and local community. The longer-term objectives of the project is to contribute to raise energy related awareness and change of attitude of children and family in the local community through school. In order to do this we stimulate the implementation of energy related issues into the school curriculum where possible and to come to achieve energy friendly schools. Final aim is to achieve targets of Kyoto through educating energy friendly future citizens. The scope of the FEEDU-project has been implemented as planned and the total number of involved schools counting for the project meets positively the requirements of the contract. 154 schools of 13 regions during school years 2005 –2007 are been involved in the project. The Feedu-project developed learning activities related to energy education that was tested in a real school situation. Those learning activities were at the end of the project adapted for dissemination reasons. In total 450 teachers and 9000 children participated directly to the project. They followed a project based learning approach that by the end is showing what is learned. Children became in the end themselves ambassadors of energy education.



In every country there was teacher in-service training courses organized with in total 350 training hours, this is 26 teacher-trainig hours average by every partner. Teacher training was very valuable in order to motivate teachers and to implement energy education on a daily basis. In every participating country there were at least one National disemination conference, with a total of 17 regional/national workshops with a large participation of stakeholders. As those workshops are meant to promote the project as a best practice, many other organizations are keen to implement a similar projects. The 154 participating schools are keen to work further in sustainable energy projects, integrating an educational approach and a investment policy. An international dissemination conference was organized in Ljubljana (Slovenia) in April 2007. This conference led to the participation of 158 involved teachers and other stakeholders of the project. The conference was a real challenge, for participation, content and even more on the financial side, and went way beyond a regular dissemination activity. The conference showed a real need for experience exchange of teachers in energy education between the countries. There were important communication actions through the internet and other media. The production of audio visual and written material is rather impressive. The television media has really taken off by the material offered. A large group of participants to the Steering commitees were constituted with stakeholders for quality control and dissemination reasons. Those commitees worked very well also for networking. A lot of energy educational projects fails due to a language gap between the promoters of energy education and the real school situation and the teacher as leading stakeholder. Training of energy agencies in learning strategies and educational activities is very useful seen that most Energy Agencies are not experts in didactics. Also training allows a experience transfer between “Energy agencies” that are starting such activities and those very experimented. Long term experience lead to more effective sustainable implementation of energy education. The common training experience of the partners with 50 hours of training turned out a key to the success of the project.



The Feedu-project partners

The initiators of the Feedu project are a network of Energy Agencies of 9 different countries. Most had previous experience of seting up this kind of projects, but there were less and very experimented agencies. The initiator or coordinating partner of the Feedu-project is ABEA-Brussels Energy Agency (the Centre Urbain asbl) (BE). They also implemented the project in the Brussels Region; The FEEDU-PROJECT partners are:

FEEDU-PROJECT partners

Partner 1 ABEA

(Le Centre Urbain asbl) (BE)

Partner 2 GDE-net (SE)

Partner 3 ARE-Liguria, (IT)

Partner 4 NELEEAC (UK)

Partner 5 REAC (GR)

Partner 6 EALP (IT)

Partner 7 AGENEAL (PT)

Partner 8 APERe (BE)

Partner 9 Rhônalpénergie-Environnement – RAEE (FR)

Partner 10 Severn Wye Energy Agency – SWEA (UK)

Partner 11 Planète Science Méditteranée – PSM (FR)

Partner 12 Energieberatung Prenzlauer Berg e. V. – BPBP (GE)

Partner 13 Slovenski e-forum – ES-F(SL)



3. The projet strategy of the FEEDU-project

The project strategy:

Strategy both to schools (teachers) and educational authorities are needed

Making Educational authorities aware

Schools as promotors of sustainable energy

Implementing proces: Best practice

Involve school in a sustainable energy challenge

Implementing proces: project based

Teachers have to be informed and trained to teach sustainable

energy to students

Teacher training



3.1 The general Project management of the Feedu-project (WP1)

The main tasks of this Work Package was to agree with the partners on a practical and precise implementation framework. Some keypoints were fundamental for the implemenation of the project as the agreeements with schools and the quality control through the Steering Comitees. The human factor is important, so to motivate people to do the work is the most important.

Regional project-management plan

Every project partner developed a “project Implemenation Plan”, that should tackle the specific project environnement and institutionsal issues. This plan has been a reference during the whole liftetime of the project.

Agreeements on Project Implementation by partners

The participation of schools were from the start based on formal agreements, that were signed globally with the authority or/and were signed individuality with every other school. In total 154 schools are been involved based on formal agreements. Those agreements seems to be crucial for an active participation of the teacher and other stakeholders of the schools. Some partners signed them very late, with a consequence of a delaid participation of schools into the project, that could be in some cases postponed the planning for implementation of the project for more than a year (second schools year). Nevertheless having no formal agreement or a late agreement doesn’t stop any good project implementation, as long as the aims and talks are clear. But the formalisation shows a more conseuquensial partcpation trough the whole lifetime of a project.

It seems that for some partners the establishment of agreements were very easy due that is a long tradition for working in the schools on energy matters. This could be of an already established in-service training of teachers, or sometimes an existing network of associations that works in direct contact with schools could do the job.



In France a network of association (IERA) in direct contact with teachers is doing support and activities implementation in classes. RAEE is not an expert in pedagogy nor in working with teachers. The main idea of the action plan was to cooperate with this network of associations, in order to involve them in teacher’s courses and mainly in monitoring in schools. IERA is the main sub-contractor of the project. (RAEE)

Final amounts of formal agreements with school boards and/or competent authorities for implication and realisation of project work per region-country

Partner Amounts of agreements

Deviation

1. ABEA 15 2. GDE-Net 5 Lowered amount of schools based on

agreement 3. ARE-Liguria 14 4. NELEEAC 10 5. REAC 12 6. EALP 15 7. AGENEAL 11 8. APERe 15 agreements in 10 schools during school year

(2006-2007, from 4th phase on) 9. RAEE 11 10. SWEA 12 11. PSM 11 agreements in 4 schools during school year

(2006-2007, from 4th phase on) 12. EBPB 13 13. Se-F 10

TOTAL 154 minimum 130 schools required

All partners has fulfilled their contractual obligations, with 24 more schools (and teachers) involved than originally planned. Nevertheless at the start the project some partners seems to be have some difficulty to meet the requirements, but all could catch up in the end. The fact that the project covered two whole school years ensured that a delay could be corrected.



Agreements signed by schools…..



National Steering Commitees

The role of the Regional Steering Committee was to ensure the quality of the work done, and to steer the work program. They were composed by the Stakeholders, teachers, experts and educational authorities. Those Steering Commitees seems to be played as planned a important role of advise giving authority for the project implementation. The value of them varied country to country, by an indication of the number of meetings held, between 3 to 6 meeting durning the project life-time.

In the Crete region the members of this “National Steering

Committee” are representatives from the Regional Political

Authorities, the Regional Educational Authorities, the Prefectural

Directorates for Primary Education, the Prefectural Environmental

Education Directorates, and the University. Representatives of all

participating schools attended the first session of the Steering

Committee. All the other sessions were attended by at least 3

head masters of the participating schools. (REAC).

In the Livorno-province (It) it was composed by 5 teachers from

5 schools, 1 representative of educational authoritiy and experts in

education in the field of energy/environment who gave a very

positive and successful contribution. (EALP)

In the Ligurian Region (It) the Regional Steering Committee is

composed by the competent odies at regional level: Are Liguria

Regional Authority (representatives of 2 offices: unit for education

and unit for energy policies), University of Genoa (school of

teacher training), Regional Office of the National Ministry for

Education. Teachers have been involved only from the 2nd

meeting because at the time of the first meeting teachers had not

been identified yet. (ARE-Liguria)

Some problems occurred for organisition of a Steering Commitee causes by the problems of transport, long ways to gather everyone. The cause of difficulties with those comitees are also due to the non experience of some partners in European projects and their requirements, and the difference in local organisation. We have sometimes the impression that it seems to be more difficult for composing a Steering Comitee than it should be.



Project Based Learning - School year

3.2 Achieved results of Work Package 2 – Educational tools In order to implement the project, some learning strategies had to be agree and educational tools and activities to be developed. Learning strategy For this project we based our learning concept on “Project-Based Learning”. A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology. A learning strategy is composed by the implementation of a project based learning plan, with the use of specific educational tools. ‘A project is defined here as an in-depth investigation of a real world topic worthy of students attention and effort. » and the « Project Approach refers to a set of teaching strategies which enable teachers to guide students through in-depth studies of real world topics ». Each teacher had tol implement a project for their class including some principles as « commitment pedagogy ’: people who commit themselves to saving energy are more likely to save energy and a « step-by-step » approach, that will say that if the child succeeds with a first simple act, he is able to succeed with the next one. Every project plan will be composed by three phases: an introductionary phase, an exploration phase and a “valorisation” phase.

1) Introduction & engagement phase

2) exercise & practice stage

3) presentation & evaluation stage



Development of educational tools The project partners gathered the most valuable tools related to energy education used all over Europe and beyond, for purposes of implementing the most interesting one by the partners. Previous experiences of the partners, were excelent references, but also all partners searched in their own countries of available interesting tools. This work was coordinated by EALP as WP-leader. Next to gathering of some 180 valuable tools and choosing them, they were adapted for needs for implementing at practical school level. Those tools were actualized in the course of the project. A common list of those 40 Best Practice activities was the basis, but every partner had some specific they used.

In the Livorno province (It) out of the 40 European common educational tools, 20 educational tools were selected, translated, adapted them for broad use at project level. The list together with their description, was put on heur website <www.ealp>. From this list teachers decided which to use, with or without assistene of an Ealp expert.

Kind of educational tools

Three kinds of educational tools developed:

1) Information cards and books: A "Book for Energy" for Students with the mottos: “I love the Renewable Energy Sources. I do energy saving!” (contains theory, exercises, games, constructions, stories, questionnaires, energy audits in schools/homes). The children receive detailed information in a simple way about conventional energy sources, ecological problems, renewable energy and ways for energy saving and sustainable mobility. The big number of pictures, exercises, games and constructions make the understanding of this new knowledge easier and more joyful. All the issues are related to the local-regional conditions and plants.

2) Games and activity books: educational games and info-books realized

with activities for primary school (in hard copy and PDF). Every game shall have a guide for children, teachers (and parents). Also the energy assessment (self audit) could be (and is advisable) realised as a game.

One activity is an ENERGY AUDIT FOR HOMES

(Questionnaire): A series of 13 questions through which the

students can realize a simple but complete energy audit of their

homes. The children are getting familiar with the energy audits

and realize the energy waste and ways for energy saving in

their homes. Through specific questions their parents are

getting involved



3) Science Fair Projects for Kids. There will be a number of material

packages realised that can be used in demonstration projects. Those packages will be composed of technical material (electricity meter, thermometer, lux-meter, audit tools) and guides for the children and teachers.

The series of tools concern paper books, info-posters, cards, video, and also cd-rom and Internet. The use of Internet shall be privileged, because of the relationship with the dissemination.

Other specific tools:

POSTER WITH ADVICES FOR ENERGY SAVING IN THE

PUPILS’ ROOMS: A poster presenting a series of simple tips for

Rational Use of Energy and Energy Saving which can be easily

implemented by the children in their rooms and houses.

SMALL WOODEN HELICOPTERS AND WOODEN WIND-

TURBINES WITH PRINTED LOGO FOR RES (operating with

small PV cell): A small wooden helicopter with PV cell on its blade

and a small wooden wind turbine connected with a PV cell. The

children through small wooden toys see in practice the operation

of a PV cell and a wind turbine and learn about their operation.

These educational tools were distributed to school class

participating in the project in Crete-Greece.

STORIES + INTERVIEWS FROM OLDER PEOPLE: The children

through a simple story about the daily activities and way of living

of some children in the past, as well as through the interviews that

the children themselves take from their grandparents, have an

overview of the energy sources used many years ago and the use

of these energy sources.

And 37x more…



Exploration phase

-ENERGY BOX

-GOOSE GAME

-GRAND PARENTS INTERVIEW

-INSULATED HOUSE

-SCHOOL TRAVEL PLAN

-ENERGY AUDIT FOR SCHOOL

-ENERGY MODELS

-ENERGY EFFICIENCY-ELECTRIC APPLIANCES

-HEATING IN THE HOUSE

-ELECTRICITY METER

-VISIT TO ENERGY LOCATION LIST

-ENERGY EXCURSION (school energy tour)

-ANGEL PLAY

-MONEY GAME

-SOLAR KIT Valorisation phase Best practices of energy events :

-Themed parties -Poster competitions -Musicals -Postcards with messages -Balloon races with messages -Science experiments -Press conferences -Games -Models -Exhibitions and displays -Video filming and recording

Educational tools availalable on www.feedu.org

Introductionary phase

-TEACHERS' BOOK

-STUDENTS' BOOK

-TEACHERS' GUIDE TO SOLAR ELECTRICITY PROJECTS

-TEACHERS' GUIDE TO WIND POWER PROJECTS

-ACTIVITY BOOK

-CLIMATE CHANGE MAP

-COMBUSTION

-POSTER

-WIND TURBINE / HELICOPTERS

-BILINGUAL TOOL

-CATCH THE SUN

-Educ guide helio english



“Energy passes”-activities

School activities that are linking educational activities and the performance of the school building are implemented in a few cases. IN most cases this energy performance was based on energy consumption data.

Energy passes for school buildings, (through real energy consumption data of the school) and their implementation in the lesson plans have been implemented by different partners. Besides implemetning the energy educational activities, RAEE, partner 9 delivered « certificates » in 3 schools according the EU directive on buildings, EALP partner 6 has done it for 2 schools after that the results of energy diagnosis have been presented. Se-F partner 13 has done school action in 3 steps (energy survey) and delivered « general energy passes » to 6 schools. Nevertheless all other partners had project-work with teachers and pupils realizing energy audits at school or doing energy survey tours in the school building.

Like in the Crete region in te “Energy Books for Teachers” there was a sample for an “Energy-pass” but most of the participating teachers (REAC) have not chosen it as an activity for the students.



Availibility of tools to the teachers

All teachers received a “teacher guide” with al relevant information aboitu the context, scope, activities, materials and other practical information.

ENERGY BOOK FOR TEACHERS: A “Book for

Energy and sustainable mobility for Teachers”

(containing detailed theory for Energy, Renewable

Energies and Energy Saving, indicative

transparencies for teaching the students, stories

and examples, questionnaires for students and

parents, games and constructions, as well as,

related extended bibliography, web sites and

visiting sites). The book provides information and

teaching - educational tools for all teachers

regardless of their knowledge level. It additionally

provides a useful guide (through proposed

extended bibliography) for further information

and training on specific fields of interest about

energy. It is divided into two parts: The first part

is a general overview. The second part is a

detailed description of every issue. All issues are

related to the local- regional examples and plants.

There are also links and “solutions” for the issues

contained into the “Energy Book” for children.

All of the educational tools prepared by for FEEDU project were inserted in the national-regional websites.

For the Livorne Province (Italy) at the page of tools in www.ealp.it there is a link with Educational resources page of www.feedu.org where the whole list of 40 tools can be reached, for dissemination purpose.

There were some tools though that the teachers asked for assistance (e.g. energy audit at home). The partners presented those tools to the students and explain their uses. In that way some of them were introduced to students in class at the presence of teachers.



EVALUATION OF THE TOOLS:

Most teachers have given testimony about the tools used at school level according to the templates prepared and spread to partners by WP2 leader The tools were evaluated by the use of the special Questionnaire that the WP2 leader sent to the partners (adapted and translated). The general conclusions of the teachers’ evaluation of are: - The quality level of the provided tools and information is high, their use

simple and the whole “training” procedure was innovative, amusing and enthusiastically accepted by the children;

- There is lack of enough time for using all the provided material; - The support of the agencies-partners during the project was crucial, providing

them all the information needed and saving them a lot of time from searching for tools and material to use;

- Some teachers concerned about the “burden” of extra work for the students, even though this work was amusing, modern and extremely interesting;

- In general the children were highly interested in the project and significantly motived on environment and energy. The tools were the perfect way for reaching the children, instead of providing them a lot of theory;

- There is a willingnes for repeating the activities by the teachers (as a whole project, but also as individual activities in the framework of the organised school program) in more classes in the future.

Conclusions Tools and methods for energy education used in the feed-project became available through different means, especially the Internet. Requests from other projects are been made for the use of this educational material. The ongoing promotion for the use of those tools and methods, and the fact they are been translated and adapted at local conditions are guaranteeing the broader use by different stakeholders (teachers, environmental organisations, animators…) of the educational materials. For this the evaluation of the project by the teachers (Educational Tools, Teachers’ Courses etc.) provided useful comments and ideas for further development.



3.3 Achieved results of Work Package 3 – Common courses The purpose of the common training was to ensure an effective implementation of the FEEDU-project and ensure the quality of output. These training sessions are destined to the FEEDU-project partners. Ensuring the effective implementation and the quality of output of the FEEDU-project through:

• Common training sessions for 50 hours for FEEDU-project partners; • Provide a framework for implementation of the project into the schools,

and the teacher-training courses; • Teaching of in depth knowledge of interactive project based learning and

the use of educational tools and resources; • Managing skills for the use of website; • Educational, communication and project management skills implicated to

the FEEDU-project. Involvement of expertise in the field of education and project management;

• Skills to use the educational tools with adapted language for children; • Strategies for community and parents involvement; • A project management plan for the FEEDU-project for each country by

each partner for the teacher courses, school implementation, monitoring, communication and dissemination;

• Training material shall be put at disposal trough a website. The deliveries are:

Training plan for the common training sessions; The organisation of training sessions for 50 hours for FEEDU-project

partners; A project management plan for the FEEDU-project for each country by

each partner; Training material at disposal trough a website.

Five sessions common courses organized:

• 1st training session has taken place in Livorno (It) on 20th & 21st April 2005, taking 20 hours; For the 1st session, the organisation “Create” (UK) has been subcontracted to give customised training session about teacher training (2 experts: Sandi Carter and Ann Saffreys) at the partner-meeting in Livorno. They were selected by their vast experience in energy education, and in training teachers.

• 2nd training session in Tällberg (Sw) on 5th July 2005, taking 10 hours; For the 2nd Session, the expert Paul Renders of MOS –



Green schools in Belgium been has invited during the thirth project meeting in Tallberg (Se) to give the training in energy educational project management. A case-study have been organised by GDE-Net parter2 trough a visit to a pellet-plant.

• 3rd training session in Almada (Pt) on 19th Jan 2006, taking 10 hours; For the 3rd training session AGENEAL has involved an expert of “Enterweb” web design company, Ana Nogueira to give the partners website skills to use online discussion forum. Also a representative from the Municipality of Almada (DEGAS-Department of Strategy and Sustainable Environmental Management) was invited to present the “Local Agenda 21” for children.

• 4th training session in Cheltenham (UK) on the 14th of Sept 2006, taking 4 hours. There has also been presentation of case-studies as about the Meadowside Sustainable School project, that has been presented by Keith Lane (Principal Planning and Development Officier – Education Gloucestershire (County Council) on behalf of SWEA in Cheltenham on the 4th training session on the 14th Dec 06 (4h).

• The 5th training session in Ljubljana (Sl) through workshops (19th of April 2007) taking 6 hours; There were three workshops “School activities in Energy efficiency, » , «School activities in Renewable Energy » and « School activities in Mobility ». The three workshops explored the main components of energy education; efficiency, renewables and mobility and how these can be practically addressed through class activity. Hands-on practical activity are been given the participants real examples of how to teach pupils about energy efficiency, renewable energy sources and mobility.

In relation to the common training sessions there was a task for each partner to develop “a regional project management plan” in relationship to the content of the training. All FEEDU-partners have fulfilled the task of delivering a regional project management plan. The training material is at disposal through a website: ABEA has seen to it that the training material of all sessions, of the 1st session delivered by CREATE, of the 2nd session delivered by Paul Renders of MOS, of the 3rd session delivered by AGENEAL , and finally of the additional session delivered by SWEA, have been transmitted to WP6-leader AGENEAL as required, in order to be put on the common FEEDU-web site.



Result of common courses

The training sessions were successfully organised as a part of the project partner meetings. As each project partner meeting were organised during maximaum three days the time for the common training had to be divided between the other meeting parts (WP-management, Internat. Steering Comitee and Executive Board). After an intermediate intra evaluation of those common courses by the International Steering Comitee, the content of the training plan has been modified in between. It has been agreed that, besides involvement of (expensive) external expertise, common courses also consist of “intra-partners” in-depth training using skills already present in the project partners (AGENEAL: website management and SWEA: communication & dissemination management). In doing so the external expertise has only been implied for the 1st and 2nd common training session.

Evaluation Those training sessions were most appreciated, because most agencies had already experience in energy education as “animators”, but had almost no experience in teacher training. There was a clear distinction between more and less experience in energy education in the consortium. The common training session gave good basics of teacher training and the exhange of best practices in energy education. Without the training session the risk of having partners in the consortium without any clear direction for energy education was high, and the success in teacher training limited. These courses provided a certain “homogenity” to the different regional

approaches and facilitated the exchange of experience and know-how. The knowledge and experience obtained is transferred to the participating teachers during the teachers’ courses.

Conclusion The common training experience in energy education of the partners turned out a key to the success of the project. Training of energy agencies in learning strategies and educational activities is very useful seen that most Energy Agencies are not experts in didactics. Also training allows a experience transfer between “Energy agencies” that are starting such activities and those very experimented. Long term experience lead to more effective sustainable implementation of energy education. The project gave a good basis of a further developmement of energy eduactioal training for energy agencies. The training material can already be downloaded on our website for broad use by different stakeholders.



3.4 Achieved results of Work package 4 –Teacher courses

The teacher training is the core of this project and with this we mean in-service training, and not regular teacher education (athough this is also a good idea, but not in the scope of this project). With the teacher training the Feedu-partners wanted: to implement an energy educational project droning a whole school year implementation is lead by the teacher themselves and that teachers can give energy education on a sustainable long term way. The teacher courses aimd to introduce teachers into energy and mobility subject, learn them to use related educational tools and interactive methods in order to help them to implement the energy project at school-level with the use of project-based interactive methods. Those training courses are been set up in each region by the participating energy agencies, in some cass in collaboration with specialized didactical and educational expertise. Agreements with public authorities to insert those energy eduaction courses into the regular teacher training system are been made. The partners primarily involved in WP4-team, teacher courses, are SWEA, EALP, Sle-F and GDE-Net as the WP-leader. Basic assumptions on how to implement the courseshave been carried during the project meetings, where also the other partners in the project have given contributions to the work-package. GDE-Net, the Workpackage leader has prepared a compendium including some basic energy topics with emphasis on Rational Use of Energy and Renewable Energy Sources. The compendium has been divided in blocks where each block has a special subject. The compendium is very much linked to the list of tools (WP2). The theoretical study is combined with practical use of the tools. Each partner can chose different blocks in the compendium and select appropriate tools from the list.

Training of teachers in sustainable energy learning strategies is a start of a learning process where pupils can change to citizens aware of use of sustainable energy



The Teachers´ Course book has the following content:

- Introduction to the project

- List of participants

- Management of the courses – theory content

- Total list of tools

- Short list of tools used by the participating teachers in Sweden

- Project based learning – Guidelines for teachers

- Brochures

GDE-Net made an evaluation of the teacher courses among the partners based on a questionnaire. The evaluation shows clearly that a good contact and cooperation with teachers is the most important factor to success. In the Formal agreements as presented in the WP1, signed by school boards and competent authorities included the participation of “the teacher training” as a prelimenary condition to implement FEEDU-action. The organisation of teacher-training was planned in each region by every project partner with at least 3 sessions of 3 hours for each session for all participating schools. A total of 344 hours of training is deliverd. In total there are 452 teachers of the 154 involved schools that participated at the teacher training courses. Some partners organized much more training hours than the minimum required. The training were in some cases (by partner EBPB partner 12 and partner GDE-Net partner 2) besides the teachers assisted by other key-actors, as energy animators.

Number of energy-courses for teachers, in lesson/hours and number teacher/participants

Partner Lesson/hours Number of teachers

Deviation

1. ABEA 2x12 38 2x 12h (Duth & French) 2. GDE-Net 18 18 3. ARE-Liguria

2x12 39

4. ELEEAC 30 64 5. REAC 13,50 28 6. EALP 159

(17hours/teacher)

72 Got a quality certificate for training ISO9001:2000

7. AGENEAL 9 38 8. APERe 1x9 hrs

and 1x 12hrs

24 10 teachers (first group of 5 schools) 14 teachers (second group of 10 schools) will have 12 hours of training



In the Livorno province, since Ealp has implemented a Quality Certificate for training, information and education activity (ISO 9001:2000) the Certifying Company SGS after auditing the documentation relating this course found it very well organised interesting and good to replicate. assessment questionnaires, power point presentations made during training sessions, word document per each tool etc. )

Ealp delivered to each teacher a cd containing the Energy Book for teachers and for students ( theory, practices, experiments, exercises, questionnaires, pre and post assessment questionnaires, power point presentations made during training sessions, word document per each tool etc. ). This material is downloadable on the website of ealp (www.ealp.it)

9. RAEE 12 22 10. SWEA 9 23 11. Planète Science Méd.

12 28

12. EBPB 9 25 13. Se-F 13 25

TOTAL 344,50 hours 444 Minimum 278 teachers and 117 hours training required

The teacher course are composed of:

• Training in Interactive methods • Messages from what the children themselves learned should be brought

out to the school itself, parents’ en peers (trough newsletters, web site and exhibition…);

• A basic course book related to energy related issues, practical work and games.

• Use of the internet • Lesson plan of how to involve the local community, and especially the

parents. • An important part of the course is the insertion with the energy audit of

the school and more in particular the use of energy passes. The teachers should learn how children could make energy assessment and diagnosis at school and at home.

• Based onto the common training courses of the FEEDU-project and the project work done by the former Fee-project partners.

Those topics were made practical trough the presentation of educational activities. The content and activities for teachers were mostly inserted into a “guideline book for teachers” that was given to teachers during training sessions and were published onto a website. Some of the ore complex technical educational tools were presented to students by the partners themselves, in presences of the teachers (also training for teachers).



The teacher network possibilities was also one of the points mentioned in the formal agreement signed by agencies and the School Boards. During the training sessions networks possibilities has been offered to teacher through the websites. The teachers have been encouraged to use the common website for communication with teachers from other countries. The experiences from this are unfortunately not very good. Very few of the teachers use these possibilities probably due to lack of courage for the language and lack of time. There is a real problem of spamming at open forums, creating usability problems. Some of the schools are interested in becoming “twin schools” and visit a school in a Feedu country. As a feedback we don’t have any confirmation if they have ever contacted any foreign school (even if we presume not), but we know about some future cooperation among schools at local level. Other forms of networking for teachers have been :

the organisation of local workshops and of training courses where we give to teachers an opportunity to meet, talk and exchange opinions and experiences

the list of participating schools and of dissemination schools published

in the website (since every teacher can put in contact with some other teachers having done the same things)

the organisation of the European workshop where teachers coming

from different countries could share experiences and grew a lot from a personal professional point of vie.

Teachers are a thriving force for educating pupils



EVALUATION OF THE TEACHERS’ COURSES

By the end of the project, all participating teachers were requested to evaluate the whole project, the tools and the courses, by answering special questionnaires. Especially, the teacher-courses were evaluated as a whole through a conversation the partners had with the teachers. Their remarks and suggestions were included in a specific questionnaire distributed by the relevant WP leader and this questionnaire has been sent back to him.

Teachers in particular gave feedback about the tools and guidelines and also about the course itself (scheda gradimento corso). Among 45 classes in the Livorno Province a real feedback was received from 28 of them (62%). GDE-Net (Sweden) has also made an evaluation of the teacher courses among the partners based on a questionnaire. The evaluation shows clearly that a good contact and cooperation with teachers is the most important factor to success. The TC are a very important task of the project and also for the future. For

teachers it is essential that they have a basic knowledge about energy. The combination of tools and theory is fundamental. Without practical applications the theory is just theory.

The teachers do also need some guidelines to transfer the knowledge to the pupils. This material should be very simple. An element of competition makes it more interesting for pupils. It might also be very useful to benefit local expertise, for instance from local energy supplier.

The Teachers Course Book (TCB) includes a very wide presentation about the theory of energy, list of tools and some guidelines that are very concrete and describe step by step how to implement lessons for pupils. The TCB can also be used as a reference work. It might be necessary to renew the TCB and add new knowledge.

It is also important to integrate the “Energy” subject in other subjects.

Conclusion

The teacher training in energy-education for primary schools is continued, and inserted into regular in-service training of teachers ensuring a long term replication through in–service teacher training. Interactive teaching methods, especially with a “science” oriented content are not very known in schools, but are after all very well appreciated. The training of those methods have a very long multi year implication and will be replicated on a long-term basis. A main achievement of the project is that teachers became themselves motivated and active players in energy education. Even if we trained a few teacher in much bigger entities, this is motivational and is playing a promotional function to the other teacher in school and beyond. Many motivated teachers became promoters of the energy education approach.



3.5 Achieved results of Work package 5 –Implementation and

monitoring

The work package Implementation and monitoring - WP5 concerns the implementation of the practical educational part of the project in the schools. In order to implement the energy educational projects at schools, agreements with the schools and teachers were already made. Included in the agreement about the modalities of implementation, are participation at teacher training, using a specific learning plan and tools and assistance by the “agencies”.

Activities realised A learn-plan for each class in order to monitor the implemenation at school level. Those monitoring activities has been executed during 2nd and 3rd project

phase (during action in class). All project-partners have supported their teachers to develop project-based action-plans (step-to-step) for the class or school with firm aims, outcomes and a good idea of the final projects to be delivered.

The Work Package-leader (NELEEAC) has produced formats in order realise monitoring activities. Those monitoring-plans have been developed by all FEEDU-partners, taking into account a project-based learn plan, assessment (of performance indicators) at start, during and after FEEDU-action. Almost all project-partners adapted the questionnaires for monitoring energy assessment & diagnosis at school/home from the “common” questionnaire and transmitted them to all participating children and teachers. They were filled in before an after the FEEDU-action, except for SWEA (partner10), and PSM (partner11) who collected teacher’s observations based on interviews (with questions about knowledge and behaviour). Those questionnaires have been presented at the start of FEEDU-action for most partners or before school-action for SWEA (partner 10), SE-F (partner 13) and ARE-Liguria (partner 3). Only EALP (partner 6) distributed the questionnaires “during” FEEDU-action. Nevertheless all partners did the post-assessment at the end of the school year, nevertheless some partners had troubles to have the questionnaires filled-in by “the same amount of pupils”. With respect to the results comparing the pre- and post-assessments, 8 project-partners have delivered some general “qualitative” conclusions (not yet GDE-Net (partner 2), AGENEAL (partner 7), SE-F (partner 13), EALP (partner 6), NELEEAC (partner 4), APERe (partner 8), who will deliver them in dissemination phase). Only 3 partners , EBPB (partner 12), ARE-Liguria (partner 3), RAEE (partner 9) and SWEA have compared on a more quantitative basis the results of pre- and post-assessment.



o Energy awareness and knowledge seems to be definitively improved for all participating pupils where FEEDU-action has been implemented and also that energy behaviour improved with more than 60% of the children.

o Energy assessment about knowledge and energy behaviour of pupils

had to be realised by all partners, with a “common” questionnaire (proposed by WP5-team). The pre-assessment before action in schools has been completed by all partners during 2nd phase. The post-assessment have been done during 3rd phase.

o Energy assessment of schools and homes (assessment of energy use for

educational purposes) has been included into the learning plan and has been done by the end of the school year by all FEEDU-partners (3rd phase). Some partners also did a complementary energy “audit” of school-buildings, those are ARE-Liguria (partner 3), EBPB (partner 12), SWEA (partner 10) and SE-F (partner 13). Work done in this area:

o Most teachers gave some homework to their pupils for doing the « energy audit at home» (with help of parents) and discussed it in class while doing « an audit of school ».

o 6 partners (PSM partner11, GDE-Net partner2, REAC partner5 , AGENEAL partner7, EALP partner6 and NELEEAC partner4) also implemented the energy diagnosis on school-buildings in their activities.

o EALP partner6 organized an « Energy tour » and children reported about the results asking straight to the politicians for practical solutions for “illnesses” of their building (to be followed-up next year).

o RAEE, partner9, has introduced energy performance audits in 3 schools. Contact was made with the municipalities and after the consumptions’ analysis an “Energy Certificate” according to the EC directives on buildings has been delivered.

o SE-F partner13 implemented energy assessment of 6 school buildings (with 9 classes), did the follow-up of the action plan in 3 steps in order to do the analysis of energy performance of the school-building : teachers got « suitcases with measuring appliances » to do the audit and after fulfillment of the diagnosis they all received a general « Energy pass ».

o SWEA, partner10, set up in a system for setting school-targets to decrease energy consumption. They did the « energy survey and a got a « energy diary » -tool to monitor energy consumption of school.



The data and targets linked to the children’s behaviour have been listed at school boards by some classes, they developed “charts” with targets linked to children’s behaviour, hang them up in the class-room self and/or presented their chart in other classes, explaining what they had learned on order to sensitize the pupils of the whole school. Finally they hang them on in the hall of school as a poster to announce their “energy-exhibitions”. Project-partners listed data and targets linked to children’s behaviour on different ways:

o The participating classes of ABEA partner1 developed “charts” with targets linked to children’s behaviour, hang them up in the class-room or in school-hall, and/or presented their chart to their peers and other classes or on energy-events, explaining what they had learned or used them as a poster to announce their “energy-exhibitions”.

o ARE-Liguria (partner3), listed good practices of 3 schools on the local subsite.

o SWEA (partner10), used “newsletters” to give survey information of school-targets and achievements.

o NELEEAC, (partner 4) distributed “commitment sheets” to pupils with messages such as “switch of lights when leave” etc.

o EALP (partner6), issued energy diagnosis of school-building etc.

Exhibition of energy work of the children where they show what has been learned” (with the use of Internet) for the end of the year.

o « Exhibition of energy work» with the use of Internet for the end of

the year also has been delivered by all partners. Some partners still have to put on the (sub) websites the pictures and exhibition material reflecting those actions.

o The style of those events was varying according to regional specificities.

Most of the partners effectively had exhibitions and special energy events at the end of the school year either in the participating schools, either in joined venture with regional, even national instances, combined with some specific event where FEEDU-activities could been given “more value”.

Some examples:

o EALP (partner3 ) organized an exhibition of work done during street-animation “Aniamiamo l’energie”.

o ABEA (partner1) had a stand of FEEDU-pupils selling light-bulbs on the “Feast of Environment” 5 June06, a large regional Brussels event for sustainable development, 8 schools participated to “the Woollen jersey Day” 16 Febr 06, sensitizing the schoolneighbourhood and reminding parents and peers for the



Kyoto protocol. 2 schools were honored with a Royalty –visit to “show what they had learned.

o REAC (partner5) organized a big exhibition on 6-8 June 2006 in Heraklion, where artistic works of the participating schools were presented.

o ARE-Liguria (partner3), participated with some FEEDU-schools to the national event “Energethica” in the days 25-26 May in Genoa.

o SWEA (partner10) organized the exhibition of pupils’ work in all regional libraries at the start of next school year.

o Other partners visualized the work done their actions directly on the (sub) websites, AGENEAL (partner7), EBPB (partner12).

o NELEEAC (partner4) has participated actively with 10 schools to the European Managenergy Drawing and Photo competition 2006.

The way that parents were involved during school year’s action was:

o Through quite direct involvment with the parents committees (GDE-Net, partner 3, SE-F, partner 13 etc.).

o Parents involved in the regional steering committees (ABEA partner 1, ARE-Liguria partner 2, SWEA partner 10, NELEEAC partner 4, etc.).

o Pupils involved their parents also by doing the energy audit at home (NELEEAC partner4, ABEA Partner1, REAC partner4, ARE-Liguria partner2, RAEE partner9, EALP partner6, etc.).

o Some FEEDU-action also included interviews with grand-parents about energy consumption. SE-F partner13 even involved the whole local community when pupils took 100 interviews of local inhabitants.

o Parents were invited to school celebartions and energy events, FEEDU-leaflets were distributed, newsletters announcing events, commitments sheets to sensitize them for energy saving ABEA, (partner 1), EALP (partner 6), RAEE, (partner 9), REAC partner 5, NELEEAC (partner 4). AGENEAL (partner 7) involved parents during the “family week” focused on FEEDU-action.



Overview of the activities:

Number of energy events, exhibitions Partner Energy

events Exhibitions

Specification

1. ABEA 3 6 - « Woollen Jersey Day » 16 Feb 06 (8 schools) - « Feast of the Environment » 5 June (1 school) - School-feasts with exhibition end of year (6 schools) - Royalty visit (Prince Laurent) 1st June (2 schools)

2. GDE-Net 2 1 - Special exhibition created by pupils in Town hall (June 06) - 2 Energy events

3. ARE-Liguria 1 4 -National event 25-27 May 06: « Energethica » combined with « Energy Fair » exhibition, presenting participating pupils’ energy work (models, posters, goose game etc.) -4 exhibitions at school-level

4. NELEEAC 1 4 - Display of energy work in 5 FEEDU-schools in main central library. - Participation to « on-line » ManagEnergy Drawing & Photo competition 06 (with 10 drawings of 10 schools)

5. REAC 1 - Final Exhibition in Heraklion, (6 to 18th June 06) in cooperation with 1st Grade Education Dictorate of Heraklion with energy-work of all participating FEEDU-schools.

6. EALP 4 -Exhibition on « Energy days »

7. AGENEAL 11 Final event at school level with material produced by pupils of FEEDU-schools

8. APERe 2 1 -Youth assembly for environment (May 06) -World Water Day (22 March 06) -Exhibition day at « Bressoux « school in Liège.

9. RAEE -Some school-events planned (not specified)

10. SWEA 1 A global event at Cheltenham Borough Council

11. Planète Science Méd.

4 -Exhibition end of school involving the whole school - « Jules Ferry » Eco-school with 8 classes – best practice

12. EBPB -None reported

13. SE-F 9 -Exhibitions in April, May , June on « Day of the Earth »

TOTAL 25 30



Technical assistance for implemention of FEEDU-action during school year. Nevertheless thet idea of maximilising the autonomous implemantion of the project by teachers, they needed some assistence from the project parters. Partners are reporting of numerous interventions of different nature:

- Providing technical information and documention

- Providing new tools and activities

- Providing contacts

- Organisational help

- Promotion of the events

Regular contacts with schools and teachers have been taken by phone, E-mail, face to face. All partners encouraged exchange of information through the website and sub websites.

The large amounts of interventions are difficult to estimate. Every partner reported the specific approach. IN the teachers evaluation those collaborations and help were the most highest quotes of the project.

The assessment concluded in general:

the children are already – more or less - aware of environmental and energy themes, as well as, ways of rational energy use and energy saving.

most of them understand which is the correct energy use of appliances or correct energy behaviour – even when they don’t usually follow it

the change of their energy behaviour after the elaboration of the project – in many cases – is obvious by their answers “before and after”

there is also achieved a change of the parents’ energy behaviour through the persuasive power of the children



The FEEDU-school action has been evaluated by teachers of participating schools. There has been a questionnaire addressed to all teachers of participating schools. The ABEA-animators took interviews of teachers and assembled following regional results about the points described hereunder. The energy themes chosen: 86% of the schools have mainly focus on energy saving (59%) in general, 27% on the theme of electricity in particular. Interdisciplinary methodology: 67% of 38 teachers have introduced energy themes in all branches of school curriculum - mathematics, languages, history, geography, sports or music. The 33% of teachers who treated the subject only during scientific courses, pointed out that this was due to a lack of communication within the educational team. Engagements have been taken: teachers have chosen for 3 kinds of engagement: Collective: with the “chart” (poster) pointing out “targets” to be

achieved by the whole class 57% of schools did use the “chart tool”. Grouped engagement. 31% of FEEDU-classes have participated at an

energy. 12% of the FEEDU-classes took individual engagements following-up

the eco-test. Pupils analysed their energy behaviour and took individually engagements to improve their energy behaviour.

The best practices of regional FEEDU-action have been described and transmitted to common FEEDU website www.feedu.org. Communicating messages in the neighbourhood of action undertaken has given more sense. 47% of participating pupils have transmitted their message showing what they had learned on school feasts or in other classes of schools. They exposed charts or produced leaflets promoting their exhibitions or actions in the public spaces of the school.

Conclusions

Investment in sustainable energy measures in schools follows, because teachers and school-directors are been convinced now. The schools are becoming more ambitious and serious about energy saving. In the UK and as part of FEEDU dissemination, St Michael’s Primary School in Haringey have decided to construct the first ever energy autonomous school building. NELEEAC was asked to consult and propose the suitable solution for incorporating renewable energy to this new school building. Following attendance at the FEEDU conference in Slovenia, Mission Grove Primary School and Sybourn primary school both installed 70 KWth biomass boilers and 4kwe Solar PV systems at a cost of 100,000 Euros each! (NELEEAC).



Table for sustainable energy strategy for schools (ABEA)

Involving schools in a sustainable energy challenge

4

3

2

1

PHASEE

incitation Audit school

- 30 % Investisse-ment Effic. Energ

School & parents

+ Investisse-ment Energ. Ren.

School & parents

Using renewables

- 15 % Low-cost mesures

Pupils & Teacher

Energy efficiency

- 30 % Attitude

Pupils & Teacher

Lowering energy consumption

awareness

GAIN

Pupils & Teacher

STAKEHOLDER

Energy Check up Knowing what the energy consumption is

ACTION AIM



3.6 Achieved results of Work package 6 –Project

communication

The work package project communication of the Feedu-project refered to aims, methods and tools for the external communication (to other schools and organisations) of the educative courses and experiences by using different media, the Internet, audio-visual media and use of promotional-informative material. The aims of this work package are:

- Internal and external communication: It wants at the exchange of experiences and information between project partners and everyone who participates in the project (schools, teachers and children).

- Communication to the local community: It want to ensure the valorisation of the work that has been done by the children in the schools by presenting them to the « outside » world. A particular part is given to the communication between peers, and to the relationship with the parents.

- Visibility of project evolution: It must give accessibility to the information and the evolution of the projects and ensure the necessary visibility of the teacher courses of the project.

AGENEAL, as the leader of WP 6 – Project Communication, was responsible for the coordination of the work developed by all the FEEDU partners towards the completion of the several outcomes established for this WP. Communication challenges The main challenge was to find out an efficient way of “spreading the message”, and in order to accomplish that each partner was asked to develop a communication plan with the aims : − Identify the target groups (whom do they wanted to reach) − Define the message (what do they want to say) − Typify the media (how will they spread the message) Every partner developed a communication plan specific for their region. This plan was developed and adjusted through the Steering Committees. Mostly it was based on actions related to the press and internet, as well as official letters to interested bodies. and At the start the communication was mainly toworths the school and stakeholders, like the local municipalities and authorities that should made the project possible. The way of communication changed as soon the project started in the schools, were a teacher involvement and follow up was needed. Press releases were made after the project implementation in schools This plan was more or less followed, while some adjustments were necessary especially in timing (due to the summer holidays). It is remarked that the



communication was held on a local or regional level, but in many cases it became also national importance (like trough television show of the RAI) Communication activities by project partners

An incredible long list concerning deliverables related to communication is made. Every partner has made communication as a one of the main tools, for preparing, implementing, dissemination. It is important to say that there is a clear take off of the internet as communication mean, but with still difficulties.

The Feedu-partners produced each an own FEEDU-leaflet, based on a common one. Additionally some partners produced promotional posters and some artifacts for the children with energy logos.

A dedicated website and a website managing system was developed in order to communicate for internal and external use. There was a common Feedu-website in English, which is the official Feedu-website under <www.feedu.org>. There is also a dedicated website for the International Workshop under <www.feedu.eu>.

There are the local websites in every country the partners has developed. The main objective of creating the sub- websites was to ensure that all the relevant information about the project will be easily accessible, in the native languages of the 9 European countries participating in the action. There is however a qualituy issue in the use of the internet, as observed that the use of it is not realy the state of the art (but this is not an internet project).

FEEDU website & Regional (sub)site links for feedu Partner website Common FEEDU website

www.feedu.org

Conference webiste

www.feedu.eu

1. ABEA www.curbain.be/fr/education/ www.curbain.be/nl/education/

2. GDE-Net www.gde-net.se/

3. ARE-Liguria www.areliguria.it/feedu.html

4. ELEEAC www.lessenergy.co.uk/NELEEAC_schools_FEEDU.htm/

5. REAC www.crete-region.gr/greek/energy/feedu

6. EALP www.ealp.it/



7. AGENEAL www.ageneal.pt/content01.asp?BTreeID=00/03&treeID=00/03/00

8. APERe www.energie.wallonie.be/xml.doc-IDC-5077-html

9. RAEE www.raee.org/feedu/

10. SWEA www.swea.co.uk/index.html

11. Planète Science Méd.

www.planete-sciences.org/mediterranee/feedu/index.html

12. EBPB www.energieberatung-pb.de/58.0.html

13. Se-F www.ljudmila.org/sef/si/dejavnosti/index2.htm

Concerning the networking possibilities for teachers and children a internet forum was developed in the general website. Nevertheless this forum on the Feedu-website has to be close down, caused by a lack of interest by schools, but also by a multitude of spam, the partners website has developed at local level their forum. The lack of language skills I the primary schools are surely one of the causes, but orther factors as “protection” and support are other pitfalls. A list of all schools with contacts are available also for networking possibilities.

Specific action:

A special “chat” department has been established in our Greek FEEDU website for

providing possibilities of networking between the participating schools and

teachers. This is an initial attempt of establishing a network for Greek teachers

with the indirect aim to involve all Environmental Education Centres of Greece in

the project. (REAC)

The local sub sites had links to the local Feedu action: they are www.ealp.it (open

to everybody) www.energysave.it (partially visible to everybody, with content that

can be downloaded only with personal login and password) and

www.energeticamenterosignano.it (open to everybody with a particular section to

energy education) (EALP)

RAEE in France developed a regional website with a more expressive name for a

clearer identity at national level: <www.energiealecole.org> (meaning “energy at

school”). The site contains: information on trainings and FEEDU training content,

tools description, contacts and links to the associations able to work with teachers

on energy topics, news, ideas of sites visit…, and 1 page was developed for each

participating school describing the implemented activities. It is already planned to

maintain the website after the end of the project. A procedure in order to feed it

regularly has been agreed with the association network.



One of the most important function of the sub-websites is the dissemination of the educational material in the national languages. The most important reference courses, the tested and evaluated regional tools, experiences, resources, teacher guidelines have been published by all the partners on their dedicated webpages. These are the tools available for downloading, together with the guidelines for teachers. Thanks to the teachers’ input and suggestions those tolls were adapted and improved.

Exhibitions as communication tool

One of the most important communication “tools” was the FEEDU exhibition in the end of the project’s implementation, made by children’s artwork and information panels. This exhibition was in some cases very professional made (supported by artist) and atented by a large amount of visitors (partners, neighbours and politicians).

A good practice is the FEEDU exhibition organised in Heraklion in the end of

the project’s implementation The big number of visitors (adults and children,

parents with children, journalists, education authorities and experts, tourists,

etc.) had the chance not only to admire the astonishing work of the FEEDU

students, but also to receive energy leaflets and discuss with representatives

of REAC, who were pleased to answer all their questions about energy and

environment (RES, RUE, Energy investments etc.). Additionally it was an

excellent opportunity for Education representatives (teachers and Authorities)

to retrieve ideas and possible actions for enhancing their future work with

their students in the fields of Energy and Environmental Education but also for

expanding their granted School Curriculum (Physics, Chemistry) towards a

more energy and environment direction.

There where the realisation of several videos for dissemination purposes

A video made by the commission about the Feedu-project as a best practice.

Three schools actions in different countries are been presented.

A video, shot during the FEEDU-exhibition in Crete, which includes a

presentation of the Director of REAC and the opinions of the teachers and the

students about the project, as well as, a full coverage of the parallel events of

the exhibition. Afterwards it will be distributed to the Cretan schools.

The project was presented at different occasions, through a promotional stand. During the whole communicatio phase SE-F in Slovania communicated the FEEDU-project to the public on 6 energy education events and 6 energy events. (ES-Forum)



Several online newsletters were send with the project development.

There were several press releases in regional and local newspapers, radio’s en TV’s for the dissemination of the Feedu-project. On several occasions the public and several target groups have been informed about the FEEDU project (e.g. meetings, conferences, etc.). Interviews of the Directors of Educational Authorities and Teachers have been presented on local TV. Special informative letters have been sent to specific target groups. Those Articles about the FEEDU project has been sent to newspapers and magazines, as well as, to Educational Authorities, Environmental Education Directorates, Environmental Associations etc.

It is remarkable that the project was presented several time at National televisions, as a best practice. (ES-Forum, )

Conclusions

An image related issues of the project appeared several time related to the name of the project, “FEEDU” has been criticised. Like our Slovenian partner reports, “the name of the project FEEDU is quite unattractive and unrecognizable for the children and for the media, next time we should think about the translation into other languages when we are choosing the name of the project.” There is more press attention paid to the activities, from television and written press. Several reportages are been made from the project and this is still continued. The Feedu-partners sand full articles for this in local and national press, informative e-mail to specific target groups and organisations, speeches-presentations in conferences and events all but also nationally and at European level, were some of the activities.

Schools as promotors of sustainable energy use



3.7 Achieved results of Work package 7 –Project

dissemination

The work package “dissemination” is meant for the transfer of knowledge from the project to others, in order to try to transfer the experiences. Nevertheless an ambitious long term target is to take energy education into the curriculum onto the European scale. For this, a dissemination strategy in each country was as important, as on the international level. These activities were coordinated by SWEA as work package leader. The coordination activities were designed to ensure hat all partners were able to formulate plans for their national workshops and all partners were able to implement these in their own regions. Project Dissemination A) Dissemination on national level This work package aims the national dissemination level in each country by the project partners. The goal is that energy-educational work in schools would be multiplied. The tasks at national levels were:

1. formal involvement

2. national workshops

3. website use for dissemination

4. dissemination activities

1) A Formal involvement from the start of the FEEDU-project of the educational authorities in each country should contribute to incorporate the content of the primary school curriculum. Therefore every project partner made an agreement consisting in a formal engagement or decision by the competent educational authorities (official letter of Minister or General Director of Administration or resolution by parliament…) for the organisation of the primary school education in their region, in order to ensure the dissemination of the project results. Those agreements mentioned:

- The willingness to incorporate the energy and mobility content in the primary school curriculum;

- The way the schools are participating; - Designation of a representative of those authorities in the

national/regional steering committee of the FEEDU-project.



In order to make the formal agreements the partners made al regional levels contacts between them and the educational authorities and other stakeholders. The organization of national workshops, aimed to presenting the educational resources, training packages, experiences and project management of the Feedu-project directed to teachers and specialized organizations (one in each country). In every country those national workshops were organized at the final phase of the project. The quality of the disseminating activities was been guaranteed by the involvement of national expertise about education and schools linked work in each national workshop. 17 worskhops were organized for about 3800 participants in a very hybrid form. Those workshops are observed to take different concepts. It could be a large national event. In Greece there were even tow National workshops, one on April 2006, a 3-days National Educational Seminar was realised in Archanes-Heraklion Crete. The audience consisted of teachers of 2nd Grade Education (High Schools) all over Greece. The workshop was advertised through Press and many teachers participated. For organisational reasons a desimenation workshop was been held by integrating it in a big event, a way of reaching as much teachers as possible. This was the case in the UK, SWEA, decided following the agreement of our NSC it was considered best to make use of an existing conference for education to disseminate as teachers would find it hard to find time to attend any additional conferences. As a result plans were made to present the project at the Annual Science Education (ASE) conference, a national conference staged in Birmingham that attracts on average 3000 delegates. Nevertheless, SWea organised a second National Workshop following the success of the ASE conference a smaller follow up workshop was organised through Gloucestershire’s Environmental Education Forum. This offered a chance to reach more teachers within Gloucestershire who may be interested in FEEDU type actions in their schools. A national Dissemination workshop is organised by two partners if they were from the same country. This was the case in Belgium with a National workshop for dissemination of FEEDU- in joint venture with ABEA, the Brussels region and APERe the Walloon Community. The National Workshop “Ecoles fûtées en Energie 2007 – Energieslimme Scholen 2007” took place on Friday 2 March in the Erasmus Hogeschool, Brussels, in the European Quarter. It was held in French and Dutch. There were 62 participants. The workshops could be taken as a broad event as in the Livorno Province, a “National” workshop took place on Friday October 6th 2006 in the framework of a big event “Energeticamente 2006” where 3 thematic workshops, fair-exposition on RES and RUE technologies, training courses, laboratories for schools, animations for children were held. The local TV was present to interview children, teachers, speakers, ordinary people (the video is available); Those workshops are also organised with co-partners. Tis is like in Berlin (Ge), were the workshop took place on November 1st 2006 and lasted approximately 4 hours. For the participants EBPB produced a reader with more information about the workshop. Heiner Matthies led a sub-workshop about the



evaluation of energy saving behaviour in schools. The sub-workshop connected local experts and authorities, so that they could held a speech during the workshop and share their experiences. The slides of this lecture are to be seen on the FEEDU part of the EBPB website (www.energieberatung-pb.de ). Those workshops could take different forms for different target public. PSM n France organized a regional workshop, on September 21st 2006. This event had gathered about 110 professionals of Education to the Environment: teachers, youth leaders of youth clubs, members of national school authority, members of regional council, members of government organizations (town hall, community of towns...). They had a FEEDU stand where we have presented what had been done since the beginning of the project : leaflets, posters, educational tools, guidelines, pictures of exhibitions where pupils participated, etc.. Also 2 other workshops, were organized especially dedicated to teachers. This workshop occurred on May 30th 2007 in Nice and another one occurred on June 27th of 2007 in Marseille. They have been organized with the collaboration of the National Education Authority. The “targets” of these second workshops were the headmasters, the teachers and the regional school authorities of region PACA. In Nice, to this workshop : there were 15 persons and in Marseille, were 18 persons involved Also in France RAEE organised a regional Workshop on 24th January 2007. The workshop was organised in partnership with the regional centre for pedagogical resources and in coordination with the network of association working on energy education (IERA). Teachers were the first public but local authorities (municipality in charge of the school buildings) also attended the workshop. We got more than 70 participants and a very good feedback. In one case in Sweden the organization of a workshop didn’t had any sense. As for GDE-Net as they reported they got as such no reactions to the invitations to the regional workshop we found that a better way to disseminate the project might be to visit the schools and present the project. We found that this was a very good alternative for us and the schools and teachers in the region.

As showed the disseminating workshops could take very different forms according to local conditions and opportunities. We can state that all parthers (except one) have done the maximium to disseminate the project results through this kind of events.

National Dissemination workshops Number of

workshops participation

Partner 1 Le Centre Urbain (Abea)- (BE) 1 62 Partner 2 GDE-net (SE) 1 1 Partner 3 ARE-Liguria, (IT) 1 68 Partner 4 ELEEAC (UK) 1 30 Partner 5 REAC (GR) 2 150 Partner 6 EALP (IT) 1 120 Partner 7 AGENEAL (PT) 1 50 Partner 8 APERe (BE) * same as

parter 1 * id

Partner 9 Rhônalpénergie-Environnement 1 70



(FR) Partner 10 Severn Wye Energy Agency (UK) 2 3000 Partner 11 Planète Science Méditteranée

(FR) 3 143

Partner 12 Energieberatung Prenzlauer Berg e. V. (GE)

1 60

Partner 13 Slovenski e-forum (SL) 2 46 TOTAL 17 3804

National/Regional workshops Partner Delivered Planned 1. ABEA *National Workshop : end of Jan start Febr 07 – in

framework EIE of « Sustainable Energy Week » (in partnership with APERe)

2. GDE-Net *National Workshop : Jan 07 3. ARE-Liguria

*National Workshop in framewok of 7th Energy Week UNESCO – decade of Education Sustainable Development (6-12 Nov 06)

4. (N)ELEEAC

*National Workshop : joint venture with London EEAC’s management meeting and conference. *Regional Workshops : At London Sustainable week’s exhibitions, Eco schools workshops and exhibition at Selbourne in partnership with Londons’ borough of Waltham Forest Affordable Warmth programme.

5. REAC *National Workshop : combined with general conference concerning Energy Education in Crete (first days of 2007)

6. EALP *Regional Workshop : « Energeticamente » - 6th Oct 06 *National Workshop : partnership with ARE-Liguria

7. AGENEAL *Regional Workshop : integrated in 2 days’ event in Almada -12 Oct 06

8. APERe *National workshop : end of Jan start Febr 07 – in framework EIE of « Sustainable Energy Week » (29 Jan - 4 Febr 07 (in partnership with ABEA)

9. RAEE *Regional Workshop planned with the regional network of environmental education (GRAINE) – 24 Jan 07

10.SWEA *National Workshop : joint venture with Annual Science Education conference in Birmingham

11.Planète Science Méd

YES *Regional Workshop – 21 september 2006

12. EBPB *National Workshop in collaboration with UFU (Independant institute for environmental affairs) 1 Nov 06

13. Se-F YES *Dissemination Workshop on PS Mange for non-FEEDU teachers organized together with multiplicators for sustainable development – 28 sept 06 *National Workshop – 21st April 06



3) The website of each partner has a part dedicated to the project. Every website was meant for dissemination reasons, exchange of experience and networking. Also the educational teacher resources, courses and “energy”-information are available. 4) Dissemination to other schools

A big number of schools – not involved in the FEEDU project – were reached and been informed for the project and its results. Many of them expressed their willingness to participate in future energy educational projects. Some partners replicated the same project the next school year outside the Feedu-project agreement.

In Greece, one of the most important “schools reaching tools” of REAC was the FEEDU exhibition organised in Heraklion. The big number of education authorities and experts, school headmasters, teachers, etc., who visited the exhibition, had the chance not only to admire the astonishing work of the FEEDU students, but also to receive energy leaflets and discuss with representatives of REAC. Additionally it was an excellent opportunity for Education representatives (teachers and Authorities) to retrieve ideas and possible actions for enhancing their future work with their students in the fields of Energy and Environmental Education but also for expanding their granted School Curriculum (Physics, Chemistry) towards a more energy and environment direction. During the FEEDU exhibition and after the end of the project and the publishing of all these press releases and articles on newspapers, REAC was reached by many teachers and headmasters of Crete, expressing their intend to replicate the action in their schools. Additionally many of the FEEDU teachers have expressed their willingness to replicate the whole project (or part of it) in their new classes, in the framework of « flexible zones » of school programme, or in the framework of physics and chemistry.

- In the Livorno Province-Italy, during the Feedu action, we were

contacted by other schools to replicate Feedu action the next school year. EALP followed the same procedure of Feedu (meeting teachers, explaining tools, technical interventions in classes etc). These schools used Feedu tools as well and some teachers evaluated them also. List of schools reached by dissemination (revised at June 2007) is published in Ealp website (This list can be considered also useful for networking teachers).

- In the Severn Wye region (UK), only two (Innsworth, Berry Hill) of

the twelve Gloucestershire schools involved with FEEDU project stated in their evaluations that they had no intentions to replicate the work. The other ten all intended to make use of aspects of FEEDU in the



following academic year. The teachers decisions on this matter where however subject to the following factors:

- Some smaller schools with mixed year groups of Pupils would have to

wait longer to replicate as their younger pupils would still be in their class the next year and could not repeat work.

- Other class teachers were due to change job for the new academic year making it not possible to work with the appropriately aged children.

- Lynworth School have now developed a European project of it’s own through the Comenius programme and is developing aspects of the FEEDU work with in this and sharing with partner schools in other regions.



B) Dissemination at European level The dissemination of the project results on European scale was through an international workshop and use of internet. The quality of the international disseminating activities was been guaranteed by involvement of experts about education and schools linked work.

1) EUROPEAN WORKSHOP

⇒ The Feedu project organised an European workshop for educators and agencies

throughout Europe with the name “Energy Education, a challenge for Schools”, in Ljubljana, Slovenia on the 19-20 April 2007. The European dissemination workshop was intended to train energy agencies, educational organizations and teachers to implement energy programs into the schools and extra-curricular activities. It was also intended to start a European networking opportunity for teachers. There were an important number of participants coming from moren than 11 countries. There were 158 registered participants constituted of 50% of teachers, 20% of public authorities and 30 of “energy” organizations or partners. 40 keynote speeches are been made from different experiences of the project. Those keynote speeches are available on the conference website. The venue was a reference venue with 700m2 dedicated for the conference with 1 main conference hall, 3 workshop rooms and reception and exhibition space in a main cultural and conference center of Slovenia in Ljubljana. The simulaneus translation to 4 languages (Slovenian, Italian, French and English) was assured. We could manage the costs within the budget, although a sponsor fee form the partners was been asked for, without a real big financial loss. Slovenian sponsors were contributing for an part of the organizational costs (diners and visits). The work to organize this conference was divided between CO (ABEA) – finance and administration, WP7 leader (SWEA) – content and program, and the host partner (SE-f) – organization and logistics, with the support from WP5 leader (NELEEAC) – promotion and dissemination activities. Every partner of Feedu participated and contributed in the organization of the European FEEDU conference. The conference consisted of two days conference, plenary session, thematic workshops and field visits. International Workshop - Preparation At the International Steering Commitee meeting in Sept 2006, SWEA presented to partners an overview of the types of information we had to disseminate through the conference and a number of points was agreed by all partners:



1) Talks and presentations from relevant experts 2) Interactive workshops for hands on experiences of FEEDU methodologies

and tools 3) Display area – individual partner displays of project materials, events and

pupil work 4) Website area with laptops displaying FEEDU project websites 5) All of this to take place over a two days conference in Slovenia that would

be concluded by study tours to relevant local sites of examples of sustainable energy.

From this stage SWEA began to liaise with CO to organize a draft program of content for the conference. This was a lengthy process as it was hard to determine the imagined final event due to the unconfirmed location and budget for the conference. However, four objectives for the conference were finalized: 1. To address basic questions about energy efficiency and mobility in schools and to present good practices in the school environment 2. To introduce highly evaluated educational tools for energy education and demonstrate their practical application to schools 3. To compliment the above aims by raising the question of how to increase the awareness of the pupils and to integrate energy into education 4. To present the curriculum links to energy related resources Based on these four objectives SWEA began to co-ordinate the partners into action to formulate their input to the event. Partners were asked to provide details of appropriate ‘experts’ to present at the conference and a timetable of conference sessions centred on distinct themes matched to the objectives was formulated. Individual partners were designated as chairpersons for their sessions and SWEA managed these chairpersons in their allocations of speakers and contents. It was a lengthy process of communication between SWEA and chairpersons and their allocated speakers but following the release and review of many draft programmes and the finalisation of location, venue and facilities, a full programme was developed that included all the elements of presentation that had been proposed. As we neared the final draft of the program a conference website was placed online by our CO which contained full information about the conference – including the program content. SWEA kept this program up to date through the online messaging system set up by the CO in order that they could make changes to the site template and upload it directly to the site.



International Workshop - The Conference The educational resources, tools and packages developed by the FEEDU-project and the former FEE-project (and other interesting experiences) have been presented during the workshops. The participants at the thematic workshops assisted sessions from hand some activities done by teachers themselves during the project. During the second day at the plenary session a particular attention have been paid to the school curriculum in the different countries and how to integrate energy and transport management issues. The European workshop knew a big international interest.

From Greece one representative of the 1st Grade Education Directorate of Heraklion Prefecture (Mr. D. Apostolakis) and two FEEDU teachers (Mr. N. Lerios and MR. M. Diamantakis) from Crete have also participated and had the chance to present in the conference their experience of the FEEDU implementation.

From the Livorno province, Ealp took part actively to the dissemination activities and delivered various contributions as speakers (see programme): Susanna Ceccanti (teacher courses session), Teacher Nicola Bonavita (same session), Federico Chiaramonti (workshop on RUE), Angiolo Naldi (Ealp’ President) on climate change, Helia Ciampi Polliedri (E-learning workshop).

A success was the presence of the RAI Educationl Channel which was present for the whole event, interviewed all speakers (Ealp helped in the translation between speaker and the Director of the TV staff), followed the study visits and in the end gave birth to 3 very interesting videos. In order to see the videos (not downloadable) follow the following steps (1) go to http://www.explorascuola.rai.it/ - (2) Click on the top on "video" - (3) search on the right menu the following titles: a) Insegnare l'efficienza Energetica b) Insegnare l'energia sostenibile c) Mobilità sostenibile

Having representatives from each country, especially for teachers was not an easy task.

o As SWEA reports: teachers were unwilling to participate as they required funding for temporary teachers to cover the classes. The trustee that attended was carefully chosen as his experiences and responsibilities as an ex-teacher, a current school governor, a local authority representative and member of the county council were extremely relevant to the FEEDU action.



In the conference venue every Feedu-partners and other organizations contributed to a central display of project results and pupil works and provided information and materials for delegates. As a result of the International dissemination conference:

- There is a need from teachers to exchange their experiences with other countries. A few schools want the exchange the experience with students. Those first contacts are been established.

- The fact that best practices are everywhere over Europe, the teachers and stakeholders were aware they didn’t stand alone in their approach and that there is still a lot to learn from other best practices. They have now references of contact for future implementations.

- The public authorities that participated became aware for the need to ensure a sustained approach for energy education in educational plans and school buildings. The post contacts ensure a long term collaboration between the project partners and those authorities.

- The dedicated conference website will be at least 2 years online and will be converted for future networking of former projects participants.

The workshop was been organized under the logo “Sustainable Energy Europe-campaign” and as in co-operation with Managenergy. A dedicated conference website www.feedu.eu and a conference book has been created by ABEA for this European Workshop, and s available on the FEEDU website. 2) General Project Website Part of general website of the Feedu-project is dedicated firstly for teachers’, animators’, exchange for children experience and networking. Secondly putting at disposal the educational teacher resources, courses, “energy”-information and experiences for other energy agencies and specialised organisations. All relevant deliveries of the FEEDU-project are accessible by internet through the internet site <www.feedu.org> and usable by every European school without any constraint. The tools and methods are free to use by schools and educational workers for implementation in schools. A list with the involved schools with full identification and details are been published on the website. As planned the target public of these dissemination activities were:

o The implicated teachers from some schools participated and presented their experience

o Teachers and directors from other schools o Other energy agencies that were invited o Specialized organisations in energy and environment as environmental

awareness groups, science museums… o Public authorities competent for energy and/or education, minister of

Environment from Slovenia and representative of the public authorities. Short film about energy education



In addition to the planned points of presentation an opportunity was presented through our CO to co-operate with The Commission on the making of a short film about energy education. As a result SWEA organised for the film crew to record at one of our project schools, Meadowside, Gloucester and to interview the council officer in charge of the development of this sustainable school site. This film along with the contributions of other FEEDU partners was transmitted as an opening to the conference activities.

Conclusions The National disseminating workshops are been successful but not without some issues. When it’s a speaker conference with keynote speakers, especially in a big event there is a important participation of the target public. If it is a part of a bigger event (as in the Livorno Province- It) the participation at those workshops are guaranteed. But if it is an informative, small-scale workshop, with an open invitation, no participants are showing up. This lead us to the conclusion that is better to distinguish between conferences with keynote speakers, with practical workshops and training sessions with specific invitations to a target public. It tends to be interesting to combine this workshop in a range of other activities. Informative disseminating workshops doesn’t work, maybe because people doesn’t find it very interesting at first hand and the fact that the “Energy Agencies” act as speakers, and not teachers and experts are other mean reasons for failing. A geographic reason seems to be also an important factor. In case this was a National event and not a regional one lead also to more success. A specific conceptual definition of those dissemination workshops is needed. For dessimenaton reasons an event or exhibition, the classwork was the best promotion material for energy education as reported REAC. In Greece the Communications and Dissemination activities of REAC (workshops, presentations, articles, website, press releases, bilateral contacts, information leaflets and material, exhibition, etc) were the perfect way for providing this experience and these didactical methods to all the teachers and Headmasters of Cretan schools, but also to the Educational Organisations and Institutes. Therefore they could develop a concrete view of what they could do in their schools, by their own, in order to promote Energy Sustainability to the children and indirectly their parents. Dissemination activities at national level succeeded to expand this achievement nationally. The same report came from EALP in Italy. With the event “Energeticamente 2006” where 3 thematic workshops, fair-exposition on RES and RUE technologies, training courses, laboratories for schools, animations for children were held. The European Workshop also has been the perfect occasion for bringing together teachers from all over Europe, who worked on the same main canvas “Energy Education”. The participation of representatives from the Educational Authorities provided the possibility of exchanging experience on the different Educational Systems of European Countries and the different ways of Energy Education’s integration in them. This kind of contact between colleagues from different European countries are extremely useful for achieving the diffusion of



experiences and ideas. The dissemination of the conference’s results and conclusions could operate as a great tool of promotion an enhancement of Energy Education towards a Sustainable Europe. A lesson learned is that we should have started with the organization of the conference much more in advance (having the place and the date known); it has been quite challenging organizing the international conference with partners in other countries, there should have been some extra budget for the organizational team to have at least 3 face to face meetings, thanks to Skype we managed, but without Skype it would have been very costly. More identical projects, inspired by the feedu-project are setup by other Energy Agencies and similar organisations, even leading to more request for financial help of the Intelligence Energy for Europe Program; It is also reported that Educational authorities became interested (especially in Greece and Italy), as ARE-Liguria reports that almost at the end of FEEDU we finally managed to establish a good contact with a representative of the national Ministry for Education (Mr Di Maggio). This has been a hard task, as apparently nobody seemed interested within the ministry at the beginning. Then, through the national secretariat of UNESCO we got this contact. Mr Di Maggio normally deals with innovative schools and projects. He has come to Ljubljana, met all our partners and is continuing promoting our activities within the Ministry. (ARE-Liguaria)



3.8 Achieved results of Work package 8 –Common

dissemination

The tasks of this workpackage “common dissemination” were:

1: Contribution, upon request of the Commission, to the development of online information systems under EC management.

- The websites of the feedu project the commopn one www.feedu.org and www.feedu.eu and the 13 regional websites were connected to the website to the Managenergy kids part.

2: Participation, upon request of the Commission, at contractors’ meetings and conferences in association with the EIE and other relevant programmes, EU-wide exhibitions, etc.

As co-ordinator of FEEDU-project ABEA has participated upon request of the Commission at contractor’s meetings and conferences with the EIE and other relevant programs

o Energy educational Conference in Berlin, May 2005 : ABEA partner1,

presented of the FEEDU-project. o ManagEnergy Conference – ABEA has been active member for the

Workshop and FEEDU-stand - November 2005 o Annual meeting of EIE Brussels -May 06- ABEA has been active

member of Workshop on Energy Education and was present with a FEEDU-stand.

o Conference in Paris on Energy Education - 22 Sept 06 – ABEA (partner1 - Eddy Deruwe)

o In the framework of the EU Sustainable Energy Week (EUSEW) in Brussels, ABEA participated actively to the Conference of Energy Education organised on 30 January 07 with a presentation of FEE-action by Sven Moens, ex-schoolteacher and Headmaster now of St-Joost-Aan-Zee (Brussels), with a performance of 30 pupils of the schools of “Bois de la Cambre” and ” Ecole Jardin d’Elise” presenting their energy-project of FEEDU.

• SWEA prepared and presented a talk based on our work with the FEEDU school Meadowside for Soustenergy – Energy Smart Schools Forum – hosted by ABEA in Berlin

• A partner EALP was invited by the Commission to find some teachers who took part to the FEE project (Altener 2001-2003) and Mr. Polidori, one of the teachers involved, accepted and made a presentation at the



conference “Energy Today for tomorrow energy users which took place in Brussels during the Energy Sustainable Week in 2007.

3: Contribution, upon request of the Commission, to the preparation of common presentation material related to EIE actions.

o ABEA contributed to the making of the film “Europe’s Children Learn

to fight Climate Change”. The video “ Europe’s children learn to fight climate change” produced by Mostra (EC) has recorded an energy lesson of pupils in Belgium, Slovenia and Great Britain

o The video was shown by the Commission in the plenary sessions for the presentation of the new Intelligence Energy for Europe Program.

o The video report on the FEEDU project, produced by Mostra has also made it into Euronews, Europe's biggest news channel. Since 25 April, a 6-minute version of the video is presented in the "Terra viva" magazine. The potential audience is huge: EuroNews broadcasts to some 168 European households.

o SWEA have also written an article based on their local FEEDU project for the Commission that was published in the FEDARENE newsletter.

- 4: The organization, upon request of the Commission, of a common dissemination seminar, attended by energy management agencies and educational actors.

- The international conference in Lubjlana in 1pril 2007 was already presented in WP7 as a dissemination activity, but this conference could be seen as a WP8 task. This conference was requested by negotiation of the contract and as stated in a letter of the Commission in February 2007 should be go far beyond a “normal” dissemination activity.



3.9. Project management of the consortium

The main tasks the management of the consortium was to agree with the partners on a practical and precise implementation framework. Some keypoints were fundamental for the implemenation of the project as the agreeements with schools and the quality control through the Steering Comitees. The human factor is important, so to motivate people to the work is the most important. The Feedu-partnership used a decision structure based unto the Project Management “PRINCE2”, consisted of a “International Steering Committee”, “Executive Board”, “Project Teams” and a “Project Support Office”. The decision references were also coming from “PRINCE2”. Nevertheless a consistent steering process gave also every partner all possibilities of adapting the project at the local situation. Many times projects fail because the requirements are too top-bottom, and block every adaptation at local situation and the creativity of the project partners. We tried to make a balance. All components of the decision structure worked well. The project the management structure should be seen on three levels, Common project management tasks, Work Group project management tasks and National project management tasks. Each partner has contributed on one, two or three levels in the implementation of the project. The coordinator setup from the start a Project Support Office supported during the lifetime of the project by a project Manager (Mss Fran Lomme). This Office coordinated the implementation. The WP-management meetings assured the project-implementation, with the participation of all partners, under leadership of the Wp-leaders. The project leaders are:

Project leaders

leader of work package “educational tools” is EALP, (partner 6) (IT)

leader of work package “teacher training” is (partner 4) GDE-Net, (SE).

leader of work package “Implementing in schools” is NELEEAC (partner 4) (UK);

leader of work package communication is AGEAL (partner 7) (Pt)

leader of work package dissemination is SWEA (partner 10) (UK)

leader of work package 1 “project management”, 2 “common training” and 8 “common dissemination” is ABEA (partner 1) (Be)



Those project leaders were supported for their tasks by Work Package teams:

WP-teams WP1 – ABEA partner1 + supporting partner NELEEAC partner4 WP2 – EALP + supporting partners, APERe partner 8, PSM partner11 and SWEA partner10. WP3 – ABEA + all other WP-leaders + RAEE partner9 and APERe partner8 WP4 – GDE-Net partner2 + EALP partner6 ad SWEA partner10 WP5 – NELEEAC partner4 + EBPB partner12 and REAC partner5 WP6 – AGENEAL partner7 + NELEEAC partner4, ARE-Liguria partner3 and EBPB partner12 WP7 – SWEA partner10 + SE-F partner13 WP8 – ABEA partner1 + NELEEAC partner4

WP-meetings

Five project meetings were planned according the contract during the lifetime of the project. At the end during the “International Dissemination Conference”, a request to the commission was made to hold a six project meeting, for reasons “of closing the project” and because the cost was very limited caused by the fact that everyone was already at the venue then for the conference. Due to a positive answer we hold this sixt project meeting.

The partners has attended all the WP-meetings (Berlin, Livorno, Tallberg, Almada, Gloucestershire and Ljubljana). A few has mist some meetings, due to local events, but where although it was fully informed for its results and decisions by the Coordinator.

The project meetings, International Steering Committee, Executive Board and the Partner Training were all held at the same meeting, why this coordinated approach saved us time and money, but each meeting duration was three to two days. As required the partnershop developed all reports needed as

- Six –monthly 4 progress reports - Intermediate report after 70 % of the lifetime of the project. - Fnal report at the end.

Those reports are available fopr download on the www.feedu.org website.



The follow activities for management reasons are been done: • Realisation of a general Project-management plan for every Work-

Package (WP) made by Project-manager of ABEA, in order that all WP-leaders could define the tasks and deliverables.

• Six project-meetings were organised during the project period, wherein 6

International Steering Committee (I.S.C.)-meetings and 6 Executive Board (E.B.)-meetings.

Kick off meeting in Berlin (Ge)

February 2005, EBPB partner12 was the host

Livorno (It) April 2005 EALP partner6 was the host Tällberg (Sw) June 2006, GDE -Net partner2 was the

host Almada (Pt) January 06 AGENEAL partner7 was the

host Cheltenham (UK) September 2006 SWEA partner10 was the

host Ljubljana (Sl) April 2007 SE-F was hosting

The six project meeting was an extra project meeting at the same week as the international conference on the 19th and 20th of April 2007. This meeting was organised after approval of the project officer and was meant for closing the project.

Contacts between other projects In order to exchange experiences between other European projects, a common presentation between those projects are been done during a coordinators meeting in January 2007 organized by the Commission. The result is that educational material could be used by other projects as “Active Learning” and Kids4Future”. Also informal contacts had been established, leading to the participation of the coordinator at project meetings of “Kyoto in the home” and “sustainable communities” for experience exchange. Managing of project Website The project website www.feedu.org was developed by Wp-leader AGENEAL, but shall be maintained online by the coordinator during at least two years after the end of the contract. The DNS-name feedu.org was also from the start ownership of the coordinator.



Conclusions - The implemantion went of course not without any problems. Most identified

problems relating the project planning at the start, were absorbed during phase 2, and did not influenced the implementation process. A few problems remained with two partners were corrective action was needed. The commission was informed of this situation by letter.

- The agreements with schools (including the signature) should have been

established during the First phase (Jan 2005 to July 2005) and knew a slight delay. On month 10, most of the formal agreements were validated (11 partners) during phase 2 (Juin 2005 – December 2005), besides the identified problem with two partners, APERe and PSM. Most of the delays identified were due administrative procedures for those schools agreements, but were not significantly influencing the implementation because informal agreements were already made during the 1st phase.

- The situation related to the National/Regional steering committees was also

unclear and some couldn’t not be established during phase 1. They got nevertheless without exception constituted during phase 2, and could play their function fully during next phases. Those delays were caused by national driven procedures, but were influences not significantly the implementation process from the start.



4. Success stories

The success stories in this project are multiple, but in fact it is the work concept in a project based learning environment that do the trick. We introduce the idea of teacher training in order to implement very effectively the energy education at school level. 1) Teacher training sessions The teacher training sessions are a real success story and by teacher training we mean an in-service training of teachers. The teacher training approach is bringing more value to the action than planned. ensuring a long term replication. The interactive teaching methods, especially with a “science” oriented content are not very known in schools, but are after all very well accepted. The training of those methods have a very long multi year implication. We came through a way of translating a technical “energy” content at the primary school level (through the involvement of teachers). The language used is ready acceptable by primary school teachers, leading to a more acceptance of the content. Many energy educational projects fail caused by the technical language as barriers. A main achievement of the project and of the teacher training is that teachers became themselves motivated and active players in energy education. Even if we trained a few teacher in much bigger entities, this is motivational and is playing a promotional function to the other teachers in school and beyond. Many motivated teachers became promoters of the energy education approach.

- ARE-Liguria in Italy reports : More teachers than those we actually trained carried out energy education activities thanks to peer-to-peer dissemination. In the Liguria region in Spring 2007 one primary school located in Ventimiglia (border with France) contacted ARE Liguria to ask for a teachers training course to be delivered within June 2007 to ALL the teachers of that school (20). The school wants indeed to concentrate on energy education during the next school year (2007-2008).

- In the Brussels region the teacher-courses really have become a real part of

energy-education in the Brussels region in primary schools (5th and 6th year). The regional authorities (“Nascholing” for the Dutch part) and I.B.G.E./B.I.M continue to support those courses and in the Dutch part this teacher-courses are object of discussion to integrate them definitively in the “Nascholing”-service. Interaction between the teachers during those courses, motivated them to come to those courses. Other associations implementing environmental education and also energy education such as MOS and NMe-Link, Réseau Idee, Green school, have asked us to go on with organizing those courses and will continue to join us in the future. The teachers really feel interested and the school boards motivate them to follow the courses.



2) Multiple school-actions by teachers An other success story are the multiple school-actions. Teachers implemented the project, following a step-by step method and interactive learning modules. The step-by-step it means that we are following a learning process composed of three phases. Every phase has it’s merits and excellences.

In a first phase of theoretical learning about energy, REAC of Crete reports that the students’ participation in the project was enthusiastic. They were informed and trained about energy, RES and Energy Saving not only through theory and speeches but also through amusing and interesting Educational Tools (games, constructions, stories). They managed to identify their “mistakes” on using energy and improve their energy behaviour. Indirectly there was also a “positive” impact on their parents’ energy knowledge and behaviour. (REAC)

But also visits, practical excercises are important as planned in a second phase. The technical visits in energy plants and energy Research Institutes brought the teachers and students in touch with Educational Institutes and Energy Production Stations (conventional and Renewable) and solved in practice most of their questions:

In the Brussels region as in other regions, the primary school of “Gouden Regen” replicated its energy-project in 2006-2007 and reinforced action by adding the module of making audits of the school-building. The pupils have done the audit of the schoolbuilding. A testing-lesson has been recorded on video as a part of the professional film made by European Commission “Europe’s children learn to fight climate change”.

The third phase during the second semester in order to conclude children are showing what they learned. We can report about exhibitions with all sort of informative and artwork form children as in Crete. Finally by using the awareness material, the students have produced impressive artworks (drawings and constructions), they have also written poems and stories about energy, enhancing their imagination towards energy efficiency and protect of environment. Through their works students became very successful “ambassadors” of energy sustainability for their families and – through the FEEDU exhibition all citizens were informed.

In the exhibition of the 49th Primary School of Heraklion-Greece 2 classes participated (1 of 5th Grade and 1 of 6th Grade) a total of 42 students. One astonishing action of the students of this school was the creation of a big-size patchwork with many drawings about energy and an energy logo. Also the Primary School of Kokkini Hani with 2 classes (2 of 5th Grade) with of total 36 students. One astonishing action of the students of this school was the creation of a



drawing which had all the Renewable Energy Sources dancing with traditional uniforms. Consequently the project reached and indirectly involved 78 families.

In some cases there is a kind of mobilising event for the parents and the local community setup.

Another success is the event “Energeticamente” in the Livorno Province-Italy which took place in October 2006 as local Feedu workshop and was visited by many students and families (also other stakeholders like public Feedu authorities, companies involved in RES etc).

During this event, which will be repeated in the future every year, Ealp could show the results achieved but in particular gave evidence of some of the Feedu tools and carried out energy laboratories with some classes who decided to visit the exhibition. The positive aspect of this event is that schools now are really expecting it as a reference point at the beginning of each school year (October) and come with pleasure and full of interest to visit stands. Next edition of Energeticamente will be held in October 2007 and has become member of “Sustainable Energy Europe Campaign” (www.energeticamenterosignano.it – www.sustenergy.org).

The idea is that children are becoming the message carriers to their parents and the local community. The energy-project of the pupils of primary school “Floralia”, having been “The Energy-ambassadors” during a whole year: has been presented as a best practice at school-level on the European Conference in Ljubljana (keynote-speaker was Jan Gennez, teacher). Of course those Best Practices should be exchanged between schools. In the Gloucester region (UK) Lynworth School FEEDU work has been sited in a best practice guide for citizenship education in Gloucestershire. This school has now developed a European project of it’s own through the Comenius programme and is developing aspects of the FEEDU work with in this and sharing with partner schools in other regions. ARE-Liguaria reports that CREST regional network in Italy, activity for the promotion of scientific education has acknowledged FEEDU as best practice (see before)



3) International dissemin3) International dissemination conferenceation conference Another success story was our international dissemination conference that went way beyond the task for our project. There were an important number of participants coming from more than 11 countries. Although this conference was doomed to be cancelled a few months before the conference caused by lack of extra financial resources, the feedu-partership decided to go ahead and to maximilise the results. We had to fin a solution to manage the finances in order to get a succesful organization. We could manage the costs within the budget, although a sponsor fee form the partners was been asked for, without a real big financial loss. Slovenian sponsors were contributing for an part of the organizational costs (diners and visits). At the conference There were 158 registered participants constituted of 50% of teachers, 20% of public authorities and 30 of “energy” organizations or partners. 40 keynote speeches are been made from different experiences. The venue was a reference venue with 700m2 dedicated for the conference with 1 main conference hall, 3 workshop rooms and reception and exhibition space in a main cultural and conference center of Slovenia in Ljubljana. The simulateneus translation to 4 languages (Slovenian, Italian, French and English) was assured. As a result of the conference the Feedu-project is an established brand known over all Europe. The partners are seen as real experts in the field of energy education. The project results lead to the possibility that the partners are working in the near future to a further global approach of sustainable energy policy in schools. The sustainability of the action is guaranteed. See for the dedicated conference website on www.feedu.eu

Will teacher training motivate and inform teachers in order to setup a effective learning project?



5. Lessons learnt Project was mainly understand and implemented in accordance with the aims method and planning. We conclude that o The choice of the management structure of the project was the right one. o An Executive Board has a function to make decisions, where it’s difficult to

get agreement, without blocking the project development. Many ties it’s only the coordinator that takes decission, without consulting their partners, leading to internal disagreements.

o Combining different project meetings as the training, work group

meetings and Steering comitees and executive boards at one meeting period is usefull, for cost and time reasons but can, be too long for staying somewhere (3 to 4 day away from office is to much).

o Assessments in schools is quite problamtic. There seems to be a dedenesy

to overestimate the capacity to fill in questionares squotes and doining tests. Th muslitude of data was also too complex to handle in simple figures. A collaboartio with a speciazlsed orgnasime as univestires would be more effective.

o Training sessions seems to be essential for the project partners. Important

wp as many of the partners have minor experiences from school world. New theories about teaching very interesting and useful.

o Maybe a very dense common training sessions during one week at the

start could be more effective. The other meetings could be shorter then. o To compose the steering comitees with people from different background is

very usefull (authorities, experts…) but important is to ensure the participation of the teachers themselves .

o Project budgets should included every item from the start, and not

depending of some other resources to look for (as for the International conference).

o Planning should be tight, but also flexible. The fact we could work on two

school years lead the possibility that those who couldn’t fully implemented their project had the possibility to do it.

Teachers are steering a learning process in sustainable energy



6. Conclusions

Offering teachers the right methodology and educational tools has revealed a necessary step to motivate teachers and implement energy education on a daily basis in schools. Schools are a perfect area of “energy” interventions in order the energy behaviour of the children to be changes towards sustainability. Both the teachers and the students are willing to participate in such actions, but also the Educational Systems can provide the framework to work within. The combination of teacher training, and project based learning projects at school level are a good combination. The teacher courses that were developed and courses should be continued and vital is that teachers find out that energy and it’s consequences are important for himself and the world. There is need for high quality theory and very practical applications concerning energy education. If educational tools, are made clear by guidelines, exercises and best practices, then teachers can easily integrate energy education into the regular school learning program. If educational tools, are made clear by guidelines, exercises and best practices, then teachers can easily integrate energy education into the regular school learning program. The direct contact between the energy agencies with the teachers in a project environment in energy education is an absolute necessity for assisting them. Nevertheless teachers can themselves implement project-based work in the class during a whole school year. Teachers should have the flexibility to choose the material they will use (there must be a big variety of proposed actions) according to the level of knowledge and sensitivity of their students. Teachers can themselves implement project-based work in the class during a school year, if trained. Children became in the end themselves ambassadors of energy education. The actions should be continuous practical and entertaining (not much theory) for the children to accept it easily and their school programme not to be extra burdened. Children became in the end themselves ambassadors of energy education. Way of doing this: The children should be dealed as mature partners, as they have already a remarkable level of knowledge and information and also a developed idea about who should be blamed for the today’s energy and environment situation. Visual, educational material is a very helpful tool, as awareness material distributed to every pupil participated.



Technical visits and the students’ communication with professionals are important tools. Related exhibitions also help, as the children see their work exhibited and many “outside” audience can be approached. The exhibitions should also include common actions of the participants (e.g. games, painting in groups, experiments, etc.). The children of today are the future energy consumers, therefore actions that could help them develop a sustainable energy and environment consciousness from a very young age, are the most certain way for changing our planet’s future. The parents could easily be involved in such projects, through the persuasion power of their children. There is a need for experience exchange of teachers in energy education between the countries. A few schools want the exchange the experience with students. Those first contacts are been established. The fact that best practices are everywhere over Europe, teachers and stakeholders were aware they didn’t stand alone in their approach and that there is still a lot to learn from other best practices. They have now contacts for future implementations and for establishing a “sustainable energy teacher community”. Schools are keen to work further in sustainable energy projects, integrating an educational approach and an investment policy. It is observed that schools implied into this first energy educational experiences are keen to work further in sustainable energy projects, integrating an educational approach and an investment policy. Developing energy educational activities are taking all their sense by energy agencies because they can assist the schools in the project development of becoming sustainable schools with an integated approach. Training of energy agencies in learning strategies and educational activities is needed for a fruitful collaboration with teachers seen that most Energy Agencies are not experts in didactics. The training of energy agencies in learning strategies and educational activities are in that way very useful seen that most Energy Agencies are not experts in didactics. A lot of energy educational projects fails due to a language gap between the promoters of energy education and the real school situation and the teacher as leading stakeholder. The common training experience of the partners turned out a key to the success of the project. Also training allows a experience transfer between “Energy agencies” that are starting such activities and those very experimented. Long-term experiences lead to more effective sustainable implementation of energy education. Also teachers are claiming that there is a need for experience exchange of teachers in energy education between the countries. Dissemination activities and experience exchange between European countries seems to be crucial for dessiminate energy education.



7. ANNEXES 7.1. Review of impact of the action

Formal agreements with school boards and/or competent authorities for implication and realization of project work per region-country;

- 154 actual schools Schools as for 130 schools planned

- 25 Local authorities

The number of participating schools, pupils, number of teachers having got teacher training, number of involved parents

- 154 Schools

- 8999 Students

- 452 Teachers

The number of energy-courses for teachers, in lesson/hours and number teacher/participants per country;

- 344,5 Hours of teacher training delivered

- 452 Participating teachers

The number of published educational tools and documentation (RES, RUE, Mobility)

- 186 Tools translated, adapted and published on local website

The number of actions, (exhibition, energy days, conferences) showing what children have learned from FEEDU-action

- 25 Actions (energy days)

- 30 Exhibitions



Avalilability of common website with amount of available education tools and courses for teachers, best practices.

- 2 common website (one project website and a dedicated for the

common conference) with link with 13 regional websites

Availibility of sub website with available educational tools and courses adapted to local/regional situation

- 13 Regional websites

A Regional/National Workshop in each country wih a number of participants from the national key-actors;

- 17 Regional Workshops

- 1 National Workshop

Realisation of an International workshop with a number of participants of the key-actors of each country;

- Realised on 19-20th April 2007 in Ljubljana (Slovenia) - 158 Registered stakeholder participants at the conference from:

o Belgium: 23 o France : 9 o Germany: 2 o Greece : 5 o Italy 35 o Portugal : 3 o Slovenia : 65 o Sweden: 5 o Switzerland: 1 o UK: 9 o Austria : 1

There are about 50 participants that showed up from Slovenia (students, collegues and teachers) that didn’t register befo



7.2. List of contact persons for the Feedu

Participant N°

Participant Short name

Address of Participant Family name, first name

Telephone N° Fax N° E-mail

Partner 1

ABEA 59 bld Anspach. 1000 Bxl Deruwe Eddy

+32 2 219 40 60 32 2 219 35 91 [email protected]

Partner 1

ABEA 59 bld Anspach. 1000 Bxl Lomme Fran

+32 2 219 40 60 32 2 219 35 91 [email protected]

Partner 1

ABEA 59 bld Anspach. 1000 Bxl Wigny Yveline

+32 2 219 40 60 32 2 219 35 91 [email protected]

Partner 2

GDE Net Björkhagsgatan 10 - 813 32 Hofors SWEDEN

Backman Anders

+46 290 24160 +46 2 902 24 70 [email protected]

Partner 3

ARELiguria Via Peschiera 16 – 16122 Genova ITALIA (It)

Casapietra Roberta

+39 010 840 33 54

+39 010 840 33 97

[email protected]

Partner 4

NELEEAC 31 Church Hill, Walthamstow, London, E17 3RU, UK

Crispin Webber

00 44 208 509 4365

00 44 208 520 9880

[email protected]

Partner 4

NELEEAC 31 Church Hill, Walthamstow, London, E17 3RU, UK

Azirani Shahla

00 44 208 509 4365

00 44 208 520 9880

[email protected]

Partner 5

REAC Kountourioti square 712 02 Iraklio Crete – GREECE (Gr)

Zografakis Nicolas

+30 2810 22 48 54

+30 2810 34 38 73

[email protected]

Partner 5

REAC Kountourioti square 712 02 Iraklio Crete – GREECE (Gr)

Dimitris +30 2810 22 48 54

+30 2810 34 38 73

[email protected]

Partner 6

EALP 27 Via A. Pieroni, 57126 Livorno ITALIA

Susanna Ceccanti

+39/0586/200007

+39/0586/203847 [email protected] [email protected] [email protected]

Partner 6


Bianco Roberto

+39/0586/200007

+39/0586/203847 [email protected] [email protected]

Partner 6


Frederico +39/0586/200007

+39/0586/203847 [email protected]



Partner 7

AGENEAL Rua Bernardo Francisco da Costa, 44 2800-029 Almada, PORTUGAL

Sousa Carlos

00 35 121 272 23 80

00 35 121 272 23 89

[email protected]

Partner 7

AGENEAL Rua Bernardo Francisco da Costa, 44 2800-029 Almada, PORTUGAL

Remedios Sylvia

00 35 121 272 23 80

00 35 121 272 23 89

[email protected]

Partner 8

APERe Rue de la Révolution 7 1000 Bruxelles

Vanguers Kim

+32 2 218 78 99 +32 2 219 21 51 [email protected]

Partner 9

RAEE 10 rue des Archers 69008 Lyon FRANCE

JEANJEAN Emmanuel

+33 478 37 29 14

+33 478 37 64 91 [email protected]

Partner 10

SWEA Unit 6/15, The MEWS, Brook Street Mitcheldean, Gloucestershire GL 17 OSL United Kingdom (UK)

Maby Catrin

+44 15 94 53 65 +44 15 94 54 5361

[email protected]

Partner 10

SWEA Unit 6/15, The MEWS, Brook Street Mitcheldean, Gloucestershire GL 17 OSL United Kingdom (UK)

Close Rachel

+44 15 94 53 69 +44 15 94 54 5361

[email protected]

Partner 11

PSM Rue Gazan 9 6130 Grasse France (Fr)

Julien Arnaud

+33 4 92 60 78 78

+33 4 93 36 56 79 [email protected]

Partner 12

EBPB Gleimstrasse 46 - 10437 Berlin-Pankow GERMANY

Matthies Heiner

+49 30 44 04 25 68

+49 30 44 04 26 34

[email protected]

Partner 12


Prinz Marc +49 30 44 04 25 68

+49 30 44 04 26 34

[email protected]

Partner 12


Van Dyck Liliane

+49 30 44 04 25 68

+49 30 44 04 26 34

[email protected]

Partner 13

SEF Dimiceva 12 Ljubljana - Slovenia

Blejec Maya

+386 1 436 41 44

+386 1 436 41 55 [email protected]



7.2. Program of Intenational Dissemination conference

International Dissemination Conference in Ljubljana – Slovenia on the 19th and 20th of April 2007 Key-note speakers of the Conference Thursday 19th April 2007 Morning 1.Slovenian Minister for Education – Dr. Milan ZVER (SL) 2. FEEDU Project Co-ordinator Eddy DERUWE (ABEA) B

Rising the Challenges : Roberta Chairwoman 3. Katarina DOBRANOVIC European Commission Directorate General for Energy and Transport. (EU) 4. Mrs. Ivana ZOLGER, Ministry of Environment and Spatial Planning (Sl) 5. Mrs Barica Marentic POZARNIK, Faculty of Arts, University of Ljubljana (Sl) 6. Mr. Angiolo NALDI (EALP Livorno President)

Developing the Energy Efficiency Curriculum in school Crispin Chairman 7. Mr. Crispin WEBBER (NELEEAC) UK 8. Mr Jan GENNEZ (FLORALIA Primary School – Brussels) (Be) 9. Mr Nicola BONAVITA (Secondary School A. Guardi – Piombino Livorno 10. Mrs BESISIRA- Mission Grove Primary School London 11. Znidar Decman GORANKA – Primary School Brezovia Afternoon Workshop 1 School activities in Energy Efficiency : Chairwoman: Yveline Wigny 12. Mr Federico CHIARAMONTI (EALP, Livorno) Italy 13. Mr Thierry MANCEAU (Specialist in Education to Energy, HESPUL Association, IERA Network,France) 14. Mr Jean-Michelle LEX (Environmental Co-ordinator of Schuman School – Be Workshop 2 School activities in Renewable Energy : ChairMan Arnaud Julien16. Mr Claes Rosengren, GDE-Net (Sweden) 17. Cedric CARLES, ADER (Switzerland) 18. Mr. Nikolaos LERIOS teacher of 52nd Primary School of Heraklion GREECE 19. Mr. Michalis DIAMANTAKIS teacher of Primary School of Mochos GREECE 20. Mrs. Giofranca MOZZONE (“Primary School “Anna Franka” (Genova) 21. Mr. HENARE (Harlesden Primary School (UK)

Workshop 3 School activities in Mobility Chairwoman Silvia Remedios



22. Ms Silvia REMEDIOS (AGENEAL Portugal) & Ms Deolinda ATAIDE (Head of Portugal’s Division for Education and Environmental Awareness.

23. Mrs. BESISIRA Mission Grove Primary School London (UK)

Session: The Energy Topic as a challenge for Educators: Chairman Anders Backman 24. Mr Paul RENDERS, Brussels (Belgium) 25. Mrs. Susanna CECCANTI (EALP, Livorno - Italy ) 26. Mr. Louis Pierre SARDELLA (France) Friday 20th

Morning 1.Mr. Janez Podobnik (Sl) 2. Mr. Eddy Deruwe (Be)

Workshop 1 Monitoring, +accounting, surveying – from thinking to action, Chairman Emmanuel Jeanjean 3. Mr Emmanuel JEANJEAN (RAEE), France 4. Mr Heiner MATTHIES (EBPB), Berlin- Germany 5. Ms Rachel CLOSE (SWEA), UK 6. Mr Aleks JAN (APE, Slovenia) Workshop 2 – Using information, Communications Technologies in school – Internet, e-learning, audio-visual, Chairman Andreas Paramythiotis 7. Mr Andreas PARAMYTHIOTIS (NELEEAC), UK 8. Mrs.Yveline WIGNY (ABEA), (Be) 9. Mr HENARE Harlesden Primary School, (UK) 10.Mrs NIYAZI Syboun Primary School (UK)

Workshop 3 Innovative Concepts and Best Practice for Greener School Buildings Chairman: Andrej Klemenc 11. Dieter SEIFRIED (Wuppertal Institute, Germany) 12. Marko SRSEN (Energen Ltd., Slovenia) 13. Mr. Branko CAGLIč (POP Ltd.) 14. Mr. Andrej KLEMENC (SE-F)

Last Session The Curriculum and the Energy Challenge : Chairman Dimitris Dasenakis 15. Mr Dimitris APOSTOLAKIS, Educational Authority, Crete, Greece 16. Mrs Laura CAPELLI, Educational Authority, Liguria, Italy 17. Mrs NIYAZI Syboun Primary School (UK)



After participating at the Feedu-project, pupils should be able to teach their parents

COORDINATOR FEEDU-PROJECT

Eddy Deruwe Le Centre Urbain/Stadswinkel asbl-vzw ABEA - Brussels Energy Agency Boulevard Anspach 59 Be-1000-Brussels Belgium

Tel.: 00/32/(0)2/227.42.53 Fax: 00/32/(0)2/219.35.91 GSM: 00/32/(0)495/46.66.75 e-mail: [email protected] URL: www.curbain.be ==> www.feedu.org and www.feedu.eu

“force for energy by children through education”...tel: +32 (0)2 2 227 42 53 partners:...

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