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monitoring of the process itself was relevant to feed a data base that can allow critical
assessments and draw conclusions for future school buildings rehabilitation programs and
facilities management policies. User behaviour and strategies, regarding the interaction with
the schools facilities, was the main scope of a research project, while the resources use
environmental impact was the main concern. The present paper shares the main results of a
multiple case study, comprising eight secondary schools, regarding the resources use
monitoring (energy and water) and the observational field work concerning users attitudes
and behaviour.
Methodology
Nowadays monitoring use and resources metering is potentially producing a significant body
of quantitative data. One of the challenges, not yet consistently addressed, is the development
of research methodologies that allow drawing meaningful and operative conclusions from
such data. Scientific studies [7] [8] point out that simply presenting resources use information
and Key Performance Indicators (KPIs) is not enough to trigger improvement actions.
A multiple case study approach allowed a crossed analysis of the schools energy and water
performance assessment (KPIs) with user behavior through a post-occupancy observational
study. This lead to the identification of potential Key performance Strategies (KPSs) to
promote the schools environmental sustainability through user behavior.
Case study presentation
Table 1 presents the Portuguese public secondary schools main building typologies and
construction period. The selected cases represent the three main public secondary schools
building typoplogies. Seven of the selected schools (S1 to S7) are schools rehabilitated under
the SPM. The eight school (SB) has not been refurbished and was added as a blank case. The
eight schools are presented in Figure 1. The SPM program included new integrated
mechanical ventilation and acclimatization systems to comply with the legal standards for air
renovation rates and comfort conditions regarding indoor spaces. The total built area
increased for all the rehabilitated schools, as new functional areas, such as auditoriums and
libraries were added.
Table 1.Secondary schools buildings typologies and construction period.
Building typology
(A) Historical
lyceum
(B)
Technical (C) Pavilion model
schools model
Schematic plan
Construction period
1934-1969
1970-1990s
Figure 1. The eight schools comprised in the multiple case study and respective typology.
Thewes et al [1] refer average European schools electricity consumption values from 10 to 30
kWh/m2/year, which are below the present cases both before and after the refurbishment
(35kWh/m2/year and 51kWh/m2/year). The same authors refer 100 kWh/m2/year as a
reference for heating consumption in the schools. Such value is quiet above the gas
consumption in the present case study after the refurbishment (16kWh/m2/year) and even
above the total energy consumption (67kWh/m2/year). Although the Portuguese school cases
present lower total energy use, the increase in the consumption trend (+218% between 2008
and 2012) confirms the need to monitor this particular building typology, as defended in other
contexts [1][2].
The schools introducing gas for space heating registered an average increase of 719% and
were responsible for 76% of the total gas consumption, considering the seven refurbished
schools (Figure 3). These schools also show a higher variation between 2011 and 2012,
revealing the attempt to adapt to the newly introduced heating system.
Regarding water use patterns, after the refurbishment the consumption decreased, in average,
by 10% (Table 2). The water supply system renovation had a significant impact in the demand
reduction. When considering both the raise in students number per year between 2008 and
2012 in the schools - 137%, in average - and in built area - 141% - a raise in water demand
should be expected. But contrary, the total annual consumption decreased in three
modernized schools (S1, S2, S5). The relatively similar total water use in the blank case (SB),
where there are no sport facilities and showers, when comparing to the refurbished schools
indicate that the factor water supply system was a major factor impacting water demand
before the refurbishment. The comparative water consumption performance between the
refurbished schools and the blank case emphasizes this conclusion (Figure 7). The water
systems refurbishment also homogeneized consumption, as the variation among the cases
reduced from 4,74x in 2008 to 2,01x in 2012. In two schools (S3, S5), between 2011 and
2012, the schools administrations introduced policies for water systems supervision and active
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management (taps flux in the bathrooms and showers were adjusted) leading to an additional
reduction of about 33% in these schools annual water consumption (Figure 4). Other studies
on water use in school buildings had reached similar conclusions, relating the water systems
renovation with significant demand reductions [5] [9].
800000
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S2
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S5
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Figure 4. Annual water use in the secondary schools between 2008 and 2012
Because there is not a consistent benchmark data disclosure and communication regarding
the resources use in the Portuguese schools, users can not make grounded assessments
regarding their behaviour and the schools performance.
Regarding the tools available for systems management, in some cases computerized BMS
(Building Management Systems) were installed to manage the HVAC systems (S1, S2, S5,
S6), in one other case to manage both HVAC and lighting systems (S4), while others schools
maintained a manual operation of both HVAC and lighting systems (S3, S7). This means
different levels of management perception and feed-back, from a holistic and broader
knowledge of the entire facilities status to blind management.
Although the rehabilitated schools have now similar installed equipments, users have
different tools to control their comforts conditions and manage energy use.
250
100
S6
90
S1
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S5
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SB
S2
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2
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S3
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S1
S7
S2
S6
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S5
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SB
S4
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SB
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ii.
From environmental awareness to proficiency
The valuing of environmental issues together with the above mentioned users proficiency
regarding the systems and resources management emerged as an apparently necessary
combination for going from environmental awareness to action.
iii.
Systems usability and adaptability
The school users have different tools to manage energy and control their comfort conditions.
Having a BMS does not necessarily mean more efficiency and comfort. The combination of
the former strategies (i+ii) seem to be a prior necessary condition for an efficient and more
sustainable use of the BMS. The case study analysis presents evidence that a proficient use of
a BMS integrating HVAC and lighting management can have a positive impact in the schools
energy performance.
iv.
Acknowledging different users profiles, different needs and comfort standards:
customizing
One school with computerized BSM is feeding the system with more detailed and customized
input data, based on user feed-back (S4). This allows the setting of customized comfort
standards considering different users, performing different tasks, in different spaces, with
different schedules. In the present case, the quality of the BMS input data and standards
customization seems to be impacting positively the school energy performance and users
satisfaction.
References
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energy consumption of school buildings in Luxembourg, Energy and Buildings, vol. 68, pp.
460470, doi: 10.1016/j.enbuild.2013.10.002
[2] J. Dobson and K. Carter (2010) An Attitudinal and Behavioural Study of Scottish Pupils
in Regards to Energy Consumption in Schools in CIB World Building Congress, pp. 127137.
[3] M. Santamouris, G. Mihalakakou, P. Patargias, N. Gaitani, and K. Sfakianaki (2007)
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