Policy regarding the promotion of environmentally friendly school
facilities (eco-schools)
The role of schools within a low-carbon society(Final Report)

March 2009
Consultative Committee on Research and Surveys
Relating to the Formation of Guidelines for School Facility Design
Ministry of Education, Culture, Sports, Science and Technology (MEXT)Introduction
Environmental problems are a key and increasingly pressing issue for the future existence andprosperity of mankind. In order to ensure that we protect our bountiful environment and are able
to hand it on to future generations, it is vital that we find a way to build an environmentallyfriendly, sustainable society.
In particular, the issue of global warming is a highly sensitive one, with a wide range of activities
taking place in order to meet the objectives of the first commitment period of the Kyoto Protocol(which began in 2008), and longer term responses being considered at the international level. The
Government of Japan issued an “Action Plan for Achieving a Low-Carbon Society” (agreed by
the cabinet in July 2008), which aims to reduce current emissions levels of greenhouse gases by
between 60-80% by 2050.
Since 1977, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has
been engaged in the implementation of pilot projects to create environmentally friendly school
facilities (“eco-schools”), with the aim of reducing the burden on the environment andcontributing to environmental education, and has promoted the increased development of
eco-schools. As a result of these efforts, Japan now has around 800 schools that have been
approved as eco-school pilot/model projects, each of which are providing progressive leadershipin their local areas.
It is necessary, however, in order to strengthen our countermeasures in the face of global warming
and ensure that Japan’s environmental measures progress effectively, to ensure that all existing
schools, not merely just those that are being newly built or refurbished, aim towards becoming
eco-schools.
The Consultative Committee has been engaged since August 2007 in surveys and research into
the changes surrounding the environment in which school facilities exist, the most up-to-datestate of energy use in school facilities, and a long-term view of energy consumption in schools.
We have looked hard at how to maintain an appropriate educational environment, whilst at thesame time planning and designing to reduce the burden on the environment overall through policy
and the promotion of eco-schools for the future. This report has been put together in order topresent the results of these considerations.
This report focuses mainly on the facilities of public elementary and lower secondary schools,
and is intended to offer a basic philosophy for the promotion of eco-school formation throughout
all facilities, along with specific promotion measures.
It is our hope that this report will be well used in the creation of eco-schools, and that this will bea resource for the environmental education of the children whose future will be shaped by our
response to global warming.

Policy regarding the promotion of environmentally friendly school facilities (eco-schools)
The role of schools within a low-carbon society(Points from Final Report)
Department of Facilities Planning and Administration, Facilities Planning Division
The Consultative Committee on Research and Surveys Relating to the Formation of Guidelines
for School Facility Design (Chair: Tetsuo Tsujimura, Director of University of KinDAI Himeji
Faculty of Pedagogy) has implemented its research into the creation of environmentally friendly
school facilities, and compiled its final report in March 2009.

Background/The state of energy consumption in school facilities
The state of energy consumption in schools

1. The state of Japan’s global warming countermeasures- Attainment of Kyoto Protocol targets (△6%)- Long-term reductions in greenhouse gas emissions (△60 – 80%)
2. Promotion of eco-schools- Implementation of pilot/model projects for eco-schools (794schools)- Future large-scale implementation of earthquake proofing repairs
to facilities
3. Environmental changes resulting from increased use of energy- Worsening classroom environment resulting from the “heatisland” phenomenon
Diversifying use of school premises as a result of “open school”
activities- Energy consumption basic unit is low compared to other types ofbuilding- Most energy consumption is in the form of electricity, used forlighting, etc.

Estimates of CO2 emissions from school facilities- Estimated CO2 emissions from school facilities in 2050 (compared to
1990)(1) Implementation of standard energy-saving measures estimated to lead to 10% increase
Estimate that significant reduction is possible by combining cutting-edge environmental
countermeasures, future new developments in technology for environmental countermeasures, andthe efforts of the electrical sector (needs discussion from broad perspective including cost issues).
(2) Estimate that significant reduction is possible by combining cutting-edge environmental
countermeasures, future new developments in technology for environmental countermeasures, andthe efforts of the electrical sector (needs discussion from broad perspective including cost issues).

The issue of global warming countermeasures in schools

More efficientuse of energy

Qualitative improvements
and global warming
countermeasures

Reduction ofenvironmental burden
during construction

Further utilization
as resource forenvironmental
education

Future promotion of eco-schools
All schools to aim to become eco-schools, in order to work towards the creation of a low-carbon society

Further promotion of eco-schools

Viewpoint 1: Further promotion of existing schools being
refurbished into eco-schools

Viewpoint 2:

Efficient facilities operation utilizing benchmarks

Proactive energy-saving and CO2-reducing measures
based on a long-term view, at the same time as
Viewpoint 3: implementing qualitative improvements to theeducational environment
Eco-schools as teaching materials, and the implementation of
Measure energy-saving measures within school grounds- Activities can be introduced that allow the creation of an eco-school by changing the1:-

day-to-day way in which things are done, for example, through a green garden, etc.
Implementation of energy-saving measures, such as understanding the school’s
energy consumption, etc.

Measure Visualization of energy-saving benefits- Understanding of energy consumption, and monitoring to establish whether
2:energy is being wasted-

Development and adoption of benchmarks, etc.

Installation of solar generation equipment

Greening of school grounds

Increased energy use efficiency based on priorities
Measure - Promote the creation of eco-schools that reflect local and school attributes- Use refurbishment methods that have a high cost benefit, and store these into a3:-

database
Consider the introduction of equipment that measures and displays energy
consumption, etc.

Introducing renewable energy sources such as solar-powered
Measure generation- Proactive consideration of introduction of solar generation, solar heating,4:-

biomass, etc.
Utilization of premises in environmental education, and create significance as
focal point for environmental education in the local community

Contents
I Background
1. The state of Japan’s response to global warming(1) Measures to control the emission of greenhouse gases in order to attain targets set in the
Kyoto Protocol ····················································································· 1(2) Long-term, sustainable greenhouse gas emissions reduction activities ····················· 4
2. The promotion of eco-schools(3) The implementation of eco-school pilot/model projects ······································ 5(4) Creating eco-schools during refurbishment to improve earthquake resistance, etc. ······ 8
3. Changes in environment that have led to increased energy consumption in school facilities(5) Worsening heating environments in classrooms (the “heat island” phenomenon, etc.) ·· 10(6) Diversification and increase in needs relating to school facilities ··························· 12
II The state of energy consumption, etc. in school facilities
1. The state of energy consumption in school facilities ·············································· 14
2. Projections of CO2 emissions from school facilities ·············································· 20
III The issue of counteracting global warming in school facilities
1. Energy efficiency in school facilities(1) Understanding the state of energy use in each school, and improving efficiency ········· 23(2) Long-term view of energy consumption, and the proactive implementation of measuresrelating to this······················································································· 24
2. Qualitative improvements to school facilities and countermeasures to global warming(1) Improvements to teaching methods and diversification of lesson formats ················· 25(2) Qualitative improvements to school facilities, such as the creation of barrier-free schools········································································································ 26
3. Reducing the environmental burden during construction(1) Recycling and reforming as opposed to rebuilding ············································ 27(2) Use of building materials with low environmental impact ··································· 28
4. Further utilization of environmental education(1) Creating teaching materials for eco-schools ···················································· 29

(2) Measures to promote further use ································································· 29
IV Future promotion measures for environmentally friendly school facilities (eco-schools)
1. Basic philosophy
Viewpoint 1: Further promotion of existing schools being refurbished into eco-schools ···· 31
Viewpoint 2: Efficient facilities operation utilizing benchmarks ································ 33
Viewpoint 3: Proactive energy-saving and CO2-reducing measures based on a long-term view,at the same time as implementing qualitative improvements to the educational environment············································································································ 35
2. Specific promotion measures
Measure 1: Eco-schools as teaching materials, and the implementation of energy-saving
measures within school grounds ······································································ 36
Measure 2: Visualization of energy-saving benefits ··············································· 37
Measure 3: Increased energy use efficiency based on priorities ································· 38
Measure 4: Introducing renewable energy sources such as solar-powered generation ······· 39
3. The role of related organizations, etc.
(1) The role of the state ················································································ 41(2) The role expected of persons involved in construction/installation ························· 41(3) The role expected of the school ·································································· 44

I Background
1. The state of Japan’s response to global warming(1) Measures to control the emission of greenhouse gases in order to attain targets set in the
Kyoto Protocol○ According to the Kyoto Protocol, Japan is required to reduce its average emissions ofgreenhouse gases between 2008 and 2012 by 6% against the base year (1990)○ In fiscal 2006, Japan’s emissions of greenhouse gases were up 6.2% compared to thebase year (fiscal 1990)○ Drastic strengthening is required of measures in regard to industries whose emissions
have significantly increased, and in regard to domestic sectors.
From the perspective of the potential scale and level of its influence, global warming is the mostserious of environmental problems. It threatens the very survival of human beings. Global
warming also highlights the need for us not only to work towards more efficient use of resourcesand energy, but also to revise our socioeconomic activities and way of life, which involves mass
production, mass consumption and mass disposal of waste.
In February 2005, the Kyoto Protocol came into effect, based on the United Nations Framework
Convention on Climate Change (herein after referred to as the “Climate Change Framework
Convention”). This Protocol was defined so as to specify a legally binding commitment by Japanto reduce the emission of greenhouse gases by 6%1.
In fiscal 2006, however, Japan’s emissions of greenhouse gases were in fact 6.2% up on the baseyear (fiscal 1990), at 1.34 billion t-CO2, meaning the gap between the commitment and reality
had widened to 12.2%.

Base year(fiscal year)

Result for fiscal 2006

(million t-CO2)
Increase / decrease sincebase year

1,059

1,186

+12.0%

Industrial sector(plants etc.)
Other business sector(trade/service/offices etc.)

482

460

-4.6%

164

229

+39.5%

Domestic sector

127

166

+30.0%

Transportation sector(automobiles/shipping etc.)
Energy conversion sector(generation plants/oil refineries etc.)

217

254

+16.7%

6877+13.9%

85
33
33
51
1,261

88
24
26
17
1,349

+3.1%
-29.1%-21.7%-66.2%+6.2%

Energetic origin CO2

Non-energetic origin CO2
MethaneDinitrogen monoxide
HFCs, PFCs & SF6
Total

Source: Created from data in “Greenhouse gas emissions quantities for fiscal 2006 (confirmed values)”
Ministry of the Environment website: http://www.env.go.jp/earth/ondanka/ghg/index.html

Table 1: Japan’s emissions of greenhouse gases

1

The Kyoto Protocol specifies that Japan must reduce its average emissions of greenhouse gases during the firstcommitment period (2008 – 2012) by 6% compared with the base year (1990).

1

Breaking down greenhouse gas emissions into different types, and furthermore breaking downenergetic CO22 into sectors for comparison, shows the significant discrepancy between trends inincrease/decrease compared to the base year. The ‘other’ sector3, which includes schools, is in fact
the sector with the most significant growth, experiencing a 39.5% increase in emissions comparedto the base year (fiscal 1990).
In order to attain the target of a 6% reduction, it will be necessary to further control emissions
across all sectors – but particularly the “other” category, in which the growth in emissions has
been significant, and the “domestic” category, require drastic strengthening of measures. As such,
related laws and regulations are currently being reformed.
(Reference)○

Details of the Kyoto Protocol Target Achievement Plan as it relates to public schools(Passed by the cabinet on 28th April 2005, fully revised on 28th March 2008)- Based on laws relating to the promotion of countermeasures to global warming, ensure the formation andimplementation of an action plan for the activities and projects of regional public organizations including
public schools- Promotion of the implementation of environmental education and energy-saving activities in school
facilities that form the core of regional society, such as reforms and repairs that resource countermeasures
to global warming, and the introduction of alternative energy equipment, which are to be introduced with
an emphasis on experience.

○

Outline of reforms to the “Act on the Rational Use of Energy (revised 30th May 2008)- Introduction of an obligation to each business to manage its energy use (in line with the changeover fromthe obligation applying to individual places of business to its application to individual businesses, publicschools were also included in the requirement to make periodic reports, etc.)- Expansion of the scope of obligation to register energy saving measures relating to buildings (inclusion ofsmall and medium-sized buildings in scope (between 2,000m2 and 300m2), etc.

○

Outline of reforms to the “Act on Promotion of Global Warming Countermeasures” (revised 13th June
2008)
- Introduction of calculation and reporting of greenhouse gas emissions on an individual business basis (inline with the changeover from the obligation applying to individual places of business to its application toindividual businesses, public schools were also included in the requirement to make periodic reports, etc.)- Definition of emissions control guidelines (definition of measures required to ensure control of greenhousegas emissions occurring as a result of business activities)- Expansion of action plan for regional public organizations (definition of plans to control greenhouse gas
emissions, based on local natural and social conditions), etc.

23

Quantity of CO2 emitted in relation to energy used
Office buildings, retail outlets, hospitals, schools etc.

2Outline of reforms to the “Act on the Rational Use of Energy” (revised May 2008)○ Strengthening of energy-saving measures required in order to further promote countermeasures toglobal warming within the business and domestic sectors, whose energy use had grown significantly.
○ The Act on the Rational Use of Energy was revised to this end, and energy saving measuresstrengthened in regard to housing and buildings

Before reforms

After reforms
Energy use managed for business as a whole

Energy use managed for each plant or place of business
Plant

OfficeOfficeOutside of
Designated as
Designated as
scopeType 1 Energy
Type 2 Energy
Management Plant Management Plant

OfficeSales
officeOutside ofscope

Outside ofscope

OfficeOfficeSales
officeIn this case, the business is designated since it uses over
1,500kl throughout its whole operation.

[Energy management system]- Energy management administrator appointed (director-level)- Energy management planning and promotion officer appointed tosupport energy management administrator- Energy manager appointed for each plant, etc., designated as an
Energy Management Plant[Planning/reporting]- Required to submit mid- to long-term plans and periodic reports forbusiness as a whole[Energy control system]- Energy manager appointed to each plant designated as Type 1
Energy Management Plant[Planning/reporting]- Each plant designated as Type 1 Energy Management Plant
required to submit mid- to long-term plans- Each plant designated as an Energy Management Plant
required to submit periodic reports(Source) Ministry of Economy, Trade & Industry website (http://www.enecho.meti.go.jp/topics/080801/080801.html

Outline of reforms to the Act on Promotion of Global Warming Countermeasures (revised June 2008)
Recent Reforms of the Act
Current Act on Promotion of
Global Warming Countermeasures
Definition of guidelines to control emissions, etc.

Kyoto Protocol Target Achievement Plan

Emissions controls on businessactivities

Definition of Kyoto Protocol Target Achievement Plan,
comprising basic philosophy regarding promotion of
global warming countermeasures, and measures to betaken by each applicable body.

--

Global Warming Countermeasures
Promotion Office

Introduction of highly efficientfacilities & equipment
Controls on use of heating andcooling facilities, rationalizationof office equipment use, etc.

Emissions controls on
day-to-day activities- Use of highly efficienthousehold appliances- Promotion of 3Rs- Promotion of visualizationof CO2, etc.

Creation of regional plans by prefectures and cities above a certain size
- Promote detailed activities, and partnership with other regions’planning

Implementation plans (national, prefectural, andcity/town/village level)

National and local governments created plans to take theinitiative in reducing emissions.

Reports from each business and franchise chain- Extend scope to most of business sector

Calculation, reporting and publication system for greenhouse gas
emissionsGreenhouse gas emissions quantities to be calculated forplaces of business above a certain size, with an obligation
to report these to the national government. Government tocollate and publish data.

Consider promotion of use of CDM credits

Kyoto mechanism trading system (register)Organization of paperwork required for use of reforestation CDM

Trading rules for Kyoto mechanism credits, and protectionof trading
Global Warming Prevention Activities Promotion Centers(national and prefectural level)
Global Warming Prevention Activities Promotion
Councilors

Installation of promotion centers in cities above a certain size

(Source: Ministry of Environment website: http://www.env.go.jp/eartn/ondanka/domestic.html#1)3

(2) Long-term, sustainable greenhouse gas emissions reduction activities○ Japan is aiming to reduce its greenhouse gas emissions by between 60 – 80% by 2050.
The attainment of reduction commitments by developed countries, as defined in the Kyoto
Protocol, is an important milestone in the attainment of the extreme objective contained within
the Climate Change Framework Convention of maintaining the concentration of greenhousegases in the atmosphere at a level that does not cause dangerous levels of human-induced
interference to the earth’s climate. For this reason, continued, long-term and significant
reductions in emissions are required.
The “Action Plan for Achieving a Low-Carbon Society”, which was passed by the Cabinet in July
2008, aims for the creation of a low-carbon society and a 50% reduction in emissions ofgreenhouse gases globally by 2050. These issues must be engaged with seriously by the major
economies, as well as by the rest of the world. Japan has established a long-term objective of
reducing its greenhouse gas emissions by between 60-80% by 2050.
In order to meet the commitments of the Kyoto Protocol, and additionally to achieve long-term,
sustainable emissions reductions that help with the creation of a low-carbon society, it will benecessary to drastically reduce our dependence on fossil fuels. It is necessary to aim for thecreation of such a low-carbon society through promoting existing effective measures and theaccelerated normalization of existing technologies, but also through the creative introduction ofenergy reuse and the development of new environmental and energy-related technologies.
(Reference)○ Action Plan for Achieving a Low-Carbon Society (passed by Cabinet 29th July 2008)- Long-term objective: 60-80% reduction in emissions compared to current level by
2050- Mid-term objective: National overall targets to be published at required time during
20094

2. The promotion of eco-schools(1) The implementation of eco-school pilot/model projects○ To date, a total of 794 pilot/model projects have been approved○ The eco-schools project has achieved a certain level of results, but further rollout isrequired in the future.
MEXT published its report entitled “The upgrading of environmentally friendly school facilities(Eco-schools)” in 1996, and has been working towards the creation and promotion of school
facilities that allow the achievement of a reduced burden on the environment and harmony withnature, and facilitate environmental education. The first pilot/model projects were established in
1997, and public schools that have engaged in progressive activities in this field have been
supported subsequently by the treasury, in partnership with MEXT, the Ministry of Agriculture,
Forestry and Fisheries, the Ministry of Economy, Trade and Industry, and the Ministry of theEnvironment.
From fiscal 1997 until March 2009, a total of 794 schools were approved nationwide aspilot/model projects. A national survey carried out on 1st May 2007 found, furthermore, thatapproximately 50% of people involved in the installation of primary and lower secondary schools
in Japan had been involved in some form of “facilities creation that takes into accountenvironmental issues” (applicable to 9,257 public elementary and lower secondary schools, orapproximately 30% of all schools nationwide). This demonstrates an increasing awareness – but
further levels of promotion are still considered necessary.
The National Institute for Educational Policy Research’s Educational Facilities Research Center
carried out a survey to establish the benefits that had been achieved as a result of the pilot/model
project approvals. From an operational perspective, many schools responded that they had“utilized natural ventilation, solar energy and other types of natural benefits” or “increased theirawareness of energy-saving and resource-saving measures through their activities”. In addition,from an educational perspective, many schools acknowledged that they had achieved benefits thatwould contribute to countering global warming, responding, for example, “our pupils or students
have learned more about their environment”. The pilot/model projects are considered to haveachieved a certain level of success in terms of the planning of school facilities, and it is anticipatedthat eco-schools will continue to become more common in the future.

5

Utilized natural ventilation, solar energy and other types of natural benefits
Pupils and students have learned more about their environment
Increased awareness of energy-saving and resource-saving measures through activities

Reused rainwater or waste product as a resource
Teaching staff taught lessons relating to the environment
Improved comfort of interior environment
Activities led to reduced environmental burden or reductions in greenhouse gas emissions

Activities led to decreased running costs
Were able to integrate facilities better with surrounding environment
Pupils/students were able to experience the potential of facilities/equipment
Pupils/students were able to understand the principles
and structure behind the facilities/equipment
Teaching staff were able to experience the potential of facilities/equipment
Teaching staff were able to understand the principles
and structure behind the facilities/equipment
Awareness of energy-saving and resources-saving measures increased within the local area

Activities led to preservation of local ecosystems
Activities facilitated consideration of regional attributes, customs or climate

Multipleanswers
possible

The school became a center for regional environmental activities,
and cooperative relationships with the local area were improved
The school’s environmentally friendly facilities and equipment inspired improvements
to local public facilities and green spaces

The lifespan of the building was extended

Graph key:

relates to facilities.

relates to operational issues.

relates to educational issues

This survey was implemented in regard to schools approved as pilot/model projects, through a questionnaire implemented by the National Institute for Educational Policy
Research’s Educational Facilities Research Center (in 2007).

Table 2: Benefits of eco-school development

6Basic philosophy of eco-schools
Eco-schools can be considered from three perspectives – those of facilities, operations, and education.
Eco-schools aim to integrate the structural elements (of the facilities themselves) and human elements (ofoperation and education) in harmony and functionality.

1) Facilities perspective: Create in a way that is friendly to pupils, students
and other users, the local region, and the earth- Learning spaces and living spaces should be healthy and comfortable- Should be in harmony with its surrounding environment- Should be designed and built to reduce the burden on the environment2) Operations perspective: Utilize the building, resourcesand energy in an intelligent and long-lasting way- Consider durability and flexibility- Utilize natural energy effectively- Cut out waste and use efficiently
3) Educational perspective: Use facilities,
principles and structures to resource curriculum- Utilize in environmental education too

Facilities
perspective:
create kindly

Operations
perspective:
utilize intelligently andin a long-lasting way

Educational
perspective:
use so as to resource
curriculum(Source: “The development of environmentally friendly school facilities (Eco-schools) (Report)”
Consultative Committee on Research and Surveys Relating to the Formation of Guidelines for School Facility Design, March 1996

Outline of pilot/model projects
Pilot/model projects are public schools that, under the direction of either prefectural or city/town/villageauthorities, introduce solar generation, solar heating or other alternative energy sources, or makeparticular use of wood, engage in the ‘greening’ of their buildings, collect rainwater, etc., and whose
efforts are supported financially by the treasury after being approved as model schools by the Ministry of
the Environment in partnership with MEXT, the Ministry of Agriculture, Forestry and Fisheries and/or the
Ministry of Economy, Trade & Industry.
z

Details of support
MEXT: General facilities reorganization
Ministry of Agriculture, Forestry and Fisheries: Increased use of wood within school buildings, using local
materials, etc.
Ministry of Economy, Trade & Industry: Introduction of alternative energies such as solar generation, etc.
Ministry of the Environment: Environmentally friendly school repairszProject types- Solar generation: Installation of solar cells on roof or outside of buildings, and utilization of generated power- Solar heating: Installation of solar heat collection equipment on roof, etc., and utilization in heating, hot watersupply and heating of swimming pool water, etc.
- Other use of alternative energies: Utilization of alternative energies such as wind power, geothermal power, fuelcells, etc.
- Energy-saving and resource-saving measures: Insulation of windows and exterior walls, sunshades,
energy-saving equipment installation, utilization of rainwater, etc.
- Harmony with nature: Introduction of greenery to walls or roofs, grassing over of schoolyard, creation of biotope
habitat, etc.
- Use of wooden materials: Utilization of locally sourced wooden materials in interior refurbishing, etc.
- Recycling: Use of recycled building materials, installation of equipment for composting of raw waste, etc.
- Other: Natural light collection, natural ventilation, etc.

7(2) Creating eco-schools during refurbishment to improve earthquake resistance, etc.
○ Of the 794 schools already approved, less than 10% became pilot/model projects as aresult of refurbishment.
○ Large numbers of existing schools to be refurbished to improve earthquake resistance,
etc., in the future.
The statistics relating to pilot/model project approvals show that only 6.9% of schools that havebecome eco-schools have done so as a result of repairs/renovations.
At the same time, the percentage of public elementary and lower secondary schools considered tobe sufficiently earthquake-proof is no more than 62.3%, and 78.7%4 of public elementary andlower secondary schools are over 20 years old and beginning to show signs of wear. This indicatesthat a significant level of refurbishment and repair operations will be required in the future.
Based on this situation, it seems necessary to consider how to take the project forward by utilizing
the knowledge that has been accumulated relating to the creation of eco-schools during the repair
or refurbishment of existing school buildings.

Eco-schools created from new-build, extended or rebuilt facilities
Eco-schools created through repairs or refurbishment

Table 3: Methods used to develop approved pilot/model project schools (data acquired through MEXT survey, March
2009)

4

32,322 public elementary/lower secondary schools, 161.2 million m2 of wear (as of 1st May 2008, according to MEXT
survey)8State of earthquake proofing of elementary and lower secondary schools, based on fiscal 2008
survey of public school facilities regarding earthquake-proofing repairs/refurbishments
Buildings for which
earthquake-proofing diagnostics
have not been implemented
4,840 schools (3.8%)

Buildings constructed since 1982
48,845 schools (38.4%)

Total
127,164 schools

Buildings constructed in 1981
or earlier
78,319 schools (61.6%)

Buildings without earthquake
proofing* and without repairs
having been done
43,109 schools (33.9%)
Buildings withearthquake-proofing (includes
refurbished buildings)
30,370 schools (23.9%)

Earthquake-proof
79,215 schools (62.3%)

Earthquake -proof diagnostics
carried out 73,479 schools (93.8%)
73,479 schools (schools for which earthquake diagnostics
have been carried out)
78,319 schools (buildings constructed in 1981 or earlier)No earthquake proofing/no
diagnostics performed
47,949 schools (37.7%)*Includes buildings for which earthquake-proofing could not be confirmed

Table 4: Status of earthquake proofing in public school facilities (data acquired through MEXT survey, April 1st 2009)9

3. Changes in environment that have led to increased energy consumption in school facilities(1) Worsening heating environments in classrooms (the “heat island” phenomenon, etc.)○ The average temperature in Japan has risen by 1.1°C per 100 years as a long-term trend.
○ An increasing number of regions are experiencing high classroom temperatures in thesummer, and schools are progressively introducing cooling equipment.

Disparity to averageannual temperature (°C)

The average temperature in Japan fluctuates quite significantly from year to year, but from along-term perspective, has risen 1.1°C every 100 years. Since 1990, in particular, it has become
more and more frequent to experience significantly high temperatures in summer.

Graph showing average disparity from average annual
temperature in Japan

Year
Line graph: Disparity to average annual temperature value for each year
Bold line (blue): Average trend in disparity to average temperature, over 5 years
Straight line (red): Trend towards long-term change
Average value taken for 30-year period between 1971 and 2000
Source: Meteorological agency website:

Table 5: Interannual changes in average temperature disparity in average ground temperature in Japan

In addition to this, the “heat island” phenomenon5, which occurs in major cities, is causing further
significant rises in temperature above and beyond the national trend. Sapporo, for example, hasexperienced an average rise of 2.3°C in annual temperature over the past 100 years, while Tokyo’s
average has risen by 3.0°C and Fukuoka by 2.5°C.
One factor in the “heat island” phenomenon is thought to be the changes in the earth’s surface,such as the reduction in the amount of green vegetation seen in these areas. One countermeasurerequired to tackle the phenomenon, therefore, appears to be the greening of roofs and walls, and5

Phenomenon according to which the city temperature rises, so that if an isopleth line is drawn relating to the city andits surrounding areas, the high temperatures, which appear like an island floating on an ocean, represent the city areas.
This is therefore known as a “heat island”. This is thought to be caused, among other factors, by:- Large quantities of fuel consumed within cities, creating artificial heat to be released- Changes to the surface of the ground, such as the surfacing of buildings and roads, and vegetation- Urban areas being filled with tall buildings, which make it difficult to ensure ventilation- Sunlight being absorbed as it reflects off buildings that are situated next to one another, meaning that less sunlight isreflected back to the sky
Source: Meteorological Agency website (http://www.data.kishou.go.jp/climate/cpdinfo/20th/box5.htm)

10the introduction of grass to school grounds, as well as the greening of outdoor educational
environments.

Increase per 100 years (°C/100 years)

Location
Data collected since
SapporoSendaiTokyo
NagoyaKyoto
Fukuoka

1901
1927
1901
1923
1914
1901

Average of major cities
Small/medium-sized city
average

Average temperature(Year)
January
August
+2.3
+3.0
+1.5
+2.3
+3.5
+0.6
+3.0
+3.8
+2.6
+2.6
+3.6
+1.9
+2.5
+3.2
+2.3
+2.5
+1.9
+2.1
+2.5
+3.2
+1.8
+1.0

+1.0

+1.0

Max. daytime
temperature

Min. daytime
temperature(annual average)(annual average)

+0.9
+0.7
+1.7
+0.9
+0.5
+1.0
+1.0

+4.1
+3.1
+3.8
+3.8
+3.8
+4.0
+3.8

+0.7

+1.4

Average temperature of Japan’s major cities (annual, January and August), max. daytime
temperature(annual average) and min. daytime temperature (annual average), showing increase
日本のover 100 years.
Source: Meteorological agency website: http://www.data.kishou.go.jp/climate/cpdinfo/20th/1_2_7.htm

Table6: Increase of average temperature of Japan’s major cities

This sort of temperature rise may lead to a reduced need for the use of heating equipment in thewinter, and therefore energy savings, but at the same time it may lead to the increased use ofcooling equipment during the summer and therefore increased energy use. In the future, it isthought that there will be an increase in the number of classrooms experiencing high temperatures
just before and just after the summer holidays, and that this will lead to the increased installationof air conditioning units and an increased level of energy consumption.

Temperature

Time when students are at school

Temperature according toMeteorological Agency
Temperature in classroom at
metropolitan high school A
Temperature in classroom at
metropolitan high school B
Temperature in classroom at
metropolitan high school C
Temperature in classroom at
metropolitan high school D
Temperature in classroom at
metropolitan high school E
Temperature in classroom at
metropolitan high school F

1:00
5:00
9:00
13:00
17:00
21:00
Changes in air temperature and temperature inside classroom (19th July 2005)
Compared to temperatures outside, temperatures inside standard classrooms tend to be higher.
Source: Report of the Committee for the Improvement of Environments inside Metropolitan High Schools(January 2009, Education Agency, Tokyo Metropolitan Government).

Table 7: Temperatures and environment within classrooms (using Tokyo Metropolitan High Schools as examples)11

(2) Diversification and increase in needs relating to school facilities○ School facilities are utilized by the local community, with over 90% of schools opening
their premises for other uses
○ The “open school” approach has led to the multi-purpose use of facilities, which maylead to the increased use of energy unless appropriate measures are taken
School facilities are designed to provide an environment for pupils and students to learn, but they
are also the nearest public facility for many local residents, and the opening up of school facilities
for sports and cultural activities means that they are often used as bases for the local community.
In 2004, as many as 97.4% of elementary schools and 94.6% of lower secondary schools wereinvolved in some sort of open school activities. When considered by category and time period,
this utilization of open school facilities shows a high rate of use of sports halls at night or on
holidays, and a high level of use of the school sports fields during the day on holidays.
Other uses of school facilities outside of school hours have also increased. For example, theintroduction of the “After-school children’s class promotion project (after-school children’s
plan6)” in 2007 involves the school in various extra-curricular activities7 outside of school hours
and at weekends, creating a safe and stable place for children and pupils to come and take part in
activities, while involving local residents in study, sports and cultural activities.
(Percentage of open sports halls)(Percentage of open sports fields)

Nighttime

DaytimeNighttime

DaytimeElementary
schools

Lower secondary
schools

Weekdays

Elementary
schools

Lower secondary
schools

Saturdays/Sundays/Public
holidays

Elementary
schools

Elementary
schools

Lower secondary
schools

Lower secondary
schools

Weekdays

School holidays

Elementary
schools

Lower secondary
schools

Saturdays/Sundays/Public
holidays

Elementary
schools

Lower secondary
schools

School holidays

Table 8: The state of “open schools” (2004, data acquired through MEXT study)

Furthermore, a reduction in the number of pupils at schools has led to an increase in the number ofextra-curricular activities planned. There are also some cases where school premises are used for
activities that are not related to the school – such as nurseries or welfare facilities for elderly

6

Implemented as a unified project or partnership project under MEXT’s “After-school children’s’ class promotion
project” and the Ministry of Health, Labor and Welfare’s “After-school children’s healthy development project”
7
Extra-curricular activities involve students and children in “ordinary classes that allow the potential for discovering
permanent enjoyment for the future”

12people – turning the premises into a multi-purpose facility.
In the case of new-build and re-built premises, there are cases where building has been done fromthe perspective of consideration of potential for the effective utilization of public space, andpotential partnerships with local society, so that the resulting facility is multi-purpose and serves
both the school and non-school communities. Such multi-purpose school facilities are used as
public facilities outside of school hours, as well as during public holidays and summer and winterholiday periods.
For this reason, there is a possibility that the energy consumption of schools as a whole may rise
unless special countermeasures are put in place, as “open schools” and the multi-purpose anddiverse use of school facilities continues to increase.

13

II The state of energy consumption, etc. in school facilities
1. The state of energy consumption in school facilities○ The energy consumption basic unit of school facilities is small compared to other typesof building. Additionally, the total energy use of schools has remained static since thebase year (1990)○ Most of the energy consumed by school facilities is electricity, mainly used in lighting.
The use of oil for heating in schools in cold areas is increasing, while the use ofelectricity for air conditioning in schools located in the hottest areas is also on theincrease○ The opening up of school sports halls for public use accounts for approximately 10% of
the electricity consumption of schools overall○ The preparation of school meals accounts for between 10 and 20% of the energy
consumption of schools overall.
90% of Japan’s greenhouse gas emissions are CO2 emissions caused by energy consumption. The
promotion of energy-saving measures is an extremely important issue in countering global
warming.
Total energy consumption for all schools in fiscal 2006 was 34.71 trillion kcal, which represented
a 2.6% rise compared to base year (1990, 35.64 trillion kcal), and shows a relatively static trend.

Energy consumption (10^10kcal)

Other 82 trillion kcal(+42.0%)[▲3.7%]
Theaters/entertainment
15 trillion kcal(+47.1%)[▲7.1%]

facilities

Hospitals 56 trillion kcal(+32.7%)[▲4.2%]
Hotels/inns 53 trillion kcal(+11.1%)[▲2.8%]

Schools 35 trillion kcal(+2.6%)[▲3.6%]
Restaurants 41 trillion kcal(+25.7%)[▲3.3%]
Wholesale/retail 90 trillion kcal(+40.2%)[▲7.3%]

Department stores/supermarkets
8 trillion kcal(+64.1%)[+0.1%]- Entertainment facilities: theaters, cinemas, halls, public lecture theatres etc.
- Other: Welfare facilities, libraries, museums, sports halls, meetings facilities, etc.

Offices/office buildings 91 trillionkcal(+31.7%)[▲0.6%](Comparison with 1990)(Comparison with previous year)

Source: Ministry of the Environment website: http://www.env.go.jp/earth/ondaka/ghg/index.htm(Quoting EDMC Energy/economic statistical overview (fiscal 2008 edition) from the Institute of Energy Economics)

Table 9: Trends in energy consumption within industry sector

Furthermore, the quantity of primary energy8 consumed per square meter of floor space in school
8

Energy from electricity, gas and oil, etc., used in the building, is converted into natural gas/petroleum of other primaryfuel levels of energy

14facilities (energy consumption basic unit)9 is approximately 292MJ/year/m2 for primary schools,
and 302MJ/year/m2 in lower secondary schools, while for universities, etc., it is 1,209MJ/year/m2.
A comparison with facilities used for other purposes, for example retail space (approx.
3,225MJ/year/m2) and offices (approx. 1,936MJ/year/m2) shows that in fact schools use aremarkably small amount of energy.
Some of the reasons behind the relatively low use of energy in comparison with offices, etc., areas follows:- Relatively low ratio of air conditioning equipment installed- Short period of usage time for each classroom per day- No use of school facilities at night
Retail space
Restaurants
HotelsHospitals
Meeting halls
Offices
Universities
Lower secondary schools
Elementary schools

Electricity

Gas

Oil

Primary energy consumption per unit of floor space (MJ/year/m2)
Table 10: Energy consumption basic unit, by purpose of building(Energy consumption basic unit by region)
Japan has been divided into six regions10, according to climate, and the energy consumption ofschool facilities was surveyed. Excluding the hottest region (VI), energy consumption tends to begreater in the colder regions (I, II). The colder regions also use a larger proportion of oil.
Increased energy use in colder areas is thought to be due to the use of heating, and in hotter areas,
it is due to the use of air conditioning.

9Compiled by Mr. Ikaga, member of this council of collaborative researchers, as part of work done by the “Subgroupconsidering the creation of environmentally friendly schools”, based on studies by the National Institute for
Educational Policy Research’s Educational Facilities Research Center (values for fiscal 2006) and the Building-Energy
Managers’ Association of Japan (values for fiscal 2003)
10
Regions I – VI defined according to “Decision-making criteria for the ownership of designated buildings and owners
relating to the rationalization of energy use for housing” (Ministry of Economy, Trade and Industry/Ministry of Land,
Infrastructure, Transport and Tourism notification no. 3, 2006) (see reference data 8)15

Elementary
schools

MJ/year/m2

MJ/year/m2

Lower secondary
schools

Oil
Gas

Oil
Gas

Electricity

Electricity

Data analyzed for 514 schools

Data analyzed for 211 schools*I to VI on chart indicate regional categorizations (see reference data 3-(4))
Source: National Institute for Educational Policy Research’s Educational Facilities Research Center study (fiscal 2006)

Table 11: Energy consumption basic units for elementary and lower secondary schools, by region(Composition of electrical energy consumption)
The majority of energy used in schools is electricity. In schools whose energy use was analyzed,
over 80% of energy use was for lighting (general lighting, sports hall lighting, etc.)
Water pump

Water pump

School meals
motorization
Air conditioning
in staff room
Air conditioningin librarySports halllighting

School meals
motorization
Air conditioning
in staff room
Air conditioningin library
Pottery kiln
Sports halllighting

General lighting

General lighting

Measured in July 2007

Measured in January 2008

Source: Study by Tokyo Electric Power Company, Limited (Kanagawa Prefecture city elementary schools,“Installation or otherwise of air conditioning in standard classrooms”) (reference data 3-(5)Table 12: Composition of electrical energy consumption in schools(State of energy consumption during “open school” utilization of sports halls)
In the following example, the electrical power consumption for lighting at “open schools” where
the sports halls were being used out of school hours was analyzed, and found to make up
approximately 10% of all electrical power use by the school.

16kWh/month

OctoberNovember December Average

October

School A

November December Average

School B“Open school” – Electricity consumption in sports hall (kWh)School use – Electricity consumption in sports hall (kWh)School use – Electricity consumption in school buildings (kWh)Source: Collated by Mr. Komine, member of “Subgroup considering the creation of environmentally friendly schools”, and partof this group of collaborative researchers, (Chiba Prefectural city elementary schools, reference data 7-(2)-1)

Table 13: The state of electricity consumption for lighting during “open school” utilization of sports halls(State of energy consumption in production of school meals)
Analysis of energy consumption based on electricity consumption of schools who had adopted
all-electrical kitchen equipment in 2003 showed that the energy consumption involved in
producing school meals accounted for around 15% of the overall energy consumption of theschool.
Energy usage in school facilities, as surveyed11 by the National Institute for Educational Policy
Research’s Educational Facilities Research Center, showed that for schools using gas-powered
kitchen equipment, the energy consumption required for the production of school meals
accounted for between 12-21% of the overall energy consumption of the school.

kWh/month

From the above, it can be said that the overall energy consumption required for the production ofschool meals accounts for between 10 and 20% of the energy consumption of schools as a whole.

Used for production of school meals

Other(Source: Collated by Mr. Komine, member of “Subgroup considering the creation of environmentally friendly schools”, and partof this group of collaborative researchers, (Chiba Prefectural city elementary schools, reference data 7-(2)-2)

Table 14: The state of energy consumption used in the production of school meals in all-electrical kitchens.

11
Implemented in 2007. Data collected and analyzed from schools among Region IV that responded by detailing theircooking methods. Calorific value of gas consumption calculated using gas type 13A.

17

MJ/year/m2(The state of energy consumption in the use of tap water and sewage)
This category accounts only for a small amount of primary energy use12, but schools in fact use alarge quantity of both tap water and sewage. This is due to the fact that most schools have theirown swimming pools, and that they use a lot of water in the production of school meals.
Compared with the expenditure on electricity and gas for heating and light, schools’ expenditure
on water is extremely high13.

Water
Oil
Gas
Electricity

Elementary
schools

Lower secondary
schools

Source: Collated by Mr. Komine, member of “Subgroup considering the creation of environmentally friendly schools”, andpart of this group of collaborative researchers, (Chiba Prefectural city elementary schools, reference data 7-(2)-4)

MJ/year/m2

MJ/year/person

Table 15: Energy consumption basic units including tap water and sewage usage by schools

Elementary Lower secondary
schools
schools

Elementary Lower secondary
schools
schools

Pool
GeneralUsage per unit of floor area

Pool
GeneralUsage per person per year

Source: Collated by Mr. Komine, member of “Subgroup considering the creation of environmentally friendly schools”, andpart of this group of collaborative researchers, (Chiba Prefectural city elementary schools, reference data 7-(2)-4)

Table 16: State of tap water and sewage use by schools(Energy-saving measures implemented by school facilities with low energy consumption)
Based on the fact that the amount of energy consumption required for schools to fulfill their rolein educational activities and the provision of school meals is relatively low compared to other12

Primary energy calculation values for tap water and sewage utilization differs depending on location of water source
Proportional energy structure, by type, for light, heat and water costs of public elementary and lower secondary
schools in Yokohama City, Kanagawa Prefecture, is as follows (results for 2002). Elementary schools (offering school
meals): Water:Electricity:Gas = 67:23:10. Lower secondary schools (offering school meals): Water:Electricity:Gas =70:28:2 (Yokohama City website:
http://www.city.yokohama.jp/me/machi/archi/syouene_dounyu/setubidounyu_panfu.pdf)

1318

buildings, it is important that schools and people involved in their construction take into accountthe state of energy consumption, while at the same time understanding particular local featuresand school attributes, and maintain this at an appropriate level. They should also consider
activities being implemented by schools that have a low level of energy consumption, and be able
to explain their activities both within the school and to the local community. (See reference data
3-(6))

19

2. Projections of CO2 emissions from school facilities○ CO2 emissions from school facilities are predicted to rise approximately 10% by 2050
compared with the base year (1990), if schools continue to engage only in current,
standard energy-saving measures○ Combining these with the latest in environmental countermeasures and mid- tolong-term environmental strategies utilizing future new technologies allows theassumption that it will be possible to significantly reduce the CO2 output of school
facilities○ Discussions are necessary even for schools whose energy consumption is low, regarding
measures that can be taken to further control CO2 emissions
The “Action Plan for Achieving a Low-Carbon Society” (passed by cabinet on 29th July 2008)
sets its long-term objective as “reducing Japan’s CO2 output by 60-80% from current levels by2050”. In order to understand the current state and potential future trends of CO2 emissions fromschools nationwide, we created a future scenario and implemented macro projections. The resultsof this work are shown below. Future changes to the makeup of society and changes to theeducational system may cause deviations within these projected values.
(Framework of macro projections)
Macro projections were implemented within the following framework:
Futurescenario Declining birthrate, diversified use of facilities (“open schools”, etc.),
creationquantitative changes (improvements to heating environment inclassrooms, etc.), increased use of ICT
Prediction of stock Current stock floor area considered in light of future population changes,
floor area
employment rates, employed population and class size, etc.
Energy consumption Used consumption data values for each category of school
per unit of floor area
(CO2 emissions values macro projections)
Based on the framework below, future energy saving and CO2 reducing measures in school
facilities were divided into the following 4 potential cases, and macro projections for CO2
emissions quantities were implemented.
(1) Case in which current environmental countermeasures are maintained(2) Case in which environmental countermeasures currently considered cutting-edge are widely
introduced in the future(3) Case in which mid- to long-term environmental measures, which are considered possible
through the development of future, new technologies come to be introduced (for example,
vacuum insulation, which is currently under development, etc.)(4) Case that takes into account the potential efforts of the electrical sector (reduced CO2 basic
units in the future)20

Outline of definition of four different cases of environmental countermeasures (for details, pleasesee reference data 7-(1))
Case
Outline of definition of environmental CO2 emissions during
countermeasure
operations (compared
to 1990)
1 Current status maintained No implementation of insulation, orTable 17
use of energy-saving equipment or Case in which current
renewable energy, etc.
status is maintained
2 Cutting-edge
Useofdaylight,
insulation,
environmental
energy-saving equipment, renewablecountermeasuresenergy, etc.
3 Midtolong-term Use of daylight, high level insulation,
Table 17high-efficiency
energy-saving
environmental
Cases involving
countermeasures (made devices, proactive use of renewabledifferent
possiblebyfuture energy, etc.
countermeasurestechnologicaladvancements)
4 Efforts of electrical sector Efforts made by electrical suppliers
reduce CO2 basic unit
(Considerations of projection results)
The results of these projections show that significant reductions in CO2 emissions (approximately
70% against the base year) appear to be possible if both schools and electrical suppliers makeefforts over the mid- to long-term to implement environmental countermeasures that utilize new
future technologies, and adopt environmental countermeasures that are currently considered
cutting-edge. At the same time, if current environmental countermeasures are merely maintained
into the future, and efforts by the electrical sector are not taken into account, emissions quantities
may rise (approximately 10% compared with base year).
These results demonstrate the need for further efforts to be made to control CO2 emissions fromschool facilities. CO2 emissions control policies for schools, however, which already have arelatively low level of energy consumption, will need to be debated in detail from a broad
perspective if schools are to maintain an appropriate educational environment, continue to fulfill
their roles within the local community, and keep costs at manageable levels.

21

Maintain current status
CO2 emissions (million t-CO2/year)
10% increase(compared to 1990)
Universities

Upper secondary schools
Lower secondary schools
Elementary schools

Year
Various countermeasures implemented
CO2 emissions (million t-CO2/year)
Utilize current cutting-edge
technology in environmental
countermeasures

Universities

Upper secondary schools
Lower secondary schools
Elementary schools

Mid- to long-term
environmental
countermeasures
Efforts byelectricalsector

22% reduction(compared to 1990)
47% reduction(compared to 1990)
70% reduction(compared to 1990)

Year
Source: Compiled by Mr. Ikaga, member of this Consultative Committee, as part of work done by the“Subgroup considering the creation of environmentally friendly schools”
Table 17: Projections of CO2 emissions from school facilities at different operating stages

22

III The issue of counteracting global warming in school facilities
1. Energy efficiency in school facilities(1) Understanding the state of energy use in each school, and improving efficiency○ Increase efficiency based on an understanding of the differences in energy consumption
and use according to location and contents of activities○ Prioritize increased efficiency in lighting and heating-related energy consumption
Since school facilities are the location of learning and lifestyle activities by pupils and students,
and they have significantly larger buildings than many other public facilities, schools and people
involved in their construction must implement proactive environmental countermeasures toensure that their social responsibilities are fulfilled.

Ordinary estate
2.3%
Fire stations etc.
1.6%
Supply/processing facilities
Other
admini
3.6%
strativeParks
estate9.9%
1.6%
Publichousing
10.5%
Tourism-related facilities
0.2%
Educational
Social welfare facilities/cultural
3.7%
Health/me facilities
11.7%
dical
facilities
0.8%

Municipal offices
2.8%Community facilities
3.4%

Schoolfacilities
47.9%

Total floor area of buildings: 783,690 ㎡

Source: Fujisawa City White Paper on Public Facilities Management (Fujisawa City, November 2008)

Table 18: Proportion of public facilities accounted for by school facilities (using Fujisawa City as an example)

As noted earlier, the energy consumption and energy use of school facilities differs according tolocation and contents of activities.
For this reason, it is important to have an accurate understanding of energy consumption based oneach school’s location and particular attributes, while ensuring that pupils and students areguaranteed a comfortable and healthy educational environment.
Efficiency improvements are required and can be achieved through a consistent process ofcomparing similar school facilities in order to understand each school’s consumption of energy,
setting targets, implementing countermeasures and reviewing as necessary. When doing this, theidentification of wasted energy through heating and lighting, which account for the majority ofenergy use in school facilities, should be prioritized.

23

(2) Long-term view of energy consumption, and the proactive implementation of measuresrelating to this○ Immediate implementation of currently available energy-saving and CO2-reducing
measures
In order to reduce the amount of greenhouse gases emitted worldwide by half before 2050, it will
be necessary for the world to reach peak output14 within the next 10 to 20 years15.
If, in the process of reorganizing school facilities, cutting edge environmental countermeasures
are not introduced, and facilities upgrading continues in its current state, emissions of greenhousegases in 2050 will rise, as shown in Table 17 above, by approximately 10% in comparison withbase year (1990).
The later these responses become, the more we will need to take measures to make extreme
reductions in a short period of time. For this reason, improvements in building insulation, theintroduction of energy-saving equipment and the use of renewable energy must be taken on board
as general principles. It is necessary for schools to introduce as many currently available
energy-saving measures as possible, and to implement CO2-reducing measures, in order to be
sure to limit their CO2 output.
In the United Kingdom, targets were set in 2007 to achieve a reduction of between 26~32% ingreenhouse gas emissions by 2020, and of 60% by 2050. In 2008, furthermore, the Chancellor of
the Exchequer announced in his Budget that all new non-residential buildings, including schools,
would be carbon-neutral16 by 2019 (see reference data 6-(7))

14The point at which greenhouse gas emissions quantities begin to shrink“Action Plan for the Achievement of a Low-Carbon Society” (passed by Cabinet on 29th July 2008), “I: Japan’s
Targets”
16
CO2 emissions from such buildings to be zero
1524

2. Since school facilities are the location of learning and lifestyle activities by pupils and students,
Qualitative improvements to school facilities and countermeasures to global warming(1) Improvements to teaching methods and diversification of lesson formats○ Ensure high-level, multi-function facilities environment that enables high standards ofeducational activities to be implemented○ Improvement to the temperature environment of classrooms that are suffering from“heat island” phenomena and other harsh conditions.
Based on reforms to the Fundamental Law on Education and the School Education Act,
guidelines for education at kindergartens, elementary schools and lower secondary schools wererevised in March 2008.
The report of the Central Council for Education regarding the new curriculum guidelines statesthat in order to achieve the ideals set out therein, it will be necessary for teaching to be tailored indetail to individual students, and that in order to do this, in addition to improving teaching
structures, there is a need to involve external third parties, reduce the administrative burden on theschool, reorganize school ICT17 environments, offer further training to teachers, and improveteaching materials, school libraries and school facilities and equipment.
In order to offer detailed teaching, it is important that school facilities allow for a diversificationof lesson structure to include small group teaching, and it is also anticipated that the area of school
facilities may increase further due to a need for multi-purpose space. Furthermore, theorganization of the ICT environment will require a further level of development, with computersand LANs being installed for educational and administrative use in standard classrooms18.
Furthermore, there are cases in which appropriate temperature environments have not beenachieved, for example in cases of schools subject to the “heat island” phenomenon, whereclassroom temperature can rise above 35°C in the summer. An increased number of teaching days
during the summer season, the utilization of school facilities by local residents on holidays andduring holiday periods, and the normalization of air conditioning equipment in homes, mean that
increasing numbers of local governments now install air conditioning in schools.
Increases in energy consumption by school facilities is therefore anticipated in the future as
follows:

17

Stands for Information and Communications Technology
Based on “IT New Reform Strategy (Issued 19th January 2006 by the IT Strategy Office)”, the target for ratio ofcomputers to students in education has been raised to 3.6 pupils/computer by fiscal 2010. As of March 2006, it was 7.0
pupils/computer
18

25

Level of satisfaction with temperature environment
Extremely satisfied
Extremely satisfied Extremely
2.8%
Fairly satisfied
4.3% dissatisfied
7.9%
11.5%
Fairly satisfied
Extremely
Neither
14.7%
dissatisfied
satisfied nor
Fairly29.5%
dissatisfied
Fairly22.8%
Neither satisfied dissatisfied
29.3%
dissatisfied
nor dissatisfied
37.1%
40.1%

(Summer)Classroom temperatures
Cold
Fairly cold 0.1%
Extremely cold
0.4%
Just right
0.0%
10.0%
Extremely
hot
Fairly hot
28.8%
20.9%
Hot
39.8%

(Winter)(Summer)

Extremely hot
0.1%
Extremely
cold
8.9%

Cold
25.4%

Hot
0.7% Fairly hot
2.2%
Just right
30.7%

Fairly cold
32.1%

(Winter)

Source: National Institute for Educational Policy Research’s Educational Facilities Research Center Research Group“Report on Research into Environmental Friendly Measures, etc., for School Facilities” (February 2008)

Table 19: The state of classroom interior temperature environments(2) Qualitative improvements to school facilities, such as the creation of barrier-free schools○ Qualitative improvements to schools such as barrier-free measures and crime
prevention measures
The upgrading of school facilities must take into account facilitating children with disabilities inattending school without obstacle, and must provide the local community with a place toimplement learning activities, as well as offering emergency shelter in times of disaster. For thisreason, the promotion of barrier-free school facilities is extremely important.
The former “Heart Building” Law19 and the former Transportation Accessibility Improvement
Law20 were combined together to enact the Law to Promote the Smooth Access of the Elderly andPersons with Disabilities (also known as the “New Barrier Free Law”). This also contains an
obligation to work towards the attainment of standards, with a larger scope than before, in regard
to school facilities.
Creating a barrier free facility is something that is let to each school’s operating policy, since eachschool has to plan and design according to its own situation. There are cases, however, where theinstallation of elevators and automatic doors, as well as other facilities that require the use ofelectrical energy, is required.
Furthermore, in order to prevent crime, school facilities are required to implement systems thatallow them to check visitors on arrival and prevent suspicious persons from entering the premises(such as CCTV, infra-red sensors, intercom systems, etc.), as well as to install communications
systems that can be utilized in times of emergency. All of these require an increase in energy
consumption.

19

Law that promotes the construction of designated buildings so as to assure smooth access by elderly people and thosewith disabilities, etc.
20
Law that promotes the smooth transportation of elderly people and those with disabilities, etc. on public transport

26

3. Reducing the environmental burden during construction(1) Recycling and reforming as opposed to rebuilding○ Changeover to reuse through refurbishment, to ensure long-term utilization
Up to this point, this report has concentrated on the greenhouse gases being emitted from school
facilities during the operation of the school (through lighting and heat) and has used this energy
consumption data as a basis for indicating CO2 emissions.
The lifestyle of school facilities, however, which includes their building, operation and finallydismantling, also involves the emission of CO2 in the manufacture and transportation of building
materials required in new-build facilities, and in the disposal and processing of waste productwhen a building is dismantled.

Before refurbishing

After refurbishing

Source: “Ideas for lengthening the life of schools, and using them more effectively” (MEXT, March 2005)
Table 20: An example of school upgrading through refurbishment

These emissions are categorized as greenhouse gases emitted within the industrial sector, and are
subject to emissions controls, but in order to achieve control of emissions overall it will benecessary for school facilities to consider changing over to the refurbishment of existing buildings,
in order to extend the life of existing buildings while ensuring that they are guaranteedfunctionality as school facilities.
In the refurbishing process, it is anticipated that savings in CO2 emissions can be achieved
through the use of local materials and wood thinned from forests, which consume less energy
during production than other building materials, and which can absorb and fix CO2 over the longterm, thereby providing an effective countermeasure to global warming.

27

(2) Use of building materials with low environmental impact○ Use building materials with low environmental impact○ Promote contracts that take into consideration reductions in greenhouse gas emissions
It is thought that the use of wood and other naturally occurring materials, as well as the utilizationof recycled materials and other “eco-materials” is an effective environmental countermeasure forthe lifecycle of the building during the construction and/or refurbishment of school facilities.
Concrete, asphalt, wood, etc., which are emitted when a building is dismantled, are processed at aresource extraction facility according to the Construction Waste Recycling Law 21 , and aresupplied to the construction industry once more as materials. Using such materials allows thequantity of CO2 being emitted through the manufacture and transportation of building materials
to be controlled.
Furthermore, according to the terms of the Green Contract Law22, the Japanese government has
introduced an integrated evaluation method for contract bidding and a proposal method forrecommended contracts, for four types of contract (including ESCO (Energy Service Company)
projects, construction projects, etc). This is allowing the government to promote environmentallyfriendly contracts that implement the rationalization and appropriate use of energy.
According to the Law, local governments are to strive towards the promotion of contracts thatgive consideration to regional natural and social conditions, as well as reductions in greenhousegas and other emissions, and not to consider purely economic factors when awarding contracts.
Structure of Green Contract Law
Objective (Article 1)
Creation of a system in which national and other government
contracts are awarded, not only on the basis of price, but also in
consideration of an integrated evaluation that includes
environmental capability, to the organization with the bestproduct or service.
Government of Japan and independentadministrative agencies, etc.

Responsibilities (Article 3)○Rationalized and appropriate use of energy, etc.
(demand side)○Promotion of green contracts (supply side)

Basic policy definition (Article 5)- Basic requirements relating to the promotion ofgreen contracts- Prioritized contracts, etc.

All ministries and ministers must abide by the basic
policy, and must take the necessary measures inorder to promote green contracts (Article 6)
All ministries and ministers must collate andpublish the results of green contracts agreed(Article 8)

Environment minister to make request to allministers (Article 9)enacted 22 November 2007

- Reduction in the national and other government
environmental burden (emissions of greenhousegases, etc.)- Creation of a sustainable society with a low
environmental burden

Basic policy
Take into consideration levels of CO2 emissions
when entering into a contract to purchaseelectricity

Take into consideration the running costs
involved when entering into a contract topurchase vehicles or other goods

Legal regulations defined regarding
entering into a long-term contract for the
improvement of facilities* with ESCO
(Energy Service Companies) (Article 7)
Corporate competition for contracts related to theconstruction of buildings such as designing new
public offices

Local governments, etc.

Responsibilities (Article 4)○Rationalized and appropriate
use of energy○Promotion of green contracts
Promotion of green contracts
Creation of contract promotion
policies (Article 11)

Etc.
*Government departments should not be
negotiating individually, but the government
should work together based on the basic
policies.
Collation of information, etc. (Article 10)
The national and other governments will collate, analyze and disseminate
information relating to the status of green contracts.

Ensure fair competition and integration with energy and other policies (Articles 12, 13)
For contracts to supply electricity, “integrated evaluation bidding methods” to be considered in the future, but for now, these are to be done using competitive
bidding including CO2-related criteria (Appendix, Articles 3, 4)

Source: Environment Ministry website: http://www.env.go.jp/policy/ga/index.html
Table 21: Structure of Green Contract Law
21
22

Law relating to the recycling of materials used in construction
Law relating to the promotion of contracts with the government etc. that reduce emissions of greenhouse gases

28

4. Further utilization of environmental education(1) Creating teaching materials for eco-schools○ Based on new education guidelines, eco-schools are to be used as an educational
resource in environmental education○ Individual examples of resourcing in this way to be rolled out nationwide
School facilities are the place that pupils and students spend a majority of their day, and they are abasic condition of implementing school and educational activities.
According to the basic policies specified based on the Law for Enhancing Motivation on
Environmental Conservation and Promoting of Environmental Education, the development of
eco-schools and improvements to the outdoor learning environment are to be promoted, and such
upgrades to school facilities are required to be utilized as resources in environmental education(reference data 5-(1)).
Furthermore, based on the curriculum guidelines revised in 2008, eco-schools are to be further
used as resources for appropriate environmental education at all levels of school education,
through experience-based activities, etc., and these activities are required to be rolled out
nationwide.
Sustainable society
Individual efforts and the cooperative efforts of different bodies

Increased desire topreserve theenvironment

Environmental
education

Individuals, households, private organizations, businesses, administrations, etc.
engage independently in environmental conservation activities, creating anenvironment in which the circle keeps widening.

Not only about acquiring and understanding knowledge, but also training people
to act independently(Details of environmental education)- Create economic basis for activities through taxes,
subsidies, business commissions, etc.
- Train facilitators and coordinators- Provide opportunities to experience the links between
environment, society and lifestyle- Private organizations, business and administrations to
support efforts made by households- Learn about the relationships between people and theenvironment, and among different people, in relation toenvironmental issues-Enable an objective, fair perspective based on scientificprinciples-Create people who are aware of the importance of the benefits ofa bountiful environment

Improvement of regional
environmental capacity

Source: Environment ministry website: http://www.env.go.jp/policy/suishin_ho/index.html
Table 22: Activities and basic principles of the Law for Enhancing Motivation on Environmental Conservation andPromoting of Environmental Education(2) Measures to promote further use○ Develop eco-schools into teaching materials that allow pupils and students to touch andlearn○ Create facilities that facilitate an improvement in environmental awareness among local
residents.

29

Developing school facilities into eco-schools, and utilizing those new facilities as resources forenvironmental education is extremely important. Schools are required to ensure that their pupils
and students can learn from the facilities through touching and feeling them.
Furthermore, school facilities are a focal point for local communities, and as such thedevelopment of a school into an eco-school means that children attending the school will begin tocommunicate environmental education to their families and the local area.
For this reason, environmentally friendly school facilities are an important factor in changing theawareness of local residents in regard to the environment.

30

IV Future promotion measures for environmentally friendly school facilities (eco-schools)
To date, the promotion of eco-schools has consisted of measures and policies relating topilot/model projects as described in Chapter I. The issues described in Chapter III, however,require further countermeasures to be implemented in regard to environmental problems,
including responses to the problem of global warming, and in the future, it is going to benecessary for the creation of further eco-schools and additional measures in the operation of such
facilities, based on “1: Basic philosophy” and “2: Specific promotion measures” as described
below.
1. Basic philosophy
Viewpoint 1: Further promotion of existing schools being refurbished into eco-schools- In the future, not only new build or refurbished buildings but also existing school facilities,
which need to deal with the pressing issues of earthquake-proofing and wear and tear, will be
remade proactively into eco-schools.
(School facilities ensuring eco-schools become a focal point for environmental education)
As well as being a location for environmental education for pupils and students, school facilities
are also a potential focal point for environmental education among local residents, thereby
making a contribution to the local community. For this reason, the promotion of eco-schools
during refurbishment of school facilities is an important factor in ensuring reductions inenvironmental burden, and increased harmony with nature (through the use of local materials,
greening of school grounds, installation of biotopes, etc.)(Use of wooden materials)
Interior built from local wooden materials(Harmony with nature)
Greening of school grounds(Creation of eco-schools during refurbishment for earthquake proofing and to counter wear andtear)
Earthquake proofing and countermeasures for wear and tear are a pressing issue for many existing
school facilities. It is important, when arranging such measures, to ensure that eco-school
measures are adopted wherever possible.
Creating eco-schools out of existing school facilities should involve consideration of issues suchas installing shades against sunlight, improving the insulation of windows and exterior walls in

31

order to improve energy efficiency, and introducing passive energy-saving measures such as
making careful use of nature.

(Creation of eco-school during earthquake proofing) (Installation of light shelves during refurbishment)
Installation of earthquake proofing braces, greening of Light shelves can be used to cut out sunlight or to increase the use ofroofs, intake of natural light via roof lights
daylight. Installation helps reduce the use of electric lighting.

1.Improved building
capacity
2.Introduction ofenergy-saving equipment
3.Introduction of renewableenergyStandard energy-saving
measures

Increased energy
consumption resulting
from qualitative
improvements andmulti-purpose use of
facilities

Energy consumption
Eco-refurbishment

Improvemen
t/upgrading

Energy consumption

Existing school
facilities

Energy consumption

Creation of eco-school

Viewpoint 1: Further promotion of existing schools being refurbishedinto eco-schools
Viewpoint 2: Efficient facilities operation utilizing benchmarks
Viewpoint 3: Proactive energy-saving and CO2-reducing measures
based on a long-term view, at the same time as
implementing qualitative improvements to theeducational environment

Table 23: The need to create eco-schools out of existing school facilities(Extending the life of existing school facilities)
It is important to control the CO2 emissions occurring during the life cycle of a school building –from its construction through to its operation and finally its dismantling. In order to do this, it isvital that existing school facilities are used for as long a period as possible, and that new build anddismantling of facilities is reduced. Repairing and implementing managed maintenance offacilities and equipment in a planned way can contribute to reducing the overall CO2 output of abuilding.
When implementing environmentally friendly designs, it is also desirable that eco-materials areused in the refurbishing of both the interior and exterior of school facilities. These are defined asmaterials with low CO2 output during manufacturing, and which do not contain hazardous
substances.

32

(Start with aspects that can be done immediately)
The creation of eco-schools out of existing school facilities can begin relatively immediately withaspects such as the greening of outdoor areas, the use of screens to shut out sunlight, changing
over to energy-saving fluorescent lighting, and the careful switching off of lights. It is importantthat environmental countermeasures are proactively introduced at the facilities’ operational level.
Viewpoint 2: Efficient facilities operation utilizing benchmarks- Have an accurate understanding of the state of energy consumption and CO2 emissions, basedon data- Implement integrated energy-saving measures and CO2 reducing measures in line with local
attributes (cities and colder areas)- Utilize benchmarks for energy consumption and CO2 emissions, in order to operate thefacility efficiently(Have an accurate understanding of energy consumption, etc.)
School facilities are not only a place of learning and living for pupils and students, but also a focal
point for the local community and a place of refuge in incidences of disaster, etc., and as such areused as multi-purpose facilities. Each of the users of the facilities will have a level of requirement
in regard to the school, and in line with changes within society and people’s lifestyles, these levelsof requirement are rising.
For this reason, it is necessary to separate out the energy consumption related to school activities
and the energy consumption related to activities outside of school – multipurpose and integrated
utilization – and to have an accurate understanding of how energy is used within the facilities.
(Consideration of regional attributes and school attributes)
The regional location of each school, along with its type and size, will cause differences in thequantity of energy consumed and also the ways in which energy is used. For this reason,
integrated energy-saving measures and CO2 reducing measures are important, and should be
decided upon based on consideration of regional and school attributes

33

Elementary
schools

MJ/year/m2

MJ/year/m2

Lower secondary
schools

Oil

Oil

Gas

Gas

Electricity

Electricity

Data analyzed for 514 schools

Data analyzed for 211 schools*I to VI on chart indicate regional categorizations (see reference data 3-(4))
Source: National Institute for Educational Policy Research’s Educational Facilities Research Center study (fiscal 2006)

Table 24: Energy consumption basic units for elementary and lower secondary schools, by region (reprinted)

MJ/m2/month(Use of benchmarks for efficient facilities operation)
An understanding of when, where, how much, and under what conditions energy is consumed
allows a comparison with benchmarks (for example, the “Data relating to Energy Consumption in
School Facilities” included in reference materials). This allows school management to verify thestate of their school’s energy consumption, and is important in working towards efficiency.
When implementing these, measures, it is desirable to work with a specialist in the field such as aregional energy-saving promotions officer23

October November December Average October November December Average
Elementary School A
Electricity (school
activities)

Elementary School B

Electricity (“openschool” activities)

City gas

Water

Source: Collated by Mr. Komine, member of “Subgroup considering the creation of environmentally friendly schools”, andpart of this group of collaborative researchers, (Chiba Prefectural city elementary schools)

Table 25: School energy consumption basic units (monthly trends) (example of benchmarks)

23

A guidance officer (trained and approved by the Energy Conservation Center, Japan) who can offer information
relating to regional energy savings, teach in mobile classrooms or give lectures, and offer advice for regional energy
saving measures.

34Viewpoint 3: Proactive energy-saving and CO2-reducing measures based on a long-term view, atthe same time as implementing qualitative improvements to the educational
environment- Proactive energy-saving measures and CO2 reducing measures implemented at the same time
as qualitative improvements and promotion of “open school” activities with the purpose ofguaranteeing appropriate environmental education- Consider introduction of renewable energy to limit the overall emissions of CO2(Maintaining facilities standards while at the same time reducing the burden on the environment)
School facilities must maintain a healthy and comfortable educational environment for students
and pupils, and contribute to educational activities and regional revitalization activities.
Qualitative improvements with the aim of ensuring an appropriate educational environment andthe increasingly diversified use of facilities for “open school” activities means that, without
proactive countermeasures there is a strong possibility that the energy consumption of the school
as a whole may rise. Any measures implemented must take this into account, and be implemented
in combination with energy-saving and CO2-reducing measures.
Specifically, it is important that any increases in energy consumption are kept to an absolute
minimum by implementing measures such as (1) improvements to building capacity, through, forexample, installing equipment to shut out sunlight, ensuring natural ventilation and insulatingexterior walls and windows, and (2) introducing energy-saving equipment such as energy-saving
lighting and air conditioning units. Furthermore, consideration should be given to the introductionof renewable energy sources such as solar light or heating, wind power, biomass, etc., in order tofurther limit the overall CO2 emissions of the facility.

(Installation of shades)
Shut out sunlight, reducing heat and glare from
windows during summer(Installation of solar generating equipment(40kw) above existing pool)
Reduces CO2 emissions, and also protects
children swimming in the pool from UV rays.

35

2. Specific promotion measures
Measure 1: Eco-schools as teaching materials, and the implementation of energy-saving
measures within school grounds- In order to develop an interest in and awareness of the environment among pupils and students,
it is important to use an eco-school in a diverse range of ways as a location for both learningand living. For this reason, both teachers and pupils/students must be aware of the potential ofan eco-school as an effective learning material for environmental education.
- In order to utilize a school facility that has been developed into an eco-school in environmental
education, it is important to ensure that some measures are built in that allow the students tolearn by their contact with the facility. For example, explanatory panels could be installed topromote environmental education, viewing spaces could be created for pupils to watch
environmentally friendly equipment at work, or monitoring equipment could be installed thatallows pupils to see how much energy is being consumed.
- In existing school facilities, activities can be introduced that allow the creation of aneco-school by changing the day-to-day way in which things are done, for example, through agreen garden, careful extinguishing of lights, recycling, etc., involving teachers andpupils/students. It is desirable, in such cases, that the pupils/students should be able to monitor
and confirm the benefits of their activities.
- It is also possible to create partnerships with specialists and other third parties who candemonstrate the educational value of the living environment or energy saving practices of aneco-school. Specifically, pupils/students could monitor the interior temperature or humidity ofthe school, in order to understand the potential and systems of an eco-school, and tounderstand how much energy is being consumed by the school as a whole, and which areas are
consuming what level of energy, etc., so as to work out where efforts can be made to saveenergy. This contributes to the overall energy-saving activities of the school as a whole.

(Generation monitor)
Learning about solar or wind-powered generation(Green garden)
Greening not only contributes to shutting out of sunlight, but also
can be used as a resource in environmental education.

36

Measure 2: Visualization of energy-saving benefits- Revisions to the Act on the Rational Use of Energy and the Act on Promotion of Global
Warming Countermeasures require businesses to file periodic reports on the status of theirenergy consumption. Persons engaged in school installations are therefore also required tohave an accurate understanding of energy consumption.
- Visualization of the energy consumption and the benefits of energy-saving measures inschools allow an understanding of the state of energy consumption and testing for wasted
energy, and is helpful for the efficient operation of facilities. It can also be used inconsiderations of the development of an eco-school that reflects local attributes, and is usefulas a resource in environmental education.
- Benchmarks should be set, in order to be able to understand whether a particular school
consumes more or less energy than the average (see “Data relating to school facilities’ energy
consumption” in reference materials).

(Installation of display board showing state of utilization ofelectricity, etc.)
Useful for confirming energy consumption, and raisingawareness of energy-saving activities(Energy-saving navigator (Photograph: Energy Conservation
Center Japan))
Measures energy consumption in real time, displaying electricity
usage (kWh) and cost37

Measure 3: Increased energy use efficiency based on priorities- The creation of eco-schools from existing school facilities should be considered in the light oflocal and school attributes, based on understanding and analysis of energy consumption. In
particular, it is important to prioritize the efficiency of heating and lighting in schools in colder
areas, and of lighting in other areas (see “Data relating to school facilities’ energy
consumption” in reference materials)- It is desirable to utilize the results gained from pilot/model projects, and to consider proactive
measures such as the introduction of natural light and ventilation.
- Consideration should be given to using refurbishment methods that have a high cost benefit,
through calculating the time required for refurbishment and the complications of installation.
A database should also be created containing information about effective refurbishment
methods used for the renewal of lighting and air conditioning equipment using energy-saving
alternatives.
- When creating eco-schools, in addition to bringing eco-friendly elements to facilities andequipment, consideration should also be given to the introduction of equipment that measuresand displays energy consumption (centralized control equipment for facilities, energy-saving
navigator, etc.)
1. Benefits of replacing lighting equipment withenergy-saving alternatives
Electrical consumption (W)Source: Japan Luminaires Association study

Improvements tolighting Improvements
circuit to ballast
Improvements to
low-consumption
ballast, lamps
Developmentof Hf lamp
inverters

Improvements to
Hf lamp inverters(Year)

Source: Japan Luminaires Association Study
Power required to produce 6,000lm using 2x40w bulbs

2. Benefits of replacing air conditioning
equipment with energy-saving alternatives
Greater
efficiency

Cooling potential 4.0kW Changes to air conditioning
capacity by year
Heating Cooling

Older

Newer

Source: Energy Conservation Center Japan’s“Energy-saving potential catalog”. COP (coefficient of
performance) indicates the heating or cooling potential
per 1kW of electricity consumed. The larger the figure, themore efficient the energy use.

Table 26: Examples of benefits of introducing energy-saving equipment

38

Measure 4: Introducing renewable energy sources such as solar-powered generation- According to Table 17 (“Projections of CO2 emissions from school facilities at different
operating stages”), even if cutting edge environmental countermeasures such as solar or otherrenewable energy sources are introduced, it will be difficult to achieve Japan’s long-term goalof reducing greenhouse gases (by 60-80% before 2050, compared with current levels). As aresult, renewable energy sources such as solar light and heat, wind power and biomass must be
proactively introduced in the future.
- The introduction of renewable energy, such as solar generation, does not merely contribute to
reducing CO2 emissions. It also should be remembered that these measures can be utilized inenvironmental education, and play a role in encouraging the local community to take steps to
become more environmentally friendly.

(Installation of solar generating equipment (40kw))
Installing solar generating panels on building roofs allows
the use of generated electricity, thereby providing analternative to fossil fuels and a reduced burden on theenvironment.

(Installation of solar heating equipment)Collects solar heat energy, and uses it to heat water and air,for use in hot water supply and heating systems.

(Installation of wind powered generating equipment (0.3kw
x 3 units))
Installing wind turbines on the roof of a building allows theuse of generated electricity, thereby providing an alternative
to fossil fuels and a reduced burden on the environment.

(Use of wood biomass)
Stoves using wooden pellets help reduce CO2 emissions

Category
CO2 reduction
Environmental
education
Energy savings
Disaster preventionfunction*

Main benefit

Reference value etc.

0.555 ton reduction per 1kw
panel per year
Use panel and generation
monitor as a teaching resource
20kw panel can generate
approx. 20,000 kWh per year

20kW panel gives 11 ton
reduction per year

Can be used as emergency
backup power supply

Table 27: Benefits of solar power generation to school facilities

39

Use science, social studies,
domestic science lessons, etc.
Approx. 10% of the annual
power requirements of theaverage school*Requires use in conjunction
with storage battery, however

Thermal energy(Mcal/month)

Plan based on May criteria
No. of panels: 31
Annual dependency: 81%

Solar dependency(%)

Solar dependency
Hot water supply tokitchens

Solar energy collected

Month
Source: Collated by Mr. Komine, member of “Subgroup considering the creation of environmentally friendly
schools”, and part of this group of collaborative researchers (Aichi Prefecture, city elementary schools)
Table 28: Energy-saving benefits of installing a solar-heated hot water system to supply hot water to kitchens preparing
school meals (solar dependency of hot water supply equipment)40

3. The role of related organizations, etc.
(1) The role of the state- The collection and dissemination of examples, such as the installation of explanatory panels,
the creation of viewing spaces for environmentally-friendly equipment, and other measuresapplied to facilities that promote environmental education. Furthermore, the collection andanalysis of eco-schools’ energy consumption and benefits, and efforts being made byindividual schools that can be used as teaching materials, in order to improve benchmarks androll out their benefits.
- Introduce progressive examples of eco-school development to planners and designers ofschool facilities, as well as to related members of local governments. Implement study
programs that allow the acquisition of specialist knowledge, and to work towards the
improvement of their quality, to ensure a broad increase in knowledge that avoids regional
discrepancies in levels of awareness and understanding in regard to the environment.
- Form partnerships with related organizations and ensure that there is a consistency of thought
regarding appropriate times for replacement, and appropriate prioritization, of existing
lighting and other equipment with energy-saving alternatives, and of heating equipment incold areas, including consideration for cost benefits.
- In regard to the introduction of renewable energy equipment such as solar generation, create
partnerships with related ministries and agencies, and work towards improvements ingeneration efficiency, reduced equipment costs, and technical improvements such as weight
reductions in equipment, while rolling out the benefits of these. In addition to this, in order toreduce the economic burden to schools wishing to install such equipment, work towards
improvements in private sector financing and subsidy systems.
(2) The role expected of persons involved in construction/installation- Work towards including school facilities in the Action Plans of local governments in regard tosetting targets for and evaluation of controlling greenhouse gas emissions, through working inline with such Action Plans in each region24.
- Persons involved in construction/installation must create structures that are compliant withrevisions to the Act on the Rational Use of Energy and the Act on Promotion ofCountermeasures to Global Warming in regard to energy consumption in schools. At the sametime, they should refer to benchmarks (data relating to energy use in school facilities), in orderto have an accurate understanding of the situation.
- They should also work towards promoting a broader understanding of the issues in order to24

National Institute for Educational Policy Research’s Educational Facilities Research Center implemented a survey toclarify the state of planning in regard to public schools contained in “Action Plans” based on the Act on Promotion of
Global Warming Countermeasures. 818 (96.3%) of the 849 cities, wards, towns and villages who had defined actionplans by 1st December 2007 provided responses relating to their current state at December 2008 (table 29).

41

gain the understanding of the community regarding the upgrading of the school facilities into a
focal point for regional environmental education.
- When considering the pressing issues of earthquake proofing and repairs to wear and tear, theyshould work towards improving the potential of the building at the same time as making thesedevelopments, and recreating the school as an eco-school through the introduction ofenergy-saving equipment, and ensure that this is given significance in the overall facilities
development plan.
They should also refer to the “Report on Research into Environmental Friendly Measures, etc.,
taken in School Facilities” (February 2008) by the National Institute for Educational Policy
Research’s Educational Facilities Research Center25.
- They should focus on the need to take proactive measures to save energy and reduce CO2
emissions from school facilities, and should work towards procuring the required resourcesfrom within overall budgets, regardless of the standard budgetary frameworks of theeducational committee.
- They should also provide support for small-scale efforts made by the schools to increaseenergy efficiency, such as self-diagnostics, replacement of lighting with energy-saving
fluorescent lights, the installation of water-saving taps, etc.

25

National Institute for Educational Policy Research website (http://www.nier.go.jp/shisetsu/)

42

Survey results of 818 cities, wards, towns and villages who had defined an Action Plan as of 1st
December 2007
Proportion of respondents who include public schools
in the administrative/business scope of their Action
Plan
Respondents: 818 cities,
wards, towns, villages

Specification of targets for reduction of greenhousegas emissions by public schools as part of Action Plan
Respondents: 818 cities,
wards, towns, villages

No

No

Yes

Yes

87.0% of local governments include publicschools in the scope of their Action Plan

95.5% of local governments have specified
targets for reduction of greenhouse gas emissions
by public schools as part of Action Plan

Comparison between greenhouse gas reduction
percentage targets of local governments and publicschools

Issues/requirements relating to the promotion of
global warming countermeasures in public schools(Local governments that have specified target values for the
reduction of greenhouse gas emissions relating to public schools
within their Action Plans)
Reduction ratio targets/distribution chart (%) for
greenhouse gas reducti

No. of respondents: 57 cities, wards, towns & villages,
free response (multiple responses possible)(No. of responses: 134 cities, wards, towns and villages)
Greenhouse gas reduction ratio target (%)
for public schools

Public school reduction
ratio is higher

Information provision/technical support
Improvement in teaching staff/local
government staff awareness

Partnerships with relatedorganizations
Local government overall
reduction ratio is higher

Sustainability of activities

Shortage of staff
Other
Greenhouse gas reduction ratio target (%)
for local governments overall

40% of local governments that responded to this question –the largest proportion – responded that financial support
wasthegreatest
issue.
Both“Information
provision/technical support” and “Improvement in teaching
staff/local government staff awareness” drew a relatively
high – more than 10% - response.

99 local governments had the same reduction target
as their schools (73.9%). 22 local governments
specified a higher overall reduction target than forschools (16.4%). 13 local governments specified ahigher reduction target for public schools (9.7%)

Table 29: Status of planning related to global warming countermeasures in public schools43

(3) The role expected of the school- Schools should work towards utilizing all energy-saving activities, solar generation equipment
etc. as resources for their environmental education.
- They should also work towards normalizing the activities they are engaged in as eco-schools,
such as environmental education and energy-saving measures, within their local communities
and homes.
- As well as understanding their current position through implementing self-diagnostics inrelation to energy consumption in school facilities, in order to work towards energy efficiency,
schools should begin to implement small-scale measures that can be done immediately, suchas the changeover to energy-saving fluorescent lighting, the installation of water-saving taps,
etc.
They should refer to “Data relating to school facilities’ energy consumption” in the referencematerials, as well as “Energy-saving measures for school facilities (for teachers)” (publishedby MEXT in March 2008)26, which gives examples of energy-saving activities that can be
implemented by teachers and pupils/students.
- When engaging in energy-saving refurbishments to existing school facilities, and introducing
renewable energy such as solar generation during the creation of an eco-school, consideration
should be given in advance of the installation of such equipment to its value as a resource forenvironmental education, and schools should work towards ensuring that all construction andinstallation work is carried out in a way that is compatible with this principle.

26

MEXT website: http://www.mext.go.jp/a_menu/shisetu/green/080501-1.htm

44Research and Surveys Relating to the Formation of Guidelines for School Facility Design
Approved by Deputy Vice-Minister, 19th June 2006
Partially revised 11th July 2006
Partially revised 16th October 2006
Partially revised 1st August 2007
Partially revised 13th May 2008
1. Background
The implementation of research and surveys relating to the formation of guidelines for the
upgrading of school facilities, in order to respond to the recent changes in society.

2. Subject of research and surveys(1) The role of school facilities in the future(2) The formation of guidelines for upgrading school facilities(3) Other

3. Implementation methods
Research and surveys to be carried out regarding 2. above, with the cooperation of theacademics listed in the attached page. Assistance may be sought from other parties where
necessary.

4. Implementation period
19th June 2006 to 31st March 2009.

5. Other
Administration of this research and surveys will be carried out by the Department of Facilities
Planning and Administration, Facilities Planning Division.

45

Members of the Consultative Committee on Research and Surveys Relating to theFormation of Guidelines for School Facility Design
Fiscal 2007
Name
Junko ITO
Masaichi IWAI
Jun UENO
Tsuyoshi AMANO

Position
Principal, Shinmei Elementary School, Yokosuka City
Principal, Hachioji Special Needs School, Tokyo
Director, University Education Center, Tokyo Metropolitan University○
Director, Educational Facilities Division, Administrative Department,
Kawasaki City Board of education
Hirohisa OGAWA
Professor, Department of Child Studies, Graduate School, Seitoku
University
Mikiko OSADA
Principal, Oshino Village Elementary School
Yuji KAMIO
Professor, Social Welfare Faculty, University of Nagano
Kahoru KITAURA
Professor, Faculty of Modern Life, Tezukayama University
Masayu KONNO
Vice Chancellor, National Graduate Institute for Policy Studies
Norihiro SHIMIZU
Associate professor, Graduate School of Comprehensive Human
Sciences, Tsukuba University
Koichi SHINPO
Director, Educational Facilities Research Center, National Institute for
Educational Policy Research
Itsuko TAKAGIWA
Vice-principal, Shibuya Kyoiku Gakuen Shibuya Junior and SeniorHigh Schools
Gihei TAKAHASHI
Professor, Faculty of Human Life Design, Toyo University
Junichi TAMURA
Principal, Takeyama Special School, Kanagawa Prefecture
Director, National Museum of Art, Tokyo◎ Tetsuo TSUJIMURA
Satoru NAGASAWA
Professor, Faculty of Engineering, Toyo University
Yukio NARITA
Professor, Faculty of Education, Gifu Shotoku Gakuen University
Shinichi MASUYAFormerly Vice-chair of Nippon PTA National Association, Advisor to
Chiba Prefectural PTA Association
Kazuko MATSUMURA
Professor, Faculty of Human Studies, Bunkyo Gakuin University,
Principle, Fujimino Kindergarten, Bunkyo Gakuin University
Hidenori MIYAZAKI
Professor, Faculty of Letters, Toyo University, Vice-chair, Autism
Society
Kazuyoshi YASHIKI
Senior Researcher, Evaluation Research Division, National Institute for
Educational Policy Research
Takao YAMAGAMI
Professor, Planning Department, Planning Division, Tokyo
Metropolitan School Personnel In-Service Training Center
Shinji YAMASHIGE
Associate Professor, Graduate School of Economic Research,
Hitotsubashi University
Total 23 persons, listed in Japanese alphabetical order, without titles.
◎: Chair○: Vice chair46

Fiscal 2008
Name
Etsuko ITO
Masaichi IWAI
Jun UENO
Tsuyoshi AMANO

Position
Principal, Ichikawa City Daiichi Junior High School
Principal, Aotori Special Needs School, Tokyo
Director, University Education Center, Tokyo Metropolitan University○
Director, Educational Facilities Division, Administrative Department,
Kawasaki City Board of education
Takashi ETO
Professor, Graduate School of Education, University of Tokyo
Principle, Tokyo University Faculty of Education Junior High School
Mikiko OSADA
Principal, Yamanakako Village Elementary School
Kunio KOMATSU
Professor, Graduate School of Education, Tamagawa University
Masayu KONNO
Vice Chancellor, National Graduate Institute for Policy Studies
Koichi SHINPO
Director, Educational Facilities Research Center, National Institute for
Educational Policy Research
Itsuko TAKAGIWA
Vice-principal, Shibuya Kyoiku Gakuen Shibuya Junior and SeniorHigh Schools
Director, National Museum of Art, Tokyo◎ Tetsuo TSUJIMURA
Satoru NAGASAWA
Professor, Faculty of Engineering, Toyo University
Yoshiaki NAKANOProfessor, Institute of Industrial Science, University of Tokyo
Kazuhiko NAKAMURA
Associate professor, Faculty of Education Human Sciences, Yamanashi
University
Yukio NARITA
Professor, Faculty of Education, Gifu Shotoku Gakuen University
Masayoshi FUKUMOTO
Principal, Tokyo Metropolitan Shakujii Senior High School
Shinichi MASUTANIFormerly Vice-chair of Nippon PTA National Association, Advisor to
Chiba Prefectural PTA Association
Kazuko MATSUMURA
Professor, Faculty of Human Studies, Bunkyo Gakuin University,
Principle, Fujimino Kindergarten, Bunkyo Gakuin University
Hidenori MIYAZAKI
Professor, Faculty of Letters, Toyo University, Vice-chair, Autism
Society
Kazuyoshi YASHIKI
Senior Researcher, Evaluation Research Division, National Institute for
Educational Policy Research
Kaname YANAGISAWA
Associate professor, Graduate School of Architecture, Chiba University
Shinji YAMASHIGE
Associate professor, Graduate School of Economic Research,
Hitotsubashi University
Junichi YAMANISHI
Professor, Faculty of Human Development, University of Toyama
Total 23 persons, listed in Japanese alphabetical order, without titles.
◎: Chair○: Vice chair47

Consultative Committee on Research and Surveys Relating to the Formation of Guidelines
for School Facility Design
Subgroup considering the creation of environmentally friendly schools
Subgroup
Name
Hiroshi AIZAWA

Position
Professor, Graduate School of Engineering, Tokyo Institute of○Technology
Toshiharu IKAGA
Professor, Faculty of Science & Technology, Keio University
Ryoji IZUMI
Principal, Yokohama City Ogawa Elementary School
Toshiyuki OTSUKA
General Manager, Town Planning Section, Suginami Ward
Development Division
Mikiko OSAWA
Specially-Appointed Professor, Tokai University
Honorary Professor, Tokyo Gakugei University
Yuki KOMINE
Professor, Department of Architecture and Civil Engineering, Facultyof Engineering, Chiba Institute of Technology
Koichi SHINPO
Director, Educational Facilities Research Center, National Institute for
Educational Policy Research
Toshiaki TAKAI
General Manager, Facilities Dept., Design Head Office, Takenaka
Corporation
Satoru NAGASAWA
Professor, Faculty of Engineering, Toyo University
Tsutomu NAKAMURA
Architect, Honorary professor at Monozukuri University
Izumi WASHITANIProfessor, Graduate School of Agricultural & Life Sciences
Total 11 persons, listed in Japanese alphabetical order, without titles.
○: ChairWorking Group Fiscal 2007
Name
Shin ADACHI

Position
Lecturer, Faculty of Architecture, School of Engineering, Nippon
Institute of Technology
Toshiharu IKAGA
Professor, Faculty of Science & Technology, Keio University
Takumi GOTO
Architecture Department, Miyamoto Ltd.
Yuki KOMINE
Professor, Department of Architecture and Civil Engineering, Facultyof Engineering, Chiba Institute of Technology
Naoko SAIO
Lecturer, Graduate School of Systems and Information Engineering,
University of Tsukuba
Jun SAKAGUCHI
Associate Professor, Niigata Women’s College
Koichi SHINPO
Director, Educational Facilities Research Center, National Institute for
Educational Policy Research
Shin TANIGUCHI
Professor, School of Social Information Studies, Otsuma Women’s
University
Professor, Faculty of Engineering, Toyo University○ Satoru NAGASAWA
Total 9 persons, listed in Japanese alphabetical order, without titles.
○: ChairFiscal 2008
Name
Toshiharu IKAGA
Yuki KOMINE

Position
Professor, Faculty of Science & Technology, Keio University
Professor, Department of Architecture and Civil Engineering, Facultyof Engineering, Chiba Institute of Technology
Koichi SHINPO
Director, Educational Facilities Research Center, National Institute for
Educational Policy Research
Professor, Faculty of Engineering, Toyo University○ Satoru NAGASAWA
Total 4 persons, listed in Japanese alphabetical order, without titles.
○: Chair48