One of the major parts of the project is the Teachers Courses (TC). The main objective of the courses is to give the teachers an introduction to the energy world and to get familiar with the different elements such as Rational Use of Energy, RUE, Renewable Energy Systems, RES and Mobility systems. Some important factors have been path leading to the implementation of the courses:
It is vital that the teachers find out that "Energy" and its consequences are important for the person himself and for the whole world. It is necessary that the teachers find their own way of teaching about "Energy" based on the theory that is given in the courses. The teachers should get a feeling that they are convinced about the importance of RUE and RES;
The education among pupils should be integrated in other subjects and in the curriculum. It should also be very pragmatic. The use of different tools is very essential in this matter;
The courses should transfer a serious subject in an easy and enthusiastic atmosphere.
A general and complete theory material has been developed by GDE-Net and distributed to all partners. Based on this material and in the tools presented by each partner, and compiled by EALP, all project partners have implemented their own TC.
A brief description of the Teacher Courses sessions, implemented in each country, is presented here.
Train the Trainers
Belgium
Le Centre Urbain asbl/Stadswinkel vzw, ABEA
Number of sessions: a training plan of 3 sessions each for each language group separately (Dutch, French) has been proposed.
Duration of each session: 3 hours each session for each language group separately.
Dates of 1stsession: 11 October 2005 (Dutch session) 3 hours
22 October 2005 (French session) 3 hours
Dates of 2nd session: 25 November (Dutch) 3 hours
17 January 2006 (French) 3 hours
Dates of 3rd session:25 April 2006 a.m. (Dutch) 3 hours
25 April 2006 p.m. (French) 3 hours
Brief description of the sessions
1st Session:
Introduction of the themes of energy and mobility and discovery of the importance of energy in day to day life.
Project based learning : guidelines about the methodology for teaching about energy matters
Presentation and explanation of range of adapted pedagogical tools to be used and tested during school year 2005-2006
2nd Session:
Theory about «the commitment » : how to sensitize pupils and their environment to change their energy behavior, starting from individual and common commitments (class, school, community)
Presentation of « tools » learning which possible actions to undertake in order to encourage changes in attitude and behavior towards energy
3rd Session:
How to valorize the actions undertaken by teachers and children and how to communicate to the parents and community what has been learned.
Tools to evaluate school-action and close-out of the FEEDU-project.
Teachers tend not to feel comfortable around energy. The first session was meant to give them confidence, to answer their questions and give them clues on resources and tools.
Introduction on energy topics
- What is energy? - What are the sources most often used today? - What are the problems related to energy consumption? - What possible solutions exist to the problems related to energy use?
Presentation of the FEEDU tools
The teachers had the chance to actually test all the tools before using them in the classroom. Three hours were dedicated to using, criticizing and manipulating the tools.
How to lead an energy school project
Tips on how to implement project-based learning on energy in schools.
Second session (3 hours) : Communication
Round table
Exchange of experience on how the different projects are going in the schools.
Introduction to the Walloon Feedu website
Practical training on how to use the website. Teachers learnt how to put articles, pictures, resources,… on the website, to upload activities and comment on each others' projects.
Third session (3 hours): Evaluation and duplication
Near the end of their project, the teachers gathered one last time to evaluate the FEEDU action and see how to replicate it the following years.
Round table
Final exchange of experience, and discussion on best practices.
Design of an action plan for next school years
Train the Trainers
France
Rhônalpénergie Environment, RAEE
Brief description of the sessions (main topics/contents presented/discussed):
Number of sessions held for the teacher courses
4
Duration of each session
3 hours
Technical knowledge: fossil energies, renewable energies, energy comservation, consumption at school and in everyday life, energy savings, urban travel issues.
Educational tools and activities to develop in the classroom
Train the Trainers
France
Planète Science Méditerranée
Description of the training session:
Presentation of the project
Presentation of the energy topic
History of energy uses
What is energy (sources, forms, effects)
Differences between renewable energy sources and non-renewable energy sources
Transformation of energy and ways to convert it
Problems linked with the use of energy (fossil energy, nuclear energy, renewable energy)
Green house effects, responsibility and consequences Pedagogical tools linked with the energy topic
Presentation of the rational use of energy topic
Why do we have to use rationally the energy
How energy is made in France
Evolution of energy consumption in France over 30 years
Which uses consume energy (and how many) at home
Consumption of different standby
What is the rational use of energy
RUE : the light
RUE : the heating
RUE : the cooling system
RUE : air conditioning system
RUE : the standby
RUE : the hot water
Pedagogical tools linked with the RUE topic
Presentation of the transports topic
Transports : a daily use
Increase in mobility
What do we transport, why, how
Behaviour and performances
Air pollution
Sound pollution
Explanations about the air law
The right transport for the right distance
Pedagogical tools linked with the transports topic
Presentation of the renewable energy sources topic
Uses for renewable energy
One or many renewable energy sources?
Solar energy, definition, uses and applications
Wind energy, definition, uses and applications
Water power energy, definition, uses and applications
Energy of the biomass, definition, uses and applications
Geothermal energy, definition, uses and applications
Pedagogical tools linked with the RES topic
Evaluation of the pedagogical tools, the training sessions, the monitoring interventions (written evaluation)
Meeting with the participating teachers to have a feed-back on the whole project. (oral evaluation)
Train the Trainers
Germany
Energieberatung Prenzlauer Berg e. V.
Number of sessions: trainning plan for 3 sessions (3 hours each)
Dates of 1st session: 13 October 2005
Dates of 2nd session: 22 October 2005
Dates of 3rd session: 8 December 2005
Brief description of the sessions:
1st session:
Introduction to the themes of energy, atmosphere and conventional energy resources that led to an understanding of the greenhouse effect and the necessity of climate protection
Narrowing the focus from the global scene to Germany and its energy politics
Introduction to renewables and their influence on CO2 emissions
2nd session:
Presentation of the classroom project, which consists of:
an energy tour through the school building
measurement of the temperature and the light intensity
evaluation of the data by comparing them to benchmark values
elaboration of energy saving behaviour guidelines
presentation to the public
Additional information about:
Energy certificates
Possible field-trips
3rd session:
Due to the German school system and its organization of the teachers' work time, there was only one teacher attending the last session. It could be concluded that it makes more sense to let the training has to take place inside the school building during the morning hours, between classes.
Fur further information we can provide you with the slides used during the first session (please see the list of slide-titles annexed). Just write an e-mail to info@energieberatung-pb.de
Train the Trainers
Greece
Regional Energy Agency of Crete, REAC
1st Session:
REAC organized the first teachers' course in Crete with duration of 4 hours and all the participating teachers, school directors, as well as representatives from the Regional and Prefectural Education Authorities attended. During the course the Education Authorities reconfirmed their support to the program and the teachers during its elaboration.
The agenda of the course included:
An introduction to the FEEDU project, its work plan, aims and expected results with comparison to the successful FEE program;
An introduction to the Energy Books for Students and Teachers;
General information on basic issues like: Energy – Environment problems –Global Warming - Energy situation: (World, Europe, Greece, Crete) - Conventional energy production - Energy saving – Renewable Energy Sources (technologies - installations in Crete) - Transport
A general presentation of educative - didactical practices as well as, simple games, constructions, questionnaires etc. in order the knowledge of these energy and environmental themes to be transferred to the pupils in an amusing way, and this knowledge to be part of the pupils' consciousness. Scientific approach of energy projects implemented in Elementary Schools;
Finally there was a presentation of successful energy and environmental projects that other schools of Crete had elaborated in the past
During this course, REAC confirmed its continuous support to the participating schools and introduced to the teachers one of our colleagues who is going to be in constant cooperation with them ("Miss Energy").
2nd Session:
In the beginning of the actual elaboration of the FEEDU project in the Cretan schools, representatives of REAC visited all schools and distributed to each teacher one full copy of the Teachers' Energy Book and one full copy of the Students' Energy Book.
During these visits REAC realized introductory speech-presentations of Energy and Environment themes to the participating students and teachers. These speeches-courses lasted at least 2 hours and their contents in brief are:
What is energy? Why is energy important for our life and development
Energy in the past – Comparison with today
Energy and Environment (impacts of the energy production and use on environment – environmental problems of our society
Production of energy
Conventional Energy Sources
Renewable Energy Sources
Renewable Energy Sources in Greece and Crete
Importance of Rational Use of Energy and Energy Saving
Useful Advises for a correct energy behavior
Questions
During these visits we had the opportunity to discuss for at least 2 hours with the teachers on their possible questions or clarifications on the FEEDU material they had received and the way to use it.
3rd Session:
REAC organized technical visits of all participating classes (and their teachers) to conventional energy production stations, RES plants (WindPark) and Research Institutes (Wind Laboratory of Technical Educational Institute of Crete). During these visits the students and their teachers could see – in real life – the energy production by conventional and renewable sources and understand the development of Renewables' exploitation in Crete through the years and the latest developments in their technology. The conversation with Energy Professionals and Scientists could solve all their questions and misunderstandings. These technical visits lasted about 4 hours.
4th Session:
Reaching the end of the project's elaboration in the Cretan schools, representatives of REAC visited all schools and had a long conversation with each teacher about the project. During this, the teachers evaluated the project (tools, work etc.) identified obstacles, barriers and difficulties in their work with the students and provided ideas and proposals. They also provided information of the results of the project on the students' energy awareness and behavior. They also collaborated with REAC for the final exhibition organization. Each course lasted at least 1, 5 hours.
Train the Trainers
Italy
Energy Agency of Livorno Province, EALP
Nr. of the training session: 1
Dates of the training sessions: 21-09-2005 / 22-09-2005 / 06-512-2005
Place of the training sessions: Piombino - Ciroscr. Desco / Livorno - Museo di Storia Naturale / Portoferraio - Comunità Montana
Main topics / contents presented and discussed:
Workshop open to citizens and to teachers on the latest regulations and laws on RES energy (what is solar, wind, water and geothermal energy, their applications, possibility of local funding etc)
Nr. of hours held: 2
Nr. of the training session: 2
Dates of the training sessions: 27-10-2005 / 03-11-2005 / 04-11-2005 / 10-11-2005 / 08-02-2006 / 21-02-2006
Place of the training sessions: Vada - LEA torre del Faro / Livorno - SMS S. Simone / Salivoli - SMS Guardi / Venturina - Scuola Altobelli / Livorno - Scuola Lambruschini / Portoferraio - Ist. Compr.
Main topics / contents presented and discussed:
Background of the project and presentation of partners. How to use project based learning
Using of Feedu and non Feedu tools and practical measures concerning energy
Delivery of questionnaire as per UE requirements to teachers (to be delivered to students)
Nr. of hours held: 2
Nr. of the training session: 3
Dates of the training sessions: 16-12-2005 / 17-12-2005
Livorno - SMS S. Simone / Portoferraio - Ist. Compr. / Donoratico - C/O Scuola Elementare / Salivoli - SMS Guardi / Cecina - Scuola Guerrazzi / Venturina - Scuola Altobelli
Main topics / contents presented and discussed:
Collecting of evaluation sheets of tools and of teacher courses
Collecting of Questionnaires from teachers and students (pre and post)Collecting of all the works done by classes (cd, images, pictures, videos, posters, models etc)
Collecting of evaluation sheet of the project in general (Ealp format - non Feedu)
Dates for the final Energy day and participation of Ealp
Nr. of hours held: 2
Train the Trainers
Portugal
Agência Municipal de Energia de Almada, AGENEAL
Introduction
AGENEAL agreed with the teachers involved in the FEEDU project to held 3 sessions, of 3 hours each. Due to the full agenda of the teachers, it was not easy to find suitable dates and schedules for all of them. Facing this scenario, the solution was to repeat the same session 3 times, in different periods:
From10:00 to 13:00
From 16:00 to 19:00
From 18:00 to 21:00
As a result of it, instead of a unique group of teachers we had smaller groups which were created based on the availability of the teachers to attend the sessions.
The training sessions took place in the following dates:
1st Session - 22nd of November 2005 (18:00 to 21:00) and 24th of November 2005 (10:00 -13:00 and 16:00 to19:00)
2nd Session - 14th of February 2006 (18:00 to 21:00) and 16th of February 2006 (10:00 - 13:00 and 16:00 to19:00)
3rd Session - 21st of February 2006 (18:00 to 21:00) and 23rd of February 2006 (10:00 - 13:00 and 16:00 to19:00)
The contents of the 3 sessions were divided in 5 modules, which included:
MODULE I – INTRODUCTION / 1st Session
Brief presentation of the Local Energy Agency of Almada (AGENEAL);
Examples of the work previously developed by AGENEAL with the Municipal schools in Almada;
Presentation of the FEEDU project;
Implementation of the FEEDU project / Development of the Action plan for each school
MODULE II – ENERGY & ENVIRONMENT / 2nd Session
Introduction to different energy topics:
Brief history of energy;
Definition of energy;
Climate change and the Kyoto Protocol.
Workshop focused on the explanation and testing of the educational tools related with the presented topics (tools number 6, 16, 28 and 34).
MODULE III – RENEWABLE AND NON-RENEWABLE SOURCES OF ENERGY / 2nd Session
Introduction to different energy topics:
Distinction between renewable sources and non-renewable sources of energy;
Available techniques to allow the best use of the renewable sources of energy;
Main environmental impacts of using non-renewable sources of energy;
Renewable sources of energy: Advantages vs. disadvantages.
Workshop focused on the explanation and testing of the educational tools related with the presented topics (tool number 11).
MODULE IV – ENERGY EFFICIENCY AND RATIONAL USE OF ENERGY 3rd Session
Introduction to the concepts of Energy Efficiency (EE) and Rational Use of Energy (RUE);
Introduction to the theme of EE in the residential sector (focused on the topic "How can we save energy and money at home and at school?");
Workshop focused on the explanation and testing of the educational tools related with the presented topics (tools number 1, 10 and 29).
MODULE V – TRANSPORTS & MOBILITY / 3rd Session
Introduction to different mobility topics:
Brief history of the transports;
The transports and the environment;
EE in the transport sector: Promotion of a sustainable mobility;
Workshop focused on the explanation and testing of the educational tools related with the presented topics (tools number 7 and 24).
Train the Trainers
Sweden
Gävleborg/Dalarna Energy Agency, GDE-Net
Consisted of 3 sessions for each school. The group was composed mainly by teachers but also administrative staff and care-takers attended the courses. Each session was 6 – 8 hrs.
The course started with an information about the project and all countries involved.
Brief description of sessions:
Session 1: Introduction to energy. What energy and power? Energy circulation Energy can not be spoilt just transferred. Climate change and green house gases. How to handle this. Different energy sources and their specifications re the climate. Availability and supply of oil, natural gas and coal. Renewable energysources.
Use of tools: "Angel play" and "Combustion"
Session 2: Use of energy in the world, Sweden and the local municipality. Also the use of energy at home, in school. Detailed description of renewable energy systems and how they are used in the society.
How can we use less energy? An Energy expert from the Local Authority gives a lot of good examples.
Use of tools: Energy audit at home and in school.
Session 3: Visits to a power plant in a district heating system and a pellet factory.
Follow up and summary
After 6 months of practising the teacher courses all teachers and pupils went on a trip to Borlänge to visit an energy theatre with a competition where all could participate.
The pupils and the teachers experiences from the energy education have been collected via questionnaires.
Train the Trainers
Slovenia
Slovenski E-Forum, SE-F
Number of sessions: 3
Dates of 1st session: 23 August 2005 (and repeated on 30 August 2005) (duration of the session: 3 hours each) Dates of 2nd session: 8 October 2005 (duration of the session: 8 hours) Dates of 3rd session: 9 November 2005 (duration of the session: 3 hours)
Brief description of the sessions:
1st session:
Introduction to the topic of sustainable energy use. Demonstration of tools that can be used and tested in the school year 2005-2006. Brainstorming and later deciding on the topic of school action of each class, taking into account the age of students, possibilities ti integrate the school action into the curriculum, each teacher's personal preferences, etc.
2nd session:
One day excursion on renewable energy with the aim to show teachers the use of renewable energy and to give them the opportunity to speak with owners of renewable energy technology and people who daily manage these technologies. Sites visited: construction of geothermal sound, biogas production, family boiler on wooden biomass, biomass district heating, solar collector used by school.
3rd session:
Introduction to efficient use of energy at school. Taking teachers to energy audit of school with an emphasis to demonstrate the tools for simple energy audits that could be used with pupils.
Formal agreements were signed in order to carry out the FEEDU project. Before the teachers training took place the project was discussed with the users. The content of the teacher courses was discussed and agreed with the involved teachers. An initial assessment form was given to teachers to assess the knowledge they had on the subject.
The teachers were provided with adequate information about the FEEDU project. A total of ten sessions were conducted to brief the teachers about the project. Each session lasted between 2 to 3 hours. Each teacher was given a teachers guide to assist them in the project.
The topics covered and discussed: global warming and climate change, thinning of the ozone layer, the greenhouse effect, local air pollution – smog's, oil pollution, water scarcity, acid rain and ground water contamination.
The teachers were provided with an information pack with details of topics to be covered during the project.
Tools training were provided. The globe trotting map and the S cube were demonstrated.
A feedback form was completed by all teachers at the end of the session to give their suggestions.
Train the Trainers
United Kingdom
Severn Wye Energy Agency, SWEA
Introduction:
It was necessary to integrate the contract requirements for teacher training courses in such a way that it made it easy for teachers and their schools to participate. Therefore we had to conduct training courses out of teaching time and also ensure that teachers, who have much work to do outside of teaching hours, did not need to spend many additional hours at courses.
As a result a series of shorter courses were implemented and appoitments were made to carry these out at convenient times for individual schools. One of teh first courses was intended to be a networking opportunity to allow the participating teachers in the region to meet each otherand make contacts. Following this, courses took place on an individual or smaller group basis.
Session 1:
Duration: 1 hour
Description:
This was implemented in each of the schools on an individual basis and was aimed at the key staff contacts who would be leading the work in their schools. In this session the reasons for carrying out this project work were explained and set in the context of the need for energy education in the light of The Kyoto agreement. The proposed progression of pupil learning through a project base was explained and the structure of the project on a regional and European level was outlined, including an introduction to the European partnership.
Session 2:
Duration: 2 hours
Description:
This began with a brief picture presentation of the effects of energy use on the environment and this was investigated further through the introduction of the Climate Change Map activity for pupils. Teachers were given the opportunity to try the pupil activities and discussions that followed enabled the wider environmental issues to be explored. In this way teaching staff were introduced to the environmental problems and which educational tools can be used to explain them to pupils.
Session 3:
Duration: 1 hour
Description:
This was delivered as a class session, an opportunity for teachers to observe how to teach energy education and also to learn from the information presented to the children. The theme of this session was how energy use is related to behaviour and the consequences for our environment. A FEEDU expert used slides and the classroom interactive whiteboard to set the context for how energy is produced and why we must be careful in its use. A small activity in which children were taught to visualise CO2 emissions from everyday actions in terms of the number of drinks cans or double-decker buses that could be filled. The aim was to use objects that pupils were familiar with and to illustrate that the cumulative small actions of a community in their daily lives can make a big difference to energy related problems.
Session 4:
Duration: 4 hours (Three parts)
Description:
This was delivered to key staff in sessions for small groups of schools. In these sessions teachers were presented with the energy survey reports of their schools and it was explained to them how their building was using energy and what they could do to make improvements. Teachers were sent temperature monitoring packs and guidance for how to carry out these activities with their pupils by use of a CD-rom with on-screen instruction. This was delivered as a class session, another opportunity for teachers to observe a FEEDU expert in their own classroom. The theme of this session was how energy use can be reduced through building design. A series of slides on the classroom interactive whiteboard and an activity in which a pupil is insulated to demonstrate how warmth in the home can be created and maintained illustrated the importance of insulation. Pupils were then led through an activity in which they examined the properties of samples of insulation and tried to match them to their uses.
Session 5:
Duration: 1 hour
Description:
The remainder of the training time was delivered in a variety of ways.
Newsletters about the project included ideas for teaching about energy in articles about the activities of other European partners and the examples of children's work from regional schools.
A number of schools requested help through out the project and as part of the support available through this project a FEEDU expert was able to attend and give any necessary advice or assistance.
A final de-briefing meeting with each school was also held in which teachers had the opportunity to talk through their work and ask questions related to how to teach energy education in the future.
Train the trainers
Evaluation of Teacher Courses
After the Teacher Courses (TC) and the start of the implementation phase, at the schools involved in the action, GDE-Net has prepared a template to find out the partner's experience with regard to the TC. The results obtained after the evaluation process are summarised an analysed here.
Statistic data
According to the contract the TC should include 15 – 18 hrs of education. The statistic data from the partners give the following figures:
Nr. of schools5 – 15, Average 11
Nr. of teacher attending courses12 –72, Average 31
Nr. of sessions to each teacher1 – 8,Average 4
Total nr. of teaching hrs to each teacher3 – 18, Average 11
Total nr. of teaching hrs implemented 10 – 190,Average 62
Comments
The figures vary quite a lot depending on the local conditions and the possibilities for teachers to attend the courses. In some cases the head master for the school might be more interested in energy and thus it is easier to get positive attitude to the TC.
Use of content
The content of TC has been used in different ways. Some have set focus on RES, others on Mobility and so on. Four different categories have been chosen – General, RUE, RES and Mobility. The results from each partner are as shown below (%):
It is very clear that all the partners have a focus on Rational Use of Energy. It is easy to give simple advice how to use less energy in a household for example. RUE is very important for the society in general. Mobility is more difficult both to teach and give good examples. One very good example in mobility is from a new school in Cheltenham, UK. When the school and the schoolyard were designed special care was taken of transportation to the school in general and especially regarding bicycling.
Teacher contacts
The first contact to the school is very important. You have to have support from the top to the bottom. All kind of contact possibilities have been used - e-mails, personal contacts, telephone, letters etc. To get a good start and support it seems important to have a personal contact with the school administration. During and after the TC e-mails seem to have been a very useful tool.
Organisation of Teacher Courses
The organisation round the TC is about practical arrangements (time, breaks etc). As the possibilities for the teachers to join the TC are very different from place to place and country to country the partners have to adjust the TC to the teachers program and be very flexible with timing and so on.
Some partners have been able to give TC from morning to lunch and others from lunch to afternoon. Some have also been able to organise study tours for the teachers and also for the pupils involved.
Some partners have had meetings with the teachers involved during lunch time and implemented the courses more like a discussion about change of behaviour etc which is very important.
Others have organised an introduction meeting for teachers and school administration people and after that more precise teaching about energy for the teachers. The TC has also included visits to interesting plants.
One partner has tried to give basic theory about energy during one day (8 hrs) but changed later to half day or less. To give theory about a new subject a whole day is too much.
All partners have tried to create a dialogue with the teachers during the sessions. The combination of theory and the use of the tools have been very fruitful. It is very important to make the "Energy topic" very practical and use tools etc that are very close to your situation at home and in the society.
External experts
Most of the TC have been carried out by the partners themselves. Some have used experts for education topics, environment and explaining special plants (wind mills, combined heat and power plants etc).
Comments
It seems quite easy to find and use external experts. They can often give a very practical presentation how things are operating in reality for example a heating system in single house or in a town. Specialists in education are very useful when you want to introduce something in the curriculum.
Most interesting for teachers
In general it seems as the teachers found Rational Use of Energy most interesting. Perhaps this depends on the fact that RUE is very much linked to your daily behaviour at home, in school etc. You can also do something in your own situation and see results very fast. The interest for Renewable Energy Systems is growing a solar panels, solar cells and wind turbines become more and more common. In some countries like Sweden bio energy is very common.
Many teachers (and others in general) are also worried about the climate change and want to get more knowledge and facts about this.
Teachers were very happy to get so much material to use (theory compendium, list of tools, best practice etc), instructions and just to meet each other. Simple and straight instructions were very popular.
Special methods
In the questionnaire to the partners we have asked for "special education trick". The answers are in many cases are very similar and we have listed some of them below:
Stressing the importance of Energy Smart pupils for a better future;
Teachers appreciate to receive guidelines for establish the project their class;
Start an energy management group in the school including teachers, pupils and the caretaker;
Train the teachers without knowing that they are trained;
Use all kinds of possibilities to meet in small groups, individually, workshopsetc;
Important to start by simple things as "Energy" might be a very difficult topic;
Very important that the trainer sense the needsand motivations of the group;
Use the class room as an observation room during one TC session;
Combine theory and tools during TC and give simple and straight guidelines with (printed material) best practice examples.
Key success factors
In the questionnaire we have listed a number of factors to see which is most successful. The results are shown below (the factors are ranked with 1 as the most important and so on). The figures for each partner are shown below:
Planning4, 5, 1, 5, 5, 3, 3, 1, 5, 3, 2 [Av. 3,4]
Organisation, place for teaching1, 6, 6, 2, 4, 3, 2, 2, 3, 4, 2,7 [Av.3,5]
Based on the results above it is quite obvious that contact and cooperation are most important to get success and that is not surprising. The key to success is for sure to get the teachers on track. Tools is number two followed closely by planning, organisation and basic data.
Others
We have also got some other comments about the TC. One important problem is that Energy efficiency and climate change are not a defined part of the curriculum. The introduction and dissemination are very much linked to interested and devoted teachers. As the information and discussion in media escalate more and more people including teachers and pupils will reflect and ask for more information. Political meetings on top level do regularly have climate change on the agenda and that will certainly give footprints.
Analyse and conclusions
The questionnaire that this evaluation is based on is not very scientific planned but will give a glimpse of how partners from different countries have cooperated in the project and how "Energy" has been introduced to teachers dealing with pupils at the age of 10 – 13 years.
In almost all the countries it is very difficult for the teachers to get time for further training in new subjects and for headmasters to get money for it. If there is a teacher and/or a trainer that has a special interest, things will be much easier. Interest can sometimes mean more than a lot of knowledge. The ongoing information and debate in media and on the political arena about energy and climate change is a very positive power to people to reflect and act.
The teaching material (theory book, tools and guidelines) that has been developed in this project has given the teachers in all countries a wide range of different approaches. All material has also been available at the website www.feedu.org. It has shown that a good pedagogical way is to transfer knowledge in a dialogue, not as a lecture with monologue. A combination of theory and tools is one way to success.
Energy efficiency is most important for teachers. This is very good as we are a part of the whole world and we must consider energy sources as a limited resource and act accordingly.
The critical point to transfer knowledge to pupils through teachers is to find teachers and get them interested. The best contact is naturally personal meetings but e-mails and phone telephone calls will also do. It is important to keep the headmaster well informed before activities to avoid problems with time and money.
The organisation around the TC should be adjusted and agreed upon with the teachers involved. Sometimes a lecture can be ok but more efficient are small groups where dialogue and discussions can be a natural part of the education.
Summarising
The conclusions for a good result based on the evaluation of the TC can be summarised as follows:
Find teachers (and headmasters) and get them positive to new knowledge about energy and climate change;
Give the teachers basic knowledge combined with appropriated, selected tools;
Give the teachers printed mterial including simple guidelines for lectures;
Train the teachers in an easy and enthusiastic atmosphere.
Adding note
This project has been very focused on pupils at the age of 10 – 13 years. A matter to discuss beyond this project is whether this is optimal or should the training start earlier.
