On Furthering the Equipping of Environmentally-conscious School Facilities
Investigative Research Report Concerning Environmentally-conscious
Measures Within School Facilities

February 2008

National Institute for Educational Policy Research - JAPANThe Research Center for Educational Policies
Investigative Research Concerning
Environmentally-conscious Measures Within School Facilities
1Introduction

In recent years, many problems which face the Earth and the environment in relation to gloabal warming
are being discussed and delt with as a international problem. In particular, global warming is the source ofmuch worrying and speculation being the precursor to extreme changes in weather, bringing fourthdesertification which in turn causes shortages in food, having a serious effect on our ecosystem. As ainternational step towards dealing with global warming, on December 1997, the “Third Conference of theParties Framework Convention on Climate Change” held in Kyoto brought fourth the “Kyoto Protocol”
which was published in February, 2005. Included in this protocol are detailed standards and goals towards
the reduction of greenhouse gas emissions among industrially developed countries with Japan being in theforefront.
Through this protocol, from 2008 to 2012 our country will promise to reduce the amount of greenhousegas emissions by 6% compared to the levels of emission in 1990. From now on it will be of much
importance to progress with the implementation of stronger measures in order to reduce emissions on acontinuous long-term basis.
Conerning the roles which school facilities can take, the Ministry of Education announced theimplementing of the“pilot-model undertaking which deals will furthering the equipping ofenvironmentally-conscious school facilities (eco schools)”from 1997 onwards. Also, in the year 2000 based
upon“Investigative Research Concerning Environmentally-conscious School Facilities”, the reduction ofenvironmental burden on behalf of school facilities and the furthering of environmental education for ourchildren has been proposed.
Also on“The Ideal Equipping of School Facilities Such as Furthering Earthquake Proofing for the
Future”put together by the Ministry of Education in 2005, it is proposed that in order to effectively
progress with earthquake proofing and bettering the quality of aging facitlities within a limited budget it isnecessary to make a transition from equipping through rebuilding to equipping through modification andimprovement.
By integrating measures to better and improve facilities with environmentally-conscious measures, whileheightened awareness for the necessity of environmentally-conscious school facilities takes a foothold in
the background, the importance of this undertaking can be recognized.
With this being the background, on October 2005 our research center established the “Investigative
Research Concerning Environmentally-conscious Measures Within School Facilities-JAPAN.”In order tocontribute to the measures related to the equipping of school facilities from now on, a research report was
carried out concerning environmentally-conscious measures including living habitat improvement among
schools which already exist.
On this report, subjects and current situations of living habitat and environmentally-conscious measures
within school faciltlies were analyzed. In recognition of the effect the usage of lighting, heating and water
has on resource and energy conservation as well as environmental education and by proposing
environmentally-conscious measures as well as improvements in existing schools, positive expectations
can be held for this research in becoming a helpful resource for school facility staff etc. who plan on
equipping facilities for the future.

2

On Furthering the Equipping ofEnvironmentally-conscious School Facilities- Investigative Research Report Concerning
Environmentally-conscious Measures Within School Facilities-

First off
Chapter 1
１

Table of contents

Outline of Investigative Research

Organization・Circumstances Until Present ・・・・・・・・・ 2

１－１ Undertaking by the Government ･････････････････････････････････････････ ３
１－２ Undertaking Within School Facilities････････････････････････････････････ ３
政府における取組（１）Pilot Model Undertaking in Connection with the Furtherance of Equipping
Environmentally-conscious School Facilities (eco school)（２) Conerning the Equipping of Environmentally-conscious School Facilities(eco school)（３) Current Situation and Furthering of Environmentally-conscious School Facilities (eco school)(４) Energy Conserving Measures Within School Facilities～What Can We Do for Our Environment? ～２

Investigative Research Goals・Contents ・・・・・・・・・・5
Background・Goals ･･･････････････････････････････････････････････････ ５Contents of Research

２－１
２－２

Chapter 2 Explanation of Questionnaire Survey
１

Questionnaire Survey Goals・Methods

・・・・・・・・・・

１－１
１－２

Goals of Quesstionaire Survey ･･････････････････････････････････････････････････････････
Methods of Questionnaire Survey ････････････････････････････････････････････････････････

２（
Analyzationof Questionnaire Survey ・・・・・・・・・・・・

8
８
８

（

8

２－１ Results of Questionnaire Survey（outline）････････････････････････････････････ ９（１）Environmentally-conscious School Building Improvement ････････････････････････････ ９（２）Indoor Environment of Classrooms ･････････････････････････････････････････････････ １７１）牧舎改修における環境配慮（３）Situationof Energy Conservation Within School Facilities･････････････････････ ２４
２－２ Summary of Survey Results Concerning Environmentally-conscious Measures Within
School Facilities ･･･････････････････････････････････････････････････････ ２６
２－３ Basics for Understanding Environmentally-conscious Measures ･･･････････････････････２９

Chapter 3 Examination of Environmentally-conscious
１

Organization・Circumstances Until Present ・・・・・・・34

１－１ Goals of Environmentally-conscious Measures ‥･･････････････････････ ３４（１）Basics for Understanding Environmentally-conscious Measures ･･････････ ３４（２）Purpose of the Menu of Environmentally-conscious Measures of Reform･･･３５
１－２ Subjects as well as structure of Menu of Environmentally-conscious
Measures of Reform‥･･････････････････････‥････････････････････３６（１）Subjects of Menu of Environmentally-conscious Measures of Reform・・・
３６（２）Structure of Menu of Environmentally-conscious Measures of Reform・・・
３８
１一３ Establishment of Conditions Linked to Cost・Trial Calculation of Effectiveness･･････････････････････････････････････‥･････････３９（１）Initial Cost‥･･････････････････････‥･･････････････････････ ３９（２）Running Cost・Effect‥･･････････････････････‥･････････････････････４０
１－４ Basic Legal Subjects In Need of Attention When Improving Existing School
Facilities････････････････････････････････････････････････････４１

２

Menu of Environmentally-conscious Measures of Reform・・ 42

２－１ Making With Care
（１）Betterment of Thermal Insulation Performance････････････････････････････４３（２）Sunlight Shielding・Reflection Prevention ･････････････････････････････４９（３）Appropriate Room Temperature ･････････････ ････････････････････････５３（４）Even Distribution of Indoor Lighting ･･･････････････････ ･･････････････５６（５）Improving Blackboard View ･････････････････････････････････････････６０（６）Securing a Sound Environment Ideal for Studying ･･････････････････････ ６３
２－２ Using Wisely and Persistently（７）Utilizing Natural Exhaustion ･････････････････････････････････････････６６（８）Utilizing Natural Light ･････････････････････････････････････････････７０（９）Utilizing as a Energy Source ･･･････････････････････････････････････ ７２(10) Efficient Use of Energy ･････････････････････････････････････････････ ７７（11）Proper Dual Management ･･････････････････････････････････････････ ８３
２－３ Contributing to Learning（12）Points of Improvement Conerning Problems Facing the Environment Which can be
Studied ････････････････････････････････････････････････････････ ８８
２ Menu of Environmentally-conscious Measures of Reform ・・・・・・・４２Reference Material（reference１）Investigative Research Concerning Environmentally-conscious Measures
Within School Facilities-JAPAN（Research Association Regulations） ・・
９２（reference２）Main Literary References
・・・・・・・・・・・・・・・９４

Chapter One:
Outline of Investigative Research1１Organization・Circumstances Until Present

１－１ Undertaking by the Government
・For the international undertaking of environmentally-conscious measures, through the Third Conferenceof the Parties Framework Convention on Climate Change (COP3), in 1997 the “Kyoto Protocol” wasadopted. Through this, our country(Japan) will establish a headquarter for the furtherance ofenvironmentally-conscious measures, and in 1998 “Fundamentals in Global Warming Prevention” has been
decided upon.
・Also, from this point on in our country(Japan), even though there have been measures taken in dealing
with problems which our environment faces such as the enactment of the “Main Evironmental
Law,”furthermore following the adoption of the “Kyoto Protocol”through the enactment of laws concerning
global warming prevention (Global Warming Preventions Act), construction of the basic framework infurthering measures to prevent global warming has been carried out.
・Later, in correlation with the publishing of the “Kyoto Protocol”in 2005, with the establishing of the“Kyoto Protocol Target Achievement Plan” being within the contents, the “Global Warming Preventions
Act”was amended. As of the “Kyoto Protocol Target Achievement Plan,”most certain acheivement of the
6% reduction promise and from the focal point of longterm, persistent reduction of greenhouse gases on a
global-scale, measures and counter-measures of bringing to reality as society capable of both upkeep anddevelopment will be implemented.
１－１

Undertaking by the Government
International Movements

1990

1992

・Plan of Action to Prevent Global Warming
brought fourth by a conference held among cabinet ministers
concerning the preservation of the environment
・Conference of the Parties Framework on
Climate Change adopted

1993
1994
1997

Nationwide Movements

・enactment of Main Environmental Law
・Conference of the Parties Framework on
Climate Change published
Kyoto Protocol adopted

1998

・cabinet decision on Main Environmental Plan・headquarters established for Global Warming Prevention

1999

・fundamentals in Global Warming Prevention decided byheadquarters established for global warming prevention
・enactment of Global Warming Preventions Act・cabinet decision on Basic Policies in Global Warming Prevention

2000

・cabinet decision on Second Basic Environment Plan

2002

・Fundamentals in Global Warming Prevention (new fundamentals)
decided by Global Warming Prevention Headquarters
・amendment of one section of Global Warming Preventions Act
・Global Warming Preventions Act amended
・cabinet decision on Kyoto Protocol Target Achievement Plan・cabinet decision on Second Basic Environmental Plan・cabinet decision on Third Basic Environment Plan

2005
2006
2007

・Kyoto Protocol

published・invitation to a beautiful planet “invitation to “Cool Earth 50””
A proposition from the Prime Minister to the world・cabinet decision on 21st Century Environmental National Strategy２１－２ Undertaking Within School Facilities
・In order to carry out and to further progress with environmental education in concerns to global warming
prevention and school education in general, the Ministry of Education is promoting the equipping ofenvironmentally-conscious school facilities（eco school）.
（１）Pilot Model Undertaking in Connection with the Furtherance of Equipping Environmentally-conscious School
Facilities (eco school).
一 Ministry of Education・Ministry of Agriculture・Ministry of Economy・Ministry of Environment
・With public schools being the subject, with prefectures towns and cities becoming the basis for thisundertaking, this is a model undertaking where solar energy and the use of solar heat etc. will be implemented
towards the equipping of new sources of energy. The use of wood based material, architectural modifications withincreased vegetation and the recycling of water will also be promoted during the equipping for this undertaking.
・At the time when authorization is received, for the establishment of this undertaking the Ministry of Education will
provide grants for the equipping of facilities, the Ministry of Agriculture will provide wood based materials from theregion for interior refurbishment while assistance towards global warming prevention will be provided by the Ministryof the Environment.
・The implementation of this undertaking started as of 1997 and by 2007(and five months) 688 schools have beenregistered in taking part in this undertaking.
Framework of Eco School Pilot Model Undertaking
Ministry of Education-Equipping of Eco School-Equipping Fee of Public School
Facilities-ratio of liabilities to assistance-new architectural modifications
1/2-architectural re-modifications 1/3-significantly large reconstruction
1/3

Ministry of Economy
Eco School Equipping-Implementing New Energy-Use of the Enactment for theUndertaking of Regional and Energy
Conserving Vision-New Energy Related Budget andUndertaking
ofNew
EnergyTechnology Field Test (ratio of
assistance 1/2 or less)-undertaking in furthering of theimplementation of new regionalenergy (ratio of assistance 1/2 or less)(prefecture, city and towns)
Enactment of Basic Plan

Equipping of Buildings(facility related)
認

Global Warming Prevention-Global Warming Prevention-Allocation of the Budget for Global
Warming Prevention-eco improvement undertaking forthe prevention of global warming(assistance ratio 1/2)
-undertaking of implementing fueland batteries for schools (assistanceratio 1/2)

Upkeep and Mangement(use related)
Implementation Toward
Environmental Education(education related)

Ministry of Agriculture-Implementation of Material from theRegion-Implementation of the Budget for
Reviving the Foresting and Logging
Industries-equipping of school related facilities
within the equipping of public woodbased facilities (rate if issue 1/2)

-New Energy Utilizing Type

-Solar Powered Type – By installing a solar cell on the roof or top floor, the energy generated can be used.
-Solar Heated Type – By installing a solar heat absorbing boards on rooftops etc. the collected heat can be used for heating, water supply
system and heating of pools.
-Other Energy Utilizing Types
Wind Powered – By installing a fan on rooftops etc. generated electricity can be used.
Underground Heat – By installing a ventilation tube underground indoor air can be circulated while heating can be exchanged.
Fuel Cell – By extracting hydrogen from LP gas etc. and creating a chemical reaction with the oxygen in the atmosphere, theelectricity generated as water forms can be used.
-Energy Conserving and Resource Conserving Type
Thermal Type – The utilization of double glass and double sash.
Shade Type – Installation of covers, louvers and balconies etc.
Energy Conserving Equipping – Implementation of energy conserving lighting and equipping of fanning instruments.
Rain Water Type – By collecting rainwater from the building roof in a storage apparatus, it can then be dispersed as cleaning wateror for school yard maintenance after cleansing.
Recycling of Sewage – From sewage coming about from facilities, this water can be cleansed and later used for the washing andcleaning of bathrooms.
-Co-existence with Nature Type
Building Vegetation – The vegetation of building walls and rooftops.
Exterior Vegetation – Laying grass on the school yard and installing biotopes.
-Wood Using TypeThe use of regional materials and the use of wooded materials for interior refurbishing.
-Resource Recycling TypeUse of recycled building materials – The use building materials made from re-used waste.
Installations to manage raw waste – By recycling discarded food by turning it into decomposed material and converting into waterand then dispersing, garbage can be reduced.
-Other Methods
Use of natural light-By using top lights, high side lights and light shelves natural light can be guided for persistent use.
Natural ventilation – By using natural breezes, natural ventilation can be furthered.

graph１－１

Outline of Eco School Pilot Model Undertaking
３（２） On Equipping Environmentally-conscious School Facilities（eco school）（March 1996）- Ministry of Education “Conference of Supporters for the Research
Investigation Concerning Environmentally-conscious School Facitlies”－
・From the research investigation conducted by the Ministry of Education, ideal standards of how aenvironmentally-conscious school facility should be was examined and a report was put together.
・On equipping of eco schools, listed at the bottom are three points where attention is necessary.
（graph１－２）

1. Facility wise...making with care
-Should be a healthy and comfortable learning andliving atmosphere.
-Should be in harmony with the surrounding
environment.
-Planning and building in order to reduce theburden on the environment.

Facilit
Making with care
Using wisely
and persistently

Management wise

Contributing
to learning

2. Management wise...using wisely andpersistently-Being aware of flexibility and endurance.
-Effective use of natural energy.
-Using efficiently and without waste.

Education wise

3. Education wise...contributing to learning-implementing into environmental educationgraph１－２

Necessary Points in Equipping Eco Schools(3) The Current Situation and the Furthering of the Equipping of Environmentally-conscious School
Facilities (eco school) From Now On (March 2001)-Ministry of Education “Conference of Supporters for the Research Investigation
Concerning Environmentally-conscious School Facilities”-From the research investigation carried out by the Ministry of Education in 2000, stemming from theresults of the “pilot-model undertaking which deals will furthering the equipping ofenvironmentally-conscious school facilities (eco schools)”being carried out since 1997, a report was put
together on how the equipping of eco schools should be promoted toward the future.
-By surveying and investigating the engagement situation of environmental preservation aimed outsideof the nation as well as the importance and necessity of equipping eco schools and schools which havealready been equipped as eco schools, equipping examples have been found and gathered.
(4) Energy Conserving Measures Within School Facilities～What Can We Do For Our Environment～(March 2002, March 2007)-Ministry of Education “Conference of Supporters for the Research Investigation
Concerning Environmentally-conscious School Facilities”-Concerning significant sources of energy which are being used on a regular basis within school
facilities, points of engagement in order to regulate and decrease wasteful usage have been found andgathered.
4

２

Investigatve Research Goals・Contents１

2-1 Background・Goals-With the international engagement in global warming prevention in the background, also within school
facilities the usage of facilities and equipment, lighting, heating and water usage in pertinence to engaging
in resource and energy conservation will be from now on of much importance.
-Also in schools, not only the reduction of environmental burdens but the effect of emotional nurturing
intertwined with the understanding of the need to care for the Earth in respect for the future is looked
forward to. The importance of both sides taken into consideration as the equipping of schools facilities isfurthered is a topic of great significance.
-Within this, it is hoped that in understanding the present situation and subjects pertaining toenvironmentally conscious measures in your school facilities, more effective ways of engagement will bepromoted persistently and affirmatively.
-In considerance of the investigative research report etc. until now, the Ministry of Education will propose
the establishment of facilities built with the intention of co-existing with nature and supporting the
reduction of environmental burden within school facilities at the same time furthering the model typeequipping of environmentally-conscious school facilities.
-In this research report, taking into mind the engagements etc. of the Ministry of Education up until now,with stronger awareness towards the furtherance of environmentally-conscious measures within school
facilities being the goal while analyzing and organizing the subjects and present situation, with the
improvement of living habitats within existing schools being included, investigative research will be
conducted for the proposal of environmentally-conscious measures.

2-2 Contents of Investigative Research<<Contents>>
1) In order to assess the current situation and subjects surrounding environmentally-conscious measures
within school facilities, on 2005, a questionnaire survey was carried out among public schools with theteachers as well as establishers of the schools being the subjects.
2) In reference to the questionnaire survey, analyzing of the present situation and subjects concerning
environmentally-conscious measures within school facilities were carried out.
3) Environmentally-conscious measures including living habitat improvement among existing school
facilities were examined and investigated.
4) With the investigative research report etc. proposed by the Ministry of Education until now being in
the foothold, based upon the results after analyzing the above 1) and 2), a proposal concerning theorganizing of environmentally-conscious measures within schools facilities was proposed.
《Position》
At the National Institute for Educational Policy Research -JAPAN, experts on architectural environment
and environmental education along with designers whom have carriers in designing experience and school
faculty and management established the “Investigative Research Concerning Environmentally-conscious
Measures Within School Facilities-JAPAN”(on October 5th, 2005 the director for the National Institute for
Educational Research took office) and carried out the research investigation.
《Schedule》
October 2005
October 2005～January 2006
February 2006～March 2006
April 2008～April 2007

Investigative Research Society EstablishedContents of Questionnaire Survey Examined
Carrying Out Questionnaire Survey
Analyzing of Questionnaire Survey, Examination ofEnvironmentally-conscious Measures５

６

Chapter 2: Analyzing of
Questionnaire Survey

７

１

Questionnaire Survey Goals・Methods

1-1 Goals of Questionnaire Survey-In order to understand the current situation of environmentally-conscious measures within school
facilities and the subject of classroom environment, a questionnaire survey was carried out concerning thecontents of significant improvements as well as classroom environment with school teachers in publicschools as well as establishers of the schools being the subjects.
-Based on the analyzing of the results of the survey and other issues in connection, shedding light on basic
thoughts and expectations of environmentally-conscious measures including the level of classroom
environment in existing schools is the goal.
1-2 Methods of Questionnaire Survey<Methods of Survey>-Through contacting the management and head management of the Board of Education within eachprefecture nationwide, a request for cooperation (January 31st, 2006 where respondents were notified duringwork) with the questionnaire survey in regards to the“Research Investigation Concerning
Environmentally-conscious Measures Within School Facilities-JAPAN”was sent out, where thequestionnaire survey was carried out through the internet.
-As the subjects of this survey, with the survey being a questionnaire survey with consideration towards thegeographic situation and characteristics of each prefecture, the participation and judgement of the memberson the Board(s) of Education was requested.
<Period Survey was Carried Out> February 2006～March 2006
<Questionnaire Survey Contents and Subjects>
Type of Survey

Contents of Survey-the situation ofenvironmentally-conscious
counter measures etc. andliving habitat improvements
carried out within schoolbuildings in recent years-responses to contents ofimprovement were based on
design charts etc.

Subject of Survey-subjects were schools thatcarried out large-scale schoolbuilding improvements within
the last five years-by jurisdiction, school facility
managers and superintendents
on the Board of Education were
the respondents

Number of Responses
elementary school: 377 schools
lower secondary school: 170
schoolshigh school: 78 schools
total: 625 schools(2) classroom indoor
environment-the present condition andsubject etc. of classroom
indoor environment within
existing classrooms-1～3 teachers from eachschool who hold class on aregular basis were therespondents

elementary school: 1227
teachers, 731 schools (3.2%)
lower secondary school: 650
teachers, 401 schools (3.9%)high school: 261 teachers, 152
schools (3.7%)
total: 2138 teachers, 1284
schools(3) situation of undertaking
energy conservation
within schools facilities-situation of undertaking
energy conservation within
school facilities-subjects were schools withstandard number of gradelevels (elementary school about
12-18 classes, lower secondary
school about 6-12 classes)-school managers (principal or
deputy head teacher(vice-principal))were therespondents

elementary school: 696 schools(3.0%)
lower secondary school: 386
schools (3.8%)high school: 134 schools (3.3%)
total: 1216 schools(1) environmentally-consc
ious improvements
within school buildings※response number: within ( ) is the ratio in comparison to the number of public schools nationwide (2005 School Basic Survey)

８２

Analyzing of Questionnaire Survey

Results of Questionnaire Survey (outline)(1) Environmental-consciousness Within Building Improvement※subject being that of schools whichhave undergone major school building improvements within the last five years《Situation of Survey Subject》
Period of Establishment, 【Q１：n=625, school facility managers and superintendents etc. on the Board of Education were
the respondents】
Period of Improvement-Improvements are carriedout between 25 to 35 years
after establishment. (subjects
were schools which carriedout large-scale
improvements within the last
five years)

year school building construction ended

year improvements were finishednumber of incidents-Period of establishment
for the school buildings
were from 1956 to 2005,
period of improvements
were from 1985 to 2008.

In the case where finishing of the construction of school buildings weresplit into multiple periods, the final year was collected for the total[year]Classroom 【Q1:n=625、school facility managers and superintendents etc. on the Board of Education were the respondents】
number-On the number of normalclassrooms, 35.1% of schools
had 1-10 and 44.9% of schools
had 11-20.
-22.9% of schools had unusedclassrooms.

31-40 rooms
1.3%
21-30
rooms
18.6%

41-50 rooms
0.2%

1-10 rooms
35.1%

1-10 rooms
22.1%

11-20
rooms
44.9%

【Normal classrooms】
Undertaking ofearthquake-proof
improvements

11-20 rooms
0.8%

None
77.1%

【Unused Classrooms】【Q2:elementary schools n=377、lower secondary schoolsn =170、high schools n=78,
school facility managers and superintendents etc. on the Board of Education were the respondents】-During school building improvements, about 80% of schools had carried out earthquake-proof improvements.
(subjects were schools which carried out large-scale improvements within the last five years)
Not carried out ※24.4%

Not carried out※16.2%Nor carriedout ※22.4%
J

Carried out

Carried out

Carried out【高等学校】

Elementary school
Lower secondary school※

High school

Before significant school building improvements, schools which already had secured earthquake proofing are included.
９

《Contents of Improvement》【Q3：elementary school n=377、secondary middle school n=17o、high school n=78, school
Form of Normal Classrooms
facility managers and superintendents etc. on the Board of Education were the respondents】
Before and After Improvement
ロ閉鎖型・オーブン型ロ混在型
Open form, Closed form, Mixed type

-Before and after improvement
construction, there is barely any change
to the form of the classrooms.
-In general there are many closed form1
classrooms.
-After improvements in elementary andlower secondary schools were made,although only by a small amount schools
having open form2 classrooms are
growing.

Beforeimprovement

After
improvement

OS

20%

１０

ロ閉鎖型・オープン型ロ混在型

ロ閉鎖型・オープン型ロ混在型

Open form, Closed form, Mixed typeOpen form, Closed form, Mixed type

Beforeimprovement

Beforeimprovement

After
improvement

0%

60S
80°
【Elementary
school】

6S

20%

40%
60%
【中学校】

80°

After
improvement

100S

20°

40%
6011
【高等学校】

80%

100%【High school】【Lower secondary school】

Contents of Interior Improvements 【Q4:n=625、school facility managers and superintendents etc. on the Board of Education
Within Normal Classrooms
were the respondents】-On improvements in the ceiling and floors, about 60% of old finishing materials were removed, being resurfaced withfinishing materials.
-On improvements on the walls, “repainting”and “after removing old finishing material, resurfaced with new finishingmaterial”were about around 40%.

No improvements
made 24.8%
Repainting
done 17.8%

After removing old
finishing material,
resurfaced with newfinishingmaterial
57.4%【Ceiling】

No
improvements
made 21.6%

After removing old
finishing material,
resurfaced with newfinishing material
55.4%

Repainting done
23.0%

【Floor】

No
improvements
made 21.0%

Afterremoving
oldfinishingmaterial,
resurfaced with newfinishing material 39.0%

Repainting done 40.0%【Wall】

1 Closed form: In accordance to grade level, the form of the classroom is of a single classroom.
2 Open form: The classroom is interlinked with open spaces and hallways. Through adjustment of
movable dividers it is possible to adjust classroom space. There are cases where lockers and bulletinboards are installed between the classroom and the hallways but there are also classrooms without any
dividers. In this study among classrooms, all the classrooms within the school have to be of open form inorder to be classified as a open form classroom.
10

Interior Finishing in Normal Classrooms (situation
after improvement)-60.5% of the ceiling are comprised of
gypsum boarding. Perforated gypsum
boarding and Rockwool sound absorbing
boards are about 10% being rather
minimal.
-On floor finishing, wood based flooringmaterials (flooring boards and blocks)wereabout 70% being relatively great.
-On floor under-layering, about 80& weredirectly resurfaced (no under-layering).
Cushioning and soundproof under-layering
material are minimal.

Flooring board
Flooring block
Mosaic Paketto
Green Deck
Complex flooring
Vinyl flooring tile
Linoleum type
tile
Rubber type tile
Carpet tileothers【Q5:n=625、school facility managers and superintendents etc. on the
Board of Education were the respondents】

Gypsum board
Fiber strengthened cement board
Silicic acid calcium board
Perforated Gypsum board
Perforated silicic acid calcium board
Perforated cement board
Sound absorbing soft fiber board
Rockwool sound absorbing board
Refurbished synthetic fiber
Perforated refurbished board
others【Ceiling】

Direct resurfacing (nounder-layer)
Plastic bubble
under-layer
Cushioning materialSound proof・Sound
intercepting
under-layer
OA Floor (double
flooring)
others【Floor under-layer】【Floor finishing】

Situation of Improvements in Normal Classroom
Hallways and Wall Material of Surrounding Rooms-On improvements on wallmaterial on the side of thehallway, “no improvements” and“without the removal of dividing
walls, improvement on finishingonly” both were about 30%. The
removal of dividing walls was
25.7%.
-There was a tendency forsignificant large-scale
improvements to not to be made.

【Q6:n=625、school facility managers and superintendents etc. on the
Board of Education were the respondents】※besides “none” multiple responses were possible

No improvement (no improvements on wallmaterial on the side of hallway)
Removal of diving wall (no installation of
portable divider)
Removal of dividing wall (exchanged to portabledivider)

Removal of dividing wall, door was installed
In finishing the wall, sound absorbing material wasused as under-layering material
others【Improvements on wall material on the side of the hallway】

On improvements on the wallmaterial between the next room“no improvements” and “without
the removal of dividing walls,
improvement on finishingonly”was 40-50%.

No improvement (no improvements on wallmaterial on the side of hallway)
No removal dividing wall (only finishing materials
improved)
Removal of diving wall (no installation of portabledivider)
Removal of dividing wall (exchanged to portabledivider)
Removal of dividing wall, door was installed
In finishing the wall, sound absorbing material wasused as under-layering material
others【Improvements on the wall material between the next room】

11

Type of Glass After Improvement 【Q12:n=2n school facility managers and superintendents etc. on the Board of Education
were the respondents】※schools which carried out glass improvements-In concern for safety, 59.2% of schools use
safety glass which is a large amount.
-Double glass which can be utilized to improve aheated environment is not used as much.

Plasticized glass,polycarbonate
board 0.5%
Others8.5%

Normal glass
24.6%

Strength
ened
glass
59.2%

Double glass
4.7%
Combined glass 0.0%
Line inserted glass
2.4%

Insulation Construction During School 【Q16:n-625、school facility managers and superintendents etc. on the Board of Education
Building Improvement
were the respondents】
Carried out in allclassrooms
12.3%
2111ffff11-In general, schools which carried out insulation
construction was 5-15%, being minimal.
-As a response, being unnecessary was about 30%, it canbe deducted that the recognition concerning insulation
performance is low.

Carried in one
sectionof
2111ffff11
classrooms 1.1%
Did not carryout 26.2%

None 24.5%
Unnecessary
35.8%【Ceiling of highest floor, rooftop】

Carried out inall classrooms
Carried in one
5.4%
section ofclassrooms
3.0%

Carried out in allclassrooms 5.3%

None
27.5%

Carried in one
section ofclassrooms 1.8%
Did not carryout 30.8%

Unnecessary 34.9%

None
27.4%
Unnecessary 34.9%【Exterior wall】【Floor of lowest floor】

Contents of Improvement ofLighting Installations Within

Did not carryout 29.3%

Carried out in allclassrooms 3.0%
Carried in one sectionof classrooms 2.1%
None
28.6%

Did not carryout 31.2%
Unne
cessa

【Openings, enterance (windows・doors)】【QI7:n=625、school facility managers and superintendents etc. on the Board of Education
were the respondents】-About 50% of schools carry out the installation of energy conserving type instruments.
-The switching on and off of electricity・adjusting light and the installation of switches on-hand are
effective when it comes to detailed and precise lighting, but the number of schools which carry this out areminimal.

Carried out
in allclassrooms
12.8%【Installation of on handswitch which 【照明allowslighting to be turnedonand also adjustedごforeach light instrument】

Carried out
in onesection ofclassrooms
Did not carry 4.8%
out 82.4%

Did not
carry
out
49.4%

Carried out in allclassrooms 37.6%

Carried out in one
section ofclassrooms 13.0%
Installation of energy
conserving typelighting instrument

Carried out in allclassrooms 1.8%

Carried out in one
section ofclassrooms 4.8%

Did not carry out
1.8%【Installation of lighting device
which uses sensors etc. to turnlight on and adjust illumination】

12

Newly Established Installations
During Improvement【Q19:n=625、school facility managers and superintendents etc. on the Board of Education
were the respondents】※besides “none” multiple responses were possible-During Improvement, about
67% of local authorities
anwered “not installed.”-About 1% of local authorities
answered “rain water using
installation”, about 9% of local
authorities answered “toilet
water-saving device”and about
1% of local authorities
answered “solar energy device”,
either way the situation of thenumber of replies being
minimal.

7Not installed
Elevator
Heated toilet seat
Heated water washing
toilet seat
Rain water using
installation
Sewage recycling
deviceToilet water saving
deviceSolar energy device
Wind power device
Well water using heatpump
Solar cell
Regional heating supply
systemCompostothersEquipping Situation of the Environment
Surrounding the School Building After
Building Improvements-Only 4.0% of schools haveestablished tree-planting to shieldsunlight.
-Only 5.6% of schools haveestablished a biotope.

【Q2o:n=625、school facility managers and superintendents etc. on the Board of
Education were the respondents】
Already installed prior to
improvement 4.0%

Already installedprior to改修前から設置
improvement 4.5%451i
改修時に設答Installedafter
improvement 1.1%

Installed after
improvement
0.0%
Unnecessary to
install 52.0%

Unnecessary to
install 41.6%

Not installed
44.0%

Not installed
52.8%【Installation of biotope】【Tree planting to shield sunlight】

Categories Carried Out in【Q21 :II=625、【Q21:II=625、教育委巨会学校族設主管課等が|目|答】
schoolfacility managers and superintendents etc. on the Board of Education were the
校舎改修時に教室配置で実施した項目
Classroom
Placement During
School Building Improvement respondents】-In general, about 40% of schools did not reassignclassroom use during school building improvement.
-25.0% of schools carried out the changing of classroom
location as a measure to develop study activity.
-Only 2.6% of schools carried out the securing of measuresfor ventilation and to counter noise etc. It can be deductedthat the effectiveness of such measures is not recognized.

Carried out 2.6%

Unnecessary 64.8%

Did not carryout 32.6%

Planned assignment of classrooms in
considerance to the source of outside noise

Unnecessary
41.1%

Did not carry out
40.5%

In order to secure the effectiveness of heating,cooling and ventilation classrooms were moved
or assigned in accordance to the position of
facing or being near a stairwell or a toilet

13

Did not
carry out
33.9%

【Changing of classroom location as a measure
to develop study activity

Carried out
2.6%

Unnecessary
56.9%

Carried out
25.0%

Carried out
2.6%
Unnecessary
57.1%

Did not carry out
40.3%

In order to secure the effectivenessof heating, cooling and ventilation
classrooms were moved or assignedin accordance to being near thecorner of the building.

Categories Carried Out in Environmental 【Q22:n=625、school facility managers and superintendents etc. on the Board of
Education were the respondents 】
Improvements in Open Spaces
実施したCarriedout 1.1%-In general schools which carried out environmental
improvements in open spaces were very minimal, being
between 1-6%. It can be deducted that the effectiveness of thismeasure is not recognized.

2.9°u

Carried out
45.4%

Did not carry out
53%

Establishment of heating and cooling installations
in exterior exits and entrances
Carried out 5.0%

Unnecessar
y 46.6%

Did not carry out
48.5%【 Establishment of heating and coolinginstallations in open spaces】

Carried out
2.9%

Carried out 6.1%
Unnecessary
41.9%

Did not carryout 52.0%【Plans to assign and distribute outlets forventilation】

Unnecessar
y 47.4%

Did
carry
49.8%

not
out

【Establishment of chimneys and outlets to
extract heat during the summer in areas
where ventilation passes through】《Establishment Situation of Heating and Cooling Installations》
Cooling Installations 【Q22:n=625、 school facility managers and superintendents etc. on the Board of Education were therespondents 】 ※besides“none”multiple responses were possible
in Normal Classroomses-In schools that underwent improvement, 85.0% did not have cooling installations established.
-Looking at schools which had established, 7.8% was “fans・ceiling fans”and 6.4% was “air conditioner”,
either being a few.

No cooling installation
Air conditioner (both cooling and heating)Cooling specific (cooler)
Fans・Ceiling fans
other

14

Cooling Installations 【Q7:n=625、school facility managers and superintendents etc. on the Board of Education were thein Normal Classrooms respondents】※besides “none” multiple responses were possible-In schools that underwent
improvement, 24.8% did nothave heating installations
established.
-Looking at schools which
had established, 33.3% was“FF type clean heater”and
17.4% was “portable stove.”

No heating
FF type heater (clean heater)
Fan heater
Built in stove (with chimney)
Portable stove (no chimney)
Air conditioner (cooling andheating)
Floor heating
Convector (heat dispensing)Floor heating
Convector (heat dispensing)

Panel heater
other

Heating Installations in【Q7:n=625、school facility managers and superintendents etc. on the Board of Education
Normal Classrooms by Region
were the Respondents】※besides “none” multiple responses were possible-In Hokkaido and the Tohoku region, all improved schools have heating installations established.
-In the Shikoku and Kyushu regions, schools which did not have heating installations established was
66.7% and 81.0% respectively, being many.

□FF type heater (clean heater)□No heating installation
ロ Built in stove (with chimney) ロ Portable stove (no chimney)
ロ Convector (heat dispensing)□Floor heating□otherHokkaido
Tohoku Region
Kanto Region
Chubu Region
Kinki Region
Chugoku Region
Shikoku Region
Kyushu Region

15

ロ Fan heater
ロ Air conditioner (cooling andheating)■Panel heater

Problematic Issues in Classroom
Environment in Normal Classrooms
Before Improvement-56.2% of local authorities
answered “no problem.”-Looking at local authorities
whom answered “there is aproblem”, 22.7% was“classroom is dark”, 18.6%
was “during summer season
classroom is hot”, 14.4% was“during winter season
classroom is cold”and 6.6%
was “there is significant
temperature difference inside
the classroom.”

Noise from next door andhallway is distracting
Noise from upper level isdistracting【Q10:n=625、school facility managers and superintendents etc. on the Board of Education
were the respondents］※besides “none” multiple reasons were possible

No problem
During summer classroom is hot
During winter classroom is cold
There is a significant temperature
difference inside the classroom
Classroom is darkBlackboard is bright
Bright due to sunlight hitting eyes
Noise from outside classroom is
distracting
Noise from next door and hallway is
distracting
Noise from upper level is distracting
OthersProblematic Issues in Classroom Environment in 【Q10vs region: n=625、school facility managers and superintendents etc. on
Normal Classrooms Before Improvement by
the Board of Education were the respondents】※besides “none” multiple
Regionresponses were possible.

-In the Kanto, Chugoku, Shikoku regions,”during summer classroom is hot” exceeded 20%, being
relatively great.
-In Hokkaido, 40.9% was “during winter classroom is cold” and 18.2% was “there is a significant
temperature difference inside the classroom”, being greater compared to other regions.
-Also within the Chugoku region, 25.9% was “during winter season classroom is cold”, being relatively
great.
-In the Tohoku region, 29.1% was “classroom is dark”, being fairly greater compared to other regions.

No problem
There is a significant temperature
difference within the classroom

During summer classroom is hot
Classroom is dark

Hokkaido Refion
Tohoku Region
Kanto Region
Chubu Region
Kinki Region
Chugoku Region
Shikoku Region
Kyushu Region

16

During winter classroom
is cold

（２）Classroom《Heating Environment》
Level of Satisfaction of Heating
Environment【Q30 : II=2,138 teachers who hold class on a regular basis were the respondents】-On the classroom during the summer
66.6% of teachers responded “notsatisfied”and “somewhat not satisfied”,
being greater than the 40.8% during thewinter.

Satisfied
2.8%

Somewhatsatisfied 7.9%

Somewhat satisfied 14.7%
Satisfied 4.3%

Not satisfied
29.5%

Normal 22.8%

Normal40.1%

Somewhat notsatisfiedNotsatisfied
11.5%

Somewhat
not satisfied
29.3%【Summer】【Winter】

Classroom【Q2 レ n=2,138、teachers who hold class on a regular basis were the respondents】
Temperature-During summer, around 29% of teachers
replied “very hot”, if added to “hot”and“somewhat not hot”, it equals to about 90%.
-The classroom during winter, about 9% ofteachers replied “very cold”, if added to“cold”and “somewhat cold” it equals toabout 70%.

Somewhatcold 0.4%

Fine the way
it is 10.0%

Cold 0.1%
Very cold
0.0%

Very hot
28.8%

Somewhathot 20.9%

Very hot
0.1%

Fine the way
it is 30.7%

Very cold
8.9%

Hot
39.8%

Hot 0.7%
Somewhathot 2.2%

Somewhat cold
32.1%

【冬季】

【夏季】

-During the summer on classrooms located on the highest floor, there was a small difference between that ofclassrooms located on other floors, with responses leaning toward the notice of heat.
Very hotSomewhat
cold

Hot
Cold

Somewhat hot
Very cold

Fine the way it is

Not on highest floor

On highest floor

summerClassroom Humidity【Q2 レ n=2,138、teachers who hold class on a regular basis were the respondents】-In the classroom during the summer, 62.4% ofteachers responded “better if lower then now”,
37.0% of teachers responded “fine the way it
is.”-In the classroom during the winter, 59.0% ofteachers responded “fine the way it is”, and39.4% of teachers responded “better if higher
then now.”

Better if
higher then
now 0.6%
Better if lower
then now
62.4%

Better if lower
then now 1.6%
Fine the way it
is 37.0%【Summer】

17

Fine the way
it is 59.4%

Better if
higher then
now 39.4%【Winter】

Classroom Temperature 【Q24vs region:n=2,138、teachers who hold class on a regular basis were the respondents】
by Region-In classrooms during the summer, in regions excluding Hokkaido and Tohoku, if “very hot” and “hot”
are totaled responses exceed 60%.
Very hot ロ Hot ロ Somewhat hot ロ Fine the way it is ロ Somewhat cold ロ Cold●Very cold

Hokkaido Region
Tohoku Region
Kanto Region
Chubu Region
Kinki Region
Chugoku Region
Shikoku Region
Kyushu Region

Summer-In classrooms during the winter, in the Kinki, Shikoku and Kyushu regions if “very cold” and “cold” aretotaled responses exceed 40%, although in the Kanto, Chubu and Shikoku regions there is about a 30%
response, in the Hokkaido and Tohoku regions there is less than 20% being minimal.
Very hot ロ Hot ロ Somewhat hot ロ Fine the way it is ロ Somewhat cold ロ Cold●Very cold

Hokkaido
Tohoku Region
Kanto Region
Chubu Region
Kinki Region
Chugoku Region
Shikoku Region
Kyushu Region

Winter18

Sunlight in the【Q27:n=2,138、teachers
who hold class on a regular basis were the respondents】
Classroom-In classrooms during the summer, about
31% of teachers replied “better if weaker
Better if weakerthen now”.
then now 31.1%-In classrooms during the winter, about
10% of teachers replied “better is stronger
then now”.

Better if stronger
then now 1.1%

Better if
weakerthen now

Fine theway it is
67.8%

Better if
strongerthen now

Fine the way it
is 79.3%【Summer】

WinterTemperature Gaps in the who hold class on a regular basis were the respondents】【Q28〕I=2,138、teachers
Classroom-If “very often”, “often” and “sometimes”
are totaled, in summer about 39.0% ofteachers and in winter about 64.0% ofteachers responded to the occurrence of atemperature gap.

None
4.3%

None
全<ない Veryoften 3.8%
非常によくある
6.5%6.5%_3.8%

Often 12.6%
Sometimes
22.7%

Not
often
54.4%

Not often
31.7%

非常によくあ
る

Often
24.8%
Sometimes
30.4%

【冬季】
WinterSummerClassroom Air
Current (ventilation)

Very often 8.8%
全くない【Q26:n=2,138、teachers who hold class on a regular basis were the respondents】-On ventilation during the summer, about 51%
of teachers responded “better if more thennow” and about 47% of teachers responded“fine the way it is.”-On ventilation during the winter, about 82%
of teachers responded “fine the way it is”.

Better if less then
now 1.8%

Fine the way
it is 47.2%

Better if morethen now 51.0%【Summer】

Better if less then
now 10.9%

Better if morethen now 7.3%

Fine the way it
is 81.8%【Winter】

Windows open during 【Ｑ12:n=138 teachers who hold class on a regular basis were the respondents】※multiple responses werepossibleclass in the winterClassroom windows facing outside
Classroom windows facing hallway
Windows facing outside of hallway
Basically, windows are not opened
during class19

《The Connection Between a Heating Environment and Heating Installations》
Classroom (normal classroom, specialclassroom) Heating Installations by
Region-On the establishment of“heating installations”, theKyushu region had only a
few at 19.8%, also within
the Kinki・Shikoku regions
56.3% and 42.6%
respectfully, was low incomparison to otherregions.

【Q9vs region:n=2､138、teachers who hold class on a regular basis】

Hokkaido
Tohoku Region
Kanto Region
Chubu Region
Kinki Region
Chugoku Region
Shikoku Region
Kyushu Region

Classroom Temperature (winter) and Heating
Installations in Normal Classrooms【Q24vsQ10:n=1451、teachers who hold class on a regular basis were the respondents】※schools which established heating installations in normal・special classrooms-In classrooms which did not have established heating installations, “very cold”, “cold”and “somewhat
cold” totaled to 87.1% being large.
-Even in classrooms where portable stoves, built-in stoves and fan heaters were present, when “verycold”, “cold”and “somewhat cold” were totaled, the figure exceeded 60%.
・Very hot ロ Hot ロ Somewhat hot ロ Fine the way it is ロ Somewhat cold ロ Cold●Very cold

No heating installations
FF type heater (clean heater)
Fan heater
Built in stove (with chimney)
Portable stove (no chimney)
Air conditioner (cooling andheating)
Floor heating
Convector (heatdispensing)
Panel heater
other

20

《Lighting Environment》
Opening or Entrance of Dividing Wall 【Ｑ６:n=2､138、teachers who hold class on a regular basis were the respondents】
Between Classroom and Hallway-Classroom where the dividing wall turns into awindow from waist level up is 49.1%.
-On the other hand, classrooms which have alight intake window on the higher part of thedividing wall is 34.7%.

Either one part ofthe dividing wall,or the entire wall
is a outlet 7.9%

On the higher part ofthe dividing wall
there is a light intake
window 34.7%

Dividing wallfrom thewaste level up
turns into awindow
49.1%

Situation of the Use ofLighting【Q7:n=2､138、teachers who hold class on a regular basis were the respondents】※besides “pretty much always lit” multiple answers were possible-At the time of classroomuse, about 67% of teachers
responded “pretty muchalways lit”, about 26% ofteachers responded “litduring sunset, rain andwhen cloudy”and about
16% responded “lit whencurtains are closed during
noon on a sunny day”.
Equal Distribution of Lighting
Within Classrooms

ほぼいつも点灯

Pretty much always lit

タ方や雨天･曇天のとき 1=点灯|

Lit during sunset, rain andwhen cloudy

晴天の昼間でも､カーテンを閉めているときには点灯|

Lit when curtains are closed
during noon on a sunny day

晴天の昼間でも､手元に影ができるときに点灯|

Even during noon on a sunny day, light whenshadows appear near you
Other その他

【Q20:tl=2､138、teachers who hold class on a regular basis were the respondents】
Not equal-If “not equal” and “if you have to chose, then notequal”are totaled, about 28% of teachers responded
in regards to the brightness being unequal.

不均一
4.15%
4 n

Equal 15.0%
Somewhatequal 36.5%

Desktop Lighting

Exit and entrance
are all walls (nooutlet) 5.8%

Other
2.5%

If you had to chose,then not equal 24.0%
Cannot decide
20.3%【Q2t:n=2,138、teachers who hold class on a regular basis were the respondents】-If “not equal” and “if you have tochose, then not equal”are totaled,
about 28% of teachers responded inregards to the brightness being
unequal.

Ifどちらかとyou had tochose,
then dark
いえば暗い
3.1%
Dark
0.4%

どちらと
も

Cannot tell
12.2%
Bright39.8%

If you had tochose, thenbright 44.5%【Next to window】

21

暗いBright 9.4%

4.3% 4.3%
Dark

If youhad tochose,
thenbrightIf you had
to chose,then dark
32.7%
Cannot tell
28.7%

【hallway】

Areas Within the Classroom Considered 【Q22 : n=2j38、teachers who hold class on a regular basis were the respondents】
as Bright※besides “none” multiple answers were possible-Within the classroom, about
48% of teachers responded to“floor and desktops where
sunlight is hitting”, and about
28% of teachers responded to“next to window”as being bright.
-Within the class, about 12% ofteachers responded to the“blackboard” as being bright.

None
Next to window
Floor and desktops
where sunlight is hitting
Blackboard
Lit lighting instruments
other《Sound Environment》

Sounds that Attract Attention【Q5:n=399、 teachers who hold class on a regular basis were the respondents】※teachers who responded to the presence of noise ※multiple answers were possible-On noise from the classroom next door,“voices from children・teachers”was 39%
and “voices from teachers”was 12%
which were the most among the responses.
-On noise from hallway・ upper level,“voices of people” was 29%, “noise fromfurniture dragging”was 20% and“footsteps”was 19% which were the mostamong the responses.
-On noise within the classroom, “voicesfrom children and teachers” was 35%
being the most among the response.
-On noise from outside, “noise from theroad”was 29% and “noise from aircraft”
was 17% being significant among the
responses.
-Compared to closed form classrooms,
there were more responses to the presenceof noise when the classroom next door
was of open form.

Noise
from
classroom
nextdoor
Noisefromhallway・
Upper
level
Noise
from
withinclassroom

Voices from children・
Teachers
Voices from teachers
Voices of people
Noise of furnituredragging
Footsteps
Voices fromchildren・teachers
Noise from the road

Noise
from
outsideNoise from aircraft【Sounds that attract attention during class(sounds with over 10% recognition)】□Mixed-type ロ Open formＩClosed form□General

Voices fromchildren・teachers

Voices fromteachers【Sounds that attract attention during class:”noise from classroom nextdoor”byclassroom type】

22

《Air Environment》
The Presence of Dirt, Smel 【Q31: n=2,13S、teachers who hold class on a regular basis were the respondents]l and Dust in the Air-In general, when “none present” and “not present as much” are totaled it comes to between 60-70%, being large.
-Compared to a heated environment it can be deducted as less noticeable.
Very present 2.5%

Nonepresent

Frequently
present 9.3%

Not present asmuch 48.6%

Frequently
present

Very
present

Sometimes
present 26.6%【Dirt in the air】

None
presenVery present 3.7%

Sometimes
present

Not present
as muchNot present asmuch 47.8%

Sometimes
present 26.9%【ほこりっぽ【Dust】【におい】【Smell】【空気の汚れ】Frequently
present 9.3%

None present《General)
Factors of Care and Importance inCreating a Ideal Classroom Environment【Q34 : tl=2､138、teachers who hold class on a regular basis】-Responses were great in the order of “nonoise”, “indoor temperature is a comfortabletemperature”, “easy view of blackboard”,“lighting is at a proper level” and “air isclean”.

No gaps in
室温にムラのない
room
temperature
こと
0.7% 0.714
Humidity
is at a
湿度が適度である
proper level 1.3%

Air is clean
5.8%

No
unpleasant
いやなにおいがな
smell
3.6%
いこと
J.6%

Other
0.6%
No noise
29.0%

こと
|.3

Indoortemperature is a
comfortablett
No
unevenness
in lighting
2.7%

23

Easy view ofblackboard 16.0
Light is at a properlevel 12.5%【Important Factors】

（３）Situation of the Undertaking of Energy Conservation in School Facilities
System of Undertaking, Awareness of 【Q5:n=1､216、school managers (principals or deputy head teachers(vice-principals))etc. were the repondents】
Energy Conservation and Such

-On putting fourth energy conservation,
when “yes”and “sometimes” are totaled,
about 93% of school managers responded
to mutually cooperating and engaging as awhole school towards energy conservation
by clarifying roles one can take.
-On supporting the engagement for energy
conservation, when “yes” and“sometimes” are totaled, 93% of school
managers responded to assisting (helping)children in engaging in energy
conservation in ways they can take part in.
-Concerning electrical items, when“yes”and “sometimes”are totaled, about
71% of school managers responded tochoosing highly energy-efficient electricalequipment.

Water Supply(conserving water)

No 7.6%

Sometimes
38.7%

Yes
53.8%

【Furthering of energy conservation engagement as a school】

No
7.2%
Yes
52.6%

Sometimes
40.1%

Yes
30.3%

No
28.6%
Sometimes
41.0%【Supporting children in engaging in energy conservation】【Choosing of highly energy-efficient electrical equipment】【Q8〕I=1,216、school managers (principals or deputy head teachers(vice-principals)) etc. were therespondents】-With “yes” and“sometimes”added, about 90% ofschools exercise cautiousness
towards the excessive use of waterand not leaving the water running.
-Among the schools which
participated in this questionnaire
survey, about 50% responded to“attending to water conservationby using a water conserving
piece”. It can be deducted that theeffectiveness of this method is notwidely recognized.

So
me
ti

No
0.7%

No 49.8%
Yes
92.7
%

【Instances of water usage such as hand washing, using
caution towards not using too much water or keeping
the water running】

24

Yes
40.3%

Sometime
s 9.9%【Upholding water conservation through the useof a water saving piece or bubble infused water】

Related to Lighting (instruments・ 【Q6:n=1,216、school managers (principals or deputy head teachers(vice-principals)) etc.
were the respondents】
lamps・methods of use)

-In schools which exchange lamps
according to a schedule, “yes”and“sometimes”total to about 15%, being
minimal.
-In schools which periodically clean
instruments, “yes”and“sometimes”total to about 80%, being
great.

Yes
はい
4.0%
4.0S
Sometimes
10.6%

Yes
25.4%

No 21.7%

No 85.4%
Sometimes
52.9%【Periodic cleaning of
instruments【Exchange lamps according to schedule
】

Yes２％

--Concerning gym usage, when“yes”and “sometimes”are totaled,
about 52% of school managers
responded to modifying time slots byconsecutive usage.

No 57.1%

Sometime
40.3%s【Modifying of time slots by consecutive gym usage】【時間割等のエ夫による体育館の連続使用】

Sometimes
7.8%

No
0.7%

- Many schools carry out detailed andpersistent lighting.

No
18.0%
Yes
91.4%

Yes 50.5%
Sometimes 31.5%

Lights in bathrooms and hallways are turned off when

Som
etim

Somet
imes
2.4%

No
2.9%

No
6.7%
Yes
75.4%

Somet
imes
22.2%

【Turning lights off during

Yes
74.9%

No
0.2%

Yes 97.4%【Light is turned off in unused classrooms【Lighting is turned on and off inaccordance to situation of lightentering from outside】【Lighting usage is minimized tobare minimum】

25

2 – 2 Summary of Results for Research Concerning
Environmentally-conscious Measures Within School Facilities-JAPAN（１）Environmentally-conscious Measures Within School Building Improvement ※Subjects were schoolbuildings which have undergone large-scale improvements within the last 5 years.
《Situation of the Subject of Investigation》-25 to 30 years after school building was built improvements were carried out. Schools with unusedclassrooms is about 20%, after school building improvement about 80% carried about earthquake proofing.
(school buildings which have undergone large-scale improvements within the last five years.
《Contents of Improvement》-The most prevalent among classroom forms was closed form classrooms, after improvement schools
which converted classrooms to open form were minimal. Concerning improvements made to walls,“resurfaced after finishing material was removed”and “repainting” both were respectively about 40%.
-Resurfacing of ceilings and floors were relatively common. Gypsum boards were placed in the ceiling,
there was a tendency for floor finishing to be directly applied, sound absorbing and intercepting capabilities
can be seen as relatively low.
-School which carried out insulation construction was relatively low, the use of double glass was low which
can be a effective insulator.
-Energy conserving lighting instruments were installed in about half the schools, but activating・adjusting
devices and on-hand switches considered effective in persistent and detailed lighting were installed in onlya small number of schools.
-During improvement, schools which will newly install solar energy devices and rain water using
installations etc. are minimal. Also, tree-planting and the installation of biotopes in order to intercept
lighting are minimal.
-For increased effectiveness of heating, cooling and for securing ventilation, schools which reassignclassroom functions and reform open spaces are very minimal.
《Establishment Situation of Heating and Cooling Installations》-In schools which underwent improvement, school which established cooling installations were minimal.
-In Hokkaido and the Tohoku region, school which underwent improvement did have heating installations
established, but in the Shikoku and Kyushu regions many schools did not have any established.
《Problematic Issues Within Classrooms Prior to Improvement》-Local authorities who responded to problems being present, “classroom is dark”, “during summer
classroom is hot”, “during winter classroom is cold”and “differences in temperature within classroom”wererelatively significant.
-In the Kanto, Chugoku and Shikoku regions “during summer classroom is hot”exceeded 20%.
-In Hokkaido, “during winter classroom is cold”, “differences in temperature within classroom”were greatercompared to other regions, and also in the Chugoku region “during winter classroom is cold” was relatively
significant.

26

（２）Indoor Classroom Environment《Heating Environment》-Responses were great on the classroom being hot during the summer and cold during the winter. On
satisfaction concerning heating environment, during the summer responses expressing dissatisfaction
were great.
-During summer, in regions excluding Hokkaido and Tohoku, “very hot” and “hot”exceed 60%.
-During winter, in the Kinki, Shikoku and Kyushu regions “very cold”and “cold”exceed 40%, in
Hokkaido and the Tohoku region there was less than 20%, being minimal.
-On humidity, compared to the 60% response during the summer of“better if lower then now”, during
the winter there was a 60% response to “fine the way it is”.
-On sunlight, during summer and winter “fine the way it is”was the greatest among responses, during
the summer “better if weaker then now”attributed to about 30%.
-Concerning temperature gaps, there was a tendency of a temperature gap being present more during thewinter than in the summer.
-On ventilation, compared to about 50% responding “better if more than now”, during the winter about
80% responded “fine the way it is”. During winter classrooms which did not have a window open
during class was great.
《Connection Between Heating Environment and Heating Installations》-In the Kinki, Shikoku and Kyushu regions, heating installations in classrooms (normal・specialclassroom etc.) were minimal.
-Among classrooms normal classrooms which did not have heating installed, about 90% responded as
being “cold” during the winter. In classrooms where a portable stove, built-in stove or a fan heater was
installed more than 60% responded to “cold”.
《Light Environment》-On the dividing wall nearest to the hallway inside the classroom, about 50% responded to “above waist
level turns into a window”. Also, “intake window on the higher part of the dividing wall”was 30%.
-On electrical lighting about 70% responded “pretty much always lit”being great. “Lit when curtains areclosed during noon on a sunny day” was about 20%.
-On brightness within the classroom, about 30% responded “not equal”or “if you had to chose, then notequal”. On desktop brightness there was a tendency for brightness near the window and darkness
associated with the side closer to the hallways.
-On “floor and desktops where sunlight is hitting”there was a tendency for the respondent to recognize
brightness.
《Sound Environment》-Within the classroom “voices from children・teacher”, from the class nextdoor “voices from children・teacher”, from the hallway and upper levels “voices of people”, “sound of furniture dragging” and“footsteps”had the tendency to be noticed as distracting.
-There were more responses noticing noise coming from the classroom nextdoor in open form
classrooms then in closed form classrooms.
《Air Environment》-There was a tendency for dirt, smell and dust within the air to be less noticed then factors within aheated environment.

27

（３）Situation of the Undertaking of Energy Conservation in School Facilities-Undertaking of energy conservation is relatively great, being carried out in many schools.
-On water, many schools projected the tendency to exercise awareness in conserving water such as
when washing hands. Among schools which took part in this questionnaire survey, about half ofschools use water saving devices or bubble infused water.
-Many schools have the tendency to carry out the usage of lighting persistently and carry out theperiodic cleaning of lighting instruments.
-School which carry out consecutive usage of the gym and exchange lamps based on a schedule areminimal.

28

２－３ Basics for Understanding Environmentally Conscious Measures
Based on the results from the questionnaire survey, there are not many examples in furthering the levelof environment ideal for learning such as the heating environment within classrooms, light environmentand sound environment and such. It is necessary to plan and execute measures. As of improvement andbetterment of existing school facilities, it has now come to light that environmentally-conscious measuresduring improvement within the whole school building is seldom carried out, which is a problem.
With this being the case, through combining currently promoted improvement and betterment
undertakings within school facilities already in existence, with the undertaking of improvements which
simultaneously promote the awareness for environmentally-conscious school facilities, this combination
can be looked forward too.
If carried out in combination with improvement and betterment, as basics to understanding
environmentally conscious measures the following factors can be taken into consideration.

1. Concerning Environmentally-conscious Measures Within School Building Improvement
As a whole, there is very little difference of the original state of the classroom before or after
improvement. When preparing the Menu of Improvements in order for a transition to happen from theoriginal state, it can be thought that there is a high possibility that improvements will be expected within
the classroom environment on the points of lighting and ventilation.
At the time of improvement, environmentally-conscious measures considered to be effective are thelisted below.
(1) On interior improvements within normal classrooms, although mainly attention is exercised in
exchanging materials which go hand in hand with dirt etc., it is necessary to take into consideration
improvements on sound absorption and interception in order to secure a sound environment ideal forlearning, which can be apart of the general improvement.
(2) On the contents of improvements on openings (entrances and exits) within normal classrooms, due tosafety concerns transition to strengthened glass and renewing of aluminum sash due to deterioration
was the majority. It can be thought as necessary to carry out improvements which can better theheating environment within the classroom such as the use of double glass, heat reflecting・absorbing
glass, surfacing with heat ray reflecting film, installation of louvers, installation of coverings andwindow side vegetation all of which contribute to the interception of sunlight.
(3) It can be thought that the recognition towards the necessity for insulation among school facilities islow. In order to better the heating environment within the classroom during the winter, the passive
solar way of thought where sunlight is utilized should be implemented. It can be thought thataffirmative use of sunlight among openings (entrance・exit), large scale improvements on insulating
performance and the betterment of insulating performance in accordance with building structure
should be planned.
(4) On lighting installations in normal classrooms, although energy conserving type instruments accountfor about half of the instruments present within classrooms, effective energy use should be taken into
consideration and the faster transition towards energy conserving lighting instruments should befurthered.
(5) Although “installation of lighting device which uses sensors etc. to turn light on and adjust
illumination” and “installation of on hand switch which allows lighting to be turned on and also
adjusted for each lighting instrument” were hardly carried out, these are necessary mechanisms infurthering the efficient use of energy through carrying out persistent and detailed lighting. Factors
which stand in the way of establishment should be brought to light, and after planning measures todeal with these factors should be taken into improvement instruction from here on fourth.
(6) Although there were hardly any examples where new installations were established during
improvement, as proof to show environmentally-conscious measures among school facilities
mechanisms and installations which utilize natural energy such as solar energy, solar heating watersupply panels, devices which collect solar heat within the atmosphere, wind power and rain water
utilizing installations should be established.
(7) Also concerning “biotope establishment,” which can contribute to the preservation of our eco system,
this can be considered by broad means as a establishment in undertaking environmentally-conscious
measures, therefore furtherance in this is looked forward to with expectation.

29

(8)Although after improvement hardly any new establishments were made around the environment
which surrounds the school building, it can be deducted that tree planting in order to intercept
sunlight is a very useful factor when it comes to the improvement of the indoor heating environmentof classrooms located within the lower part of the school building during summer. It is necessary toprogress forward with this. ct heat during the summer in areas where ventilation passes through” and“plans to assign and distribute outlets for ventilation” were extremely minimal. There is worry for thelack of proper recognition of the effects these measures can have. It can be deducted that it isnecessary to establish a menu of environmental improvement in regards to open spaces.
(9) The number of schools which carried out improvements within open spaces such as “establishmentof chimneys and outlets to extract heat during the summer in areas where ventilation passes through”
and “plans to assign and distribute outlets for ventilation” were extremely minimal. There is worry
for the lack of proper recognition of the effects these measures can have. It can be deducted that it isnecessary to establish a menu of environmental improvement in regards to open spaces.
(10) Although rates of establishment of heating and cooling installations in normal classrooms which
underwent improvement was not high, in order to secure a heating environment on a comfortablelevel within classrooms, in accordance with environmental circumstances unique within each school
it is necessary to examine the level of necessity for the establishment of heating and coolinginstallations.
2.

Concerning Measures for Improving Classroom Indoor Environment(1) Concerning classroom temperature during the summer, the fact that the proportion of respondents
who felt “very hot”, “hot”, “somewhat hot” and “hot and humid” exceeded more than half, it can be
deducted that is it necessary to improve the indoor temperature environment of classrooms during thesummer.
(2) The necessity to carry out measures such as the regulating of sunlight entering from glass
windows in order to lower room temperature within the classroom, the extraction of heat through meansof ventilation, rooftop vegetation in order to reduce heat emitted from radiation from the ceiling inclassrooms on the highest floor and the use of fanning instruments which shape the formation of air
circulation within the classroom should all be taken into thought.
(3) Also, even though in a circumstance where the establishing of cooling installations within normalclassrooms is possible, on top of taking measures to reduce the burden placed upon the coolinginstallation such as interception of sunlight, rooftop vegetation, reducing the amount of sunlightstreaming through structural openings and the division of areas in need of cooling, an highly energy
efficient device or mechanism should be installed.
(4) In concerns to sunshine within the classroom, from the responses of “better if weaker then now”
during the summer and “better if stronger then now” during the winter, when making reforms in order tointercept sunlight it is also necessary to exercise consideration towards sunshine within the classroom.
(5) On temperature gaps within the classroom, from responses projecting that there is a problem withgaps in temperature during the summer and winter, it is necessary make reforms in order to minimize
gaps in temperature by mixing the air within classrooms through the utilization of circulators.
(6) Concerning ventilation within the classroom during summer, there were responses such as “better
if more than now”, by considering the indications relating to the level of heat within classrooms during
the summer, the necessity for consideration towards ventilation can be deducted. More apparently,
amongst schools that carried out earthquake proofing the surface area of openings (entrances・exits) werereduced, therefore minimizing ventilation. It is a necessary for measures to be taken to deal with thisoccurrence.
(7) In normal classrooms where heating installations were not established including regions locatedrelatively towards the south such as the Kinki, Shikoku and Kyushu regions, and from the noticeable
tendency to feel cold, it is necessary for the establishment of heating installations with the exclusion ofparticularly warm areas within the regions.
(8) During classroom use, electrical lighting is used fairly most of the time, but it is necessary toconsider taking steps to utilize daylight as a source of lighting.
(9) On classrooms brightness “if you had to chose, then not pleasant”, on the even distribution oflighting “if you had to chose, then not equal”, on the brightness of lighting of desktops closest to thehallway “if you had to chose, then dark” were the most among the responses. The need to reform
classroom lighting for equal distribution of light is necessary.

30
30

(10) But, due to the fact that many teachers feel it is bright “next to the window” and “floor and desktops
where sunlight is hitting”, when utilizing sunlight as a means of lighting it can be thought of as necessary
to exercise precaution in regards to the utilization of direct sunlight.
(11) Also, from the indication that the blackboard is bright, it can be thought of as necessary to makereforms for better viewing of the blackboard.
(12) Concerning the problems within the surrounding sound environment in regards to classrooms,
there are indications in regards to “the effect noise has on children and teachers” and “the effect noise
emitted from own classroom has on surrounding classrooms”. On the other hand, on the attachment
methods and selection of finishing materials for the ceiling and on the attachment methods and selection offlooring and under-layering materials, there have been no improvements carried out within this field inorder to secure a sound environment ideal for learning. It can be deducted as necessary to further
improvements within the categories of sound intercepting and absorbing performance.
(13) On indications from the teachers concerning indoor air environment, although being less incomparison to heating environment, sound environment and lighting environment, even though this might
be a factor one might not pay particular attention to, it is possible for a poor air environment to haveunwanted effects on ones’ health. In accordance with the amendment of the Building Standards Law it isnecessary to support the mandatory establishment of mechanical venting installations.

3. Concerning Measures to Improve Energy Conserving Undertaking within School Facilities(1) Although relatively a significant number of schools carry out energy conserving undertakings, fromthe tendency of only a few schools carrying out the use of water saving pieces and bubble infused water,consecutive use of the gym and exchanging of lamps based on a schedule, it is necessary for the mutual
collaboration in regards to information sharing concerning ideal ways of financially managing school
facilities.

31

32

Chapter 3: Examination ofEnviromentally-conscious
Measures33

１

Environmentally-conscious Measures Goals・Contents

1 - 1 Goals of Environmentally-conscious Measures(1) Basics for Understanding Environmentally-conscious Measures-In chapter 2 based on the results from the questionnaire survey, basics for understanding environmentally-conscious
measures including living habitat improvement within existing schools facilities were taken into examination.
-On this basic way of thought, the following is a organized according to subject.
(1) Indoor Environment(heating environment)-Concerning indoor classroom temperature within the classroom, a high proportion of respondents responded “veryhot” and “hot”, while in the summer more than half responded “cold” and “somewhat cold”.
In order to secure a comfortable heating environment within the classroom, in order to prevent the loss of heatand to prevent heat from entering, the insulation of the building (rooftop, walls, glass etc.) and sunlight interception(covers, louvers, tree-planting) and the modification of these measures in accordance to characters unique for eachregion should be taken into consideration.
Also, the proportion of schools nationwide where cooling installations were established were low, although theproportion of heating installations was higher than that of cooling, there are schools which lack heating installations
according to region.
Although from now on it is necessary to make an examination concerning the establishment of heating andcooling installations as “measures for heat” during the summer and “measures for cold” during the winter, even if theestablishment of cooling installations are possible, it is necessary to install a mechanism with a high rate ofefficiency. This installation should be made in coordination with measures to intercept sunlight, therefore reducing
the burden placed upon cooling.
-Concerning the equality of temperature within the classroom, responses in notice of a problem were significantly
present during the winter. Also, on ventilation during the summer the proportion of the response “better if more thenow” exceeded half of all the responses.
In order to secure a comfortable heated environment within the classroom, indoor air should be mixed resulting in
the modification and equalizing of partial differences in temperature. As for measures in the summer, themodification and securing of ventilation is a necessity.
Importantly, when carrying out earthquake proofing, if the surface area of openings such as the window etc. are
reduced, the reduction of the amount of ventilation needs to be taken into notice.
-On sunshine within the classroom, the response of “better if less than now” during the summer and the response of“better if stronger than now” during the winter are indications that consideration towards sunshine needs to be taken
when undertaking in the interception of light.
(Lighting Environment)-On the light environment within the classroom, the current situation is that during classroom use electric lighting isswitched on during most of the time. Also, within classrooms which have a window facing southward, in the casewhere a proper light intercepting device is absent, there are indications of differences in the level of illumination
occurring between the hallway and window side and a brightness associated with the blackboard.
In order to secure a ideal lighting environment, modifications such as the interception of direct sunlight in order
to equalize the level of illumination by using daylight and use of light shelves where daylight is guided into the room
are necessary.
(Sound environment)-On the sound environment of classrooms, on noise coming from outside characteristics of the surrounding
environment seemed to be the main cause (roads, aircraft etc.). On noise during class, there was a tendency to take
into mind “the effect noise emitted from own classroom has on surrounding environment”. On noise which can be
distracting, 1 - 1 Goals of Environmentally-conscious Measures（１） Basics for Understanding Environmentally-conscious Measures-In chapter 2 based on the results from the questionnaire survey, basics for understanding environmentally-conscious
measures including living habitat improvement within existing schools facilities were taken into examination.
-On this basic way of thought, the following is a organized according to subject.
voices from children・teachers, noise from furniture dragging and footsteps had the tendency to represent a relatively
high proportion among other sounds. Also, in the case of open form classrooms there was a higher tendency to notice
voices from children・teachers from the class next door.

34

In order to secure an ideal sound environment within the classroom, it is necessary to make improvements while
being conscious towards the betterment of sound intercepting and sound absorbing performance which would
possess the capabilities in dealing with the many forms of learning which go on within the classroom. In detail, thesecuring of sound intercepting performance within the classroom such as the installing of dividers capable of soundinterception (open space dividers with sound intercepting performance), the proper use of sound absorbing material
and the selection of floor finishing material in awareness towards the dragging sound of desks and chairs are allnecessary measures.
(Air Environment)-On the air environment within the classroom, there is a tendency for problems within this field to be less noticed
than in comparison to the heating environment. Also, although the level of importance concerning measures inbettering the indoor air environment is low compared to that of the heating environment, sound environment andlighting environment, the mandatory establishment of mechanical fanning installations in accordance with theamendment of the Building Standards Law should be supported.
(2) Efficient Use of Energy・Financial Management-In selecting the installment of highly energy efficient instruments, along with the exchanging of lighting
instruments to that of energy conserving types, the installation of lighting devices which uses sensors etc. to turnlight on and adjust illumination where the presence of this sort of device is very low and also concerning the
installation of on hand switches which allow lighting to be turned on and also adjusted for each lighting instrument
need to be taken in as a part of improvement construction from now on.
-On energy conserving undertakings, although fairly most of the schools do carry this out, there is a tendency of only
a few schools carrying out the use of water saving pieces, bubble infused water, the consecutive use of the gym andthe exchanging of lamps in accordance to a schedule. It is necessary for the mutual collaboration in regards toinformation sharing concerning ideal ways of financially managing school facilities.

(3) Environmental-consciousness on Equipping School Facilities- Although there were hardly any examples where new installations were established during improvement, as proof toshow environmentally-conscious measures among school facilities mechanisms and installations which utilize naturalenergy such as solar energy, solar heating water supply panels, devices which collect solar heat within theatmosphere, wind power and rain water utilizing installations should be established.
-From the results of the questionnaire survey, the current situation of requests concerning the improvement of theheating environment, lighting environment and sound environment within school facilities is high, while recognition
towards energy conservation is also relatively high.
But on top of this, on the equipping of school facilities the promotion of environmentally-conscious measures
including the betterment of the general learning environment as well as environmental education, the current situationis that enough and complete is not always the case.
(2) Purpose of the Menu of Environmentally-conscious Measures of Reform-Taking into note the basics for understanding environmentally-conscious measures, in this chapter, as a specificmeasure the organization and presentation of the “Menu of Environmentally-conscious Measures of Reform” would be
the goal.
-On the “Menu of Environmentally-conscious Measures of Reform” introduction of detailed examples as well as
costs・results will be presented. When school facility personnel whom preside over existing school facilities decide toundertake school building improvement, we hope this resource can be utilized towards the undertaking as well as
being a valuable resource in examining environmentally-conscious measures.

35

1 -2 Subjects as well as Structure of Menu of Environmentally-conscious Measures of Reform(1) Subjects of Menu of Environmentlly-conscious Measures of Reform-Matters which are thought to be effective as environmentally-conscious measures within school facilities
are arranged・categorized as subjects within the Menu of Environmentally-conscious Measures ofReform. (graph 3 – 1)

Making With Care

Using Wisely and Persistently

Preserving an Ideal Indoor
Environment(1) Bettering Insulation Performance(2) Intercepting Sunlight・Preventing
Reflection(3) Ideal Indoor Temperature(4) Equality of Indoor Illumination(5) Improving Blackboard View
(6) Securing of Sound Environment

Utilizing the Blessing of Nature(7) Utilizing Natural Wind
(8) Utilizing Natural Light(9) Utilizing as a Source of Energy
Using Efficiently and Without Waste(10) Efficient Use of Energy(11) Ideal Financial Management

Contributing to Learning
Environmental Education(12) Modifications on
Learning About
Environmental Problems

Graph 3 – 1 Subjects of Menu of Environmentally-conscious Measures of Reform-The subjects of the Menu of Environmentally-conscious Measures of Reform are comprised of“concepts”, “key words” and “specific methods of improvement”, based on the “key words” derived fromthe “concepts”, “specific methods of improvement” thought to be effective are examined. (Graph 3-1)
-Also, concerning “specific methods of improvement”, rooms thought to correspond to the effectiveness(classrooms, gym, toilets, hallways) were examined. As of graph 3 -1, methods through to be effective
were marked with the “O” sign, and would be preferable to check when taking into consideration theexamination of environmentally-conscious measures.

36

Concepts※Making With
Care

Preserving An
Ideal Indoor
Environment

Keywords(1)

Bettering
Insulation
Performance(3)Ideal Indoor
Temperature

Using Wisely andPersistently

Utilizing theBlessing of
Naturegym

Rooftop insulation

○

○

(2)

Insulation in walls

○

○

(3)

Insulation in openings (entrances・exits)○(4)

Establishment of heating and cooling sections
st

toilet○Insulation of 1 floor○(6) Outside shade (cover type)○(7) Outside shade (louver type)○(8) Wall vegetation, interception of light throughtree-planting○(9) Heating activation according to temperature(heating degree day)○(10) Installation of fanning devices and circulators(4)Equality of Indoor
Illumination

class
(1)

(5)
(2)Intercepting
Sunlight・Preventing
Reflection

Rooms Thought to beSpecific Methods of Improvement

hall

○

○

○

○

(11) Device which adjusts sunlight○(12) Lighting in more than two ways○(13) Finishing with high rate of reflection○(5)Improving
Blackboard View

(14) Adjusting of sunlight hitting the blackboard○(15) Improving upon lighting problems through theuse of electrical lighting○(6)Securing of Sound
Environment Ideal For
Learning(16) Betterment of sound intercepting performance○(17) Betterment of sound absorbing performance○○(7)Utilizing NaturalWind(18) Securing of ventilation passages○○(19) Measures to improve reduction in the amount ofventilation due to earthquake proofing

○

○

○

(20) Utilization of rooms with stairwells etc. for air
circulation using temperature difference○(8)Utilizing NaturalLight(21) Lighting through the use of daylight by guiding
light

○

(9)Utilizing as a
Source of Energy(22) Solar energy○○(23) Use of heat emitted by sun○○(24) Wind power, snow cooling system

○

○

○

○

(25) Utilization of rain water
Using Efficiently
and Without
Waste(10)Efficient Use ofEnergy(26) Installation of energy conserving lighting
instruments(27) Modification of switching lighting instrument on
and off

○

○

○

○

○

(28) Modification of switch of lighting instrument(11)Ideal Financial
Management(29) Efficient heating and cooling devices○(30) Water conservation○(31) Consecutive use of special classrooms・gyms etc.

○○○(32) Detailed and persistent cleaning・exchanging(33) Detailed and persistent turning on/off of light○(34) Understanding the situation of energy use

○

○

○

○

37
※”Concerning the Equipping of Environmentally-conscious school facilities (eco school)”
From (Ministry of Education Resarch Investigation Supporters Association)

(2) Structure of Menu of Environmentally-conscious Measures of Reform-the structure of the Menu of Environmentally-conscious Measures of Reform is as follows. (Graph 3 -2)

Present Situation

Examples-In correspondence to the “key words”, the“present condition” concerning
environmentally-conscious measures within school
facilities have been introduced.
-Results from the questionnaire survey have been
introduced.

-“Examples” of specific methods of improvement
thought to be effective have been introduced.
-“Characteristics” and “points of notice” for eachexample have been introduced.

Measures

Cost and Effect-In correspondence to the “key words”,“measures” in order to improve the present
situation of school facilities as well as related
subjects have been introduced.
-In order to place an general outline, the structureof improvement methods have been introduced.

Keyword-“Initial cost” as well as “running cost ・ effect”
against each specific improvement method havebeen introduced.
-In the case of methods which are not fit for the
calculation of running costs, this difference has been
dealt with by the placement of results of thesemethods.

Current situation: introduction of
results taken from the Questionnaire
Survey＝Specific
methods
improvementof

Examples:introduction of
examples,characteristics・
points of notice

￣;'ﾏ
ｋ

＝

｢l

S
I

・

Measure: introductionof the structure of
improvement method
１

Cost and effect: introduction of initialcost, running cost・effect38

Graph 3 -2 Structure of Menu ofEnvironmentally-conscious Measures of Reform

1 -3 Conditions of Installations Needed in Cost・Effect Trial Calculation(1) Initial cost
-On initial cost, the cost (without taxes) for 1 classroom or 1 school have been posted, on subjects where
determining the exact number installed difficult, costs of the number of units (without taxes) have beenposted.
-In the case where unit price is determined according to region, “Kanto” or “Tokyo” was used. In otherregions price can also differ, so awareness needs to be exercised on this point.
-On subjects where the official price posted by the company or maker was used, the “official price” wasposted. There is a possibility that that official price can be discounted in the event where a live transaction
takes place, so awareness needs to be exercised on this point.
-On the surface area set for the trial calculation, the follows is so (graph 3 – 2). The surface area wasdetermined and set based on examples from the “Seismic Retrofitting Manual with Qualitative
Improvement of School Facilities (December, 2005)”. Furthermore, on trial calculations elementary
schools were hypothetically determined.

Graph ３－２ Setting of Surface Area
Subject

Surface Area of One Classroomclassroom floor surface・ceilingsurface

64 m2wall surface which face open air
inside the classroom

26.8 m2（W: 8mxH:3.35m）※classroom window surface
includedclassroom window surface

14.2 m2（W: 3mxII:2.15mx2 locations）

Surface of dividing wall between
classroom and hallway

21 m2（8mx8m）（W: 7mxII:3m）-The following are the main literary references using in this trial calculation.
(1) Building Cost Information Quarterly 2007. Winter (Construction Research Institute)(2) Construction Prices Monthly 2007. March (Construction Research Institute)(3) catalogues from various companies, makers and producers-concerning other points such as specific details of settings, please refer to the Menu ofEnvironmentally-conscious Measures of Reform-Also, on initial costs, prices may vary due to structural and design related conditions, so this is only areference.

39

(2) Running Cost・Effect-Out of graphs・charts which are listed, concerning the results of simulation, this information is shown on the
Menu of Environmentally-conscious Measures of Reform.
-Installment conditions needed for the trial calculation of running costs as well as effects are as follows (Graph3 -3). Furthermore, on trial calculations elementary schools were hypothetically determined.

Graph ３－３ Installment Conditions of Running Costs as Well as EffectSubject
Targeted levels

Floor surface area

Time of building
usageTime lighting isturned on

Classroom 8:30 – 16:30 (switched off for one hour during lunchtime)
Faculty office 8:30 – 15:30 (switched off for one hour during lunchtime

Period of heating andcooling usage

Heating 1/8 – 3/31, 11/1 – 12/23
Cooling 6/1 – 7/20, 9/1 – 9/30

Heating and cooling
activation times

8:30 – 16:30

Set temperatures forheating and cooling

Heating 18 degrees C ※1
Cooling 28 degrees C ※1

Number of times
activated

Heating・Cooling both 2.2 times a hour ※1

Electrical fees
Lighting,
heating andwater
Electrical fees

Classroom 64m2 (one classroom)
Toilet 54m2 (men and women toilets total of one room each)
Faculty office 96m2
Only weekdays (Saturday off)
Summer vacation (43 days) Winter vacation (16days)
Spring break (14 days) excluded
Classroom 8:30 – 16:30
Faculty office 8:30 – 17:30

Period of
Building usage

Conditions ofbuilding use

Installment Conditions
Rooftop insulation top floor (example 3rd floor in a three storied school building)
Other middle floor (example 2nd floor in a three storied school building)

21 yen/kWh (without tax) ※2

Water fees

Standard water 0.335 yen/ liter (tax included)
Sewage 0.253 yen/ liter (tax included)※children・teachers 222 persons, usage amount 26.4m3/ (year・person) ※3 fees
determined and decided in accordance with total amount of usage※Bureau of Waterworks Tokyo Metropolitan Government within 23 districts

Gas fees

Gas 157yen/m3 (tax included)※city gas (13A)※１ Standards for School Environmental Health (Ministry of Education)※２ Approximate Cost per New Electricity (Home Electric Appliances Fair Trade Commission)※３ Houtatsu Shimizu town funded Okegawa Elementary School Environmental Action Plan, as of June 28th 2005

-Concerning other points such as specific details of settings, please refer to the Menu ofEnvironmentally-conscious Measures of Reform. Also on the authorities which are listed on the Menu ofEnvironmentally-conscious Measures of Reform, the conditions are set by the source of the authority.
-Also, on running costs・effects, prices may vary due to structural and building related conditions, so please takenotice of this.

40

1 -4 Important Subjects of Legal Concern When Improving Existing School Facilities-On devising plans for improvement, proper measures need to be taken within the contents ofimprovement to assure compliance with various legal regulations and concerning dealing with thevarious parts in non-compliance with regulations within existing school facilities proper examinationneeds to be carried out and it is necessary to adjust and take measures for proper compliance.
-Importantly, depending on the contents of improvement, concerning the parts which fail to comply
with the regulations upheld currently under the law, it is necessary to take notice that there are instanceswhere certain regulations are traced back.
-Important subjects of legal concern which need to be considered are as follows.
(1) Examination of the Building Standards Law(building surface area)-In the instance where a cover will be installed, in certain cases the length and the area of the part of thecovering which protrudes from the structure to which it is attached can bring about change in the building
surface area.
(emergency entrance・exit, when a exit or entrance needs to be improvised)-In the case where a louver will be installed near the window side and when vegetation of walls・green
curtains are utilized, due to the reduction of the general area of the window this can bring about asituation where the emergency entrances・exits can become sealed off, which would make this a point ofconcern.
(surface area exposed to lighting・high ceiling)-In the situation where use for various windows and the surface area of the floor (the adjustment of thelocation of dividers in between spaces) within classrooms etc. are changed, it is a necessary point ofconcern to secure a proper amount of surface area exposed to lighting. For example, in the instance wherea normal classroom and a multi-purpose space will be combined, this can bring about a case where thecalculation of the surface area exposed to lighting of the normal classroom and the multi-purpose space inconnection as one room will be preferred, making this situation a point of concern.
-On the situation of the ceiling structure・use (slanted ceiling, modification of an existing ceiling), when
adjusting the height of the floor, it is a point of concern to secure the necessary height of the ceiling andsurface area exposed to lighting. Furthermore the Ministry of Education has listed various points ofconcern about the height of the classroom ceiling.
(establishment of ventilation)(2) Examination of Standards of School Environmental Health(degree of lighting)-When changing the use of lighting instruments within the classroom, it is necessary to properly exam
whether if proper lighting and the level of such lighting is secured in regards to the blackboard anddesktops.
(air・atmosphere)-When changing the use of classrooms windows and dividers, it is necessary to take precautions insecuring the proper amount of ventilation. Also, during the summer and winter classroom temperature
should be examined to determine whether or not the temperatures are at a proper level.
(3) Examination of the Law Concerning the Collective Use of Energy Conservation (Energy
Conservation Law)
-Concerning buildings which consist of a certain scale, when newly building or undertaking
large-scale improvements or renovation it is a point of concern that informing the administrative
agency with jurisdiction over the area where the building or renovation etc. will take place ofdifferent factors necessary for the proper upholding of energy conservation is mandatory.
-Also, it is necessary for the person(s) who made the report to periodically inform the agency withjurisdiction over the area where the building or renovation will take place of the situation in securing
and promoting of the different factors formerly presented as necessary for the proper upholding ofenergy conservation.

41

１

Ｊ
Environmentally-conscious
Measures Goals・Contentsｊ

２－1 Making With Care
Preserving an Ideal Indoor Environment（１）Bettering Insulation Performance ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥････‥‥‥（２）Intercepting Sunlight・Preventing Reflection ･･････････････････････････････（３）Ideal Indor Temperature ･･･････････････････ ･･･････････････････････････････（４）Equality of Indoor Illumination･････････････････････････････････････････････（５）Improving Blackboard View･･････････････････････････････････････････････（６）Securing of Sound Environment Ideal for Learning ･･････････････････････････

２－２ Utilizing Wisely and Persistently
Utilizing the Blessing of Nature（７）Utilizing Natural Wind ‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥‥････････‥‥‥(８) Utilizing Natural Light ････････････････････････････････････････････････････（９）Utilizing as a Source of Energy････････････････････････････････････････
Using Efficiently and Without Waste(10) Eficient Use of Energy･･････････････････････････････････････………･･･（11）Ideal Financial Management ････････････････････････････････････････････････

２－３ Contributing to Learning
Environmental Education（12）Modifications on Learning About Environmental Problems‥‥‥‥‥･･･‥‥‥－￣ﾐ″-ｆ-・ト｀、、．、、

42

４３
４９
５３
５６
６０
６３

６６
７０
７２
７７
８３

６６

Comfortable Room Environment(1) The Betterment of Thermal Insulation Performance

Ｊ

Current Situation and MeasuresｊPresent● The present condition of the heating environment in classrooms have a tendency to be “hot” during thesumer and “cold” during the winter.
● The classroom on the highest floor has a tendency to become hotter then classrooms on lower floors
during summer, due to sun rays hitting the ceiling directly above.
How do you feel about the temperature in yourclassroom?
● In the classroom during summer, about 29% ofteachers responded “very hot”, and when totaled with“hot” and “somewhat hot”, it comes to 90%.

Somewhat hot
20.9%
Fine the way it is10.0%
Somewhat cold
0.4%
Cold 0.1%
Very cold 0.0%
Very hot 28.8%
Hot 39.8%

There is a noticeable difference in responses between thetemperatures on classrooms located on the highest floor andthat of classrooms located on other floors during the summer,with more responses leaning towards the recognition of heat itcomes to the highest floor.

□Hot・Very hot□Somewhat cold □Cold

口 Somewhat hot □Fine the way it is・Very coldｒ

Somewhat hot
2.2%
Fine the way it is30.7%
Somewhat cold
32.1%
Cold 25.4%
Very cold 8.9%
Very hot 0.1%
Hot 0.7%■A nationwide questionnaire survey carried out with the
respondents being elementary・lower secondary・high school
teachers totaling 2138 persons.
※From the questionnaire survey “Investigative Research
Concerning Environmentally-conscious Measures Within School
Facilities-JAPAN”(2006.3)survey (2)Q24

Counter Measure-During the summer it is possible to minimize the amount of heat penetrating through the walls and rooftops being heated bysunlight from entering the classroom. Also, during the winter it is possible to minimize the amount of heated air leaking fromwithin classrooms with higher temperatures due to heating.
-By precisely determining the area being insulated it is possible to minimize the loss of heat.

-During the summer, the temperature of the rooftops ofschool buildings due to sunlight can reach anywhere
between 60-70 degrees Celsius.
-Through the betterment of thermal insulation, the risingof room temperatures during summer can be minimized,
simultaneously during winter having the effect ofminimizing heat loss.
-Since open form classrooms tend to nullify the effects ofthermal insulation, rather than precisely determining theareas being insulated it would be rather beneficial to
improve it as a whole.

4342￣ﾐ″-ｆ-・

Menu of Improvement １

Rooftop Insulation

ExampleInstalled rooftop

Insulating materials・Construction methods

Rooftop

Introduction

Rooftop vegetation

Installed roof

Waterproof insulation

Rooftop vegetation
Resurfacing with insulation
Installed rooftop-Points of Notice-Whenmakingimprovementsonwaterproofing and leaving the existingwaterproof layer, the removal ofunder-layering and increase in weight due
to the new waterproof layer should beconsidered.
-Whenresurfacing with insulating
material, it will be necessary to remove thefinishing material on the ceiling and being
aware that the construction will be carriedout from the inside.
-In areas where snowfalls is heavy, it ispossible that the waterproof layer maybe
damaged when people stand on the roof inorder to shovel snow, so this is a point of
precaution.

Initial Cost

・ Point of Notice
Characteristics-Characteristics-By making the transition to awaterproof
roof
combinedwithinsulation, temperature change on thesurface of the roof can be minimized.
-Also, it is effective to resurface theinner part of the roof of the top floor
with insulating material.

-Characteristics-By attaching a steel roof on top of theexisting concrete roof, it is possible toestablish an opening or space in between the
top floor, making insulation possible.
-By removing the existing parapet andwaterproof cylinder concrete, it is possible tominimize pressure and weight.
-Points of Notice-When the weight of the building increases
due to the addition of installations andattachments, there are cases where
reinforcement will be necessary, so attention
is necessary towards this factor.
-During summer, heat tends to overwhelm
sheds and shacks so ventilation will benecessary.

Authority: Ministry of Education“Putting Fourth With the Equipping ofEnvironmentally-conscious School Facilities”-Characteristics-Through rooftop vegetation, the preventionof temperature rise on the rooftop surface
during summer is possible.
-Through the use of thin, lightweight self
attaching units, it is possible to reducepressure and weight placed on schools
which already exist.
-Types of plants and vegetation, the length
which vegetation will be applied, the degreeof dryness of the implanted soil will all leadto effective insulating.
-Points of Notice-Depending on the location of main
structural beams, there can be differences in
the weight which the building is capable ofbearing.
-Plants and types of vegetation capable ofwithstanding extreme weather conditions
such as heavy wind and snow prevalent
within some regions should be utilized.
-Periodic inspection of drainage exits should
be upheld.

Cost and EffectInstalled rooftop

Insulating materials・
construction methods

Rooftop

Initial Cost

Waterproof insulating sheet 750-800
thousand yen/ 1 classroom (public price)-use: insulating material, bishito salt
-attachable to concrete already installed
Insulation resurfacing 270-320 thousand
yen/ 1 classroom-use:resurfacing
withbubbledpolyurethane, light weight steel skeleton
under layer, attachment of refurbishedceiling gypsum board-finishing of already existing ceiling・underlayer removing fees not included

Installed rooftop 50-80 thousand yen/rooftop surface area m2

Rooftop vegetation 900-950 thousand yen/ 1
classroom (public price)-use: water preserving draining panel,lightweight soil, sedum-attachment on top of already existingwaterproof layer

Simulation

Simulation

Simulation

Former type rooftop insulation sheet
Surface temperature of ceiling (summer8/5,
3pm)

44

Surfacetemperatur

Surface temperature(Celsius)

Surfacetemperature(C l i )Running Cost

Former type rooftop insulation sheet
Surface temperature of ceiling (summer8/5,
3pm)
Comparison of surface temperature ofili

Former type rooftop insulation sheet
Surface temperature of ceiling (summer8/5,
3pm)
C
i
f
f
f

Menu of Improvement

2 Insullation of Wall Surfaces

EXAMPLE
Resurfacing with insulation material｜

Insulation by gypsum boards

Outward insulation

Introduction

Outward insulation
Resurfacing with insulation material

Resurfacing with insulation material

・ Point of Notice
Characteristics-Characteristics-On the concrete wall in which the otherside faces the outside, insulating material isresurfaced from the interior.
-Bubbled polyurethane is comprised of agas which is a extremely low conductor ofheat, making this material superior when incomparison with others.
-In places where resurfacing andinstallation is difficult through methods ofadhesion and structural modification,
f i
i
ibl
ih
h
-Points of Notice-On top of insulation material, theplacement and attachment of gypsum
boards etc. is necessary as a finishing.

Insulation by gypsum boards

Gypsum boarding

Attaching of boards-Characteristics-A compounded insulation material along
the lines of bubbled plastic insulating
material and gypsum boards will be
attached to the inner wall of the concrete.
-Placement can be easy and quick, on thesurface painting and cross attachment etc. ispossible.
-Points of Notice-It easy for junctures to appear in the cornerareas and between areas of attachment.
-Caution is necessary, due to the fact whenpressure is applied damage can come easily.

Frame used during
the attachment of
insulation material

Attachment ofoutward insulation
panels-Characteristics-Thermal insulation can protect thebuilding from the effects of sunshine andoutside atmosphere, also has the capability
to regulate corrosion and depreciation of
the building due to aging.
- The concrete wall on the inner side canresult to higher temperature during thewinter and also preventing indoor
condensation.
-Points of Notice-On the balcony and similar areas there aremany bumps, placement in intricately
shaped buildings is difficult.
-Due to the concrete wall having a highheat bearing capacity, this slows down the
upstart of cooling.

Cost and EffectInitial Cost

Resurfacing with insulation material

Insulation by gypsum boards

Outward insulation

Resurfacing with insulation material 50-80
thousand yen/ 1 classroom-use: bubbled polyurethane, gypsum board
attaching (GL method), painting-removal fee of existing finishing material
is not included

Insulation by gypsum boards 40-70 thousand
yen/ one classroom-use: attachment of gypsum boards(compounded with insulating material),
painting-removal fee of existing finishing material is
not included

Outward insulation 200-250 thousand yen/
1 classroom-use: polystyrene foam, resurfaced finishing-removal fee of existing finishing materialiti l d d：

Surfacetemperature(Celsius)

Former type
Resurfaced withinsulation material
Surface temperature of indoor side ofoutside wall (winter 1/10, 10am)

Simulation
Surfacetemperature(Celsius)

Simulation

Surfacetemperature(Celsius)

Running Cost

Simulation

Surface temperature of classroom innerside of outside wall (winter 1/10, 10am)
Comparison of surface temperatures ofclassroom inner sides of outside walls

Comparison of surface temperature ofclassroom inner side of outside wall
When surface temperature of classroom
inner side of outside wall is high, by
proportion

Comparison of surface temperature ofclassroom inner side of outside wall45

Menu of Improvement 3 Insulation of Entrance
ExampleDouble glass

Heatray reflecting・absorbing glass

Heatray reflecting

熱一反剔フィルム

Introduction
Aluminum sash +double glass

サッシ十複屑ｶﾞﾗｽ

透明単板ガ

Aluminumheat
intercepting
structured glass +d bl l
透過 81％
(可視光腎
９)

｜
｜

・ Point of Notice
Characteristicsｉ

反射
放熱 5%(ljS)
包）
放熱暗％
｜
・ガラスに入剣する日射を 1 ひ 0 とした場合の重

口
吸収

(弓

100
反
射

｜ 透過 4J％
(可視光
55％)
｜
目
吸収

(砂

Authority:(foundation)
EnergyConservation Center “Adriot Renovation
Guide”

Interception of sunlight energy through the use ofheat ray reflecting・absorbing glass

Interception of sunlight energy through the use ofheat ray reflecting film

-Characteristics-Dry air is sealed in between two
sheets of class, making the conductionof heat more difficult.

-Characteristics-Heat ray reflecting glass is the type ofglass where a metal pattern is coated on thesurface.
-Because light will be reflected andb b d thi
ill i
th ff t f
-Points of Notice-Due to reflection from the glass, this could
cause discomfort towards the neighborhood
so caution needs to be exercised.
-In comparison to other types of glass, theinside of the room will become somewhat
darker.
-Due to the increased visibility of dirt,
grease and dust, cleaning is needed at every
two to three months.

-Characteristics-Just by applying the film to the glass
sunlight can easily be intercepted andreflected.
-The effects of cooling during the summer
will be increased.

-Superior in insulation performance,
prevents condensation-Effectiveness will be higher if
exchanged to sash with insulating
ability or plasticized sash etc.

Pointsof Notice●留意点-Highly
reflective film will darken the･高反射率のフィルムは､室内が暗くなり
classroom.
ます。
-Due to the reflection emitted, this could
cause
discomfort
towardsthe
ガラスの反射光で近隣に迷惑をかける
neighborhood so caution should be
exercised.

Cost and EffectInitial Cost

Heat
ray reflecting6～9
film万円/1
60-90教室(公表価格)
thousand yen/ 1
熱線反射フィルム
Double glass 70-100 thousand yen/ 1 classroom ｜ Heatray reflecting
glass
80-110
熱線反射ガラス
8～11
万円/1
教室 thousand yen/ 1 classroom (public price)-Caring and supporting materials are not included≫設置工事費を含む
classroom
Installation construction fees included
ｙ養生､副資材等は別途-Caring and supporting materials are notincluded.
Heat ray absorbing
glass教室
40-70 thousand yen/ 1
熱線吸収ｶﾞﾗｽ
4～7 万円/1
classroom-Caring and supporting materials are not included

simulation

simulation

simulation

8
1
0
2

ｊ
［ｐ
21
27

5
2
7
2

2
1
4
1

Running Cost

拓〔ｐ 剱鴫嘸榔
10

ｌ
雲

2S

Outsideglass inner複・ガラス
side surface
従来タイブ
temperature(winter
1/10,
12pm)
Comparison of outside glass
inner side surface temperature

従来タイブ

熱線反射ガラス

従来タイブ of●縁反射フィル
Comparison
outside glass
inner
side
surfaceComparison of outside glass innerside surface temperature

外ガラス内側衰葡・度（夏8/5,15 鰐）
temperature

外ガラス内側表面温度の比較

１
１

46

１

Menu of Improvement

4 Intstallation of Heating and Cooling Divisions

Examplea

Smaller Sections of Tharmal Divisions¶

divided byIntroduction

2噂
Installation of door to rising and falling

Installation of door to rising and falling

Accordion curtain installation in large scale space (faculty

Installation of movable dividers

・ Point of Notice
Characteristics

Characteristics-In open classrooms which do not have a dividing wall between the classroom and the hallways, due to the fact that eachclassroom is not clearly divided from the other, the effectiveness of heating and cooling will be reduced. By installing a
movable divider between the hallway and the open space, and by closing this divider when cooling or heating is activatedeffectiveness can be increased.
-In determining the area of the school building, divisions should be installed, and open space should be divided into smaller
sections. Particularly rising and falling openings can be the reason why unwanted wind or air can enter a classroom, so inorder to prevent air from the outside from entering the classroom during the winter doors should be installed. If
improvement of the heating environment is planned and promoted this will surely be effective.
-Points of Notice-In order to secure paths for ventilation , the opening of movable dividers would be a plus. When movable dividers are
installed, there are cases when useable space for bulletins and announcements within the classroom will lessen, so
precaution is necessary.
-In the instance where a rising and falling opening is installed, proper opening and closing and use of the opening isnecessary. Openings should be open when students enter and leave the school and also during break time. Openings should
be closed during class. Also in order to secure ventilation for the summer, it will be preferable to keep openings open.

Cost and Effecta㎜㎜

Installation of movable dividers

Smaller Sections of Thermal Divisions-Open form classrooms tend to have lower insulating performance, so by
assigning divisions and sectioning off improvement can be made.
-When determining the surface or plane of the school building, insulating
divisions should be assigned and smaller sections should be determined
for this space. Movable dividers, doors and openings will be installed.

Running Cost

-During winter, by shutting and closing off the movable dividers extra
wind or outside air can be preventing from entering into the classroom.
This can be effective in countering cold.
-Also during the summer, by opening the movable dividers ventilation
within the classroom can be secured, which in turn will be effective ineasing the heat.
-It will also be effective to determine divisions and sectioning off toilets
and hallways.

47

Menu of Improvement

5 Insulation of the Floor on the First Insulation

Examplea

Insulating materials・construction methods

Introduction
Insulation of the floor on thefirst floor

Insulation of the floor on the firstfloor

・ Point of Notice
Characteristics-Characteristics-In cases of the flooring of the first floor or that of thesecond floor facing a piloti and flooring exposed to outside
air can chill the feet from cold air rising from under thefloor.
-By securely insulating floors and behind ceilings, it ispossible to lessen the burden placed upon heating andcooling.

１-Points of Notice-When insulation material is placed on a floor which
already exists, in comparison to the floors where insulation
is not installed, a gap can arise. Precaution is needed in thecase if this occurs.
-When insulation is placed in both classrooms andhallways, a gap will not arise so this would be preferable.

Cost and EffectaInsulating materials・construction methods

InitialCost

Laying・installing insulating material 700-750 thousand yen/ 1
classroom-use: korobashi floor piecing, insulating material, floor wooden
board under layering, resurfacing with flooring board-removal fee of existing finishing material is not included

Surfacetemperature(Celsius)

Running Cost

Former type

Ground floor
insulation

First floor ground surface
temperature (winter 1/10, 12pm)
Comparison of first floor
ground surface temperatures48

Comfortable Room Environment(2)Sunlight Shielding・Reflection Prevention

Current Situation and Measures
Ｊ

Present-Concerning the presence of sunlight in classrooms there was a tendency for responses to be “better if weaker than now” during thewinter and “better if stronger than now” during the winter.
-“When sunlight is present on desktops and floor” and “window side” there was a tendency for the respondent to reply bright.

- How do you feel about the sunlight in theclassroom?
-On the classroom during the summer, about
31% of teachers replied “better if weaker thannow.”

- Do you feel it is bright within some parts of theclassroom?
- Within the classroom, about 48% of teachers replied“desktops and floors where direct sunlight is present”
as being bright and about 28% of teachers replied the“window side” as being bright.

-On the classroom during the winter, about
10% of the teachers replied “better ifstronger than now”.
Better if stronger than
now 1.1%

None
Window side

Better if weaker than now
１ 31.1%Fine the way it
is 67.8%

Desktops
andfloors where direct
sunlight
is present．
．

Blackboard【Summer】
Betterif
weaker than
now 11.2%

Betterstronger
now 9.5%

Fine the way it
is 79.3%【Winter】

ifthanElectrical lighting
instrument
others

■A nationwide questionnaire survey carried out with the respondents being
elementary・lower secondary・high school teachers totaling 2138 persons.
※From the questionnaire survey “Investigative Research Concerning
Environmentally-conscious Measures Within School Facilities-JAPAN”(2006.3)survey(2)Q27-Q22

Counter Measure-By shielding off sunlight near windows during the summer, it is possible to minimize brightness.
-In order to absorb more light during the winter within the classrooms, through modification the preservation of
warmth is possible.
-Through the installation of improvised shading,tree-planting and by adding vegetation on walls, is it
possible to shield off sunlight during the summer while
Ｓ decreasing the brightness near the windows.
-Through the designing of shade by taking advantage ofthe sun’s low altitude and utilizing fallen leaves, it ispossible to secure warmth during the winter.
-Based on window location (difference between south andwest) and surrounding structures (presence or absence of abalcony), methods used for counter measures will vary.

49

Menu of Improvement

6 Installation of Exterior Shading (covered type)

ExampleInsulating materials・
construction methods

Awning (Movable shades)

Introduction

AwningHoriz

AwningHoriz・ Point of Notice
Characteristics

Characteristics-Capable of being attached to the upper
part of the window on the outer wall, theentering of daylight can be prevented.
-In general aluminum made is thestandard, shape, the length which
protrudes and attachment methods willvary according to the many kinds
available.
-Sunlight on the outer wall can also beintercepted, therefore being effective.

Characteristics-Awning is capable of being attached tothe upper part of the window on the outerwall, the entering of daylight can beprevented.
-Tent canvas is the standard, shape,
protruding length and proportion, handoperated or mechanical are all factors
which can differ among the many kinds
available.
-When necessary it can be spread out. The
mobility of this apparatus allows
flexibility towards various factors ofchange such as season, weather and time.

Points of notice-In the case where the protruding length
exceeds 1meter, based on the BuildingStandards Law this will increase thesurface area of the building. Due to this,the new difference on the structure willneed to be registered as a new change.
-In eastward and westward areas where
the effect will be lower, due to the sun’s
low altitude within these areas planning isnecessary in accordance with thedirection the window(s) face.

Points of notice- When extremely windy, handling isnecessary in order store in another location
for later use.
-Due to being sensitive to windy
conditions proper assessment of durability
is necessary.
-When using, due to the need of thisapparatus to be operated by hand, this will
somewhat take up time.
-Cleaning can become a hassle.

Built-in ledge covering/shading

Buil

Buil
Characteristics-Ledge-like structures protruding fromboth sides of the window such as covers
and louvers etc. will prevent sunlight fromentering from the sides of the window ininstances where the sun is at a low altitude
such as during the morning.
-Has a great effect on sunlight interception-Sunlight interception of sunlight enteringfrom eastward and westward can also be
expected.
Points of Notice-When installed on the veranda, troubles
may arise during moving. Also, Damage
can easily occur, so this is a necessary
point of attention.
-Building fee is quite expensive.
-There is a case that sunshine in generalmaybe hindered.

Cost and Effect
Horizontal covering

Initial Cost

Horizontal covering 250-300 thousand yen/ 1
classroom (public price)use: aluminum type covering-removal fee of existing finishing material is
not included

Awning（Movable shades）
Awning (movable shades) 340-390 thousand
yen/ 1 classroom (public price)use: manually operated
removal fee of existing finishing material is notincluded

Built-in ledge covering/shading-will differ in accordance to designing
conditions

Running Cost
Horizontal covering(summer 3/20, 12pm, length ofprotruding 1.0m)
Comparison of amount of
li h
i
h
h

１

Awning (movable shades)(spring 3/20, 12pm)
Comparison of amount ofsunlight entering throughi d50

Built-in ledge covering/shading(spring 3/20, 2pm, protrudingfrom outside wall 1.2m)
Comparison of amount ofMenu of Improvement

7 Outside Installed Shading (louver type)

Examplea

LouverIntroduction

LouverLouverBuilding with louver type

Building with louver type・ Point of Notice
Characteristics

Characteristics-By installed the louver to the outside of the window, sunlight entering into the classroom can be prevented. This is effective
in intercepting sunlight.
-Aluminum is the standard, depending on the shape and the method of attachment various other kinds are available.
-For southward facing windows horizontal facing louvers and east or westward facing windows vertical facing louvers will beeffective in intercepting sunlight.
-Louver coverings will prevent sunlight from entering the room during the summer, and is a effective interceptor of sunlight.
On the point of sunlight interception, there is not much difference compared to other coverings. But due to the existence ofventilation heat will not build up, and because the spreading of sunlight can be prevented this is effective because shadowswill not be able to darken as much. Also, during the summer when the altitude of the sun will lower, through the louvers
pleasant light will enter the classroom.
Points of notice-From the third floor up, in the case where some windows are assigned as emergency entrances and exits for firefighters,
caution needs to be taken so that the apparatus will not hinder the process of firefighters utilizing these assigned windows incase of a emergency.
-Cleaning can be very burdensome.

Cost and EffectaLouverInitial Cost

Louver 780-830 thousand yen/ 1 classroom (public price)use: aluminum louver, assisting prop・beam-installation construction fees are not included

Running Cost

-In order to maintain a cool indoor atmosphere during thesummer, sunlight interception is of much importance. Whensunlight enters the room, there will be differences lighting inaccordance to the direction the window faces. If facing
southward, the altitude of the sun will be high, so thehorizontal installation of louvers etc., will be effective.
-If sunlight is intercepted outside the window, in comparison
to the case of the sunlight being intercepted within theclassroom, the first will be more effective in regulating theamount of heat absorbed within the classroom.
-When turning on cooling during the summer, byintercepting sunlight, this can lead to the reduction of theenergy used for cooling the classroom.

51

Menu of Improvement 8 Wall vegetation (climbing type), Daylight Interception
Through Tree-planting
ExampleabWall vegetation (climbing type)

Wall vegetation(structure of basic type)

Deciduous tree

Wall vegetation(hanging type)

Introduction

Deciduous treetransformation
Inside the classroom
Wall vegetation (structure ofbasic type)
Authority: Tokyo “Guidelines
for Wall Vegetation”

Wall vegetation(hanging type)
Authority: Tokyo“Guidelines for Wall
Vegetation”

Deciduous tree during winterWall vegetation (climbing type)・ Point of Notice
Characteristics

Characteristics-Deciduous trees will be planted outside of the windows facing southward,
eastward and westward due to the fact that windows within these directions
are exposed to strong sunlight during the summer.
-During the summer, the leaves will intercept sunlight while cooling thesurrounding area. During the winter since the trees will lose its leaves,
sunlight will be able to be taken in through the windows creating a warm
atmosphere.

-Characteristics-By transplanting vegetation along the sides or walls of thebuilding, it is possible to reduce the heat emitted from the walls
due to sunlight hitting the walls from the outside.
-The methods of transplanting are climbing, hanging and basic
types.
-Points to notice-When plants are directly exposed to the surface of the wall, thiscan result in cracks forming or to water leakage. Dividers andfencing should be installed.
-Factors such as watering, soil for plants made from decomposed
waste, sickness, bugs, wind and general conditions of weather
are all factors which need examination in order to find out if
there are any problems related to them.
-Due to transplanting on the wall surface, this will results in theplants growing in 90 degree angles out from the wall. This will
decrease the ability of the plants・vegetation to store water andrain water alone will not be enough. A water dispensing device(regulated timers etc.) will be necessary.

Points of notice-The cleaning of fallen leaves, maintaining the transplanted trees andwatering will be necessary.
-Types of trees which are fit for surrounding environmental conditions suchas the weather of the region, the kinds of soil and gas emissions should beselected.
-Proper examination is necessary to determine whether if the surrounding
atmosphere can deal with the growth of the tree. Changes which come handin hand with the growth of the tree should be examined.

Cost and EffectaWall vegetation (climbing type)b

Initial Cost

White birch (3.5m) 40-70 thousand yen/ 1 classroom
Zelkova tree (3.5m) 30-60 thousand yen/ 1 classroom
Meidenhair (3.5m) 70-100 thousand yen/ 1 classroom-four trees per classroom

Wall surface vegetation 50-100 thousand yen/ vegetatedsurface area m2

With curtain

Deciduous tree

Concrete only

Running Cost

Distribution of floor surface temperature
During the summer when deciduous trees are fully green, because this iseffective in sunlight interception it can be seen that the amount of heat
entering the classroom is minimized.

Comparison of outside wall temperatures
Authority: Ministry of the Environment “Environmental Educationand Eco-renovated School Buildings Feasibility Survey”

52Comfortable Room Environment(3) Appropriate Room Temperature

Current Situation and MeasuresゝPresent-In classrooms during the winter, there is tendency for the Kinki・Shikoku・Kyushu regions to be “cold” being
greater in comparison to Hokkaido and the Tohoku region. It can be deducted that the reason is due to the relation
between the situation of heating installations within the regions.
-On the distribution of classroom temperature, there is a tendency during the winter as being “easier for atemperature gap to emerge” then during the summer.

How do you feel about classroom temperature during thewinter?
-When “very cold” and “cold” were totaled, in the
Kinki・Shikoku・Kyushu regions responses from theteachers exceeded 40%, in Hokkaido and the Tohoku
region there was barely a 20% response.

How do you feel about the existence of a temperature gap withinclassrooms?
When “very often”, “often” and “somewhat often” were totaled,during the summer about 39% of teachers responded, during thewinter about 64% of teachers responded to noticing an existence of atemperature gap.

Hokkaido
Tohoku region

None
6.5%

Very often
3.8%

None
4.3%

Often
12.6%

Kanto region
Not
often
54.4%

Chubu region

Very
8.8%

Not often
31.7%

Somewhat
often
22.7%

often

Often
24.8%

Somewhat often
30.4%

Kinki region
Chugoku region
Shikoku region


Kyushu region

7A nationwide questionnaire survey carried out with the
respondents being elementary・lower secondary・high school
teachers totaling 2138 persons※
From the questionnaire survey “Investigative Research
Concerning
Environmentally-conscious
Measures
Within School Facilities-JAPAN” (2006.3) survey(2)Q24,Q28

Counter Measure-Through the calculation of degree days, the degree of reliance for heating can be determined.
-By blending the air within a classroom, it is possible for an average temperature to be constantly maintained within the classroom.

-Due to the lack of heating installations within certain regions, itwill be effective to examine the establishment of such installations
as a means to counter winter cold. Degree day calculations can beutilized as a projector to determine the degree of need for heating.

Sum

Worm

Cool

-By blending and mixing air through the utilization of fans andcirculators, it is possible to improve gaps in temperature stemming
as a results of hot or cold air becoming stagnant within theclassroom due to poor air circulation.
Hot
Just right53

9 Daily Temperature Proper for Heating Activation
Menu of Improvement(Heating Degree Day)

Examplea

Regional sections based on energy conserving standards

Introduction

Daily temperature proper for heating activation (heating degree day)-During the time period when heating is necessary the difference between
daily average outside temperature and heating temperature is taken andcalculated, which is a accurate representation showing the degree of the needfor heating.
-For example, the expression ”D18-12”shows that when the daily outside
temperature falls below 12 degrees Celsius, this period is determined as thetimeframe when heating is necessary. The daily heating temperature in thecase of the outside temperature being up to 18 degree Celsius is shown.
-The regional sectioning of houses based upon energy conservation standards,
divides the nation into 6 regions based upon the degree day reading“D18-18.”．

Regional divisions in accordance withenergy conserving standards

Energy Conservation Standards-The “Law Concerning the Rational Use of Energy” (energy conservationlaw) which was enacted in 1979 became the basis for the standards. Afterenactment in 1980, in 1992, 1999 and 2006 amendments have been madeand the law has been given more leverage until now.
-The standards in 1980 there was the “Former Energy Conservation
Standards”, in 1992 there was the “New Energy Conservation Standards”
and in 1999 there was the “Next-generation Energy Saving Standards.” So
when the subject of energy conservation arises, the standards just mentioned
are always referred to.
-On “Next-generation Energy Saving Standards”, basing the sectioning ofregions on the daily temperature proper for heating activation (level ofnecessity for heating) and by further sectioning and determining energy use
between cities and towns, these standards will be fit for the environment
unique to each region

・ Point of Notice
Characteristics

Characteristics-The energy conservation standards sections off the nation into 6 regions,with each region comprised of cities and towns. These regional sections
use the daily temperature proper for heating activation (level of necessity
for heating) as an indicator to project regional characteristics in climate.
-For measures against winter cold, when determining the establishment ofheating installations in schools, it will be beneficial to utilize theinformation derived from regional sectioning.
-Also, specifics about this regional sectioning can be found by prefecture,city or town on the “Criteria for the specific building and the owner of themain building and on the Rational Use of Energy in Housing”(2006 Ministry of Land, Infrastructure and Transport Notification No. 3).

Cost and EffectaRegional sections based on energy conserving standards-By region, the number of schools which have heating installations are minimal, as ameasure to deal with cold during the winter, it will be effective to consider
establishing more heating installations.

Running Cost

-From the land and area which the school manages and uses, regional sectioning inaccordance to energy conservation standards should be examined. Even though thelocation of the school might be within the same region or prefecture, sectioning
might differ in accordance to unique climate characteristics among each area.

１-Through utilizing the regions and areas sectioned off using the daily temperature
proper for heating activation (heating degree day), it will be beneficial to examine
the establishment of heating installations within school facilities.

54

Menu of Improvement 10 The Installation of Fans and Circulators
ExampleIntroduction

Fans (installed on the ceiling)

Ceiling fan
Authority:(foundation)
EnergyConservation
Center (Building Wisely)
Heated floor

Ceiling fan

Ceiling fan
Authority: (foundation)
Energy Conservation Center(smart-comfort Net)

Fans (installed on the wall)・ Point of Notice
Characteristics

Characteristics-By releasing the heated air built up around and inside the ceilingdownwards and mixing, it is possible to equalize the temperature
within the room.
-It is effective when used in classrooms with high ceilings, gyms andhallways, etc.
Points of notice-Circulation can at times become a source of discomfort, so thelocation and height of the installation needs careful planning.
-In the case where installation will take place within walls or ceilingsurfaces, proper examination of whether the area of installation iscapable of withstanding construction needs to be taken into
consideration.

Cost and EffectInitial Cost

Location of Installation (ceilings, walls)
Fan/fanning device 80-110 thousand yen/ 1 classroom (public price)-four installed in one classroom-installation construction fee is not included
Ceiling fan 30-60 thousand yen/ 1 classroom (public price)-1 installed in one classroom-installation construction fee is not included
Simulation
In the case where there is no fan (conditions when first activated) there is temperature gap between high and low areas

Running Cost

Temperature (Celsius)

Changes in temperature division while using a fan while
activating air conditioning or heating
Sectioning of indoor temperature

55

Comfortable Room Environment(4) Even Distribution of Indoor Lighting一

Current Situation and Measures

Present-On the present condition of lighting within the classroom, there was a tendency for the window sided to be “bright”, and thehallway to be “dark”.
-In relevance to the brightness near the window the hallway seems dark, bringing fourth the sense of uneven distribution oflighting within the classroom.
How do you feel about the equal distribution of light within
the classrooms?
-If “equal” and “if I had to chose, then not equal” are totaled,
about 28% of teachers responded to the distribution of lightbeing unequal.

How bright are the desktops of the children and teachers?
-If “bright” and “if I had to chose, then bright” are totaled,
about 84% of the teachers responded to brightness near the-If “dark” and “if I had to chose, then dark” are totaled, about
37% of teachers responded to the hallway being dark.
If you had tochose, then dark
3.1%

Dark
0.4%

Bright39.8%

Not equal 4.1%
Equal 15.0%

Cannot tell 12.2%

Somewhatequal 36.5%

If you had tochose, thenbright 44.5%

If you had to chose, then notequal 24.0%

Cannot tell 20.3%

Window side
Bright9.4%

Dark 4.3%

Cannot28.7%

If you had tochose, then dark
32.7%

If you had tochose, then bright
24.8%
tell

【Hallway side】

A nationwide questionnaire survey carried out with the
respondents being elementary・lower secondary・highschool teachers totaling 2138 persons※ From the questionnaire survey “Investigative
Research Concerning Environmentally-conscious
Measures Within School Facilities-JAPAN” (2006.3)
survey (2)Q21,Q20

Counter Measure-By adjusting the level of sunlight near the window and lighting in the classroom from two sides, it is possible to evenly
distribute lighting inside the classroom.

-By adjusting the sunrays hitting the window byutilizing a highly reflective finishing material,
daylight can be directed towards the hallway
making possible the even distribution of lightwhile improving the sense of darkness
associated with the hallway.
-By directing the light into the classroom andhallway, it is possible to improve the darkness
within the hallway.

56

Menu of Improvement 11 Instruments Capable of Adjusting Daylight
Examplea

Use of Curtains and Blindsb

Horizontal LouvercLight Shelf｜－ゝIntroduction

Use of curtains

Horizontal

Use of blinds

Horizontal Louver

・ Point of Notice
Characteristics

Characteristics-The curtains and blinds will intercept thelight streaming in through the windows,
soften the brightness of the sunshine andequalize the temperature within theclassroom.
Points of notice-In order to insure cleanliness, persistentand detailed cleaning is necessary.
-When choosing the type of curtain to
install, select of the type of cloth ormaterial which does not let light passthrough. Being greatly effective inintercepting light, the illumination within
the classroom will be more equalized.

Light shelf

Light shelf

Characteristics-Louvers installed on the outside of thewindow will intercept light streaming into
the room, while equalizing illumination.
-Aluminum made Louvers are the standard,
but depending on the shape and method of
attachment there are many other kinds
available.
Points of notice-On the third floor or higher, in the casewhere there are windows designated as
emergency exits and entrances for
firefighters precautions need to be taken sono additional difficulties will arise in the caseof entering and leaving through the window
after installation.
-The ease of the flow of rainwater and thepiling of snow in correspondence to thestructure needs to be calculated.
-There are instances where the sounds ofwind being parted by the structure may
occur.

Characteristics-By placing the covering on the middle
part the window, sunlight can bereflected.
-The light will shine on the surface of theceiling, steering brightness further into
the classroom therefore equalizing
illumination inside of the classroom.
-Also, this can reduce the use of electricallighting.
-Aluminum is the standard, but
depending on the shape and method of
attachment there are many other types
available.
Points of notice-In the case where the cover will protrude
over 1m, due to the surface area of thebuilding being increased under the
Building Standards Law, renewed
registration for structural changes isgoing to be necessary.

Cost and Effecta

Use of Curtains and Blindsb

Horizontal LouvercLight Shelf

Initial Cost

Horizontal blinds 70-100 thousand yen/
1 classroom
use: blinds made from aluminumcompounded with other metals
installation construction fees are notincluded
Curtain 50-80 thousand yen/ 1
classroom
use: wooden box, rail
installation construction fees are notincluded

Horizontal Louver
Horizontal Louver 790-840 thousand
yen/ 1 classroom (public price)use: aluminum made louver, supportingrod/beam
installation construction fees are notincludedLight shelf-use: aluminum made coverinstallation construction fees are notincludedsimulation

simulation

simulation

Running Cost
Comparison of indoor illumination

Comparison of indoor illumination

57

Comparison of indoor illumination

Menu of Improvement

12

Lighting by More than Two Sides

ExampleaTransparent dividersbIntroduction

Transparent dividers

Transparent dividers

Transparent dividers

Transparent dividers

Elevated window dividers

Elevated window dividers

Elevated window dividers

・ Point of Notice
Characteristics

Characteristics-As a dividing wall placed between the classroom and the hallway,
materials made out of highly transparent materials such as glass or
polycarbonate will be used.
-Lighting will also enter in from the hallway increasing theilluminated surface area. This will solve the problem of darkness
associated with the hallway at the same time being effective inequalizing illumination.
Points of notice-If glass is used, due to shattering or breaking this could bring about
danger. Because of this factor strengthened glass or polycarbonate
material should be used.
-If the hallway if already dark, this will not be of much use.
-Because already existing dividers will be replaced, the occurrence ofstructural problems in the instance where the existing wall is removed
needs to be researched.
-Due to the use of transparent glass, the coming and going of people
and observing glances from those people can become a source ofdisruption during class.
-The space of bulletin boards and postings etc. can be minimized.

Elevated window dividers

Characteristics-There will be a window on a higher location on the wall which
divides the classroom from the hallway.
-The surface area which will be illuminated due to light entering fromthe hallway will increase, so the darkness associated with the side of
the classroom closet to the hallway will be resolved.
Points of notice-If the hallway is already dark, this will not be of much use.
-Because already existing dividers will be replaced, the occurrence ofstructural problems in the instance where the space of openings aregoing to increase needs to be researched.

Cost and EffectaTransparent dividersbElevated window dividers

Initial Cost

Transparent window dividers 78-83 thousand yen/ 1 classroom(public price)use: dividing unit, door (two locations)-removal fee of existing dividing wall is not included

Elevated window dividers 1100-1150 thousand yen/ 1 classroom(public price)use: diving unit, door (two locations)-removal fee of existing dividing wall is not included

simulation

simulation

Running Cost

Division of level of indoor illumination(yearly average)

Comparison of the degree ofindoor illumination

58

Menu of Improvement 13 Finishing With High Rate of Reflection
Exampleab

Finishing material of wall surface

Ceiling surface shape・Finishing material

Introduction

Ceiling surface shape・Finishing material
Comparison of wall surface finishing material

Rate of reflection ofwall surface finishingwall surface finishing material

Ceiling surface shape・Finishing material

・ Point of Notice
Characteristics

Characteristics-By using finishing material of brighter colors of brighter orlighter colors for the walls inside the room, the rate of reflectionof light will increase therefore brightening the room.
-When painting the wall, white and lighter colors which will beon the bright side should be selected.
Points of notice-Dirt, dust and grease etc. tend to be more visible on whitecolor, so cleaning will become a necessity.

Characteristics-When the structure of the ceiling is slanted, lightbeing reflected from terraces and light shelves canbe guided to the back of the room. This in turn iseffective in equalizing the illumination inside theclassroom.
-Slanted ceilings can reflect and guide light towards
the back of the room, arched ceilings are effective
and spreading out and distributing light across theroom.
-When repainting of attaching boards to the ceiling,white or light colors on the bright side should beselected.
Points of notice-In existing schools the height of the ceiling can be very hightherefore making the securing of the ceiling difficult. In thiscase, the use of slanted ceilings will be difficult.
-When lowering the height of the ceiling, caution needs to betaken because the surface area of the light which streams infrom the window can be reduced.

Cost and EffectaFinishing material of wall surfaceb

Initial Cost

Ceiling: gypsum board replacement 50-80 thousand yen/ 1
classroom-removal fee of existing ceiling finishing material is notincludedCeiling: repainting 90-120 thousand yen/ 1 classroom-removal fee of existing ceiling finishing material is notincluded
Wall: repainting 120-125 thousand yen/ 1 classroom-removal fee of existing ceiling finishing material is not

Ceiling surface shape・Finishing material

Ceiling finishing 1170-1220 thousand yen/ 1 classroom-use: lightweight steel skeleton supported ceiling underlayer, gypsum board attachment-removal fee of existing ceiling finishing material・underlayer is not included-By adjusting the level of direct sunlight near the window,
daylight can be directed in further inside the classroom.
This can be effective in improving the equalization ofillumination and darkness associated in the hallways.

simulation

Running Cost

-By slanting the surface of the ceiling, light reflected fromlight shelves or terraces can be more easily guided towards
the back of the classroom.
Comparison of the level of indoor illumination(comparison using same lighting instrument)
59

Comfortable Room Environment(5) Improving Blackboard View

Current Situation and Measures

Present-In furtherance of creating a ideal class environment, a relatively large number of teachers responded “proper view of blackboard”
bringing to light the importance of this aspect.
-Within the classroom there is a tendency for the “blackboard” to be bright.

What is an important aspect in creating a ideal classroom
environment?
-Among the more important aspects, 16% of teachers
responded “proper view of blackboard”.

Do you feel it is bright in some part of the classroom?
-Within the classroom, about 12% of te4achers responded“blackboard” as being bright.

４

－

None
Window side￣1
1

Floor surface and desktops
where light is shining
゛

No inequality in brightness【Very important】
2.7%
Room temperature is proper
27.8%
Temperature is proper 1.3%
No gaps in temperature 0.7%
No dirt in air 5.8%
No unpleasant smell 3.6%
１
Other
0.6%
No noise 29.0%
Proper brightness 12.5%
Proper view of blackboard
16.0%Blackboard
Electrical illumination instruments
Other



A nationwide questionnaire survey carried out
with the respondents being elementary・lower
secondary・high school teachers totaling 2138｜

Counter Measure
By adjusting incoming rays of light which in turn illuminates the blackboard, clearer viewing of the blackboard can be established.

-Through the installation of ledges near windows enabling the shielding of direct sun rays,
brightening of the ･1
blackboard can be prevented.
-By establishing illumination of the blackboard and supplementing the proper degree of1ーbrightness through additional means, the view of the blackboard can be improved

-・．

－一
ｆ
冒″－
亀
４．ｓ--

60

１

Menu of Improvement 14 Adjustment of brackboard
Examplea

Built-in Ledge Covering/Shadingb

Interception of Direct Sunlight

Introduction

Installation of built inledge covering/shadingon blackboard
Interception of light throughexterior attachment of blinds

Installation of built inledge covering/shading Curved blackboard
on outside wall
(curved on one side only)
Movable ledge
covering/shading・ Point of Notice
Characteristics

Installation of built in ledge covering/shading on blackboard

Interception of light through louvers

Characteristics-By installing a ledge covering/shading near thewindow in front of the classroom, it is possible to adjust
the amount of sunlight entering therefore preventing
difficulty when viewing the blackboard.
-The location for installing a ledge covering/shading
other then inside the classroom is the outside ofwindows.

Characteristics-Due to the installation of blinds and louvers, sunlightentering in from the window can be intercepted allowing theadjustment of this light. This in turn can bring about betterview of the blackboard.
-Louvers are usually made of aluminum, due to the shapeand methods of installation there are many other kinds
available.
Points of notice-Detailed and persistent cleaning of blinds is necessary.
-Concerning the installation of louvers on windows on thethird floor or higher, there are cases where these windows
are designated as emergency exits and entrances for
firefighters. Proper caution needs to be taken whether or not
the installation will cause difficultly if the exit is going to be
used in case of a fire.
-The ease at which water can run down the apparatus andthe piling of snow need to be planned and calculated.
-The sound of wind being divided by the structure of theapparatus may come about.

Points of notice-When installing a ledge covering/shading the surface
area of within the classroom which was previously lit
by entering sunlight can be minimized, so caution
should be exercised.

Cost and EffectInitial Costa Built-in Ledge Covering/Shading
Curved blackboard 100-150 thousand
yen/ 1 classroom (public price)-1 installation per 1 classroomb

Interception of Direct Sunlight

Exterior attachment of blinds 1600-3800 thousand yen/
1 classroom
Louver 780-830 thousand yen/ 1 classroom (public price)use: aluminum made louvers, assisting prop・beam
installation construction fees are not included

Running Cost

-During high noon on a sunny day, due from sunlightstreaming in through the windows the view of thesimulation-By installing ledges covering/shading and utilizing a
curved blackboard sunlight from the windows can beintercepted while preventing brightness of theblackboard.

Without blinds

Blinds installed
Comparison of the degree of indoor illumination

61

Menu of Improvement 15

Modification of Problematic Points Through Eletrical Lighting

Example(a) Installation of Blackboard Lighting

Introduction

blackboard lighting (type built into ceiling)example of installation of blackboard lighting (type built into ceiling)

卜一」

blackboard lighting (pipe lined type)blackboard lighting (blackboard attached type)

Characteristics-By installing a lighting instrument made specifically for blackboards, the lighting of theblackboard can be secured, therefore insuring better vision. The different types in which lighting
instruments for blackboards maybe attached are, type built into ceiling, directattachment type,pipe lined type and blackboard attached type.

｜ｊ

Points of Notice’・へＪ・ Point of
Characteristics

ｉ-The “Standards for School Environmental Health” law was amended by the Ministry of Educationin 2004 stating that the overall most preferable level of illumination for blackboard surfaces
should be over 500lx.

Cost and Effect(b) Installation of Blackboard Lighting

Initial Cost

Blackboard lighting 30-60 thousand yen/ 1 classroom-2 installations per 1 classroom-use: type built into ceiling, Hf type lighting instrument (32W・1light)｜

Running Cost

mに
Ｉ

Ｉ

．

（､Ｉ
｀
）

blackboard light being lit

blackboard light turned off

Comparison of Blackboard Lighting Illumination

62

゛琵Comfortable Room Environment(6)(6) Securinga Sound Environment Ideal for Learning

Current Situation and Measures

Present-In the classroom while class is being held, voices from the classroom next door, noise from the hallways, noisefrom the upper level, voices from within the classroom itself and noise from the rooftop all posses the potential of
becoming a problem.
-In open form classrooms, caution needs to be taken due to the likeliness of sound emitted from the classrooms
next door interfering with class-On noise emitted from within the classroom, “voices ofchildren・students talking” (35%) can be observed as
being the greatest.
-On from outside, “noise from the road” (29%) and “noisefrom aircraft” (17%) can be observed as being thegreatest.
-In comparison to closed form classrooms, in open form
classrooms noise from the classroom next door weregreater among the responses.

In the case of “noise becomes bothersome”: what sort ofnoise bothers you?
-On noise emitted from the class next door, “voicesfrom children ・ students”(39%) and “voices fromteachers” (12%) can be observed as being greatest.
-On noise from the hallway and upper level,“voices of persons” (29%), “sound of furnituredragging” (20%) and “footsteps” (19%) can beobserved as being the greatest.

Voices fromchildren・students
Voices of teachers
Voices of persons
Sound of furnituredragging
Footsteps
Voices of students・teachers
Noise from road
Noise from aircraft

Mixed type Open form Closed form General

Voices from children・
students

Voices from teachers(Noise which is bothersome during class: (noisefrom class next door) by classroom type)(Noise which is bothersome duringclass (noises which account for morethan 10% of responses))

A nationwide questionnaire survey carried out with the
respondents being elementary・lower secondary・highschool teachers totaling 2138 persons※
From the questionnaire survey “Investigative
Research Concerning Environmentally-conscious
Measures Within School Facilities-JAPAN”(2006.3) survey (2)Q15

Counter Measure-In order to reduce the noise emitted from outside the classroom, hallways, upper levels and other classrooms,
improving noise intercepting ability (using the wall, window,
in order to intercept noise) is essential.
Rooftop
Installed floor
rooftop
Insulating materials・construction-In order to regulate disruption caused by voices and noise, and to minimize the transferring of noise, improvementof noise absorbing ability (absorbing energy from noise by utilizing materials which consist in making the classroom
interior) is essential.
-In places where outside noises emerging from traffic andaircraft are great, it is necessary to heighten the ability of L Base of noise Classroom
exterior walls and windows to intercept noise.
-In order to regulate the influence caused by noise(s) from theclassroom next door, it is necessary to heighten the noiseintercepting ability of the walls which segregate theclassroom.
-By adding modifications to the finishing and structuring of
the floor surface, it is possible to nullify noises caused byshock, preventing the noise from transferring to the floor
Sound absorbing
Noise reflecting
refurbishing on
below.
refurbishing on ceiling
ceilinSound absorbing-Through the installation of sound absorbing material such as
refurbishing on ceilingperforated boarding and material in hallways and ceilings, a
Noise reflecting
f bi hiili゛琵calmer environment for learning can be produced.
How sound travels in the open form classrooms(transfer of sound is low in areas where green is
N i
i
il
f
d b
f
darker)63

⑯
Menu of Improvement 16 Modification of Sound Intercepting Ability

ExampleSound interception in windows

Sound interception on wall exterior

Prevention of noise arising fromthe floor due to shock

GL bondingStud
Gypsum board
Concrete wall
Layout of high sound intercepting floorク

Introduction

Combined sound-proof glassウ

X GL Mounting ○Stud placement（low sound interception）（high sound interception）
Concrete wall + board finishingSound intercepting
material・floor board
finishing

Carpet finishing｀i Z･

Authority: (foundation) Energy Conservation
Center “A Guide to Wise Reforming”

1.1

・ Point of Notice
Characteristics

Characteristic-Combined sound-proof glass: Comprisedof two sheets of glass, there is a special Jj
noise preventing diving sheet placed in
between the two sheets of glass which
combine to form one sheet.
-Interior windows attachment: Without
exchanging any glass or sashes, byinstalling a interior window within theclassroom noise prevention can beheightened.
Points of notice-If the combined sound-proof glass is used
together with sound preventing sash, thiswill be effective.
-In the case of installing the interior
window, it will be effective if plenty ofspace in left from the window (more than
15cm).
-The different kinds of windows such as
windows that are pulled open or open
windows which the interior window can beinstalled on will be limited.

恥
-

－－－

Interior windows
attachment
１

Movable diving wall畢●

イニ

Characteristic-Concrete wall + board finishing: the stud
placement (stud located in between) is superior
in intercepting sound. Through the GL
mounting method, when the board materials
are strongly attached to both sides of theconcrete wall, sound intercepting performance
will be compromised (in comparison to nofinishing) greatly.
-Movable dividing wall: In open form
classrooms, when movable dividing walls are
installed between classrooms and hallways
depending on the activity being held in classopening and closing can be selected.
Points of notice-The stud placement (assisting prop・beamplaced in between) method will separately
attach the prop・beam from the concrete wall
(supported at the top and bottom). This will not
be effective if there is contact with the concretewall.
-There are many cases where the movable
dividing wall cannot secure proper soundintercepting performance due to materials of
low quality which lack in sound intercepting
capability and noise entering from small
spaces. Due to this, when planning to install
the movable dividing wall in classrooms,
caution is necessary. When taking measures toinstall, the selecting of materials having highsound intercepting capabilities and screening
for small spaces where noise could leakthrough is very important.

Examples of measure when in use
Characteristics-When intercepting noise emitted from ahigher level, changing the flooring into
carpeting, laying sound intercepting, shocknullifying material beneath the finishingmaterial and placing sound intercepting
material such as glass wool behind the ceilingof the floor below are all effective.
Points of notice-When installing shock nullifying soundintercepting material when exiting floor
finishing will be removed for construction.
-If shock nullifying sound intercepting
material is directly installed on top of theexisting floor, there is a case that the floor
will be higher in comparison to other floors,
resulting in a small gap. This is a point ofconcern.

Cost and EffectInitial Cost

１ｌRunning Cost

一Sound interception in windows

Sound interception on wall exterior

Combined sound-proof glass 300-350
thousand yen/ 1 classroom-upholding fees etc. are not included-Attachment of interior window 130-180
thousand yen/ 1 clasroom-use: aluminum sash (pulled open window),
glass

Stud placement method 500-550 thousand yen/
1 classroom-use: lightweight steel skeleton under layer,surfacing with gypsum boarding, repainting

If space is left
between the outside
window and theinsidewindow

Sound intercepting performance of glass-In normal windows with a single sheet ofglass noise emitted from trains can be heard
just as well as people talking. But with the
installation of a inside window this noise isreduced to the same level as a normal fan or
any apparatus which adjusts air.

Movable dividing wall 1900-195 thousand
yen/ 1 classroom-use: movable dividing wall unit (public price)諒-゛Sound intercepting performance of wall
-Sound interception in walls has the effectof preventing noise from the classroom
next door from becoming a distraction
during class.
-Movable dividing walls are capable ofregulating the effects of sound comingfrom other classrooms within an open
form classroom atmosphere.

Prevention of noise arising fromthe floor due to shock
Flooring finishing 370-420 thousand yen/ 1
classroom-use: flooring blocks (comes with cushion)-removal fee of existing floor finishingmaterial is not included
Carpet finishing 250-300 thousand yen/ 1
classroom-If sound absorbing material is installed on the-use:tile carpet
oppositeside of finishing material used for the
l f
f
i ti
fl
fi i hi
Ｑ noise emitted from the upper level suchceiling,
as footsteps and dragging noises caused bydesks etc. can be reduced.
-If sound intercepting shock nullifying materialis placed underneath flooring materials, small
sounds emitted from shock being applied to thefloor (when a solid, light object is dropped) andthe occurrence of such similar sounds can beprevented.
-By changing the flooring of the classroom tocarpet and placing tennis balls which havebeen sliced through the middle onto legs andsupporting legs of desks and chairs the soundof desks and chairs dragging can be prevented.

65
ゝMenu of Improvement 17 Modification of Sound Absorbing Ability
Perforated sound absorbing material

Perforated board finishingSound absorption in open form

ExampleIntroduction

Sound absorbing perforated board finishing
Classroom・open space both need ceiling soundabsorption
Perforated sound absorbing finishing

Rockwool sound absorbing board finishing・ Point of Notice
Characteristics

Characteristics-Glass wool and rock wool etc. due to soundabsorbing soft finishing material will be more
effective in absorbing sound as the sound pitchheightens.
-The thicker the material, the greater soundabsorbing ability.
-If a air cover is attached behind perforated
material, this will be effective in absorbing lower
sound waves.
-The rock wool refurbished sound absorbing board(rock wool sound absorbing board) is symbolic
among materials in this field. After installing a lightweight steel skeleton under layer, there is themethod of attaching sound absorbing boards on topof the attached gypsum boards. Another method is
to directly attach the sound absorbing board to thelight weight steel skeleton under layer.

Attachment of perforated gypsum sound absorbing
boards (ceiling finishing material)

Characteristics-The calcium silicate plate would be therepresentative material.
-The perforations and air covers on both sides absorb
around through coinciding with the principal offunctioning as a single unit.
-If the size of the perforations are significant in size,
high pitched noises can also be absorbed.
Points of notice-If the perforated boarding is attached directly, or if
another board is attached to the back of the perforated
board, no sound absorbing effect will come about.
-A material possessing ventilating abilities is placedin back of the perforated boarding.
-If perforated boarding is utilized against the same
circumstances within a broad surface area, certain
types of sound waves will not be effected.

Open for classroom echo regulating method
Characteristics-Sound is more easily transferred in open form
classrooms, to by using highly efficient soundabsorbing material (glass wool 50mm) it is necessary
to minimize transferred sound.
Points of notice-When sound proofing the walls, material with abigger ratio of openings such as punching metal
should be used to secure the level of stability of thesurface.
-It is effective when the sound intercepting ability offurniture and movable dividers are combined.

Points of notice-Although curtains and carpeting can be counted as
perforated material, thin material will barely
posses the capability to absorb sound.

Cost and EffectInitial Cost

Perforated sound absorbing material

Perforated board finishingSound absorption in open form

Direct attachment of sound absorbing material
160-210 thousand yen/ 1 classroom-use: laying of glass wool included
Attachment of sound absorbing board 200-250
thousand yen/ 1 classroom-use: light weight steel skeleton ceiling under layer,
attachment of rock wool refurbished sound absorbing
board-removal fee of existing ceiling finishing material・
under layer is not included

Attachment of perforated board 450-500 thousand yen/
1 classroom-use: light weight steel skeleton ceiling under layer,surfacing with glass wool, attachment of refurbishedperforated gypsum board-use: removal fee of existing ceiling finishingmaterial・under layer is not included-please refer to a, b on the left hand side-surface area concerning open space needs to be
calculated and accounted for

Running Cost

-Contents of conversation emitted from the class nextdoor which will be overheard if the ceiling is notsound proofed will be more harder to hear andunderstand once the ceiling is sound proofed. ( pleaserefer to the bottom right of p.63).
-The chances of class being disrupted between classrooms which are located next to each other will beminimized.

Sound absorbing characteristic ofperforated sound absorbing finishingSound absorbing characteristic of perforated
sound absorbing board-By sound absorption in the ceiling of the classroom, the noise and racket emitted from within the classroom will be regulated, producing a calm
studying environment.
-By sound proofing the hallway and stairwells, sound of footsteps emitted from the hallways and stairwells will be regulated at the same timepossessing the effect of minimizing sounds which are transferred.
-Echoing is more prevalent among lunchrooms and gyms where the room has a significant capacity, so sound absorbing finishing will be
particularly necessary.

66

Utilizing the Blessing of Nature(7) Utilizing Natural Wind
Current Situation and Measures

Present-On air circulation (ventilation) in classrooms, it was likely that “better if more than now” would be chosen during
the summer and “fine the way it is” to be chosen during the winter.
-In classrooms during the winter, it was likely that “windows are not opened during class.”.
How do you feel about the air circulation (ventilation) within theclassroom?

Concerning the classroom during the winter, are there any
windows which are consistently open?

-On ventilation during the summer, about 51% of teachers
replied “better if more than now” and about 47% of teachers
replied “fine the way it is”.
-On ventilation during the winter, about 82% of teachers replied“fine the way it is”.

-On classrooms during the winter about 65% of teachers replied“basically, windows are not opened during class”.

Windows facing the outside of the classroom
Better if less than
now 1.8%

Fine the way it is
47.2%

Windows facing the hallway
Windows facing the outside of the hallway

Better if more
than
now
51.0%

Basically, windows are not opened
during class【Summer】
Better if less than
now 10.9%

Better if more than now
73%

A nationwide questionnaire survey carried out with the
respondents being elementary・lower secondary・high school
teachers totaling 2138 persons※
From the questionnaire survey “Investigative Research
Concerning
Environmentally-conscious
Measures
Within School Facilities-JAPAN” (2006.3) survey(2)Q26 Q12Fine the way it is81.8%【Winter】

Counter Measure-It is important to secure proper paths for ventilation through the correct use of “technology to open” during the summer and“technology to close” during the winter.
-In the case where seismic walls will be built or already exist, which may lead to the loss of ventilation, during planning careful
Rooftop
Installed rooftop
Insulating
materials・construction
awarenessis necessary.
-During summer it is necessary to take measures toimprove ventilation such as by opening windows,
doors and other inlets where air may ass though. The
modification of window location and the shaping ofclassroom dividers, walls etc. can result in improved
ventilation.
-Due to the installation and establishing of seismicbraces and walls, in certain cases this might lead tothe reduction of ventilation. It is necessary toｌexerciseawareness when distributing certain role(s)each classroom may hold in the case where different
uses maybe found for classrooms with poor
ventilation.
-By taking advantage of the air around the areaswith１ stairwells, differences in temperature can beused to create a naturally driven source ofventilation.

Windows closed during Winter
Ventilation

Window open
during summer

Seismic brace

Decrease in surface
area of opening

Window open during summer

67

Menu of Improvement (18) Securing Paths of Ventilation
Examplea

Use of grille-type dividers mobile dividers

Introduction

Grille-type dividers

Grille-type dividersb

Ventilating transom windows between hallways

Ventilating transom windows

Effect of placing a divider
between two dividers

Ventilatingtransom windows

Ventilation opening

Mobile dividers

Mobile dividers

・ Point of Notice
Characteristics

Characteristics-By installing transoms and movable dividing walls in between
the hallway and classroom, during the summer it will be easier tosecure paths for ventilation inside the classroom.
Points of notice-In order to exchange with the already existing dividing wall,
structure-wise it will be necessary to determine if any problems
will arise as a result of the existing wall being removed.
-On the area of the moving dividing wall which will bemobilized, built in storing shelves etc. will not be able to beinstalled. The assignment and use of lockers and shelves need to
be examined.
-Space for bulletin boards and other announcements will beminimized.

Characteristics-By installing a transom unto the dividing wall towards the hallway, it
will be easier to secure a path for ventilation inside the classroom during
the summer.
-Transoms in comparison to windows, rotating windows are capable totaking in more ventilation due to a more wide open surface area.
Points of notice-When exchanging with the dividing wall which already exists,
structure-wise checking is necessary to see whether if removing theexisting wall will cause any problems.
-In the case of installing a transom ventilation window in a high position,１
considerationis necessary in making the location still accessible to easy
opening and closing.

Cost and EffectaInitial Cost
Running Cost｜

Use of grille-type dividers mobile dividersb

Ventilating transom windows between hallways

Grille-type dividers 150-200 thousand yen/ 1 classroom-use: wooden divider placement pieces/ refurbishedcompound board placement-removal fee of existing wall finishing material・underlayer is not included
Movable divider 1900-1950 thousand yen/ 1 classroom(public price)-use: movable dividing unit
-removal fee of existing wall finishing material・underlayer is not included

Ventilating transom windows between hallways
Ventilating transom windows between hallways 1100-1150
thousand yen/ 1 classroom (public price)-use: dividing unit, door (2 locations)-removal fee of existing dividing wall is not included

simulation

simulation

X windows and doors are
fully open

O grille-type divers placed at
window and door

The effect of temperature division within theclassroom in accordance with the opening on
the wall facing the hallway

O presence of a transom window
In the case there is no opening (transom window), the heated air can be observed as
being piled up to a certain height of a opening. On the other hand if there a opening
available, the heated air can escape through the top, while cool air can stream in fromthe bottom resulting in a decrease in temperature within the classroom.
The absence and presence of a transom window and the effect it has on temperaturedivision within the classroom

68Menu of Improvement

19 Measures to Counter Reduction in Ventilation as a
Result of Earthquake-proof Improvements

Examplea

Change of use in room where a seismic brace has been
installedbClassroom near a hallway facing a stairwell・restroom

Introduction

Chance of use in a multi-purpose space
Seismic
Change of use to an area ideal for conversation

Example of change in use￣

・ Point of Notice
Characteristics

Characteristic-When a seismic brace is installed near the window, the area ofthe opening will be reduced. This will in turn lead to difficulties
in securing the proper amount of ventilation inside of theclassroom during the summer and winter.
-In the case where the area of the opening is reduced due to theinstallation of a seismic wall, it is necessary to take into
consideration the indoor environment which will come about
during the summer, especially.
-If there are unused spaces, the function of the room where theseismic brace was installed should be changed to a multi-purpose
space.
Points of notice-If there are unused spaces within the school building, it will bebeneficial to look into re-distributing classroom functions
throughout the whole school.
-In classrooms where ventilation is thought to be poor, there arecases where the function of the room was changed to a meetingroom or used for storage purposes.

Characteristics-In classrooms where a toilet or stairwell is directly across from thehallway, when compared to classrooms with a window within the
hallway, the first has more problems in securing proper ventilation during
the summer.
-If there is available space within the school building, changing thefunction of the room where the hallway across from the room faces astairwell or a toilet to a multi-purpose room would be beneficial.
Points of notice-If there are no free or available spaces within the school building,awareness should be exercised because this option could possibly not be
available.

Cost and EffectaChange of use in room where a seismic brace has been
installedbClassroom near a hallway facing a stairwell・restroom-During improvements the installation of seismic braces and seismic
walls, in rooms where a stairwell or a toilet faces the hallway which
the room is next to, there are cases where the ventilation of theclassroom will decrease.
-Due to the changing of classroom function as a measure, this will be

Running Cost

effective in securing proper ventilation within the classroom during
the summer.

68

Menu of Improvement

20 Furtherance of Ventilation Arising from Temperature Difference
Through the Use of Rooms Consisting of Stairwells

Exampleab Ventilation by temperature difference through the use of

Solar chimney

rooms consisting of stairwells

Introduction

Ventilation by temperature difference throughthe use of rooms consisting of stairwells

Solar chimney

Ventilation by temperature difference through theuse of rooms consisting of stairwells

Picture of a solar chimney

・ Point of Notice
Characteristics

Characteristics-Windows should be installed in the highest possible places in rooms
consisting of stairwells within the school building.
-Fresh and cool air from the outside will be able to stream through into
the classroom through the window.

Characteristics-The solar chimney will warm the air through heat radiating fromthe sun. Due to buoyancy, ventilation utilizing temperature
differences would be the structure.
-During summer the natural ventilation of the whole schoolbuilding can be achieved and stagnant heat can also be extracted.

Points of notice-In the case where ventilation passages within the school building arecomplex, extraction of heat within the classroom will be difficult.
-When installing exhaust windows in high areas in rooms withstairwells, accessible opening and closing of these windows should betaken into consideration.

Points of notice-During sunny days the air within the solar chimney is more easily
heated making it possible for ventilation which utilizes temperature
differences to take place. However, during rainy or cloudy days theheat within the chimney will have difficulty warming up so
ventilation through the use of temperature differences will be
reduced. The amount of ventilation can easily change due to theamount of sunlight, so this needs to be taken into consideration.
-If the paths for ventilation within the school building is complex,
the extraction of heat within rooms will become more difficult, so
precaution is needed.

Cost and Effectab Ventilation by temperature difference through the use of

Solar chimney

rooms consisting of stairwells-By using the space of rooms with stairwells etc, temperature differences
can be used to bring in natural ventilation to the inside of the schoolbuilding.
-Because fresh and cool outside air will be taken in through the window,
the securing of ventilation paths during the summer will be much easier.

Cooling

Running Cost

Differences between years on the usage times ofnatural ventilation

Cooling effects when using natural ventilation
The times which natural ventilation is used increases year by year, thｓree years after the school was opened, out of the period which cooling wasused (5.016 hours) 61% of this time natural ventilation was used. The effect of cooling during the use of natural ventilation was 58.9GJ.
(Authority)
Katsuragi Hiromasa, Kimura Kenichi, Enomoto Joji, Yujo Akira, Shinada: Study on the Natural Ventilation System using Solar Chimney (part 9)
three years after school was opened the situation of heating exchange through the use of natural ventilation and coolpit. Collection of Academic
Convention Speech Synopsis Architectural Institute of Japan (Hokkaido), pp.593-594, August 2004.

69

Appropriate InIndoor Environment(8) Utilizing Natural Light

Current Situation and Measures

Present-On the present condition of classrooms, there is a tendency for the window side to be “bright” and the side near the
hallway to be “dark”.
-The situation of the usage of electrical lighting tends to be “pretty much always lit”. Furthermore, the situation where lighting is on
while the curtains are closed during noon on a sunny day can be observed.
schoolWhat is the situation of lighting usage while theclassroom is being used?

-On the energy consumption amount in elementary, lower
secondary and high schools about 44.4% went towardheating, about 0.4% went toward hot water while lighting・other attributed to about 55.2%, while energy consumer
through lighting held the greatest share.

-During classroom use about 67% of teachers responded“pretty much always lit”, about 26% of teachers responded“lit during sunset, rain and when cloudy” and about 16%
of teachers replied “lit when curtains are closed during
noon on a sunny day”.

Amount of energy consumption
facilities in the Tohoku region.

Heating
44.4%

Lighting
・ other
55.2%

withinPretty much always lit
Lit during sunset, rain and when cloudy－

Lit when curtains are closed during
noon on a sunny day
Refueling
0.4%

Lit during noon on a sunny day
when shadows are present
other

Watanabe Hironori・Miura Shuichi・Sudo Satoshi: “A Study on the Actual Conditions of Energy Consumption of School Buildings in
the Tohoku Area” from the Journal of Environmental Engineering (2005. 11) ※data from the essay, totaled from the average of six prefectures in the
Tohoku RegionA nationwide questionnaire survey carried out with the respondents being elementary・lower secondary・high school teachers
totaling 2138 persons※ From the questionnaire survey “Investigative Research Concerning Environmentally-conscious Measures Within School
Facilities-JAPAN” (2006.3) survey (2)Q7Counter Measure-By utilizing light, it is possible to reduce the consumption of electrical lighting and also reducing the darkness associated with the
hallway.

-By natural lighting, it is possible to minimize the use of electrical lighting.
-By guiding natural light towards the side of the classroom closest to thehallways, it is possible to reduce the usage of electrical lighting while reducing
the darkness associated with the hallway.

70

Menu of Improvement 21 Guiding of Daylight for Lighting Purposes
Examplea Reflective wall installation guiding sunlight southward
into light well

Introduction

Light wellbLight duct

Installation
guiding light
Structure of horizontal duct

Structure of vertical duct

Structure of vertical duct

Light ductsLight wells

・ Point of Notice
Characteristics

Characteristics-By installing reflective boarding onto ducts and the exterior ofbuildings, sunlight can be directed into the classroom-In the case where there are other buildings such as gyms andwalls of significant size outside of the classroom window, themethod of painting the wall outside of the window white which
will reflect sun light in turn, guiding light into the classroom
can be effective.
-In the case where plenty of sunlight cannot be secured, such as
regions with higher buildings and high levels of congestion
around the schools, this method can be effective.

Characteristics-From outside walls and from rooftops, natural light from the outsideduring the day can be directed into the classroom.
-The structure can be divided into the area where the natural light will
be taken in from or the “point of collection, entry area”. Then there is
the area where the light will be guided through or the “duct area”.
Finally, there is the area where the guided light will be dispensed andspread out or the “dispensing area”.
-Is it effective to install a light duct in the hallway.
Points of notice-In order to effectively guide light, the area where the light will betaken in from needs to be modified. Thorough examination of theconditions of building standards and climatic conditions need to be
examined to produce the most ideal shape and structure.
-Also, depending on the shapes of the walls and windows or due tobuilding structure, this method cannot be used to please exercise
awareness concerning this point.

Points to Notice-Sun rays will differ in accordance with the passing of time andseasons, so a effective location to place reflective boarding inorder to guide light should be found prior to installation.
-It is necessary to take precautions so that the light reflectedfrom the reflective boarding can will not get into anybody’s
path of vision.
-The amount of daylight can differ which in turn will affect theamount of light, precautions concerning this factor isnecessary.

Cost and Effecta Reflective wall installation guiding sunlight southward
into light wellb

Fence (H:3) 500-550 thousand yen/ 1 classroom-use: vision blocking panel included

Initial Cost

Fence (H:5m) 530-580 thousand yen/ 1 classroom-use: long column fence, outside cloth made windy
conditions

Light duct
Vertical duct type 400-700 thousand yen/ 1 classroom-unit price: vertical duct 100 thousand yen/ m (light intake
section, light duct, light dispensing section)
Horizontal duct type 600-1200 thousand yen/ 1 classroom-unit price: horizontal duct 130 thousand yen/ m (light intake
section, light duct, light dispensing section)

The prices listed here are costs of installations which alreadyexist. Depending on the structure of the light duct, price mayvary.

simulation

simulation

Running Cost

Distribution of Indoor Illumination
Light dispensing section of light duct71

(9) Utilizing as a Energy Source

Natural Breeze
Current Situation and Measures

Present-Many contents of the eco schools pilot model undertaking such as “solar energy type”, “energy conservation・
resource conserving type” and “wood using type” are being carried out.
-The current situation is that during improvements, introduction of environmentally conscious installations areminimal.
Reference
Eco School Pilot Model
recognition (1997-2007)

Undertaking

situationof-Solar energy type: about 64%-Solar heat using type: about 8%-Other new ways to produce energy (wind powered, underground heat, fuelcells): 8%-Energy conservation・resource conserving type (furthering insulation, use of
shade, energy conserving installations, utilization of rain water, recycling
water) : about 44%-Nature co-existence (building vegetation, exterior vegetation): about 17%-Wood using type (usage of regional materials etc.): about 33%-Resource recycling type (usage of recycled building material, installations tomanage raw garbage): about 6%-Other (natural light, natural ventilation): about 8%
Solar energy typeSolar heat using type
Other new energy using
type
Energy conservation・
Resource conserving
type
Nature co-existence
type
Wood using type
Resource recycling type
Other

During improvements what sort of new installations were
established?
-During improvement about 67% of local authorities responded“none established”. Also, about 1% of local authorities responded“rain water using installation”, about 9% of local authorities
responded “toilet water-saving device” and about 1% of local
authorities responded “solar energy device”.

None established
Elevator
Heated toilet seat
Heated water washing toilet
Rain water using installation
Recycled water using device
Toilet water-saving device
Solar energy device
Solar heat collecting apparatus
Wind powered device
Well water using heat pump
Fuel cells
Regional heat supply system
CompostOther＊Engaging in Equipping Environmentally-conscious School Facilities (eco school)
Ministry of Education・Ministry of Agriculture・Ministry of Economy・Ministry of the Environment＊Members of the Board of Education nationwide and 625 local authorities were the respondents to the questionnaire survey.
From the questionnaire survey “Investigative Research Concerning Environmentally-conscious Measures Within School Facilities-JAPAN” (2006. 3) survey (1)Q19

Counter Measure-Through the utilization of naturally derived energy such as solar energy, usage of sunlight, heat and wind powering, it is possible toregulate and lower lighting and heating expenses. Also, the utilization of natural energy on behalf of the school can become on
effective supplement in environmental education for the children.
-By implementing installations during improvement it is by no doubt possible without wasting any means toengage in equipping school facilities.

-Exercising awareness during improvement towards the utilization ofnatural energy such as solar energy, wind generated electricity,
insulating rooms and heating water by sunlight, cooling by using snow
and rain water are all factors of great importance in bettering theenvironment of school buildings.
-By explaining the structure and methods of utilizing natural energy invarious facilities and installations as a supplement for learning, this canbe very effective for the environmental education for children.

Wind power72

Menu of Improvement 22 Solar Energy
Exampleab

Rooftop installation

Introduction

Solar energy (rooftop installation)

Rooftop surface installation

Structure of solar powered generation

Solar energy (rooftop installation)
Authority: Ministry of Education Solar energy (rooftop installation)

・ Point of Notice
Characteristics

Characteristics-By installing a solar cell on the rooftop, the generated
electricity can be used.
-For the electricity which is generated on weekends which
the school will not use, this unused electricity can be sold tothe electrical company.

Solar energy (rooftop installation)

Solar

power

(rooftop

Characteristics-By lining the surface of the roof with solar cells, thegenerated electricity can be used.
Points of notice-By region, the rate of sunny days can be minimal due to the
influence of the weather. In this case, the amount of energy
generated will be minimized, so precaution is necessary.
-In correspondence with the amount of electricity (kW)produced by the solar cell, the structure of installment, and theelectricity ・ installation construction fees will be charged
separately.
-If installed on a rooftop facing southward, the amount ofelectricity generated will be minimal.
-The examination of the burden which will be placed upon the
supporting structure and leaks occurring from the area of
installation are factors which need to be taken into
consideration.
-In areas near the ocean, or shoreline where strong winds areprevalent it is necessary to strengthen the fixture.
-When the surface temperature of the solar cell module
increases the effective will decrease, so it is necessary tosecure proper ventilation along the solar cell modules.

Points of notice-In accordance to region, some areas have a low percentage
of sunny days due to climate. This in turn will minimize theelectricity generated, so this is a point which needs attention.
-In correspondence with the amount of electricity (kW)produced by the solar cell, the structure of installment, andthe electricity・installation construction fees will be charged
separately.
-On the rooftop space for the installation of solar cells isneeded. The inspecting of the capacity of which thesupporting apparatus can bear and the waterproofing of thearea and structure of installment need to be carried out.
-The guaranteed lifespan of the solar cell module is around10 years.
-The sound of the power conditioner is 40dB (similar to thatof the outside part of a air conditioning mechanism) so thelocation of installation needs to carefully be planned.

Cost and Effecta

Rooftop installationb

Rooftop surface installation

Initial Cost

Rooftop installation (20kW) 50000-52000 thousand
yen/ 1 school
Rooftop installation (50kW) 56000-58000 thousand
yen/ 1 school

simulation

Running Cost

The difference in the amount of electricity
generated by solar panels in correspondence withthe angle of the rooftop
Amount of electricity generated
through solar power73

Menu of Improvement 23 Utilizing Heat from Sunlight
ExampleaHeating from stored heat：Sectioning of stored heatｂ

Water heater : Collector

r
e
t
n
i
w

Structure of water heating device

Heating from stored heat

Introduction

Heating from stored heat
-In the method of heating from stored heat, there is the direct gain
method and the attached heat room method.
-By installing heating stored from heat structures which utilize heatfrom the sun in open spaces within special classrooms and entrance
hallways, it is possible to improve the heating environment of theschool building.
-When installing heating stored from heat structures in normalclassrooms, it is necessary to consider the aspect of the environment
being heated during the summer.
(Direct gain method)-By warming floors and walls with sunlight which posses a significant
heating capacity, heating is created through both the emission andabsorbing of the flow of heat from the heat storing material(s). The
absorbing and emission of heat will occur simultaneously.

Heat collecting panel(Sectioned heat collecting method)-By attaching a room towards the south of the classroom with heatstoring material laid on the floor, the sunlight will warm the floor of theattached room, and the heat emitted from the floor will stream towardsjthe classroom through a back draft.

・ Point of Notice
Characteristics

１

Characteristics-Heat from the sunlight taken in from the southward window will be stored
within walls and floors. This will in turn warm the classroom during thewinter.
-In selecting a heat storing material, the heating capacity of concrete or
brick is very effective (the amount of heat required to bring about a rise of
temperature within the object which is 1 degree Celsius). When finishingwith heat storing material, the effects of heating will differ in accordance tothe thickness of the material.
Points of notice-During summer, proper intercepting of sunlight should be carried out. The
heat storing material needs to be removed in order to prevent thetemperature from rising.
-The time required for heat to be stored can take a while and dealing withthe outside temperature change can make things difficult, so this methodshould be used as a supplement to other sources of heating installations.
-During summer it is easier for heat to develop and become stagnant within
the classroom, so consideration towards heat should be exercised. Thish d ill b
f bl if ili d i hi h h ll
hidCharacteristics-By installing sunlight heat collecting panels, heating, heating ofwater and the heating of pools can be carried out due to thismethod. It is possible to heat water to the temperatures of 40
degrees Celsius during the winter and up to 70 degrees Celsius
during the winter.
-The degree at which the heating panel should be laid in accordance
to the surface of the water should be within 30 to 60 degrees fromthe surface lining of the water. This should be taken into
consideration when deciding the ideal angle for the placement of
the panels unto the rooftop. Then the panels are placed at a extreme
angle, the collecting of heat during the summer will increase due tothe low altitude of the sun during the winter.
Points of notice-The direction at which the heat collecting panels should be placedis facing southwards.
-The cleanliness of the heated water should be considered. Using
the heated water for consumption purposes should be avoided.

Cost and EffectaｂHeating from stored heat：Sectioning of stored heat

Water heater : Collector

Initial Cost

Water heater: Collector
Sunlight water heating device: 300-500 thousand yen/ 1 school-use: sunlight water heating device (300-400 liters)-installation construction fees are not included

Heating from stored heat: Sectioning of stored heat
-Due to conditions set by structure and design, there will be change.

Running Cost

-During improvement, the utilization of sunlight heating and other natural
sources of energy will be considered.
-By dividing and storing the sunlight heat taken in from windows etc.
which face southward into the walls and floors of the building, this willbring warmth to indoors during the winter and is effective when used forheating purposes.

simulation-Also, by explaining the structure of the installation which utilizes naturalenergy and by implementing these facts and explanations into theComparison of city gas prices before and after the
implementation of a water heating device

74

Menu of Improvement

24 Wind Powered Electrical Generation, Snow Cooling
SystemExampleaWind Powered Electrical Generationb

Introduction

Types of wind powered
electrical generation

Wind powered electricalgeneration (large type)

Snow Cooling System

Example of Direct Heat Exchanging
Cooling Environment System
Structure of snow cooling system

Wind powered electricalgeneration (small type)

Instruction
・
explanation panel

・ Point of Notice
Characteristics

Characteristic-By installing a windmill on rooftops etc. the generated electrically can beused-Highest amount of electrical outputs are, for the smaller size 1-50kW,
medium size 50-500 and 500-1000kW, finally some large types cangenerate above 1000kW.
-Recently there are some units which can function in combination withsmall scale solar powered systems, or hybrid types.
Points of concern-Wind powered generators effective when installed in areas where strong
winds blow on a regular basis.
-During strong winds, the sound of the mill slicing the wind will occur, so
the area of installation needs to be selected in consideration of this.

Ice storage (storage unit)

Characteristics-Snow accumulated during the winter will be stored and will be
used as a source for cooling indoors etc. during the summer.
-The water dispensing or sprinkling device located on the floor of
the storage unit will melt the snow, creating ice cold water ofaround 5-10 degrees Celsius.
-Cooling the water emitted from fan coil units with the water
derived from the melting of ice and also cooling the atmosphere bycreating cooling ducts from the melted water which in turn creates
outgoing air currents are methods in which this system can beused.
-After use and cleansing the cooled water can be dispensed foryard keeping and can be used as toilet washing water.
Points of notice-There will be a need to remove and collect the snow which has
accumulated during the winter for use.
-The timeframe between snowfall and the use of cooling may notoverlap, so a storage unit is necessary to preserve massive amountsof snow.

Cost and EffectaWind Powered Electrical Generationb

Initial Cost

Wind Powered Eletrical Generation
Propeller type (0.6kW) 1200-1250 thousand yen/1 school (public price)
Propeller type (2.5kW) 2200-2250 thousand yen/1 school (public price)
Propeller type (6kW) 4200-4250 thousand yen/ 1 school (public price)-one installation per school-installation construction fees are not included

Snow Cooling System-In the case where a cooling installation is established on one areaof the school building 40-60 thousand yen/ m2-In the case where cooling installations are established throughout
the entire school 10-20 thousand yen/ m2-In accordance to the surface area which will be cooled, the size ofthe storage facility where the ice is stored will increase due to theneed for increased amounts of ice.
-In the case of the ice storage room・ice water pump and theinstallation fee for the water depository, installation construction
fees will increase in correspondence to the surface area of the floor.
-The undertaking of collecting and placing the snow into the ice
storage room (storage unit) will be of separate charge.

simulation
simulation

Running Cost

Yearly average wind speed

Amount of electricity generated andcost of electricity conserved throughwind power electrical generation
Number of days used for cooling

-

75

２５

Menu of Improvement 25 Usage of Rain Water
Examplea

Schoolyard rainwater dispensing

Introduction

Explanation of rainwater use

Rainwater tank
Structure of rainwater use

Rainwater tank

School yard rainwater dispensing

System of rainwater use

・ Point of Notice
Characteristics

Characteristics-By collecting and storing the rainwater which fell on the roof, this can be used towater the court yard reducing the dependency on normal water from the faucet.
-Depending on the amount of rain, choice of materials and area of installation,
there are many types of products available.
Points of notice-When the rainwater tank is placed and installed in a relatively high area within
the school building, the water can be dispensed without the support of a pumping
device. In case of dispensing water in a higher area than where the rainwater tankis installed, distribution through the use of buckets or pumps will be needed.
-If the rainwater will be used for everyday use such as for toilet use, the rainwater needs to be cleansed.
-In the instance where proper cleansing is not carried out, the quality of the water
may worsen. Care needs to be taken from preventing children from drinking or
washing with the water.
-From preventing the faucet from becoming clogged from leftover material
accumulated within the rainwater tank, proper checking and cleaning of therainwater tank is necessary.

Cost and EffectaSchoolyard rainwater dispensing

Initial Cost

Rainwater tank 80-130 thousand yen/ 1 school-one installation per school-use: rainwater tank (1000 liters), water collecting/distributing pole, outside plumbing-installation construction fees are not included

simulation

Running Cost

Amount of water stored in tank

Stored amount of water within rainwater tankand cost of rainwater conserved76

Using Efficiently andWithout Waste(10) Efficient Use of Energy

Current Situation and Measures

Present-Concerning the situation of electrical items installed, high energy efficient instruments were chosen relatively
often.

－

What is your perception or stance of engagement towards energy conservation?
-On electrical items, when “yes” and “sometimes” are totaled about 71% of school managers responded to taking theeffort to choose highly energy efficient electrical instruments.
Yes 30.3%

No 28.8%

Sometimes 41.0%【Choosing of highly energy efficient electrical items】

A nationwide questionnaire survey carried out with the respondents being 1216
elementary・lower secondary・high school, school managers (principal or deputy
head teacher(vice-principal)).
※From the questionnaire survey “Investigative Research Concerning
Environmentally-conscious
Measures
WithinSchoolFacilities-JAPAN” (2006.3) survey (3)Q5-4
Counter Measure
・全国の小･中･高の学校管理者(校長･教頭)1,216 人にアンケートを実施-By installing energy saving lighting instruments, highly
efficient heating・cooling devices※｢学校施設の環境配慮方策等に関する調査研究｣
and water saving devices, the amount of energy consumption
can be minimized.
に係るアンケート調査より(2006.3)-By installing energy conserving type instruments, it
対策
is possible to minimize electrical consumption eventhough the level of illumination remains unchanged.

Used electricity 40w

used electricity 20% decrease

Ｑ省エネ型の照明器具､性能の高い暖冷房機器､節水装置等を設置することで､エネルギー消費量を
Ene7rgy conserving type
Former type – standard-In order
to carry out precise and efficient lighting,
少なくすることができます。
Hf neon lampneon lampby attaching a apparatus which turns lighting on andoff while possessing the capability to adjust
brightness unto the lighting instrument, electrical use
can be minimized.
-Nowadays with the energy efficiency of heating andcooling devices being high, it is possible to reduceenergy consumption.

一-It is also effective to attach water devices onto
faucets and toilets in order to carry out energy
conservation.

77

従来型一般蛍光ランプ
こ

省エネ型 Hf 蛍光ランツ
こ

消費電力 40w 四消費電力 32w
光の量 2610h 匹光の量 3.01olm

Zoning of lighting instrumentsＪMenu of Improvement

26

26 Installing of Energy Conserving Lighting Instruments

ExampleabHighly efficient lighting instruments

Reflective boarding

Introduction

Structure of reflective boarding
High-frequency fluorescent lighting (Hf type)(without
Lighting instruments with reflective boarding installed

Lighting instrument with reflective boarding・ Point of Notice
Characteristics

Characteristics-Reflective boarding with a high rate of reflectivity will be installed on
an already existing lighting instrument. Installation is relatively a simple
process.
-The amount of light directed towards the top part of the neon lamp canbe redirected downwards by the reflective neon boards. This in turn will
increase the effectiveness of illumination.

Characteristic-High frequency wave type neon light (Hf type) lights the neonlamp using high frequency waves by using an inverter. There is the
Hf neon lamp which is thinner in comparison with former types ofneon lights, allowing the lighting instrument to be decreased in size.
-If a white heat light bulb is exchanged with a bulb type neon lamp,
energy conservation is possible while maintaining the same level ofbrightness. The bulb type neon lamp can also be plugged into theexisting socket for lighting instruments.
Points of notice-The rapid start type neon light and the high frequency wave typeneon light, both being neon lamps, need a specific neon lamp
designed to fit the device type when being used.
-The lifespan of the light bulb type neon lamp tends to shorten as
the number of times switched on increases. Please check the
instruction manual which comes with the lamp for more details.

Points of notice-Although the amount of illumination directed towards the bottom of
the lighting instrument will increase, the area which the illumination
covers will me minimized. There are cases where the average level ofillumination will not increase within the room.
-By adjusting the angling of the reflective boarding, it is possible tochange the direction of illumination. But this may lead to the lightentering directly into the field of vision being the reason for theoccurrence of glares. So when adjusting the angle of lighting caution
is necessary.

Cost and EffectabHighly efficient lighting instruments

Reflective boarding

Initial Cost

Highly efficient lighting instruments

Reflective boarding

Hf type lighting instrument 110-160 thousand yen/ 1 classroom(public price)-can be installed in 9 locations within 1 classroom-use: Hf type lighting instrument (32w・2lights)-wiring・installation construction fees are not included
Hf neon light (32w) about 800 yen/ per piece

Reflective board 100-150 thousand yen/ 1 classroom (public price)-18 sheets can be installed in 1 classroom-use: direct pipe shaped neon light installing type
-installation construction fees not included

simulation

simulation－

Running Cost

Parallel

Yearly lighting instrument lighting costs

‘

78

78

di

Reflective boarding

Comparison of level of desktop illumination

Menu of Improvement

27 Modification of Switching Lighting Instruments
On・OffExampleaON-OFF through motion detectionbContinuous adjusting of illumination by light sensor

ON-OFF through motion detection

Introduction

Adjusting of illumination through light sensor (classroom)

Adjusting of illumination through light

ON・OFF through motion detection (stairwell)

Motion sensor

Automatic

Adjustment by lighting instrument

Illumination sensor

・ Point of Notice
Characteristics

Characteristics
Characteristics-Lighting instruments with motion sensors switch lighting -Illuminating instruments which have a illumination sensor
on and off depending on the presence of person(s) within the attached can automatically adjust the level of lighting within the
room.
room.
-Areas frequented by people, or areas where people rarely -By setting the level of illumination around desktops where theenter is ideal for this instrument due to its ability to prevent lighting instrument will activate, daylight can be used andthe forgetting of switching the light off.
unwanted brightness from the lighting instrument can be regulated.
-Motion sensors are attached to already existing lighting The brightness of the window side and the hallway side can be
instruments making installation a simple process.
equalized.
-There are devices which can activate both illumination and -When the use of the lamp will start, adjusting the starting level ofventilation.
illumination will regulate unwanted and wasteful electrical use
reducing electrical fees.
Points of notice-Even if there are persons present within the room or area,
if there is no motion the light will be switched off. It is Points of notice
important to adjust the level of motion recognition on -There are instances where the proper level of illumination cannot
behalf of the sensor as well as to adjust the time periods be determined, so it is necessary to be aware of the location inwhich the sensor will be placed.
which lighting will be needed.

Cost and EffectInitial Cost

Lighting instrument (heat ray sensor interior attachment type) 20-30
thousand yen/ per instrument (public price)-use: Hf type lighting instrument (32w・2lights)-wiring・installation construction fees are not included
Ground light (heat ray sensor interior attachment type) 20-30
thousand yen/ per instrument (public price)
Heat ray sensor (installed separately) 20-30 thousand yen/ perinstrument (public price)-wiring・installation construction fees are not included

simulation

Lighting instrument (illumination sensor interior attachment type) 230-280
thousand yen/ 1 classroom (public price)-can be installed in 9 areas in 1 classroom-use: Hf type lighting instrument (32W・2 lights)-wiring・installation construction fees are not included
Illumination sensor (separately installed) (sensor) about 20 thousand yen/
per instrument, (remote) about 25 thousand yen/ per instrument (public
price)-wiring・installation construction fees are not included

simulation

Running
Running Cost
Cost
Yearly lighting instrument lighting cost

Yearly lighting instrument lighting cost79

Menu of Improvement _28 Modification of Lighting Instrument Switch
ExampleaDivision of lighting switchb

On hand switch

Introduction

Division of lighting switch Zoning of lighting switch

On hand switch
Pull switch (with string)

Example of utilization of lighting switch

Pull switch (with string) attached lighting instrument

・ Point of Notice
Characteristics

Characteristics-The path of the wiring of the lighting switch will be divided soboth window side and horizontal areas (example would be a block)can be lit.
-During noon on a sunny day, the lighting for the window sidewhich would already be bright can be turned off.
Points of notice-When the existing lighting instrument is relatively new, there arecases where all of the devices will have to be replaced, so
recognition of this factor is necessary.
-In the case where there is surfacing or attachments applied to theceiling, it will be necessary to remove these finishing material at
the time of construction.

Characteristics-The on hand switch can activate each lighting instrument separately witha ON-OFF switch.
-Because adjustment of each lighting instrument is allowed, lighting forlarge scale spaces such as the faculty office can be reduced by lighting
only the area which is being used.
-Through detailed and persistent activation of the lighting instrument suchas lighting only the areas which need lighting, energy consumption can be
reduced.
-During the use of OHP and video projectors, the lighting within theclassroom can be adjusted.
Points of notice-The proper use of everyday lighting and detailed, persistent use oflighting are habits which need to be learned.

Cost and EffectaDivision of lighting switchb

On hand switch

Initial Cost

On hand switch
Lighting instrument (pull switch included) about 20 thousand
yen/ per device (public price)-use: Hf type lighting instrument (32W・2 lights)-wiring・installation construction fees are not included

Division of lighting switch-Change might occur due to structural・design conditions

simulation

simulation

Running Cost

Yearly electrical lighting costs

－

１

80

Menu of Improvement 29 Efficiency of Heating and Cooling Devices
ExampleIncrease in Performance Efficiency of Air Conditioners as Time Lapses

aIntroduction
Classroom with air conditioner installed

Energy saving performance of air conditioners

Cost and EffectaIncrease in Performance Efficiency of Air Conditioners as Time Lapses

・ Point of Notice
Characteristics

Characteristics-The ability of recent air conditioners to conserve energy has increased dramatically. In
comparison to air conditioner from a generation before, heating and cooling is possible withrelatively a small amount of electricity.
-In order for the economic and efficient use of air conditioning abilities different climaticconditions, building structure and classroom surface area should be considered in choosing
the type of air conditioner which best fits the environment which the air conditioner will beplaced in.
-Highly efficient air conditioners are listed and introduced on the Energy Conservation
Center homepage (http://www.eccj.or.jp/) , please use this as a reference.
Points of notice-In accordance to the “Household Electrical Item Recycling Law”, for air conditioners forhome use the collection and disposal of old air conditioners will be carried out by the
manufacturers. Although air conditioners installed in schools are different then air conditioners
used within the household, there are cases where different regulations might apply to pleasetake not of this.

Initial Cost

Air conditioner 450-500 thousand yen/ 1 classroom-2 installations per classroom-use: package type air conditioner (4kW, ceiling shaped)-plumbing・piping construction is not included

simulation
High

Running Cost

Periodic Electrical Consumption Amount of Heating andCooling and Cost of Air Conditioning Between Time
Periods

Difference in air conditioner performance as time lapses

81Menu of Improvement

30 Saving Water

Examplea Faucet: water saving piece・bubble infused washingb Toilet : flushing sound device・automatic rinsing urinal

water saving piece normal piece(type used in Tokyo)

Introduction

Flushing sound device

Normal and bubble infused water・ Point of Notice
Characteristics

Characteristics-water saving piece: by installing in water posts(faucets) which
consists of a water piece being inside of the structure, theamount of water used can be tightened and minimized. In one
minute, a maximum of 6 liters of water can be saved.
-bubble infused water washing: A cap which produces bubbles
is placed over the faucet. By infusing bubbles with water, incomparison to regular faucet water the feeling of use will
double, leading to water conservation.
Points of notice-water saving piece: this device cannot be installed on faucets
which consist of a single lever.
-bubble infused water washing: the exchanging of faucet hoses
which match the size of the water pole and the attaching of the
bubble producing cap are options available in comparison tochanging the structure (water pole) itself.

Automatic rinsing urinal (built in
type)

Automatic rinsing urinal (flush
bubble exchange type)

Characteristics-flushing sound device: By imitating the flushing sound of the toilet, theamount of water actually flushed during toilet use can be reduced. There are・ types and battery types available.
100V power outlet-automatic rinsing urinal: When using the urinal, the time span which theurinal is being used is counted each time individually being detected by asensor. The sensor automatically adjusts when the urinal is being flushed. In
comparison to the late flush bubble type, there is a 30% increase in the rate ofwater conserved. There are sensors which can be built inside of the urinal aswell as ones which can be installed on the wall. There is also the type where
the previous flush bubble type can be exchanged and used. There is also thetype which can run on 11V batteries.
Points of notice-The type which uses the batteries does not require electrical construction, butmaintenance in exchanging the batteries will be necessary.

Cost and Effectb Toilet : flushing sound device・automatic rinsing urinal

Standard water: water saving piece-bubble infused washing
Water saving piece about 200 yen/ per piece (public price)-use: water saving piece (for use in 13mm water pole)-installation construction fees are not included※
Distributed free of charge from local authorities
Bubble infused water pole about 3000 yen/ per piece-use: bubble infused water compatible water pole

Toilet: flushing sound device・automatic rinsing urinal
Flushing sound imitating device (socket type) about 20 thousand yen/ perpiece (public price)
Flushing sound imitating device (batter type) about 20 thousand yen/ per piece(public price)-installation construction fees are not included
Automatic rinsing urinal 50-60 thousand yen/ per piece (public price)-use: flush bubble exchanging type
-installation construction fees are not included

Initial Costa Faucet: water saving piece・bubble infused washing１

simulation

Running Cost

Comparison of the amount ofwater distributed
Authority: Tokyo Bureau of
Water Works

Yearly cost of the amount ofwater used for hand washing82

simulation

simulation

Yearly cost of the amountof water used in toilet
stallsYearly cost of amount ofwater used for urinals

Using Efficiently
and Without Waste(11)Proper Care and Management

Current Situation and Measures

Present
present condition-Engagement in energy conservation is carried out in most schools.
-Concerning gym use, about half of all schools implement time slots through the continuous use of the gym.

What is your perception or stance of engagement towards energy
conservation?
-On the undertaking of energy conservation, if “yes” and “sometimes”
are totaled, about 93% of school managers responded to undertaking
conservation through clarifying and assigning roles as a school throughmutual cooperation.

How about factors which are related to lighting?
(instruments・lamps・method of usage)?
-On gym use if “yes” and “sometimes” are totaled about 52% ofschool managers responded to using the gym according to assigned
time slots.

No
7.6%
Yes 53.8%

No
48.0%

Somet
imes
38.7%

Yes
31.4%
Sometimes 20.6%【Continuous gym use due to modification oftime slots】【 Promotion of the undertaking of energy
conservation as a whole school】

A nationwide questionnaire survey carried out with the respondents being 1216 elementary・lower
secondary・high school school managers (principal or deputy head teacher(vice-principal)).
※
From
the
questionnaire
survey“Investigative
Research
Concerning
Environmentally-conscious Measures Within School Facilities-JAPAN” (2006.3) survey(3)Q5-1-Q6-8

Counter
Measure-On continuous use of special classrooms and gyms, detailed cleaning and maintenance can be effective towards energy
conservation.

-Detailed and persistent activation of heating, cooling and lighting instruments will lead to energy
conservation.
-By understanding the situation of energy usage within schools and through setting goals based on thisunderstanding, awareness towards energy conservation can be heightened.
-By modifying time slots and continuously using special classrooms and gyms, proper room temperature anda comfortable atmosphere can be maintained, furthermore possessing the capability to regulate energy use.
-Through persistent cleaning of filters from heating and cooling devices and by exchanging and cleaning
lighting instruments, effectiveness of the instruments will increase.
-Individual adjustment of lighting instruments, concentrated management of cooling and heating devices,persistence in turning the switch “off”, and preciseness in lighting can be effective.
-The awareness on behalf of the children and school management towards energy conservation can beheightened through the display of a table clarifying the situation of the usage of energy etc. within the school.
Through this, energy usage can be understood at all times through the displaying of energy consumed. The
setting of consumption goals reinforced by applying a system of incentives for schools which strive toconserve energy and also contribute to this awareness.

83

Menu of Improvement 31 Continuous Use of Special Classrooms・Gyms
ExampleaModification of time slots

Introduction

Example of cooking class (specialclassroom) time slots

Example of time slots for gym use-On gym use, lets mutually understand that some activities in the gym
require lighting while other do not.
-For example, during the 5th period on Tuesday if no lighting is needed
for the activity of second grade group one, it can be adjusted where
the activity of sixth grade couple two also does not require lighting.
Hence, during curriculum adjustment mutual understanding is aelement that needs to be present among school staff.

-Since air conditioning is frequently present in special classrooms
such as the computer lab and music room, let’s make sure weconcentrate in using special classrooms continuously. This is dueto the fact that until the air conditioner reaches the temperature set,
operational burden (energy consumption) can be high.
-With the situation of heating being the same, continuous use also
needs to be carried about as well.

・ Point of Notice
Characteristics

Characteristic-Special classrooms: Because many devices and instruments such as air
conditioning is installed, through continuous use the energy consumed
during the period until the set temperature is reached after activation of
the device(s) can be reduced. This can also become the source for preheating and cooling when class begins and a ideal temperature can be
maintained.
-Gym use: Lighting instruments which consume a significant amount ofenergy are installed. The mercury used within these lighting instruments
will not bring forth the desired amount of illumination until a few
minutes after activation. So, after turning the switch off one time,
immediate relighting of the same amount of illumination is not possible.
83-Also, heating and cooling devices and mercury lamps consume asignificant amount of electricity when first activated. Throughcontinuous use, it can be expected that consumed electricity can be
regulated.

Cost and EffectaModification of time slots

Running Cost

-By using special classrooms・gyms continuously by modifying timeslots, proper temperature・lighting can be secured within the room
when class starts. The regulating of consumed energy can also be
looked forward to.
-After heating and cooling instruments are activated, it will take sometime until the desired temperature is reached. During this period when
the device has just begun to start operating about 5 to 6 times moreenergy is used in comparison to times of normal operation after thisstart up period.
-In the case of using a heating or cooling device within a specialclassroom etc., through continuous use by modifying the class timeschedule or time slot(s) this will lead to pre heating and pre coolingenabling a set temperature to be secured when class begins. Also, theextra energy used when activating the device can be minimized.
-The mercury used within lighting instruments in the gym will take a
few minutes to reach the desired or set temperature which will not leadto immediate lighting after activation. So if the light is switched off
one time, immediate lighting of the same illumination will not comeabout if turned on again. Also, the energy consumed during activation
is significantly more than the energy need for normal operation after
this activation period.
-When using the gym, by modifying time slots and using continuously
the extra energy consumed during activation can be regulated andminimized.

84

Mercury lamp (lighting in the gym) characteristic

Menu of Improvement 32 Detailed and Persistent Cleaning・Exchanging
事例|j

Examplea

Cleaning of Heating・Cooling filtersb

Cleaning・Exchanging of Lighting Instruments

Outside part of

出典･文部科学省｢地球環境のためにわたしたちができるこ
air conditioner

Filter cleaning

紹

二ご二こ工二二二 i

￢

－
『二Ｃ

'

介

-

・

ｒ

Introduction

エアコン室外機

フィルター清掃

７‐－

Exchanging of neon lamp-

加㎡・Characteristics
特徴・留意点Point of Notice

Characteristics
Characteristics
Cleaning－一一一一一一町Ｆ７’Ｐ匹 ability of heater and coolers-The performance-By reflecting the light emitted fromlighting instruments the classroom
蛍光ランプの取替え
will worsen in efficiency if the filters are 一dirty,
will brighten, so when 出典:文部科学雀｢地球環境のためにわたしたちができるこ
dirty a effective rate of reflection cannot be
which causes poor air current inside theachieved.
と｣machines. Regular cleaning is needed.
-In order to secure the proper performance of lighting instruments and-Removing dust by using vacuum cleaners andto also use economically,
even if there is relatively little dirt cleaning●特徴●特徴
also wiping with lukewarm water will be useful.
should be carriedout at least once a year.
-Also, do not place many objects near the outside･暖房･冷房機器の性能は､ﾌｨﾙﾀｰが汚れていると空気の流
清掃
Exchanging
part of the heating or cooling mechanism. The
れが悪くなる等により､機器の効率が悪くなりますので､お手入れ･照明器具はランプの光を反射して教室内を明るくしますので､汚-Lamps have lifespans, so as time lapses brightness will graduallyoutside
part
needs
to
be
installed
in
a
area
where
は欠かせません。
れた状態では光を効率的に反射できません。
decrease.
ventilationisgood.
･掃除機でﾎｺﾘを吸い取ったり､ぬるま湯で洗ってからしっかり -When the opposite･照明器具の性能を保ち､経済的に使用するためには､比較的汚
ends of the lamps being to darken or blacken, or
you feel as though
it is becoming black it is time to exchange. With
乾かしましょう。
れが少なくても年に一度程度は清掃しましょう。
･また､室外機のまわりに物を置かないようにしましょう｡室外機 9600 hours in mind,
交換 scheduled exchanging should be carried out.
は風通しの良い場所に設置しましょう。

･ランプには寿命があり､時間の経過とともにその明るさは失われます。
･ランプの両端が黒ずみだしたり､暗<感じたら､交換時期です。
9,600 時間を目安に定期的に交換しましょう。

Cost and EffectaCleaning of Heating・Cooling filters

ランニングコストー効果 Running Cost

函･b

Cleaning・Exchanging of Lighting Instruments

涸』胆塁麹端数換＿-___．

=l

％
1㈲

5a

フ引ﾚﾀｰが目詰まりしているエアコン(2､2kW)とフィルターを清掃した場合の比較 ※家庭用エアコン

Decrease in brightness due to dirty lighting instrument

出典･(財)省エネルギーセンター｢家庭の省エネ大辞典(2006 年 12 月
版)｣
□目詰まりな０●目詰まりあ

6ケ

12 ケ

24 ｹ月

照明器具の汚れによる明るさの低下率□not clogged ●clogged
ランブ

暖房時

Comparison of energy consumption ofclean and dirty filters

刄 SI

取替の□安

Estimated time for exchanging of neon lamp
(in the case of lighting 7 hours￢￣
per day)
鴛瓦 4r ﾗﾝﾌﾟ
ｽ

冷房時

L
12､郭 CM
間

れ 寿命
＿.J’

退 gS

取μ帑陥
12μo 巧

４85

３３Detailed and Persistent Switching of Lighting
Menu of Improvement 33

Examplea

Individual adjustment・focused managementb Switching Off Thoroughly
Wise lighting

Introduction

Individuｆal adjustment of lighting instrument
Authority: Ministry of Education “What We Can Do
For Our Environment”

Structure of switch off
Authority: (foundation) Energy
Center “Guide to Wise Living”

Conservation－

Concentrated
controller
Scheduled timer

Centralized heating
device management
systemPlacement of energy conserving
words

・ Point of Notice
Characteristics

Characteristic-individual adjustment: During days when the outside is bright andsunny, while light streams in from the outside during the day it isrelatively easy to obtain the proper amount of lighting in this sort ofenvironment. So during days like the one just mentioned, the lightnext to the windows need to be turned off.
-By installing on hand switches to activate・deactivate lighting
instruments, and when switches are aligned parallel to the windowside with a switch for each lighting instrument, individualadjustment can be carried out.
-concentrated management: When staff and faculty can focus on
and manage the heating and cooling installations within the school,
forgetful lighting can be prevented.

Characteristics-When there are not persons present within the room, unused lighting
instruments should be turned off persistently. By assigning and placing
notes showing which switches active which lights, and also
implementing energy conserving words within these notes can beeffective.
-The installation of illumination level sensors and motion sensors,
instruments with timed switches, instruments with delayed switches are
all installations where automatic deactivation is possible.
-Particularly in toilets that are frequently on a regular basis by people, itis necessary to install a sensor in order to prevent the wasteful use oflighting by forgetting to turn the switch off.

Cost and Effecta

Individual adjustment・focused managementb Switching Off Thoroughlyi

Running Cost
86

Menu of Improvement 34

Understanding the Situation of Energy Use

Exampleaｂ

Implementation chart displaying energy use etc.

Goal setting and implementation of incentives

Undertaking of Yamagata Prefecture Sakata City

Introduction

Energy conserving navigation

Energy conserving classroom

・ Point of Notice
Characteristics

Characteristic-“Energy Conserving Navigation” measures the electrical amountfor the whole school, posting the amount(s) of electrical usage
and calculations of cost which correspond to the usage.
-Also, last year during the same month, a amount was set as agoal for electrical usage based on previous electricalconsumption. The goals set concerning electrical usage and thecorresponding cost was posted in order to promote energy
conserving realization.

Characteristic-change in monthly usage amount and the setting of goals: By
determining lighting, heating and water usage for each month andrepresenting the usage on a chart going back a few years,
fluctuations(reduction in use) in accordance to seasonal use andthe comparison to usage amounts of past years becomes obvious
and clear.
-By setting goals, this will increase the awareness towards energy
conservation.
-example of the implementation of incentives: To schools whichhave successfully reduced lighting, heating and water expenses will
be rewarded through the increased rations in usable items and otherfees needed for refurbishing. It is effective that the local authorities
provide incentives to schools which undertake environmental
conservation.
-The “Fifty Fifty Project” is a system of energy conservation which
was started among public schools in Germany and is now
implemented in many regions in Japan. Out of the lighting, heating
and water costs which was reduced due to energy conserving
undertakings, one portion will be placed back into the school, while
the rest will be handed to local authorities. By combining such asystem with environmental education, it is possible to implement a
ongoing promotion of energy conservation within schools.

Cost and EffectaInitial Cost

１ｂ

Implementation chart displaying energy use etc.

Goal setting and implementation of incentives

Energy conserving navigation about 400 thousand yen/1
school-use: electronic bulletin (14.1 inch color), real time－

Undertaking of Yamagata Prefecture Sakata City second lower
secondary school
The 17th year which the school began to undertake energy
conservation, there was a 6% reduction in comparison to the 16th

Running Cost－

87

Yamagata Prefecture Sakata City second lower secondary school
Lighting, heating expense returning program (outline)(portion which will be returned to school) school materials andother usable items, items of everyday use-sunoko for pool-shoe box
-gathering tent
-foldable soccer goal
-portable with attached air pump-rain water using tank-manually driven carry car-lobby chairs-wooden letter set-out door clock-snow plowing machine (snow plower)※
Primary objects which were given to schools in 2006 (42schools participated)※
Out of the conserved energy costs, a portion of the costs
were returned to the school
Authority: (foundation) Energy Conservation Center

Environmental Education(12) Modifications on Learning About Problems that Face theEnvironment Current Situation and Measures

Current Situation and Measures

Present-On taking part in supporting energy conserving activities of children almost all schools carry thisout.

What is your perception or stance of engagement towards energy conservation?
-On supporting energy conservation for children if “yes” and “sometimes are totaled”, about 93% of school managers responded toassisting and advising (helping) the children in taking part in energy conservation.

【Supporting children in undertaking energy conservation】
A nationwide questionnaire survey carried out with the respondents
being 1216 elementary・lower secondary・high school school managers(principal or deputy head teacher(vice-principal)).
※From the questionnaire survey “Investigative Research
Concerning Environmentally-conscious Measures Within
School Facilities-JAPAN” (2006.3) survey (3)Q5-2

Counter Measure-During class and studying of subjects of importance, by implementing ways which research and studying can be done concerning
environmental problems, a opportunity can be created for the kids where they can think about global warming as if it were a problemof their own.
-By displaying a panel explaining the structure ofnatural energy within school premises where proper
viewing can be secured, it will be easier for the children
to learn about the environment.
-Through the use of the internet it will be easier forchildren to collect information about the environment,
which in turn can be more effective.

88

Menu of Improvement 35 Preparation of Study Space
Examplea Vegetation curtain

B Installation of explanation panelsc Information provided on

Introduction

Information provided on environmental education
Authority: Ministry of the Environment homepage

Explanation panel of solar energy
electrical generation
Information provided on schools undertaking
energy conservation
Authority: (foundation) Energy Conservation
Center homepage

Vegetation of wall surface(climbing type)
Authority: Tokyo “Wall Surface

・ Point of Notice
Characteristics

Characteristics-By transplanting vegetation on the outsideof windows, sunlight streaming into theroom can be prevented.
-This can also be implemented towards
living habitat education.
-Not only do plants have the ability tointercept sunlight, cooling throughevaporation can also be expected.
Points of Concern-Maintenance such as providing water isnecessary. Although automatic wateringsystems are available, installation fees will
have to be paid. Also, the water distributed
to the vegetation will come out of water
usage fees.
-On the third floor or higher up, thewindows of these floors are sometimes
designated entrances and exits for
firefighters, so consideration is needed so
the installation will not become a obstacle
when entering and leaving through thewindow.
-It is necessary to make sure that thevegetation does not cover the whole
window, completely shutting out light.

Environmental education using solar energy

Characteristic-The information panel concerning solar energy
should be installed in a location easily visible tochildren, which will lead to increased
awareness towards problems facing theenvironment.
-Also, when the opportunity to learn about theenvironment exists in close quarters, this will
enhance the ability of the children to learn andthink independently. This can also be
implemented into class.

Characteristics-The internet is a useful avenue available tothe children on collecting information about
the environment.
-Besides class, by installing computers within
the premises of multi-purpose spaces, it will
be easier for the children and students tocollect information.

Cost and EffectaVegetation curtainb Installation

C Information provided on of
explanation panel

Initial Cost
Running Cost

-Changes in accordance to structure anddesign.

Wallsurfacevegetation
50-100thousand yen/ vegetated surface area m2-During independent study, modifications should be made so studying about
environmental problems can be carried out.
-It can be looked forward to as the children and students begin to understandand think of global warming as if it were their own problem, this will in turnhave the effect of caring for the natural environment.

89-Changes in accordance to structure anddesign.

Reference Materials

91－(reference1)
Investigative

Research

Environmentally-conscious

Measures

Concerning
WithinSchoolFacilities-JAPAN2005 October 5th one section revised
2006 March31st one section revised
2006 April１st one section revised
2007 March２８th one section revised
National Institute for Public Policy

1 Points of Importance
As a global undertaking to prevent global warming such as the publishing of the Kyoto Protocol(February 2nd, 2005), taking on the responsibility of exercising energy conserving measures towards
reducing the burden placed upon the environment has become a topic of much concern.
With this situation in the forefront, by understanding the current situation and topics concerning
environmentally-conscious measures within school facilities and by carrying out investigative researchconcerning improving the everyday habitat which surrounds our existing schools including
environmentally-conscious measures, this will contribute to the planning necessary in order to equip
school facilities from now on forward.

ｌ

2 Subjects of Research Investigation(1) Basic research concerning environmentally-conscious
measures within school facilities-JAPAN.
(2) other

3

－－

１

Methods of Implementation

From the support derived from personnel with educational backgrounds from the separate sheet,research investigation will be conducted against subjects mentioned in 2 of the above. In
accordance to necessity, support from other personnel can also be utilized.
－

4

Period in which study will be carried out

From October 5th, 2005 to March 31st 2008.

－

92
－－

Separate sheet

Supporters of the research investigation concerning environmentally-conscious measures within school facilities-JAPAN
ListedaccordingJapanese

to

50

sound

alphabet

Asada Hideo(Public company) Architect Consulting Research Chief

Ikaga Shunji

Keio University Science and Engineering Department System Design
Engineering Professor

Ichikawa Akihiko(Foundation) Energy Conserving Center Smart Life promotion headquarters
energy conservation education promotions chief

Iwashita Tsuyoshi

Musashi Institute of Technology Architectural Engineering Professor

Ueno Kanako

Tokyo University Production Technology Research Assistant Professor

Kimura Nobuyuki

Showa Womens University Trade School Cultural Studies Professor

Komine Hiromi

Chiba

CollegeofEngineering

ArchitecturalEngineering

of

City

Environments Professsor
Sakaguchi Jun

State funded Nigata Womens University Trade School Life Studies Professor

Terashima Shukou(Public company) Alcom chief executive officer

Nakano Junta

Tokai University Architectural Engineering Department Professor

Fujita Masato

Tokyo Ota District Operations Managing Department
Airport・Sea chief in charge

Miyata Susumu

Kawasaki city Board of Education Head Officer○:

Also, from the National Institute for Public Policy Education the following personnel produced reports
Tanzawa hiroyuki

Educational Facilities Research Center chief

Shinpo kouichi

Educational Facilities Research Center chief

Yamamoto seiichirou

Educational Facilities Research Center general research specialist

Isoyama takeshi

Educational Facilities Research Center general research specialist

Tsuchida aki

Educational Facilities Research Center survey specialist

93

(Reference 2)

Main Literary References（参考２）主な参考文献-“Promoting
the Equipping of Environmentally-conscious School Facilities” Ministry of Education, Ministry ofAgriculture, Ministry of Economy, Ministry of the Environment．「環境を考慮した学校施設の疸備推進」文部科学省・農柿水産省・経済産業省・環境省
・ |環境を考慮した学校施設（ヱコスクール）の整備について（平成８年３ﾅ」 1996”-“Concerning
the Equipping of Environmentally-conscious School Facilities (eco school)L）
March
文部科学者 環境をち慮した学校施設に関する調査研究協力者会議
Ministry of Education
Cooperation Council of Research on Environmentally-conscious School Facilities

・「環境を考慮した学校施設（ヱコスクール）の現状と今後の整備推進に向けて（平成 13年３月）」文部科学省 環境を考慮した学校施設に閲する漬全研究|為力者会議．
「地球環境のためにわたしたちができること～学校施設における省エネルギー対策に-“”Environmentally Friendly School Facilities (eco schools) in an Effort to Promote the Development of Present
ついて～（平成 14 年３月）」文部科学省
and Future (March, 19969” Ministry of Education Ministry of Education Cooperation Council of Research on．「学校施設における省エネルギー刻策について～地球環境のためにわたしたちがてき
Environmentally-conscious
School Facilities
ろこと～（平成川年３月）」文部利･学省．「環境をち’医しか学校施設（エコスクール）の左備における技術的ｒ法に関する訓告研究（平成９半３ﾅ j）」（社丿目本建築学会 学校建築委員会エコスクール小委員会-“What We Can Do For Our Environment – Concerning Energy Conserving Measures in School Facilities(March 2002)” Ministry of Education-“Ideas on How Everybody Can Use Schools Longer and Well (March, 2005)” Ministry of Education・Architectural
Institute of Japan Research Investigations Committee on the Effective Use of Existing School Buildings within Public
Schools●-“Eco School Renovation Projects and Environmental Education” Ministry of the Environment-“Wall Surface Vegetation Guidelines” Tokyo-(foundation) Energy Conservation Center homepage-Tokyo Bureau of Waterworks“Design Guidelines for Residential, Self-cycle” (foundation) Architectural Environment ・ Energy Conservation
Organization“Household・Architectural Energy Conservation Handbook 2002” (foundation) Architectural Environment・Energy
Conservation Organization-“Application Architecture memo 2006” New Japan Houki Publishers-“Illustrated 2006 Building Regulations” New Japan Houki Publishers-“Monthly Construction Prices March, 2007” (foundation) Construction Research Institute-“Building Cost Information Quarterly 2007 winter” (foundation) Construction Research Institute94

On Furthering the Equipping ofEnvironmentally-conscious School Facilities
Investigative Research Report Concerning
Environmentally-conscious Measures Within School
Facilities-JAPAN
February, 2008
Publisher: National Institute for Educational Policy
Research-JAPAN: The Research Center for Educational
Facilities

location:〒100-8951 Tokyo Chiyoda Ku
Kasumigaseki 3-2-2