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Building Energy Awareness on Conservation

BEACON. Building Energy Awareness on Conservation. (Phase I & II ). Background……. A pilot project in 30 elite schools in Delhi in 2003 – 2004 Project was as a tremendous success Awarded by the Wuppertal Institute of Climate, Energy and Environment.

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Building Energy Awareness on Conservation

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  1. BEACON Building Energy Awareness on Conservation (Phase I & II )

  2. Background…… A pilot project in 30 elite schools in Delhi in 2003 – 2004 Project was as a tremendous success Awarded by the Wuppertal Institute of Climate, Energy and Environment Seeing the success BEE decided to implement the project in a few other states of the country

  3. Implementation….. Enhance learning of the target group through maximum sensitisation on key energy issues that will impact their lives Needs assessment of knowledge on energy conservation and existing local specific problems Sensitization of parents and through them the community Provide guidance to teachers in order to maximize excellence in energy education process Develop and disseminate resource material in local language for better understanding of the issue Formation of energy clubs Regular analysis

  4. Focus Areas Recommendations for energy curriculum Capacity building of teachers Involvement of students through events and competitions for awareness generation Energy Star /Labelling

  5. Target Group Primary beneficiaries: • 100 government, public and private schools in the ratio 5:3:2 respectively • More than 3000 School students and 200 teachers Secondary beneficiaries: • More than 1,50,000 students with an average of 1,200 – 1,500 students per school • More than 7000 teachers with an average of 40 – 70 teachers per school • Administrative staff members, class IV employees of the school, parents and communities

  6. Project Location Delhi – Pilot project North – Haryana (Rohtak) and Uttar Pradesh ( Lucknow) South –Tamil Nadu (Chennai) and Kerala (Thiruvananthapuram) West – Maharashtra (Pune) and Madhya Pradesh (Bhopal) East – West Bengal (Kolkatta) and Jharkhand (Ranchi Northeast – Assam (Guwahati) and Meghalaya (Shillong)

  7. Identification: • Schools • Energy Designated Agencies • Energy experts • Survey: • Questionnaires • Data collection • Analysis • Energy Clubs: • Setting up of clubs • Dovetailing energy activities in environment clubs Resource Material: • Posters/stickers/bookmarkers • Revise energy booklet • Translationinto regional languages: • Energy booklet • Resource material • Dissemination: • Resource material • Energy booklet Project Approach

  8. Project Approach Mobilization of target groups Activities • Competitions • Campaigns • Street plays • Exhibitions • Energy audit Workshops • Sensitization Workshops on energy issues • Training workshops • Group Discussion Media coverage Post project evaluation

  9. Knowledge level (before initiation)

  10. Knowledge level (after implementation)

  11. Feedback

  12. Feedback

  13. Outcome • 50% increase in knowledge School curriculum not • level of students in the sufficient for awareness • states targetedgeneration • Requirement of various • tools with more teacher- • student involvement Five point rating scale

  14. Suggestions • More schools and children should be targeted for wider awareness generation. • More training programme for teachers are required. • Sessions should be conducted in individual schools so that more students can participate • Practical aspects should be focused

  15. Findings of NPC • School Management – Program was successful. Schools had better knowledge, became more aware of various aspects of energy conservation and implementing the same • Teachers – Inputs provided were excellent in increasing the capacity of the teachers to impart knowledge to the students • Students – Considerable scope of development of knowledge in terms of energy efficiency, efficient devices, utilization, energy analysis and calculation • Parents – Relatively less knowledge of energy efficient devices and energy resources

  16. Recommendations of NPC • Objectives achieved, so the program needs to continued with slight modifications • Coordinator and teacher for imparting knowledge should be from all department • Resource material supplied by TERI should be properly maintained and displayed at prominent places • Minimum three teachers to be trained as Master Trainers • Workshops for parents to improve knowledge of merits and better understanding of energy efficient devices and techniques • Language should be understandable to students – preferably in local language

  17. The road ahead…….. • Work closely with State Designated Agencies and State Education Boards • Master Trainers Training • Capacity building initiatives for teachers, students and parents • Community outreach • Create a common pool of resources that can be used by anyone whenever required. • All resource material in the local language • Display Resource material at prominent places…schools, market places, community centres • Signature tune for the campaign • Regular energy audit at school level/ home front • Media intervention

  18. Thank you

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