Aiming forEnvironmentally-Friendly
Facilities (Eco-Schools)
Renovation at Every School
Collection of Case Examples to Make Existing
School Facilities More Ecological

Ministry of Education,
Culture, Sports, Scienceand Technology

Preface
How to cope with global warming is now a major universal concern for the sake of the survival
and prosperity of human beings in the future, and is one of the most significant issues for each country
to tackle, mobilizing all of its available resources. Japan has also set a medium-term goal of reducing
greenhouse gasses by 25% compared to 1990 by 2020. It is necessary for us to make even more efforts
toward realization of a low-carbon society.
Given these circumstances, Ministry of Education, Culture, Sports, Science and Technology(MEXT) has been working toward building and promoting the environmentally-friendly school
facilities (eco-schools) since fiscal 1997, certifying about 1,100 public elementary and junior highschools for the eco-school model project. Also, in 2007, MEXT requested its council of advisers toinvestigate how to promote eco-schools in the future, and the council conducted survey research on thechanging circumstances of school facilities, the most recent actual condition of energy consumption,
the long-term perspectives of energy consumption, and so on. In March 2009, the council submitted its
report, which stressed the importance of aiming for eco-school renovation at all schools in the future,and suggested measures to promote the renovation.
Meanwhile, about 80% of the buildings of public elementary and junior high schools are more than
20 years old, and they require huge amounts of renovation and maintenance for their aging facilities,
in addition to seismic reinforcement. When a school building is renovated and upgraded, in addition toseismic reinforcement, it is common to try to improve the quality of indoor conditions in order tosecure a proper learning environment, and try to enhance the facilities to allow multipurpose uses inorder to make schools open to people in the community. As a result, unless some environmental
measures are taken, the energy consumption of the whole school may increase after renovation.
Therefore, in implementation of new construction, reconstruction, or renovation and upgrading ofschool facilities, it is important to actively pursue “eco-school renovation” by conducting measures forenergy conservation and CO2 reduction, while securing a comfortable learning environment forchildren.
The purpose of this collection of case examples is to contribute to the promotion of eco-school
renovation for existing school facilities. It introduces the basic philosophy and procedures forrenovation projects and includes case examples of individual schools and school installation personnel
that are making efforts to create advanced eco-schools.
We hope that this collection of case examples will be utilized by schools and school installation
personnel, in order to promote the eco-school renovation for existing school facilities and help provide
environment and energy education for children and the community, aiming for the realization of alow-carbon society.

May 2010

Aiming for Environmentally-Friendly Facilities (Eco-Schools) Renovation
at Every School~ Collection of Case Examples to Make Existing School Facilities More Ecological ~-- CONTENTS --Preface
I Situations and Issues at Present: Why Eco-School Renovation for Existing School Facilities Now?

1 Global Warming and Our Countermeasures in the Past

…………

1

(1) Present Situation of Japan’s Global Warming Countermeasures(2) Efforts of the Ministry of Education, Culture, Sports, Science and Technology

2 Issues Concerning Eco-School Renovation for Existing School Facilities………… 3(1) Fundamental Issues of Existing School Facilities(2) Issues Concerning the Eco-School Renovation for Existing School Facilities

II Procedures of Eco-School Renovation for Existing School Facilities: Where Should We Start?

1 Fundamental philosophies

…………

5

・To understand the actual conditions and aim for efficient facility management
・To aim for equal emphasis on ensuring the level of facilities and on reducing the environmental
burden・To aim to become a hub of environment/energy education in the community

2 Procedures for and Main Points in Creating Eco-Schools

…………

7

・Preparation Stage・Planning of Eco-School Renovation
・Study and Implementation of Renovation and Upgrading
・Utilization of the Renovated Facilities for Environment/Energy Education
・Affiliation with Related Organizations and Dissemination of the Results
Reference 1: The Concrete Process of Eco-School Renovation for Existing School Facilities (Images)
Reference 2: Reports and Related Measures Concerning Eco-Schools

III Case Examples of Efforts toward Eco-School Renovation: Learning from Advanced Efforts

1 Local Governments’ Efforts to Promote Eco-School Renovation at Every………… 12SchoolCase Example 1 Suginami Ward, Tokyo
Case Example 2 Fujisawa City, Kanagawa

…………
…………

13
19

2 Efforts to Renovate Existing School Facilities to Make Eco-Schools


Examples of Comprehensive Efforts
Case Example 3 Dai-Nana Haketa Elementary School of Arakawa Ward, Tokyo ………… 25
Case Example 4 Kita Elementary School of Takayama City, Gifu………… 31
Effective Ideas to Make Eco-Schools
Case Example 5: An Example to Facilitate the Assessment of Actual Energy Consumption and to
Aim for Efficient Management of Facilities………… 37
Case Example 6 An Example to Aim for Equal Emphasis on Ensuring the Level of Facilities andon Reducing the Environmental Burden………… 39
Case Example 7 An Example to Aim to Become a Hub of Environment/Energy Education in theCommunity………… 43

IV References

…………

46

I Situations and Issues at Present: Why Eco-School Renovation for Existing School Facilities Now?

1 Global Warming and Our Countermeasures in the Past
In Japan, countermeasures against global warming implemented in non-business sectors (including
schools) and households are especially important, because carbon emissions in these sectors are
significantly increasing. Also, since Japan has set the goal of reducing its greenhouse gasses by 25%
by 2020, it is necessary for us to reduce emissions continuously over the long term.
Given these circumstances, MEXT has been promoting the creation of environmentally friendly
school facilities (eco-schools), and at the same time promoting the utilization of facilities asenvironmental education materials for students.

(1) Present Situation of Japan’s Global Warming Countermeasures
How to cope with global warming is one of the most urgent global environmental issues. Japan has
set a medium-term goal of reducing greenhouse gasses by 25% compared to 1990 by 2020, based on
the formulation of a fair and viable international framework by all major countries and their agreement
on ambitious goals.
However, Japanese emissions of greenhouse gasses in 2008 were 1.9% more than those of the baseyear of the Kyoto Protocol (1990). It is especially necessary to dramatically enhance countermeasuresin non-business sectors (including schools) and households (see Figure 1), where carbon emissions are
significantly increasing.
Against such a background, the Act on the Rational Use of Energy, revised in May 2008, has
introduced the idea of energy management by each business. As a result, each board of education is
now required to submit regular reports and medium- to long-term plans, while smaller buildings(300–2000 m2) are now obliged to report their energy-saving measures.
Also, the Act on Promotion of Global Warming Countermeasures, revised in June 2008, introduced
the obligation for each business to calculate and report its greenhouse gas emissions. It also requires
prefectures, ordinance-designated cities, core cities and special cities, to formulate a greenhouse gas
reduction plan covering their entire respective regions and stipulates a nonbinding target for othermunicipalities. In order to promote a long-term and continuous reduction of emissions towardrealizing a low-carbon society, it is ultimately necessary to reduce dependence on petroleum-based
fuels. We should aim to construct a low-carbon society by creating innovative environment/energy
technologies, such as those for renewable energy, as well as by accelerating the spread of proveneffective measures and existing technologies.
Increase Especially in Non-business Sectors and Households
Figure 1 Changes in Carbon-Dioxide Emissions by Sector in Japan (1990–2007)(Million tons)

Changes in carbon-dioxide emissions by sector in Japan(1990–2007)
Industrial sector

Transportation sector
Non- business sector

Household sector

Energy conversion sector
Industrial process
Waste product

Carbon-dioxide (in terms of CO2)

(Year)[Source] Greenhouse Gas Inventory Office
From the website of Japan Center for Climate Change Actions (http://www.jccca.org/)1

(2) Efforts of the Ministry of Education, Culture, Sports, Science and Technology
The Ministry of Education, Culture, Sports, Science, and Technology (MEXT) published aresearch study report titled, “On Building Environmentally-Friendly Facilities (Eco-Schools)” in
March 1996, and since then it has tried to reduce the environmental burden and co-exist with nature,and has promoted the building of school facilities that can be utilized for environmental education.
In the fiscal year of 1997, MEXT founded model projects (see Figure 2), and together with the
Ministry of Agriculture, Forestry, and Fisheries (MAFF), the Ministry of Economy, Trade and Industry(METI), and the Ministry of the Environment (MOE), it has subsidized the public schools that areplaying a leading role in these projects. As a result, 1,077 schools are certified for the model projects(as of April 2010) and are expected to play their roles as the advanced schools in their areas.
Also, in the fiscal year of 2007, MEXT requested its council of advisers to investigate how topromote eco-schools in the future, and the council conducted survey research on the changing
circumstances of school facilities, the most recent actual condition of energy consumption, andlong-term perspectives of energy consumption. In March 2009, the council submitted its report, whichstressed the importance for every school to aim to become an eco-school, and suggested three visions
and four measures for eco-school promotion.
Future Measures for Promotion of Eco-Schools: Three Visions and Four Measures
Vision 1: Further promotion of “eco-school” renovation for existing school facilities
Vision 2: Efficient facility management by utilizing benchmarks
Vision 3: Active pursuit of measures for energy conservation and CO2 reduction, along with aqualitative improvement of the learning environment
Measure 1: Eco-schools as educational materials and energy conservation activities at school
Measure 2: Visualization of energy conservation effects, etc.
Measure 3: Focused promotion of energy efficiency
Measure 4: Introduction of renewable energy, such as solar power
In fiscal 2009, based on the summary of promotion measures shown above, MEXT conducted a
research study on the basic philosophy and procedures of renovation projects and examples ofadvanced efforts, and published this collection of case examples, so that school installation personnel
can promote eco-school renovation for existing school facilities efficiently and effectively.
Implementation of an Eco-School Model Project
Figure 2 Project Frame

MEXT(Prefecture or municipality)
Creation of a basic plan

Improvement ofbuildings, etc. (facility)○ Utilization of budgets related to
new energy
・Project to promote theintroduction of local newenergy, etc. (subsidy rate: 1/2 or
less)

MOE

MAFF
■ Utilization of lumber from the area
○ Utilization of the budget related tothe measures for promotion of forest
improvement and forestry, etc.
・Subsidy for improvement ofschool-related facilities andequipment as a part of the promotionof wooden public facilities (subsidy
rate: 1/2)

Support* Reconstruction of a building whose I.S. value
is less than 0.3 but is difficult to retrofit forcompelling reasons: 1/2■ Introduction of new energy○ Utilization of the projects tomake plans for local newenergy and energy conservation
vision, etc.

Eco-school Renovation

Support■ Building of eco-schools○Financial support for public school
facilities
Rate of subsidy
・Project to introduce solar power:
1/2
・New construction and extension:
1/2
・Reconstruction: 1/3 *・Seismic retrofitting: 2/3 (I.S. value= less than 0.3) : 1/2 (I.S. value =less than 0.7)
・Drastic improvement: 1/3

METI

Maintenance and control(management)
Utilization forenvironmental
education (education)■ Countermeasures against
global warming○ Utilization of budgets related tocountermeasures against global
warming・Ecological renovation projectof school facilities to prevent
global warming (subsidy rate:
1/2)[Source] MEXT

2

2 Issues Concerning Eco-School Renovation for Existing School Facilities
In order for us to reach the goal of greenhouse gas reduction, eco-school renovation is an urgent
issue, because school facilities make up about 40 percent of public facilities, and there is a hugeamount of nationwide stock. It is also expected that renovated school facilities can be utilized aslearning materials and will become hubs to transmit information for environment/energy education in
the community.

(1) Fundamental Issues of Existing School Facilities■ Actual state of earthquake resistance and aging facilities
School facilities are not only places where children spend most of the day; they are also evacuationsites for local residents in the case of an emergency or disaster. Therefore, ensuring the safety ofschool facilities is extremely important. According to the research by MEXT, 67% of buildings at
public elementary and junior high schools were confirmed as earthquake resistant (as of April 1, 2009;
according to MEXT). Therefore, the promotion of further seismic protection of school buildings isstrongly demanded.
Also, as of May 1, 2009, 79.7% of the facilities of public elementary and junior high schools are
20 years old or older (see figure 3). Especially, the aging of facilities built in the period of rapid
growth in student numbers is serious and their urgent renewal and improvement is vital.
Therefore, it is necessary to promote the improvement of facilities in a well-planned manner;seismic plans should be made to facilitate complete seismic reinforcement soon for the school
facilities not yet earthquake-proof, and renewal and improvement plans should be made for aging
facilities.
■ Securing a healthy and comfortable classroom environment
We should secure a good environment for school facilities, with consideration given to sunshine,
daylight, ventilation and so on, as a place for children to study and live. However, proper room
temperature is not always secured because classrooms can sometimes get too hot in summer, due tothe heat island phenomenon and other reasons. In addition, the number of school days in summer andopportunities to use the school facilities in holidays are increasing. As a result, more and more
municipalities are introducing cooling installations in school facilities.
Aging of Public School Facilities
Figure 3 Areas with Non-Wooden Public Elementary and Junior High School Buildings by Age Bracket(as of May 1, 2009)
Areas(Unit: ten thousand m2)

AgeYear ofconstruction
Ratio (%)

50 years or
45–49 years 40–44 years 35–39 years 30–34 years 25–29 years 20–24 years 15–19 years 10–14 years 5–9 years
older

0–4 years

1959 orearlier
1.5%

2005–
2009
4.0%

1960–
1964
3.9%

1965–
1969
8.1%

1970–
1974
16.3%

The areas with buildings built at least 30
years ago account for about 50% (49.8%)

1975–
1979
20.0%

1980–
1984
19.4%

1985–
1989
10.5%

The areas with buildings built
20–29 years ago account for
about 30% (29.9%)

3

1990–
1994
7.5%

1995–
1999
4.8%

2000–
2004
4.0%

The areas with buildings built no morethan 20 years ago account for about 20%(20.3%)[Source] According to MEXT

(2) Issues Concerning Eco-School Renovation for Existing School Facilities■ Assessment of the current status of energy consumption
About 90% of greenhouse gas emissions in Japan consist of CO2 created by energy consumption,
so the promotion of energy conservation measures is one of the important countermeasures against
global warming.
The volume and uses of energy consumption at school facilities vary according to the region andactivities of the school (see Figures 4 and 5). Therefore, school installation personnel should consider
the characteristics of the area and school, correctly assess the actual energy consumption, and utilize
the energy efficiently.
■ Reduction of environmental burden through the lifecycle of building
It is important to control the emission of CO2 throughout the lifecycle of school facilities, fromtheir construction and management to final demolishment. It is necessary to try to control the total
CO2 emissions, by using the existing school facilities as long as possible, thus decreasing the amountof construction and demolishment, and by conducting the renovation and maintenance of facilities andequipment systematically.
In planning and designing facilities, we should consider the effects on the environment and choose
eco-materials, which emit little CO2 during manufacture and do not include harmful materials, for theinteriors and exteriors of the facilities.
Also, according to the “Law Concerning the Promotion of Contracts Considering Reduction of
Emissions of Greenhouse Gases and Others by the State and Other Entities” (Green Contract Law),
municipalities are supposed to make efforts to promote environmentally friendly contracts as well as
the reasonable and appropriate use of energy.
■ Further utilization for environment/energy education
Based on the curriculum guidelines revised in 2008, eco-schools are expected to be utilized evenfurther as environmental education materials through experiential activities that are appropriate for the
students’ stages of development.
Since school facilities are also hubs for the local community, when they are renovated as
eco-schools, they are expected to become hubs for the transmission of information on
environment/energy education not only for children but also for the community, and play a leadingrole in the promotion and dissemination of countermeasures against global warming in the community.
The Volume and Uses of Energy Consumption Vary
According to the Region of the School
Figure 4 Basic Units for Energy Consumption at
Elementary Schools in Various Regions

An Example of Uses of Electric Energy in School Facilities(In the Case of an Elementary School without a Cooling
Installation in Regular Classrooms)
Figure 5 Consumption Structure of Electric Energy at a
School in Kanagawa Prefecture(MJ/year/m2)

Lifting pump
Power to cook school lunches
Air conditioning for theteachers’ office
Air conditioning for the
library
Lightning in the gym
Lightning in other places

Petroleum
Gas
Electricity

Regions I to IV represent the regional classification of
next-generation energy-saving standards. Region I is the coldest
and Region IV is the warmest.
[Source] According to Educational Facilities Research Center,
National Institute for Educational Policy Research (Values as of
2006)

4

[Source] According to Tokyo Electric Power Co., Inc.
(Measured in July 2007)

II Procedures of Eco-School Renovation for Existing School Facilities: Where Should We Start?

1 Fundamental philosophies
In renovating existing school facilities to make an environmentally-friendly facility (eco-school), it
is important to investigate and analyze the actual conditions of the present school facilities andunderstand the characteristics and issues of the school and the surrounding community. After such aninvestigation, we should think about how to make an eco-school that can take advantage of strengths
and improve problems, based on the Fundamental Philosophies of Eco-schools**(Reference) Fundamental Philosophies of Eco-schools
Eco-schools are school facilities in which architectural elements of the facilities and the humanelements of management and education function harmoniously by following the threeperspectives of facilities, management, and education.
1) Facilities・・・Facilities should be built gently for the users, such as children and students, thecommunity and the earth
・To be healthy and comfortable as a space for learning and living
・To be in harmony with the surrounding environment
・To be designed and built in a way to reduce the burden on theenvironment2) Management・・・Buildings, resources, and energy should
Facilities
be used wisely, for many years.
Built in a friendly
manner・To pay attention to durability and flexibility
・To make effective use of natural energy
Utilized for
Used wisely, for・To use the facilities economically and efficiently
learning
many years3) Education・・・Facilities, principles, and systems should beManagement Education
used for learning
・To be used for environmental education as well
[Source] “(A report) On Building Environmentally-Friendly Facilities (Eco-Schools)”
By Research Study Collaborators’ Conference on Environmentally-Friendly Facilities, March 1996

1

To understand the actual conditions and aim for efficient facility
management● School facilities are not only places where children study and spend most of the day; they are also
places used for various purposes, such as a base for activities of the local community andevacuation sites for local residents in the case of an emergency or disaster. The level of demand forschool facilities from each group of users is becoming higher in accordance with changes in society
and people’s lives.
● Therefore, the actual conditions of energy consumption should be grasped precisely and separately
between energy consumption for school activities and energy consumption for non-school activities
that use school facilities for multiple- and mixed-purposes.
● We should ascertain when, where, how much and under what conditions energy is consumed, verify
the actual conditions of energy consumption by comparison with benchmarks, and use energy
efficiently.

5

2

To aim for equal emphasis on ensuring the level of facilities andreducing the environmental burden● When an existing school building is renovated in order to improve the quality of the learning
environment and to enhance the facility’s multipurpose uses, such as making the school open to thepeople in the community, the energy consumption of all the school’s facilities may increase after
renovation, unless some measures are taken.
● In order to prevent the increase of energy consumption after renovation, it is important to minimize
the increase by:(1) (1) improving architectural performance, such as by installing eaves to keep the sun out,
securing airflow, insulating outer walls and windows; and(2) introducing energy-saving devices, such as light fixtures and air-conditioning systems thatconserve energy.
Furthermore, we should consider introducing renewable energy such as sunlight, solar heat, wind,and biomass, comprehensively so as to restrain CO2 emissions.

3

To aim to become a hub of environment/energy education in thecommunity● In addition to being sites for environment/energy education for students, eco-schools are expected tocontribute to the community as a base for environment/energy education for local residents.
● In order to utilize eco-schools for environmental education, facilities should be arranged in such a
way that children and local residents can gain hands-on learning experience at the school facilities.
Also, we should consider cooperation with the community and professionals in order to utilize
eco-schools as learning materials for housing conditions and energy conservation.

Eco-School Renovation for Existing School Facilities
Standard energy-saving
measures

Increase of energy
consumption due toqualitative improvement
and preparation for
multipurpose use

1. Improvement ofarchitectural performance
2. Introduction ofenergy-saving devices
3. Introduction of renewableenergyEnergy consumption
Energy consumption

Energy consumption

Ecologicalrenovation

Renovation

Creation of eco-schools

Existing school facilities

62 Procedures and Main Points to Create Eco-Schools
In order to advance the creation of eco-schools systematically, it is important to broadly obtain theunderstanding and consensus of related parties, by letting the school, students’ families, and thecommunity participate in the process and by positively transmitting information to them, while
ensuring consistency with the municipality’s mid- and long-term goals for countermeasures against
global warming and its facility development plans, and so on.
Also, after the renovation, it is important to verify the utilization and achievement of theeco-school for environmental education and to reflect the results in future renovation plans, asnecessary.

1

Preparation Stage

Point 1: To Assess the Actual Conditions Using the Existing Data
● First, we should grasp the actual conditions and summarize the issues of facilities (aging, thermal
environment, energy consumption efficiency, etc.).
● We can assess the actual conditions comparatively easily by utilizing the existing data on thefacilities’ conditions and management, such as the facility ledgers of public schools and the resultsof school environmental health inspection.
≫ See p 16: Case Example 1 Table of Characteristics of Existing Schools in Suginami Ward / See p
21: Case Example 2 Extraction of Points to Improve for Each of the Four Types
Point 2: To Coordinate with the Environmental Measures of the Municipality● Since the Act on Promotion of Global Warming Countermeasures was revised (in June 2008), all
the municipalities, with some exceptions, have been obligated to formulate a greenhouse gas
reduction plan for their entire respective regions. Therefore, it is important to cooperate with themayor’s agency to position the eco-school renovation as one of the environmental measures of theregion.
≫ See p 22: Case Example 2 Shift to an energy-saving/low-carbon policy for renovation

2

Planning of Eco-School Renovation

Point 3: To Restrain Environmental Burden throughout the Lifecycle● It is important for municipalities with many schools to advance eco-school renovation
systematically.
● As for existing school facilities, it is efficient to conduct eco-school renovation concurrently withother urgent issues, such as seismic reinforcement and renovation of aging buildings.
● Usually, the renovation of aging school facilities is conducted by prioritizing the sites to be
improved, such as bathrooms, rooftop waterproof treatment, renewal of plumbing equipment, andso on. Therefore, eco-school renovation can be conducted in a site-by-site manner as well.
● Even for the school facilities that have exceeded their general estimated service life, we should
not always rely on overall rebuilding, but should check the conditions and structural strength ofeach facility to see if the required function of the facility can be secured, so that we can try torenovate as much as possible and utilize the existing facilities effectively for a long time.
≫ See p 16: Case Example 1 How to conduct eco-school renovation for existing school facilities.
≫ See p 23: Case Example 2 Setup of a renovation menu to choose from according to the conditionsof each school.
Point 4: To Make Individual Plans Suitable for Each School● It is effective to break the stock down into patterns according to the year of construction andhistory of renovation, and to investigate the energy-saving measures appropriate for each pattern.

7

● Detailed analysis takes time and effort for municipalities with many schools. In this case, it is also
effective to cooperate with researchers from universities, companies, and NPOs.
● It is possible to renovate a hub school into a model eco-school and diffuse the effective measuresthat suit the characteristics of the region into other schools and areas.
≫ See p 15: Case Example 1 Efforts to make existing school facilities more ecological.
≫ See p 20: Case Example 2 Implementation of thorough assessment of actual conditions.

3

Study and Implementation of Renovation and Upgrading

Point 5: To Involve the Related Parties in the Discussion● In renovating existing school facilities, the related parties such as teachers and staff who will
actually use the facilities can discuss and decide the specific content of renovation. Also, it ispossible to cooperate with professionals in environmental education to hold workshops, check theschool facilities, and suggest solutions for issues together with children, teachers, school staff, andthe people in the community.
≫ See p 26: Case Example 3 Discussion on eco-school renovation. / See p 32: Case Example 4
Discussion on eco-school renovation.
Point 6: To Increase the Impact by Combining Measures● In conducting the eco-school renovation step-by-step, environmental effects can be raised by
combining measures. For example, the introduction of night-purging (night ventilation) can be
more effective overall in combination with lawn growing and wall greening.
≫ See p 17: Case Example 1 Improvement of indoor environment by combining greening and facility
renovation.

4

Utilization of the Renovated Facilities for Environment/Energy
Education

Point 7: To Connect the Renovated Facilities to the Existing Educational Activities and Apply
Them to Environmental Education without Further Burden● The burden to utilize the facilities can be reduced by developing the existing educational
activities, instead of starting totally new activities.
● We can try to expand the activities already conducted on a regular basis, such as planting a green
curtain, turning off lights whenever possible, recycling, and so on.
≫ See p 28: Case Example 3 Utilization for environment/energy education. / See p 34: Case Example
4 Utilization for environment/energy education.

5

Affiliation with Related Organizations and Dissemination of theResults

Point 8: To Broaden the Circle of Efforts● A school alone cannot do everything for efficient management of the facilities and practice ofenvironment/energy education. Therefore, it is effective to cooperate with the administration andresearchers from universities, companies, NPOs, and so on.
● Because eco-school renovation is often conducted during the school term, there are many
troublesome aspects for the school, the design office, and the construction company. It is
important to accumulate and communicate the experiences and results of renovations of theschools that conducted renovations earlier, and utilize them for the next eco-school renovation.
≫ See p 30: Case Example 3 Voices from the board of education/voices from the school. / See p 36:
Case Example 4 Voices from the board of education/voices from the school”.
8Reference 1: The Concrete Process of Eco-School Renovation for Existing
School Facilities (Images)
1. Preparation stage● To ascertain the climate conditions andgeographical conditions● To collect existing data, including thefacility ledger● To research the architectural performanceand energy consumption of each school● To understand the environmental measuresof the municipality, etc.

Photo 1: Sonehigashi Elementary School, Kitakyushu City,
Fukuoka Prefecture

2. Planning of Eco-School Renovation● To investigate how to conduct eco-school
renovation in a systematic way● To investigate plans suitable for each school,etc.
Photo 2: Nishiharu Junior High School, Nagoya City, Aichi
Prefecture

3.Study and Implementation of Renovationand Upgrading● To investigate concrete measures for
improvement by related parties● To collect and evaluate the preceding
examples, etc.
Photo 3: Nishiharu Junior High School, Nagoya City, Aichi
Prefecture

4.Utilization of the Renovated Facilities forEnvironment/Energy Education● To
utilizethefacilities
forenvironment/energy education● To support continuous efforts● To send information to the community
Photo 4: Sonehigashi Elementary School, Kitakyushu City,
Fukuoka Prefecture

5.Affiliation with Related Organizations
and Dissemination of the Results● To share the information on results and tasks
among related parties● To reflect the results and tasks on the next
project, etc.
Photo 5: Urawahigashi Senior High School, Saitama Prefecture9Reference 2: Reports and Related Measures Concerning Eco-Schools
1. Basic philosophy of eco-schools● “On Building Environmentally-Friendly Facilities (Eco-Schools)”(A report by Research Study Collaborators’ Conference on Environmentally-Friendly Facilities, March
1996.)● “On the Current Status of Environmentally-Friendly Facilities (Eco-Schools) and the Prospectof Promotion of Renovation in the Future”(A report by Research Study Collaborators’ Conference on Environmentally-Friendly Facilities, March
2001.)

2. New ways to build school facilities in a low-carbon society● “On Measures to Promote Environmentally-Friendly Facilities (Eco-Schools) in the Future”(A report by Collaborators’ Conference on Research and Survey Relating to the Formation of Guidelines
for Facility Design, March 2009.)

Eco-School
Renovation

3. Promotion of eco-school renovation● “Model Project of Eco-Schools”● “Pamphlet on Eco-Schools” *Annually
prepared

6.Reports, etc. based on the Act on the
Rational Use of Energy● Preparation and submission of regular
reports and medium- to long-term plans

4. Technical research on eco-schools● A guidebook for introduction of solar energy
generation into schools (July 2009)● A guidebook to utilize new energy at schools(March 2010)● “Promoting
Environment-focused
Renovations of School Buildings”(Submission is obligatory if qualified as a
specified corporation)

7.Verification of the effects● “Evaluation Methods of Comprehensive
Environmental Performance of School
Facilities”(A report published in February 2008)(in progress)● “Toward the Promotion ofRenovation for School Buildings”

Ecological(A report published in August 2009)

5. Energy-saving measures at school facilities● “What We Can Do for the Global
Environment”(For teachers) (A pamphlet published in March 2008)● A pamphlet “Visions
Management”

ofControland(For managers) (A pamphlet published in March 2008)

Comprehensive sites(1) “Promotion of Building Environmentally-Friendly Facilities (Eco-Schools)”
http://www.mext.go.jp/a_menu/shisetu/ecoschool/index.htm(2) Ministry of the Environment, “School Eco-Renovation and Environmental Education
Program”
http://www.ecoflow.go.jp/(3) ECO Study Library (a database for environmental education/environmental learning)
http://www.eeel.go.jp/

10

11

III Case Examples of Efforts toward Eco-School Renovation: Learning from Advanced Efforts

1

Local Governments’ Efforts to Promote Eco-School Renovation at Every
SchoolCase Example 1: Suginami Ward, Tokyo………… 13
A systematic effort to utilize natural energy and secure a comfortable learning environment
Case Example 2: Fujisawa City, Kanagawa………… 19
How to make an environmentally conscious renovation policy by thorough assessment of
actual conditions and classification

2 Efforts to Renovate Existing School Facilities to Make Eco-Schools
 Examples of Comprehensive Efforts
Case Example 3: Dai-Nana Haketa Elementary School of Arakawa Ward, Tokyo ………… 25
How to make an eco-school as a leading model of the region utilizing the natural bounty
Case Example 4: Kita Elementary School of Takayama City, Gifu………… 31
How to make an eco-school while improving its learning environment under a harsh climaticcondition

 Effective Ideas to Make Eco-Schools
Case Example 5: An Example to Facilitate the Assessment of Actual Energy Consumption and to
Aim for Efficient Management of Facilities………… 37
01 Visualization of energy consumption
02 Focused promotion of energy use efficiency
Case Example 6: An Example to Aim for Equal Emphasis on Ensuring the Level of Facilities andReducing the Environmental Burden………… 39
01 Revamping and ecological renovation at the same time
02 Learning environment improvement and ecological renovation at the same time
Case Example 7: An Example to Aim to Become a Hub of Environment/Energy Education in theCommunity………… 43
01 Utilization of eco-schools as learning materials
02 Utilization of the renovation process
03 Hub to transmit information to the local community
04 Affiliation with administration, companies, NPOs, etc.

12

1Local Governments’ Efforts to Promote Eco-School Renovation at Every
SchoolCase Example 1: Suginami Ward, Tokyo
A systematic effort to utilize natural energy and secure a comfortable learning
environment
Figure 1-1 Eco-School Utilizing Natural Energy

Solar energy generation
Rooftop greening
Sunlight during thesummer solsticeBalcony

Regular classroom

Workspace

Sunlight during thewinter solsticeVentilation

Natural ventilation /night purge

Balconies that can adjust solar radiation
Schoolyard greening

External
insulation

Wooden materials
for the interior
Regular classroom

Workspace

Cooler in summer andwarmer in winter,through geothermalenergyTrenches
Utilization of geothermal energy
for cooling and heating trenches

1. Summary
From Battles with Heat to Environmentally-Friendly Facilities (Eco-Schools)
Renovation
Lately, the heat island phenomenon in cities is becoming significant. In fiscal 2005, Suginami
Ward investigated how to make school facilities more comfortable in summer and yet environmentallyconscious, based on the results of greening activities at their schools.
The Ward developed the content of this investigation further with outside committee members,
discussing the vision of an eco-school (school facilities that coexist harmoniously with theenvironment) that promotes school management and environmental education in an integrated manner,and published a report in 2006 and another in 2007.
In the light of the content of these reports, Suginami Ward is promoting eco-school renovation in a
focused and systematic way, based on the Ward’s comprehensive plan, the Suginami Ward
Implementation Plan.
Lately, the heat island phenomenon in cities is becoming significant. In the fiscal year of 2005,

About Suginami Ward
Suginami Ward is on the Musashino plateau, located on the west side of Tokyo’s 23 wards. It isroughly square-shaped and the eighth largest of Tokyo’s 23 wards. It is a residential area withcomparatively bountiful nature.
■ Number of schools
elementary schools
junior high schools
total■ Area: 34.02 km2■ Population: 539,211 (As of April 1, 2010)

13

43
23
66

2. Making a Policy to Promote Eco-School Renovation at Every School in
the Ward
Gradual and Continuous Investigation
Since fiscal 2001, Suginami Ward has made efforts to create
green areas in elementary and junior high schools by making
green spaces in schoolyards, rooftops, and along the walls, andby installing biotope spaces.
As the countermeasures against the urban heat island effectbecame an important issue, Suginami Ward investigated theeco-school renovation gradually over three years, beginning in
2005, and summarized the ideas and concrete methods of
Suginami-style eco-schools.

Photo 1-1 Schoolyard with green turf (Izumi
Elementary School)

Suginami-Style Eco-Schools
January 2006 A report on “Creating Wind and Green Facilities”

March 2007 A report produced by the Exploratory Council for
Eco-School Renovation
March 2008 A report produced by the Second Exploratory
Council for Eco-School Renovation

1. To make facilities that can create an indoor thermal
environment desirable for learning, while controllingthe burden on the environment.
2. To conduct school management (environmentallyconscious actions) that can reduce the burden on theenvironment.
3. To provide environmental education that leads toenvironmentally conscious actions, not only forstudents but also for their families and the people in thecommunity, using the school as the hub of activities.

An Eco-School that Aims for a Reduction of the Burden on the Environment

Mechanicaltechniques

Environmental /architectural techniques(A report produced by the Exploratory Council for Eco-School Renovation: March 2007)
Aiming to build school facilities with a good educational environment that place a small burden on
the environment all year, not just in summer, Suginami Ward formed an exploratory council withprofessionals in environmental architecture, to investigate the ideas of eco-school and architectural
methods of eco-school renovation, especially how to utilize natural energy.
The renovated schools are supposed to promote the utilization of natural energy, such as
geothermal energy, and make efforts to create green areas, shield sunshine, install insulation, reject
heat by ventilation, and so on.
Also, existing schools are supposed to shield sunshine through greening and reject heat throughventilation,
Figure 1-2 An Eco-School that Aims for a Reduction of the Burden on the Environment
according to theconditions of the
Utilization of natural energy
Schools to be
facility.
[Geothermal] A system to take in[Solar light / solar heat] A system
rebuilt
the outside air through an
to generate electricity by using solar
Utilization of natural energy
Challenges forunderground tube in order to getbatteries installed on the rooftop,/promotion of greening /cooler air in summer and warmer air
roofs, walls, etc., and a system toarchitectural performancethe future include
in winter, and to acquire stablesupply hot water using the solar
effective in energy-saving /
geothermal energy utilizing theheat.
reduction of the energy
ascertaining thecirculating refrigerant.
consumption of the building
over its life time / utilization oflevelofgrey water / utilization of woodenvironmental
Energy-saving andperformanceof
Utilization
Promotion
Utilization of
resource-saving materials
of woodof greening
grey water
existing schools in[Building greening] [Utilization of rainwater] [Insulation] Using double-glazed [Utilization ofglass,
doublesashes,etc.
Collecting
rainwaterfromGreening of theorder to makelocally grown[Sunshade] Installing eaves,the building’s roofs, etc.,
walls and rooftops
trees] Using
louvers, balconies, etc.
storing it in a water tank,of the buildings
the wood forindividual plans
Eco-schools[Ventilation]
Improvingthe[Outdoor greening] and processing it withinteriors, etc.
filtration, etc., in order to be ventilation
Promotion offor each school,[Rainwater
infiltration]
Insteadused for flushing toilets andgreening of theof draining rainwater into sewers,
watering the schoolyard
school sites andand verifying theinfiltrate it into the ground in[Reuse of discharged
installation oforder to retain the groundwater
water] Processing thebiotopes, etc.
[Recycled materials] Using theachievements ofdischarged water infacilities with filtration, etc., building materials that are madefrom recycled waste material
in order to be used forrenovated schools
flushing toilets, etc.
Existing schools
to be utilized for
Promotion of greening /environmental
energy-saving andresource-saving type of
Utilization of machines for management and as
education.
renovation
subsidiary means

143. Efforts for Eco-School Renovation for Each Existing School Facility
Investigation into Eco-School Renovation for Existing School Facilities(A report produced by the Second Exploratory Council for Eco-School Renovation: March 2008)

Based on the issues shown in the first report (March 2007), Suginami Ward formed anotherexploratory council with academic experts, members of environmental groups, and principles of
elementary and junior high schools, to investigate the ideas of eco-school renovation for existing
school facilities and connections with environmental education.
The council defined how to promote eco-school renovation, created the Table of Characteristics ofExisting Schools in Suginami Ward to summarize the present greening conditions, structure of thebuildings, surrounding environment, ventilation, etc. for each school, and made the Renovation Menu
Sheet to help examining the details of renovation according to those characteristics.
How to Promote Eco-School Renovation

1

2
3● Keep track of the durability and renovation status of all the schools.
● In planning the renovation of facilities, fully understand the present condition of theschool to be renovated, including its site and surrounding environment.
● Try to renovate efficiently; for example, large-scale revamping and environmental
upgrading should be conducted at the same time.
● Make a list of adoptable techniques and utilize them as much as possible according to theconditions of each facility, including its geographical conditions.
● Considering the meteorological conditions of Suginami Ward and its characteristic offacilities without cooling devices in classrooms, prioritize the installment of devices tocontrol solar radiation, such as eaves and light shelves for classroom windows.
● Improve the insulation of windows and other parts, not only for heat in summer but also
for the burden on the environment produced by winter heating.

4● Discuss thoroughly with the teachers and staff of the school and consider the requests ofstudents in conducting renovation, including concrete techniques.

5● Clearly explain the purpose and effects of the adopted techniques and how to use thefacilities. Also, let the facilities be utilized for environmental education by, for example,
displaying their conditions in real time.

6● Fully investigate and seek the understanding of the residents of the ward about the cost ofrenovating the facilities, on the assumption that the present standard of performance ofschool facilities is not high enough and that the facilities will become the hub of theregion in the future.

【TOPICS】】Conditions of School Facilities

Figure 1-3 Estimation of Renovation Cost in the Next Two Decades (forFull-Scale Rebuilding)In Suginami Ward, public elementary and junior<Renovation Cost in the Next Two Decades
per yearAccumulated Costs(for Full-Scale Rebuilding)>high schools began reconstruction to make the Cost
100 million yen
100 million yen
wooden buildings fireproof from the 1960s to the
Accumulated Costs
Cost per year
first half of the 1970s.
In addition, new schools were built andbuildings were expanded to have more classrooms
to respond to a rapid increase in the number ofchildren. Also, specific classrooms and facilities forschool lunches were added to improve education.
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
On the other hand, facilities are aging as well.
Accumulation of Kindergartens/
Kindergartens/Elementary andElementary and Junior High Schools
Junior High Schools
There are 54 schools (of the 66 elementary andjunior high schools in the ward) that will become over 50 years old during the 16 years starting from 2007.
The cost to renovate these elementary and junior high schools will be about 92 billion yen, even at theircurrent sizes.
Therefore, throughout the entire lifecycle of school facilities, from new construction, expansion,reconstruction, management & control, and revamping, to demolition, it is essential to pay attention to the cost
as well as environmentally conscious measures from now on.

15

Figure 1-4 Table of Characteristics of Existing Schools in Suginami Ward (Excerpt)■ Lighting/toilet ■ Rooftop■ Rainwater treatment improvement
insulation

Keywords ■ Pesent situations
Eco-school renovation
Whole
schoolyard
greeningGreening Greening Externalof walls insulation

Balconies,
Solar
eaves, etc.
power
generation

Prevention of rain runoff
Coolingand heating
trench

Night
purge

Wooden Penetratio Storage Storage tank tomaterials for n systemutilizetank forthe interior
rainwater
prevention

Lighting/toilet improvement
Year toYear toimprove
improve toilets
lighting■ Durability ofthe building

Rooftop of the gym Seismic

reinforce
ment
conditions

Renovation
conditions

1998(2001)

First Suginami

2002

Second Suginami
Third Suginami

Ecological renovation model
designFourth Suginami

2010

Tennuma
Sixth Suginami

2010
1997

2003

Seventh Suginami
Eighth Suginami
Ninth Suginami
Tenth Suginami

2004
1999
2001

Wakasugi
NishidaHigashida
Umahashi(Ecological renovation in 2006)

1999
2004
2000
1996
2005

Second Momoi

1995
1996

Third Momoi

1995(2001)

First Momoi

Fourth Momoi
Fifth Momoi
ShinomiyaCompletion in 2010

Relocation and renovation in
1986(Consolidated school)

Seismic reconstruction in
1994

2008

2004
2008

Completion in 2008

Takaido

2007

2007

Reconstruction in 2007

Second Takaido

2006

Ogikubo
Iogi
Kutsukake

Third Takaido
Fourth Takaido

2004

ShouanHamadayama
Fujimioka

1998
2005

Omiya
Shinsen

1999

Horinouchi
Wada

2007

HounanEifuku
Saibi
Yatsunari
MitaniMatsunoki

1999
2006
1999
2000
2007
2005
2000
2004
2002
1996

Partial reconstruction in
1999

Reconstruction in 2007

Methods of Eco-School Renovation for Existing School Facilities
In order to promote eco-school renovation of existing school facilities, Suginami Ward has made amenu of options for ecological renovation, such as insulation, greening, utilization of natural energy,
energy conservation, etc., and summarized their characteristics, points to remember, maintenance, andcosts.
This ecological renovation menu helps each school in choosing appropriate items for the conditionof each school and promotes renovation in an integrated manner.
Examples of Renovation Menu
Basic
Items

Elective
Items 1

Elective
Items 2

Photo 1-2 Schoolyard with green turf and greeningof walls using nets (Wada Elementary School)(1) Greening of schoolyard(2) Greening of rooftops(3) Greening of walls(4) Night purge (ventilation at night)(1) Installation of eaves(2) External insulation(3) Double-glazed glasses / improvement ofsash(4) Opening of classrooms (to secure
ventilation by removing the partition walls
between classrooms and hallways)(1) Water-saving improvement of toilets andhand-washing apparatus(2) Installation of infrared sensor for lighting(3) Installation of highly efficient lighting
fixture** Highly efficient (Hf) lighting fixture: lighting fixture that can provide the same illumination as that of existing fluorescentlights with less electricity

16

4. Results of Efforts
Improvement of Indoor Environment by Combining Greening with theRenovation of Facilities(Efforts at the Seventh Suginami Elementary School)
The Seventh Suginami Elementary School has greened the school gradually, greening rooftops in
2004, and growing a lawn on its schoolyard and installing a biotope in 2005.
In August 2006, it upgraded the rooftop greening and also introduced some non-greening
renovation techniques, such as night purge to take cool air from outside into classrooms at night andthe installation of eaves to control solar radiation in summer. Thus, it tried to improve the indoor
thermal environment by combining greening with the renovation of facilities.
Schoolyard with green turf / greening of walls

Night purge (ventilation at night)

Photo 1-3 Schoolyard with green turf / greening of walls

Photo 1-5 (above) Louvers to take in the outside air(below) A fan to exhaust the heat from the classroom

When the walls of school buildings are covered by plants, it candecrease the surface temperature of the walls, reduce the heat stored in the
structure, and prevent the reflection of the heat on the surrounding
environment.
Night purge is a measure against the summer heat in classrooms. At
night, it takes cool air from outside into the school buildings and circulates
it, so that the heat stored in the structure can be diffused.
Louvers are installed on the windows facing the schoolyard, andlow-speed fans are installed on the hallway-side transom windows ofclassrooms and in hallways, which operate automatically at night.

Photo 1-4 Greening of walls /installation of eaves

Effects of greening
Night purge
GymNight purge
Gate

Eaves / wall greening

Public road

Louver
Hallway
Fan
FancCassroom

Gate

Rooftop greening

External
staircase

It has been confirmed that insummer, the surface temperature ofExternal the ceiling in a top-floor classroom
staircasewith rooftop greening is about 3
degrees (C) lower than that of one ina room without greening.
Also in summer, the daytime
temperature of a classroom with wall
greening was about 2 degrees (C)lower than a room without greening.

External staircase
Computers

Hallway Classroom

Hallway

Floor plan / cross section

Public
road

Gate

17

Layout planEfforts to Maintain the Greening
The grass of the schoolyard is maintained by the
managing organization of each school, made up of
the school, parents, and local residents. They cut thegrass regularly when it is necessary and conduct
simple supplemental planting.
At the same time, maintenance contractors
conduct professional maintenance, such as root
cutting and fertilization throughout the year, and holdworkshops and provide guidance about mowing as
advisors of the managing organization.

Photo 1-6 Mowing the lawn (Izumi Elementary School)■■ Opinions from the Board of Education ■■● Eco-school renovation has many effects: improved indoor thermal environment, children’s
surging interest in natural energy, and children’s playing outside more often due to the planting ofgrass on the schoolyard.
● As regional cooperation is strengthened through the parents’ and local residents’ participation inmowing the lawn, eco-school renovation is now a prioritized measure to promote one of theimportant policies of Suginami Ward, namely, the Education-Oriented Ward Led by theCommunity.
● Although the maintenance in terms of hardware does cost money, we should keep promoting
eco-school renovation efficiently and effectively, by making plans to combine the eco-school
renovation with other repair work to maintain the facilities. At the same time, we should verify theeffects of eco-school renovation, further enrich the environmental education for children and local
residents utilizing the eco-schools, and steadily promote the Creation of Facilities and Towns that
Coexist with the Environment.
■■ Opinions from the Schools ■■● When we first introduced the grass on the schoolyard, it did not grow as expected and it was
rubbed down, so we experienced some difficulties. However, we tried to solve the issues together
with the children, think about how to take care of the grass, and think about and practice the rulesof ball playing and the proper use of soccer goals. Through these efforts, children have come toregard the grass as a living thing and they have been nurtured to be actively involved in thenatural environment.
● We have focused on both greening and the reduction of waste at the same time, which has made atangible effect. In fiscal 2009, the waste was reduced to almost half the amount of the previous
year. I think this is a good example to show how children’s mental growth has been manifested in
new actions.
● Although only the hardware side of eco-school renovation tends to attract attention, the realrenovation starts in the school when the construction is finished. I hope that further research will
be promoted so that the renovated facilities can be utilized better for environmental education.

5. Important Points about Eco-School Renovation from the Case Example■ The environmentally conscious renovation is set at an affordable level, tailored to the present
condition of each existing school facility.
■ The combination of greening of the schoolyard and walls with night purging is working
effectively. It is a good example of hybrid renovation. It is easy to start in existing school facilities
and its effects are easy to understand.
■ For greening projects, it is necessary to carefully investigate beforehand whether the school cancontinuously work on the maintenance with the help of the community.

18

Case Example 2: Fujisawa City, Kanagawa
How to make an environmentally conscious renovation policy by thoroughly
assessing the actual conditions and classification
Figure 2-1 Shift to the School Facilities That Correspond to an Energy-Saving/Low-Carbon Era
Shift toward renovation forenergy-saving/low-carbon
school facilities
Enrichment as educational
facilities

Light court

A hub of environmental
education for thecommunity

Borderline

Solar energy generationRoad

Diffusion to thecommunity
Streamlining ofmaintenance

School facilities (effective use including,the ground)

1. Summary
Toward the Planning of a Renovation Policy after the Completion of Seismic
Reinforcement
In Fujisawa City, most of the public facilities were built 30 or more years ago and were aging. In
November 2008, the city published the Management of Public Facilities White Paper, which discussed
the present situations and problems of the facilities in order to effectively utilize the public facilities
under a severe financial situation.
As for school facilities, since seismic reinforcement was going to be completed in 2009, it wasnecessary to investigate the renovation policy of facilities afterward.
Therefore, Fujisawa City, in cooperation with an NPO, formed an exploratory committee in thefiscal years of 2008 and 2009, as a project assisted by MEXT and an individual project of the city. The
committee made a thorough assessment of the present situations and investigated the maintenancepolicy and renovation menu corresponding to an energy-saving/low-carbon age.

About Fujisawa City
Fujisawa City is in the center of the coastal area of Kanagawa Prefecture. It is located in an areasurrounded by greenery with a moderate climate, but within 50 km from central Tokyo. It is a citywith traffic convenience and a good residential environment. ■ Number of schools
elementary schools
junior high schools
special-needs school
total■ Area: 69.51 km2■ Population: 408,161 (As of April 1, 2010)

19

35
19
1
55

2. Implementation of Thorough Assessment of Present Situation
Construction of the Investigation System

Figure 2-2 Investigation System

In the fiscal years of 2008 and 2009, Fujisawa City formed
an exploratory committee made of the Board of Education, theMayor’s Agency, schools, and an NPO, to investigate themaintenance policy of school facilities after the completion ofseismic reinforcement.
The committee made an assessment of the actual status ofenergy consumption, measured the thermal environment inclassrooms, ran a simulation of environmental measures, andworked on a detailed study among parties based on the data.
The NPO and university laboratories cooperated in theassessment and investigation.

Board of
Education

Mayor’s
Agency(planning)

SchoolPersonnel

Formation of an
exploratory committee(head office: NPO)
Mayor’s
Agency(environment)
Mayor’s
Office(architecture)

1 Assessment of actual
conditions and classification

2 Detailed assessment and analysisof the actual conditions(1) Understanding the local
characteristics(2) Understanding the level of facility
maintenance(3) Understanding the actual status ofenergy consumption(1) Analysis of architectural performanceand the status of energy consumption(2) Measurement and analysis of theenvironment in classrooms(3) Simulation of environmental
measures, etc.

Professionals

3 Planning of renovation policy,etc.
(1) Planning of renovation policy(2) Investigation of the menu ofmeasures

Four-Type Classification Based on the Level of Facility MaintenanceThe committee ascertained the maintenanceconditions of each of the 55 public schools in Fujisawa
City, such as the year of construction, seismic
reinforcement, and the renovation of aging facilities.
Of those 55 public schools, 33 were 30 or more
years old and their architectural area accounted for
56% of the total area of the public schools.
The committee ascertained the characteristics andproblems of the school facilities based on theirconstruction years and maintenance conditions,classified the schools in the city into four types,
considering elementary schools and junior highschools separately, and conducted a detailed analysis
on eight schools.

Classification into Four Types
Type New quake-resistance
Mutsuai
1standards (air-conditioning Elementaryof the whole school)
Type New quake-resistance
Ishikawa
2standards (heating of
Elementary
classrooms only)
GoshomiType Old quake-resistance
Elementary3
standards: seismic
reinforcement/large-scalerenovation completed
Type Old quake-resistance
Kugenuma
4
standards: seismic
Elementary
reinforcement completedFigure 2-3 Conditions of Maintenance by the Year of Construction
Old quake-resistance standards (before 1981)
30 schools / 234,717 m2 (61.3%)
40 years old

30 years old

Progress of Aging

New quake-resistance standards (after 1982)19 schools / 148,366 m2 (38.7%)
20 years old

Total of 10 schools renovated in thelast 20 years: :nine rebuilt schools andone newly built school(ratio: one school every two years)

Large-scalerenovation
conducted fortwo schools
Rebuilding
planned

50 years old

Photo 2-1 Deterioration of
Paint on Exterior Walls(year)
40 years old or older
17 schools / 112,635 m2(29%)

30 years old or older
20 years old or older
16 schools / 103,836 m2 11 schools / 71,240 m2
(27%)
(19%)

Total: 33 schools / 216,471 m2 (56%)

20(as of the end of March 2010)
Photo 2-2 Aging of Toilets

Extraction of Points to Improve for Each of the Four Types
Figure 2-4 Comparison of Specs by Sections and Energy Consumption
With classroom
air conditioning

Without classroom
air conditioning

Ishikawa Elementary Goshomi Elementary Kugenuma Elementary

504 MJ/year/m2
Water

Primary energy consumption [MJ/year/m2]

Annual primary energy consumption(per unit floor area)

Mutsuai Elementary

Rooftop and exterior walls■ Rooftops are not insulated in many
schools.
■ Exterior walls are not insulated.

541 MJ/year/m2
1.9 times moreGas
343 MJ/year/m2
285 MJ/year/m2
Kerosene
Electric

AirconditioningClassrooms
Ventilation

Gas
Gas

All-building
air-conditioning

Gas

Electric

Central boiler

Electric

Gas

Kerosene (FF-type heater)Kerosene (FF-type heater)

Gas

Administration
Classrooms

Lighting fixtures(Electric)

FL40W × 2 lumps—6 sets

Hot-water supply(Electric)(Electric)(Electric)(Electric)[Conditions of school use]
Opening of
the schoolyard
Opening of
the gym
Opening of
the pool■ Three of the four schools havebalconies.
●The capacity to shield solar
radiation is secured.

(Electric)

FL36W × 3 lumps—6 sets(high efficiency,
energy-saving type)Elevators

Openings■ Schools tend to have large openings, but
clear glass is used for openings.
Both insulation efficiency and the capacity
to shield from solar radiation are low.

[Equipment system]
Administration

The committee has examined in detailthe status of energy consumption, shapes ofthe buildings, finish of each section,equipment, energy-saving performance, etc.,
and extracted the points to improve to
reduce the burden on the environment.

109 days/year

108 days/year

95 days/year

54 days/year

87 days/year

170 days/year

151 days/year

156 days/year

6 times/year

4 times/year

5 times/year

6 times/year

Equipment■ Administrative offices are given priority inthe installation of air-conditioning
equipment.
■ The schools renovated most recently haveintroduced whole-school air-conditioning,but most of the schools have only
forced-flue (FF) stoves in regularclassrooms.

Whether the school buildings are new orold, rooftops and exterior walls are
rarely insulated.

Opening of the schoolyard: daytime on Sundays and holidays
Opening of the gym: 3–4 evenings per week
Swimming pool: during summer vacation

Assessment of the Status of Energy Consumption at Each School

Primary Energy Consumption (MJ/m3/year)

All schools in Fujisawa Figure 2-5 Annual Energy Use per Floor Space of the Buildings
were examined about thepresent status of energy Annual Energy Use per Floor Space
consumption. The combined of the Buildings
energy consumption of all
296 MJ/m3/year on
the schools per year was
average per school
The rate of gas:
109,145 GJ/year, or about
The rate of gas in the2,816 kl/year in crude oil
rest of the facilities:
9% in average
equivalent. This amountshould be included in theregular report stipulated by
the Energy Saving Act(1,500 kl/year or more).
The Committee has
calculatedtheenergyconsumption units of eachCentral boiler
Central boiler
Propane gas
Electricity Gas
Kerosene Fuel oil
system (gas)system (gas)school, compared the years
Installation of
Installation of
air-conditioners
inair-conditioners
inof construction and theclassrooms (gas)classrooms (electric)
number of students, andgrasped the tendencies ofeach school.

21

Aging
schools

The most
recently
renovatedschools

Aater andsewerageUnderstanding the Characteristics of the Thermal Environment in Classrooms, etc.

Mutsuai Elementary/ 2nd floor [western end] /Set temperature
for cooling:
28°C

Cooling in operation

Cooling in operation

Going down to26–27° (C)Cooling in operation

Room temperatureof the schoolbuilding

Going down to26–27° (C)External
temperature

Going down to26–27° (C)The temperature in the classroom
was always 30° (C) or higher
during school hours

Room temperature
was higher than
external
temperature.

Roomtemperature

External
temperature

External temperature dropped to 25° (C) or evenlower at night, but the room temperature of theclassroom declined only to about 28° (C). (The heatremained accumulated in the framework.)

Kugenuma Elementary/ 4th floor [eastern end]

(1) Themanagement
sets the temperaturein the classroom.
(2) The areas around theschools are open andwell-ventilated.
monthof(3) TheAugust, when thecooling load is thegreatest, is the timeof a long vacation.
(4) There are someperiodswhenclassrooms are notoccupied, as thestudents have a P.E.
class or use a
different specific-useclassroom.

Figure 2-6 Results of the Measurement of Indoor Environment by Type

Ishikawa Elementary/ 2nd floor [eastern end]

The committee gained
an understanding of thecharacteristics
andproblems of the thermal
environment in classrooms,
bymeasuringthetemperature and humidity
in the classroom in summer
and winter, and conducting
a questionnaire aimed atteachers.

Roomtemperature

External
temperature

3. Planning of Renovation Policy
Shift to a Renovation Policy That Corresponds to an Energy-Saving/Low-Carbon Era
Based on theactual conditions
and results ofinvestigation, theexploratorycommittee
hassummarized five
policies centeringon saving energy
andreducing
carbon emissions
as
well
as
improvingtheeducational andlivingenvironment fortherenovation
plan after thecompletionofseismic
reinforcement, inorder to utilize thelimited resources
effectively
andrespond to the
needs
of
the
times.
These policies
are to be placed in
the overall plan of
the city in the
future.

Figure 2-7 New Renovation Policies
We should plan a new renovation policy for school facilities after ensuring the seismic security and raise thelevel of the facilities of all 55 public schools in Fujisawa City
We should change to school facilities that correspond to an energy-saving/low-carbon era
We should make a focused investment for energy-saving/low-carbon facilities and clarify thebalance between the investment and the effects of reduction.
First, in 2010, we will install a solar energy generation system in all the schools, and after that,
continue energy-saving/low-carbon renovation suitable for each school. Also, we should try toutilize lumber for the low-carbon era.
We should improve the educational and living environment to enrich the school facilities
as educational facilities.
We should improve the educational environment, such as by ensuring spaces (small-groupstudy space, special support classrooms, etc.) in order to carefully respond to various students.
The main part of the school should be simply and functionally equipped centering on regularclassrooms. On the other hand, flexible accommodation is necessary for some of the specialclassrooms and gyms, so that the functions of these spaces can be improved, looking ahead at
the possibility of use by the community.

Based on thesepolicies, we should
effectively utilize thelimited budget foreach school and foreach of the 55
schools.

We should consider the school facilities as assets and positively utilize them effectively
under the severe financial situation.
We should examine the effective utilization ideas for each school, and try to reduce costs andsecure financial resources.

Facility management

We should regularly ascertain the conditions surrounding the school (changes in the number ofstudents in the future, stratified demographic changes and developmental trends in the region),and correspond to the changes flexibly as the school of the community, in accordance with theactual situations of the region.

From the next fiscal
year, we should makespecific improvement
plans for individual
schools and carrythem out.

Together with students, we should investigate a program to reduce energy use by creative
methods of maintenance and operation.
The school should become the center for various interchanges and transmissions of
information about the environment, and as the eco-station of environmental activities, it
should spread the energy-saving/low-carbon activities to the community and families, andalso play the role of disaster prevention center.

22of the Board of
Education

Setup of the Renovation Menu to Choose from in Accordance to the Situation of Each School
Figure 2-8 Renovation Menu for Saving Energy and Reducing Carbon Emissions
Priorities
Elective in accordance with individual
schools

Mandatory for all
schools

Outside finishing

Rooftops
Exterior
walls
Outsideopenings

Insulation

Insulation

Installation of eaves,balconies, etc. (mainly
for new buildings)

Double-glazed glassor double sashes

Air-conditioning Heat pump system
devices

Equipment

Based on the actual conditions and resultsof investigation, the exploratory committee set
up the renovation menu to save energy andreduce carbon emissions, while affirming theeffects of the increase in energy-saving
performance and the improvement of theclassroom thermal environment. According to
the trial calculation, if all the schools
implement the mandate items from therenovation menu, it will cost about 35
thousand yen more per square meter.
Solar energy generation was alreadyintroduced to all the schools in 2009.

Individual schools canchoose from theRenovation Menu for
Saving Energy andReducing Carbon
Emissions dependingon their needs andconditions.

Cooling system

As for the
introduction of acooling systemor utilization ofgeo-heat, the city
has to develop acomprehensive
policy.

Other

Ventilation equipment
Ventilation
devicesLight shelf
High-efficiency lightingLight
fixtures Daylight sensor
Sanitary Water-saving toilet systemequipment
Earth tube
Alternative energy / Solar energy generation

new energy

Utilizationof lumber

Ideas of the Renovation Menu

Renovation Menu for Saving Energy and Reducing
Carbon Emissions

Rooftop insulation

1. Renovation will focus on the exterior finishingand equipment that can increase theperformance index, such as PAL value*1 andERR.*2

Solar energy generation
Double-glazed glass (or double sash)

2. Priorities are given to the items effective forthe improvement of the indoor environment,such as classrooms.

High-efficiency lighting + Daylight sensor
Water-saving toilet system (for the schoolsthat have not renovated their toilets)
Heat source (Electric heat pump)

Cooling system

3. The red sections of the chart are mandatory for
all the schools, and other renovation items canbe chosen according to the circumstances of
eachschool(geographical conditions,architectural performance, needs of the users,etc.)* Including the removal cost
* Not including the cost for
temporary buildings andmiscellaneous expenses

About 35 thousand yen/m2

4. Verification of Environmental Effects of Renovation Menu by Model Plans
The committee has run asimulation using a model schoolbuilding (see the table) in order toverify the environmental effects,
such as those of an increase inenergy-saving performance andan improvement of the thermal
environment in classrooms, whentherenovationplan
isimplemented. The results of thesimulation have been fed backinto the setup of the renovation
menu.

Structure
Usage

Reinforced ConcreteClassrooms Hallway

StairsFloor area (m2)
Floor height (m)Volume (m3)
Total floor area (m2)Length of eaves (m)Time
9:00–15:00 / In view of the time to leave theclassrooms classroom for P. E. class, etc., the classroom was not
are used used from 11:00 to 12:00 and from 13:00 to 14:00.
Long
Winter:Spring:Summer:Dec. 23–Jan. 7
Mar. 24–Apr. 7
Jul. 19–Aug. 31
vacations
Heating Dec. 1–Mar. 31 (except weekends, holidays, and long vacations)periodCooling Jul. 1–Sep. 30 (except weekends, holidays, and long vacations)periodAir conditioner
preset temperature 28° C for cooling and 18° C for heating
Air change
2.2 times/hour
rate

Figure 2-9 Each Renovation Menu’s Effects on Reducing the Primary Energy
Consumption

Results of Verification■ The committee verified the environmental effects
when rooftop insulation, double-glazed glass,high-efficiency
lighting,
andrenewalof
air-conditioning equipment (EHP: Electric Heat
Pump) were all used in combination.
Primary energy consumption ▲33.5%
CO2 emission ▲57.0%
Utility cost ▲48.3%■ This calculation is based on a model school buildingthat has only classrooms and a hallway. In reality, we
have to take into consideration the effects of energy
consumption in administrative offices, gyms,
playgrounds and so on.

High-efficiency lighting Double-glazed glass Rooftop insulation*1 PAL value: Perimeter Annual Load / An index related to the prevention of calorific loss through exterior walls and windows of a building.
*2 ERR: Energy Efficiency Ratio / The value of energy measured and calculated through the methods designated by the specific criteria for
respective equipment.

23

[TOPICS] Management of Public Facilities White
Figure 2-10 Total Floor Area of Buildings (783,690 m2)
Paper
In November 2008, Fujisawa City formulated theOrdinary
City Hall 2.8%
Management of Public Facilities White Paper, which
properties 2.3%
Community
Fire stations,summarized the present situations, management, and usage
facilities 3.4%
etc. 1.6%of public facilities.
Supply andOtherdisposal
The White Paper is designed to be easy for citizens toadministrative
facilities 3.6%
properties
understand. It is regarded as the basic data for the citizens
9.9%
Parks
1.6%
and the administration together to verify the effectiveness of
the administrative work and projects from a management
City-provided
standpoint and to think about ideas for improvement to
Schoolhousing 10.5%
Touristutilize the facilities more effectively.
facilities
facilities 0.2%
47.9%
School facilities occupy about 48% (total floor area) of
Educational
Welfarethe public facilities, so it is important to ascertain the actual facilities 3.7%
and cultural
facilities
conditions of school facilities and try to share information
Healthcare
11.7%
facilities 0.8%
about them.
White Paper:
http://www.city.fujisawa.kanagawa.jp/kikaku/page100157.shtml■■ Opinions from the Board of Education ■■● While aiming to become a low-carbon society, promoting the qualitative improvement of aging
school buildings, and trying to extend the lifespan of facilities, we now have school facilities thatare 50 to 60 years old. From now on, we would like to grapple with the issue of school facility
maintenance based on the situation of each school, making a selection between reconstruction andrenovation, such as qualitative improvement.
● At present, Fujisawa City is facing quite a severe financial situation as well. In the future, weshould think about the balance between reconstruction and renovation, run a simulation by giving
priorities to the items in the energy-saving/low-carbon renovation menu, and make facility
maintenance plans and budget strategies.
■■ Opinions from the Schools (principals who joined the exploratory committee) ■■● It was excellent for the security of our children that the seismic reinforcement of school facilities
was completed in fiscal 2009. Next, we would like to ask for the systematic renovation offacilities to let the children have a comfortable and safe school life, through, for example, theenvironmentally conscious upgrading of toilets and air-conditioning equipment.
● In Fujisawa City, public schools are working on a project of environmental education called“Children’s Environmental ISO / Challenge Kawasemi (=Alcyon),” through which children
review their own school lives to reduce environmental burden. A solar energy generation system
will be installed in each of the schools in the city. We would like the city to keep making efforts toprovide facilities that can be used for children to experience hands-on learning, connecting theirlives and the environment.

5. Important Points about Eco-School Renovation from the Case Example■ A detailed assessment of the actual status of energy consumption can be connected to the responseto the environmental policies, such as the revised Energy Saving Act and the med-term target ofmeasures against greenhouse gasses.
■ In planning the policies to renovate facilities, it is effective to classify the school facilities into
several types based on their years of construction, history of renovation, shapes and specs, andascertain their characteristics and issues to examine the content of environmental measures.

24

2 Efforts to Renovate Existing School Facilities to Make Eco-Schools■An Example of Comprehensive Efforts
Case Example 3: Dai-Nana Haketa Elementary School of Arakawa Ward, Tokyo
Eco-School Renovation that Utilizes Natural Bounty as a Model School of the Region

Photo 3-1 Outlook of the School Building after Renovation

1. Summary
Measures against Aging as an Opportunity
The school buildings of Dai-nana Haketa Elementary School are about 40 years old. Although
seismic reinforcement was conducted in 2000, measures against age-related deterioration wererequired.
In 2005, the school was designated as a model school of the MOE’s School Eco-Renovation andEnvironmental Education Program, and began eco-school renovation and environmental educationthat utilizes the process of renovation and renovated school facilities as learning materials.
The school, local residents, professionals, and the city administration together discussed thecontent of eco-school renovation that would fit the climate and geographical conditions, and they took
advantage of the biotope space, which had been worked on for some time.
The renovation began in July 2007, and finished in March 2008. Now, the renovated facilities are
utilized as the base of eco-school renovation and environmental education of the region.

About Dai-nana Haketa
Elementary School■ Location: 8-9-12 Machiya, Arakawa-Ward, Tokyo■ Number of students: 315 (12 classes in 2007)■ Area: School building 4,507 m2
Gym 530 m2■ Buildings:
School building /RC / 4-story /Built during 1965–1972(Seismic reinforcement
completed in fiscal 2000)
Gym building /■ Number of schools in Arakawa-Wardsteel structure /elementary schools 23
built in 1963
junior high schools 10
total

33

25

2. Discussion on Eco-School Renovation
Thinking and Suggesting Ideas Together

Figure 3-2 Project Schedule

Investigation

Study Group on
Ecological School
Renovation

Study Group on
Ecological
SchoolRenovation* Training of engineers
for environmentalarchitecture* Research on
environmental
education atNana-Hata
Elementary

ProposalDesign● At the beginning stage of the study group, it was difficult todecide how to conduct our activities.
● I was expecting a study group where people can have a lively
exchange of unique views, but in reality, we started with thestudy of the energy and renovation techniques available tous.
● The renovation techniques were so new to me that I had
many questions and sometimes had difficulty in following
the discussion. However, as the members of the study group
could actually feel the effects of the techniques, we began tounderstand the techniques more deeply.
● We formed panels concerning renovation methods andsuggestions. Through the formation of these panels and theirpresentations, we could ascertain a picture of ecologicalrenovations and examine their operability and effectiveness.

Researchpresentations

2007

Construction

Completion

Research work
• Examination ofbuildings concerningthermal environment,
etc.
• Simulation on theeffects of greening• Other necessary
research

Difficulties in the Study Groups

2005

2006

(Office of guidance)

MOE Support HQ• Advice for study
groups• Advice about
educational programs• Collection anddisclosure of
information, etc.

Holding of study
groups thatutilize theresearch results• Related parties of the ward
(education/environment)

Support of the
Head Office

In order to implement the School Figure 3-1 The System to Promote the Project
Eco-Renovation and Environmental Education
Program, the school setup the Study Group on Arakawa Ward and the Board of Education
Ecological School Renovation to investigate
enlightenment about environmentally friendly
Communication
actions and the idea of ecological renovation, as
and adjustment
well as the Study Group on Environmental
Education to promote the environmental
Recruiting participants
The Head Officeeducation programs.
Planning and support of management of thestudy groups
The Study Group on Ecological School
Summary of study groups
Renovation held eight meetings during fiscal
Other business support required for the
management of study groups
2005 and 2006. They had study sessions andworkshops about environmentally friendly
Study Group on EcologicalStudy Group on
School Renovationbuildings and the structure of the school• Enlightenment about
Environmentalbuildings, discussed renovation that contributes
environmentally friendly
Educationactions
to the improvement of the learning environment• Promotion of the• Investigation of the idea ofenvironmental educationand environmentally friendliness, and suggested
ecological renovationsome ideas about the ecological renovation of ○ Chairperson: Mr. FUJISAWA ○ programs
Chairperson: Ms. OZAWA
KokichiDai-nana Haketa Elementary School.
Kimiko○ Lecturers: various professionals
The Study Group on Environmental○ Participants:○ Participants:• Open to the public
Education held 31 meetings from fiscal 2005 to(businesses/PTA/local• Teachers of Dai-nana
2007, and made annual guidance plans forresidents, etc.)
Haketa Elementary School• Teachers of Dai-nana Haketa • Related parties of the ward
environmental education.
Elementary School

Researchpresentations

Merits of Thinking Together● We could provide an opportunity for the community tothink about ecological renovation and acquire ecologicalknowledge, and also try to nurture the will to create ourtown together.
● When the members of the research group inspected theconstruction, they could feel responsibility and a sense ofaccomplishment about the adopted ideas they suggested.

Since 2008

Utilization of the facilities/
Practice ofdiffusion to the region environmental education

Ideas Suggested in the Study Groups
1. Investigation of a way to take in the natural wind from the Sumida
River (The upper part of the staircase was renovated and utilized
as a wind tower to take in the natural wind.)
2. Investigation of biotope space that utilizes the water of the SumidaRiver
3. Investigation of using energy from the Sun
4. Investigation of heating equipment that utilizes geothermal heat
5. Investigation of the use of double skin for exterior walls for both ashielding effect and environmental education
Photo 3-2 A View of the Playground from the School Building
The gym and the swimming pool are at the back of the playground. The Sumida River runs behind the pool.

26

3. Contents of Eco-School Renovation
Increasing the Performance of Envelope Parts (Outside the School Building)In order to shield the building from the heat andcold outside, an exterior thermal insulation method
was adopted. The window sashes were improvedby a covering method and double insulating glass
was introduced. Also, eaves were newly installed toblock excessive sunlight and to function as a light
shelf,* so that natural light could enter theclassrooms. Waterproofing and insulation wereadded to the rooftop for renovation, and rooftop
greening was introduced.

Rooftop- Plants- Waterproof-modified asphalt roofing sheet- Insulated high-performance phenol foam

Winter sunshine
Reflection of sunlight

Solar altitude in winter(at noon)

Classroom
Summer sunshine

Hallways

Utilization of winter sunshine
Reflection of sunlight

Solar altitude in summer(at 10:00 and 14:00)

Hallways

Classroom

Existing concrete eaves
Newly built eaves A (aluminum)
Newly built eaves B (aluminum)

Shielding of summer sunshine

Classroom

Hallways

Classroom

Hallways

Aluminum sashes: covering method

Before Renovation(4 mm of glass + 6 mm of air + 4 mm of glass)After Renovation

Permeable external insulation:
70 mm of polystyrene foam

Photo 3-5 Installments ofEaves/Light Shelves for
the Opening

Photo 3-4 Outlook of the School Building
After the Renovation
Exterior walls were mended and exterior
thermal insulation was added. Double
insulating glass was introduced.

Photo 3-3 Outlook of the
School Building Before theRenovation

Photo 3-6 Rooftop
Greening

Improvement of Learning Environment (Inside the School Building)In order to shield the classrooms from the cold air in thestaircase in winter, doors were installed between the staircase
and hallway. Light fixtures in classrooms were exchanged tohigh-efficiency fluorescent lights in order to reduce power
consumption and CO2 emissions.
A room that had been used as a conference room wasrenovated and became a classroom for environmental education.

Photo 3-7 Installment of Sliding Doors
between the Staircase and Hallway
Photo 3-8 Renovation of aconference room into an
Environmental Classroom
Louvers (eaves):

Sliding doors

Storage

P.E. room

Shielding the sunshine in summer
and introducing natural lightthrough light shelves

Room for after
school care

Playroom

Regular classroom(1-1)

Photo 3-9 Change into
Double Insulating Glass

Sliding doors:
Installing doors between thestaircase and hallways in order toimprove the cooling and heating
efficiency

Regular classroom(1-2)

Exit 2

Photo 3-10 Separation of Individual
Switches for the Lights in theClassroom (Window side, Hallway
side, and the Front)

External insulation / double glass: Sliding doors
Covering the aged deterioration, andimproving the cooling and heating efficiency

The base to send
information about
ecology to thecommunity

School nurse’s
officeLunchroom
preparation
room

Exit 1
Lunchroom
Eco-lounge

Exit 3

EasternstaircaseToilet A

Toilet A

CentralstaircaseEco-lounge:

School lunch kitchen

Toilet B

Toilet B

Western Consultant’s
room
staircase

Lounge* Light shelf: One of the ways to utilize natural energy, in which the sunlight is actively introduced into the room by eaves, etc., in order toshorten the time to turn on the artificial illumination.

27

Improvement of Thermal Environment of the Arena (in the Gym)
Roof covering method- Ribbed roofing (square bar cover) @425
- 0.45 mm-thick fluorine galvalume steel sheet- Hat-shaped metal rafter @425
- 1.6 mm-thick galvanized steel sheet- Backup material- 45 mm-thick expanded polystyrene sheet- Finish of existing roof

Exhausting
Heat collecting box the heated air
in summer
Heat collecting glass

Air-intake

Fireproof damper (SFD
auto-recovery closing
appliance)

Glass wool duct
(racking paint finish)
Shutter for exhaust in summer/ Steel chamber box

Insulation
improvement of
the exterior walls

Handling box

Insulation
improvement of theexterior walls
Color galvalume with 18
mm-thick sandwichedurethane

Shutter for exhaustin summer- Color galvalume with
18 mm-thicksandwiched urethane

Indoor air
outletImprovement of the floor- 18 mm-thick large-layered birch woodfloor with two-pack waterborne urethane
finish, painted four times- base: 12 mm-thick softwood plywood

Guard fence forthe duct
Chamber box(and bench)

50 mm polystyrene
foam attached

50 mm polystyrene
foam attached

Photo 3-12 Insulation over the Existing Roof Finishes andInstallation of a New Heat Collecting RoofA
low-temperaturesolar-based
pneumatic floor heating system wasinstalled in the gym, in order to improve
the thermal environment there. In winter,
the warm air accumulated in the attic issent to the under-floor space, while insummer, radiation heat from the roof isshielded and the heat in the under-floor
space and the attic is released outside.
Solar batteries installed on top of the roof
supply power for the ventilation fan.
Also, in order to shield the gym fromheat and cold, an exterior thermal
insulation method was adopted for therenovation of exterior walls.
Photo 3-11 Controller for the
Low Temperature
Solar-Based Pneumatic
Floor Heating System

Photo 3-13 Ducts to Send the Heated Air from the Attic
to the Under-Floor Space of the Gym (the light green
pipes)

Utilization for the Environment/Energy Education
Creating a Green Curtain

Experiencing the Effects of Renovation

Photo 3-15 Study of the Techniques for
Ecological Renovation

Photo 3-16 The Corridor between the School Building and the Gym,
Covered by a Green Curtain

Eco-school renovation became a good opportunity forchildren to learn about detailed renovation techniques fromprofessionals, backed by the experiments and hands-on
experiences, such as warming themselves up.
Children could understand difficult renovation techniquesby comparing the renovated school building with their bodies.

The fourth graders made Green Curtains along the support
pillars of connecting corridors, using balsam apples andgourds they had planted in their science class. In July, thechildren set up supporting nets and replanted the seedlings toplanters. During the summer vacation, they took turns coming
to school to water the plants and observe their growth.

Photo 3-14 Experiments of
Insulation

28

4. Results of the Efforts, etc.
Effects of the Increased Performance of Envelope Parts of School Buildings
In order to confirm the effects of exterior wall insulation and double glass insulation, we examined theaverage differences between the ambient temperature and the temperature of the central room of each floor,
before and after the ecological renovation.
In winter, the average difference was 5.6°C higher than the ambient temperature before renovation, and
7.0°C after renovation, so the insulation effect was 1.4°C.
In summer, the temperature increased 2.7°C before renovation, but it increased only 1.4°C after renovation,
so the room temperature became less susceptible to the weather and ambient temperature.
Figure 3-3 Comparison between Ambient Temperature and the Temperature of the Central Room of Each Floor(in winter/before and after the ecological renovation)(In Winter / Difference from the Ambient Temperature)
After renovation (2009)
8.0

Second floor
Temperature ()

Temperature difference (Before renovation (2006)
Ambient temperature: 9.7(Post-renovation Temperature Change in the School Building in Winter))

Ambient
temperature

English classroom
Library(First floor) (Second floor) (Third floor) (Fourth floor)

Computerlaboratory

2/16 (Mon.)

Englishclassroom

2/17 (Tue.)

Conferenceroom
2/18 (Wed.)

2/19 (Thu.)

Effects of the Reduction of CO2 Emissions
Chart 3-4 Comparison of CO2 emissions
Water

Gas

Electricity
3% reduction

CO2 emission [t-CO2 / year]

We compared the CO2 emissions between theplanning time of ecological renovation and thetime after the renovation (2008).
During the planning time, we estimated that
the CO2 emissions of the whole school would be
reduced by 25%; however, the reduction turned
out to be only 3% after renovation. (If we do notinclude the school lunch kitchen and the pool,which consume a lot of energy and have not yet
been renovated, the reduction rate was 13%.)
According to the monthly data on CO2emissions, the emissions increased in May, June,and October, that is, the time between summer
and winter. Therefore, it seems that the reason
for the increase was not the heating and coolingequipment (which have effects only in summer
and winter), but lighting or other factors.
The Board of Education is going to continue
verifying the management conditions, specs ofequipment, and meteorological conditions, inorder to understand the issues.

25% reduction

Before renovation Estimated value atplanning time

After Renovation[Source] “Ecological Renovation of Schools and Environmental Education
Projects: Business Report for the Fiscal Year of 2008” (MOE /Organic Table Co., Ltd.)

Summary of the Construction
Area ofrenovation
Period ofrenovation

Architect
Builder

School building: 4,507 m2, Gym: 530 m2

Total Cost

443 million yen

January–March 2007, Biotope space
July 2007–February 2008, Schoolbuilding, gym building
January–March 2008, Playground

Renovation cost
Designing andconstruction management
cost
Clerical and research cost

391,169 thousand yen
28,315 thousand yen

23,226 thousand yen
Arcom Co., Ltd. (Setagaya Ward, Tokyo)
Ecological renovation: Consortium of Shinkoh and ADEKA
Machinery equipment renovation: Sanki Air-Conditioning Engineering Co., Ltd.
Electric equipment renovation: Mitsubishi Electric Building Techno-Service Co., Ltd.

[Source] MOE, “School Eco-Renovation and Environmental Education Program,” Website (http://www.ecoﬂow.go.jp/)

29

■■ Opinions from the Board of Education ■■● Judgment between reconstruction and renovation
I wonder if the life-span of a building frame can be much longer than the usual reconstruction cycle if it ismaintained well. Unless the capacity of a facility is not sufficient for its purpose or a drastic change ofeducational content makes it impossible for the building space to respond, it is ecologically correct toextend the life of the facility and keep using it.

● How to implement renovation while using the facilities
The long summer vacation should be used effectively. Construction work involving operations that makeschool life difficult, such as noise, water stoppages, and electric outages, should be scheduled for during
this period. Meanwhile, some of the construction work (such as waterproofing work) does not cause any
problems in school management. Therefore, it is necessary to examine the kinds and scheduling of various
construction works.

● Limitation of existing school facilities and Response to related regulations such as barrier-freemeasuresDue to the repeated revisions of architectural regulations, the older the building is, the more likely it isregarded as an existing inadequate building. When a building is regarded as an existing inadequatebuilding, we cannot make extensions to the building and the content of renovation will be limited. In thesame way, some barrier-free measures are not possible for structural and legal reasons (such as making
extensions to a building in order to install an elevator), so sometimes we must be satisfied with limited
barrier-free options.

● Considerations about budget
Cost-effectiveness is difficult to predict in a project without previous examples. Although we need todesign the project with predicted figures, unexpected things may happen. It is necessary to make a systemthat can tolerate such overspending to some extent and use it to improve the next renovation.

● Support and verification after the renovation
It is natural that the operator of the renovated school is required to seek a life style that makes the most of
ecological renovation and is certainly expected to provide information about the fruits of renovation. Also,
construction work for improvement based on the verification of the effects would be somewhat difficult
unless it would be conducted by the companies that renovated the facility. The period of verification is not
only the first year after the renovation. It is important to keep devising ways to take advantage of therenovation in daily life and verify the results of renovation. It is necessary to have a multiple-year periodof verification.

■■ Opinions from the Schools ■■● Utilization for environment/energy education and its effects
One of the ways to utilize the eco-school for environmental education is to connect it to the learning
activities of each grade. In our school, we had grown kenaf for some time, but after the renovation, we
started to grow it in the rooftop garden installed during the ecological renovation and it has now become thetradition of our school to make graduation certificates from kenaf paper.
(Examples of environmental education)
Third graders: Working on the rooftop greening and growing vegetables
Fourth graders: Observation in the biotope and conservation of nature
Fifth graders: Wonders of kenaf
Sixth graders: Secrets of eco-school, Nana-Hake Elementary
Thanks to the louvers installed in the openings, sunlight was shielded and the cooling equipment was used
for a shorter amount of time in summer. Also, as we learned that the electricity use is largely connected tothe use of lighting, we are trying to turn off our lights whenever possible on a daily basis. On sunny days,
we do not use the lights on the schoolyard-side of the classroom.

● For continuous efforts
In order to work on environmental education smoothly, we need to secure the budget and human resources.

5. Important Points about Eco-School Renovation from the Case Example■ It is necessary to remember that light shelves cannot be effective unless we reconsider the way weuse lighting when the light shelves are installed.
■ In planning the space for environmental education, it is important to investigate its operation
method as well.
■ When we work on the eco-school renovation of existing school facilities, it is important to verify
the conditions of the improvement of the indoor environment and the changes in children’s
learning at the same time.
30

■An Example of Comprehensive Efforts
Case Example 4: Kita Elementary School, Takayama City, Gifu
How to make an eco-school while improving its learning environment under a harshclimatic condition

Photo 4-1 Outlook of the School Building after Renovation

1. Summary
Renovation Triggered by Assurance of Quake Resistance and Measures against
Deterioration
The school buildings of Kita Elementary School, built between 1971 and 1980, became rather old
and required the assurance of quake resistance and measures against deterioration.
Also, the classrooms were hot in summer, cold in winter, and rather dark. The toilets smelled badand the roof leaked. Renovation was necessary to solve these problems.
In 2005, the school was designated as a model school of the School Eco-Renovation andEnvironmental Education Program by MOE, and eco-school renovation was begun as acountermeasure to global warming based on the characteristics of the region and the school.
Renovation was conducted in two phases, in fiscal 2007 and 2008, and completed in March 2009.

About Kita Elementary School■ Location: 2-21 Kiryumachi, Takayama-City, Gifu
Prefecture■ Number of students: 745 (as of May 2009)■ Area: school building 6,455m2■ Buildings: East wing of northern school building
RC / 4-story / built in 1971–1975
West wing of northern school building
RC / 4-story / built in 1980
Southern school building
RC / 4-story / built in 1984
(Seismic
reinforcementisnotnecessary for the southern schoolbuilding)● Number of schools in Takayama-City
elementary schools 19
junior high schools 12
total
31

West
wing
2007

East
wing

Northern school building

Southernschoolbuilding

2008

Gym

Playground

Swimming pool
Layout plan31

2. Discussion on Eco-School Renovation
Creating a Classroom Design Appropriate for the Climate and Landscape
In order to implement the School Eco-Renovation andEnvironmental Education Program, the school setup the
Exploratory Committee on Ecological School Renovation todevelop the basic concept of the content of renovation at Kita
Elementary School through workshops, and the Exploratory
Committee on Environmental Education to make theimplementation policy of environmental education.
The Exploratory Committee on Ecological School
Renovation consisted of professionals, the city administration,
the school personnel, and local residents, and it held six Photo 4-2 Investigation on the Content ofmeetings during fiscal 2005. The committee investigated how to Ecological Renovation
create a rich educational space at Kita Elementary School, while
studying the area’s natural background and architecturalenvironment, and its safety.
Figure 4-1 Policies on Promoting the Project
Exploratory Committee on Ecological School
Renovation

Exploratory Committee on Environmental
Education

How to Perceive the Ecological Renovation

Exchange of ideas among the teachers andschool
staff
on
their
conceptsofenvironmental education

It is not something that ends with the completionof construction; it continues into the future●I want to nurture the feeling of cherishing what
we have.
●I want to raise children who will sense andappreciate the change of seasons.
●I want to raise children who will think about
and feel the changes in their surroundings as
their own issues.
●I want the children to realize the positiveeffects of renovation using visible data, etc.
●We will have a great opportunity to provide
environmental education by utilizing therenovated school.
●Ecology and convenience sometimes conflictwith each other. I wonder how we can teachchildren that.

How to Promote the Ecological Renovation“Let’s plant the seeds of ecology together!”
Promoting the renovation while holding
workshops with students, teachers, parents, andneighbors
Criteria for selection from the ecologicalrenovation menu for Kita Elementary
Introductionofecological
technologies(hardware) that can be seen, felt, and nurtured

Figure 4-2 Proposals

Facilities that give consideration to a people-friendly environment (from a part of the Proposals)“Garden of Growing”: a place for environmental education for bothchildren and the community to study continuously together
Let’s redevelop the existing garden in front of the entrance, the animalsquare, and the playground little-by-little into a unified garden of
Clay walls (light color) Ceiling fansecology!
Wooden interior and indoor plants
Light shelves
Let’s introduce trees, soil, and plants, focusing on their environmental
benefits, in order to create a warm and comfortable learning
Growing
plantsenvironment!!
along the walls

Continuous
greening
together

Variouskinds of trees

Various plants suchas groundcovers andherbs

Japanese cypress
panel

Rainwater tank

Bird hill
Grassed area

Permeable
pavement

Rocky stretch
Marsh/
waterfront

Biotope

Earthworm
compost32

Floor board ofcompressedcedar

Zelkova centerline

The renovation menu
was examined based on
the idea that ecologicalrenovation should becontinued
into
thefuture, aiming to utilize
the eco-school as anextension of school
activities, such as classobservationdays,
resource-recycling
activities, hours forcomprehensive studies,science, and social
studies, so that theburden on teachers andparents will be as little
as possible.

3. Details of Eco-School Renovation
Increasing Safety and Environmental Performance of School Buildings

Photo 4-3 Outlook of the School Building
before Renovation

Photo 4-4 Outlook of the School
Building after Renovation

The school buildings that require
seismic
reinforcement
werestrengthened through the installationof braces and the addition of walls. A
double roof was introduced forinsulation and measures against
leaks. The load increase caused by
the double roof was taken into
consideration in designing the Photo 4-6 Double Roof Installed forseismic reinforcement.
Insulation and Measures against Leaks
through seismic Reinforcement
Eaves and light shelves, installedwith braces, can shield the buildings
from direct sunlight in summer andyet bring the sunshine to the back of
the classrooms.

Photo 4-5 Installation ofEaves/Light Shelves

Seismic
reinforcement
external frame

2 mm-thickaluminum board
finishsteel frame
foundation

12 mm-thickwooden application
25 mm-thickonsite-foaming
urethane

1 mm-thick stainlessboard finish
wooden foundation
Curtain box

Cross-section view

Improvement of Learning Environment of School Buildings
Improvement of the Classroom Environment
In order to keep classrooms warmer, double-glazed glass
was introduced. Wooden boards were used as interior thermal
insulation for classroom walls, hallways, and stairs.
Light shelves reflect natural light into the classrooms, andshades were installed as a measure against the heat.
As for light fixtures, high-efficiency devices were installed.
Photo 4-8 Interior light shelves that alsofunction as curtain boxes

Photo 4-7 Creating a comfortable learning environment utilizing the blessingsof nature, such as sunlight and heat33

Photo 4-9 Wooden boards used for theclassroom interior to improve theinsulation performance of the building

Environmentally Conscious Toilet Renovation
Toilets on each floor werechangedintowater-saving
toilets. As for the interior, wood
was used for the lower part ofwalls, and diatomite wasapplied above, thus improving
the deodorization and insulation
effects. Also, differences were
eliminated in floor height to Photo 4-10 New wooden interior of themake the toilets barrier-free.
toilets

Photo 4-11 Barrier-free toilet

Introduction of the Pellet Stove
Pelletstovesusebiomass energy instead offossil fuels. It can reduce
CO2 emissions, contributeto providing environmental
education,
and
raise
children’s awareness.
Photo 4-13 Pellets

Photo 4-12 Change from Kerosene Stoves to Pellet
StovesUtilization for Environment/Energy Education
Transmission of Information on the Study
Results

Ecological Awareness Activities

Photo 4-14 Harvesting kenaf leaves

Photo 4-15 Ecological Awareness Festival

Students are making a survey on creatures in
the nearby river, studying the effect ofwater-saving plumbing, and carbon dioxide
absorption through growing kenaf.
(The picture shows the children harvesting kenaf
leaves.)We invite the local residents to the Ecological
Awareness Festival, which we hold in March
every year. Fifth graders form groups and areassigned different issues to study for one year.
They make presentations about the results of theirenvironmental study at the festival. Also, we aretransmitting the information widely to the local
community to promote electricity and water
conservation and to show the results of ourenvironmental renovation.
34

4. Results of the Efforts, etc.
Experiencing the Effects of Renovation
We feel the effects ofinsulation through the woodenmaterials used for floors andwalls, and of the replacementof sashes with double-glazed
glass.
Thankstotheimprovement in insulation, we
can now provide enough heatfor classrooms with pellet Photo 4-16 Children surrounding a pellet
stoves, which have a calorific stovevalue only a little lower thanthat of a kerosene stoves but
are better for the environment.
Children’s interest in theenvironment has been raised
as well.

Photo 4-17 Pellets used for the stove

Effects of Reducing CO2 Emissions

CO2 emission [t-CO2 / year]

We compared the CO2 emissions between the Figure 4-3 Comparison of CO2 emissions
planning stage of ecological renovation and after
Electricity [lighting/other
Kerosene
Water(including heaters)(heating)
renovation (2008). (The second phase ofrenovation was conducted in 2008, so it isnecessary to continue the verification.)
30% reduction
34% reduction
During the planning, we estimated that the
reduction rate of CO2 emissions would be 30%;
the actual reduction after renovation was 34%.
Of the 41 stoves at Kita Elementary School,
30 in the regular classrooms were replaced bypellet stoves. As a result, CO2 emissions weregreatly reduced, with zero emissions from
Before renovation Estimated value After Renovation
at planning timeclassroom heating.
[Source] “School Eco-Renovation and Environmental
Education Program: Business Report for FY2008”(MOE / Organic Table Co., Ltd.)

Summary of the Construction
School buildings forrenovation
Area of renovation
Period of renovation

Architect
Builder
Fiscal 2007
Fiscal 2008

East and west wings of the
Total Cost
northern school building (thebuilding for regular classrooms)
Renovation cost
School building: 4,344 m2
Fiscal 2007: West wing of
Designing andnorthern school building
construction
Fiscal 2008: East wing ofmanagement cost
northern school building, double
Clerical and researchroof of the northern school
costbuilding
Nishi Architects Co., Ltd. (Takayama City, Gifu Prefecture)

520 million yen

484,396 thousand yen
28,056 thousand yen

4,605 thousand yen

Machinery equipment renovation: Tahara Equipment Industry Co., Ltd.
Building operation: Okuhara Construction Co., Ltd.
Electric equipment renovation: Nakada Electric Co., Ltd.
Machinery equipment renovation: Matsui Water Corporation[Source] MOE, “School Eco-Renovation and Environmental Education Program,” Website (http://www.ecoﬂow.go.jp/)

35

■■ Opinions from the Board of Education ■■● Judgment between reconstruction and renovation
We asked professionals in architecture to join the Exploratory Committee on Ecological School Renovationand the Exploratory Committee on Environmental Education. We investigated methods that reduce theburden on the environment and discussed the choice between renovation and reconstruction. We decided to
conduct ecological renovation because the school building was in a good condition. Also, renovation, rather
than reconstruction, would be able to secure a better environment for children’s lives, and would not
involve the issues of waste and the cost generated by reconstruction.

● How to implement renovation while using the facilities
In order to make the least possible impact on children’s school life, the Board of Education, the school, andthe builders examined the work process of renovation in detail, conducted the construction with minimum
classroom changes, and concentrated on the construction after school, on weekends and holidays, andduring summer and winter vacations.

● Considerations about work period
Since the renovation plan took two years, we implemented the renovation in two parts. When therenovation was conducted for one classroom, students moved to a different classroom; we did not need tobuild impromptu classrooms for the renovation.

● Support and verification after the renovation
It is necessary to continuously verify the changes in utilities (water, electricity, and fuel for heating) before
and after the renovation.

■■ Opinions from the School ■■● How to implement renovation while using the facilities
During the meeting with the contractors and management companies on the work process, we presented theyearly, monthly, and weekly work process schedules. In this way, we secured the safety of children andavoided negative effects on school events.

● Utilization for environment/energy education and its effects
As a whole school, we worked on environmental issues, using the ecological renovation of our schoolbuilding as a familiar material for children, and raised the children’s interest in the environment. For
example, we tried to increase their awareness about saving electricity and water, by explaining the purposeand meaning of the construction. Also, we asked the contractors to explain the methods and effects ofconstruction to the children, and were able to provide firsthand information on environmentally friendly
construction methods. I surely feel that children’s awareness has changed.

● For continuous efforts
In order for the children who experienced the ecological renovation to be able to hand down their efforts forthe environment to the next generation of children, the school as a whole will conduct environmental
education and continuously hold the Ecological Awareness Festival as an opportunity to present what thechildren have learned.

5. Important Points about Eco-School Renovation from the Case Example■ In places with cold climates, such as Takayama City, it is important to focus on measures forheating energy in winter.
■ Fuel for pellet stoves comes from local thinning. In introducing pellet stoves, it is necessary to
examine how to secure a stable system to supply pellets.
■ Considering the size of the facilities, the energy use at elementary and junior high schools is
usually rather small to begin with. Therefore, energy use tends to increase after a large-scalerenovation. It is necessary to make plans and designs that would find the balance between thequality and performance of school facilities and the reduction of the burden on the environment.
■ The case example of Kita Elementary School serves as a useful reference about how to devise thework period and work process in order to implement renovation while using the facilities without
constructing an impromptu school building.

36

■Effective Ideas for Making Eco-Schools
Case Example 5: An Example to Facilitate the Assessment of Actual Energy
Consumption and to Aim for Efficient Management of Facilities

01 Visualization of energy consumption
Comparing the actual energy consumption
Assessment of actual energy consumption using the Web
Seirou Junior High School, Seirou-Machi, Niigata Prefecture

The school’s Website lists the school’s yearly, monthly, anddaily energy consumption and electric power supply generated
by solar energy, which anyone can check anytime.

02 Focused promotion of energy use efficiency
Checking the ways energy is used
Assessment of the breakdown of electric consumption
Dai-Nana Haketa Elementary School, Arakawa-Ward, Tokyo
By usePeriod-total

By useSchool lunch kitchen (other)Water
pumping

School lunch
kitchen(air-conditioning)Poolequipment

Period-total

School lunch kitchen (other)
School lunch
kitchen(air-conditioning)

Water
pumping

GymElectricoutlets

Air-conditioning

Air-conditioning

Gym

Lighting

Electricoutlets Lighting

In summer

In winter

By understanding when, where, and how much energy is consumed, and assessing the actual
status of architectural performance and equipment, effective energy-saving measures suitable forthe school’s situation can be decided.

37

Monitoring all the schools in themunicipality

Installation of energy-saving navigators
Suma Gakuen Junior and Senior High School

Kyoto City, Kyoto Prefecture

Energy-Saving
Navigator
The measured data is sent to the data
center through the FOMA network.
Users can check the measured dataon the Internet from anywhere.

Since 2006, monitors to measure electric power
have been installed at about 300 publickindergartens, elementary, junior high, seniorhigh, and special-needs schools in Kyoto City(“Energy Management System”). Based on thevisualized real-time data of electricity use,
Kyoto City is working on various energy-saving
activities.

An energy-saving navigator is installed on eachfloor, so students can check the electricity use
and prices in real time.
Visualization makes it possible tosee if there is any wasteful energy
consumption and contributes to theefficient management of the facility.

Floor heating with pellets

Introduction of energy-saving light fixtures andadjustment of sunshine
Dai-Nana Haketa Elementary School, Arakawa-Ward, Tokyo

The introduction of high-efficiency lighting
fixtures and the separation of switches
makes it possible to turn off the lights on thebright-window side of classrooms. Also,
light shelves reflect light onto the ceiling.

Mikata Junior High School,
Wakasa-cho, Fukui Prefecture

Eaves (light shelves) are installedin the middle of windows, andnatural light is reflected into theclassroom.

● Energy should be used efficiently, by understanding thedifferences in energy consumption and use based on the region
and activities of the school.
● In order to use energy effectively, passive energy-saving
measures that use nature cleverly, such as the installation ofeaves and improvement of insulation performance, etc. can beinvestigated.

38

Floor heating withpellets is introduced
in order to control
the CO2 emissions
caused by heating in
winter.

■Effective Ideas for Making Eco-Schools
Case Example 6: An Example to Aim for Equal Emphasis on Ensuring the Level
of Facilities and Reducing the Environmental Burden

01 Revamping and ecological renovation at the same time
Securing safety and ecological renovation at the same time
Simultaneous seismic reinforcement and greening of rooftops and walls, installation of
double roofs, and use of solar heat
Nishiharu Junior High School, Kitanagoya City, Aichi Prefecture

By adopting seismic reinforcement with the outside-frame construction method, it ispossible to provide environmental education utilizing the frames.

Measures against aging and ecological renovation at the same time
Improvement of classroom environment utilizing lumber
Urawa High School, Saitama Prefecture

Aging walls, floors, andpartitions of classrooms
are renovated withlumber grown in theprefecture, and theclassrooms are changed
into a warm studying
and learning
environment withpleasant air humidity.

39

● When seismic reinforcement
is implemented, theimprovement of exterior wallinsulation, the exchange of
double glass window sashes,
etc. can be considered at thesame time.
● Some schools are trying toutilize seismic reinforcement
materials for environmental
education after renovation.

Greening of rooftops and walls

Installation of double roofs

The installation of seismic frames iscombined with rooftop greening.
Also, children can utilize the frames
and work on the wall greening
themselves after renovation.

The installation of seismic braces
is combined with the installation of
double roofs. It aims for the
improvement of durability ofrooftop waterproofing and the
reduction of thermal load.

Rooftop greening forinsulation as well
Urawa High School, Saitama
Prefecture

Reused building materials
Sonehigashi Elementary School,
Kitakyushu City, Fukuoka
Prefecture

Use of solar heat
A low-temperature solar-based
pneumatic floor-heating system isinstalled in the double roof. The warm
air heated by the sun is sent to theunder-floor space of libraries, etc.,
where it is used for floor heating.

Improvement of toilets
Nishiharu Junior High School,
Kitanagoya City, Aichi Prefecture

Sanitary equipment and a flushing systemthat both conserve water have been
introduced.
Soft natural light comes through glass blocks
and makes toilets look fresh and clean.

The renewal of the aging
waterproof layer on rooftops is
combined with rooftop greening.
In addition to reducing solar
radiation heat it has also become aplace for students to relax.

Only joinery parts are newly
made, and other parts arerefinished and reused.

40

Aging sections are repaired
regularly based on theconstruction year andgeographical conditions.
For this reason, it is important
to try to reduce theenvironmental burden while
implementing these repairs.

02 Learning environment improvement and ecological renovation at thesame time
Ensuring a healthy and comfortable classroom environment
Improvement of ventilation route through temperature difference ventilation
Sone-higashi Elementary School, Kitakyushu City, Fukuoka Prefecture

Natural ventilation by the constantwind from the ocean- Exhaust enabled by the updraft causedby the difference in temperatures- Exhaust enabled by the negative
pressure of the constant wind

Roof
Aluminum sashes andventilation slits on thenorth side

Updraft going up the staircase(Exhaust from staircase and hallways, etc.)

Classroom
Aluminum sashes andventilation slits on thesouth side
Partitions that can let
air through- Full opening- Opening of theupper fanlight- Screen door

Classroom

StaircaseGravitational ventilation utilizing the updraft
Natural ventilation by constant windfrom the ocean

Installing ventilation equipment that functions through temperature
difference ventilation using solar heat and constant wind induction from thebeach, in order to improve the ventilation route within the school building

Adjustment of sunlight with an exterior louver
Tamon-higashi Junior High School, Kobe City, Hyogo Prefecture

Waste oflighting energy
Curtains

Stable diffusion
light

Invasion of solar
radiation heat

Shielding thesunlight
Eco-louvers
Promotion ofventilation

A combination of parallel and slanted
louvers, called “eco-louvers,” isinstalled in openings.
In summer, the eco-louvers screen thestrong sunshine on the window sideand illuminate the classroom ceilingthanks to the parallel louvers.
In winter, warm sunlight fills thewhole classroom. By turning off thelights on the window side and opening
or closing the windows, lighting
energy can be reduced and the thermal
environment of the classroom can be
improved.

Eco-louvers

41

Solar Chimney (installed on the rooftop ofa staircase)

A glass exhaust tower and skylight called a“solar chimney” is installed on top of thestaircase.

Improvement of the thermal environment ofclassrooms through natural light and ventilation
Nishiharu Junior High School, Kitanagoya City, Aichi
Prefecture
Mobile partitions are
installed based on
considerations ofimproving the thermal
environment ofclassrooms throughdaylight and ventilation.
Partitions and aluminumsashes in hallways canbe partially opened toensure the ventilationroute within the schoolbuilding.

Aluminum sashes with ventilation slits /open-type partitions

Sashes with slits and partitions that can open
wide are adopted in the classrooms, so thatnatural winds can pass through.

● In order to maintain the indoor
environment, for example temperatureand luminance, within a proper range, we
can consider utilizing natural energy as
much as possible.
● As a countermeasure against heat insummer, the ventilation route can beensured while insulating the exterior
walls in order to prevent a rise in room
temperature, and eaves can block direct
sunlight.

Increasing the insulation performance ofenvelope parts of the building
Sone-higashi Elementary School, Kitakyushu City,
Fukuoka Prefecture
All the exterior walls
are insulated anddouble-glazed glass is
adopted for the
openings, in order toincrease the insulation
performance ofenvelope parts of thebuilding.
Also, a steel frame isplaced outside theexisting balcony for the
installation of louvers
and greening units.

Solar power generation panels that also work as
eaves
Urawa High School, Saitama Prefecture

Concrete framework
Adhesive (resin mortar)
Insulator
Strengthening net
SealerFinishing coat
Layers to contain the exterior wall

Insulation of exterior walls

Sunshine control throughmovable aluminum
louvers

In order to prevent the penetration of sunshine, solar power
generation panels (10 kW × 2) that also work as eaves are
installed above the openings of the southern side of classrooms.

42■Effective Ideas to Make Eco-Schools
Case Example 7: An Example to Aim to Become a Hub of Environment/Energy
Education in the Community

01 Utilization of eco-schools as learning materials
How to promote the utilization
Environment/energy education materials throughout school buildings
Nishiharu Junior High School, Kitanagoya City, Aichi Prefecture

Experiencing the effects of transparent pipes
The school has displayed
equipment that allows the students
to gain hands-on experience of theenvironmental techniques adopted
for ecological renovation at various
spots through the school buildings.
In the picture at left, the pipe tosend the air heated by the
low-temperature solar-based
pneumatic floor heating system tothe under-floor space istransparent. Feathers have been put
inside the pipe, so that the students
can see the movement of air. Also,
they can put their hands inside thepipe to touch the warm air heatedby the solar heat.

02 Utilization of the renovation process
Making efforts while confirming the effects
The hub of environmental education made together with children
Higashisone Elementary School, Kitakyushu City, Fukuoka Prefecture

The environmental study space iscreated based on the model
suggested by the children.
Ecological renovation of the schoolbuildings and a record of children’s
ecological activities are exhibited
here.

43

Leaving marks to show the change

Joinery before renovation (on the right)
is used as it was.

Visualization of the rainwater
storage tank

Installation of hand-operated
louvers

Mikata Junior High School,
Wakasa-cho, Fukui Prefecture

Noichi Elementary School, Konan
City, Kochi Prefecture

A glass window is installed so thatthe students can see the inside of therainwater storage tank placed under
the floor.

Students can make a lighting
environment suited to each season
by using hand-operated louvers.

In order to nurture interest and motivation to learn about
the environment, the school has made efforts to makefacilities with hands-on learning materials for children totouch and learn from. For example, explanation panels
can be put up, a space to observe the instruments can becreated, and machines to measure energy consumption
can be installed.

A part of the pre-renovation finish is left
and is covered by glass. This part iscalled a “memorial box.”

Confirming the environmental effects using
modelsTrial to improve the insulation performanceof glass windows

Tamonhigashi Junior High School, Kobe City, Hyogo
Prefecture

Nishiharu Junior High School, Kitanagoya City, Aichi
Prefecture

In choosing thefinishing material
for the rooftop,
many small models
with different specs
are used to confirm
the thermal quality.

Students are trying to attach bubble wrap to glass windows
to confirm the change of indoor temperature.
All the students can think about details carefully and makeproposals, if the material is the space in front of their eyes.
Also, the project can be worked on during holidays, such as
the summer vacation, so that renovation can progress
gradually and continuously while students can keep
confirming the effects.

44

03 Hub to transmit information to the local community
Visualizing and transmitting information on the results of environmental
education and the effects of the eco-school to the local community and society
Transmitting information on theeco-school project to the local community

Installing the solar energy generation
monitor in a prominent place for visitors

Tamonhigashi Junior High School, Kobe City,
Hyogo Prefecture

Hita City, Oita Prefecture

An energy generation monitor is installed in aprominent section of the entrance. Pamphlets on
solar energy generation are distributed and its
effects are introduced in the PTA newsletters, etc.

The school holds satoyama tours together withlocal residents, and students make presentations
about the efforts to make an eco-school.

An eco-school is a place for learning for local
residents as well, and can enlighten them and improvetheir environmental awareness.

04 Affiliation with administration, companies, NPOs, etc.
Conducting environment/energy education with the cooperation of local
professionals
Delivery lectures by administrative
officers

Lectures by NPO staff
Oyabe Elementary School, Yokosuka City,
Kanagawa Prefecture

Ichikawa City, Chiba Prefecture
Environmental officers are
conducting anenvironmental study
program, utilizing the
hybrid wind and solar
energy generator that theschool has installed.
Children’s opinions andcomments are also utilized
to train the lecturing
officers.

Outside experts are conducting a hands-on
environmental study program, utilizing the solar
panels, etc., and also cooperate with the working
meeting on environmental education at school.

45

IV References
Reference 1 “On Measures to Promote Environmentally-Friendly Facilities (Eco-Schools) in the
Future”—New ways to build school facilities in a low-carbon society—(A summary of the report by Collaborators’ Conference on Research and Survey Relating
to the Formation of Guidelines for School Facility Design, March 2009)……47

Reference 2 On Actual Conditions of Energy Consumption at School Facilities, etc.

……48(1) Actual Conditions of Energy Consumption at School Facilities(2) An Estimate of CO2 Emissions at School Facilities

Reference 3 “Results of a Simulation of Environmental Measures in Model Plans”……49(A summary of the report by Educational Facilities Research Center, National Institutefor Educational Policy Research, September 2009)

Reference 4 Financial Support for Eco-School Renovation (for Public Schools)……52

Reference 5 Financial Support for Eco-School Renovation (for Private Schools)……53

Reference 6 Regulations Related to the Environment of School Facilities……53(1) Summary of the Revisions of the Act on the Rational Use of Energy (revised in May 2008)(2) Summary of the Revisions of the Act on Promotion of Global Warming Countermeasures(revised in June 2008)(3) Summary of the Act on Promotion of Contracts of National Governments and Other Entities
Involving Due Care for Reduction of Greenhouse Gas Emissions

Reference 7 Research Studies on the Visions of School Facilities……55

Reference 8 Research Studies on the Visions of School Facilities
The List of Members of the Working Groups to Build Environmentally Friendly Schools……57
Reference 9 The Development of Discussion of the Working Groups to Build Environmentally
Friendly Schools

……58

46

Reference 1 “On Measures to Promote Environmentally-Friendly Facilities (Eco-Schools) in the
Future”—New ways to build school facilities in a low-carbon society—(A summary of the report by Collaborators’ Conference on Research and Survey Relating to theFormation of Guidelines for School Facility Design, March 2009)
In fiscal 2007 and 2008, the Collaborators’ Conference investigated the changing circumstances of school
facilities, the actual conditions of energy consumption at school facilities, and the long-term perspectives ofenergy consumption, and summarized the measures to plan and design the reduction of environmental burden
while securing the proper educational environment and the measures to promote eco-schools in the future.

Background and Actual Condition of Energy Consumption
at School Facilities, etc.
Actual Condition of Energy Consumption, etc. at
School Facilities

1. Present situation of Japan’s global warming countermeasures■ Achievement of the goal of the Kyoto Protocol (-6%)■ Long-term reduction of greenhouse gas emissions (-60–80%)
2. Promotion of eco-schools■ Implementation of eco-school model project (794 schools)■ Implementation of a large number of renovation constructions
for seismic reinforcement, etc.
3. Changes of the environment leading to an increase of energy
consumption■ Aggravation of indoor thermal environment of classrooms dueto the heat island phenomenon, etc.
■ Response to the multi-purpose use of open schools, etc.

■ Power consumption rate is less than other facilities.
■ Most of the power consumption is in the form of electricity
and is for lighting, etc.

Estimate of CO2 Emissions at School Facilities■ An estimate of CO2 emissions at school facilities in 2050
(compared to 1990)(1) Estimation of about 10% increase with standard
energy-saving measures only(2) It is estimated that a significant reduction is possible, with themost recent environmental measures, environmental
measures of future innovations, and efforts in the area ofelectricity. (It is necessary to discuss this issue from a
broader point of view, including cost, etc. in the future.)

Issues involved in Global Warming Countermeasures at
School Facilities
Improvement ofefficiency of energy
consumption

Qualitative
improvement andmeasures against
global warming

Reduction ofenvironmental
burden during
construction

Further utilizationfor environmental
education

Measures to Promote Eco-Schools in the Future
Aiming for Eco-School Renovation at Every School to Realize a Low-Carbon Society
Further promotion of eco-schools

Vision 1 Further promotion of eco-school

renovation for existing school facilities

Vision 2 Efficient facility management by
utilizing benchmarks

Active pursuit of measures for energy conservation

Vision 3 and CO2 reduction, along with qualitative

Installation of solar energy
Planting grass on schoolyards
generation equipment
Focused promotion of energy efficiency

improvement of the learning environment

Eco-schools as educational materials and energy
conservation activities at school◆ Promotion of eco-school renovation with consideration given to

Measure ◆ Promotion of efforts that can be approached easily in daily
activities, such as green curtains
1

Measure the characteristics of the area and the school◆ Construction of a database of cost-effective renovation methods
3

Visualization of energy conservation effects, etc.
Measure ◆ Assessment of the condition of energy consumption,
inspection of possible wastefulness
2◆ Streamlining and presentation of benchmarks, etc.

Introduction of renewable energy, such as solar power
Active consideration of introducing the energy from solar
Measure◆light,
solar heat, biomass, etc.
4 ◆ Attention to the renovated facility’s utilization for◆ Practice of energy-saving activities at schools, such as theassessment of energy consumption◆ Consideration of introducing equipment that measures anddisplays energy consumption, etc.

environmental education and its role as the leader in thecommunity, etc.

47

Reference 2 On Actual Conditions of Energy Consumption at School Facilities, etc.

(1) Actual Conditions of Energy Consumption at School Facilities (power consumption
rate by building use)
Merchandise stores
Restaurants
HotelsHospitals
Meeting places
Offices
Universities, etc.
Electricity

Junior high schools

Gas

KerosenePrimary energy consumption of elementary and junior high schools
is 25% of that of universities, etc., and from 10 to 25% of that ofoperational buildings such as offices and stores.

Elementary schools

Primary Energy Consumption per Floor Area (MJ/year/m2)

Power consumption rate:
Power consumption divided by a value closely related to the power consumption, such as
production volume, floor area of the building, etc. (calculated using floor area in this research)Primary energy:
Energy from electricity, gas, kerosene, etc. converted to the energy of primary fossil fuel, suchas natural gas, petroleum, etc.
(Source) “Collaborators’ Conference on Research and Survey Relating to the Formation of Guidelines for School Facility Design (Fiscal
Year 2008),” by Mr. Ikaga, a member of the Conference(2) An Estimate of CO2 Emissions at School Facilities (various cases of measures)
CO2 emissions (million tons-CO2/year)

most recent environmental measures
mid- and long-term
environmental measures
universities
high schools
junior high schools

efforts in the areaof electricity

10% increase in
the case ofstatus quo

Case
Status quo(compared to 1990)

22% decrease(compared to 1990)

47% decrease(compared to 1990)

70% decrease(compared to 1990)

elementary schools

Most recent
environmental
measuresUtilization of daylight, insulation,energy-saving equipment andrenewable energy, etc.

Mid- and long-term
environmental
measures(available throughfuture innovations)Utilization of daylight, highly
efficient insulation, highly efficientenergy-saving equipment andaggressive use of renewable energy,etc.
Reduction of CO2 power
consumption rate by the efforts ofelectric suppliers

Efforts in the area ofelectricity

year

Summary of the setup ofenvironmental measures
Without implementation of insulationor use of energy-saving equipment or
renewable energy, etc.

● It is estimated that CO2 emissions from school facilities will increase about 10% compared to value of the standard year
(1990), if only the present standard energy-saving measures are implemented.
● It is estimated that a significant reduction of CO2 emissions from school facilities is possible, if the most recent
environmental measures, mid- and long-term environmental measures through future innovations, and efforts in the area ofelectricity are combined. (It is necessary to discuss this issue from a broader point of view, including cost, etc. in the
future.)(Source) “Collaborators’ Conference on Research and Survey Relating to the Formation of Guidelines for School Facility Design (FY2008),”
by Mr. Ikaga, a member of the Conference48Reference 3 “Results of a Simulation of Environmental Measures in Model Plans”(A summary of the report by Educational Facilities Research Center, National Institute for
Educational Policy Research, September 2009)

Promoting Environment-focused Renovations of School Buildings—Results of a Simulation of Environmental Measures in Model Plans—
September 2009
Working Group on a Fundamental Study of School Facility Environments
Educational Facilities Research Center
National Institute for Educational Policy Research, Japan

Overview of the Existing School Building Model
Type

Elementary School (about 35 years have passed since construction)

Structure and Number of Floors

Reinforced concrete (RC) structure with 4 stories

Total Floor Area

About 5,100m2

Number of

Existing School

26 ordinary classrooms, as well as special-needs classrooms and specificclassrooms

Buildingclassrooms

School Building

12 ordinary classrooms, as well as special-needs classrooms and specificAfter Renovation

classrooms

Equipment

The air conditioning equipment was upgraded 20 years after the building wasconstructed.

Note 1: Please note that, in this simulation, the calculation of CO2 emissions is limited to school buildings, not including theCO2 emissions of the gym and swimming pool or CO2 emissions generated during open days and school lunchcooking, concerning which, the management of facilities and methods vary greatly between schools.
Note 2: This simulation does not include the introduction of new energy, such as solar energy and pellet stoves; if such
equipment is introduced, further effects on the reduction of CO2 emissions can be expected.

Power consumption rate by the region of the school (MJ/year/m2)<2006 fiscal year>(MJ/year/m2)
Elementary school

Heating Degree Days in Each Region (18°C)
Region I (at least 3,500 degree days)
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)

kerosenegas
electricity(analysis of 514 schools across the country)(MJ/year/m2)
Junior high school

Heating degree days: The absolute value of the difference between the average indoor
temperature and the average outdoor temperature on a day when a heater is being 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 degree day. In general, the total of each day’s
degree days during the period when heating is used is called the heating degree days.

kerosenegas
electricity(analysis of 211 schools across the country)[Source] Japan Center for Climate Change Actions website
http://www.jccca.org/[Source] “Questionnaire on Building Environmentally
Friendly Schools,”
Educational Facilities Research Center, National Institutefor Educational Policy Research, in 200749

In the Case of a Warmer Region* (Model Plans A1 [without a cooling device in regular classrooms] and A2[with a cooling device in regular classrooms)* Region IV in the regional classification of energy-saving standard (assumed to be the model for regions with the largest number of schools

Plan Overview
Table of Environment-focused Renovations
Heat
shieldInsulation
Staircase: automatic
windows

Highefficiency
Lights: Hf-type lighting fixture
Lights on the window side:illumination sensor

HeatshieldIllumination

Windows

Aluminum sashes, float
plate glass

Roof

—

Modified asphalt sheet waterproofing(with 60 mm of rigid urethane)

Air-conditioning zones(staircase, foyer, etc.)

Permanently open fire
doors

Installing doors that can be opened andclosedInternal insulation, spray-on type: 35 mm(rigid urethane)

Installing movable partitions

multi-purpose space and corridors)—

Existing horizontal eaves (W500) Installing eaves midway across the windows (W600)
Electric fans (4 in each room)———

Installing eaves midway across the windows (W600)

Partitions (between ordinaryclassrooms and corridor)—

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

Windows (ordinary classrooms,—

Ventilation louvers—

Installing windows that open and close
automatically (swing windows [Swindow])

Steel partitions (with high windows, H:
1700 mm)classrooms and corridor)
Ventilation

Insulation

Temperature
controlClassrooms/multi-purpose space: fans

Walls: internal insulation /35 mm spray urethane
Windows: aluminum sashes with double-glazed
glass (cover method)Highefficiency

Insulation(5) Utilizing
natural wind

All windows converted to double glazing
with aluminum sashes (cover method)

External walls
Internal walls and ceilings(3) Temperature (ordinary classrooms andadjustment
multi-purpose space)
External walls(4) Illumination Partitions (between ordinary

Classrooms/multi-purpose space: Ventilation screen

Environment-focused Renovation—

Partitioning (between(2) Shading fromsunshine

Before Renovation

External walls(1) Insulation

Windows:
middleeaves

Plan A (Region IV)

Target area

Ventilation

Rooftop: modified asphalt sheet with
60 mm waterproof rigid urethane

multi-purpose space)

Multi-purpose space:movable partitions
Staircase: sliding doors
Illumination

Windows (staircases,
corridors)

Lighting (ordinary classrooms FL-type lighting
and multi-purpose space)equipment (40W × 16)

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

Classrooms: partitions
with high windows

Lighting (toilets, stairs)

FL-type lighting
equipment (20W × 2)

FL-type lighting equipment (with motion
sensors)

Heating & cooling facilities(staff room, specialclassrooms)

Heating: HP air conditioner
Cooling: HP air conditioner(1995 equivalent)

Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency model)

Heating: FF-style oilheaters
Cooling: None

(A1) Heating: FF-style oil heaters
Cooling: None
(A2) Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency model)

Running taps

Foam water taps

Plan A1
Staff room/special classrooms: [heating & cooling] high-efficiency HP air conditioner (2008 level)
Classrooms/multi-purpose space: [heating] FF-style oil heaters, [cooling] none
Plan A2
Staff room/special classrooms: [heating & cooling] high-efficiency HP air conditioner (2008 level)
Classrooms/multi-purpose space: [heating & cooling] high-efficiency HP air conditioner (2008 level)(6) Efficient useof energy &Heating & cooling facilities
water(ordinary classrooms andconservation
multi-purpose space)

Water
conservation
Sinks: foam water taps
Toilet basins: with flushing sound device / Urinals: with automatic flush

Sinks
Toilets

Estimated Construction Costs(¥/m2 [excluding tax])

Annual CO2 Emissions

CO2 emissions [CO2/year]

35 t-CO2/year
Other
Water
Ventilation
Lighting

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

Estimated Construction Costs per Unit of Floor Area (¥/m2 [excluding tax])
About 37–38% reduction

Environment-focused Renovation

Type of Work
22 t-CO2/year

Main Content

A1

Conventional(FF oilrenovation
heating + air
circulation)

22 t-CO2/year

Construction
cost

A2(Coolers usedinclassrooms)

Demolition work
Renovation work
(Upgrading the interior andexterior of the building andthe joinery)
Earthquake-proof reinforcement

Cooling

Hygiene equipment work

Heating(Replacing toilets, etc.)
Mechanicalequipment work Water supply & drainage work

Fan

Heating & cooling equipment
work

Ventilation equipment work
Lighting equipment work

Electricalequipment work Ancillary work

Power supply work

Before renovation

After environment-focused renovation

Total- Introduction of high-efficiency
cooling and heating devices- Improvement of insulation
performance

The unit cost of environment-focused renovations (excluding tax)
implemented in conjunction with earthquake-proof reinforcement,
qualitative improvements and improvements to dilapidated facilities
is around 120–123 thousand yen/m2.
(The increase in unit cost attributable to adopting environmental measures is around
33–36 thousand yen/m2.)

A profound effect on the
reduction of energy forheating in winter50

In the Case of a Colder Region* (Model Plan B)* Region II in the regional classification of energy-saving standard (assumed to be the model for cold weather regions)

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

Target area
Heat
shieldInsulation

Rooftop: modified asphalt sheet with
65 mm waterproof rigid urethaneHighefficiency
Lights: Hf-type lighting fixture
Lights on the window side:illumination sensor(1) Insulation—

External insulation 60 mm (polystyrene
beads)

Windows

Aluminum sashes, float
plate glass

All windows converted to double glazing
with aluminum sashes (cover method,
insulating frames)

Roof

—

Modified asphalt sheet waterproofing(with 65 mm of rigid urethane)

Air-conditioning zones(staircase, foyer, etc.)

Permanently open fire
doors

Installing doors that can be opened andclosedPartitioning (between—

Installing movable partitions

multi-purpose space and corridors)

Illumination(2) Shading fromsunshine

External walls(3) Temperature Internal walls and ceilings(ordinary classrooms andadjustment
multi-purpose space)
External walls(4) Illumination Partitions (between ordinaryclassrooms and corridor)

Windows:
middleeaves(5) Utilizing
natural wind

Insulation
Walls: external insulation /60 mm polystyrene beads
Windows: insulation-type aluminum sashes withdouble glass (cover method)Highefficiency

Installing eaves midway across the windows (W600)

Partitions (between ordinaryclassrooms and corridor)—

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

Windows (ordinary classrooms,

—

None

—

None

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

Lighting (ordinary classrooms FL-type lighting
and multi-purpose space)equipment (40W × 16)

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

Lighting (toilets, stairs)

FL-type lighting
equipment (20W × 2)

FL-type lighting equipment (with motion
sensors)

Classrooms: partitions
with high windows

Heating & cooling facilities(staff room, specialclassrooms)

Heating: FF-style oil heaters
Cooling: HP air conditioner(1995 equivalent)

Heating: FF-style oil heaters
Cooling: HP air conditioner(2008 high-efficiency model)

Heating & cooling facilities

Heating: FF-style oil heaters
Cooling: None

(6) Efficient useof energy &waterconservation

Sinks: foam water taps
Toilet basins: with flushing sound device / Urinals: with automatic flush(ordinary classrooms andmulti-purpose space)

Sinks
Toilets

Heating: FF-style oil heaters
Cooling: None

Running taps

Foam water taps

The toilets have no devices that
imitate the sound of toilets being
flushed, urinals are theflush-valve type

Toilets are equipped with devices that
imitate the sound of toilets being flushed,urinals are equipped with an automatic
flush

Estimated Construction Costs(¥/m2 [excluding tax])

Annual CO2 Emissions

Other
Water
Ventilation

Electric fans (4 in each room)——

Multi-purpose space:movable partitions
Staircase: sliding doors
Illumination

Water
conservation

54 t-CO2/year

Existing horizontal eaves (W500) Installing eaves midway across the windows (W600)—

Windows (staircases,
corridors)

Insulation

Staff room/special classrooms: [heating] FF-style oil heaters, [cooling] high-efficiency HP air conditioner (2008 level)
Classrooms/multi-purpose space: [heating] FF-style oil heaters, [cooling] none

CO2 emissions [CO2/year]

External walls

Estimated Construction Costs per Unit of Floor Area (¥/m2 [excluding tax])

About a 25%
reduction

Environment-focused
Renovation

Type of Work

Main Content

41 t-CO2/year

Lighting

Construction
cost
Cooling

Conventionalrenovation

B(FF oilheating + air
circulation)

Demolition work
Renovation work
(Updating the interior andexterior of the building andthe joinery)
Earthquake-proof reinforcement

Hygiene equipment work

Heating

Mechanical(Replacing toilets, etc.)
equipment work

Water supply & drainage work
Heating & cooling equipment
work

Ventilation equipment work
Lighting equipment work
Electricalequipment work Ancillary work

Before renovation

Power supply work

After environment-focused renovation- Introduction of high-efficiency
cooling and heating devices- Insulation of roofs, walls, andopenings- Installation of the cooling andheating areas

Total

External insulation of outerwalls and introduction of
insulating sashes

The unit cost of environment-focused renovations (excluding tax)
implemented in conjunction with earthquake-proof reinforcement,
qualitative improvements and improvements to dilapidated facilities
are around 136 thousand yen/m2.
(The increase in unit cost attributable to adopting environmental measures is around49 thousand yen/m2.)

More expensive than themodel for warmer regions
Reduction of energy for heating

51

Reference 4 Financial Support for Eco-School Renovation (for Public Schools)○ Schools to be supported
Elementary schools, junior high schools, secondary schools (first phase), schools for special needs education○ Government subsidies will be granted for the cost for the projects below to conduct eco-school renovation.
Project name
Introduction of solar
energy generation *1
New construction andextension ★
Reconstruction ★
Large-scalerenovation (aging) ★

Large-scalerenovation(educational content,
etc.)
Creation ofenvironment andfacilities for outdoor
education

Subsidyrate
1/2

Summary

Construction to be supported(Lower limit: 4 million
yen)○ Construction to make joinery, outer walls and rooftops
well-sealed and well-insulated○ Construction to control sunshine by screens (eaves/louvers)○Construction for the greening of buildings (rooftops and walls)○ Construction to introduce high-efficiency light fixtures, etc.
○ Construction to introduce energy-saving air conditioners(heating and cooling equipment)○ Construction to introduce the facilities to use rainwater or reuse
the discharged water○ Construction to introduce new energy, such as facilities to use
solar energy, solar heat, etc.
○ Construction to make joinery well-sealed and well-insulated○ Construction to introduce high-efficiency light fixtures, etc.
○ Construction to introduce energy-saving air conditioners(heating and cooling equipment), etc.
○ Construction to maintain playgrounds (planting grass, etc.)○ Construction to create school biotopes, observation forests,
gardens for learning, etc.
○Construction for the greening of buildings (rooftops and walls)

1/2
1/3 *2
1/3

1/3

1/3

Overall renovation of abuilding that is 20 ormore years old (Lower
limit: 70 million yen)
Renovation to improve
the indoor environment ofa building (Lower limit:
20 million yen)
Construction to create aplace for various
hands-on activities in an
outdoor space (Lower
limit: 10 million yen)

*1 Added by the fiscal 2009 supplementary budget (No. 1)
Including kindergartens and high schools (facilities for industrial education only)*2 Reconstruction of a building whose I.S. value is less than 0.3 but is difficult to retrofit for compelling reasons: 1/2★ Eco-School Pilot Model Program
In order to diffuse eco-schools, MEXT is implementing subsidies in cooperation with METI, MAFF, and MOE.
When a public school is certified for the model project in new construction, extension, reconstruction, or large-scalerenovation (of aging buildings), the school can receive an increased unit value for the subsidy and preferential addition of
the area for the subsidy.

Ministry of Economy, Trade and Industry (METI)New Energy Introduction Support Project at the Local Level
Summary: To subsidize local governments’ projects to introduce advanced facilities. To subsidize projects tointroduce advanced mega-solar facilities, etc. implemented by private businesses, etc. in cooperation with local
public agencies.
Subsidy rate: Up to 1/2

Ministry of the Environment (MOE)
Ecological Renovation Project of School Facilities to Prevent Global Warming
Summary: To subsidize the cost to conduct energy-saving renovation or introduce energy-saving equipment(“ecological school renovation”) that is effective and in accordance with the characteristics of the school.
Subsidy rate: 1/2
Note: As for fiscal 2010, only continued projects are subsidized and no new applications are received.

Forestry Agency
Building of Wooden Public Facilities <Subsidy for the Creation of a Forest, Forestry, and Lumber
Industry>
Summary: To build a model wooden facility for a public building that would have a particularly high display effectand thereby promote local lumber
Project item
Building offacilities related
to schools

Content of the projectThis project is for the wooden interiors of converted surplus classrooms, wooden
public facilities built in connection with schools, wooden facilities surrounding schools(such as clubrooms and outdoor structures), wooden learning facilities for interregional
exchanges, and wooden interiors of school facilities renovated as a model project ofenvironmentally conscious schools (eco-schools).

52

Subsidy rate
1/2

Reference 5 Financial Support for Eco-School Renovation (for Private Schools)

Eco-Campus Promotion Project
To subsidize a part of the cost of renovation to make environmentally conscious school facilities, suchas the installation of solar energy generation equipment, the utilization of new energy, theimprovement of insulation and air-conditioning equipment, etc., and the greening of inside and outsideschool buildings, conducted by private schools in order to control the emission of greenhouse gasses,
etc.
◆ Private high schools, middle schools, junior high schools, elementary schools, and schools for
special needs education● Project cost for subsidy: upper limit of 200 million yen, lower limit of 10 million yen● Subsidy rate: up to 1/3◆ Private universities, junior colleges, technical colleges● Project cost for subsidy: lower limit 10 million yen● Subsidy rate: up to 1/2

Reference 6 Regulations Related to the Environment of School Facilities(1) Summary of the Revisions of the Act on the Rational Use of Energy (revised in May 2008)● Introduction of the energy management obligation for business operators(Due to the revision from the management obligation for individual businesses to the management obligation
for business operators, the Board of Education is now obliged to submit a regular report, etc., as well)● Expansion of the buildings subject to notification regarding energy-saving measures(Small- and mid-scale buildings are now targeted as well [changed from 2,000 m2 or larger to 300 m2 orlarger].)Summary of the introduction of the energy management
obligation for business operators
XXX Board of Education
A
Elementary
schoolB
Elementary
schoolC
Elementary
schoolD
Library

Was the energy use(A + B + C + D)
1500 kl or more?

(Usage in fiscal 2009)

Specified Business Operator(Board of Education)
Preparation ofregular reports

Notification to
the Bureau of
Economy, Tradeand Industry(FY2010)

No need for notification

Submission

Preparation of
mid- andlong-term plans

MEXT(submission of the same reports to both entities)

Submission(FY2010 onward)

53

Bureau of Economy,
Trade and Industry

Designation asSpecifiedBusiness Operator(FY2010)

(2) Summary of the Revisions of the Act on Promotion of Global WarmingCountermeasures (revised in June 2008)● Introduction of calculation and report of greenhouse gas emissions by business operator(due to the revision from the obligation for individual businesses to the obligation for business operators, theBoard of Education is now obliged to conduct calculations and reports as well.)● Planning of the policy to control emissions(presentation of measures required to control greenhouse gas emissions caused by business activities)● Fulfillment of the action plans of local public agencies(making plans to control greenhouse gas emissions in accordance with natural and social conditions of thearea), etc.
Recent Revision of the Act

Existing Act on Promotion of Global WarmingCountermeasures

Making of policies on the control of emissions, etc.

Kyoto Protocol Target
Achievement Plan

Control of emissions related tobusiness activities
・ Introduction of high-efficiency
equipment
・ Control of cooling andwarming, rational use of officeequipment, etc.

・ A Kyoto Protocol Target Achievement Plan should beestablished, which prescribes the basic orientation of
the promotion of global warming countermeasures andthe measures that should be taken by each agent.
Global WarmingCountermeasures Headquarters

Control of emissions related todaily living
・ Use of high-efficiency homeelectronics
・ Promotion of 3Rs
・ Promotion of visualization ofCO2, etc.

Making of plans for the region by prefectures and certain cities

Action plans of the national government,
prefectures, and municipalities

・Promotion of detailed efforts
・Coordination with the plans of other regions

・ National and local governments should make plans
to lead the efforts to reduce greenhouse gasses.

Reports by business operators and franchise chains

Systems to calculate, report, and disclosegreenhouse gas emissions
・ Businesses over a certain size are obliged to calculate
their greenhouse gas emissions and report them to thenational government, and the national government
should summarize and disclose the data.
Trading system of Kyoto Mechanisms(registry)・Expansion of businesses subject to reporting, centering on business sectors

Consideration for the promotion of using CDM credits, etc.

Preparation of procedures to utilize tree-planting CDM, etc.

・ Trading rules for credits under Kyoto
Mechanisms and the protection of the trading(National/Prefectural) Japan Center for Climate
Change Action
Climate Change Action Officers

Establishment of promotion centers by certain cities[Source] MOE, “Domestic Measures against Global Warming,” Website (http://www.env.go.jp/earth/ondanka/domestic.html#a04)(3) Summary of the Act on Promotion of Contracts of National Governments and Other
Entities Involving Due Care for Reduction of Greenhouse Gas Emissions
Local Public Agencies, etc.: Duty of Diligent Efforts

Obligations(Article 4 of
the Act)

Efforts to conserve energy (rational and proper use of energy, etc.)
Reduction of energy use through the efforts of consumers (utility customers)
Promotion of environmentally conscious contracts (on the supply side)
Working on the supply side

Promotion of environmentally conscious contracts (Article 11 of the Act)
➢ Making policies on the promotion of environmentally conscious contracts (Paragraph 1)
It is possible (and rational) to include the contract policy in the annual procurement
policy and basic policy based on the Act on Promoting Green Purchasing.

➢ The contract policy should establish a type contract that is environmentally conscious(Paragraph 2)

The item legally required to be stated is only what type of contract (electricity,
automobile, ship, ESCO, architecture, etc.) the contract is.
➢ Necessary measures based on the contract policy (Paragraph 3)➢ Making and publishing the summary of actual conclusion of environmentallyconscious contracts (Paragraph 4)[Source] MOE, “On Green Contracts (Environmentally Conscious Contracts),” Website (http://www.env.go.jp/policy/ga/index.html)

54

Reference 7 Research Studies on the Visions of School Facilities
June 19, 2009
Decree by Deputy Vice-Minister
Partial revision on July 16, 2009

1 Purpose
To conduct research studies on the visions and policies of school facilities in the future, in orderto respond to the recent changes in society.

2 Items for the research study(1) Visions of school facilities in the future(2) Making of policies on improvement of school facilities(3) Other

3 Method of implementation(1) With the help of academic experts listed in Attachment 1, the research studies on the items
listed on Clause 2 above shall be conducted.
(2) In addition to (1), in order to understand the status of investigation and research on the basic
issues related to educational policies, the special collaborators listed in Attachment 2 shallparticipate in the research study.
(3) It is possible to ask for the cooperation of other related parties as necessary.

4 Terms
From June 19, 2009, to March 31, 2011.

5 Other
General affairs related to this research study shall be conducted by Facilities Planning Division,
Department of Facilities Planning and Administration, Minister’s Secretariat.

55

Attachment 1

The List of Collaborators of Research Studies on the Visions of School Facilities
Name
Yuichi Iwai

Occupation
Principal, Tokyo Metropolitan Seicho School for Special Needs Education
President, National Association of Principal of Schools for Special Needs
Education

Jun Ueno

Vice President, Tokyo Metropolitan University

Takeshi Unno

Director, Office for Promotion of Educational Environment Improvement,
Board of Education, Kawasaki City

Takashi Eto

Professor, Graduate School of Education, the University of Tokyo
Director, Center for Barrier-Free Education attached to the Graduate Schoolof Education

Kimiko Ozasa

Principal, Chogo Junior High School, Fujisawa City

Kazumi Kudo

President, Coelacanth K&H Architects Inc.
Professor, Faculty of Science & Engineering, Toyo University

Tsutomu Kenmochi

Principal, Koganei Daiichi Elementary School, Koganei City

Takehiko Sugiyama

President, Hitotsubashi University

Itsuko Takagiwa

Vice Principal, Shibuya Junior & Senior High School

Satoru Nagasawa

Professor, Faculty of Science & Engineering, Toyo University

Yoshiaki Nakano

Professor, Institute of Industrial Science, the University of Tokyo

Yukio Narita

Professor, Faculty of Education, Gifu Shotoku Gakuen University

Shinichi Masuya

Ex-Vice President, Congress of Parents and Teachers Association of Japan
Advisor, Chiba Prefecture PTA Liaison Council

Kazuko Matsumura

Professor, Faculty of Human Studies, Bunkyo Gakuin University
Principal, Bunkyo Gakuin Fujimino Kindergarten

Yasushi Mitarai

Chairperson, the University of the Air Foundation

Hidenori Miyazaki

Professor, Faculty of Literature, Toyo University
Director, Autism Society Japan

Kaname Yanagisawa

Associate Professor, Graduate School & Faculty of Engineering, Chiba
University

Shinji Yamashige

Associate Professor, Graduate School of Economics, Hitotsubashi University

Junichi Yamanishi

Professor, Faculty of Human Development, University of Toyama

Fumio Wada

Principal, Tokyo Metropolitan Hamura High School(20 members in total; in order of the Japanese syllabary)56

Reference 8 Research Studies on the Visions of School Facilities

The List of Members of the Working Groups to Build Environmentally
Friendly Schools

1. Study Group(Members of the Study Group)
Toshiharu Ikaga

Professor, Faculty of Science and Technology, Keio University

Tomotada Ito

Chief, Facility Division, Secretariat of the Board of Education, Setagaya
Ward

Kazuko Oshio

Principal, Niijuku Elementary School, Katsushika Ward

Osamu Koizumi

Manager, Project Coordination Headquarters, Nihon Sekkei, Inc.

Hiromi Komine

Professor, Faculty of Engineering, Chiba Institute of Technology

Mitsumasa Shimada

Chief, Planning Coordination Division, Urban and Global Environment
Department, Bureau of Environment, Tokyo Metropolitan Government○Satoru Nagasawa

Professor, Faculty of Science & Engineering, Toyo University(Special Collaborators for the Study Group)
Takeshi Unno

Director, Office for Promotion of Educational Environment Improvement,
Board of Education, Kawasaki City

Koichi Shinpo

Director, Educational Facilities Research Center, National Institute for
Educational Policy Research

Yasutaka Muraoka

Manager, Educational General Affairs Department, Board of Education,
Fujisawa City
(10 members in total; in order of the Japanese syllabary)(○: Head)

2. Working Group (Fundamental examination of the comprehensive evaluation techniques for environmental
performance at school facilities)○Toshiharu Ikaga

Professor, Faculty of Science and Technology, Keio University

Takeshi Isoyama

Senior Researcher, Educational Facilities Research Center, National Institutefor Educational Policy Research

Junko Endo

Nikken Sekkei Research InstituteSachiko Zenyouji

Organic Table. Co., Ltd.
(4 members in total; in order of the Japanese syllabary)(○: Head)57

Reference 9 The Development of Discussion at the Working Groups to Build

Environmentally Friendly Schools
Collaborators’ Conference (No. 1) [June 26, 2009]
・ On Establishment of the Study Group to Build Environmentally Friendly Schools, etc.
○ Study Group Meeting (No. 1) [July 22]
・ On present situations and issues about eco-school renovation for existing school facilities, etc.
(Field Study)
・September 2
Suginami Ward Board of Education, Tokyo, Suginami Dai-nanaElementary School, Ogikubo Elementary School
・September 3
Tokyo Metropolitan Government's Finance Department and Environment
Department
・September 7
Kita Elementary School, Minami Elementary School, and Nakayama
Elementary School of Takayama City, Gifu Prefecture
・September 15
Dai-nana Haketa Elementary School, Arakawa Ward, Tokyo○ Study Group Meeting (No. 2) [October 13]
・ On the direction of the collection of case examples about eco-school renovation for existing
school facilities, etc.
Collaborators’ Conference (No. 2) [October 30, 2009]
・ On the direction of the collection of case examples about eco-school renovation for existing
school facilities, etc.
○ Study Group Meeting (No. 3) [December 7]・ On “Collection of Case Examples to Make Existing School Facilities More Ecological” (draft
outline), etc.
Collaborators’ Conference (No. 3) [December 11, 2009]
・ On “Collection of Case Examples to Make Existing School Facilities More Ecological” (draft
outline), etc.
○ Study Group Meeting (No. 4) [January 19]
・ On “Collection of Case Examples to Make Existing School Facilities More Ecological” (roughdraft), etc.
Collaborators’ Conference (No. 4) [January 27 2010]
・ On “Collection of Case Examples to Make Existing School Facilities More Ecological” (roughdraft), etc.
○ Study Group Meeting (No. 5) [March 8]
・ On “Collection of Case Examples to Make Existing School Facilities More Ecological” (draft),etc.
Collaborators’ Conference (No. 5) [March 25 2010]
・ On “Collection of Case Examples to Make Existing School Facilities More Ecological” (draft),etc.

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