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

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

Promoting Environment-focused Renovations of School Buildings
Results of a Simulation of Environmental Measures in Model Plans (National)

Contents

1. General···························································································································· 1(1) Introduction(2) Situations Requiring the Environment-focused Renovations(3) Basic Approaches of the Model Plans(4) The Region on Which the Model Plans Focus and Types of Plans

2. Points Common to All Model Plans············································································· 4(1) Plan Overview(2) Evaluation Items of Simulations and Contents of Environment-focused Renovation(3) Main Conditions for the Simulations(4) Points to Keep in Mind in Utilizing Model Plans(5) CO2 emission factors for Simulations

3. Plan Overview and Verification Results in Each Region·········································· 6
Region I ··································································································································
6
Plan Overview
Region II ··································································································································
8
Results of Simulations(1) Reduction in CO2 Emissions
Region III ·································································································································
10(2) Improvements in the Classroom Environment
Region IV·································································································································
12(3) Reduction of Running Costs Resulting from Environment-focused Renovations
Region V ··································································································································
14(4) Initial Costs of Environment-focused Renovations
Region VI ································································································································· 16

Fundamental Study of School Facility Environments: Cooperating Parties(Japanese alphabetical order, ○: Project Leader)(Commissioners)
Osamu Koizumi○ Hiromi Komine
Jun Sakaguchi
Nobuyasu Terashima
Junta Nakano

Manager, Project Coordination Headquarters, Nihon Sekkei, Inc.
Professor, Department of Architecture and Civil Engineering, Chiba Institute of Technology
Professor, Department of International Studies and Regional Development, University of Niigata PrefectureManager, ARCOM R&D Architects Department, Chodai, Co., Ltd.
Lecturer, Department of Architecture and Building Engineering, School of Engineering, Tokai University(Observers: Department of Facilities Planning and Administration, Minister’s Secretariat, Ministry of Education, Culture, Sports, Science and Technology(MEXT))
Masayuki Mori
Director, Facilities Planning Division (until August 24, 2010)
Seiichiro Yamamoto
Deputy Director, Facilities Planning Division
Kazuyoshi Kurimoto Advisor Section Chief, Facilities Planning Division (until March 31, 2010)
Tomoyasu Shimada
Advisor Section Chief, Facilities Planning Division (from April 1, 2010)
Kazuyuki Todogawa Deputy Director, Local Facilities Aid Division
Atsuya Morii
Technical Section Chief, Local Facilities Aid Division(Cooperation with Simulations and illustrations)
Eco Energy Lab. Company
In addition, the following staff members at the National Institute for Educational Policy Research were involved in the compilation of the report.
Koichi Shinpo
Director, Educational Facilities Research Center
Takeshi Isoyama
Senior Researcher, Educational Facilities Research Center (until March 31, 2010)
Masahiro Kobayashi Senior Researcher, Educational Facilities Research Center (from July 1, 2010)
Atsushi Fujii
Specialist of Educational Facilities

1. General(1) Introduction
Hitherto, the renovation of school buildings has involved work such as earthquake resistance reinforcement work,
replacement of dilapidated equipment and aging parts of the interior and exterior, and alterations to the room layout
to adapt to new uses. By adding measures to these, such as insulating the building, shading it from sunlight andupgrading equipment to energy-conserving models, it is possible to improve the thermal environment of classrooms,
as well as to conserve energy.
Accordingly, the National Institute for Educational Policy Research carried out the Fundamental Study of School
Facility Environments (Project Leader: Hiromi Komine, Professor, Department of Architecture and Civil
Engineering, Chiba Institute of Technology), by evaluating and considering the contents, effects, and initial costs
regarding the environment-focused renovations of existing school buildings in the six regions nationwide, and thenformulated the model plans for each region.

(2) Situations Requiring the Environment-focused Renovations
Climate Change in Japan

Change in temperature (°C)

The average temperature in Japan has risen by about 1.1°C per
100 years since 1898. In particular, since 1990, high temperatures
have been recorded frequently.
Along with the rise in temperature, the number of nights with aminimum temperature no lower than 25°C and the number ofdays with a maximum temperature no lower than 35°C are
increasing, while the number of days with a minimum
temperature no higher than 0°C is decreasing.

Year

Changes in Annual Temperature in Japan
Changes in the annual temperature anomalies (from the normal 1971–2000 average) were calculated from the datain the 17 stations considered not to have been highly influenced by urbanization in terms of temperature.
(Source) Knowledge of Global Warming (August 2010, Japan Meteorological Agency)

Number of Days with a Maximum Temperature no less than 35°C
Number of days with a maximum temperature no lower than 35°C

Number of occurrences
About 1.6 times as many

Annual number of days per station

The annual number of days witha maximum temperature nolower than 35°C increased
significantly in the 1931–2009
period, and the average numberof such days in the most recent
30-year period was 1.6 times aslarge as the number in the
1931–1960 period.
The number of such days
increased in the 1980s, and hasoften been more than two per
station since the middle of the
1990s.

Year
Annual number of days with a maximum temperature no lower than 35°C
(The thin line indicates the value for each year, and the thick line indicates the 11-year
running mean value.)(Source) Climate Change Monitoring Report 2009 (Japan Meteorological Agency)

Acceleration of Urban Heat Island Phenomenon
The urban heat island phenomenon, whereby the temperature at the city center is higher than that of thesurrounding non-urban areas, occurred particularly often in large cities. In summer, the number of hours withtemperatures above 30° C has increased.
LegendAmeDAS

Unit: hours/year

Distribution of Cumulative Hours Exceeding 30° C in the Kanto Area (yearly average hours of five-year period)(Source) Material from the Ministry of the Environment

The thermal environment in classrooms has worsened, accompanied by temperature rises andthe heat island phenomenon.
Environment-focused renovations simultaneously resolve the issues of improvements in the thermal
environment in the classroom and reducing CO2 emissions
The results of a simulation of CO2 emissions using model plans demonstrate that, by implementing thethree main pillars described on the right in an integrated fashion, it is sufficiently possible to resolve theproblems of heat and cold in classrooms, while simultaneously reducing CO2 emissions.
(i) Improving the building performance through insulation and shading from sunlight(ii) Introducing high-efficiency lighting, cooling and heating equipment(iii) Enforcing appropriate running and management, such as temperature setting

(3) Basic Approaches of the Model Plans●These model plans were formulated and targeted at dilapidated school buildings built 30 to 40 years ago, based on thepremise of implementing environment-focused renovations, which add environmental measures to conventional earthquake
resistance reinforcement and qualitative improvements.

Conventionallarge-scale renovations

Earthquake resistance reinforcement
Qualitative improvements &improvements to dilapidated facilities

Environment-focused
renovations

Environmental measures●In CO2 emissions simulation, the reduction rate of CO2 emissions before and after environment-focused renovations wascalculated, and only core factors were included, not the factors that vary in actual use from school to school. Note that theresults of the calculations showed emissions that were different from the CO2 emissions for the school as a whole. CO2
emissions resulting from energy consumption at the places and times below were excluded.
Gymnasium, swimming pool, pantry, schoolyard lighting, antifreeze heater (colder regions), community open days,
overtime, holiday work, standard outlet (PCs, etc.)●The basic policy on formulating model plans is composed of the following five items.
(i) Implementing environmental measures with a strong effect of CO2 emissions reduction, based on the characteristics of CO2
emissions resulting from energy consumption at schools. For example, formulating renovation plans which contribute to the
reduction of energy for heating in colder regions and to the reduction of electricity used for lighting in others.
(ii) Formulating renovation plans which ensure appropriate standards for the thermal environment in classrooms throughout theyear.
(iii) Formulating renovation plans which consider the climate and conditions of the area where the school is located, such asmeasures to improve the winter thermal environment in colder regions, and the summer thermal environment in others.
(iv) Formulating renovation plans which contain improvements in building function, including building insulation and shadingfrom sunlight, and utilization of natural energy, such as natural wind, as well as the introduction of high-efficiency
equipment, such as lighting, heating and cooling equipment.
(v) Planning the feasible cost of renovation.

(4) The Region on Which the Model Plans Focus and Types of Plans
The model plans targeted at school facilities located in the major cities of Regions I to VI, specified in the Regional
Classification Under the Energy Conservation Standard. The names of major cities, forms of school buildings, and assumptionsof installed cooling and heating equipment are as follows.
Region I(Sapporo City)
Central corridor type school building
Both before and after renovations: only heating equipment
Region II (Morioka City)
Side corridor type school building
Both before and after renovations: only heating equipment
Region III (Fukushima City)
Side corridor type school building
Before renovation: only heating equipment
After renovations: (Plan A) only heating equipment(Plan B) cooling and heating equipment

Regional Classification Under Energy Conservation Standards

Heating Degree Days in Each Region (18°C)
Region I (at least 3,500 degree days)
Region II (3,000–3,500 degree days)
Region III (2,500–3,000 degree days)
Region IV (1,500–2,500 degree days)
Region V (500–1,500 degree days)
Region VI (fewer than 500 degree days)

Region IV (Tokyo)
Side corridor type school building
Before renovations: only heating equipment
After renovations: (Plan A) only heating equipment(Plan B) cooling and heating equipment
Region V (Kagoshima City)
Side corridor type school building
Before renovations: neither cooling nor heating equipment
After renovations: cooling and heating equipment
Region VI (Naha City)
Side corridor type school building
Both before and after renovations: only with cooling equipment*Heating degree days: The absolute value of the difference between the average indoor
temperature and the average outdoor temperature on a day when a heater is being used is referred
to as that day’s heating degree day. If the difference between the average indoor and outdoor
temperature on a particular day is 1 °C, that is 1 degree day. In general, the total of each day’s
degree days during the period when heating is used is called the heating degree days.

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

2. Points Common to All Model Plans(1) Plan Overview
Outline of the Existing School Building Model
Type
Structure & Number of Floors
Form of School Building
Total Floor Area
Existing School
Number of
Building
Classrooms
School Building
After Renovation
Equipment

Elementary School (35 years are envisaged to have passed sinceconstruction)
Reinforced concrete (RC) structure with 4 stories (3 stories in Region
I only)Side corridor type straight-formed school building (central corridor
type only in Region I)
About 5,100 m2
26 ordinary classrooms, special needs education class, specialclassrooms
12 ordinary classrooms, special needs education class, specialclassrooms, multi-purpose space (conversion of surplus classrooms)
The heating & cooling equipment was updated 20 years after thebuilding was constructed

Cross-section drawing of side corridor
type straight-formed school building

View of the Outside of the School Building After Environment-focused Renovations
Insulation

Region I

Modified asphalt sheet waterproofing

Modified asphalt sheet
waterproofing
Containing 100 mm of rigid
urethane foam

100 mm of rigid urethane foam
Existing waterproof layer
Existing insulation 50 mm of CFC-free extruded polystyrene

Existing insulation
30 mm of CFC-free extruded polystyrene

Insulation

Insulation

Resin-framed double glazing

External insulation 100 mm of expanded polystyrene foam

RegionII–VI

Heat Insulation Modified asphalt sheet waterproofing + rigid urethane foam (roof)
Regions III, IV, V and VI: 60mm
barrier
Region II: 65 mm

Modified asphalt sheet waterproofing
Rigid urethane foam
Existing waterproof layerAircirculation
Automatically opening & closing windows (stairwell): Regions III, IV, V and VI

Existinghorizontal eaves

Insulation
Region II: External insulation 60 mm of expanded polystyrene foam
Region III: External insulation 40 mm of expanded polystyrene foam
Region IV and V: Internal insulation 35 mm of spray-on rigid urethane foam

*When foamed plastic insulation is used, from the perspective of fire protection,
it is important to implement the construction by i) using insulation containing
flame retardant, ii) applying with adhesives, iii) making end treatment,
including convoluted cell foam end, using reinforcing mesh, and iv) applying
with finishing agent, etc.

IlluminationAir
circulation

Ventilation louvers (classrooms
and multi-purpose room):
Region III, IV, V and VI

HeatbarrierIntermediate eaves:
Region II, III, IV, V and VI

Insulation

Region II and III: Insulating aluminum-framed double glazing, cover method
Region IV and V: Aluminum-framed double glazing, cover method●As for the content of earthquake resistance reinforcement and qualitative improvements and measures to deal withdilapidation other than environmental measures, please refer to the Manual on Earthquake-proof Renovations Involving
Qualitative Improvements to School Facilities (December 2005, Educational Facilities Research Center, National Institute for
Educational Policy Research).

(2) Evaluation Items of Simulations and Contents of Environment-focused Renovation
The model plans evaluate and examine annual CO2 emissions at the operational phase, the thermal environment in classrooms, and initial costs
regarding the environment-focused renovations.
●Improving insulation capacity- With the aim of reducing the cooling and heating load, insulation of the roof, external walls and windows is promoted.
●Shading from sunshine- Intermediate eaves are installed in order to shade direct sunlight.
●Equalization of illumination in rooms- Intermediate eaves are installed on the windows; these can also function as light shelves.
- The partitions between classrooms and corridors have high windows, in order to provide natural light from the corridor.
●Utilizing natural wind
- Automatically opening and closing windows are installed in the corridors.
- The partitions between classrooms and corridors are partitions with high windows, which ensure ventilation from the corridor side.
- Ventilation louvers are installed in the windows.
●High efficiency of energy- Cooling and heating equipment is upgraded to high-efficiency equipment.
- Lighting in classrooms is upgraded to lighting with illumination sensors, while lighting in toilets is upgraded to lighting with sensors that detecthuman movement.
- In order to conserve water, the taps are fitted with a device to create foam water, while the toilets are equipped with devices that imitate thesound of toilets being flushed, and urinals are equipped with an automatic flush.
●Appropriate temperature in rooms- Electric fans are installed.

(3) Main Conditions for the Simulations●Calculations of CO2 emissions were limited to school buildings themselves, so CO2 emissions resulting from the use of gymnasiums, swimming
pools, and schoolyard lighting were excluded.
●CO2 emissions resulting from the running of facilities and equipment for community open days, the cooking of school meals, overtime, andholiday work were excluded.
●CO2 emissions resulting from the running of facilities and equipment such as antifreeze heaters in colder regions were excluded.
●The heater operating periods were specified as follows. Region I: October 15 to May 15, Regions II–IV: November 1 to March 31, and Region V:
December 1 to February 28. Of these periods, the winter holidays, weekends and national holidays were excluded.
●The heater operating condition was specified as the times when people are in the room in question, and when the room temperature falls below theset temperature for heating (18° C in classrooms and 23 °C in management rooms).
●The cooler operating periods were specified as follows: Regions III–V: June 1 to September 30, and Region VI: May 15 to October 15. Of these
periods, the summer holidays, weekends and national holidays were excluded.
●The cooler operating condition was specified as the times when people are in the room in question, and when the room temperature rises above theset temperature for cooling (28° C).
●Corridor lighting was not used in sections where there are windows, while lighting in the toilets was assumed to be for a total of two hours per day.

(4) Points to Keep in Mind in Utilizing Model Plans●When contemplating environment-focused renovations, it is necessary to take into consideration siting conditions and the climate in the area where
the school is located and confirm the conditions based on the actual situation of the individual school.
●In order to grasp the energy consumption and CO2 emissions of the school as a whole, it is necessary to base calculations on the actual usage
situation of facilities and the operation of facilities and equipment.
●From the perspective of combining energy conservation with securing a good thermal environment, in the case of operating coolers in classrooms,
it is important to consider the operating period and the temperature at which the coolers will be set.
●Solar photovoltaic power generation is presented as an option in these model plans. For example, if 10,000 kWh (corresponding to an annual
electricity generation capacity of 10 kW) is covered annually using solar photovoltaic power generation in Tokyo, a reduction of approximately 4.2
t in CO2 emissions annually is expected.
●When conducting in-depth deliberations on the effects of the renovations, there will be times when higher accuracy simulations under the input
conditions based on the operating conditions of each school will be required. It is necessary to consider the costs of such simulations as separate
from the design cost.

(5) CO2 emission factors for Simulations
The following CO2 emission factors were used for the calculation of the simulation.
●As for electricity, the actual emission factors (unit: kg-CO2/kWh) of each electric power supplier based on the calculating, reporting and publishingsystem of greenhouse gas emissions pursuant to the Act on Promotion of Global Warming Countermeasures (Act No. 117 of 1998) were used.
[Region I (Sapporo City)] Hokkaido Electric Power Co., Inc. 0.588[Region II (Morioka City), Region III (Fukushima City)] Tohoku Electric Power Co., Inc. 0.469[Region IV (Tokyo)] Tokyo Electric Power Co., Inc. 0.418[Region V (Kagoshima City)] Kyushu Electric Power Co., Inc. 0.374[Region VI (Naha City)] Okinawa Electric Power Co., Inc. 0.946●As for kerosene and city gas, described values in the Manual on Calculating and Reporting of Greenhouse Gas Emissions (Ministry of theEnvironment) were used.
([All regions] Kerosene: 2.49 kg-CO2/L, City gas: 2.08 kg-CO2/m3)●As for water, described values in the Immediate Measures against Global Warming (October 2005, Ministry of the Environment) were used.
([All regions] Water: 0.58 kg-CO2/m3)

3. Plan Overview and Verification Results in Each Region
Region I
Plan Overview

Total of Environment-focused Renovations
Target area

<Points of highly effective environment-focused renovations>(i) Roofs, external walls and windows are insulated.
(ii) Electric panel heaters are upgraded to FF-type gas heaters.

External walls (inside theroom)

Windows(2) Insulation
Roof

High
efficiency

Insulation

Heating zones (stairwell,foyer, etc.)
Partitioning (between
multi-purpose space andcorridors)

Roof: Modified asphalt sheet waterproofing
Containing 100 mm of rigid urethane foamLighting: Hf-type lighting equipment
Lights on the window side: Illumination
sensors(4) Shading fromsunshine(6) Temperatureadjustment(8) Illumination(10) Utilizing
natural wind

Insulation
IlluminationHighefficiency

Multi-purpose room:
Movable partitions

Classrooms: Partitions with high windows

Staffroom & special classrooms: [Heaters] FF-type gas heaters [Coolers] None
Classrooms & multi-purpose rooms: [Heaters] FF-type gas heaters [Coolers] None
Staffroom & classrooms: Total heat exchange ventilators

Water
conservation(12) Efficient useof energy &waterconservation

Hand-washing: Foam water taps
Toilets: Devices that imitate the sound of toilets being flushed
Urinals: Automatic flushes(iii) As a result of improved insulation capacity andintroduction of external insulation, room temperaturefluctuation is mitigated by utilizing the large heat capacity of
RC structures.
(iv) The promotion of high-efficiency heating equipment andthe introduction of total heat exchange ventilators are
cost-effective. Therefore, CO2 emissions of approximately
56 t can be reduced at the construction cost of approximately
20,000 yen/m2.

CO2 emission [t-CO2/year]* The coefficient of performance represents the energy ratio of theenergy output from heating equipment to the energy input(primary energy conversion). The larger this value is, the more
efficient the equipment is.

Permanently open fire doors

Ordinary classrooms andmulti-purpose space
External walls
Partitioning (between
ordinary classrooms andcorridor)
Partitioning (between
ordinary classrooms andcorridor)
Windows (ordinaryclassrooms, multi-purpose
space)
Windows (stairwells,
corridors)
Lighting (ordinaryclassrooms, multi-purpose
space)

Double-glazing with resin
sash
Modified asphalt sheet
waterproofing (with 100
mm of rigid urethane foam)
Installing doors that can be
opened and closed
Installing movablepartitions

-

-

-

-

-

-

-

-

-

-

-

-

-

-

FL-type lighting equipment(40W × 16)

Lighting (toilets, stairs)

FL-type lighting equipment(20W × 2)

Heating and coolingfacilities (management
rooms)

Heating: Electric panel
heaters

Heating and coolingfacilities (specialclassrooms)
Heating and coolingfacilities (ordinaryclassrooms, multi-purpose
space)
Sinks

Environment-focused
renovation
External insulation: 100
mm(Extruded polystyrene
foam)

Heating: Electric panel
heaters
Heating: Electric panel
heaters
Running taps
The toilets have no devices
that imitate the sound of
toilets being flushed, urinals
are the flush valve typeHf-type lighting equipment(with illumination sensors
near the windows)
FL-type lighting equipment(with motion sensors)
Heating: FF-type gas
heaters
Total heat exchange
ventilators
Heating: FF-type gas
heaters
Heating: FF-type gas
heaters
Total heat exchange
ventilators
Foam water taps
Toilets are equipped with
devices imitating the soundof toilets being flushed,urinals are equipped with anautomatic flush

96t-CO2/year(1) Reduction in CO2 Emissions● Annual CO2 Emissions(i) Through environment-focused renovations, it is possible toreduce CO2 emissions by approximately 63%.
(ii) In Region I, the share of energy use accounted for byheating in winter is extremely large, so it is effective to
upgrade to more efficient heaters (upgrade from electric
panel heaters [coefficient of performance: 0.369*] toFF-type gas heaters [coefficient of performance: 0.82*]).

Internal insulation: 30 mm(Lagging material with
CFC-free extruded
polystyrene)
Double sash (External:
aluminum sash, single panel;Internal: wooden sash, single
panel)
Internal insulation: 50 mm(Lagging material with
CFC-free extruded
polystyrene)

External walls

Toilets

Results of Simulations

Before renovations

Other
Water supply
Ventilation
Lighting
Toilets(antifreeze)

Heating

Electric panel heaters

FF-type gas heaters
Total heat exchange ventilators

Before renovation

Environment-focused
renovations

Annual CO2 Emissions (Region I)

(i) CO2 emissions resulting from heater use can be
reduced by approximately 78%, from 73 to 16 t.
(ii) Heaters are scheduled to be upgraded from electric
panel heaters to FF-type gas heaters.
(iii) It is planned to promote the insulation of external
walls, windows and roofs to reduce heating load. It isalso planned to power a part of heating with energy
from the solar radiation falling in classrooms.
(iv) Through replacement with total heat exchange
ventilators, CO2 emissions from heaters andventilation are reduced, resulting in a substantial
contribution to the reduction effect on the heating(2) Improvements in the Classroom Environment(i) (In winter) Owing to enhanced insulation, the surface
temperature of inside walls increases, so the sensory
temperature is about 2–3°C higher than in the case of
conventional renovations, even if the heater is set atthe same temperature.
(ii) (In winter) The amount of heat lost overnight can be
reduced by enhancing insulation. In addition, heatstored during the day in structures with large heat
capacity is expected to be released in classrooms
during the night due to external insulation. Therefore,
the reduction in room temperature overnight after theheater is switched off can be mitigated.
(iii) (In winter) By keeping the room temperature atnight above 8°C, the thermal environment in theclassroom just after the students arrive at school canbe improved, and the load when the heater starts up
the next morning can be reduced.

CO2 Emissions [t-CO2/year]
BeforeRenovation

Heating:
Electric panel
heaters

Environment-focused Renovation
Heating: FF-type gas
heaters + Total heatexchange ventilation

Heating

Contributing ratioof reduction effect(%)−

Antifreeze (Toilets)−

Lighting−

Ventilation−

Water Supply
Other

−

Total

*Figures in parentheses represent the percentage share of the reduction in CO2emissions compared with the situation before renovations.
Before renovations: temperature
Before renovations: MRT
Environment-focused
renovations: Temperature
Environment-focused
renovations: MRT

Reduction in the room
temperature after the heateris switched off is moderate.

Temperature/MRT (°C)

● Annual CO2 Emissions Resulting from Heater Use

Due to the higher room temperaturein the morning, the environment
when the students arrive at school isimproved and the load when theheater starts up is reduced.

The room temperature when the heater isrunning is 18°C in both rooms, but the MRT(surface temperature of walls) is 3–5°C
higher, meaning that the sensory temperatureis around 2–3°C higher.

Outdoor Air
Temperature

0:00

6:00

Lesson Time (Number of people: 36)

12:00

18:00

0:00

6:00

12:00

18:00

February 20–21

Changes Over Time in the Winter Temperature and MRT (Region I)*MRT expresses the surface temperature of the walls in rooms.

Estimates of Energy Costs Before and After Renovations (Per Year)(3) Reduction of Running Costs Resulting from
Environment-focused Renovations(i) Through environment-focused renovations, it ispossible to reduce energy costs by approximately
37%.
(ii) Heating costs account for approximately 70% of theenergy costs before renovations. The majority of the
reduction amounts are accounted for by heating costs.
(iii) The table on the right shows the results of theestimate under certain assumptions in order to provide
a rough guide. It is necessary to calculate the actualenergy costs based on the contract contents and charge
systems of each school.

Before Renovations

Environment-focused
Renovations

Electric panel heaters

FF-type gas heaters

Gas (Heating in classrooms)

Heating electricity
Heating electricity(basic charge)

Ordinary electricity (heating)
Ordinary electricity(lighting, etc.)
Ordinary electricity(basic charge)

Total

−

Comparison (%)(4) Initial Costs of Environment-focused Renovations(i) The construction cost of environment-focused
renovations is approximately 123,000 yen/m2.
(ii) Of the construction costs of environment-focused
renovations, the costs of upgrading heaters, lighting
equipment and hygiene equipment account for justbelow 20%.
(iii) Of the construction costs of environment-focused
renovations, the cost of enhancing insulation accounts
for slightly over 80%.

Estimated Construction Costs per Unit of Total Floor Area (yen/m2)
Environment-focused
Renovations

Type of Work

Main Content

Construction
work

Demolition work, renovation work
(installing the interior and exterior of
the building and the joinery),earthquake resistance reinforcement

Mechanicalequipment work

Hygiene equipment work (replacing toilets,etc.), water supply & drainage work, heating& cooling equipment work, ventilationequipment work

Electricalequipment work

Lighting equipment work, power
supply work

Total

FF-type gas heaters + Total
heat exchange ventilators

Region II
Plan Overview

Total of Environment-focused Renovations<Points of highly effective environment-focused renovations>(i) Roofs, external walls and windows are insulated.
(ii) Lighting equipment is made more efficient. (Cost-effective)

Target area

Before renovations

External walls (outside theroom)

Aluminum sash, float plate
glass

Windows

Heat Insulation
barrier(1) Insulation
Roof

Roof: Modified asphalt sheet waterproofing
Containing 65 mm of rigid urethane foamHighefficiency
Lighting: Hf-type lighting equipment
Lights on the window side:
Illumination sensors(2) Shading fromsunshine(3) Temperatureadjustment

Illumination
Windows:
Intermediateeaves(4) Illumination(5) Utilizing
natural wind

Insulation

Temperatureadjustment

Classrooms & multi-purpose room: Electric fans

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

Insulation Air
circulation

Multi-purpose room:
Movable partitions
Stairwell: Sliding door

Illumination

Classrooms: Partitions with high windows

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

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

Heating zones (stairwell,foyer, etc.)
Partitioning (between
multi-purpose space andcorridors)(6) Efficient useof energy &waterconservation

Permanently open fire doors

Installing movablepartitions

Existing horizontal eaves(W500)

External walls
Ordinary classrooms andmulti-purpose space-

Windows-

Partitioning (between
ordinary classrooms andcorridor)
Partitioning (between
ordinary classrooms andcorridor)
Windows (ordinaryclassrooms, multi-purpose
space)
Windows (stairwells,
corridors)
Lighting (ordinaryclassrooms, multi-purpose
space)

Steel partitions (with highwindows, H: 1700mm)-

Steel partitions (with highwindows, H: 1700 mm)--

FL-type lighting equipment(40W × 16)
FL-type lighting equipment(20W × 2)

Heating and coolingfacilities (management
rooms, special classrooms)

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

Toilets

Installing eaves midway
across the windows (W600)
Electric fans (4 in eachroom)
Installing eaves midway
across the windows (W600)-

Lighting (toilets, stairs)

Heating and coolingfacilities (ordinaryclassrooms, multi-purpose
space)
Sinks

Environment-focused
renovation
External insulation: 60 mm(Extruded polystyrene
foam)
All windows converted to
double glazing withaluminum sashes (covermethod, insulating frames)
Modified asphalt sheet
waterproofing (with 65 mm
of rigid urethane foam)
Installing doors that can be
opened and closed

Hf-type lighting equipment(with illumination sensors
near the windows)
FL-type lighting equipment(with motion sensors)
Heating: FF-type oil heaters
Cooling: HP air conditioner(1998 high-efficiency
model)

Heating: FF-type oil heaters
Cooling: None

Heating: FF-type oil heaters
Cooling: None

Running taps

Foam water taps

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

Toilets are equipped with
devices imitating the soundof toilets being flushed,urinals are equipped with anautomatic flush

Results of Simulations(1) Reduction in CO2 Emissions● Annual CO2 Emissions
CO2 emission [t-CO2/year](i) In the event that environment-focused renovations arecarried out, CO2 emissions can be reduced by approximately
25%.
(ii) In Region II, the share of energy use accounted for byheating in winter is great, so it is effective to takemeasurements of increase in insulation performance.
(iii) As a result of the introduction of external insulation, room
temperature fluctuation is mitigated by utilizing the large
heat capacity of RC structures.
(iv) The introduction of high-efficiency lighting equipment andillumination sensors is cost-effective. Therefore, CO2
emissions can be reduced by approximately 3 t at theconstruction cost of approximately 4,000 yen/m2.

51t-CO2/year
Other
Water supply

Ventilation

Lighting
CoolingHeating

FF-type oil heaters
Air circulation
Before renovation

FF-type oil heaters
Air circulation
Environment-focused
renovations

Annual CO2 Emissions (Region II)

● Annual CO2 Emissions Resulting from Heater Use(i) CO2 emissions resulting from heater use can be reduced byapproximately 26%, from 33 to 24 t.
(ii) It is planned to promote the insulation of windows, external
walls and roofs to reduce heating load. It is also planned to
power a part of heating by using energy from the solar
radiation falling in classrooms.

CO2 Emissions [t-CO2/year]
BeforeRenovation

Environment-focused Renovation

Insulation:
None

External insulation:
FF-type oil heaters +air circulation

Contributing
ratio of reduction
effect (%)−

Heating
Cooling● Annual CO2 Emissions Resulting from Lighting(i) CO2 emissions resulting from lighting can be reduced byapproximately 23%, from 13 to 10 t.
(ii) By upgrading lighting equipment to high-efficiency models
and introducing illumination sensors and motion sensors,
energy conservation will be promoted.

Electric Fans−

Lighting
Ventilation−

Water Supply

−

Other

−

Total

(i) (In winter) Owing to enhanced insulation, the surface
temperature of the inside walls increases, so the sensory
temperature is about 1–2°C higher than in the case of
conventional renovations, even if the heater is set at the same
temperature.
(ii) (In winter) The amount of heat lost overnight can be
reduced by enhancing insulation. In addition, heat stored
during the day in structures with large heat capacity is
expected to be released in classrooms during the night due toexternal insulation. Therefore, the reduction in the room
temperature overnight after the heater is switched off can be
mitigated.
(iii) (In winter) By keeping the room temperature at night
above 6°C, the thermal environment in the classroom justafter the students arrive at school can be improved, and theload when the heater starts up the next morning can be
reduced.

(3) Reduction of Running Costs Resulting from
Environment-focused Renovations(i) Through environment-focused renovations, it is possible toreduce energy costs by approximately 19%.
(ii) Heating costs account for approximately 50% of the energy
costs before renovations. The majority of the reduction
amounts are accounted for by heating costs.
(iii) The table on the right shows the results of the estimate
under certain assumptions in order to provide a rough guide.
It is necessary to calculate the actual energy costs based on
the contract contents and charging systems of each school.

(4) Initial Costs of Environment-focused Renovations(i) The construction cost of environment-focused renovations isapproximately 136,000 yen/m2, and the increase in the unit
cost attributable to adopting environmental measures isapproximately 49,000 yen/m2.
(ii) Of the construction costs of environment-focused
renovations, the costs of upgrading heaters, lighting
equipment and hygiene equipment account for just below
20%.
(iii) Of the construction costs of environment-focused
renovations, the cost of enhancing insulation account forslightly over 80%.
(iv) The increase in the unit cost of construction work is
relatively high compared to that in warmer regions, due tothe promotion of external insulation and installing insulatingaluminum sashes.

Temperature/MRT (°C)(2) Improvements in the Classroom Environment*Figures in parentheses represent the percentage share of the reduction in CO2emissions compared with the situation before renovations.
The room temperature when the heater isrunning is 18°C in both rooms, but the
MRT (surface temperature of walls) is
2–4°C higher, meaning that the sensory
temperature is around 1–2°C higher.

Due to the higher room
temperature in the morning,
the environment when thestudents arrive at school isimproved and the load when
the heater starts up is reduced.

Outdoor Air
Temperature

0:00

6:00

Before renovations: temperature
Before renovations: MRT
Environment-focused renovations:Temperature
Environment-focused renovations: MRT
The reduction in theroom temperature after
the heater is switched
off is moderate.

The temperature at night isimproved from 0°C toabove 6°C.

Lesson Time
(Number of people: 36)

12:00

18:00

0:00

6:00

12:00

18:00

January 30–31

Changes Over Time in the Winter Temperature and MRT (Region II)*MRT expresses the surface temperature of the walls in rooms.

Estimates of Energy Costs Before and After Renovations (Per Year)
Before Renovations
Insulation: none

Environment-focused
Renovations
External insulation:
FF-type oil heaters + air
circulation

Oil (heating in classrooms)
Ordinary electricity (cooling)
Ordinary electricity (lighting,etc.)
Ordinary electricity (basic
charge)Total−

Comparison (%)
Estimated Construction Costs per Unit of Total Floor Area (yen/m2)
Type of Work

Main Content

Construction
work

Demolition work, renovation work
(installing the interior and exteriorof the building and the joinery),earthquake resistance reinforcement

Mechanicalequipment work

Hygiene equipment work (replacing
toilets, etc.), water supply & drainage
work, heating & cooling equipment work,
ventilation equipment work

Electricalequipment work

Lighting equipment work, power
supply work

Total

Conventional
Environment-focused
Renovations
Renovations
Earthquake resistanceFF-type gas heaters
reinforcement ++ Total heat
improvements todilapidated facilities exchange ventilators

Region III*Plan B is the plan in which coolers are installed in ordinary classrooms.

Plan Overview

Total of Environment-focused Renovations<Points of highly effective environment-focused renovations>(i) Roofs, external walls and windows are insulated.
(ii) Lighting equipment is made more efficient. (Cost-effective)(iii) Cooling and heating equipment is replaced byhigh-efficiency air conditioners. (Plan B)

Target area

Before renovations

External walls (inside theroom)

Aluminum sash, float plate
glass

Windows(1) Insulation
Roof

Heat Insulation
barrierAir

Roof: Modified asphalt sheet waterproofing circulation
Containing 60 mm of rigid urethane foam Stairwell:

Automatically opening& closing windowsHighefficiency
Lighting: Hf-type lighting equipment
Lights on the window side:

Heat Illumination sensors
barrier
Illumination(2) Shading fromsunshine(3) Temperatureadjustment(4) Illumination(5) Utilizing
natural windAir
circulation

Insulation

Temperature
Air Insulation
adjustment circulation

Classrooms & multi-purpose room: Electric fans

Walls: External insulation 40 mm of expanded polystyrene foam
Windows: Insulating aluminum-framed double glazing (cover method) IlluminationHighefficiency

Permanently open fire doors

Multi-purpose room:
Movable partitions
Stairwell: Sliding door

Installing movablepartitions

Existing horizontal eaves(W500)

Windows
Ordinary classrooms andmulti-purpose space-

Windows-

Partitioning (between
ordinary classrooms andcorridor)
Partitioning (between
ordinary classrooms andcorridor)
Windows (ordinaryclassrooms, multi-purpose
space)
Windows (stairwells,
corridors)
Lighting (ordinaryclassrooms, multi-purpose
space)

Windows:
Intermediate
eavesClassrooms &multi-purpose room:
Ventilation louvers-

Heating zones (stairwell,foyer, etc.)
Partitioning (between
multi-purpose space andcorridors)

Plan A (without coolers in classrooms)
Staffroom & special classrooms: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters] FF-type oil heaters [Coolers] None
Plan B (with coolers in classrooms)
Staffroom & special classrooms: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)

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

Installing eaves midway
across the windows (W600)
Electric fans (4 in eachroom)
Installing eaves midway
across the windows (W600)-

Steel partitions (with highwindows, H: 1700 mm)-

Steel partitions (with highwindows, H: 1700 mm)-

Ventilation louvers

FL-type lighting equipment(40W × 16)

Lighting (toilets, stairs)

FL-type lighting equipment(20W × 2)

Heating and coolingfacilities (management
rooms, special classrooms)

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

Heating and coolingfacilities (ordinaryclassrooms, multi-purpose
space)

Heating: FF-type oil heaters
Cooling: None

Classrooms: Partitions with high windows(6) Efficient useof energy &waterconservation

Environment-focused
renovation
External insulation: 40 mm(Extruded polystyrene
foam)
All windows converted to
double glazing withaluminum sashes (covermethod, insulating frames)
Modified asphalt sheet
waterproofing (with 60 mm
of rigid urethane foam)
Installing doors that can be
opened and closed

SinksRunning taps

Toilets

The toilets have no devices
that imitate the sound of
toilets being flushed, urinals
are the flush valve typeInstalling automatically
opening & closing windows
Hf-type lighting equipment(with illumination sensors
near the windows)
FL-type lighting equipment(with motion sensors)
Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency
model)<Plan A>
Heating: FF-type oil heaters
Cooling: None
<Plan B>
Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency
model)
Foam water taps
Toilets are equipped with
devices imitating the soundof toilets being flushed,urinals are equipped with anautomatic flush

Results of Simulations(1) Reduction in CO2 Emissions● Annual CO2 Emissions
42t-CO2/year
CO2 emission [t-CO2/year](i) In the event that environment-focused renovations arecarried out, CO2 emissions can be reduced byapproximately 36% under Plan A and approximately 44%
under Plan B.
(ii) In Region III, in addition to the share of energy use
accounted for by heating in winter being great, there are
hot days in summer, so it is effective to implement
renovations focused on increased insulation performanceand more effective cooling and heating equipment. Thiscan improve the thermal environment in classrooms in
winter and summer, and reduce CO2 emissions.
(iii) In the case of Plan B, by installing more efficient air
conditioners than FF-type oil heaters, the thermal
environment in classrooms in summer is improved andCO2 emissions in winter is largely reduced compared toPlan A.
(iv) The introduction of high-efficiency lighting equipment
and illumination sensors is cost-effective. Therefore, CO2
emissions can be reduced by approximately 3 t at theconstruction cost of approximately 5,000 yen/m2.

Other
Water supply
Ventilation
Lighting
CoolingHeating

FF-type oil heaters
Air circulation
Before renovation

Electricfans

FF-type oil heaters
HP air conditioners
Air circulation
Cooling and heating
Plan A
Plan B
Environment-focused renovations

Annual CO2 Emissions (Region III)

● Annual CO2 Emissions Resulting from Heater Use(i) CO2 emissions resulting from heater use can be reduced byapproximately 47%, from 24 to 13 t under Plan A, and by
approximately 63%, from 24 to 9 t under Plan B.
(ii) It is planned to promote the insulation of windows, external
walls and roofs.
(iii) In the case of Plan B, by using high-efficiency air
conditioners for cooling and heating, CO2 emissions can be
reduced further than under Plan A.
* Although CO2 emissions due to cooling are increased, those due toheating are largely reduced, and therefore, those from cooling andheating overall are reduced.

CO2 Emissions [t-CO2/year]
BeforeRenovation

Environment-focused Renovation

Plan A
Plan B
FF-type oilheaters +Contributing
Contributing Cooling andHeating:
airratio ofratio ofheating inFF-type oil
reduction classrooms: air
reduction
circulation heaters + air
effect (%)
effect (%)
conditioner
circulation

Heating−

Cooling−−

Electric Fans−

Lighting● Annual CO2 Emissions Resulting from Lighting

Ventilation(i) CO2 emissions resulting from lighting can be reduced byapproximately 23%, from 13 to 10 t under both Plan A and B.
(ii) By upgrading lighting equipment to high-efficiency models
and introducing illumination sensors and motion sensors,
energy conservation will be promoted.

Water Supply(3) Reduction of Running Costs Resulting from
Environment-focused Renovations(i) Through environment-focused renovations, it is possible toreduce energy costs by approximately 28% under Plan A andby approximately 25% under Plan B.
(ii) Heating costs account for approximately 40% of the energy
costs before renovations. The majority of the reduction
amounts are accounted for by heating costs.
(iii) The table on the right shows the results of the estimate undercertain assumptions in order to provide a rough guide. It isnecessary to calculate the actual energy costs based on thecontract contents and charge systems of each school.

−

−

−
−

Other
−

Total

−

*Figures in parentheses represent the percentage share of the reduction in CO2 emissions
compared with the situation before renovations.

(2) Improvements in the Classroom Environment
The temperature
at night isimproved from
3°C to above 7°C.

Lesson Time
(Number of people: 36)

6:00

12:00

18:00

0:00
6:00
January 30–31(i) The construction cost of environment-focused renovations isapproximately 134,000 yen/m2 under Plan A andapproximately 136,000 yen/m2 under Plan B, and the increasein unit cost attributable to adopting environmental measures isapproximately 47,000–49,000 yen/m2.
(ii) Of the construction costs of environment-focused renovations,costs of upgrading coolers, heaters, lighting equipment andhygiene equipment account for approximately 20%.
(iii) Of the construction costs of environment-focused
renovations, the cost of enhancing insulation accounts forapproximately 80%.
(iv) The increase in the unit cost of construction work is
relatively high compared to that in warmer regions, due topromoting external insulation and installing insulatingaluminum sashes.

12:00

18:00

Changes Over Time in the Winter Temperature and MRT (Region III)
*MRT expresses the surface temperature of the walls in rooms.

Estimates of Energy Costs Before and After Renovations (Per Year)
Before Renovations
FF-type oilheaters + air
circulation

Environment-focused Renovations
Plan B
Plan A
Using airFF-type oil
conditioners inheaters + airclassrooms
circulation

Oil (heating in classrooms)
Ordinary electricity (heating)
Ordinary electricity (cooling)
Ordinary electricity (lighting,etc.)
Ordinary electricity (basic
charge)Total
Comparison (%)(4) Initial Costs of Environment-focused Renovations

The reduction in theroom temperature after
the heater is switched
off is moderate.

Due to the higher room temperature in
the morning, the environment when
the students arrive at school isimproved and the load when the heater
starts up is reduced.

Outdoor Air
Temperature

0:00

Before renovations: temperature
Before renovations: MRT
Environment-focused renovations:Temperature
Environment-focused renovations: MRT

The room temperature when the heater isrunning is 18°C in both rooms, but the
MRT (surface temperature of walls) is
2–4°C higher, meaning that the sensory
temperature is around 1–2°C higher.

Temperature/MRT (°C)(i) (In winter) Owing to enhanced insulation, the surface
temperature of the inside walls increases, so the sensory
temperature is about 1–2°C higher than in the case of
conventional renovations, even if the heater is set at the same
temperature.
(ii) (In winter) The amount of heat lost overnight can be reduced
by enhancing insulation. In addition, heat stored during the day
in structures with large heat capacity is expected to be released
in classrooms during the night due to external insulation.
Therefore, the reduction in the room temperature overnight
after the heater is switched off can be mitigated.
(iii) (In winter) By keeping the room temperature at night above
7°C, the thermal environment in classrooms just after the
students arrive at school can be improved, and the load when
the heater starts up the next morning can be reduced.

−

−

−
2

Estimated Construction Costs per Unit of Total Floor Area (yen/m )Conventional
Renovations

Type of Work

Main Content

Construction
work

Demolition work, renovation work
(installing the interior and exterior of
the building and the joinery),earthquake resistance reinforcement

Earthquake
resistancereinforcement +improvements todilapidated facilities

Environment-focused
Renovations
Plan A
Heating:
FF-type oilheaters + air
circulation

Plan B
Using airconditioners
inclassrooms

Hygiene equipment work (replacing

Mechanicaltoilets, etc.), water supply & drainage
equipment work work, heating & cooling equipment
work, ventilation equipment work

Lighting equipment work, power
Electricalequipment work supply work

Total
*Even in the environment-focused renovations under Plan A, high-efficiency air conditioners are
installed for cooling and heating in management rooms and special classrooms.

Region IV*Plan B is the plan in which coolers are installed in ordinary classrooms.

Plan Overview

Total of Environment-focused Renovations<Points of Highly Effective Environment-Focused Renovation>(i) Insulation of roofs, external walls and windows(ii) Efficient use of energy for lighting equipment (highly
cost-effective)(iii) Converting heating & cooling facilities to high-efficiency air
conditioners (Plan B)(1) Insulation

Air
Roof: Modified asphalt sheet waterproofing circulationHighefficiency

Stairwell:
Automatically opening(2) Shading from& closing windows

sunshine(3) Temperatureadjustment

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

Heat Illumination sensors
barrier
Illumination(4) Illumination

Windows:
Intermediateeaves(5) Utilizing
natural windAir
circulation

Classrooms & multi-purpose room:
Ventilation louvers

Temperature
Air Insulation
adjustment circulation

Classrooms & multi-purpose room:
Insulation
Electric fans
Walls: Internal insulation 35 mm of spray-on rigid urethane foam
Illumination
Windows: Aluminum-framed double glazing (cover method)Highefficiency

Multi-purpose room:
Movable partitions
Stairwell: Sliding door

Classrooms: Partitions with high windows

Plan A (without coolers in classrooms)
Staffroom & special classrooms: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters] FF-type oil heaters [Coolers] None
Plan B (with coolers in classrooms)
Staffroom & special classrooms: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)

Before renovations
Aluminum sash, float plate
glass

Windows

Heat Insulation
barrierContaining 60 mm of rigid urethane foamTarget area
External walls (inside theroom)(6) Efficient useof energy &waterconservation

Water
conservation

Roof

-

Heating zones (stairwell,foyer, etc.)
Partitioning (between
multi-purpose space andcorridors)

Permanently open fire doors

Installing movablepartitions

Existing horizontal eaves(W500)

External walls
Ordinary classrooms andmulti-purpose space-

Windows-

Partitioning (between
ordinary classrooms andcorridor)
Partitioning (between
ordinary classrooms andcorridor)
Windows (ordinaryclassrooms, multi-purpose
space)
Windows (stairwells,
corridors)
Lighting (ordinaryclassrooms, multi-purpose
space)

Installing eaves midway
across the windows (W600)
Electric fans (4 in eachroom)
Installing eaves midway
across the windows (W600)-

Steel partitions (with highwindows, H: 1700 mm)-

Steel partitions (with highwindows, H: 1700 mm)-

Ventilation louvers

FL-type lighting equipment(40W × 16)

Lighting (toilets, stairs)

FL-type lighting equipment(20W × 2)

Heating and coolingfacilities (management
rooms, special classrooms)

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

Heating and coolingfacilities (ordinaryclassrooms, multi-purpose
space)

Heating: FF-type oil heaters
Cooling: None

Sinks

Running taps

Toilets

The toilets have no devices
that imitate the sound of
toilets being flushed, urinals
are the flush valve typeHand-washing: Foam water taps
Toilets: Devices that imitate the sound of toilets being flushed
Urinals: Automatic flushes

Environment-focused
renovation
Internal insulation: 35 mm(rigid urethane foam)
All windows converted to
double glazing withaluminum sashes (covermethod)Modified asphalt sheet
waterproofing (with 60 mm
of rigid urethane foam)
Installing doors that can be
opened and closed

Installing automatically
opening & closing windows
Hf-type lighting equipment(with illumination sensors
near the windows)
FL-type lighting equipment(with motion sensors)
Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency
model)<Plan A>
Heating: FF-type oil heaters
Cooling: None
<Plan B>
Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency
model)
Foam water taps
Toilets are equipped with
devices imitating the soundof toilets being flushed,urinals are equipped with anautomatic flush

Results of Simulations(i) In the event that environment-focused renovations arecarried out, CO2 emissions can be reduced byapproximately 32% under Plan A, and 33% under Plan B(ii) In Region IV, it is required to conduct measures to deal
with summer heat and reduce the energy used for heating
in winter simultaneously, so renovation focused onincreasing insulation capacity, and upgrading cooling andheating facilities to high-efficiency models will beeffective.
(iii) Under Plan B, with the introduction of high-efficiency
cooling and heating equipment, it will become possible
to reduce energy use from heating, and reduce overall
CO2 emissions, even when taking the increase throughcooling into consideration.
(iv) The introduction of high-efficiency lighting equipment
and illumination sensors is cost-effective. Therefore, CO2
emissions can be reduced by approximately 3 t at theconstruction cost of approximately 5,000 yen/m2

27t-CO2/year
CO2 emission [t-CO2/year](1) Reduction in CO2 Emissions● Annual CO2 Emissions

Other

Water supply
Ventilation
Lighting
Cooling
Electric
fans

Heating

FF-type oil heaters
Air circulation
Before renovation

FF-type oil heaters HP air conditioners
Air circulation
Cooling and heating
Plan A
Plan B
Environment-focused renovations

Annual CO2 Emissions (Region IV)

● Annual CO2 Emissions Resulting from Heater Use(i) CO2 emissions resulting from heater use can be reduced byapproximately 47%, from 24 to 13 t under Plan A, and by
approximately 63%, from 24 to 9 t under Plan B.
(ii) Insulation in windows, external walls and roofs will be
reinforced(iii) In the case of Plan B, by using high-efficiency air conditioners
for cooling and heating, CO2 emissions can be reduced further
than under Plan A.
* Although CO2 emissions due to cooling are increased, those due toheating are largely reduced, and therefore, those from cooling andheating overall are reduced.

CO2 Emissions [t-CO2/year]
BeforeRenovation

Environment-focused Renovation

Plan A
FF-type oilheaters + Heating: FF-type Contributing
air
ratio ofoil heaters + air
reduction
circulation
circulation
effect (%)

Heating
Cooling−−

Electric Fans

(2) Improvements in the Classroom Environment(i) (In summer) Under Plan A, there are days when the room
temperature in the classroom exceeds 30°C, even if the rooms areshaded from sunlight and air circulation is encouraged. Therefore,
measures are taken to reduce sensory temperature by using fans.
(ii) (In winter) Owing to enhanced insulation, the surface
temperature of the inside walls increases, so the sensory
temperature is about 1–2°C higher than in the case of conventionalrenovations, even if the heater is set at the same temperature.
(iii) (In winter) The amount of heat lost overnight can be reduced byenhancing insulation. Therefore, the reduction in the room
temperature overnight after the heater is switched off can be
mitigated.
(iv) (In winter) By keeping the room temperature at night above
10°C, the thermal environment in classrooms just after the
students arrive at school can be improved, and the load when theheater starts up the next morning can be reduced.

(3) Reduction of Running Costs
Environment-focused Renovations

Through(i) Through environment-focused renovations, it is possible to reduceenergy costs by approximately 20% under Plan A, and 19% under
Plan B.
(ii) Even when cooling is introduced into Plan B, the energy cost for
heating will be decreased significantly, so a decrease in overall
energy cost can be achieved.
(iii) The table on the right shows the results of the estimate undercertain assumptions in order to provide a rough guide. It isnecessary to calculate the actual energy costs based on the contract
contents and charge systems of each school.

(4) Initial Costs of Environment-focused Renovations(i) The construction cost of environment-focused renovations isapproximately 120,000 yen/m2 under Plan A, and approximately¥123,000/m2 under Plan B, and the increase in unit cost
attributable to adopting environmental measures is around¥33,000–36,000 yen/m2.
(ii) The difference in the unit cost between the two plans forenvironment-focused renovations is only around 3,000 yen/m2.
Plan B is the preferred choice, considering that a significant
improvement can be expected in the classroom thermal
environment.
(iii) Of the construction costs of environment-focused renovations,the costs of upgrading the heating & cooling equipment, lighting
equipment and hygiene equipment account for approximately
20%.
(iv) Of the construction costs of environment-focused renovations,the cost of enhancing insulation account for approximately 80%.

−

−

−

−

−

−

Ventilation
Water Supply
Other
Total

*Figures in parentheses represent the percentage share of the reduction in CO2 emissions
compared with the situation before renovations.

Before renovations: temperature
Before renovations: MRT
Environment-focused renovations:Temperature
Environment-focused renovations: MRT

The room temperature is above
30°C even if intermediate eaves
are installed and air circulation is
improved.

Temperature/MRT (°C)(i) Under both plans, annual CO2 emissions are reduced byapproximately 23%, from 11 to 9 t.
(ii) By upgrading lighting equipment to high-efficiency models andintroducing illumination sensors and motion sensors, energy
conservation will be promoted.

Contributing
ratio ofreductioneffect (%)−−

Lighting● Annual CO2 Emissions Resulting From Lighting

Plan B
Cooling andheating inclassrooms: air
conditioner

Outdoor Air
Temperature

0:00

Lesson Time
(Number of people: 36)

6:00

12:00

18:00
0:00
July 17–18

6:00

12:00

18:00

Changes Over Time in the Summer Temperature and MRT (Region IV, Plan A)*MRT expresses the surface temperature of the walls in rooms.

Estimates of Energy Costs Before and After Renovations (Per Year)
Before Renovations
FF-type oilheaters + air
circulation

Environment-focused Renovations
Plan A
Plan B
FF-type oil
Using airheaters + air
conditioners incirculation
classrooms

Oil (heating in classrooms)
Ordinary electricity (heating)
Ordinary electricity (cooling)
Ordinary electricity (lighting,etc.)
Ordinary electricity (basic
charge)Total−

Comparison (%)−

Estimated Construction Costs per Unit of Total Floor Area (yen/m2)
Conventional
Renovations

Type of Work

Main Content

Construction
work

Demolition work, renovation work
(installing the interior and exterior of
the building and the joinery),earthquake resistance reinforcement

Earthquake
resistancereinforcement +improvements todilapidated facilities

Environment-focused
Renovations
Plan A
Heating:
FF-type oilheaters + air
circulation

Plan B
Using airconditioners
inclassrooms

Hygiene equipment work (replacing

Mechanicaltoilets, etc.), water supply & drainage
equipment work work, heating & cooling equipment
work, ventilation equipment work

Electrical
Lighting equipment work, power
equipment work supply work

Total
*Even in the environment-focused renovations under Plan A, high-efficiency air conditioners are
installed for cooling and heating in management rooms and special classrooms.

Region V
Plan Overview<Points of highly effective environment-focused renovations>(i) Roofs, external walls and windows are insulated.
(ii) Lighting equipment is made more efficient. (Cost-effective)

Target area

Before renovations

External walls (inside theroom)

Aluminum sash, float plate
glass

Windows(1) Insulation

Heat Insulation
barrierAir
Roof: Modified asphalt sheet waterproofing circulationHighefficiency

Containing 60 mm of rigid urethane foam(2) Shading fromsunshine(3) Temperatureadjustment

Heatbarrier
Illumination(5) Utilizing
natural windAir
circulation

Temperature
Air Insulation
adjustment circulation

Classrooms & multi-purpose room:
Insulation
Electric fans
Walls: Internal insulation 35 mm of spray-on rigid urethane foam
Illumination
Windows: Aluminum-framed double glazing (cover method)Highefficiency

Windows
Ordinary classrooms andmulti-purpose space

Permanently open fire doors

Multi-purpose room:
Movable partitions
Stairwell: Sliding door

Classrooms: Partitions with high windows

Staffroom & special classrooms: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)

Water
conservation(6) Efficient useof energy &waterconservation

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

Installing movablepartitions

Existing horizontal eaves(W500)
Electric fans (4 in eachroom)

Windows(4) Illumination

Windows:
Intermediate
eavesClassrooms & multi-purpose room:
Ventilation louvers-

Heating zones (stairwell,foyer, etc.)
Partitioning (between
multi-purpose space andcorridors)

Stairwell:
Automatically opening& closing windows

Lighting: Hf-type lighting equipment
Lights on the window side: Illumination
sensors
Cooling & Heating: High-efficiency HP
air conditioners

Roof

-

Partitioning (between
ordinary classrooms andcorridor)
Partitioning (between
ordinary classrooms andcorridor)
Windows (ordinaryclassrooms, multi-purpose
space)
Windows (stairwells,
corridors)
Lighting (ordinaryclassrooms, multi-purpose
space)

Steel partitions (with highwindows, H: 1700 mm)-

Steel partitions (with highwindows, H: 1700 mm)-

Ventilation louvers

FL-type lighting equipment(40W × 16)
FL-type lighting equipment(20W × 2)

Heating and coolingfacilities (management
rooms)

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

Heating and coolingfacilities (specialclassrooms)

Heating: None
Cooling: None
Heating: None
Cooling: None
Running taps
The toilets have no devices
that imitate the sound of
toilets being flushed, urinals
are the flush valve type

Toilets

Installing eaves midway
across the windows (W600)
Electric fans (4 in eachroom)
Installing eaves midway
across the windows (W600)-

Lighting (toilets, stairs)

Heating and coolingfacilities (ordinaryclassrooms, multi-purpose
space)
Sinks

Environment-focused
renovation
Internal insulation: 35 mm(rigid urethane foam)
All windows converted to
double glazing withaluminum sashes (covermethod)Modified asphalt sheet
waterproofing (with 60 mm
of rigid urethane foam)
Installing doors that can be
opened and closed

Installing automatically
opening & closing windows
Hf-type lighting equipment(with illumination sensors
near the windows)
FL-type lighting equipment(with motion sensors)
Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency
model)
Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency
model)
Heating: HP air conditioner
Cooling: HP air conditioner(2008 high-efficiency
model)
Foam water taps
Toilets are equipped with
devices imitating the soundof toilets being flushed,urinals are equipped with anautomatic flush

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

17t-CO2/year
Other

CO2 emission [t-CO2/year](i) In the event that environment-focused renovations arecarried out, CO2 emissions can be reduced byapproximately 7%.
(ii) In Region V, energy used for cooling and heating islower than in the other regions, so CO2 emissions fromlighting constitutes approximately 60% of the overall
CO2 emissions.
(iii) Energy consumption will increase through theintroduction of cooling and heating. However, energy
consumption will also decrease through the installationof high-efficiency equipment. This, being coupled with
the introduction of high-efficiency lighting and water
conservation equipment, an overall decrease in CO2emissions can be achieved.
(iv) The introduction of high-efficiency lighting equipment
and illumination sensors is cost-effective. Therefore, CO2
emissions can be reduced by approximately 2 t at theconstruction cost of approximately 5,000 yen/m2.

Water supply
Ventilation

Lighting

Electric fansHeating

Cooling

Classrooms & specialclassrooms: Without coolers andheaters
Staffroom, etc.: HP air
conditioners

Classrooms & specialclassrooms: HP air conditioners
Staffroom, etc.: HP air
conditioners

Environment-focused
renovations
Annual CO2 Emissions (Region V)

Before renovation

● Annual CO2 Emissions Resulting From Heaterand Cooler Use(i) CO2 emissions will increase by 2.5 t as a result of cooleruse.
(ii) Heaters will be introduced into normal classrooms as well.
However, there will be almost no change in the CO2
emissions resulting from heaters, due to the enhancement ofbuilding capacity and equipment efficiency.
(iii) The insulation enhancement of windows, external walls
and roofs is to be implemented.

● Annual CO2 Emissions Resulting From Lighting(i) CO2 emissions resulting from lighting can be reduced byapproximately 23%, from 10 to 8 t.
(ii) By upgrading lighting equipment to high-efficiency models
and introducing illumination sensors and motion sensors,
energy conservation will be promoted.

CO2 Emissions [t-CO2/year]
Before Renovation

Environment-focused Renovation

Heating−−

Cooling
Electric Fans−

Lighting
Ventilation
Water Supply

−

Other
Total

−

*Figures in parentheses represent the percentage share of the reduction in CO2 emissions
compared with the situation before renovations.
Before renovations: temperature
Before renovations: MRT
Environment-focused renovations:Temperature
Environment-focused renovations: MRT(2) Improvements in the Classroom Environment(3) Difference in Running Costs Resulting from
Environment-focused Renovations(i) Owing to the introduction of heaters & coolers to improve
the indoor thermal environment, which were not present
before renovation, the basic fee for general electricity will
increase, and energy cost will increase by 32%.
(ii) The resulting energy cost will be restrained when comparedwith cases with inefficient heaters & coolers that were
installed before renovation, or when inefficient heaters &coolers are installed in renovation.
(iii) The table on the right shows the results of the estimate
under certain assumptions in order to provide a rough guide.
It is necessary to calculate the actual energy costs based on
the contract contents and charge systems of each school.

(4) Initial Costs of Environment-focused Renovations(i) The construction cost of environment-focused renovations isapproximately 123,000 yen/m2, and the increase in unit cost
attributable to adopting environmental measures isapproximately 36,000 yen/m2.
(ii) Of the construction costs of environment-focused
renovations, the costs of upgrading the heating & coolingequipment, lighting equipment and hygiene equipment
accounts for slightly more than 20%.
(iii) Of the construction costs of environment-focused
renovations, the cost of insulation enhancement accounts forjust below 80%.

There are times when theroom temperature ishigher than the outdoor
air temperature.

Temperature/MRT (°C)(i) (In summer) Before renovation, there are days when theroom temperature in the classroom exceeds the outside
temperature, even exceeding 30°C on some days. Throughthe introduction of cooling equipment, and running it at a
fixed temperature of 28°C, it is expected to improve theclassroom thermal environment.
(ii) (In winter) Owing to the insulation enhancement of thebuilding, it is possible to maintain room temperature throughheat derived from sunlight and internal heat generation
derived from body heat and lighting equipment, withminimal use of heating equipment.
(iii) (In winter) By keeping the room temperature at night
above 7°C, the thermal environment in classrooms just after
the students arrive at school can be improved, and the loadwhen the heater starts up the next morning can be reduced.

Contributing ratioof reduction effect(%)

FF-type oil heaters Cooling and heating
in classrooms: Air+ air circulation
conditioners

Outdoor Air
Temperature

In the case of using
coolers set at 28°C.

Lesson Time
(Number of people: 36)

0:00

6:00

12:00

18:00
0:00
6:00
September 4–5

12:00

18:00

Changes Over Time in the Summer Temperature and MRT (Region V)*MRT expresses the surface temperature of the walls in rooms.

Estimates of Energy Costs Before and After Renovations (Per Year)
Before Renovations
No coolers nor heaters
in classrooms

Environment-focused
Renovations
Installed coolers and heaters inclassrooms (high-efficiency
HP air conditioners)

Ordinary electricity (heating)
Ordinary electricity (cooking)Ordinary electricity (lighting, etc.)
Ordinary electricity (basic charge)

Total
Comparison (%)

Estimated Construction Costs per Unit of Total Floor Area (yen/m2)
Type of Work

Main Content

Construction
work

Demolition work, renovation work
(installing the interior and exterior of
the building and the joinery),earthquake resistance reinforcement

Hygiene equipment work (replacing
Mechanicaltoilets, etc.), water supply & drainage
equipment work work, heating & cooling equipment
work, ventilation equipment work

Electrical
Lighting equipment work, power
equipment work supply work

Total

Conventional
Renovations

Environment-focused
Renovations

Earthquake resistancereinforcement +improvements todilapidated facilities

Cooling & Heating inclassrooms: Using air
conditioners

Region VI
Plan Overview<Points of highly effective environment-focused renovations>(i) Roofs, external walls and windows are insulated.
(ii) Lighting equipment is made more efficient. (Cost-effective)(iii) Cooling equipment is replaced by high-efficiency equipment

Target area

Before renovations

External walls

Aluminum sash, float plate
glass

Windows
Roof-(1) Insulation
Cooling zones (stairwell,foyer, etc.)
Partitioning (between
multi-purpose space andcorridors)

HeatbarrierHighefficiency(2) Shading fromsunshine(3) Temperatureadjustment
Automatically opening

Air

Roof: Modified asphalt sheet waterproofing circulation
Containing 60 mm of rigid urethane foam Stairwell:& closing windows

Lighting: Hf-type lighting equipment
Lights on the window side: Illumination
sensors
Cooling: High-efficiency HP air
conditioners

Ordinary classrooms andmulti-purpose space

Heatbarrier
Illumination(5) Utilizing
natural windClassrooms & multi-purpose room:
Ventilation louvers

Temperature
Air Insulation
adjustment circulation

Classrooms & multi-purpose room:
Electric fansHighefficiency

Illumination

Multi-purpose room:
Movable partitions
Stairwell: Sliding door

Classrooms: Partitions with high windows

Existing horizontal eaves(W500)
Electric fans (4 in eachroom)-

Partitioning (between
ordinary classrooms andcorridor)
Partitioning (between
ordinary classrooms andcorridor)
Windows (ordinaryclassrooms, multi-purpose
space)
Windows (stairwells,
corridors)
Lighting (ordinaryclassrooms, multi-purpose
space)

Air
circulation(6) Efficient useof energy &waterconservation

Staffroom & special classrooms: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)
Classrooms & multi-purpose room: [Heaters & Coolers] High-efficiency HP air conditioners (2008 level)
Staffroom, special classrooms, classrooms & multi-purpose rooms: Total heat exchange ventilators

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

Installing movablepartitions-

External walls(4) Illumination

Windows:
Intermediate
eaves

Windows

Permanently open fire doors

Environment-focused
renovation
Aluminum sash. Single
plate glass
Modified asphalt sheet
waterproofing (with 60 mm
of rigid urethane foam)
Installing doors that can be
opened and closed

Installing eaves midway
across the windows (W600)
Electric fans (4 in eachroom)
Installing eaves midway
across the windows (W600)-

Steel partitions (with highwindows, H: 1700 mm)-

Steel partitions (with highwindows, H: 1700 mm)

FL-type lighting equipment(40W × 16)

Lighting (toilets, stairs)

FL-type lighting equipment(20W × 2)

Heating and coolingfacilities (management
rooms, special classrooms)

Heating: None
Cooling: HP air conditioner(1995 equivalent)

Heating and coolingfacilities (ordinaryclassrooms, multi-purpose
space)

Heating: None
Cooling: HP air conditioner(1995 equivalent)

Sinks

Running taps

Toilets

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

Ventilation louvers(only at the places where
earthquake-proof
reinforcement is conducted)
Installing automatically
opening & closing windows
Hf-type lighting equipment(with illumination sensors
near the windows)
FL-type lighting equipment(with motion sensors)<2008 high-efficiency
model> <ice thermal
storage>
Heating: none
Cooling: HP air conditioner
Total heat exchange
ventilators<2008 high-efficiency
model> <ice thermal
storage>
Heating: None
Cooling: HP air conditioner
Total heat exchange
ventilators
Foam water taps
Toilets are equipped with
devices imitating the soundof toilets being flushed,urinals are equipped with anautomatic flush

Results of Simulations(1) Reduction in CO2 Emissions● Annual CO2 Emissions
61t-CO2/year

CO2 emission [t-CO2/year](i) In the event that coolers are installed in classrooms
before the renovation, CO2 emissions can be reduced
by approximately 22–27% through the enhancement ofbuilding capacity and introduction of high-efficiency
equipment.
(ii) In the event that coolers are not installed inclassrooms before the renovation, the increase in CO2emissions can be limited to approximately 3–11%
through simultaneously implementing the enhancementof building capacity and introduction of high-efficiency
equipment.
(iii) In Region VI, the emphasis on dealing with thesummer heat will be greater. Therefore, the renovation
plan will focus on reducing the load on coolers throughshading sunlight and introducing high-efficiency
lighting equipment.
(iv) The introduction of high-efficiency lighting
equipment and illumination sensors is cost-effective.
Therefore, CO2 emissions can be reduced byapproximately 6 t at the construction cost of
approximately 5,000 yen/m2

Water supply
Ventilation

Other

44t-CO2/year
Lighting

Electric fansHeatreleaseloss

Cooling

No coolers inclassrooms
Reference

HP airconditioners
Cooling

Before renovation

No coolers inclassrooms
ReferenceIce thermal
storage-type
Air conditioner
cooling

Environment-focused
renovations

Annual CO2 Emissions (Region VI)

● Annual CO2 Emissions Resulting From Cooler Use

CO2 Emissions [t-CO2/year]● Annual CO2 Emissions Resulting from Lighting(i) Annual CO2 emissions can be reduced by approximately
23%, from 25 to 19 t.
(ii) By upgrading to high-efficiency equipment and introducing
illumination sensors and motion sensors, energy
conservation will be promoted.

Environment-focused Renovation

Before Renovation(i) CO2 emissions resulting from cooler use can be reduced byapproximately 43–48% in comparison with before
renovation (if coolers are already installed).
(ii) It is planned to reduce the energy consumed by coolers
through conducting insulation and shading of the roof, whileat the same time introducing high-efficiency equipment.

Ordinaryclassrooms:
Cooling ice
thermalstorage-type air
conditioners

Ordinary
Contributing
Ordinary
Ordinaryclassrooms:
ratio ofclassrooms: classrooms:
Cooling
reduction
Without With coolers
high-efficiency air effect (%)
coolers
conditioners

CoolingHeat releaseloss
Electric Fans−

Lighting−

Contributing
ratio ofreductioneffect (%)−−−

Ventilation

−

−

−

Water Supply

−
−

Other

−

−

Total

−

*Figures in parentheses represent the percentage share of the reduction in CO2 emissions compared with thesituation before renovations (in the case of installing coolers in classrooms).
*After environment-focused renovations, total heat exchange ventilators are installed in classrooms andmanagement rooms.
*Heat release loss refers to heat storage electric energy used to replenish heat released from a thermal storage
unit even on days when coolers are not used.

(2) Improvements in the Classroom Environment

Before renovations: temperature
Before renovations: MRT
Environment-focused renovations:Temperature
Environment-focused renovations: MRT

There are times when theroom temperature is higher
than the outdoor air
temperature.

Temperature/MRT (°C)(i) (In summer) Through the introduction of cooling equipment,
and running it at a fixed temperature of 28°C, it is planned to
improve the classroom thermal environment.
(ii) (In summer) Through shading sunlight by installing eaves,the surface temperature of internal walls will become lower,
and the sensory temperature will become slightly lower,
even under the same cooler temperature settings.
(iii) (In summer) When the windows in classrooms are closed
during the night, heat is trapped inside, and the room
temperature could exceed 32°C. Therefore, by implementing
devices to allow ventilation at night, this will result in a
reduction of cooling load in the morning.

Outdoor Air
Temperature

Lesson Time
(Number of people: 36)

In the case of using
coolers set at 28°C.

0:00

6:00

12:00

18:00

0:00
July 17–18

6:00

12:00

18:00

(3) Reduction of Running Costs Resulting from
Environment-focused Renovations

Changes Over Time in the Summer Temperature and MRT (Region VI)(i) Through environment-focused renovations, it is possible toreduce energy costs by approximately 20% if coolers are
already installed.
(ii) If ice storage-type air conditioning is installed, it is possible
to utilize late-night power, which has a cheaper electricity
rate. Therefore, depending on the use ratio of late-night
power, it is possible to restrain energy costs further than by
high-efficiency air conditioners.
(iii) The table on the right shows the results of the estimate
under certain assumptions in order to provide a rough guide.
It is necessary to calculate the actual energy costs based on
the contract contents and charge systems of each school.

Estimates of Energy Costs Before and After Renovations (Per Year)(4) Initial Costs of Environment-focused Renovations(i) The construction cost of environment-focused renovations isapproximately 119,000 yen/m2, and the increase in unit cost
attributable to adopting environmental measures isapproximately 32,000 yen/m2.
(ii) Of the construction costs of environment-focused
renovations, costs of upgrading heaters, lighting equipment
and hygiene equipment account for slightly over 30%.
(iii) Of the construction costs of environment-focused
renovations, the cost of enhancing insulation accounts forjust below 70%*MRT expresses the surface temperature of the walls in rooms.

Before Renovations
Ordinary classrooms:
With coolers

Environment-focused
Renovations

Ordinary classrooms:
Cooling high-efficiency air
conditioners

Ordinary electricity (cooking)Ordinary electricity (lighting, etc.)
Ordinary electricity (basic charge)

Total
Comparison (%)

Estimated Construction Costs per Unit of Total Floor Area (yen/m2)
Type of Work

Main Content

Construction
work

Demolition work, renovation work
(installing the interior and exterior of
the building and the joinery),earthquake resistance reinforcement
Hygiene equipment work (replacing

Mechanicaltoilets, etc.), water supply & drainage
equipment work work, heating & cooling equipment
work, ventilation equipment work

Lighting equipment work, power
Electricalequipment work supply work

Total

Conventional
Renovations

Environment-focused
Renovations

Earthquake resistancereinforcement +improvements todilapidated facilities

Cooling & Heating inclassrooms: Using air
conditioners

Environment-focused Renovation Model Plan Specifications and Effects
The table below shows the list of work conducted in each model plan for environment-focused renovations. It shows the efficiency of
cost-effectiveness of each work for environment-focused renovations, as well as the effect of environmental improvement in rooms, energy
conservation and measures to deal with dilapidation.
It is important to implement environment-focused renovations considering not only cost-effectiveness, but also the effect of environmental
improvement in rooms, energy conservation and measures to deal with dilapidation in a comprehensive manner.
[How to use the table]- The efficiency of cost-effectivenessNo mark*If the efficiency of cost-effectiveness is high, it shows that theconstruction cost required for obtaining the same effect of CO2
emissions becomes low.

More efficient

Winter SummerWinter Middle Summer

Water

Light
Environment

Lighting

ThermalEnvironment

Cooling

Region Classification Under Energy
Conservation Standards (See p.3)

Heating

Environment Improvement Effect Energy Conservationin Room
EffectSound
Environment

Renovation Item

Efficiency of Cost-effectivenessAnti-dilapidation
Measures- The ● in the table denotes the effect obtained by conducting the work for environment-focused renovation.
- The colored items () denote the work conducted in each model plan for environment-focused renovations.

Upgrading roof waterproofing
Roof insulation
Internal wall insulation
Roofs &
walls

External wall insulation
Window insulation
Installing ventilation louvers inclassroom windows
Installing ventilation windows instairwells
Adding eaves midway across thewindows
Installing doors that can be opened &closed in stairwells

Internal
Partitions

Changing to partitions with high windows
between classrooms and the corridor

Installing movable partitions between
multi-purpose spaces and the corridor
Internal walls are repainted white
Interior
FinishFloors are changed to cushioned
flooring boards
Ceilings are changed to decorativerock wool acoustic boards
Hand basins are changed to foam
water taps

HygieneFacilities

Changing to water-conserving toilets
Toilets are installed with devices that
imitate the sound of toilets being flushed

Urinals are changed to those with
automatic flushes
Upgrading from electric panel heaters
to FF-type gas heaters
Cooling &Heating
Facilities

Upgrading air conditioners in specialclassrooms and management rooms tohigh-efficiency equipment
Installing air conditioners in ordinaryclassrooms, upgrading to high-efficiency
equipment

Upgrading FF-type oil heaters
Installing electric fans
Lighting
Facilities

Upgrading lighting equipment tohigh-efficiency equipment
Installing sensors*The A’s and B’s in the table show the work for renovations that only corresponds to Plan A or B in Regions III and IV.
November 2010

National Institute foe Education Policy Research Educational Facilities Research Center—Japan
3-2-2 Kasumigaseki, Chiyoda-ku, Tokyo 100-8951, Japan
Tel: +81-3-6733-6994