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Nearly Zero Energy Buildings (nZEB) Status Report in Mediterranean countries

May 2014

ZEMedS Project (IEE/12/711) nZEB Status Report in Med countries

Intelligent Energy Europe

The ZEMEDS project is co-funded by the European Union under the Intelligent Energy Europe Programme (Contract No. IEE/12/711).

The sole responsibility for the content of this publication lies with the authors. It does not necessarily reflect the opinion of the European Union. Neither the EACI nor the European Commission, are responsible for any use that may be made of the information contained therein.

Report prepared by Dr Niki Gaitani (NKUA)

Contributed Authors: Clara Ferrer (ASCAMM), Alexandros Pantazaras (NKUA), Claudia Boude (GEFOSAT), Michael Gerber (ALEM), Anna Laura Lacerra (PROVINCIA ANCONA), Martina Pennacchietti (PROVINCIA ANCONA), Maria Cristina Vennera (PROVINCIA ANCONA), Alessandra Vallasciani (PROVINCIA ANCONA), Roberta Ansuini (PROVAN). Contributors: Lorena Vidas (ANCI TOSCANA), Guendalina Barchielli (ANCI TOSCANA), Valeria Vangelista (EUROSP), Pietro Viganò (EUROSP). Further information: www.zemeds.eu


Table of contents

1. INTRODUCTION ........................................................................................................................ 5 2. nZEB STARTING POINT ............................................................................................................. 5 2.1. nZEB and ZEB definitions ...................................................................................................... 5 2.2. Standards and roadmaps ..................................................................................................... 8 2.2.1. Spain ................................................................................................................................. 8 2.2.2. Greece ............................................................................................................................... 8 2.2.3. Italy ................................................................................................................................... 9 2.2.4. France ............................................................................................................................... 9 2.3. Current energy requirements ............................................................................................ 10 2.3.1. Spain ............................................................................................................................... 10 2.3.2. Greece ............................................................................................................................. 10 2.3.3. Italy ................................................................................................................................. 11 2.3.4. France ............................................................................................................................. 11 3. SCHOOL BUILDINGS ............................................................................................................... 13 3.1. Big figures of educational system ...................................................................................... 13 3.1.1. Spain (Catalonia) ............................................................................................................. 13 3.1.2. Greece ............................................................................................................................. 14 3.1.3. Italy ................................................................................................................................. 15 3.1.4. France ............................................................................................................................. 15 3.2. Actors involved ................................................................................................................... 16 3.2.1. Spain ‐ Catalonia ............................................................................................................. 16 3.2.2. Greece ............................................................................................................................. 17 3.2.3. Italy ................................................................................................................................. 17 3.2.4. France ............................................................................................................................. 18 3.3. Building typologies ............................................................................................................. 19 3.3.1. Spain ............................................................................................................................... 19 3.3.2. Greece ............................................................................................................................. 20 3.3.3. Italy ................................................................................................................................. 20 3.3.4. France ............................................................................................................................. 21 3.4. Energy consumption........................................................................................................... 21 3.4.1. Spain ............................................................................................................................... 21 3.4.2. Greece ............................................................................................................................. 22 3.4.3. Italy ................................................................................................................................. 22 3.4.4. France ............................................................................................................................. 23 4. COSTS AND FINANCING ......................................................................................................... 24 4.1.1. Spain ............................................................................................................................... 24 4.1.2. Greece ............................................................................................................................. 26 4.1.3. Italy ................................................................................................................................. 26 4.1.4. France ............................................................................................................................. 27 5. MEDITERRANEAN SPECIFICITIES ............................................................................................ 27 5.1. Climate ............................................................................................................................... 27 5.1.1. Spain ............................................................................................................................... 28 5.1.2. Greece ............................................................................................................................. 28 5.1.3. Italy ................................................................................................................................. 29


5.1.4. France ............................................................................................................................. 29 6. SUCCESSFUL STORIES ............................................................................................................. 30 7. CONCLUSIONS ........................................................................................................................ 37 8. REFERENCES ........................................................................................................................... 40


1. INTRODUCTION

EU energy policy encourages member states to start converting building stock into nearly zero‐energy buildings (nZEB) and public authorities to adopt exemplary actions (EPBD recast). The Energy Efficiency Directive aims to accelerate the refurbishment rate of public buildings through a binding target. ZEMEDS project assists the public sector in going beyond the proposed 3% renovation target and bringing together industry elements to provide packaged solutions. The project focuses on renovating schools from EU regions on the Mediterranean coast. Schools represent an important part of the building stock. In Mediterranean regions of Italy, Greece, Spain and France, there are around 87,000 schools. nZEB are achieved by combining high energy efficiency and renewable energy sources. High energy efficiency has been widely developed for North‐Centre European climates. However Mediterranean climate, in relation to low energy consuming buildings, has not been deeply studied, even if it represents 17% of EU‐27 population (86 million people).This document presents the current situation in 4 Mediterranean countries (France, Greece, Italy and Spain) regarding nZEB approach and current situation of school buildings.

2. nZEB STARTING POINT

Buildings represent the largest available source of cost effective energy saving and CO₂ reduction potential within Europe. The aim to reduce energy consumption in buildings has led to Zero Energy Building (ZEB) concept. Within the European legislative framework, nearly Zero Energy Buildings (nZEB) are arising much interest nowadays and European Union is committed to implement energy efficiency in buildings. This commitment requires efforts from all Member States to contribute to energy efficiency in the building sector, through the adoption of suitable regulatory and policy instruments.

2.1. nZEB and ZEB definitions

Energy Efficiency Directive (EED, 2012/27/EU) adopted in October 2012 includes a requirement for Member States to develop long term renovation strategies for their national building stocks. EED seeks to promote energy efficiency across the European Union and was developed in order to help deliver the EU’s 20% headline target on energy efficiency by 2020, as well as to pave the way for further improvements thereafter. Alongside EED, the Energy Performance of Buildings Directive (EPBD, 2010/31/EU), recast in 2010, sets out numerous requirements including energy performance certification of buildings, inspection regimes for boilers and air conditioning plants, and requirements for new buildings to be nearly zero energy. EPBD sets minimum energy performance standards for buildings undergoing renovation.

According to article 2.2 of the EPBD recast “ ’nearly zero‐energy building’ means a building that has a very high energy performance, as determined in accordance with Annex I. The nearly zero or very low amount of energy required should be covered to a very significant extent by energy from renewable sources, including energy from renewable sources produced on‐site or nearby;” Specifically Annex I states that “The energy performance of a building shall be determined on the basis of the calculated or actual annual energy that is consumed in order to meet the different needs associated with its typical use and shall reflect the heating energy needs and cooling energy needs (energy needed to avoid overheating) to maintain the envisaged temperature conditions of the building, and domestic hot water needs”. EED complements Directive 2010/31/EU by focusing on existing buildings that undergo major renovation. Not only it ensures that their energy performance is upgraded but also increases the rate of building renovation. Buildings owned by public bodies are targeted as they account for a considerable share of the building stock and have high visibility in public life. At the 4th article of EED, the basic principles are described, in order Member States to establish a long‐term strategy for mobilizing


investment in the renovation of the national stock of residential and commercial buildings, both public and private. At the 5th article of EED, public bodies’ buildings are given an exemplary role on the renovation strategy. Each Member State shall ensure that, as from 1 January 2014, 3% of the total floor area of heated and/or cooled buildings owned and occupied by its central government is renovated each year to meet at least the minimum energy performance requirements that it has set in application of Article 4 of Directive 2010/31/EU. The 3% rate shall be calculated on the total floor area of buildings with a total useful floor area over 500 m² owned and occupied by the central government of the Member State concerned. That threshold shall be lowered to 250 m² as of 9 July 2015. Furthermore, the Energy Roadmap 2050, published on the 15 December 2011, goes beyond the 2020 goals and provides an analysis of the long term energy policy orientations: EU is committed to reducing greenhouse gas emissions to 80‐95% below 1990 levels by 2050.

In Europe most renovation activity currently achieves only modest energy savings, perhaps 20‐30%, but this needs to increase to profound renovations of at least 60% if the full economic potential is to be realized. Buildings Performance Institute Europe (BPIE) has studied impact of different renovation pathways on the resulting energy and carbon savings. The outcome shows scenarios where both the rate and the depth of renovation were substantially increased, rapid decarbonisation of the energy supply system, could be achieved.

This qualitative definition and the different approaches worldwide to achieve net zero have led to discussion amongst experts. There have been attempts to tackle a wide spectrum of additional specifications and issues pertaining to terminology and definitions around buildings that consume very low or zero energy (or carbon), including those with net energy production – ‘energy positive’ (Ferrante, 2012).

Torcellini et al (2006) have reported four well‐documented definitions based on extensive data from existing low energy buildings: net‐zero site energy, net‐zero source energy, net‐zero energy costs and net‐zero energy emissions. These definitions of ZEBs are the following:

Net‐zero site energy: A site ZEB produces at least as much energy as it uses annually, when accounted for at the site;

Net‐zero source energy: A source ZEB produces at least as much energy as it uses in a year, when accounted for at the source. Source energy refers to the primary energy used to generate and deliver the energy to the site;

Net‐zero energy costs: In a cost ZEB, the amount of money the utility pays the building owner for the energy the building exports to the grid is at least equal to the amount of money the owner pays the utility for the energy services and energy used over the year;

Net‐zero energy emissions: A net‐zero emissions building produces at least as much emissions‐free renewable energy as it uses from emissions‐producing energy sources;

Moreover, many methodologies have been proposed. They deal with different features such as:

Metric of the balance: delivered energy, primary energy, CO2 (equivalent) emissions, energy cost

Period of balance: annual, monthly

Type of energy use: operating energy, total energy and energy use and EE (embodied energy)

Type of balance: generation/use, grid in/out

Renewable supply options: footprint, on‐site, off‐site

Conversion factors (for primary energy and CO2 emissions)


Figure 1: Overview of possible renewable supply options (Source: Marszal et al)

Even with the recent methodologies and projects, the complexity of NZEB concept and the existing national and regional policies have led to this current situation, where only few countries have already set up a nZEB standard.

Figure 2: Factsheet II: nearly Zero Energy Buildings (Source: EuroACE EPBD Recast Toolkit, July 2013)

At the end of November 2012, according to the Commission’s report on the progress of Member States in drawing up national plans to develop policies and take measures such as the setting of targets in order to stimulate the transformation of buildings that are refurbished into Nearly Zero‐Energy Buildings (nZEBs), only 9 Member States (BE, DK, CY, FI, LT, IE, NL, SE and UK) had reported their nZEB national plans to the Commission as required.

As regards the practical definition of nZEBs, only 5 Member States (BE, CY, DK, IE and LT) presented a definition that contains both a numerical target and a share of renewable energy sources. Fifteen Member States (BE, CZ, DK, EE, FI, DE, GR, HU, IE, LV, LT, SL, SE, NL and UK) presented intermediate targets for improving the energy performance of new buildings by 2015, with most focusing on strengthening the building regulations and/or the energy performance certificate level.


Although most Member States reported a variety of support measures to promote nZEBs, including financial incentives, strengthening their building regulations, awareness raising activities and demonstration/pilot projects, it is not always clear to what extent these measures specifically target nZEBs. National Plans should provide measures to ensure that the 2018 and 2020 targets are met in practice as well as on paper. This lack of proper and timely preparation increases the risk that Member States will not meet the deadlines for new buildings to be nZEBs.

2.2. Standards and roadmaps

Article 9.1 requires that “Member States shall ensure that by 31 December 2020, all new buildings are nearly zero‐energy buildings (1a) and after 31 December 2018, new buildings occupied and owned by public authorities are nearly zero‐energy buildings”. Furthermore, “The methodology for calculating the energy performance of buildings should take into account European standards and shall be consistent with relevant Union legislation, including Directive 2009/28/EC”. As the qualitative nature of the nZEB definition leaves some room for interpretation, Member States may follow different paths and uphold different standards in order to fulfil the directive.

2.2.1. Spain

At present, there is no nZEB standard in Spain, neither in Catalonia. A nZEB roadmap is currently under development by the Spanish Ministry of Public Works and Transport (Ministerio de Fomento). Nevertheless, the implementation of European Directives (such as EPBD) has led to many improvements in the energy efficiency legislation applying to the building sector. Among these improvements, three measures significantly stand out: the Technical Building Code (CTE) 2006 (revised 2013), the Thermal Building Regulations (RITE) 2007 (revised in 2013), the first Building Energy Certification procedure for new buildings (2007) and the new procedure (2013), which applies to both new and old buildings.

Even with all these new and revised legislative measures coming into force, some requirements from European Directives are not still covered. In addition, none of these improvements could be strictly specified as a part of nZEB standard implementation process, but they should be described as paving the way to the Spanish nZEB standard implementation in the near future.

From 2021 onwards Spain aims for all new buildings to have energy consumption 85% lower than that of the 2006 building stock. Furthermore, 13% of existing buildings should be renovated by 2020. Finally, the Energy Efficiency Action Plan requires a 20% reduction in energy consumption for all state General Administration buildings by 2016 (Ecofys, 2013).

2.2.2. Greece

In Greece, transposition of the European Directive 2009/28/EC took effect in June 2010 by the national law N.3851/2010 on RES (FEK 85/A/4.6.2010). All public buildings by 2015 and all new buildings by 2020 should cover their primary energy consumption from RES, combined heat and power, district heating or cooling, and energy efficient heat pumps.

In addition, N.3851/2010 sets some very ambitious national targets by 2020: reach a contribution of 20% from RES in the national gross final energy consumption (from 5% in 2007), 40% in gross electricity generation (from 4.6% in 2007), and 20% in final energy consumption for heating and cooling. By 2050, the goal is to reduce primary energy consumption by 50% compared to 2008 levels, while there are several scenarios for the RES share, including a 100% scenario (Dascalaki et al, 2012).

The latest Greek energy regulation exacts from the 2010/31 EPBD recast was laid out on February of 2013. This law describes a more command and control approach and also encompasses the 2020’s nZEB


time‐restriction. However serious research has to be done to define the Greek roadmap for nZEBs. A practical definition that presents both a numerical indicator for energy demand and a share of renewable energy sources that should be provided. So far there is not any national law that embodies the 2012/27 EED as far as renovation rates of public buildings are concerned.

2.2.3. Italy

In Italy so far there is a national target for the RES share, which is 60% of gross final end energy consumption and 80% of gross electricity consumption by 2050, the percentages being 18 and 35% respectively for 2020. There is also a target for a 17% reduction in energy consumption and a 50% increase of RES generation by 2020, while it is anticipated that the EPBD recast nZEB goals will be achieved in 2015 (Ecofys, 2013).

The Directive 2010/31/UE – EPBD Recast was recently adopted in Italy through the Law n.90, of August 3, 2013 and introduces the concept of nZEB buildings. However, several decrees are still missing, including the decree defining the methodology for calculating the energy performance of buildings (Annex 1 to Directive 2010/31/UE – EPBD Recast).

Art. 4‐bis. on near Zero Energy Buildings states the following:

1. Starting from December 31, 2018, new buildings occupied and owned by Public Authorities, including school buildings, have to be near zero energy buildings. From January 1, 2021, all new buildings have to be near zero energy buildings.

2. By June 30, 2014, the Action Plan for increasing the number of nZEB has to be defined. This Plan, that can include different objectives depending of the building typology, will be sent to the European Commission.

3. The Action Plan will include amongst other things:

The application of the definition of nZEB to different building typologies and numerical indicators of the primary energy consumption, in kWh/m2/year;

The policies and financial or other measures that are foreseen for promoting nZEBs, including information related to the national measures for the integration of renewable energy sources in buildings;

The identification, based on cost‐benefit analysis on the economic life cycle cost, of specific cases for which clause 1 is not applicable;

Intermediate objectives for the improvement of the energy performance of new buildings within 2015, for supporting the implementation of clause 1;

Until the publication of the specific decrees for nZEB buildings, that will specify the approach presented in the Law 90:2013 (estimated after June 2014), the technical regulation in force is the one related to the adoption of Directive 2002/91/CE – EPBD.

2.2.4. France

In France a series of targets have been set by the Environment Round Table and implemented in law as of 2009. The widespread development of new, low consumption buildings has been encouraged, the next step being the development of positive energy buildings by 2020. Extensive renovations of the existing building stock are under way, with the goal being about 400,000 renovations per year (Ecofys, 2013) leading to a 38% reduction in primary energy consumption by 2020. Public buildings are to be renovated to achieve a minimum reduction of 40% in energy and 50% in greenhouse gas emissions within 8 years (French NREAP, 2010).


2.3. Current energy requirements

2.3.1. Spain

At the national scale, new and refurbished buildings have to follow the requirements in the Technical Building Code (Código Técnico de la Edificación ‐ CTE). Energy requirements are set up in the “energy savings” chapter (DB‐HE) updated in September 2013. These refer to maximum energy consumption, maximum energy demand, minimum efficiency for lighting system and minimum solar contribution (both thermal and photovoltaic sources), depending on building use and climate zone.

Regarding non‐residential buildings (new construction and enlargements), schools buildings included, these are required an energy class B or better. Additionally, they must improve the reference building demand (for heating and cooling) in range of 0‐25% depending on the climate zone and internal loads. As regards to renovation of existing non‐residential buildings, when more than 25% of the building envelope is renovated, energy demand must be maximum that of the reference building and when only some elements are replaced, minimum U‐values are required. Regarding solar thermal contribution, new and refurbished buildings must cover DHW demand with solar thermal ranging 30‐70% depending on climate zone and DHW demand. Regarding solar PV contribution, it is not required for educational buildings.

In addition to CTE, new school buildings and deep renovations must follow Thermal Building Regulations (RITE), concerning heating, cooling and ventilation equipment. Among others, it requires a high ventilation rate for schools (12.5 l/s/person); however, it is currently accepted approximately 8.5 l/s/person in Catalonia according to the standard UNE‐EN 15251. RITE requires heat recovery ventilation for high ventilation flows, so for most of school buildings. At the regional scale, in Catalonia, some extra requirements about energy performance and environmental strategies must be fulfilled for new buildings and big renovations, including school buildings. At the local scale, solar ordinances adopted by many councils require minimum solar thermal contributions and, in some cases (Barcelona), solar photovoltaic requirements.

Finally, the new construction of public schools and high schools in Catalonia must follow on the whole the prescriptions included in the General Tendering Specifications document by the Educational Department of Government of Catalonia (Departament d’Ensenyament) (Ensenyament 2009). This document contains a wide range of technical instructions, including energy issues in a qualitative way (i.e. solar protections must be placed on the outside) and it refers to legal current requirements.

2.3.2. Greece

Greece currently has 15,446 schools of which 4,500 are over 45 years old. The total energy consumption of school buildings is around 270,000 MWh. As of 2011, in order to get a new building permit it is necessary to achieve an annual solar fraction of 60% for sanitary hot water production from solar thermal systems (Greek NREAP, 2010), or demonstrate the technical difficulties that prevented compliance. New buildings and existing buildings undergoing major renovation must be able to obtain a class B energy certificate upon completion and are required to have certain minimum U‐values and heat recovery in central air‐conditioning units (Dascalaki et al, 2012). Based on a sample of 1,190 secondary education public school buildings, which represents 33% of the entire population of secondary education school buildings and is distributed in all the prefectures of Greece, the majority of the school buildings in Greece (98%) are not heated with other carriers than oil. Furthermore, the classrooms in Greek schools are not equipped with electrical heating or cooling systems. For general lighting the interior school spaces rely mainly on daylight during daily operation. The percentage of electricity refers to the energy consumption by office and other electrical energy‐consuming equipment. The schools on an average have 18 internal spaces (classes, workshops and offices), 246 students and 32 teachers. The


average energy consumption for electricity was bill‐based estimated at 16 kWh/m²/y for electricity and for space heating with oil at 68 kWh/m²/y (Gaitani N. PhD, 2010).

2.3.3. Italy

Italy is divided in six climatic zones, defined by D.P.R. n. 412 del 26 agosto 1993 on the basis of heating degree days.

Table 1: Climatic zones in Italy

Climatic Zone Heating Degree Days (HDD) Heating Period

A <600 01 Dec – 15 Mar 6 hours/day

B 600‐900 01 Dec – 31 Mar 8 hours/day

C 900‐1400 15 Nov – 15 Mar 10 hours/day

D 1400‐2100 1 Nov – 15 Apr 12 hours/day

E 2100‐3000 15 Oct – 15 Apr 14 hours/day

F >3000 No limits

As the climatic conditions are quite varied in Italy, the definition of benchmarks for the whole nation is a challenging task.

The regulation in force (D.Lgs. 311/06) prescribes thresholds for the heating consumption and for the thermal features of the envelope. It defines the Energetic Performance Index (Table 1) and the maximum transmittance values for building envelope depending on climatic zones and Surface to Volume ratio (S/V).

Table 2: Energy Performance Index: thresholds for the heating in kWh/m3/y

Climatic Zone

S/V

A B C D E F

HDD until 600

HDD at 601

HDD at 900

HDD at 901

HDD at 1400

HDD at 1401

HDD at 2100

HDD at 2101

HDD at 3000

HDDbeyond 3000

≤0.2 2.0 2.0 3.6 3.6 6 6 9.6 9.6 12.7 12.7

≥0.9 8.2 8.2 12.8 12.8 17.3 17.3 22.5 22.5 31 31

For new buildings and existing major renovations, 50% of expected energy consumption for domestic hot water, heating and cooling must be covered by RES (Italian NREAP, 2010). There will be a gradual increase of that percentage until 2017. As of 2010 the minimum energy performance requirement is class C (Ecofys, 2013).

2.3.4. France

Thermal regulation of existing buildings applies to residential and non‐residential buildings during renovations planned by the owner. The overall objective of this regulation is to ensure a significant improvement of energy performance. This regulation applies when new equipment is added or replaced in an existing building. Regulatory measures are different according to the importance of the work undertaken by the client:

1. For big scale/major renovation of buildings over 1,000 m², built after 1948, the regulation stipulates target for overall performance of the renovated building. These buildings should also be subject to a feasibility study of energy supply prior to submitting the application for a building permit. This first part of the thermal regulation is applicable to building permits filed after 31 March 2008.


2. For all other cases of renovation, the regulation stipulates a minimum requirement for the item replaced or installed. This second part of the thermal regulation has been in place since 1 November 2007.

Figure 3: Thermal regulations according to size of building and type of work

Existing overall thermal regulation

For buildings built after 1948, over 1000 m² and when the retrofitting cost estimate exceeds 25 % of the building value, the contractor shall improve the energy performance of the «new » building. A thermal study shall be carried out so that the limits of consumption required are not exceeded. In addition, retrofitting shall reduce the energy consumption by 30% for buildings other than housing.

It is also mentioned in this case that “the renovation works shall not deteriorate the existing summer comfort”.

Such provisions have been in place since 1st April 2008.

Reference

‐ Legal decision dated 13th June 2008. Direct link.

Existing thermal regulation by element

In contrast to thermal regulation for new buildings or to existing overall thermal regulation, the thermal regulation by element is not based on a calculation but on the application of performance requirements directly to the new retrofit equipment. The order of 3 May 2007 on the thermal characteristics and energy performance of existing buildings lists all the work involved and gives the associated requirements.

Legal decision dated 3rd May 2007. Direct link.

The "High energy efficiency improvement" label encourages owners to voluntarily undertake high‐performance energy renovation. It certifies that the building meets a high level of energy efficiency and a minimum level of comfort in summer, verified by inspection rules stipulated by the decree of 29th September 2009.

For school buildings, the label has a unique level of low‐energy building renovation, “BBC renovation 2009", which corresponds to a lower consumption of 40% less than the baseline of the overall thermal regulation of existing buildings.

Reference‐ Legal decision dated 29th September 2009. Direct link.

Built ≥ 1948 Built < 1948

Overall

thermal

regulation

Buildings ≥ 1000 m²

retrofitting cost estimate ≥

25 % of the building value

retrofitting cost estimate

< 25 % of the building

value

Buildings < 1000 m²

Thermal regulation by element


There is no label which integrates renewable energy to reach a nZEB goal. However, the Effinergie association proposes a framework for new buildings which can also be applied to existing buildings.

3. SCHOOL BUILDINGS

3.1. Big figures of educational system

3.1.1. Spain (Catalonia)

According to the law 12/2009 published on the 10th of July related to education, and the fundamental law 2/2006 published on the 3rd of May, the education system in Catalonia is organised in the following stages.

Table 3: Education stages in Catalonia

Education stage Age Teaching centre ‐ building (for the public case)

First stage of pre‐school education

0 ‐ 3 Nursery school (called Escola Bressol)

Second stage of pre‐school education

3 ‐ 6 In most of cases this stage is given in the same centre than compulsory primary education, this is the Primary School, or just called School (Escola)

Primary education 6 – 12 (COMPULSORY)

Primary school, or just called School (before called C.E.I.P., standing for Centre d’Educació Infantil i Primària).

Compulsory Secondary Education (ESO)

12 ‐ 16 (COMPULSORY)

High school, named Institute (before called I.E.S, standing for Institut d’Educació Secundària)

Higher education 16 ‐ 18 High school. This stage is called Batxillerat and is usually taught in the same centre than ESO.

Professional training 16 – 18 18 – 20

Professional training is organized in 2 stages: medium grade (16‐18) and higher grade (18‐20). Each grade has multiple specialities and training centres are usually equipped with laboratories and workshops.

Compulsory education covers from 6 to 16 years old. Public Authorities are obliged to guarantee the school attendance during this period but also for children from 3 to 6 years old when requested, despite not being a compulsory stage.

According to public or private character, there are currently three different situations in Catalonia: public schools, which are run by the local or regional Public Authority; subsidised schools, which are private centres with the financial support of public funds; and private schools that are operating only with the fees paid by the families. As far as subsidised and private schools are concerned, they are allowed to offer one, several or every stage in the same centre or building.

Currently, in Catalonia, the total number of educational centres (without considering Universities) is 4,727. In the table below, they are classified according to education stage and public‐private character.

Table 4: Number of educational centres in Catalonia (source: Government of Catalonia – Education Department)

Education stage Public (Education Department – Government of Catalonia)

Private Other Total

Nursery (0‐3) 42 588 928* 1558

Pre‐school and primary education (3‐12) 1694 154 17 1865

Secondary education (12‐18) 545 134 14 693

Primary and secondary education in the same centre (3‐18)

18 489 0 507


Special education (children who need personalized service)

24 64 16 104

TOTAL 2323 1429 975 4727

*This high number of nursery schools corresponds to public nurseries under the responsibility of local municipalities.

Education Department of Catalonia manages currently 2,323 educational centres accounting for a total indoor surface around 7.5 Mio m2, with a mean surface per centre of 3,128 m2.

3.1.2. Greece

Education in Greece is compulsory for all children between 6‐15 years of age, which includes Primary (elementary school) and Lower Secondary (high school) education. Children may also be enrolled to pre‐school education from the age of 2.5 years old, in public or private nursery schools.

Primary education lasts for six years, beginning at the 6th year of a child’s life. Apart from the common elementary schools, there are also the so‐called “all‐day” schools which have extended working hours and an enriched curriculum. Post‐compulsory (Upper Secondary) education includes two types of schools: The Uniform Lyceum (three years) and the Technical/Vocational School (two or three years depending on field of study). Transfer from one type of school to the other is allowed. There are also Institutes of Vocational Training, which offer official but unclassified education. This is because they accept students from both lower and upper secondary education, depending on the professional qualifications they offer.

Higher Tertiary education is provided by Universities and Polytechnics, Technological Educational Institutes (T.E.I., 1983 ~ present) and Academies which primarily cater for the military and the clergy. Undergraduate courses typically last 4 years (5 in polytechnics and some technical/art schools, and 6 in medical schools), postgraduate (MSc level) courses last from 1 to 2 years and doctorates (PhD level) last from 3 to 6 years. All levels are overseen by the Ministry of Education and Religious Affairs. The Ministry exercises centralised control over state schools, by prescribing the curriculum, appointing staff and controlling funding. Private schools also fall under the mandate of the Ministry, which exercises supervisory control over them. At a regional level, the supervisory role of the Ministry is exercised through Regional Directorates of Primary and Secondary Education, and Directorates of Primary and Secondary Education operate in every Prefecture. Tertiary institutions are nominally autonomous, but the Ministry is responsible for their funding and the distribution of students to undergraduate courses.

According to official data from Centre of Educational Research, the total number of Hellenic school buildings is 14,446 hosting the activities of five different educational grades, namely: nursery schools (38%), elementary schools (37%), gymnasiums (13%), lyceums (9%) and technical lyceums (3%). The total area occupied by the Hellenic school building stock is 10,772,913 m2, 34% of which belong to classrooms whereas the total number of pupils enrolled is 1,357,480. Hence, it is concluded that an average area of 7.9 m2 of school building and 2.7m2 of classroom are allocated to each student. The majority of the school building stock, irrespective of the grade, is obsolete since it has been constructed before 1964. About 41% of the total number of school buildings is aged over 30 years, with 58.6% of the elementary schools constructed prior to 1975. Consequently, these buildings are not thermally insulated since the Hellenic Building Thermal Insulation Regulation was introduced in 1979. On the other hand, a significant percentage (about 42%) of school buildings is considered relatively new since they have been constructed after 1985. Specifically, the majority of nursery schools are less than 20 years old. This may be justified by the fact that this grade has recently become mandatory in the Hellenic educational system and hence there has been a necessity of constructing additional nursery schools.


3.1.3. Italy

School is compulsory from 6 to 16 years of age and is divided into five stages: kindergarten (scuola dell'infanzia), primary school (scuola primaria), lower secondary school (scuola secondaria di primo grado), upper secondary school (scuola secondaria di secondo grado) and university (università). Italy has both public and private education systems.

The school year usually goes from mid‐September until mid‐June and common school holidays are: Christmas holidays (from 23rd December to 6th January), Easter Holidays (around 6 days) and summer holidays (from mid‐June to mid‐September). The MIUR – Italian Ministry of has just published on http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/ceafc890‐20eb‐4c5f‐859b‐baed726d22d0/avvio_anno_scolastico2013_2014_10.pdf, a study reporting in numbers and statistics the figures of the current school year 2013‐2014 with reference to some key aspects: school institutions in Italy, students, classes, and places as well as total number of school buildings in Italy, distinguished per region and school typology/level.

Table 5: Primary and secondary education in Italy

Level Name Duration

Pre‐school education

Scuola dell'infanzia (nursery school) 3 years, age 3 to 6

Primary education

Scuola primaria (primary school) 5 years, age 6 to 11 although some children start primary school at 5 instead of at 6

Lower secondary education

Scuola secondaria di primo grado (first grade secondary school) 3 years, age 11 to 14

Upper secondary education

Scuola secondaria di secondo grado (second grade secondary school – Classic, scientific, astistic, linguistic, musical high school, technical institute, professional/vocational training institute)

5 years, age 14 to 19

Formazione professionale (vocational training) 3 or 5 years, age 14 to 17 or 14 to 19

3.1.4. France

In France, education is a national public domain which is organized and run by the State. Some aspects are under the jurisdiction of local governments in order to include them in the development of this public sector. Children can attend nursery school as of the age of two, depending on availability. Most children are enrolled by the age of three. Table 6: Primary and secondary education in France

Type of schools Number of schools in

Mediterranean

climate (2012)

Number of pupils in

Mediterranean climate

(2012)

Crèche 0 – 3 years No data 44,777

Pre‐school

3 – 5 years

Petite section

Moyenne section

Grande section

2,066 823,119

Primary school

6 – 10 years

Cours Préparatoire (CP)

Cours élémentaire 1ère année (CE1)

4,057


Cours élémentaire 2ème année (CE2)

Cours moyen 1ère année (CM1)

Cours moyen 2ème année (CM2)

Middle school

11 – 14 years

6ème 1,393 690,165

5ème

4ème

3ème

High school

15 – 18 years

2nde

1ère

Terminale

Source: Data from INSEE (http://www.insee.fr/ )

3.2. Actors involved

3.2.1. Spain ‐ Catalonia

The Spanish Ministry of Education, Culture and Sports has the responsibility of establishing the Spanish policy in education, culture and sports. Regional autonomies governments are in charge of carrying out this general educational policy.

In Catalonia, the owner of public primary schools is generally the local authority, that is to say the municipality. Therefore, councils are responsible for providing the lot where the school building is to be constructed and thereafter they are in charge of maintenance activities, such as paying supply bills (energy, water...) and little works.

Besides, Education Department of Government of Catalonia (the Department) is the owner of the education activity in both public schools and high schools (ages 3‐18). This means that the Department is responsible to guarantee the appropriate conditions to develop this activity. Teachers work for the Department as civil servants, whereas the Department, among other tasks, promotes and finances new scholar buildings and their renovation. Task involving scholar buildings are run in close collaboration with local authorities. With regards to high schools ‐institutes (ages 12‐18)‐, the sole owner and responsible for every‐day maintenance is the Department.

The Department, with the help of local authorities and also by its own local agencies, identifies what centres need to be renovated. There is not a particular master plan, but a priority list according to security reasons, enlargement needs or because of inadequate comfort or high energy bills. However, due to the current economic crisis and recently low birth rates, nowadays school renovations are few, being mostly engaged for security reasons.

In some cases, there is a third institution (created by the municipality and the Department), called Education Consortium, that plays an important decision role in managing school buildings. It is the case for Barcelona city, with the Consorci d’Educació de Barcelona.

Private schools in Catalonia are owned and managed by private owners. Their profile is quite varied, and it should be noted that most private schools were created many decades ago under a religious order. Most private schools currently receive public funds to cover teaching activities (the reason why is that public offer does not cover the whole education demand); however, public authorities do not play a decision role in eventual school renovation processes.


3.2.2. Greece

All levels of the Greek Educational system are overseen by the Ministry of Education and Religious Affairs. The Ministry exercises centralised control over state schools, by prescribing the curriculum, appointing staff and controlling funding. Private schools also fall under the mandate of the Ministry, which exercises supervisory control over them. At a regional level, the supervisory role of the Ministry is exercised through Regional Directorates of Primary and Secondary Education, and Directorates of Primary and Secondary Education operate in every Prefecture. Tertiary institutions are nominally autonomous, but the Ministry is responsible for their funding and the distribution of students to undergraduate courses.

The national organisation responsible for school buildings in Greece has been converted into a public limited company. The School Building Organisation (SBO) was established in 1962 to design and construct new buildings and provide educational equipment. The School Buildings Organisation SA (SBO) is a state‐owned limited liability company, run under the supervision of the Ministry of infrastructure, Transport and Networks and the Ministry of Education, Life‐long Learning and Cults.The SBO is credited by the national budget for all the expenditures related to infrastructure throughout the country. SBO integrates new technologies and bioclimatic design principles in all school projects.

The SBO S.A. carries out construction projects and studies for both the public and private sectors. It works with the government agencies that construct school buildings (i.e. regional, prefectural governments and local authorities) and is responsible for:

Financing the national school building programmes;

Providing technical and scientific consultation to the decentralised services of the state;

Funding or co‐funding construction projects;

Purchasing or expropriating building lots;

Providing technical studies (architectural, electrical and engineering) and supervising the construction of new schools upon request;

Equipping the country’s schools;

Installing prefabricated classrooms to relieve crowding or create space for laboratories, libraries, cultural events, etc;

Attending to the development of the educational systems and pedagogical needs;

Designing and studying ways to adapt the educational infrastructure as needed;

3.2.3. Italy

In Italy the school building sector has a multi‐level governance, which involves State, Regions and Local Authorities. The Ministry of Education, University and Research is responsible for the educational aspects articulated on a territorial basis on Regional Directorate and Provincial Offices. The Ministry is also responsible for the creation of national register of the school building industry, seeking to determine the consistency, the situation and the capabilities of the school building articulated by region. This is the basis for the planning of needs and resources to be used.

The Planning competence in the field of school buildings is assigned to the regions with the law n. 23/1996. The school planning is accomplished by the general three‐year and annual implementation plans prepared and approved by the regions, in consultation with the regional school boards. This procedure is realized, on the basis of proposals made by local authorities in consultation with the


relevant provincial education offices, which take the consultative procedures of the school boards of districts and provinces.

The L.23/96 introduced important elements:

Grants to Provinces and Municipalities the responsibility for the supply, construction, routine maintenance and repairs (including the upgrading and retrofitting) of buildings for school use, as well as the supplies (water, electricity, gas, telephone, heating) with related equipment and furnishing expenses;

Establishes that the Municipalities have jurisdiction over nursery, primary and first grade secondary school, while the Provinces have jurisdiction over all high schools;

Last interventions on school buildings co‐financed by the State or the Region under the law 23/96 are dated 2009. Few other financial grants were assigned to Local Authorities in 2009 and 2010 by the Marche Region laws 31 and 20, and in 2013 by the national Decree n. 69. These grants were absolutely scarce respect on the needs. In the last four years because of the economic crunch the interventions on school buildings has been limited to the urgent ones and they are almost entirely financed by Provinces or Municipalities with own resources or by the contraction of loans.

The Ministry of Education, University and Research has launched in April 2013 new guidelines for school construction, to make schools safer and to adapt learning spaces with the digital innovations.

These guidelines have not yet been implemented by the regions.

3.2.4. France

France is divided into many administrative subdivisions: the “Regions”, the “Départements” and the “Communes” (municipalities), which have various legal functions.

Table 7: The division of responsibilities between local authorities and the State in France

Areas of expertise Nursery and

Elementary schools

Middle school High school

Investment(construction,reconstruction, extension,

major repairs), facilities and running

Municipality “Département” “Région”

Pedagogical expenses Municipality State State

Management ofteaching staff: recruitment,

training,assignment, salary

State State State

Management ofadministrative, technical, and

health staff: recruitment,training, salary

State State “Région”

Managementmanual workers: recruitment,

training, salary

Municipality “Département” “Région”

Teaching programs State State State

Distribution of diplomas ‐ State State


Requirements for running primary schools are stipulated in articles L212‐1 to L212‐9 of the Education Code. Municipalities are responsible for public primary schools in their territory. Every municipality must have at least an elementary school. However, two or more municipalities may join together for the establishment and maintenance of a school, which happens frequently (Article L. 212‐2 of the Education Code). However, a municipality is not required to have a nursery school in its territory. Nursery and elementary schools are administratively under the direct control of municipalities which control their budget. The municipalities are the owners of the premises and must ensure the construction, reconstruction, extension, major repairs, equipment, maintenance and running of the school (Article L. 212‐4 of the Education Code).

The town council decides the creation and implementation of schools after consulting the State (Article L. 2121‐30 of the General Territorial Code) which is responsible for teaching positions. The State is responsible for teaching salaries.

Some expenses have to be paid by the municipalities for the running of schools, including:

expenses resulting from Article L212‐4 of the Educational code (construction, maintenance ...)

teacher’s housing

maintenance or rental of buildings

energy expenses (heating, lighting, etc)

3.3. Building typologies

3.3.1. Spain

According to Ecofys (Ecofys, 2011), in Spain, educational facilities count 33,956 buildings (9% of non‐residential building stock). These include not only schools but also universities and other educational buildings. Almost half of them, 14,748 facilities, were built until 1978. During the following period, 1978‐1987, additional 10,137 facilities were built; during 1987‐1998, another 7,321 were constructed and more recently, during 1999‐2008, 1,751 additional buildings.

School buildings typologies are quite varied in Spain. Nevertheless, for this study, the buildings typologies described below apply to the country of Catalonia, built up during the period after the 80s, when the powers of government education were transferred to the autonomy. However, sometimes many similarities can be applied to whole Spain typologies.

School buildings in Catalonia, especially those built up during 80s, count generally on a brick, heavy wall (with air gap) with medium to large glazed façade, according to the construction period, and a horizontal roof. Only in some exceptions, and in mountain regions, roofs are pitched. In general, school classrooms (pupils from 6‐17 years) are oriented to North face of the building and kindergarten classrooms are oriented to the South and protected by a 3 meters porch.

Schools built before the first thermal regulation dating back from 1979 lack from any insulation, and those built between 1980 and 2006 count poor requirements regarding thermal insulation. It can be expected that older schools consume more energy, but, for example in Catalonia, schools built until 1980 have higher compactness than those built since this date, so it cannot be taken for granted.

Last decades, in Catalonia, there has been a tendency to increase the development of the envelopes and the glazed proportion of the façades. Regarding construction materials, in some cases precast elements (including thermal insulation when later than 1980) have been used in façades. Regarding the roof, this one is generally made of a concrete slab. So, buildings usually have high thermal inertia.


Heating system is generally a gas boiler and only some rural schools are equipped with an oil boiler. Heat distribution is done by water radiators. Only in the gyms, a fan coil connected to the boiler is the generally system used.

Solar protections are very common. Generally, windows are equipped with sunscreen grills and sometimes with external roller shutters (in oldest buildings). There are additionally overhangs and porches, too.

Nowadays, classroom windows are in general aluminium sliding windows. Their thermal properties are varied, from single glazing and no thermal break up to double glazed with thermal break for the recent replaced windows.

Finally, integration of solar energy has been already done in some particular cases (see section “energy consumption”) and for nZEB purposes it could be easily done on the existing flat roofs, when they are accessible. Sometimes, access to the roof may be a technical barrier.

3.3.2. Greece

The Greek school buildings are divided into two categories: those that were built before 1960 and are usually stone with a wooden roof and the ones that were built after 1960 and represent typologies of Greek School Buildings Organisation SA (SBO). These typologies generally have similar construction features in all climatic zones of the country; are built with concrete and bricks and have metal frames. The different typologies show many similarities mainly in construction but also in the proportions of classes, corridors and other spaces. Basic differences usually occur in the number and arrangement of classrooms. The design may be linear or Γ shaped, or less commonly Π shaped. Commonly, the schools encountered in compact arrangement, with rooms arranged around a central inner space. The linear buildings and those that are arranged in Γ shaped, showing the rooms face in the yard, or outdoor with an enclosed hallway toward the rear or, more rarely, open hallway from the main side. The typologies appear with 1, 2, or 3 floors according to the school building program.

3.3.3. Italy

The data presented in this paragraph are retrieved from a recent study on the cities that are province‐capitals in Italy [Legambiente 2013], that consists in the most extensive and representative analysis available so far. Considering the construction year, 5.6% was built before 1900, 15.0% between 1901 and 1940, 40.7% between 1941 and 1974, 29.2% between 1975 and 1990, 4.70% between 1991 and 2000, 4.8% between 2001 and 2012. Only 0.6% of the building was designed following Sustainable Building Criteria. About 50% of the school buildings includes a gymnasium.

Regarding their original use destination, 86.7% of the actual schools are in buildings originally designed as schools, 5.0% were originally residential buildings, 0.9% are related to other use destination, 7.5% of the schools are settled in historical buildings.

Only 8.8% of the buildings are built following anti‐seismic criteria. For the 27.3% of the buildings the seismic risk assessment has been performed. Regarding lighting, 62.9% of the school buildings uses linear fluorescent lamps and 20.4% uses other low‐energy lamps (compact fluorescent or LED).

Table 8: Lighting typologies in the macro‐regions of Italy

National North Central South Islands

Linear Fluorescent

62,9% 81,6% 85,8% 63,7% 57,4%

Other low‐energy lamps

20,4% 17,0% 33,2% 3,0% 27,9%


3.3.4. France

In French Mediterranean climate, there are 2,066 pre‐schools and 4,057 primary schools, so 12% of the stock in France. There is not much information on the typology of these buildings. However, building schools has undergone several phases and several laws which determined constructive and architectural features. The first main phase begins in 1881, when public schooling became free, mandatory and secular. This led to the building of numerous schools, often dependant on the town hall. Building regulations were set. These schools, named “Jules Ferry” have been mostly built of red brick and stone.

After the WWI, in the 1930’s, an increase in building schools took place. Schools built during this period often have a symbolic character of modernity: reinforced concrete buildings equipped with continuous canopies and metallic windows, for more space and more indoor lighting.

Following the WWII, with the re‐building of towns and the demographic explosion, another boom in school building occurred. This led to a policy of standardization and industrialization. A construction program was based on standard plans: schools were built according to a particular frame to unify dimensions and reduce the cost through the use of prefabricated elements. Then, schools have been built on 2 or 3 levels, with standardized windows uniformly aligned on facades.

In 1970, new instructions were given: build one‐storey schools or one‐level schools and incorporate new locals : libraries, workshops areas, rest rooms, outdoor games and green spaces.

School building has been less frequent in recent years. Therefore, the stock of schools is very important and quite old: when it isn’t demolished, it must be refurbished.

3.4. Energy consumption

3.4.1. Spain

Energy consumption in school buildings in Spain is very varied due to high diverse climate conditions and different school typologies and use. No reference study or publication has been identified covering a vast number of school buildings. So, in order to have at least an estimated value, some data has been collected in Catalonia. Mean energy consumption coming from energy bills, is indicated per climate zone and by information source in the table below.

Table 9: Mean energy consumption in schools in Catalonia

Climate zone HDD 15/15 Number of buildings

Final energy consumption (from bills) kWh/m2/y

Thermal Source

Coast (Barcelona province)

1075 212 85 72% Diputació de Barcelona*

Central (Barcelona province)


Mountain (Barcelona province)


Coast ‐ Terrassa town (Barcelona province)

818 31 68 63% Education Department of Government of

Catalonia (2011‐2012)

*Data obtained from energy audits undergone in the framework of Sustainable Energy Action Plans up to 2012

These mean values do not come from statistic studies. Instead, we could imagine that energy audits undergone have been carried out firstly on the most consuming schools. In this case, the mean consumption values given would be on the high side.

In addition, we must consider that the schools with highest energy consumptions are generally associated to the use of one or more units of temporary modular constructions. These are usually


installed in an existing school yard when extra space is needed. In Catalonia, nowadays 406 public schools count one or more units and additional 100 recently created schools are installed in completely modular constructions (new building pending).

Concerning the use of renewable energy sources in school buildings, solar energy is the most important. End October 2012, Catalan Education Department counted 94 schools with running PV installations promoted by the own department and spread throughout Catalonia. This number does not include all PV installations promoted by local councils, installed mostly on roofs of many public schools. In this last case, school building is managed by Education Department whereas PV installation is in charge of the local public authorities. Apart from PV, schools built during the last decade count solar thermal for DHW (compulsory by regulation in force) even demand is often close to zero. Finally, very few schools are equipped with a biomass boiler for heating purposes.

3.4.2. Greece

In the research of Elena G. Dascalaki & Vasileios G. Sermpetzoglou, which is published in 2010, the mean energy consumption is categorized per climate zone with a range from 49.5 kWh/m2/year up to 90.8 kWh/m2/year. Based on a sample of 1,190 secondary education public school buildings, which represents 33% of the entire population of secondary education school buildings and is distributed in all the prefectures of Greece, the majority of the school buildings in Greece (98%) are not heated with other carriers than oil. Furthermore, the classrooms in Greek schools are not equipped with electrical heating or cooling systems. For general lighting the interior school spaces rely mainly on daylight during daily operation. The percentage of electricity refers to the energy consumption by office and other electrical energy‐consuming equipment. The schools on an average have 18 internal spaces (classes, workshops and offices), 246 students and 32 teachers. The average energy consumption for electricity was bill‐based estimated at 16 kWh/m²/y for electricity and for space heating with oil at 68 kWh/m²/y (Gaitani N. PhD, 2010).

According to SBO, Data & returns from photovoltaic systems applied or to be in schools:

Table 10: PV installations in Greek Schools

Installed ‐ 78 schools New installations

Power: 945Kw

8.000 kW

Construction cost: €3.600.000 €40.000.000

Produced energy: 1.335.000 kWh 12.000.000 kWh

CO2 emission reduction: 1.068 tons

9.600 tons

Equivalent in trees’ planting: 3.150 trees

27.200 trees

Financial return: €550.000

€4.900.000

3.4.3. Italy

The benchmark data reported in the Table are retrieved from monitoring through sensors or bills [RSE 119, RSE 190, Annex 36].


Table 11: Energy consumption per educational building category

Heating Energy Consumption (kWh/m2y)

Electrical Power Consumption (kWh/m2y)

[RSE 119] [RSE 190] [Annex 36] [RSE 119] [RSE 190] [Annex 36]

Nursery and Kindergarten

avg 90 208 30 13

range 20‐480 146‐271 8‐190 12‐13

Primary Schools avg 85

143

(85‐200)

19

9

(9‐10)

range 15‐260 7‐35

Low Secondary Schools

avg 65 23

range 18‐160 8‐42

High Secondary Schools

avg 20 114 20 30

range 10‐80 35‐160 10‐90

All educational buildings

avg 164 10

range 105‐223 10‐11

A recent study on the cities that are province‐capitals in Italy [Legambiente 2013] showed that 13.5% of the school buildings use some Renewable Energies. Among them, 80.8% use PV systems and 24.9% use ST collectors, 1.6% GT systems and 0.4% biomass. The sum of this percentages is higher than 100, because 9.6% of the buildings uses a mix of RES. This usage cause that RES shares the 35.6% of the energy consumption. The table details these numbers depending on the macro‐regions.

Table 12: RES usage in the macro‐regions of Italy

National North Central South Islands

Buildings using RES 13,5% 21,7% 12,9% 16,3% 17,7%

Buildings using Solar Thermal* 24,9% 10,5% 28,5% 10,9% 29,7%

Buildings using Photo Voltaic* 80,8% 62,3% 71,0% 63,1% 76,3%

Buildings using GT or Heat Pump* 1,6% 0,5% 0,5% 0,0% 0,8%

Buildings with Biomass plants* 0,4% 0,3% 0,0% 0,0% 0,0%

Buildings using a mix of RES* 9,6% 5,0% 0,5% 8,3% 5,1%

RES share on the energy consumption 35,6% 27,3% 38,6% 16,1% 30,0%

*computed in relation to the buildings using RES

3.4.4. France

A study led by ADEME, AITF, EDF, GDF and TNS SOFRES in 2005 showed that the average consumption of school buildings is the following:

For all utilities, in final energy and a climate with 2,494 degree days.

Crèche (0‐3 y.) = 160 kWh/m²/y

Pre‐schools (3‐5 y.) = 165 kWh/m²/y

Primary schools (5‐9 y.) = 153 kWh/m²/y


The Local Energy Agency of Montpellier has been working since 2008 with municipalities in the Montpellier region in the south of France with a Mediterranean climate. In a sample of 95 schools we got the following results:

For all utilities, in final energy and a climate with 1,575 degree days.

Crèche (0‐3 y.) = 111 kWh/m²/y

Pre‐schools (3‐5 y.) = 110 kWh/m²/y

Primary schools (5‐9 y.) = 101 kWh/m²/y

79% of energy consumption is due to the heating needs.

4. COSTS AND FINANCING

The funding sources for a public building renovation (schools in the present case) will vary depending on national and regional specificities. However, in the region of Catalonia renovation costs and energy efficiency solutions funded in the most part with own resources. This fact, poses a significant pressure upon municipalities and the regional government since the availability of resources has significantly decreased in the last years.

Setting the priorities for building renovations will be based on different needs (safety, maintenance, spatial requirements, energy savings, etc.) and will heavily depend on the budget availability and the existing funding channels. Nowadays, the economic crisis in most of Mediterranean countries has led to very reduced self financing capacity, being the budgets allocated to cover only urgent needs and significantly reducing the capacities of municipalities and regional administrations.

This fact highlights how overlooked are other funding opportunities, such as the use of ERDF funds. Funding renovation costs and energy efficiency solutions through ERDF could be done following process. In this sense, the provision of ERDF funding mechanisms will be based upon the definition of national and regional priorities set in the operational programmes. The former will indicate the amount foreseen for funding in each priority area, thus setting the amount available for specific actions. Based, thus, on the regions’ administrative and organisational structures the responsibility for setting the priorities in public buildings renovation would lie in different actors and thus will reduce the pressure experienced by any specific agents.

As a general introduction, the region complies with the mean cost values for the construction of a new school observed in the 4 participant regions, a value ranged between 1300‐1400 €/m2. On the other hand, and as observed in the rest of the regions, renovation costs vary largely depending on the measures applied and there is not a reference value

4.1.1. Spain

There are some financial and support schemes in Spain to improve energy efficiency and implement the use of renewable energies in both new and existing buildings. Even if these measures could not be specified as nZEB measures, they are detected as those that boost the sector to the nZEB goal.

In Catalonia the mechanisms and funding sources available are framed under the Pla de l’Energia i el Canvi Climàtic de Catalunya 2012 – 2020 (PECAC 2020), or the Plan for Energy and Climate Change of Catalonia in its English translation. In order to implement the measures stated in the plan in the municipalities an energy manager and a dedicated team is in charge of defining the energetic policy of the municipality, set the energetic objectives, assess and evaluate the projects and proposals presented and ensure that all agents involved are aware of the Energy Management System. These actors may collaborate closely with Local Energy Agencies, created to support municipalities.


According to a study conducted by the ICAEN, 8.7% of energy costs in municipalities are related to school activities and buildings. Moreover, at the end of 2013, the Catalan Government passed the Catalan Strategy for the Energy Renovation of Buildings. The strategy will be implemented from 2014 after the development of the Action Plan for the Energy Renovation of Buildings in Catalonia (expected during the 1st trimester of 2014). The plan is endowed with 2.6 million Euros and will run between the years 2014‐2020.

One of the main chapters of the Catalan Strategy for the Energy Renovation of Buildings will be the definition and setting up a financial structure, the identification of funding resources as well as the establishment of private‐public partnerships to enhance investment opportunities.The existing financial and support mechanisms in Spain and Catalonia are summarized in the following table.

Table 13: Financial and support schemes for energy efficiency measures and renewable energy

Financial and support schemes Short description

National

Action Plan 2011‐2020

(www.idae.es)

Energy Savings and Energy Efficiency Action Plan, which envisages incentives to improve energy efficiency in different sectors, including measures for new and existing buildings.

For existing buildings:

‐ Renovation of the thermal envelope of existing buildings ‐ Improving the energy efficiency of existing heating, cooling and lighting systems ‐ Promotion of nZEB and energy classes A and B

Additionally, training of energy managers in municipalities.

Renewable Energy Plan (2011‐2020)

Funding lines directly managed by IDAE to integrate renewable energies in buildings: Biomcasa, Geotcasa and Solcasa.

Feed‐in‐tariffs

Royal Decree Law 1/2012

Subsidies for new installations producing electricity from renewable energy sources, waste and co‐generation have been temporarily suppressed.

Aids managed by IDAE:

http://www.idae.es/index.php/idpag.33/lang.uk/relcategoria.1024/relmenu.377/mod.pags/mem.detalle

Regional (Catalonia)

PECAC 2020 The Catalan Energy and Climate Change Plan 2012‐2020 that stems from the collaboration between the Catalan Government Department of Enterprise and the Catalan Government Department of Land and Sustainability has as its aim to inform the Catalan Government’s Energy Policy. The main objectives of the Plan are the following:

‐ Adapt the Catalan strategies of energy supply and demand

‐ Respond to the societal energetic and social requirements and reduce the environmental impact of energy production and use.

‐ Highlight the role of the Catalan Government in those areas over which it holds responsibility.

‐ Set the mechanisms needed to organize and structure the energy sector in Catalonia

‐ Guarantee the coherence of the Catalan energy strategy with the European guidelines set by the 2020 Agenda.

The strategy was defined based on a consultative process with the sector main stakeholders.

Catalan Energy Renovation Strategy

The Catalan Strategy for the Energy Renovation of Buildings, approved in March 2014, as its main objectives to:

‐ Reactivate de building sector in Catalonia

‐ Raise awareness among citizens on the benefits of buildings energy renovation


‐ Willingness to act on more than 61% of the region buildings

For this, the strategy is expected to provide productive investments for up to 1.4000 million Euros

A centralized system will be created in order to manage, coordinate and provide the tools required for the implementation of the actions and to keep track of the results achieved.

ICAEN ‐ Catalan energy agency

www20.gencat.cat/portal/site/icaen

Subsidies for energy Class A and for specific measures (i.e. replacement of windows)

4.1.2. Greece

The School Building Organisation (SBO) was established in 1962 to design and construct new buildings and provide educational equipment. The SBO is credited by the national budget for all the expenditures related to infrastructure throughout the country.

SBO is undertaking the construction of a number of school infrastructures through the alternative finance method of PPPs. SBO has already completed in 2010‐2011 the procurement phase of three PPP projects for 38 school buildings in Attica (wider Athens region) and in Thessaloniki and is underway finalising a third contract for schools in Crete.

4.1.3. Italy

The Planning competence in the field of school buildings is assigned to the regions with the law n. 23/1996. The school planning is accomplished by the general three‐year and annual implementation plans.

Under the same Act to 23 were provided funds for three‐year plans of School Building (to comply with regulatory requirements and only in exceptional cases to completion and/or expansion of buildings) initially on total charge of the State and then with the co‐financing of 33% of the regions also and Local Authorities. Last interventions on school buildings co‐financed under this Act are dated 2009.

There is also an Extraordinary Plan for the implementation of safety (seismic) of school buildings pursuant to art. 80 Section 21 of Law no. 289/2002. The first excerpt program was funded in 2004, the second in 2006.

Few other financial grants were assigned to Local Authorities in 2009 and 2010 by the Marche Region laws 31 and 20, and in 2013 by the national Decree n. 69. These grants were absolutely scarce respect on the needs. In the last four years because of the economic crunch the interventions on school buildings are limited to the urgent ones and they are almost entirely financed by the Provinces or Municipalities with own resources or by the contraction of loans.

A recent study on the cities that are province‐capitals in Italy [Legambiente 2013], showed that in the last few years the average amount of expenses for ordinary and extra‐ordinary maintenance for a single building is decreasing rapidly (see table).

Table 14: Expenses for maintenance in the last years [Legambiente 2013]

Average cost for a single building 2012 2011 2008

cost for extra‐ordinary maintenance € 29946 € 35549 € 42491

cost for ordinary maintenance € 8808 € 9835 € 11129


4.1.4. France

Regarding the financial and support schemes in France, there is not precise information because of too little renovation BBC in non‐residential buildings. Only a few renovations give a € / m² ratio but with a large standard deviation. Costs often included compliance with other regulations (accessibility disabilities, fire ...) and it is therefore difficult to assess the cost of energy performance.

Regional and local funding can be mobilized but eligibility is reviewed annually. It is therefore difficult to integrate these funding in the financing plan because of their uncertainty.

Ademe/Region : in Languedoc‐Roussilon Region, 100 €/m² for NZEB renovation (direct link )

General council (department): On request, no technical specifications or financial grid

City agglomeration: On request, no technical specifications or financial grid

Syndicat d’électrification : in Hérault department, maximum 12,000 €/year city for more less 10,000 inhabitants et maximum 2 € / inhab.year city for more than 10,000 inhabitants (direct link )

It is also possible to mobilize support in the form of certificates of energy savings but it is not combined with support of ADEME.

5. MEDITERRANEAN SPECIFICITIES

5.1. Climate

According to geographer Wladimir Köppen the Mediterranean climate is the less extensive of the meso‐thermal climates based on the classification developed by him. Currently, the upgraded version of the Köppen classification divides the world into six major climate regions, based on average annual precipitation, average monthly precipitation and average monthly temperature. The Mediterranean climate can be further attributed to an area where: (i) the mean temperature of the coldest month is between –3 and 18oC; (ii) the summer season is generally dry and the rainfall amount of the wettest month is at least three times greater than that of the driest month; (iii) the mean temperature of the warmest month is above 22oC; (iv) the mean annual rainfall amount (in mm) is higher than 20 times the mean annual temperature in degrees Celsius (Lavee et al, 1998). It will be observed that the first three conditions also apply to semiarid and arid regions adjacent to the Mediterranean climate zones. Thus, what sets the Mediterranean apart is the mean annual rainfall.

The Mediterranean Sea contributes to the temperate warm climate, retaining heat in summer and releasing it in winter. The majority of the regions with Mediterranean climates have relatively mild winters and hot summers. Although significant variations can be found among the places that satisfy the Mediterranean climate criteria, the countries bordering the basin share some similarities: in almost all the coastline cities, the minimum yearly average temperature is between 5–10oC and the maximum is between 27–34oC, with the highest values being recorded in the Turkish coastline and Cyprus (Ferrante, 2012). Another characteristic of the Mediterranean climate is that the higher the maximum air temperature, the wider the average temperature fluctuation of the hottest month is. Moreover, inland locations tend to have a more severe climate, with lower temperatures during winter and higher temperatures during summer.

For the past few decades there has been a sizeable increase in summer cooling demand in the Mediterranean area, especially in urban areas (Santamouris et al, 2001). Global warming is expected to adversely affect both the environment and human activities in the Mediterranean area, with scenarios for average yearly air temperatures predicting an increase between 2.2 and 5.1oC by 2100, or even sooner than that (Hanson et al., 2007). According to the IPCC (2007), an average temperature rise above


1.5oC is likely to have severe impacts in local environments and ecosystems, while increased temperatures are expected to bring about longer heat waves, decreased precipitation and a longer summer in general.

5.1.1. Spain

Spain’s climate is very varied due to its latitudinal position, its diverse relief and influence of different air masses and seas. In the Iberian Peninsula (Spain and Portugal), there are found 11 out of 29 classes of the Köppen‐Geiger Classification, even most of the territory is classed in the 4 tempered climates. Mediterranean climate (Köppen classes Csa and Csb) in the Peninsula is characterised by dry and warm summers and cool and wet winters. Mediterranean tempered with hot and dry summer represents 40% of the area including the Peninsula and Balearic Islands and it is found on the Mediterranean coast (AEMET, 2011). The average annual temperature in the Iberian Peninsula varies from values below 0ºC in the highest zones and values higher than 17ºC on the Mediterranean coast. During summertime, mean maximal temperatures range 17‐35ºC. The warmest regions are Extremadura and interior of Andalusia; meanwhile the coldest regions are located in high altitudes in half the north of the Peninsula.

Catalonia represents only 5% of Iberian Peninsula area but it has high climate diversity due to its relief. Actually, Catalonia is divided into 15 climatic subtypes (Vide, 2010), being just one of them not Mediterranean (oceanic in the Aran Valley). Mean annual temperatures range from below 0 to 17ºC; rainfall is very irregular, ranging from 400 to 1200 mm annually and sunshine hours between 1,800 and 2,800 annually. The double system of coastal mountain chains limits Mediterranean influence to a coastal line much more narrow than it could be expected and its relief confers many microclimates among all the territory. In addition, Catalonia is influenced by both air masses coming from the North and from the South, causing sudden rise or fall in temperature. Considering 3 temperature zones (coast, central, mountain), degree days have a wide range in Catalonia (see table below).

Table 15: Heating Degree Days (HDD) and Cooling Degree Days (CDD) in different temperature‐zones in Catalonia

Zone Area (km2) Inhabitants Towns HDD 15/15 HDD 18/18 CDD 21/21

Coast 11,403 5,321,128 451 1075 1723 321

Central 13,522 906,943 386 1645 2394 301

Mountain (Pyrenees and pre‐Pyrenees)

7,174 94,105 109 3070 3996 94

Source: (ICAEN, 2003)

As regards to the climate change, during the period 1950‐2008, annual mean temperature in Catalonia has increased +0.21 ºC per decade, being summer the season with the highest increase (+0.35º/decade) (Vide, 2010). During spring season, solar irradiation has been increasing since the 80’s, in particular during the month of March. Moreover, it has been observed a decrease in the frequency and duration of cold periods, as well as an increase in the frequency, intensity and duration of hot periods. Concerning rainfall, the overall values do not show a significant change but higher intensities have been observed, so the number of rainy days has decreased.

5.1.2. Greece

Greece is located in the most south‐eastern part of Europe, in latitude from 35°00′N to 42°00′N and in longitude from 19°00′E to 28°30′E and it is mainly bordered by sea. Greece belongs to the Mediterranean climatic type, which is characterised by mild winters with maximum precipitation, relatively warm and dry summers and a long sunshine duration almost throughout the year. The climate of Greece varies from continental Mediterranean in the north to subtropical Mediterranean in the south, with a rapidly decreasing continentally from north to south and from the interior to the coastal


regions and islands. The wide variety of Mediterranean climate subtypes encountered in several regions is due to the influence of topography on the air coming from the moisture sources of the central Mediterranean Sea (HMSO, 1962). As a consequence, the western part of the Greek territory is generally wetter, while the eastern part is much drier and windier, mainly during the summer season. Moreover, the annual cycle can be divided climatologically in a cold and rainy period (October–March) and in a warm and dry period (April–September), while October and April can be characterised as transition months (Zambakas, 1981).

5.1.3. Italy

As a result of the great longitudinal extension of the peninsula and the mostly mountainous internal conformation, the climate of Italy is highly diverse. In most of the inland northern and central regions, the climate ranges from humid subtropical to humid continental and oceanic. In particular, the climate of the Po valley geographical region is mostly continental, with harsh winters and hot summers. The East coastal areas, where lives the Tuscany region and most of the South generally fit the Mediterranean climate stereotype (Köppen climate classification Csa). Conditions on peninsular coastal areas can be very different from the interior's higher ground and valleys, particularly during the winter months when the higher altitudes tend to be cold, wet, and often snowy. The coastal regions have mild winters and warm and generally dry summers, although lowland valleys can be quite hot in summer. Average winter temperatures vary from 0°C (32°F) on the Alps to 12°C (54°F) in Sicily, like so the average summer temperatures range from 20°C (68°F) to over 30°C (86°F). Marche region has a Mediterranean climate in the coastal and mid‐hills that as you move inward, gradually becomes sub‐Mediterranean, while in the mountainous area, can be defined as oceanic influences, although they are still present Mediterranean‐type. In parallel precipitations show a similar trend, although they can register the changes in trend due to local influences. The values of rainfall ranging from 700 to 789 mm annually average annual temperatures, are comprised more or less between 11 and 14 degrees. The Tuscany region has different climate characteristics from area to area, being mainly influenced by both the sea that bathes the region to the west, and by the Apennine ridge that closes the first territory in the North and East. The air currents that affect the climate of Tuscany often have different trends to the North and South of the island of Elba, which acts as a sort of "watershed" at the level forecast.

5.1.4. France

In France, the Mediterranean climate is characterized by mild winters and hot summers, abundant sunshine and frequent strong winds. Few rainy days is observed irregularly distributed over the year. Winter and summer are dry while spring and autumn are very watered, often with thunderstorms. These rains can bring in a few hours 4 times more water than the monthly average. The regions covered by the Mediterranean climate are located in the South East between sea and mountains. Meteo _France has recently worked on climate predictions for the end of the twenty‐first century, based on IPCC scenarios. The simulations predict higher temperatures, especially in summer and in the South of the Mediterranean rim. Temperatures could rise between 1 and 2°C by 2030, and up to 3.5°C by 2050. The climate models also predict a significant increase in the number of summer heat waves in France: the days with high temperatures (above 35 °C) should become much more frequent, longer and more intense.


6. SUCCESSFUL STORIES

Table 16: List of Low Energy Schools in MED

a/a Success Name Location Energy measures, RES Energy consumption for heating & electricity

Thumbnail Website

1 New nZEB school

School group François Mitterrand

Montpellier, France

The specifics of the project: ‐ A natural night ventilation for summer comfort. ‐ The adjustable external slats to protect from the sun. ‐ Photovoltaic solar modules ‐ presence control for lighting and heating

First year results Energy for heating : 25 kWh/m2/y Total Energy consumption : 36 kWh/m2/y Photovoltaic production : 22 kWh/m

2/y

link 1 (www.observatoirebbc.org)


2 New nZEB school

School group Ludwig van Beethoven

Montpellier, France

The specifics of the project: ‐ Photovoltaic solar modules ‐ high performance insulation to limit the heating consumption (15 kWh/m

2/y) ‐ presence control for lighting and heating

Projected consumption :

Energy for heating : 15 kWh/m

2/y Total Energy consumption :30 kWh/m

2/y Photovoltaic production :22 kWh/m

2/y

3 New nZEB school

School group Chengdu

Montpellier, France

The specifics of the project: ‐ double flow ventilation system with CO2 control ‐Photovoltaic solar modules ‐presence control for lighting and heating


Energy for heating : 16 kWh/m2/y Total Energy consumption : 31 kWh/m

2/y Photovoltaic production :

link(www.observatoirebbc.org)


21 kWh/m2/y

4 nZEB School Renovation

School group Victor Hugo

Clapiers, France The specifics of the project: ‐ insulation of the concrete walls from the outside ‐Photovoltaic solar modules ‐a central heating network was created because the building was heated electrically. The new system consists of two wood pellet boilers

Before

Building 1: 89 kWh/m2/y,

Building 2: 113 kWh/m2/y,

After renovation

Building 1: 26 kWh/m2/y (‐

70%)

Building 1: 45 kWh/m2/y (‐

60%)



5 nZEB School Renovation

School group La Castelle

Lattes, France The specifics of the project: ‐ insulation of the concrete walls from the outside ‐ all windows have been replaced by double glazing ‐ a single‐flow ventilation system in classrooms and a double flow ventilation system in the cantine were installed.

Before

103 kWh/m2/y,

After renovation

53 kWh/m2y (‐ 49%)

link (www.observatoirebbc.org)

6 New school New Nursery school “Chicchi di Sole”, Gaiole in Chianti (Toscana)

Chianti ToscanaItaly

PV thin film on zinc plates Al 8.1kWp producing about 10000kWh/y

15 kWh/m2/y (Design for

heating) http://www.greenme.it/abitare/bioedilizia‐e‐bioarchitettura/8523‐chicchi‐di‐sole‐asilo‐passivo

7 Renovation of Low Secondary School /School of the Future Project (FP7)

“Tito MaccioPlauto” Cesena (Emilia Romagna)

Cesena (Emilia Romagna) Italy

Before

154 kWh/m2/y,

After renovation

36 kWh/m2/y (‐77%)

http://www.school‐of‐the‐future.eu/index.php/cesena‐italy

8 Leaf Community (Loccioni),

(Loccioni), Angeli di Rosora

http://energy.loccioni.com/sustainable‐


Angeli di Rosora (Marche)

(Marche) Italy community/

9 New Energy Plus/ Passive School in Laion (BZ)(Trentino Alto Adige)

School in Laion

Laion (BZ)(Trentino Alto Adige) Italy

(no MED)

13 kWh/m2/y (Just for heating)

Electrical Consumption covered by PV

http://www.eurac.edu/en/research/institutes/renewableenergy/Publications/Documents/AktiveSolarhaus2009_SolarActiveSchoolLaien.pdf

10 Low energy consumption

New Enlargement of "Giovanni XXIII"Secondary School Montebelluna (Veneto)

"Giovanni XXIII"Secondary School Montebelluna (Veneto)

Montebelluna (Veneto) Italy

20kWh/m²/y (Heating, Ventilation & Lighting)

http://www.construction21.eu/case‐studies/it/nuova‐costruzione‐4‐aule‐scuola‐media‐ampliamento.html


New kindergarten in ConteaMontebelluna Italy (Veneto)

kindergarten in ConteaMontebelluna Italy (Veneto)

ConteaMontebelluna (Veneto)Italy

http://www.construction21.eu/case‐studies/it/new‐kindergarden‐in‐the‐county.html


4 schools in Crete, Greece(EURONET 50/50 project,

58 Schools around Europe have taken part in Euronet 50/50 project

2nd Primary School of Arharnes, 40

th Primary School, 3

rd & the 10th High School of Heraklion

Heraklion,

Crete, Greece

Overheating appeared to be the top problem due to either high sun exposure or due to lack of sufficient natural ventilation or due to problematic window design. Actions leading to the improvement of building’s cooling capabilities were proposed

The schools’ total energy consumption has been reduced a 10% in comparison to the reference year, basically applying best practices on the energy management by the pupils & the rest of the education community

Average values for heating: 13.42‐16.27 kWh/m²/y

http://www.euronet50‐50.eu/


starting 50/50 Network.)


7th High School of NeaSmyrni in Athens accomplished the highest reduction on energy consumption

(Project: Energy Neighbourhoods2 ‐ The Energy Challenge)

7th High School of NeaSmyrni

NeaSmyrni,

Athens Greece

By changing their energy behavior they managed to achieve 65% energy savings & reduce their CO₂ emissions by 26.78 tons

http://www.energyneighbourhoods.eu/en_ie/home

14 Bioclimatic School

6th

Kindergarten P.Falirou

P.Faliro, Athens, Greece

PV 20kW, Green roof, CO2 sensors, control lighting, natural ventilation, natural gas

http://www.buildnet.gr/default.asp?pid=68&catid=53&artid=1628

15 Bioclimatic School

8th Primary School, Sukies, Neapolis, Thessaloniki Greece

Sukies, Neapolis, Greece

Bioclimatic design New building (no bills yet) http://voria.gr/index.php?module=news&func=display&sid=102526

16 Low energy consumption (energy class A)

New St. Martí’s Primary School

(age 3‐12)

Barcelona, Spain The specifics of the project: ‐ U‐ventilated roof: 0.37 W/m

2/K, U‐ventilated façade U: 0.29 W/m2/K ‐ Solar shading ‐ Daylighting and natural ventilation ‐ Presence and daylighting controls ‐ Temperature sensors ‐ Heat recovery ventilation ‐ District heating and cooling (Districlima) using urban solid waste


Energy demand for: ‐heating : 55 kWh/m²/y ‐ cooling: 65 kWh/m²/y Final energy: 34 kWh/m²/y Primary energy need:

© 2012 Aitor Estévez’s photographs

http://www.construction21.eu/case‐studies/es/st‐martis‐primary‐school‐barcelona.html


LESSONS LEARNT: ‐ Management systems of the building facilities are complex. Users would need a simpler interface, or a person responsible for building management ‐ CO2 sensors instead of temperature sensors

80 kWh/m²/y (‐63% from the reference building)

17 Low impact school (energy class A)

New El Rieral nursery school

(age 0‐3)

Santa Eulàlia de Ronçana, Barcelona, Spain

‐ Low impact materials as compressed earth block (CEB) and rammed earth for walls and roof ‐ U‐value for the envelope 0.66 W/m

2/K ‐ Green roof and green solar protections ‐ Crossed natural ventilation and Variable Air Volume (VAV) ‐ Trombe wall ‐ Biomass boiler and solar thermal for DHW and radiant floor heating LESSONS LEARNT: Pellets container to be placed in the technical room instead of a buried tank in order to save resources.

Projected consumption: Primary energy: 65 kWh/m

2/y

Primary energy for

standard building:

145 kWh/m2/y

http://www.construction21.eu/espana/case‐studies/es/escuela‐bioconstructiva‐el‐rieral‐santa‐eulalia‐de‐roncana.html


Table 17: Related EU Projects

a/a Project title Duration Funding Description Website

1 TEENERGY SCHOOLS 2009 – 2011 MED The general objective was to promote Energy efficiency in existing secondary school buildings developing a common Strategy based on the 3 typical climatic and architectural models that characterize the MED area: coast, mountain & city

http://teenergy.commpla.com/

2 Schools Indoor Pollution and Health:

Observatory Network in Europe

‘SIMPHONIE’

2010 –2012 The project has been implemented under a European Commission service contract (DG Sanco, Health and Consumer Protection Directorate)

The SINPHONIE project is an example of the practical implementation of the EU Environment and Health Action Plan 2004‐2010; and is an example of sub regional cooperation in order to implement the revised CEHAPE RPG3 (2004, 2010). With its special focus on schools and childcare facilities, the SINPHONIE project aims to define policy recommendations on remedial measures in the school environment

http://www.sinphonie.eu/about

3 School of the Future

7th Framework Programme of the European Union (FP7)

The aim of the “School of the Future” project is to design, demonstrate, evaluate and communicate shining examples of how to reach the future high performance building level. School buildings and their primary users pupils ‐ the next generations ‐ are in the focus of the project. Both, the energy and indoor environment performance of 4 demo buildings in 4 European countries and climates will be greatly improved due to holistic retrofit of the building envelope, the service systems, the integration of renewable and building management systems

http://www.school‐of‐the‐future.eu/

4 School Vent Cool 2010 ‐ 2013

In the framework of the EraNetEracobuild

The project 'School Vent Cool' develops different high performance renovation strategies for school buildings. New solutions for ventilation

http://www.schoolventcool.eu/


joint call for proposals on Sustainable Renovation

(Dec 2009 / June 2010)

systems, natural cooling and application of prefabricated modules will be investigated

5 EURONET 50/50 2009‐2012 Intelligent Energy Europe (IEE)

EURONET 50/50 project has been working during three years (2009‐2012) to engage schools in a 50/50 NETWORK around Europe with the aim to save energy reduce CO2 emissions and tackle climate change. With 50/50 everybody wins: the school has an incentive to save energy getting more money for its activities, the facility managers (eg. city councils) have less energy costs and overall there are less CO2 emissions released to the planet

http://www.euronet50‐50.eu/

6 ECO schools renovation ‐ Province of Treviso (Veneto), Italy

The province of Treviso started in 1999 a path for renovating the management of the school building heritage (High Secondary Schools), consisting in 41 school institutes with about 100 building. The aim is acquiring a deep knowledge of the building heritage and interest and engage the final users in the responsible management and use of the shared asset and spaces

http://www.ecoschoolsrevolution.com/home.aspx

7 BREATHe‐BRain dEvelopment and Air polluTion ultrafine particles in scHool childrEn

2011‐2015 European Commission

Studying the impact of air pollution in cities on the cognitive development of children. The study will involve children in second, third and fourth of 40 primary schools in Barcelona with different pollution levels.

http://www.creal.cat/programes‐recerca/en_projectes‐creal/111/breathe‐brain‐development‐and‐air‐pollution‐ultrafine‐particles‐in‐school‐children?ID=111&SKIN=0&prog=2


7. CONCLUSIONS

EU energy policy encourages member states to start converting building stock into nearly zero‐energy buildings (nZEB) and public authorities to adopt exemplary actions (EPBD recast). ZEMedS project focuses on renovating schools to nearly Zero Energy Buildings (nZEB) from EU regions on the Mediterranean coast. nZEB will be achieved by combining high energy efficiency and renewable energy sources. This document presents the current situation in 4 Mediterranean countries (France, Greece, Italy and Spain) regarding nZEB approach and current situation of school buildings.

Spain is slowly implementing the European Directives related to energy efficiency in buildings. As regards to nearly Zero Energy Buildings, a roadmap is still to be made available and no national voluntary labels exist in this approach or even in positive energy buildings. Concerning best practices, some initiatives are in place to reduce energy consumption in schools, regarding the use and management. However, no school has been identified to be renovated following a holistic approach and reaching low energy consumption. In Spain, the lack of data regarding energy performance of current buildings is an important barrier when it is time to renovate the built stock. Particularly in Catalonia, many public schools have been energy assessed by local municipalities in the framework of NREAPs. Unfortunately, this data is not automatically shared with the actual decision maker of public schools renovations, the Government of Catalonia. In addition, despite of current lack of indoor comfort in many schools (low ventilation rates, overheating, glare, etc.), indoor environmental quality has not been assessed in scholar buildings up to date. A program to carry out energy and IEQ assessments in schools would constitute a good option to provide data to a “Schools observatory” or even a “Buildings observatory”. In spite of this lack of energy data, some available information on mean energy consumption in Catalan schools have shown a wide range of values, 68‐122 kWh/m2/year for 354 schools, being the thermal contribution 60‐90%. At first, buildings built before first thermal regulations in force are generally supposed to consume more energy than recent built. However increased comfort and new technologies use, may imply a major use of facilities that have showed so often that schools built last decades can consume more than that from the 60‐70’s. Together with the energy demand one should consider the general requirements of indoor climate conditions, in order to avoid possible adverse consequences. The school buildings in general are characterized by a high density of people per unit area, which is associated with increased concentrations of certain pollutants and therefore with reduced attentiveness of students and less ability to learn.

In Greece, transposition of the European Directive 2009/28/EC took effect in June 2010 by the national law N.3851/2010 on RES (FEK 85/A/4.6.2010). All public buildings by 2015 and all new buildings by 2020 should cover their primary energy consumption from RES, combined heat and power, district heating or cooling, and energy efficient heat pumps. The latest Greek energy regulation exacts from the 2010/31 EPBD recast was laid out on February of 2013. This law describes a more command and control approach and also encompasses the 2020’s nZEB time‐restriction. However serious research has to be done to define the Greek roadmap for nZEBs. A practical definition that presents both a numerical indicator for energy demand and a share of renewable energy sources that should be provided. So far there is not any national law that embodies the 2012/27 EED as far as renovation rates of public buildings are concerned. According to the scientific research and literature, the average energy consumption in Greek Secondary Schools was bill‐based estimated at 16 kWh/m²/y for electricity and for space heating with oil at 68 kWh/m²/y. The mean energy consumption has been categorized per climate zone with a range from 49.5 kWh/m2/year up to 90.8 kWh/m2/year. For Greek Schools, the School Building Organisation (SBO) is credited by the national budget for all the expenditures related to infrastructure throughout the country. SBO is undertaking the construction of schools through the alternative finance method of PPPs. The responsibility for maintenance activities is assigned to the respective Municipality in which the school belongs to. When a need for refurbishment occurs the Head Teacher of each school contacts the Technical Department of each Municipality which takes over the


repairing activities and is responsible for the formal procurement process. At the beginning of each year, officers from the Economic and the Education Department set out the total budget allocated for the schools maintenance, as a pre‐planned budgeting program. During this plan execution the priorities for the entire school year are set as well.

Italy adopted the EBPD‐Recast Directive in August 2013 but the decrees (action plan and definitions) are still missing. This is slowing down the diffusion of the NZEB concept and its application, as technical regulation in force is still the one related to the previous Directive 2002/91/CE – EPBD. Regulation constraints refer mainly to heating consumption, while for cooling consumption only few aspects are considered. School holidays in Mediterranean are mainly in Summer (2 months for teachers, 3 months for students) and this is why the almost the totality of schools hasn’t cooling system. This is why schools have a not‐too‐high consumption, but this cause also a lot of comfort problems (from April to October) and inefficiencies (e.g. in mid seasons often happens that the heating system is on but school users open the windows). More than 60% of Italian school buildings were built without any energy‐related regulation in force (before 1976) and less than 10% were built after the adoption of the Law 10:1991 which is the first regulation in Italy introducing clear constraints about energy efficiency. The great majority of schools are public in Italy, and this is causing problems as public bodies are having a lot of economical and/or financial problems in the last years (crisis). The status of school buildings is getting worse but there is a vast lack in funding for refurbishment. Furthermore, a lot of school buildings would need a seismic upgrading, that is considered more urgent than energetic upgrading, however it is also a lot more expensive.

Local authorities are the decision makers when it comes to renovating a school. But they often do not have information about the energy consumption or indicators to assess comfort in their buildings. So, the decision to renovate a school is not always dependent on the level of consumption of the building but, in fact, a political choice. However, when a renovation project is approved, the local authorities set the goals of energy efficiency and comfort level and budget of the operation. They appoint a technical team (architects and consultants ) for this project and to connect with companies that carry out the mission . In addition, other induced work is necessary and can have a significant impact on the budget of the operation. Indeed, other regulatory constraints related to the accessibility of the disabled or fire safety must be taken into account. Cities so often encounter funding problems and must set priorities.

Unfortunately, thermal regulation for existing buildings, does not go far enough. The owners will therefore merely comply with regulations without considering doing more. So to achieve a NZEB goal, it’s up to the owner to set the target at the beginning of the project. But they might lack the expertise in this domain. The owners as well as the designers (Architects and consultants) might lack the expertise in this domain designers. Overall cost Analysis would be a great tool for decision makers that would identify the best solution. Training of decision makers as well as designers is necessary to raise awareness of these issues. In France, especially in Languedoc‐ Roussillon, the first examples of successful renovation becoming increasingly known. They were initiated and financially supported by the Languedoc ‐Roussillon and ADEME through calls for proposals. They gave a good example of how the project should be managed in terms of energy performance and how to take into consideration summer comfort. However the true results are slow to arrive and quantitative indicators lacking. These elements along with ZEMedS case studies are therefore essential for familiarizing decision makers and designers with NZEB methodology. ZEMedS would therefore meet these expectations through financial and technical guides, trainings, user guides or the implementation that will be developed.

Setting the priorities for building renovations will be based on different needs (safety, maintenance, spatial requirements, energy savings, etc.) and will heavily depend on the budget availability and the existing funding channels. Nowadays, the economic crisis in most of Mediterranean countries has led to very reduced self financing capacity, being the budgets allocated to cover only urgent needs and significantly reducing the capacities of municipalities and regional administrations. This fact highlights how overlooked are other funding opportunities, such as the use of ERDF funds. Global warming is expected to adversely affect both the environment and human activities in the Mediterranean area,


with scenarios for average yearly air temperatures predicting an increase between 2.2 and 5.1ºC by 2100, or even sooner than that. These predictions should be taken seriously into consideration when renovating buildings and, particularly, schools.

An holistic approach should combine measures to achieve energy performance and indoor environmental quality (IEQ). ZEMedS project covers a complete renovation path, tackling strategies for the envelope, the systems and renewable energy applications as well as the energy management and users' behaviour.


8. REFERENCES

European Parliament And Council (2010) DIRECTIVE 2010/31/EU of 19 May 2010 on the energy performance of buildings (recast). Official Journal of the European Union, 18.6.2010

[French NREAP] French Ministry for Ecology, Energy, Sustainable Development and Sea (2010) National Action plan for the promotion of renewable energies 2009‐2020

[Greek NREAP] Greek Ministry of Environment, Energy and Climate Change (2010) National Renewable Energy Action Plan in the Scope of Directive 2009/28/EC

[Italian NREAP] Italian Ministry for Economic Development (2010) Italian National Renewable Energy Action Plan

[Spanish NREAP] Spanish Ministry of Industry, Tourism and Commerce (2010) Spain's National Renewable Energy Action Plan 2011‐2020

Legambiente 2013] Ecosistema Scuola, XIV edition. Report on the quality of the school buildings and services (in Italian)

[RSE 119] Report RSE/2009/119 (ENEA) ‐ F.Bianchi, M.Altomonte, M.E.Cannata, G.Fasano (2009). Definizionedegliindici e livelli di fabbisognodeivaricentri di consumoenergeticodegliedificiadibiti a scuole ‐ Consumienergeticidellescuoleprimarie e secondarie. Ricerca Sistema Elettrico, ENEA, Report RSE/2009/119. (in Italian)

[RSE 190] Report RSE/2010/190(ENEA) ‐ S. P. Corgnati, E. Fabrizio, F. Ariaudo, L. Rollino (2010). Edificitipo, indici di benchmark di consumo per tipologie di edificio, ad usoscolastico (mediesuperiori e istitutitecnici) applicabilità di tecnologie innovative neidiversiclimiitaliani. Ricerca Sistema Elettrico, ENEA, Report RSE/2010/190. (in Italian)

[Annex 36] IEA ECB&CS Annex 36 ‐ Retrofitting in Educational Buildings ‐ Energy Concept Advisor for Technical Retrofit Measures. Heike Kluttig Evaluation of Questionnaire on the Energy Consumption of Educational Buildings . In: T. Mroz& H. Erhorn, State of the Art Overview: Questionnaire Evaluations. IEA ECB&CS Annex 36

[Ministry 2014] https://www.educacion.gob.es/centros/home.do

[Ecofys 2011] ECOFYS 2011. Panorama of the European non‐residential construction sector

[Ensenyament 2009] Criteris per la construcció de nous edificis per a centres docents públics. http://www20.gencat.cat/docs/Educacio/Documents/ARXIUS/LLIBRE%20DE%20CRITERIS%2025%20juny%2009.pdf (in Catalan)

[AEMET 2011] Iberian climate atlas. AEMET (Agencia Estatal de Meteorología de España) and IM (Instituto de Meteorologia de Portugal)

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LINKS

http://www.rehva.eu/fileadmin/REHVA_Journal/REHVA_Journal_2013/RJ_issue_3/16‐21_cost‐optimal_methodology_in_EU_RJ1303_web.pdf

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