Promoting Environment-focused Renovations of School Buildings
Results of a Simulation of Environmental Measures in Model Plans
Report on a Fundamental Study of School Facility Environments (Overview*)

Working Group on a Fundamental Study of School Facility Environments
Educational Facilities Research Center
National Institute for Educational Policy Research - Japan*The full version of this report is available at the following URL:
http://www.nier.go.jp/shisetsu/pdf/e-modelplan.pdf

Introduction
Hitherto, the renovation of school buildings has involved work such as earthquake-proof reinforcement work, repairs to
dilapidated equipment and aging parts of the interior and exterior, and alterations to the room layout to adapt to new uses. By
adding environmental measures to these, such as insulating the building, shading it from sunlight and updating equipment toenergy-conserving models, it is possible to improve the learning environment for pupils, as well as conserving energy.
Accordingly, the Working Group on a Fundamental Study of School Facility Environments (Project Leader: Hiromi Komine,
Professor, Department of Architecture and Civil Engineering, Chiba Institute of Technology) carried out a study of the designof renovations that take the environment into consideration, and presented renovations that incorporated environmental
measures such as those mentioned above, as well as conventional large-scale renovations, in the form of model plans forenvironment-focused renovations.

Basic Approaches of the Model Plansi) Plans are based on the premise of renovations of existing schoolbuildings.
ii) Environmental measures are implemented in conjunction withconventional renovations focused on earthquake-proof
reinforcement, qualitative improvements and improvements todilapidated facilities.
Conventionallarge-scalerenovations

Earthquake-proof reinforcement
Qualitative improvements &improvements to dilapidated
facilities

Environment-focused
renovations

Environmental measuresiii) Environmental measures that will bring about significant
reductions in energy consumption are implemented, based on theparticular characteristics of energy consumption in schools. For
example, plans are formulated that take into consideration theenergy consumption structure of schools, such as reducing theenergy used for ordinary lighting.

iv) Consideration is given to measures that take into
consideration the climate and siting conditions of the area
where the school is located, such as measures to deal withsummer heat in urban areas and reducing the heating
burden in colder areas.
v) An appropriate learning environment is secured in theclassrooms throughout the year. In particular,consideration is given to improvements in the thermal
environment.
vi) Improvements in building function are sought throughplans that incorporate such aspects as insulation of thebuilding, shading from sunlight and the utilization ofnatural wind, in order to reduce the environmental burden.
vii) Energy-conserving equipment is introduced, such as
lighting, heating and cooling equipment.
viii) The plans also seek to ensure that the cost ofrenovations is appropriate for those establishing schools.

The Regions on Which the Model Plans for Environment-focused Renovations Focus and the Types of Plan
The two regions targeted by the model plans were selectedfrom among Regions I – VI in the Energy Conservation
Standards, based on their regional characteristics.
Heating Degree Days in Each Region (18˚C)
Region I (at least 3,500 degree days)

Plan A1 and Plan A2, Focusing on Region IV
Envisaged as models for the region with the largest numberof schools
Plan B, Focusing on Region II

Region II (3,000 – 3,500 degree days)
Region III (2,500 – 3,000 degree days)
Region IV (1,500 – 2,500 degree days)
Region V (500 – 1,500 degree days)
Region VI (fewer than 500 degree days)

Envisaged as a model for colder regions.
○

The results of the verifications demonstrate that, byimplementing three main pillars in an integrated
fashion, namely improving the building performancethrough insulation and shading from sunlight,
introducing high-efficiency lighting, cooling andheating equipment, and enforcing appropriate runningand management, there is sufficient possibility ofresolving the problem of heat and cold in theclassroom, while simultaneously reducing CO2
emissions.

* Heating degree days: The absolute value of the difference between the averageindoor temperature and the average outdoor temperature on a day when a heater isbeing used is referred to as that day’s heating degree day. If the difference between the
average indoor and outdoor temperature on a particular day is 1˚C, that is 1 degreeday. In general, the total of each day’s degree days during the period when heaters isused is called the heating degree days.

Regional Classification Under Energy Conservation Standards
Source: Japan Center for Climate Change Actions
Homepage: http://www.jccca.org

Points Common to All Model Plans
Plan Overview
Outline of the Existing School Building Model
View of the Outside of the Planned School Building
Heat
Insulation
barrierType

Elementary School(35 years are envisaged to have passed since construction)

Structure & Number of Floors

Reinforced concrete (RC) structure with 4 storeys

Total Floor Area

About 5,100m2

Modified asphalt sheet waterproofing
Containing 60-65mm of rigid urethane (Plan A1, A2, B Roof)

Modified asphalt sheet waterproof layer
Rigid urethane
Existing waterproof layer

Number ofClassroomsAir
circulation

Automatically opening & closing windows(Plan A1, A2 Stairwell)

Existing School
Building
School Building
After Renovation

26 ordinary classrooms, special needs education class,special classrooms
12 ordinary classrooms, special needs education class,special classrooms
The heating & cooling equipment was updated 20 years
after the building was constructed

Equipment

Existing horizontal
eaves

Insulation
Internal insulation 35mm of spray-on urethane(Plan A1, A2 Walls)
External insulation 60mm of polystyrene beads(Plan B Walls)

Air
circulation

Ventilation louvers (Plan A1, A2Classrooms, multi-purpose room)

Illumination

HeatbarrierIntermediate eaves(Plan A1, A2, B)

Insulation

Aluminum-framed double glazing, cover method (Plan A1, A2)
Insulating aluminum-framed double glazing, cover method (Plan B)

Main Conditions for the Simulations
Calculations of CO2 emissions were limited to the schoolbuilding itself, so CO2 emissions resulting from the use of the
gymnasium and swimming pool were excluded.
CO2 emissions resulting from the cooking of school meals andcommunity open days, where there is a big difference between
schools in terms of the running of facilities and their methodsof use, were excluded.
During long holidays, the school, including the management
rooms, was treated as being on holiday.
The heater operation period was specified as 1 November – 31
March. Of this period, the winter holidays, weekends andnational holidays were excluded.

The operation period was specified as the times whenpeople are in the room in question, when the room
temperature falls below the set temperature for heating(18˚C in the classrooms and 23˚C in the management
rooms).
The cooler operation period was specified as 1 June – 30
September. Of this period, the summer holidays,
weekends and national holidays were excluded. The
operation period was specified as the times when people
are in the room in question, when the room temperaturerises above the set temperature for cooling (28˚C).
Corridor lighting was not used at all in sections where
there are windows, while lighting in the toilets was
assumed to be for a total of two hours per day.

In utilizing these model plans, it is necessary to bear in mind the following points:
When contemplating environment-focused renovations, it isnecessary to take into consideration siting conditions and theclimate in the area where the school is located and confirm theconditions based on the actual situation of the individual
school.
In order to grasp the actual energy consumption and CO2
emissions of the school as a whole, it is necessary to basecalculations on the actual usage situation of facilities and theoperation of facilities and equipment.
From the perspective of combining energy conservation withsecuring a good learning environment, if implementing afacilities plan that enables coolers to be operated in classrooms,
as in these model plans, it is important to consider the operating
conditions of the air conditioning equipment, such as the period
of operation, the length of time for which it will be used eachday, and the temperature at which it will be set, as well as
considering the running costs.

Solar photovoltaic power generation is presented as an option
in these model plans for environment-focused renovations. If
10,000kWh of the annual electricity consumption of the school
is covered using solar photovoltaic power generation, one can
expect a reduction of approximately 4.2t* in CO2 emissions
annually* In order to calculate the CO2 equivalent, this report uses thefigure0.418kg-CO2/kWh, which is based on the Ministerial
Ordinance on the Calculation of Greenhouse Gas Emissions
Resulting From Business Activities by Specified Emitters (2006,
Ministry of Economy, Trade and Industry and Ministry of theEnvironment Ordinance No.3).

In designing environment-focused renovations, there will betimes when simulations will be required when conducting
in-depth deliberations of the effects of the renovations, so it isnecessary to consider the costs of such simulations as aseparate design cost.

Model Plans A1 and A2 (Region IV)*Apart from the fact that it involves the use of heat pump air conditioners as a cooling and heating method
and the installation of coolers in ordinary classrooms as well, Plan A2 is the same as Plan A1.
Table of Environment-focused Renovations

Plan Overview

Plan A (Region IV)
Target area

Heatbarrier InsulationAir
circulation(1) Insulation

Roof

Illumination

Permanently open fire doors

Installing movable partitions－(2) Shading
Existing horizontal eaves
External walls
from sunshine(W500)(3)
Internal walls and ceilings
Temperature (ordinary classrooms and －adjustment
multi-purpose space)

Windows:
Intermediate eaves

External walls(4)
IlluminationAir
circulation
Classrooms & multi-purpose room:
Ventilation louvers

Internal insulation Spray-on type: 35mm
(rigid urethane)
All windows conveted to double glazing
with aluminum sashes (cover method)
Modified asphalt sheet waterproofing(with 60mm of rigid urethane)
Installing doors that can be opened andclosed－Air conditioning zones(stairwell, foyer, etc.)
Partitioning (between
multi-purpose space andcorridors)

Lighting: Hf-type lighting equipment
Lights on the window side:
Illumination sensors

Heatbarrier

Environment-focused Renovation

External walls (inside the－room)
Aluminium sashes, float plate
Windowsglass

Roof: Modified asphalt sheet waterproofing
Stairwell: AutomaticallyContaining 60-65mm of rigid urethane
opening & closing windows

Highefficiency

Before Renovation

Temperatureadjustment

Insulation

Multi-purpose room:
Classrooms & multi-purpose room:
Movable partitions
Insulation
Electric fans
Stairwell: Sliding door
Walls: Internal insulation 35mm of spray-on urethane
Illumination
Windows: Aluminum-framed double glazing (covermethod)Classrooms: Partitions with high windows(5) Utilizing
natural wind

Highefficiency

Plan A1
Staffroom & special classrooms: [Heaters, coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters] FF-type oil heaters[Coolers]: None
Plan A2
Staffroom & special classrooms: [Heaters, coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room:[Heaters, coolers] High-efficiency HP air conditioners (2008 level)

Water
conservation
Hand-washing: Foam water taps
Toilets: Devices that imitate the sound of toilets being flushed
Urinals: Automatic flushes

Installing eaves midway across thewindows (W600)
Electric fans (4 in each room)
Installing eaves midway across thewindows (W600)－

Partitioning (between
ordinary classrooms and －corridor)
Partitioning (between
ordinary classrooms and －corridor)
Windows (ordinaryclassrooms, multi-purpose －space)
Windows (stairwells,－
corridors)
Lighting (ordinary
FL-type lighting equipmentclassrooms, multi-purpose(40W×16)
space)
FL-type lighting equipment
Lighting (toilets, stairs)(20W×2)
Heating & cooling
Heating: HP air conditioner
facilities (staff room,
Cooling: HP air conditioner
special classrooms)(1995 equivalent)

Steel partitions (with high windows, H:
1700mm)Steel partitions (with high windows, H:
1700mm)Ventilation louvers
Installing windows that open and close
automatically (Swindow)
HF-type lighting equipment (withillumination sensors near the windows)
FL-type lighting equipment (with motion
sensors)
Heating: HP air conditioner Cooling: HP
air conditioner (2008 high-efficiency
model)(6) Efficientuse of energy Heating & cooling& water
facilities (ordinary
Heating: FF-style oil heaters
conservation classrooms, multi-purpose Cooling: None
space)(A1) Heating: FF-style oil heaters
Cooling: None (A2) Heating: HP air
conditioner
Cooling: HP air conditioner(2008 high-efficiency model)

Sinks

Running taps

Toilets

The toilets have no devices that Toilets are equipped with devices
imitate the sound of toilets being imitating the sound of toilets being
flushed, urinals are equipped with anflushed, urinals are the flush
valve typeautomatic flush

Foam water taps

Results of Simulations(1) Reduction in CO2 Emissions
Annual CO2 Emissions

CO2 Emissions Resulting From Cooler Use
If environment-focused renovations are carried out and coolers areused, with the temperature set at 28˚C, out of consideration for therunning time, there is an increase of approximately 1.0t, equivalent
to approximately 8% of the CO2 emissions of the school building
as a whole. On the other hand, as a result of the introduction ofhigh-efficiency air conditioning equipment and improved
insulation capacity, there is a significant CO2 emission reduction
effect resulting from the reduction in the energy used for heating in
winter, so CO2 emissions over the course of the year decrease byapproximately 33%, compared with the situation before
renovations.

CO2 emissions [t-CO2/year]

If environment-focused renovations of school buildings are carriedout, annual CO2 emissions are reduced by approximately 32% (9t)under Plan A1 and approximately 33% (9t) under Plan A2,
compared with the situation before renovations.

Other
Water supply

Ventilation

-33％

-32％

Lighting
CoolingHeating

Electric fansFF oilAir
circulation

Beforerenovation

AC heating
Air conditioner
coolerEnvironment-focused
renovations

Annual CO2 Emissions (Region IV)

Annual CO2 Emissions Resulting From Heater andCooler Use

By improving the insulation capacity of the building in conjunction
with improvements to the efficiency of heating and coolingequipment, annual CO2 emissions resulting from heater and cooler
use are reduced by approximately 46% (5t) under Plan A1, and by
approximately 48% (5t) under Plan A2, compared with thesituation before renovations.

CO2 Emissions [t-CO2/year](Region IV)

HeatingAnnual CO2 Emissions Resulting From Lighting

Cooling

By updating lighting equipment to high-efficiency models andintroducing illumination sensors and motion sensors, annual CO2
emissions resulting from lighting are reduced by approximately
23% (3t) compared with the situation before renovations.

Electric Fans

Annual CO2 Emissions Resulting From Water Use
By updating decrepit facilities and installing water-conserving
toilets and foam water taps for hand-washing, annual CO2
emissions resulting from water use are reduced byapproximately 46% (1t) compared with the situation before
renovations.

Environment-focused Renovations
A1
A2(FF heating +(AC heating +air circulation)
air circulation)
3.6
5.2
△46
△48
1.9
0.5
l
l
0.0
0.1
△23
△23
8.6
8.6

BeforeRenovation

Lighting
Ventilation

1.4

Water Supply

1.3

Other

1.1

l

l

1.4
△46

△46

1.3

l

l

1.1

△32
△33
18.0
l
l
*Figures in parentheses represent the percentage share of the reduction
in CO2 emissions compared with the situation before renovations.

Total

18.0

Environment-focused Renovations
Temperature
Environment-focused Renovations
MRT(2) Improvements in the Classroom Environment
In summer, there are days when the room temperature in theclassroom exceeds 30˚C, even if the rooms are shaded fromsunlight and air circulation is encouraged. Consequently, it isnecessary to take measures such as reducing sensory
temperature by promoting convection flows using fans, orintroducing coolers (as in Plan A2).

Temperature/MRT

Room Temperature in Summer

Outdoor Air
Temperature
Lesson Time
(Number of people: 36)
1:00

Room Temperature in WinterIf environment-focused renovations are carried out and theinsulation capacity of the building is improved, the sensory
temperature is about 2 - 3˚C higher than in the case of
conventional renovations, even if the heater is set at the same
temperature. Moreover, there is a smaller decrease in the room
temperature and wall surface temperature of the classroom
after the heaters are switched off, so the room temperature andwall surface temperature of the classroom can be kept above
10˚C at night in winter.
As a result, the load when the heater starts up the next morning
is reduced, meaning that the classroom heats up faster, evenwhen the same heating equipment is used.

7:00

13:00

19:00

1:00

7:00

13:00

19:00

17 – 18 July

Shaded region indicates lesson times (Number of people: 36)

Changes Over Time in the Summer Temperature and
MRT (Plan A1, Region IV)* MRT is the abbreviation for mean radiant temperature (also known asmean peripheral wall temperature), and expresses the surface temperatureof the surfaces of which a room consists (walls, floor, ceiling andwindows) as an average weighting for the area of the room.

Light Environment
As well as having a sun shading effect, intermediate eaves
installed on the windows also function as a light shelf, so
improvements in the light environment in the classroom canbe expected.

Estimated Construction Costs Per Unit of Floor Area (Excluding Tax)(¥/m2)
Environment-focused Renovations(3) Initial Costs of Environment-focused Renovations
Type of Work

Main Content

Estimated Construction Costs (per m2, excluding tax)
The unit cost of environment-focused renovations implemented
in conjunction with earthquake-proof reinforcement, qualitative
improvements and improvements to dilapidated facilities isaround ¥120,000 – 123,000/m2; the increase in unit cost
attributable to adopting environmental measures is around¥33,000 – 36,000/m2. After securing the requisite sources offunding, a large-scale renovation project that takes
environmental measures into consideration can also be carriedout effectively in conjunction with renovation or improvement
projects focused on the existing school building, particularly
earthquake-proofing work.

Demolition work
Construction
costs

Renovation work
(Updating the interior andexterior of the building and thejoinery)
Earthquake-proof reinforcement

Mechanicalequipment
work

Hygiene equipment work
(Replacing toilets, etc.)
Water supply & drainage work
Heating & cooling equipment
work
Ventilation equipment work

Electricalequipment
work

Lighting equipment work

Ancillary work
Power supply work
Total

Conventional
Renovations

A1(FF oil heating+ air
circulation)

A2(Coolers usedin classrooms)

Model Plan B (Region II)

Plan Overview
Table of Environment-focused Renovations
Plan B (Region II)

Heatbarrier

Target area

Insulation

Roof: Modified asphalt sheet waterproofing
Containing 65mm of rigid urethane

Highefficiency(1) Insulation

Lighting: Hf-type lighting equipment
Lights on the window side:
Illumination sensors

Before Renovation

External walls (inside the
room)

－

Windows

Aluminium sashes, float plate
glass

Roof

－

Air conditioning zones
Permanently open fire doors(stairwell, foyer, etc.)
Partitioning (between multi－
purpose space and corridors)
Existing horizontal eaves(2) Shading
External walls(W500)
from sunshine
Internal walls and ceilings(3)
Temperature (ordinary classrooms and－multi-purpose space)adjustment

Illumination
Windows: Intermediate
eaves

External walls(4)
Illumination

Insulation

Insulation

Walls: External insulation 60mm of polystyrene beads
Windows: Insulating aluminum-framed double glazing(cover method)

Multi-purpose room:
Movable partitions
Stairwell: Sliding door

Illumination
Highefficiency

Environment-focused Renovation
External insulation 60mm (polystyrene
beads)All windows conveted to double glazing
with aluminum sashes (cover method,
insulating frames)
Modified asphalt sheet waterproofing(with 65mm of rigid urethane)
Installing doors that can be opened andclosedClassrooms: Partitions withhigh windows

Staffroom & special classrooms: [Heaters] FF-type oil heaters[Coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters] FF-type oil heaters[Coolers]: None

Water
conservation
Hand-washing: Foam water taps
Toilets: Devices that imitate the sound of toilets being flushed
Urinals: Automatic flushes(5) Utilizing
natural windPartitioning (between
ordinary classrooms andcorridor)
Partitioning (between
ordinary classrooms andcorridor)
Windows (ordinaryclassrooms, multi-purpose
space)
Windows (stairwells,
corridors)
Lighting (ordinaryclassrooms, multi-purpose
space)
Lighting (toilets, stairs)

Installing movable partitions
Installing eaves midway across thewindows (W600)
Electric fans (4 in each room)－

Installing eaves midway across thewindows (W600)－

Steel partitions (with high windows, H:
1700mm)－Steel partitions (with high windows, H:
1700mm)

－

None

－

None

FL-type lighting equipment(40W×16)

HF-type lighting equipment (withillumination sensors near the windows)

FL-type lighting equipment(20W×2)
Heating: HP air conditioner
Cooling: HP air conditioner(1995 equivalent)FL-type lighting equipment (with motion
sensors)
Heating: HP air conditioner Cooling: HP
air conditioner (2008 high-efficiency
model)

Heating & cooling facilities(staff room, specialclassrooms)(6) Efficient us Heating & cooling facilities
Heating: FF-style oil heaters(ordinary classrooms, multiCooling: None
purpose space)
Sinks
Running taps

Heating: FF-style oil heaters Cooling:
None
Foam water taps

The toilets have no devices that Toilets are equipped with devices
imitate the sound of toilets being imitating the sound of toilets being
flushed, urinals are equipped with anflushed, urinals are the flush
automatic flush
valve type

Toilets

Results of Simulations

If environment-focused renovations of school buildings arecarried out, annual CO2 emissions are reduced byapproximately 25% (13t), compared with the situation
before renovations.
In Region II, which is a colder region, the share of energy
use attributable to heating in winter is greater than in RegionIV, so by installing high-efficiency heating and coolingequipment, insulating the roof, walls and apertures, andestablishing heated zones, energy use resulting from heating
will decrease, leading to a reduction in CO2 emissions.

Other

CO2 emissions [t-CO2/year](1) Reduction in CO2 Emissions
Annual CO2 Emissions

Water supply
Ventilation

Lighting
CoolingHeating

Beforerenovation

Environment-focused
renovations

Annual CO2 Emissions (Region IV)

CO2 Emissions Resulting From Cooler Use
By improving the insulation capacity of the building in
conjunction with improvements to the efficiency of heating andcooling equipment, annual CO2 emissions resulting from heaterand cooler use are reduced by approximately 26% (9t) comparedwith the situation before renovations.

CO2 Emissions [t-CO2/year](Region II)
Environment-focused
Renovations
BeforeRenovation

Annual CO2 Emissions Resulting From Lighting
By updating lighting equipment to high-efficiency models andintroducing illumination sensors and motion sensors, annual
CO2 emissions resulting from lighting are reduced byapproximately 23% (3t) compared with the situation before
renovations.

Annual CO2 Emissions Resulting From Water Use
By updating decrepit facilities and installing water-conserving
toilets and foam water taps for hand-washing, annual CO2
emissions resulting from water use are reduced byapproximately 46% (1t) compared with the situation before
renovations.

Heating

33.1

24.4

Cooling

0.1

0.1

Electric Fans

0.0

0.0

Lighting

12.5

9.6

Ventilation

1.5

1.5

Water Supply

2.4

1.3

Other

1.2

1.3

Total

51.0

38.0

23

*Figures in parentheses represent the percentage share of the reduction
in CO2 emissions compared with the situation before renovations.
Conventional Renovations
Temperature
Conventional Renovations MRT
Environment-focused Renovations
Temperature
Environment-focused Renovations
MRT(2) Improvements in the Classroom Environment

Temperature/MRT

Room Temperature in WinterIf environment-focused renovations are carried out and theinsulation capacity of the building is improved, the sensory
temperature is about 2 - 3˚C higher than in the case of
conventional renovations, even if the heater is set at the same
temperature. Moreover, there is a smaller decrease in the room
temperature and wall surface temperature of the classroom
after the heaters are switched off, so the room temperature andwall surface temperature of the classroom can be kept above
6˚C at night in winter.
As a result, the load when the heater starts up the next morning
is reduced, meaning that the classroom heats up faster, evenwhen the same heating equipment is used.

Outdoor Air
Temperature
Lesson Time
(Number of people: 36)
1:00

7:00

13:00

19:00

1:00

7:00

13:00

19:00

30 – 31 January

Shaded region indicates lesson times (Number of people: 36)

Changes Over Time in the Summer Temperature and
MRT (Plan B, Region II)* MRT is the abbreviation for mean radiant temperature (also known asmean peripheral wall temperature), and expresses the surface temperatureof the surfaces of which a room consists (walls, floor, ceiling andwindows) as an average weighting for the area of the room.

Light Environment
As well as having a sun shading effect, intermediate eaves
installed on the windows also function as a light shelf, so
improvements in the light environment in the classroom canbe expected.

North side

Partition with high windows(3) Initial Costs of Environment-focused Renovations
Estimated Construction Costs (per m2, excluding tax)
The unit cost of environment-focused renovations
implemented in conjunction with earthquake-proof
reinforcement, qualitative improvements and improvements
to dilapidated facilities is around ¥136,000/m2; the increasein unit cost attributable to adopting environmental measures
is around ¥49,000/m2. After securing the requisite sources offunding, a large-scale renovation project that takes
environmental measures into consideration can also be
carried out effectively in conjunction with renovation or
improvement projects focused on the existing schoolbuilding, particularly earthquake-proofing work.
*In the case of Plan B, insulating aluminum-framed double
glazing is used on windows and external insulation is used
on external walls, so the cost of renovation work is more
expensive than in the case of Plan A.

Estimated Construction Costs Per Unit of Floor Area (Excluding Tax)(¥/m2)
Environment-focused
Renovations

Type of Work

Construction
costs

Main Content

Demolition work
Renovation work
(Updating the interior and exterior of
the building and the joinery)
Earthquake-proof reinforcement

Mechanicalequipment
work

Hygiene equipment work
(Replacing toilets, etc.)
Water supply & drainage work
Heating & cooling equipment work
Ventilation equipment work

Electricalequipment
work

Lighting equipment work

Ancillary work
Power supply work
Total

Conventional
Renovations

B(FF oil heating+ air
circulation)

Environment-focused Renovation Model Plan Specifications and Effects
The table below shows the list of work conducted in each model plan for environment-focused renovations and the energy
conservation effect and environmental improvement effect of the work carried out, as well as the effects that measures todeal with dilapidation aimed to achieve.
○ denotes the effect aimed for in the renovation specifications
Energy Conservation Effect
Renovation Item

Target Area

Specification

Heating Cooling Lighting Water
External
Walls○

Common2

Insulation

60mm rigid urethane

A1,A2

○

○

○

○

○

65mm rigid urethane

B

○

○

○

○

○

A1,A2

○

○

B

○

○

A1,A2

○

○

○

B

○

○

○

A1,A2

○

○

○

Insulating aluminum window frames
Double glazing (cover method)

B

○

○

○

A1,A2

○

B

○

Roof (external insulation)

35mm spray-on rigid urethane

Roof (external insulation)

60mm polystyrene beads

Classrooms

Aluminum window frames withventilation louvers
Double glazing (cover method)
Insulating aluminum window frames
Double glazing (cover method)

Special classrooms,
management rooms, corridors

4

Aluminum window frames
Double glazing (cover method)

Ventilation
windows

Stairwell

Automatically opening & closing
windows

Eaves

Windows

Horizontal eaves above the windows(W500) (existing) +horizontal eaves midway down thewindows (W600)

CommonInstallation of doors that can be
opened & closed

A1,A2

○

None

5

6

7

Stairwell, foyer, etc.
Stairwellpartition doors

Partitions

Ordinary classrooms - corridor Steel partitions with high windows(Windows H: 1700mm)

Ordinary classrooms - multipurpose space
Multi-purpose space - corridor

Movable partitions

○

B

○

A1,A2

○

B

○

A1,A2

○

B

○

○

○

○

○

Internal walls

Ordinary classrooms, multipurpose space

Emulsion paint (white)

CommonFloorsOrdinary classrooms, multipurpose space

Flooring boards (cushioned)

Common10 Ceilings

Ordinary classrooms, multipurpose space

Decorative rock wool acoustic boards

Common11 Hand basins

Taps

Foam water taps

Common○12 Toilets

Toilets

Switch to water-conserving toilets

Common○Toilets & urinals

Devices that imitate the sound of the
toilet flush, automatically flushing
urinals

Common○Switch to high-efficiency air
conditioners(equivalent to 2008 standard)

A1,A2

Switch to high-efficiency air
conditioners - cooler only
(equivalent to 2008 standard)B89Sensor13
installation
Heating &Heaters &Cooling
14 coolers (airFacilities
conditioners)

Special classrooms,
management rooms

Ordinary classrooms, multi15 Heaters(FF oil heaters) purpose space (in Plan B,
special classrooms &management rooms are also
included)
16 Coolers(airconditioners)

Electric
Lighting
Facilities

Middle Summer

Antidilapidation
Measures

Modified asphalt sheet waterproofing

3

HygieneFacilities

Winter Summer WinterSound
Environment

Waterproofing RoofWindows

Interior
FinishLight Environment

1

Roof (internal insulation)

Internal
Partitions

Environment Improvement EffectThermalEnvironment

Applicable
Plan

Ordinary classrooms, multipurpose space

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Updating equipment

A1,B

Installation of new high-efficiency air
conditioners (equivalent to 2008
standard)

A2

-

A1,B

Installation of new high-efficiency air
conditioners (equivalent to 2008
standard)

A2

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17 Electric fansOrdinary classrooms, multipurpose space

4 units installed in each classroom

CommonElectric
18
lighting

Ordinary classrooms, multipurpose space

Switch to Hf-type lighting equipment(Hfl32W x 16 units)

Common○Ordinary classrooms, multipurpose space

Lighting sensors installed on thewindow side of the classroom

Common○Toilets, stairwell

Installation of motion sensors

Common○19 Sensor
installation

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<August 2009>

National Institute for Educational Policy Research Educational Facilities Research Center - Japan
3-2-2 Kasumigaseki, Chiyoda-ku, Tokyo 100-8951, Japan
Tel: +81-3-6733-6991 Fax: +81-3-6733-6966 URL: http://www.nier.go.jp/English/departments/menu_11.html*The full version of this report is available at the following URL: http://www.nier.go.jp/shisetsu/pdf/e-modelplan.pdf