Sustainable Schools: Making Energy Efficiency a Lifestyle Priority

Autor/inn/en	Purnell, Ken; Sinclair, Mark; Gralton, Anna
Titel	Sustainable Schools: Making Energy Efficiency a Lifestyle Priority
Quelle	In: Australian Journal of Environmental Education, 20 (2004) 2, S.81-91 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
Schlagwörter	Foreign Countries; Energy; Efficiency; Sustainable Development; Models; School Culture; Rural Schools; Energy Conservation; Environmental Education; Mining; Climate; Influence of Technology; Behavior Modification; Life Style; Australia + Suchen Sie Ihr Suchwort? Ausland; Energie; Effectiveness; Effektivität; Wirkungsgrad; Nachhaltige Entwicklung; Analogiemodell; Schulkultur; Schulleben; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Energieerhaltung; Energiespeicherung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Abbau; Klima; Behaviour modification; Verhaltensänderung; Lebensstil; Australien
Abstract	Promoting efficient energy use in schools that consequently reduces greenhouse gas emissions is the purpose of a residential Energy Efficiency in Schools (EEIS) program reported on in this paper. Research on this program aligns with one of the "key "overarching" sustainability issues", set out in the "Learning for Sustainability: NSW Environmental Education Plan 2002-2005": "Sustaining energy use, cutting greenhouse gases". The EEIS program was sponsored by Queensland EPA, Ergon Energy and Education Queensland. Participants learnt about innovation, leadership, coal mining, greenhouse issues, the "greenhouse challenge", conducting energy audits, alternative energy and promoting energy efficient practices in school and the community. Three EEIS models in Queensland that supported change in energy usage behaviours of participants (school students, parents and staff) is examined. In each of the models, interviews were conducted and questionnaires were completed with participants. In Model 1 it was found that, overall; the EEIS program did develop positive energy efficient behaviours in those who participated. In relation to whole school effects, mixed results were obtained. In Model 1 a rural school "initially" reduced energy consumption by fifty percent and in Model 2 significant changes in energy efficient behaviours in the school communities occurred. In Model 3 one school followed through an action plan and similar positive effects were observed. The development of an action plan that is implemented in the school, the selection of suitable participants, and post-program visits to schools by relevant staff were among the factors that contributed to the overall success. Each model was found to have achieved their aims to varying degrees but had outcomes that are likely to have both lifetime and possibly intergenerational effects. (Contains 1 table.) (As Provided).
Anmerkungen	Australian Association for Environmental Education, Inc. P.O. Box 560, Bellingen, NSW 2454, Australia. Tel: +61-2-6655-1865; Fax: +61-2-6655-1596; e-mail: admin@aaee.org.au; Web site: http://www.aaee.org.au/publications/ajee.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10