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The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness Working together to usher in an era of sustainable economic development in the Caribbean region
Antigua and Barbuda Argentina Barbados
Belize Bolivia Brazil Canada Chile
Colombia Costa Rica Cuba
Dominica Dominican Republic
Ecuador El Salvador Grenada Guatemala
Guyana / Haiti / Honduras Jamaica / Mexico
Nicaragua Panama Paraguay Peru
Saint Kitts and Nevis Saint Lucia
Saint Vincent and the Grenadines
Suriname The Bahamas Trinidad and Tobago
United States of America Uruguay Venezuela
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The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
Working together to usher in an era of sustainable economic development in the Caribbean region
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
2
Disclaimer
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness was prepared by the Department of Sustainable Development of the General Secretariat of the Organization of American States through the consulting services of Egis International. This publication was created as a material component of the Caribbean Sustainable Energy Programme (CSEP), which is an initiative funded by the European Union.The views expressed herein are presented for informational purposes only and do not represent the opinions or o�cial positions of the European Union, the Organization of American States, its General Secretariat, or any of its member states.The European Union and the Organization of American States, its General Secretariat, and member states do not guarantee the accuracy of the data included in this publication and accept no responsibility whatsoever for any liability arising from its use. The European Union and the Organization of American States, its General Secretariat, and member states also disclaim responsibility for errors, omissions, inaccuracies, or similar characteristics as well as any loss or damage arising from the use and/or application of the contents of this publication.
Copyright Notice
© 2012 General Secretariat of the Organization of American States (OAS). Published by the Department of Sustainable Development. All rights reserved under International and Pan-American Conventions. No portion of the contents may be reproduced or transmitted in any form, or by any means, electronic or mechanical, including photocopying, recor-ding, or any storing on any information storage or retrieval system, without prior permission received in writing from the publisher and the General Secretariat of the OAS.Inquiries regarding ordering additional copies or information on this publication should be addressed to the Department of Sustainable Development of the General Secretariat of the Organization of American States at: [email protected]. A complete list of publications can be found on the OAS/DSD website: http://www.oas.org/dsd.
OAS Cataloging-in-Publication Data
Organization of American States. Department of Sustainable Development.The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness: Working together to usher in an era of sustainable economic development in the Caribbean region.p. : ill. ; cm. (OAS o�cial records ; OEA/Ser.D/XXIII.13)ISBN 978-0-8270-5898-91. Energy conservation--Study and teaching--Caribbean Area.2. Renewable energy sources--Study and teaching--Caribbean Area.3. Energy policy--Study and teaching--Caribbean Area.I. Title. II. Caribbean Sustainable Energy Program.III. Caribbean Energy Education and Awareness Programme. IV. Series.
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
This publication was produced by virtue of the e�orts and resultant developments of the Department of Sustainable Development of the General Secretariat of the Organization of Ameri-can States through its initiative the Caribbean Sustainable Energy Programme (CSEP). CSEP bene�ted from generous support from the Euro-pean Union under the �rst funding cycle of the Union’s Energy Initiative 2006-2011.
The production and compilation of this publica-tion was led by the consulting �rm Egis Internatio-nal, which provided an able team consisting of Marta Lazarska, Project Director; Alexandra Blason, Information and Communication PhD; Eaton Haughton, Energy Engineer; and graphic designers Mola Rodriguez, Pepe Menendez, and Manuela Castaño Tobon, all under the guidance of Ms. Carolina Peña, CSEP Manager, Department of Sustainable Development of the Organization of American States (OAS/DSD).
The authors wish to express special thanks to Ms. Lisa Deane, who made editorial contributions to this publication, and Ms. Rosi Arbieto, who made recommendations for its revision.
Finally, we deeply appreciate the continued support provided by Mark Lambrides, Section Chief, Energy and Climate Change Mitigation, Department of Sustainable Development, OAS; Charlene Solozano, OAS; and Cletus Springer, Director, Department of Sustainable Develop-ment, OAS.
Acknowledgements
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
A country’s energy resources a�ect nearly every aspect of its economic development. This is true for all countries, but is particularly crucial for those in the Eastern Caribbean, where most energy resources are imported and the high cost of modern energy services directly a�ect national development.
It has become clear that utilizing renewable energy and increasing energy e�ciency play a pivotal role in mitigating climate change, enhan-cing energy security, and moving toward sustaina-ble economic development. In support of these, the Organization of American States (OAS), through its Department of Sustaina-ble Development (DSD), is executing a four-year initiative funded by the European Union (EU) called the Caribbean Sustainable Energy Program-me (CSEP). CSEP is jointly implemented by the Caribbean Community (CARICOM) Secretariat, the Caribbean Electric Utility Services Corporation (CARILEC), and the Renewable Energy and Energy E�ciency Partnership (REEEP), in close association with various Caribbean agencies, such as the Organisation of Eastern Caribbean States (OECS) Secretariat and the Caribbean Renewable Energy Development Programme (CREDP), which recei-ves �nancial support from the government of Germany.
Since its inception in 2008, CSEP has endeavoured to improve market conditions in its participating countries with the ultimate goal of accelerating said countries’ prompt transition to cleaner, more sustainable energy use. These countries include Antigua and Barbuda, Grenada, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadi-nes, the Commonwealth of the Bahamas, and the Commonwealth of Dominica. The OAS/CSEP project team has contributed to the advancement of this objective by helping to establish a national
energy policy (NEP) and/or national sustainable energy plan (NSEP) in each participating country as a means of articulating each nation’s plan to incorporate sustainable energy solutions in its overall energy matrix.
The establishment of NEPs in participating coun-tries necessitated a multi-tiered CSEP consultation process during which the need for a citizenry that understands and places signi�cant value on the role of energy sustainability was identi�ed and subsequently indicated as one of the NEPs’ objec-tives:
To provide educational programmes relating to energy sector issues, particularly regarding energy conservation, energy e�ciency and the use of renewable energy sources. adapted from Saint Vincent and the Grenadines, National Energy Policy, First Edition
In addition, CSEP has ful�lled its mission to deve-lop strong ties with the local institutions responsi-ble for selecting, managing, and promoting sustai-nable energy programmes and projects. Through these relationships, CSEP has participated in the establishment of the Regional Coordinating Unit based in Saint Lucia and responsible for suppor-ting the establishment and strengthening of energy desk o�ces in each participating country.
These o�ces are housed in government ministries responsible for energy and climate change policy-making. The project team also undertook techni-cal training (via study tours, workshops, seminars, and forums) to energy sector stakeholders related to renewable energy and energy e�ciency (i.e. utility company managers, relevant government personnel, and Bureau of Standards o�cials). Training was also extended to educators and curri-culum o�cers from the ministries of education with the goal of raising awareness and providing instructions on how to share said knowledge in a pedagogical setting.
Executive Summary
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The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
As one of its core actions, CSEP aims to attract relevant individual and institutional stakeholders from each of the aforementioned countries with opportunities that will not only support their use of sustainable energy, but encourage further development. This goal places further emphasis on an already mentioned priority: addressing edu-cation and awareness in each participating nation.As a result, CSEP and its partners, including Egis International (EI), have established the Caribbean Energy Education and Awareness Programme (CEEAP). CEEAP is proposed as an extension of the European Union-funded initiative CSEP, which is expected to conclude in April of 2013.
CEEAP’s implementers recognised, through consultation with key stakeholders, that develo-ping and appending an independent sustainable energy component to the existing formal educa-tional curriculum would be an impractical means of helping the Caribbean satisfy its immediate need for a citizenry that understands and supports a regional movement toward sustainable energy; so during the consultation phase, CEEAP devised a more e�ective strategy, which involves integrating the relevant energy-related information into topics that already exist in the curriculum. To this end, teacher training programmes and text book amendment were identi�ed as viable �rst steps.
It is imperative that the issues of sustainable energy, and energy e�ciency and conservation reach the top of the Caribbean islands’ national agendas – particularly as the subjects of education and awareness campaigns – given the fact that the islands have a particular vulnerability arising from their dependency on imported fuels and the concomitant local and global environmental damages. It is our strong belief that the Caribbean would bene�t from residents who are well infor-med about the region’s speci�c energy needs and characteristics. Once a desirable level of aware-ness is achieved, each nation will have an infor-med citizenry that can be held accountable for its own energy consumption attitudes and practices.
This bodes well for the region’s energy future because accountability often serves as a catalyst for responsible action. Energy education and awareness strategies are critical for building such bene�cial knowledge and attitudes among indivi-duals and institutions.
The need for national strategies for energy conser-vation and sustainable energy education was identi�ed as a pressing de�cit in CSEP-participant countries. In the absence of these, it is predicted that ad hoc initiatives will arise, likely resulting in a disjointed series of activities that have a negligible collective impact. When approaching environ-mental education, governments, through their ministries of education, environment and energy, may �nd it bene�cial to assume a leadership role in developing a framework and policy that support national sustainable energy education objectives.
The following publication presents, in a consistent and comprehensive manner, the fundaments of a regional programme entitled Caribbean Energy Education and Awareness Programme (CEEAP). CEEAP is primarily concerned with reinforcing the institutional and pedagogic capacities of the ministries of education, energy, and environment in CSEP-participant countries with the overarching goal of educating the upcoming generations as it concerns the mitigation of climate change, the enhancement of energy security, and the move-ment toward sustainable economic development – the achievement of which are all attendant upon an acute awareness of the importance of using energy responsibly. With this objective in focus, the Programme is set to execute an education and awareness campaign entitled Learn and Save, which targets public institution students and teachers at upper primary and lower secondary levels while indirectly engaging a secondary target group consisting of ministerial o�cers, parents, and other social actors participating in the education sector.
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The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
CEEAP Implementation Strategy Overall goal and speci�c objectives Program strategy and components Bene�ciaries CEEAP’s conceptual and visual identity Implementation timeline Implementation scheme OAS: regional coordinating agency National committees and focal points Synergistic commonalities between CEEAP and CSEP Necessary commonalities for the coordination of CEEAP with other initiatives
Learn and Save Campaign Implementation Strategy Main goal and speci�c objectives Overall approach Target audience Primary target group Secondary target group Conceptual and visual identity Key messages Implementation scheme Role of CEEAP focal points and national committees Role of Learn and Save leaders Implementation timeline Communication and awareness activities and tasks Communication and Awareness tools
Matrix of Activities: CEEAP and Learn and Save campaign Proposed activities by component
CEEAP Implementation Strategy Overall goal and speci�c objectives Program strategy and components Bene�ciaries CEEAP’s conceptual and visual identity Implementation timeline Implementation scheme OAS: regional coordinating agency National committees and focal points Synergistic commonalities between CEEAP and CSEP Necessary commonalities for the coordination of CEEAP with other initiatives
Learn and Save Campaign Implementation Strategy Main goal and speci�c objectives Overall approach Target audience Primary target group Secondary target group Conceptual and visual identity Key messages Implementation scheme Role of CEEAP focal points and national committees Role of Learn and Save leaders Implementation timeline Communication and awareness activities and tasks Communication and Awareness tools
Matrix of Activities: CEEAP and Learn and Save campaign Proposed activities by component
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Table of contents............................................................................................... 9............................................................................................... 9............................................................................................... 10............................................................................................... 11............................................................................................... 11............................................................................................... 12............................................................................................... 12............................................................................................... 12............................................................................................... 13............................................................................................... 13............................................................................................... 13 ...................... 13
............................................................................ 15............................................................................................... 15............................................................................................... 15............................................................................................... 17............................................................................................... 17............................................................................................... 17............................................................................................... 17............................................................................................... 18............................................................................................... 19 ........................................................................... 19............................................................................................... 19............................................................................................... 19 ............................................................................ 20............................................................................................... 20
............................................................................................... 21
............................................................................................... 21
............................................................................................... 30
Section 1.
Section 2.
Section 3.
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
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........................................................ 31
............................................................................................... 37
............................................................................................... 37
............................................................................................... 37 .................................................................................... 37............................................................................................... 37
............................... 38
............................................................................................... 39
............................................................................................... 39
............................................................................................... 40
Matrix of instructional awareness and communication materials
Necessary resources and budget
Monitoring and evaluation 1. Monitoring activities 2. Randomized evaluation for awareness campaign 3. Media survey
Teachers' Resources Booklet for Integrated Instruction in Sustainable Energy
Instructional set
Interactive multimendia DVD
Learn and Save Booklet
Figure 1: CEEAP implementation scheme. Figure 2: Audience pro�le for Learn and Save communication and awareness campaign.Figure 3: Communication and awareness campaign implementation scheme.
Section 4.
Section 5.
Section 6.
Appendix 3:
Appendix 4:
Appendix 2:
Appendix 1:
LIST OF FIGURES
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
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APUA Antigua Public Utilities Authority BEC Bahamas Electricity CorporationBNT Bahamas National TrustBREEF Bahamas Reef Environment Education FoundationCCA Caribbean Conservation AssociationCDB Caribbean Development BankCFL Compact Fluorescent LampCARICOM Caribbean Community SecretariatCARILEC Caribbean Electric Utility Services CorporationCARIMAC Caribbean Institute for Media and CommunicationCREDP Caribbean Renewable Energy Development ProjectCSEP Caribbean Sustainable Energy ProgramCXC Caribbean Examination CouncilDOMLEC Dominica Electricity Services Limited EAG Environmental Awareness Group (of Antigua and Barbuda)EMAP Energy Management Action PlanGEF Global Environmental FacilityGRENLEC Grenada Electricity Services Limited IDB Inter-American Development BankIEC Information, Education, and Communication ProgrammeKAP’s surveys Knowledge, Attitudes, and Practices (KAP) surveysLUCELEC St. Lucia Electricity Services Limited NEPs National Energy PoliciesNEVLEC Nevis Electricity Company OAS Organization of American StatesOECS-ESDU Organization of Eastern Caribbean States – Environment and Sustainable Development UnitOPAAL OECS- Protected Areas and Associated Sustainable LivelihoodsSEPs Sustainable Energy PlansSKED St. Kitts Electricity Department UNDP United Nations Development ProgramUNEP United Nations Environmental ProgramVINLEC St. Vincent Electricity Services Limited
ACRONYMS
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Having considered the recommendations that emerged subsequent to the completion of the various consultation methods as well as the �ndings of the statement and context analysis, it was decided that a regional programme that successfully addresses current concerns must attend to the following:
National strategies for sustainable energy educa-tion: the �rst de�cit that needs to be addressed by the programme is the lack of national strategies for sustainable energy education in all seven of the participating islands. The forthcoming strate-gies should encompass both formal and informal educational methods.
The sustainable energy knowledge de�cit: renewable energy, energy e�ciency, and energy conservation are relatively new to mainstream socio-political discourse, so they are not very well-known in the sub-region. When attempting to eliminate the sustainable energy knowledge de�cit, it would be bene�cial to educate primary agents of change (i.e. teachers, the media, NGOs, and facilitators of resource management proces-ses) and encourage them (and by second-party stimulation, their respective audiences) to make an investment in this cutting-edge �eld of knowledge, research, and innovation. Note that instructional material re�ecting the speci�c concerns and characteristics of the Caribbean is not readily available in most of the countries here referred.
Attitudes toward and practices relating to energy e�ciency and energy conservation: the level of awareness regarding the pressing importance of
changing attitudes toward and practices concer-ning energy consumption patterns is still low among sub-region populations. Targeting students in primary and secondary schools studying at the upper primary and lower secon-dary grade levels (with the intention of expanding to broader audiences) has been deemed an e�ec-tive starting point for e�ecting change. An educa-tion and awareness campaign (on occasion, also here referred as a communication and awareness campaign) specially oriented to the identi�ed initial audience is presented in Section 4.
In the following pages, The Caribbean Educator’s Guide delineates the overall goal, speci�c objecti-ves, implementation strategy, components, and activities of the Programme and its associated campaign. It also describes recommendations for the distribution of messages, monitoring and evaluation, management and implementation, and necessary budgeting.
Given the nature of the Caribbean energy situa-tion with the majority of the islands being 100% dependent on non-renewable energy sources and vulnerable to the detriments of climate change, CEEAP’s main goal is:
To achieve by the end of Year 3, a citizenry in each of CEEAP’s participating countries of which at least 40% is satisfactorily informed about and sensitized to the importance of diversifying national energy sources, and is able to translate knowledge and awareness to practical action by participating actually and intellectually in the predominant use of clean and renewable energy and its concomi-tant technology, generally accompanied by the more e�cient and rational use of energy overall.
OVERALL GOAL AND SPECIFIC OBJECTIVES
SECTION 1.CEEAP IMPLEMENTATION STRATEGY
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
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Speci�c objectives have been identi�ed, which cumulatively executed, will contribute to the achievement of the above goal. They are as follows: 1. To develop national strategies that account for the integration of topics such as renewable energy, energy e�ciency, and energy conserva-tion in the curriculum as well as in extra-curricular activities in order to ensure the active participa-tion of all relevant social actors involved in and/or interacting with the education sector. 2. To strengthen sub-regional pedagogy in the area of sustainable energy and auxiliary issues via training activities for teachers and other agents of change (e.g. NGOs and CSO representatives, media, etc.) and the use of region-appropriate instructional material.3. To increase the knowledge and awareness of the upcoming sub-regional generation in the areas of renewable energy, energy e�ciency, and energy conservation, particularly as it pertains to sustai-nable energy sources and their uses, via guided exposure to speci�c instructional material.
To reiterate a previous recommendation, it is proposed that the implementation of CEEAP is approached with a segmented education and communication model based on the �ndings of the stakeholder and target audience analyses. The model will take into account the distinct characte-ristics, interests, motivations, and concerns of the di�erent stakeholders and target groups. For this reason, the Programme will be divided into three components, each related to one of the three speci�c objectives and its respective actors. The third component will consist of a communication and awareness campaign with its own distinct, but integrated conceptual and visual identity.
Component 1: Developing national sustainable energy education strategies.This component coordinates with objective one,
which addresses the necessity for national strate-gies for sustainable energy education in the sub-region in order to avoid ad hoc initiatives that are likely to result in disconnected activities with a negligible cumulative impact. Advances made in this area thus far have shown themselves to be the success of the current Programme. In response to the need for sub-regional govern-ments to develop a framework and policy that supports sustainable energy education objectives, CEEAP will support national committees with the aim of facilitating the communion of all key actors in the energy and education sectors combined.
The committees will facilitate discussions about the Programme strategy and avenues for its amendment and adoption by each individual country; and, more pressingly, the committee will act as a medium for the development and adop-tion of national strategies. Simultaneously with these, CEEAP will function as a regional platform ensuring appropriate consistency among the seven participant countries’ strategies. This mea-sure is necessary to facilitate benchmarking, which, in turn, allows for regional coordination and the execution of complementary action in accordance with other regional programmes.
Component 2: Strengthening pedagogy with regard to sustainable energy in formal and infor-mal educational contexts.There are three main actions that have been iden-ti�ed as bene�cial to the task of strengthening pedagogy in the area of sustainable energy and its auxiliary issues. They are the revision of formal curricula with the intent of integration, the admi-nistration of appropriate educator training, and the creation of region-speci�c instructional mate-rial. CEEAP will provide mediation with regional institutions like the Caribbean Examination Coun-cil (CXC) and the various national curriculum deve-lopment departments, as well as technical and logistical support for training activities and the production of instructional material.
STRATEGY AND COMPONENTS
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Component 3: Imparting knowledge to and raising awareness among target primary and secondary school students via the Learn and Save education and awareness campaign. The Programme’s third component consists of the Learn and Save education and awareness cam-paign, which is concerned with two main target groups: 1. Primary target group, via direct practical enga-gement, consisting of students and teaching and administrative sta�.2. Secondary target group, via indirect practical engagement, consisting of parents and o�cers of the ministries of education. The campaign’s proposed implementation strate-gy is delineated in Section 2 of this document.
The bene�ciary countries include Antigua and Barbuda, Grenada, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, the Com-monwealth of the Bahamas, and the Common-wealth of Dominica.
More than half of the total combined population of the seven participant islands (last estimated at 929 545) is expected to bene�t from CEEAP’s prac-tical engagement either directly, as it pertains to members of the primary target group, who account for 17.6%; or indirectly, as it pertains to members of the secondary target group, who account for up to 47%. Prospective results include, for example, a substantial reduction in the volume of electricity consumed in households and schools (indicated by kWh consumed per month, and re�ected monetarily i.e. on the corresponding electricity bills), this change arising from a signi�-cant shift in attitudes toward and practices relating to electricity consumption. A similar theory may be applied to energy consumption patterns in the transportation sector. Upon consi-deration of these theories, it is plausible that the attempted inculcation of the target groups into
the pro-green movement will have far-reaching e�ects outside of the Programme’s speci�c popu-lation goal.
Four main concepts were taken into account when designing the visual identity here proposed. They are as follows:
- CEEAP is a programme intended to impart speci-�c knowledge to and raise awareness among the youthful generations in the sub-region with the speci�c goal of sensitising the primary target group to the importance of implementing energy conservation and e�ciency measures and develo-ping renewable energy sources as the sub-region’s supplementary and, shortly thereafter, primary energy source in the place of non-renewable sour-ces.
- CEEAP is a regional programme, so the logo should emphasize the unifying characteristics of the participant countries, without highlighting, and therefore appearing to elevate, any one nation’s particular feature(s).
- The visual identity is intended to appeal to students, teachers, and other adults.
- The logo should be clearly related to the themes of the campaign, but not so much so that the logo overpowers the themes.
The above having been considered, the following logotype is proposed:
BENEFICIARIES
CEEAP’S CONCEPTUAL AND VISUAL IDENTITY
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The advantages of the above logotype are that it is neutral and easily recognisable, and with its cycli-cal sequence of shapes that recall natural pheno-mena such as waves or leaves, it is visually repre-sentative of the natural, symbiotic interaction between the various renewable energy sources.
The regional strategy’s implementation process is expected to be executed over a period of roughly three (3) years.The majority of the activities under component one and two are expected to be completed within the �rst year of execution of the strategy. The Learn and Save education and awareness cam-paign may be launched in the �rst year and imple-mented in the two years that follow.
An implementation scheme similar to that utilised for CSEP is proposed for CEEAP. The scheme will follow an approach that values local engagement, which is believed to be essential for fostering a sense of national pride as it relates to the sustaina-ble energy movement. During CSEP’s implemen-tation, the operation of local focal points within key ministries ensured that initiative came not only from the project team working alongside participant governments, but from the govern-ments themselves. If such a mood becomes preva-
lent in CEEAP-participant countries, the education and awareness strategy should reap considerable bene�ts. A visual representation of the Programme’s mana-gement scheme is presented below:
Figure 1: CEEAP implementation scheme
Figure 1 indicates that local committees compri-sed of representatives of the ministries of educa-tion and the ministries responsible for energy, as well as representatives of those NGOs and SCOs involved in the education sector will have the responsibility of designing and implementing CEEAP’s national strategies. OAS and other regio-nal partners may assume the roles of coordinators and facilitators.
OAS: REGIONAL COORDINATING AGENCY
OAS will serve as the regional coordinating agency, providing key technical and policy advice to participant countries. Other relevant partners will be selected based on their quali�cations and suitability to the energy education sector.
IMPLEMENTATION TIMELINE
IMPLEMENTATION SCHEME
A&B ENERGY
EDUCATION
COMMITTEE
GRENADA
ENERGY
EDUCATION
COMMITEE
ST. KITTS &NEVIS
ENERGY EDUCATION
COMMITTEE
ST LUCIA
ENERGY
EDUCATION
COMMITEE
SVG ENERGY
EDUCATION
COMMITTEE
COORDINATING AGENCY (OAS)
+ REGIONAL PARTNERS
ENERGY EDUCATION COMMITTES:
• Ministry of Education representatives • Ministry responsible of Energy /Energy desks
• NGOs representatives
DOMINICA
ENERGY
EDUCATION
COMMITEE
BAHAMAS
ENERGY
EDUCATION
COMMITEE
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As previously mentioned, national pride is a key factor in the success of the Programme. CEEAP national committees will serve as agents of change at the national level with the following responsibilities:
- Designing and implementing national strategies while maintaining consistency with the regional CEEAP strategy and its concomitant approach and actions, - Coordinating the Programme’s activities with the relevant local authorities and utilising available resources to encourage participation, and - Revising instructional and expositive material to re�ect national concerns.
It is recommended that two CEEAP focal points per participating island be selected from the local ministries of education and/or ministries responsi-ble for energy. The focal points will be expected to share the above-mentioned responsibilities and liaise with the coordinating agency.
CEEAP shares much of CSEP’s policy framework and implementation approach. One of CSEP’s main achievements is that subsequent to an extensive consultation process involving the main energy sector stakeholders, NEPs have been deve-loped for the seven CSEP-participant countries.
CEEAP’s implementation strategy proposes to mirror CSEP’s region-wide network of agencies and individuals with useful links to the energy sector. The active participation of those agencies and individuals combined with the actions of appointed focal points is interpreted as a near
guarantee for the success of this Programme vis-à-vis the success of CSEP.
CEEAP is part of a synergistic e�ort to promote sustainable energy in the Caribbean region, which necessitates partnership with other similarly aimed initiatives.
In this spirit, CEEAP intends to coordinate with the European Union-funded Caribbean Renewable Energy Capacity Support (CRECS) project execu-ted by the CARICOM Secretariat, which produced a publication entitled Communication Strategy Development for Energy-Related Programmes in the Caribbean as a guideline for implementers working toward sustainable economic develop-ment in the region. As an energy-related program-me itself, CEEAP supports CRECS’ investment in the next generation of pro-green initiatives.
CEEAP also maintains ties with the Caribbean Renewable Energy Development Programme (CREDP), which, as a joint project of CARICOM and the German International Cooperation (GIZ), seeks to remove barriers for the use of renewable energy and the application of energy e�ciency measures in the Caribbean region. CEEAP intends to coordi-nate with CREDP through participation in and promotion of CARICOM’s annual Energy Week for which CREDP is to review a guidebook. CEEAP’s speci�c coordination goals include scheduling some of the activities associated with the Learn and Save campaign so that they fall within Energy Week. The proposed activities (detailed in Section 3) are in keeping with the existing roster of Energy Week events, which includes science and techno-logy fairs and competitions.
NATIONAL COMMITTEES AND FOCAL POINTS
Synergistic commonalities between CEEAP and CSEP
Necessary commonalities for the coordination of CEEAP with other initiatives
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Lastly, the objectives of the Organization of Eastern Caribbean States (OECS) Secretariat’s initiative Sustainable Energy Technical Assistance for a Competitive OECS (SETA-OECS) coincide with CEEAP’s education and awareness programme, which will seek to a�ect the knowledge de�cit in, and current attitudes toward and practices relating to renewable energy and energy e�cien-cy and conservation.
One of SETA-OECS’ main activities since its January 2011 launch has been to develop a sub-regional awareness strategy and action plan as well as indi-vidual national awareness strategies and action plans focusing on renewable energy and energy e�ciency as the twin pillars of sustainable energy for the member countries of the OECS. CEEAP, with its narrower focus on the education sector, which is a sub-group of SETA-OECS’s target audience, should function practically as a component. This necessitates certain commonalities between CEEAP and SETA-OECS, for example, coordination of CEEAP’s conceptual and visual identity to achie-ve an appropriate level of consistency with SETA-OECS’s. CEEAP may also �nd it necessary to coordinate some of its communication and aware-ness activities (for example, regional competition launches, distribution of awareness material, etc.) so that they coincide with those associated with SETA-OECS’s e�orts.
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15
SECTION 2.LEARN AND SAVE CAMPAIGN IMPLEMENTATION STRATEGY
CEEAP’s third component proposes to launch an education and awareness campaign aimed at bridging the knowledge de�cit in the areas of energy conservation, energy e�ciency, and renewable energy among the young citizenry of CSEP-participant countries.
The proposed main goal of the Learn and Save campaign coincides with the Programme’s third speci�c objective:
To achieve by the third year a primary and secon-dary target group (comprising students and teaching and administrative sta� in primary and secondary schools in CEEAP’s participating coun-tries) of which at least 71 % is informed about and su�ciently sensitized to the importance of diversi-fying national energy sources by using energy – primarily clean, renewable energy and its conco-mitant technology – e�ciently and rationally.
Toward the achievement of this goal, the following staggered implementation strategy is proposed:
- During year one (commencement the pilot phase), participant countries are expected to develop a campaign action plan and agree on a common conceptual and visual identity consisting of a campaign name, logotype, and slogan.
- By the end of year two (conclusion of the pilot phase), it is expected that 20% of the target group
OVERALL APPROACH
members within the student body and sta� of the public primary and secondary schools in each participant country will have been exposed to the campaign’s instructional material. It is predicted that interaction with this material will result in an 18% increase in sustainable energy awareness among members of the primary target group, and 21% among members of the secondary target group.
- By the end of year three, it is expected that 70% of the student body and sta� of public primary and secondary schools in each participant country will be familiar with the campaign’s instructional material. It is predicted that interaction with these materials will result in a 63% increase in sustaina-ble energy awareness among members of the primary target group, and 73% among members of the secondary target group.
- By the end of the campaign, it is expected that 81% of the primary target group and 94% of the secondary target group will be well-informed about the importance of developing renewable energy sources and well-aware of the bene�ts of implementing energy e�ciency and energy conservation measures.
Toward the aforementioned objectives and taking into account the review of the �ndings of the KAP’s and other surveys, the following are propo-sed as components of the overall approach:
- Segmented audience-centred communication wherein instructional material and communica-tion methods are to be tailored according to the distinct interests, motivations, and concerns of the chosen target groups.
- A practical campaign implementation schedule spanning a predetermined period of time of approximately one to two years and consisting of
MAIN GOAL AND SPECIFIC OBJECTIVES
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
16
actions that are well-placed in order to reach di�e-rent target groups at the optimal time.
- A campaign name, slogan, visual identity, and body of educational and communicative action that conveys the following three central concepts: •The global impact of individual energy consump-tion habits: Appropriate emphasis should be placed on the link between individual energy use and regional and international environmental and economic consequences. Phrases such as “climate change” and “scarcity of energy resources” should be raised in the context of the Caribbean’s future. •Urgency: the campaign should attach an appro-priate level of urgency to the importance of the immediate implementation of energy e�ciency and energy conservation measures.
• The role of temporality – the link between the present and the future: the campaign should demarcate the link between everyday energy practices and the planet’s environmental future. This concept should be evident in the slogan and other communication methods.
- Exposure for renewable energy as an academic concept via training activities and instructional material such as booklets, DVDs, websites, etc. Messages should be tailored to emphasize regio-nal concerns, such as the unique vulnerability faced by the Caribbean islands with regard to the consequences of energy dependency, most omi-nous among which is climate change; and the region’s ability (potential obstacles included) to utilize renewable energy and e�ect national energy policies.
- The “learning by doing” approach is suggested as an educational method for target groups enga-ging with the concepts of energy conservation and energy e�ciency. The approach is best supported by interactive activities such as �eld trips, participation in energy innovation competi-tions and school energy saving programmes that
have speci�c and measurable goals, and similar activities. The ECO-school program and its “green �ag” catchphrase would be a useful addition to the list of interactive activities and should be conside-red for extension to more public schools in the sub-region.
- An eye-catching visual identity capable of secu-ring and sustaining the interest of the targeted age group i.e. lower secondary school students between 12 and 14 years old.
- Communication of easy-to-adopt pro-sustainable energy (i.e. energy e�ciency and energy conservation) practices via clear, straight-forward messages. Awareness material such as posters and bookmarks should be eye-catching and attractive. An e�ective visual identity should establish positive initial contact between the awareness campaign and its prospective audien-ce.
National action plans that coordinate activities, messages, and other components to encourage a sense of national pride in the sustainable energy movement. Because the same materials will be distributed region-wide, care should be taken to account for socio-cultural di�erences between participant nations.
- A multimedia approach that utilizes the relation-ship between the young target audience (i.e. upper primary and lower secondary school) and social media platforms like Facebook, Twitter, Instagram, etc. Interactive web-based support should also be o�ered as part of the campaign material.
- The use of non-traditional media channels such as message posting on school buses, in school public spaces, etc.
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
17
In keeping with the segmented audience-centred approach afore discussed, two target groups were identi�ed. Figure 2 below shows the primary and secondary target groups within the populations of each of the seven participant island-nations.
Figure 2: Audience pro�le for Learn and Save com-munication and awareness campaign.
- Subgroup 1: Primary and secondary public school students, particularly students at the lower primary and higher secondary levels, who bene�t from some familiarity with the topic of energy and whose knowledge and attitude toward energy conservation and sustainable energy need only be modi�ed in order to e�ect real improvements in school and household energy consumption patterns. This group consists of 150.338 students.
- Subgroup 2: Teaching and administrative sta�, particularly primary decision-makers and adminis-trators (i.e. principals, head of departments, atten-dants) who are entrusted with the responsibilities of learning process quality assurance and general improvement of the school environment. This group consists 12.885 persons.
TARGET AUDIENCE- Subgroup 1: Parents of primary target group, subgroup one’s members.- Subgroup 2: Science curriculum o�cers at the ministries of education. - Subgroup 3: Other institutions and individuals involved with or related to the education sector. The secondary target group, all subgroups inclu-ded, consists of approximately 215.305 persons, which represents 25.5 % of the total combined population of CEEAP’s seven participant nations.
Bearing in mind the aforementioned guiding concepts of the campaign, the following title is proposed:
Learn and SaveThe title is extended as an invitation to the reader from a group of interlocutors later to be identi�ed as the energy masters. The energy masters invite the reader to learn about sustainable energy and the environment (“Let’s learn and save together!”) with the goal of training him/her to act more responsibly with regard to energy consumption (as a student and/or member of a household) and related national decision-making (as a citizen of Caribbean nation). The title is simple, memorable, and e�ective, characteristics that are likely to make the campaign appealing to its primary target group.
A multitude of logos and mascots have been used in the past to head sustainable energy awareness campaigns within CEEAP-participant countries. In order to distinguish the Learn and Save campaign’s visual identity from CEEAP’s visual identity as well as from various logos and mascots used by previous sustainable energy awareness campaigns in participant countries, the following is proposed:
PRIMARY TARGET GROUP
SECONDARY TARGET GROUP
CONCEPTUAL AND VISUAL IDENTITY
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
Communication and Awarenesscampaign audiences pro�le
TOTAL POPULATION TOTAL PRIMARY AUDIENCESTOTAL SECONDARY AUDIENCES
Antigua The Bahamas Dominica Grenada St. Kitts St. Lucia St. Vincent and Barbuda and nevis and the
grenadines
8663
416
418
2167
3 3376
6853
239
6773
3
7319
313
303
1761
2
1035
3821
177
2776
5
4919
081
0910
226
1702
0530
952
4041
0
1091
1723
025
2988
6
18
Note the modern-style typography of the campaign’s name. This image will appear in all of the campaign’s published literature. The logo will be accompanied by the campaign’s main charac-ters – the energy heroes, masters, or savers – each of which represents either a non-renewable or renewable source of energy. The energy masters are the frontrunners of an alluring multi-character visual strategy and plot that will secure and sustain the interest of the campaign’s prospective audience, particularly the primary target group.
Below is an example of one of the energy masters who will serve as the primary messengers of the campaign’s conceptual identity with the support of supplementary media such as informative �iers and stickers, radio and TV PSAs, promotional attire, etc.
Based on analysis of the results of the KAP’s survey conducted by Egis International in 2011 in Antigua and Barbuda, Bahamas, Dominica, Saint Lucia, and Saint Vincent and the Grenadines, the following key messages have been identi�ed with the inten-tion of embedding them in the campaign’s instructional material:
The Caribbean islands consume the equivalent of approximately 240 000 barrels of oil per day, 95 % of which is derived from fossil fuels. The region is essentially a net importer of crude oil and re�ned oil products, the vast majority of which originate from extra-regional merchants.
The use of renewable energy in the Caribbean is still limited, although various measures related to alternative energy (some permanent, others amounting to experience) have already been introduced.
The use of ”unclean” energy like fossil fuel is directly linked to the environmental consequen-ces associated with global warming and climate change, to which the Caribbean is particularly vulnerable.
The cost of electricity in the Caribbean is one of the highest in the world at about XCD 0.83/kWh in the OECS and BCD 0.20/kWh in the Bahamas.
Almost half of the Caribbean’s electricity is consu-med by the domestic sector with the commercial sector (including public consumption at hospitals, schools, administrative buildings etc.) coming in at a close second.
KEY MESSAGES
SOURCES OF ENERGY
CONSUMPTION AND CONSERVATION OF ENERGY
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
19
Almost half of the Caribbean’s electricity is consu-med by the domestic sector with the commercial sector (including public consumption at hospitals, schools, administrative buildings etc.) coming in at a close second. Industry and street lighting are minor sources of consumption.
The Learn and Save campaign o�ers many easy-to-learn-and-do tips to save energy at school and at home.
The Learn and Save campaign is proposed to be implemented by CEEAP’s participant countries’ national committees and coordinated regionally by OAS. The committees will rely on the Learn and Save leaders that will be appointed in all primary and secondary participant country schools.
A graphic representation of the campaign’s hierar-chical management scheme is presented below:
Figure 3: Learn and Save campaign implementation scheme
The campaign will be led region-wide by the CEEAP focal points and national committees. Together they will form the main body responsible for the successful implementation of education and awareness activities in participant schools, also serving as national correspondents for OAS and other regional organizations responsible and/or involved with the project. With regard to the organization of training activities, the focal points and committees will work closely with the Learn and Save leaders.
The CEEAP focal points and national committees will select a number of schools to participate in the campaign’s pilot implementation phase. A Learn and Save leader will be selected from among groups of teaching sta� volunteers (with a preference for science or geography teachers, where possible, particularly those who have already made contributions during the consulta-tion phase). One leader will be appointed in each selected school to assume responsibility for the implementation of the campaign-related educa-tion and awareness activities conducted in that school. Other responsibilities will include serving as a point of contact for the national committees and participating regularly in periodical meetings. Leaders may be invited to participate in a work-shop in order to become familiar with the campaign’s action plan.
Note that the success of the campaign relies on the mobilization of the entire school sta� in addi-tion to Learn and Save leaders. The campaign will require support from the administrators of every participant school.
The Learn and Save campaign is expected to span two school years. Some campaign-related activi-
IMPLEMENTATION SCHEME
CoordinatingAgency
CEEAP NationalCommittees
Learn and SaveLeaders
ROLE OF CEEAP FOCAL POINTS AND NATIONAL COMMITTEES
ROLE OF LEARN AND SAVE LEADERS
IMPLEMENTATION TIMELINE
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
20
ties will be conducted during a preliminary phase, which falls within the �rst year of CEEAP’s imple-mentation, but the campaign is expected to com-mence in full force in the school year directly following that.
During the �rst year of full force commencement, or the pilot implementation phase, the campaign, inclusive of all its instructional material and aware-ness actions and activities, will be tested on a sample of 120 schools, which represents 20% of the total number of participant schools in all seven of CEEAP’s participant nations.
During the second year, or the extensive imple-mentation phase, the campaign is expected to be extended to an additional 60% of the participant schools up to a total of 80% or 421 schools. The chart below is a graphic representation of the implementation timeline as it corresponds to the aforementioned staggered approach to the target group. Note that the numerical values correspond to the number of participant schools.
COMMUNICATION AND AWARENESS ACTIVITIES AND TASKSSee Section 3.
COMMUNICATION AND AWARENESS TOOLS See Section 4.
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
LEARN AND SAVE PARTICIPATING SCHOOLS
PHASE I ( 20%) PHASE II (Up to 80%)
The Bahamas St. lucia St. Vin Cent Atigua Dominica Grenada ST. Kitts
11132
7622
6117
5315
5315
4713
226
and Grenadines and Barbuda and Nevis
21
Tim
elin
e
SEC
TIO
N 3
.
MAT
RIX
OF
ACTI
VITI
ES:
CEEA
P A
ND
LEA
RN A
ND
SAV
E CA
MPA
IGN
PRO
POSE
D A
CTI
VITI
ES B
Y CO
MPO
NEN
T
COM
PON
ENT
1: B
UIL
DIN
G N
ATIO
NA
L ST
RATE
GIE
SO
BJEC
TIVE
: To
deve
lop
natio
nal c
apac
ities
for s
usta
inab
le e
nerg
y ed
ucat
ion
and
to e
stab
lish
fram
ewor
ks fo
r the
inte
grat
ion
of s
usta
inab
le e
nerg
y as
a c
urric
ular
and
ext
racu
rric
ular
topi
c.
Activ
ities
and
Tas
ks
1.1
Es
tabl
ishi
ng
CEEA
P co
mm
ittee
s1.
1.1
To i
dent
ify k
ey g
over
n-m
enta
l an
d no
n-go
vern
men
tal
stak
ehol
-de
rs.
1.1.
2 To
app
oint
tw
o CE
EAP
foca
l poi
nts
1.1.
3 To
es
tabl
ish
CEEA
P na
tiona
l com
mitt
ees.
1.1.
4 To
as
sist
du
ring
the
CARI
COM
Ene
rgy
Wee
k ev
ery
Nov
embe
r.
1.2
Des
ign,
ap
prov
al,
and
laun
ch
of
CEEA
P na
tiona
l st
rate
gies
1.2.
1 To
ca
rry
out
regi
onal
w
orks
hop
on e
duca
tion
and
com
mun
icat
ion
stra
tegy
de
velo
pmen
t 1.
2.2
To d
esig
n an
d se
cure
ap
prov
al f
or C
EEA
P na
tiona
l st
rate
gies
.1.
2.3
To p
rom
ote
stra
tegi
es
amon
g ke
y st
akeh
olde
rs.
•To
fost
er n
atio
nal p
ride
and
com
mun
al
com
mitm
ent.
•To
re-e
valu
ate
stak
e-ho
lder
s’ in
tere
sts,
mot
ivat
ions
, and
ca
paci
ties.
• To
prep
are
com
mitt
ee
mem
bers
to d
evel
op
educ
atio
n an
d co
mm
u-ni
catio
n st
rate
gies
. • T
o cr
eate
rele
vant
CE
EAP
natio
nal s
trat
e-gi
es.
• To
defin
e st
akeh
olde
rs’
role
s an
d re
spon
sibi
li-tie
s.• T
o cr
eate
a s
ched
ule
for n
atio
nal i
mpl
emen
-ta
tion
stra
tegi
es.
• A
t fo
ur m
onth
s, th
e su
cces
sful
es
tabl
ish-
men
t of
CE
EAP
com
mitt
ees,
each
ha
ving
pr
epar
ed
a m
eetin
g ca
lend
ar.
•The
m
eani
ngfu
l pa
rtic
ipat
ion
of
key
orga
niza
tions
’ re
pre-
sent
ativ
es
from
th
e se
ven
isla
nds
in
the
wor
ksho
p.•
At
six
mon
ths,
the
appr
oved
st
atus
of
CE
EAP
natio
nal
stra
te-
gies
. •
At
eigh
t m
onth
s, th
e su
cces
sful
des
ign
and
dist
ribut
ion
of C
EEA
P’s
prom
otio
nal m
ater
ial.
• By
the
end
of y
ear
one,
all
key
stak
ehol
-de
rs a
re c
omm
itted
an
d pa
rtic
ipat
ing
activ
ely
in C
EEA
P.
• By
the
end
of y
ear
one,
str
ateg
ic a
nd
inst
itutio
nal b
asis
for
sust
aina
ble
ener
gy
educ
atio
n w
ill h
ave
been
rein
forc
ed in
all
seve
n CE
EAP
part
ici-
pant
cou
ntrie
s.
• Rep
rese
ntat
i-ve
s of
the
min
istr
ies
of
educ
atio
n,
NG
O’s
and
othe
r re
leva
nt
inst
itutio
ns.
• Rep
rese
ntat
i-ve
s of
min
istr
ies
of e
duca
tion,
N
GO
’s an
d ot
her
rele
vant
in
stitu
tions
.
• CEE
AP
broc
hu-
re a
nd w
ebsi
te.
• CEE
AP
broc
hu-
re a
nd w
ebsi
te.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
omm
unic
atio
n co
nsul
tant
.
Firs
t 4
mon
ths.
Firs
t 8
mon
ths.
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
22
Tim
elin
e Ac
tiviti
es a
nd T
asks
2.1
Intr
oduc
tion
of r
elev
ant
topi
cs
to
prim
ary
and
seco
ndar
y sc
hool
cur
ricul
a 2.
1.1
To id
entif
y kn
owle
dge
gaps
in th
e cu
rren
t cur
ricul
a an
d pr
opos
e so
lutio
ns.
2.1.
2 To
dis
cuss
and
sec
ure
appr
oval
fo
r su
gges
ted
mod
i�ca
tions
.2.
1.3
To g
radu
ally
intr
oduc
e m
odi�
catio
ns w
ithin
201
2-20
13 a
nd 2
013-
2014
.
2.2
Prov
idin
g tr
aini
ng
to
educ
ator
s an
d au
xilia
ry
teac
hing
st
a�
in
the
rele
vant
sub
ject
are
as.
2.2.
1 To
pre
pare
an
appr
o-pr
iate
trai
ning
mod
ule.
2.2.
2 To
con
duct
a r
egio
nal
wor
ksho
p fo
r te
ache
rs w
ith
a m
aste
r’s l
evel
edu
catio
n an
d ot
her a
gent
s of
cha
nge.
2.2.
3 To
in
trod
uce
this
m
odul
e to
th
e an
nual
te
ache
rs’ p
rofe
ssio
nal d
eve-
lopm
ent p
rogr
amm
e.
• To
ensu
re th
at th
e ta
rget
gro
up is
form
ally
ed
ucat
ed in
the
rele
vant
sub
ject
are
as.
• To
ensu
re C
EEA
P’s
sust
aina
bilit
y.
• To
en
sure
th
at
teac
hers
an
d ot
her
agen
ts o
f ch
ange
are
pr
epar
ed
to
teac
h in
stru
ct in
the
rel
evan
t su
bjec
t are
as.
• To
en
sure
CE
EAP’
s su
stai
nabi
lity.
• A
t fo
ur
mon
ths,
know
ledg
e ga
ps a
nd
co
nc
om
ita
nt
solu
tions
are
ide
nti-
�ed.
• A
t si
x m
onth
s, su
gges
ted
solu
tions
ar
e di
scus
sed
and
appr
oval
for
the
se i
s se
cure
d.•
Dur
ing
year
tw
o,
chan
ges
are
intr
odu-
ced
in 2
0% o
f ta
rget
sc
hool
s.•
Dur
ing
year
thr
ee,
chan
ges
are
intr
odu-
ced
in 8
0 %
of t
arge
t sc
hool
s.
• With
in fo
ur m
onth
s, to
m
ake
an
appr
o-pr
iate
tr
aini
ng
mod
ule
on s
usta
ina-
ble
ener
gy
and
ener
gy c
onse
rvat
ion
avai
labl
e.
• By
the
end
of
year
on
e 30
% o
f tea
cher
s w
ith
mas
ter’s
le
vel
educ
atio
n an
d ot
her
agen
ts o
f cha
nge
are
trai
ned
in
the
rele
vant
su
bjec
t ar
eas.
• D
urin
g ye
ar
two,
17
%
of
stud
ents
in
pr
imar
y an
d se
con-
dary
sc
hool
s ha
ve
been
form
ally
edu
ca-
ted
in
the
rele
vant
su
bjec
t ar
eas
and
up
to 8
0% d
urin
g ye
ar
thre
e.
• By
the
end
of
year
s tw
o an
d th
ree,
ped
a-go
gica
l cap
aciti
es f
or
sust
aina
ble
ener
gy
and
ener
gy c
onse
rva-
tion
educ
atio
n ha
ve
been
rei
nfor
ced
in a
ll se
ven
CEEA
P pa
rtic
i-pa
nt c
ount
ries.
• Stu
dent
s in
pu
blic
prim
ary
and
seco
ndar
y sc
hool
s.
• Tea
cher
s an
d ed
ucat
ors
at
publ
ic p
rimar
y an
d se
cond
ary
scho
ols.
N/A
• Tea
cher
s’ tr
aini
ng m
odu-
les
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• T
each
ers’
colle
ges
and
othe
r rel
evan
t in
stitu
tions
.• E
nerg
y co
nsul
tant
.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• T
each
ers’
colle
ges
and
othe
r rel
evan
t in
stitu
tions
.• E
nerg
y co
nsul
tant
.
3 ye
ars.
3 ye
ars
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
2: S
TREN
GTH
ENIN
G P
EDAG
OG
Y IN
TH
E A
REA
S O
F SU
STA
INA
BLE
ENER
GY
AN
D E
NER
GY
CON
SERV
ATIO
N.
OBJ
ECTI
VE: T
o re
info
rce
strid
es in
sus
tain
able
ene
rgy
educ
atio
n w
ith tr
aini
ng a
ctiv
ities
for t
each
ers
and
othe
r age
nts
of c
hang
e an
d th
e de
velo
pmen
t of r
egio
n-ap
prop
riate
mat
eria
l.
23
Tim
elin
e Ac
tiviti
es a
nd T
asks
2.3
Prod
uctio
n of
te
achi
ng
mat
eria
ls.
2.3.
1 To
pre
pare
an
appr
opria
-te
teac
hers
’ res
ourc
e bo
okle
t.2.
3.2
To la
unch
a c
ompe
titio
n in
sus
tain
able
ene
rgy
teac
hing
2.
3.3
To c
reat
e a
web
site
with
us
eful
in
form
atio
n on
th
e re
leva
nt to
pics
.2.
3.4
To p
rodu
ce a
doc
umen
-ta
ry
�lm
on
su
stai
nabl
e en
ergy
in th
e Ca
ribbe
an.
2.3.
5 To
mak
e ex
tens
ive
use
of
the
rele
vant
mat
eria
l.
• To
ens
ure
teac
hers
and
ed
ucat
ors
have
re
gion
-sp
eci�
c m
ater
ials
that
lend
w
ell
to t
he q
ualit
y of
the
te
achi
ng/le
arni
ng p
roce
s-se
s in
the
rele
vant
sub
ject
ar
eas.
• By
the
end
of
year
on
e, t
his
mod
ule
is
form
ally
in
corp
ora-
ted
in
the
Prim
ary
and
Seco
ndar
y Sc
hool
Te
ache
rs’
Prof
essi
onal
D
evel
o-pm
ent P
rogr
amm
e.•
By t
he e
nd o
f ye
ar
two,
40
% o
f sc
ienc
e an
d ge
ogra
phy
teac
hers
hav
e re
cei-
ved
trai
ning
in
th
e re
leva
nt
subj
ect
area
s, an
d up
to 7
0 %
by
the
end
of
year
th
ree.
• With
in 8
mon
ths,
to
have
de
sign
ed,
prod
uced
, and
e�e
c-tiv
ely
dist
ribut
ed a
n ap
prop
riate
tea
cher
s’ re
sour
ce b
ookl
et o
n su
stai
nabl
e en
ergy
• T
o ha
ve s
ecur
ed th
e pa
rtic
ipat
ion
of
at
leas
t 20
% o
f sc
ienc
e an
d ge
ogra
phy
teac
hers
fo
r th
e su
stai
nabl
e en
ergy
te
achi
ng
com
peti-
tions
to
be la
unch
ed
in y
ears
1, 2
, and
3.
• By
the
end
of y
ears
2
and
3,
peda
gogi
cal
capa
bilit
ies
for s
usta
i-na
ble
ener
gy
and
ener
gy
cons
erva
tion
educ
atio
n ha
ve b
een
rein
forc
ed
in
all
7 CE
EAP
part
icip
ant
natio
ns.
• Tea
cher
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
te
ache
rs in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• Tea
cher
s’ Re
sour
ce
Book
let
• Tea
cher
s ‘co
mpe
titio
n po
ster
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• E
nerg
y an
d co
mm
u-ni
catio
n co
nsul
tant
.
3 ye
ars
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
2: S
TREN
GTH
ENIN
G P
EDAG
OG
Y IN
TH
E A
REA
S O
F SU
STA
INA
BLE
ENER
GY
AN
D E
NER
GY
CON
SERV
ATIO
N.
OBJ
ECTI
VE: T
o re
info
rce
strid
es in
sus
tain
able
ene
rgy
educ
atio
n w
ith tr
aini
ng a
ctiv
ities
for t
each
ers
and
othe
r age
nts
of c
hang
e an
d th
e de
velo
pmen
t of r
egio
n-ap
prop
riate
mat
eria
l.
24
Tim
elin
e Ac
tiviti
es a
nd T
asks
2.4
Prod
uctio
n of
le
arni
ng
mat
eria
ls.
2.4.
1 To
pre
pare
an
appr
opria
-te
in
stru
ctio
nal
mat
eria
l fo
r hi
gher
pr
imar
y an
d lo
wer
se
cond
ary
stud
ents
, pot
entia
-lly
con
sist
ing
of th
e fo
llow
ing:
- A b
ookl
et- B
oard
(triv
ia) g
ames
2.4.
2 To
pro
duce
an
Inte
ract
ive
DVD
w
ith
rele
vant
, w
ell-
pres
ente
d in
form
atio
n.2.
4.3
To c
reat
e a
web
site
for
st
uden
ts a
s a
sour
ce o
f use
ful
info
rmat
ion
in
the
rele
vant
su
bjec
t are
as.
2.4.
4 To
mak
e ex
tens
ive
the
use
of t
he in
stru
ctio
nal m
ate-
rial.
• To
en
sure
st
uden
ts
have
re
gion
-ap
prop
riate
m
ater
ial
that
len
ds w
ell
to t
he
qual
ity
of
the
tea
chin
g/l
ea
rnin
g pr
oces
s.
• W
ithin
4 m
onth
s, to
ha
ve
laun
ched
an
on
line
benc
hmar
king
pl
atfo
rm
prom
otin
g in
form
atio
n ex
chan
ge
in t
he r
elev
ant
subj
ect
area
s. By
the
end
of y
ear
2, t
o ha
ve a
t le
ast
40%
of
sci
ence
and
geo
gra-
phy
teac
hers
us
ing
thes
e re
sour
ces,
and
by
year
3, u
p to
70
%.
• W
ithin
eig
ht m
onth
s, to
ha
ve
desi
gned
, pr
oduc
ed,
and
e�ec
ti-ve
ly d
istr
ibut
ed in
stru
c-tio
nal
mat
eria
l on
su
stai
nabl
e en
ergy
. • B
y th
e en
d of
yea
r one
, to
la
unch
an
on
line
foru
m
prom
otin
g in
form
atio
n ex
chan
ge
in
rele
vant
su
bjec
t ar
eas
and
rela
ted
issu
es
and
even
ts.
• By
the
end
of y
ear t
wo
fam
iliar
ize
at le
ast
17%
of
ta
rget
gr
oup
stud
ents
w
ith
the
inst
ruct
iona
l m
ater
ials
, an
d up
to
70%
by
the
end
of y
ear t
hree
.
• By
the
end
of
year
s tw
o an
d th
ree
educ
a-tio
n in
th
e su
bjec
t ar
eas
of
sust
aina
ble
ener
gy
and
ener
gy
cons
erva
tion
is a
t a
satis
fact
ory
leve
l in
all
seve
n CE
EAP
part
ici-
pant
cou
ntrie
s.
• Stu
dent
s in
hi
gher
prim
ary
scho
ol le
vels
an
d lo
wer
se
cond
ary
scho
ol le
vels
.
• Lea
rn a
nd S
ave
kit (
cont
aini
ng
book
let,
DVD
, bo
ard
gam
es)
• Int
erac
tive
Web
site
• Doc
umen
tary
�l
m
• OA
S Pr
ogra
mm
e Co
ordi
nato
r• C
EEA
P na
tiona
l co
mm
ittee
s• E
nerg
y an
d co
mm
u-ni
catio
n co
nsul
tant
s• D
esig
n co
nsul
tant
3 ye
ars
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
2: S
TREN
GTH
ENIN
G P
EDAG
OG
Y IN
TH
E A
REA
S O
F SU
STA
INA
BLE
ENER
GY
AN
D E
NER
GY
CON
SERV
ATIO
N.
OBJ
ECTI
VE: T
o re
info
rce
strid
es in
sus
tain
able
ene
rgy
educ
atio
n w
ith tr
aini
ng a
ctiv
ities
for t
each
ers
and
othe
r age
nts
of c
hang
e an
d th
e de
velo
pmen
t of r
egio
n-ap
prop
riate
mat
eria
l.
25
Tim
elin
e Ac
tiviti
es a
nd T
asks
3.1
Des
ign
and
secu
re
appr
oval
for c
ampa
ign’
s ac
tion
plan
3.1.
1 To
out
line
actio
n pl
an,
mak
ing
incl
usio
ns fo
r:- N
atio
n-sp
eci�
c ob
ject
ives
- Nat
ion-
spec
i�c
impl
emen
ta-
tion
appr
oach
es- T
arge
t gro
ups
and
part
ici-
pant
sch
ool p
ro�l
es
- Im
plem
enta
tion
sche
me
and
impl
emen
tatio
n ev
alua
tion
met
hods
.-S
peci
�c c
omm
unic
atio
n m
edia
and
mat
eria
ls Id
enti-
fyin
g pa
rtne
rs a
nd s
take
hol-
ders
3.1.
2 To
pro
mot
e st
rate
gies
am
ong
key
stak
ehol
ders
3.2
App
oint
men
t and
trai
ning
of
Lea
rn a
nd S
ave
lead
ers
in
sele
cted
sch
ools
3.
2.1
To m
eet w
ith s
elec
ted-
scho
ols’
prin
cipa
ls a
nd
appo
int L
earn
and
Sav
e Le
ader
s.3.
2.2
To tr
ain
lead
ers
with
re
gard
to th
e ca
mpa
ign’
s ob
ject
ives
, str
ateg
y, im
ple-
men
tatio
n sc
hem
e, e
tc.
• To
ensu
re th
at a
se
nse
of n
atio
nal
prid
e in
the
sust
aina
-bl
e en
ergy
mov
e-m
ent i
s fo
ster
ed in
ea
ch p
artic
ipan
t na
tion
• To
deve
lop
natio
nal
stra
tegi
es in
clud
ing
cam
paig
n im
plem
en-
tatio
n.• T
o de
fine
stak
ehol
-de
rs’ r
oles
and
re
spon
sibi
litie
s.
• To
ensu
re th
e m
eani
ngfu
l par
ticip
a-tio
n of
sel
ecte
d sc
hool
s.• T
o en
sure
coo
rdin
a-tio
n an
d co
nsis
tenc
y of
act
iviti
es.
• A
t 6
mon
ths,
to h
ave
desi
gned
and
sec
ured
ap
prov
al f
or L
earn
and
Sa
ve c
ampa
ign’
s ac
tion
plan
s fo
r ea
ch o
f th
e se
ven
part
icip
atin
g na
tions
.
• By
the
end
of y
ear o
ne,
to h
ave
all P
hase
I Le
arn
and
Save
le
ader
s ap
poin
ted
and
trai
ned
in s
elec
ted
scho
ols.
• By
the
end
of y
ear t
wo,
to
ha
ve
all
Phas
e II
Lear
n an
d Sa
ve le
ader
s ap
poin
ted
and
trai
ned
in s
elec
ted
scho
ols.
• By
the
end
of
year
on
e,
stra
tegi
c an
d in
stitu
tiona
l ba
sis
for
sust
aina
ble
ener
gy
educ
atio
n is
est
ablis
-he
d in
al
l se
ven
CEEA
P pa
rtic
ipan
t na
tions
.
• By
the
end
of P
hase
II,
en
ergy
m
anag
e-m
ent
capa
bilit
ies
are
rein
forc
ed in
80
% o
f pu
blic
ta
rget
gr
oup
scho
ols.
• Lea
rn a
nd S
ave
cam
paig
n ac
tion
plan
tr
aini
ng m
odul
e.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s• C
omm
unic
atio
n co
nsul
tant
.
• OA
S Pr
ogra
mm
e Co
rdin
ator
.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• C
omm
unic
atio
n co
nsul
tant
.
Year
1.
Year
2.
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
3: L
EARN
AN
D S
AVE
COM
MU
NIC
ATIO
N A
ND
AW
ARE
NES
S CA
MPA
IGN
OBJ
ECTI
VE: T
o ra
ise
awar
enes
s in
the
area
s of
sus
tain
able
ene
rgy
and
ener
gy c
onse
rvat
ion
amon
g st
uden
ts, e
duca
tors
and
ed
ucat
iona
l adm
inis
trat
ors,
pare
nts
of ta
rget
gro
up s
tude
nts,
and
othe
r pot
entia
l age
nts
of c
hang
e re
late
d to
the
educ
atio
n se
ctor
.
Prel
imin
ary
Activ
ities
26
Tim
elin
e
Year
1.
Year
2.
Activ
ities
and
Tas
ks
3.3
Des
ign
and
prod
uctio
n of
in
stru
ctio
nal m
ater
ials
3.3.
1 To
cre
ate
cont
ent a
nd
form
at fo
r ins
truc
tiona
l m
ater
ial.
3.3.
2 To
pro
duce
and
dis
trib
u-te
thes
e m
ater
ials
in s
elec
ted
phas
e 1
scho
ols.
3.4
Dis
sem
inat
ion
and
eval
uatio
n of
inst
ruct
iona
l m
ater
ials
.3.
4.1
To d
isse
min
ate
inst
ruc-
tiona
l mat
eria
ls in
sel
ecte
d ph
ase
1 sc
hool
s.3.
4.2
To a
sses
s th
e re
cept
ion
and
impa
ct o
f sai
d m
ater
ial.
• To
prom
ote
the
cam
paig
n an
d co
mm
unic
ate
its k
ey
mes
sage
s in
the
man
ner m
ost
appr
opria
te to
eac
h ta
rget
gro
up.
• To
expo
se p
rimar
y an
d se
cond
ary
targ
et
grou
ps to
cam
paig
n’s
key
mes
sage
s.• T
o ev
alua
te m
essa
ge
rece
ptio
n an
d im
pact
an
d in
trod
uce
chan
ges,
if ne
cess
ary.
• By
yea
r on
e, t
o ha
ve
desi
gned
and
pro
duce
d al
l in
stru
ctio
nal
mat
e-ria
l.•
By y
ear
two,
to
have
ex
pose
d 20
%
of
prim
ary
targ
et g
roup
to
the
cam
paig
n’s c
omm
u-ni
catio
n m
echa
nism
s.
• By
year
thr
ee, t
o ha
ve
expo
sed
80%
of
pr
imar
y ta
rget
gro
up to
ca
mpa
ign’
s co
mm
uni-
catio
n m
echa
nism
s.
• By
the
end
of P
hase
I,
to h
ave
expo
sed
17 %
of
prim
ary
targ
et g
roup
to
ca
mpa
ign’
s ke
y m
essa
ges.
• By
the
end
of p
hase
2,
to h
ave
eval
uate
d e�
ec-
tiven
ess
of m
ater
ials
.
• To
hav
e a
prim
ary
targ
et g
roup
of w
hich
70
% is
abl
e, a
fter
one
ye
ar o
f ex
posu
re t
o th
e re
leva
nt c
omm
u-ni
catio
n m
echa
nism
s, to
id
entif
y th
e ca
mpa
ign,
and
pos
iti-
vely
reco
llect
l its
key
m
essa
ges.
• To
hav
e a
prim
ary
targ
et g
roup
of w
hich
70
% is
abl
e, a
fter
one
ye
ar o
f ex
posu
re t
o th
e re
leva
nt c
omm
u-ni
catio
n m
echa
nism
s, to
id
entif
y th
e ca
mpa
ign,
and
pos
iti-
vely
reco
llect
l its
key
m
essa
ges.
• Tea
cher
s an
d st
uden
ts in
all
sele
cted
sc
hool
s.
• Sta
ff an
d st
uden
ts in
all
sele
cted
sc
hool
s.
• All
ICA
mat
e-ria
ls.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• C
omm
unic
atio
n an
d de
sign
con
sulta
nt.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s• L
earn
and
Sav
e le
ader
s• C
omm
unic
atio
n co
nsul
tant
.
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
3: L
EARN
AN
D S
AVE
COM
MU
NIC
ATIO
N A
ND
AW
ARE
NES
S CA
MPA
IGN
OBJ
ECTI
VE: T
o ra
ise
awar
enes
s in
the
area
s of
sus
tain
able
ene
rgy
and
ener
gy c
onse
rvat
ion
amon
g st
uden
ts, e
duca
tors
and
ed
ucat
iona
l adm
inis
trat
ors,
pare
nts
of ta
rget
gro
up s
tude
nts,
and
othe
r pot
entia
l age
nts
of c
hang
e re
late
d to
the
educ
atio
n se
ctor
.
Prel
imin
ary
Activ
ities
PHA
SE 1
: PIL
OT
IMPL
EMEN
TATI
ON
Tim
elin
e
27
Tim
elin
e Ac
tiviti
es a
nd T
asks
3.5
Esta
blis
hmen
t of a
m
onth
ly L
earn
and
Sav
e da
y 3.
5.1
To d
esig
n an
d im
ple-
men
t Ene
rgy
Man
agem
ent
Actio
n Pl
ans
(EM
APs
) in
all
sele
cted
sch
ools
.3.
5.2
To e
valu
ate
the
resu
lts o
f th
e EM
APs
one
yea
r sub
se-
quen
t to
impl
emen
tatio
n.
3.6
Ann
ual p
artic
ipat
ion
in
Ener
gy W
eek
3.6.
1 To
set
up
a pl
an o
f ac
tiviti
es fo
r an
annu
al e
nerg
y w
eek
at a
ll se
lect
ed s
choo
ls.
3.6.
2 To
car
ry o
ut s
peci
�c
ener
gy-r
elat
ed a
ctiv
ities
du
ring
Ener
gy W
eek
(i.e.
�e
ldtr
ips,
conf
eren
ces,
com
petit
ions
, etc
.).
3.7
Serie
s of
Lea
rn a
nd S
ave
conf
eren
ces
3.7.
1 To
iden
tify
a te
am o
f en
ergy
spe
cial
ists
and
cre
ate
a se
ries
of c
onfe
renc
es.
3.7.
2 To
impl
emen
t the
Lea
rn
and
Save
” Cyc
les
of C
onfe
ren-
ces.
• To
enco
urag
e en
ergy
sav
ing
prac
tices
in m
embe
rs
of p
rimar
y ta
rget
gr
oup
via
a “le
arni
ng
by d
oing
” app
roac
h.• T
o de
mon
stra
te th
e im
port
ance
of
quot
idia
n en
ergy
sa
ving
att
itude
s.
• To
diss
emin
ate
pert
inen
t inf
orm
atio
n w
ith th
e go
al o
f ra
isin
g aw
aren
ess
amon
g st
uden
ts
thro
ugh
a “le
arni
ng
by d
oing
” app
roac
h.
• To
diss
emin
ate
pert
inen
t inf
orm
atio
n ab
out t
he e
nerg
y se
ctor
in th
e Ca
ribbe
an: i
nclu
ding
di
scus
sion
s re
late
d to
th
e co
nten
t of t
he
Nat
iona
l Ene
rgy
Polic
y,
• By
the
end
of P
hase
I,
to
have
su
cces
sful
ly
impl
emen
ted
EMA
Ps
and
Lear
n an
d Sa
ve”
in
sele
cted
sch
ools
.• B
y th
e en
d of
Pha
se II
, to
hav
e m
easu
red
and
rece
ived
en
ergy
co
nsum
ptio
n va
lues
.
• With
in t
he fi
rst
mon
th
of
Phas
e I,
to
have
pr
epar
ed
a pl
an
of
activ
ities
for t
he e
nerg
y w
eeks
of
al
l se
lect
ed
scho
ols.
•
Dev
elop
ed
ucat
iona
l ac
tiviti
es d
urin
g A
nnua
l En
ergy
Wee
ks.
• By
the
end
of p
hase
1,
60
%
of
stud
ents
in
Ph
ase
I sel
ecte
d sc
hool
s w
ill
have
pa
rtic
ipat
ed
mea
ning
fully
in
th
e co
nfer
ence
s.
• To
ha
ve
evid
ence
th
at a
t le
ast
60%
of
stud
ents
in
Ph
ase
I pa
rtic
ipat
ing
scho
ols
are
gran
ted
of
a en
ergy
co
nser
vatio
n m
easu
res.
• By
the
end
of P
hase
I to
hav
e ev
iden
ce o
f a
60%
in
crea
se
in
know
ledg
e an
d aw
aren
ess
in th
e ar
ea
of s
usta
inab
le e
nerg
y am
ong
prim
ary
targ
et
grou
p m
em-
bers
in
se
lect
ed
scho
ols.
• By
the
end
of P
hase
I,
to h
ave
evid
ence
of
a 60
%
incr
ease
in
kn
owle
dge
in
the
area
of
su
stai
nabl
e en
ergy
am
ong
mem
-be
rs o
f th
e pr
imar
y ta
rget
gro
up in
sel
ec-
ted
scho
ols.
• Sta
ff an
d st
uden
ts in
all
sele
cted
sc
hool
s.
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
st
uden
ts in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
st
uden
ts in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• Lea
rn a
nd S
ave
post
er a
nd �
yer.
• Ene
rgy
Wee
k po
ster
s.
• Fly
er
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s• P
ublic
util
ity c
ompa
-ni
es.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s.• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
Year
2.
Year
2.
Year
2.
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
3: L
EARN
AN
D S
AVE
COM
MU
NIC
ATIO
N A
ND
AW
ARE
NES
S CA
MPA
IGN
OBJ
ECTI
VE: T
o ra
ise
awar
enes
s in
the
area
s of
sus
tain
able
ene
rgy
and
ener
gy c
onse
rvat
ion
amon
g st
uden
ts, e
duca
tors
and
ed
ucat
iona
l adm
inis
trat
ors,
pare
nts
of ta
rget
gro
up s
tude
nts,
and
othe
r pot
entia
l age
nts
of c
hang
e re
late
d to
the
educ
atio
n se
ctor
.
PHA
SE 1
: PIL
OT
IMPL
EMEN
TATI
ON
Tim
elin
e
28
Tim
elin
e Ac
tiviti
es a
nd T
asks
3.4
Dis
sem
inat
ion
and
eval
uatio
n of
com
mun
icat
ion
and
awar
enes
s m
ater
ials
(p
hase
2)
3.4.
3 To
dis
sem
inat
e co
mm
u-ni
catio
n an
d aw
aren
ess
mat
eria
ls in
Pha
se II
sel
ecte
d sc
hool
s.3.
4.4
To a
sses
s th
e re
cept
ion
and
impa
ct o
f sai
d m
ater
ial.
3.5
Esta
blis
hmen
t of a
m
onth
ly L
earn
and
Sav
e da
y
(pha
se 2
)3.
5.1
To d
esig
n an
d im
ple-
men
t Ene
rgy
Man
agem
ent
Actio
n Pl
ans
(EM
APs
) in
all
sele
cted
sch
ools
.3.
5.2
To e
valu
ate
the
resu
lts o
f EM
AP
afte
r one
yea
r.
3.6
Mea
ning
ful p
artic
ipat
ion
in a
nnua
l Ene
rgy
Wee
ks
(pha
se 2
)3.
6.1
To s
et u
p a
plan
of
activ
ities
for e
nerg
y w
eeks
’ in
all s
elec
ted
scho
ols.
3.6.
2 To
car
ry o
ut s
peci
�c
ener
gy-r
elat
ed a
ctiv
ities
du
ring
ener
gy w
eeks
(i.e
. �e
ldtr
ips,
conf
eren
ces,
com
petit
ions
, etc
.).
• To
expo
se p
rimar
y an
d se
cond
ary
targ
et
grou
ps to
cam
paig
n’s
key
mes
sage
s.• T
o ev
alua
te a
ppro
-pr
iate
ness
of t
he
mat
eria
ls a
nd
intr
oduc
e ch
ange
s, if
nece
ssar
y.
• To
enco
urag
e en
ergy
sav
ing
prac
tices
am
ong
mem
bers
of p
rimar
y ta
rget
gro
up th
roug
h a
“lear
ning
by
doin
g”
appr
oach
.• T
o de
mon
stra
te th
e im
port
ance
of
quot
idia
n en
ergy
sa
ving
att
itude
s.
• To
diss
emin
ate
pert
inen
t inf
orm
atio
n an
d ra
ise
awar
enes
s am
ong
stud
ents
th
roug
h a
“lear
ning
by
doi
ng” a
ppro
ach.
• By
the
end
of p
hase
2,
71 %
of
prim
ary
targ
et
grou
p ha
s be
en e
xpo-
sed
to c
ampa
ign’
s ke
y m
essa
ges.
• By
the
end
of p
hase
2
e�ec
tiven
ess
of
mat
e-ria
l has
bee
n ev
alua
ted.
• By
the
end
of p
hase
2
to
have
su
cces
sful
ly
impl
emen
ted
EMA
Ps
and
Lear
n an
d Sa
ve”
days
at
se
lect
ed
scho
ols.
• By
the
end
of p
hase
2,
to h
ave
mea
sure
d an
d re
ceiv
ed
a si
gni�
cant
po
sitiv
e va
lue
for
ener
gy s
avin
gs.
• With
in t
he fi
rst
mon
th
of
phas
e 2,
pl
ans
of
activ
ities
fo
r En
ergy
W
eeks
ha
ve
been
pr
epar
ed f
or a
ll se
lec-
ted
scho
ols.
•
Rele
vant
edu
catio
nal
activ
ities
ha
ve
been
ca
rrie
d ou
t du
ring
ener
gy w
eeks
.
• To
hav
e a
prim
ary
targ
et g
roup
of w
hich
70
% is
abl
e, a
fter
one
ye
ar o
f ex
posu
re t
o th
e re
leva
nt c
omm
u-ni
catio
n m
echa
nism
s, to
id
entif
y th
e ca
mpa
ign,
and
pos
iti-
vely
reco
llect
l its
key
m
essa
ges.
• To
ha
ve
evid
ence
th
at 6
0% o
f st
uden
ts
in p
hase
1’s
part
ici-
pant
sc
hool
s ar
e aw
are
of a
nd m
eani
n-gf
ully
pr
actis
ing
ener
gy
cons
erva
tion
mea
sure
s on
a
regu
lar b
asis
.
• By
the
end
of P
hase
II,
to h
ave
evid
ence
of
at le
ast
a 60
% in
crea
-se
in
kn
owle
dge
in
the
area
of
sust
aina
-bl
e en
ergy
am
ong
mem
bers
of
prim
ary
targ
et g
roup
in s
elec
-te
d sc
hool
s.
• Sta
ff an
d st
uden
ts in
all
sele
cted
sc
hool
s.
• Sta
ff an
d st
uden
ts in
all
sele
cted
sc
hool
s.
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
st
uden
ts in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• All
ICA
mat
e-ria
ls.
• Lea
rn a
nd S
ave
post
er a
nd �
yer.
• Ene
rgy
Wee
k po
ster
s.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s.• C
omm
unic
atio
n co
nsul
tant
.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s• P
ublic
util
ity c
ompa
-ni
es.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s.• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
Year
2.
Year
2.
Year
2.
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
3: L
EARN
AN
D S
AVE
COM
MU
NIC
ATIO
N A
ND
AW
ARE
NES
S CA
MPA
IGN
OBJ
ECTI
VE: T
o ra
ise
awar
enes
s in
the
area
s of
sus
tain
able
ene
rgy
and
ener
gy c
onse
rvat
ion
amon
g st
uden
ts, e
duca
tors
and
ed
ucat
iona
l adm
inis
trat
ors,
pare
nts
of ta
rget
gro
up s
tude
nts,
and
othe
r pot
entia
l age
nts
of c
hang
e re
late
d to
the
educ
atio
n se
ctor
.
PHA
SE 2
: EXT
ENSI
VE IM
PLEM
ENTA
TIO
N
29
Activ
ities
and
Tas
ksTi
mel
ine
3.7
Lear
n an
d Sa
ve s
erie
s of
co
nfer
ence
s 3.
7.1
To id
entif
y a
team
of
ener
gy s
peci
alis
ts a
nd c
reat
e a
serie
s of
con
fere
nces
.3.
7.2
To im
plem
ent t
he L
earn
an
d Sa
ve s
erie
s of
con
fere
n-ce
s.
3.8
Lear
n an
d Sa
ve c
ham
pion
s co
mpe
titio
n an
d pr
ize
labe
l3.
8.1
To la
unch
a n
atio
nal
com
petit
ion
awar
ding
en
tran
ts w
ho p
erfo
rmed
the
best
dur
ing
EMA
P im
plem
en-
tatio
n. S
choo
ls h
ostin
g co
mpe
titio
n w
inne
rs w
ill b
e aw
arde
d th
e en
ergy
sav
ing
cham
pion
labe
l.
3.9
Lear
n an
d Sa
ve c
lubs
3.9.
1 To
iden
tify
an N
GO
in
each
par
ticip
ant c
ount
ry to
w
hich
clu
b m
anag
emen
t can
be
ass
igne
d.
3.9.
2 To
pre
pare
lear
ning
m
odul
es a
nd a
ten-
mon
th
plan
of a
ctiv
ities
for c
lubs
in
sele
cted
sch
ools
.3.
9.3
To o
rgan
ize
mon
thly
ed
ucat
iona
l act
iviti
es (i
.e.
�eld
trip
s, co
nfer
ence
s, et
c.)
• To
diss
emin
ate
pert
inen
t inf
orm
atio
n ab
out t
he e
nerg
y se
ctor
• To
rais
e aw
aren
ess
amon
g st
uden
ts
thro
ugh
a le
arni
ng b
y do
ing
appr
oach
.
• To
stim
ulat
e st
uden
ts’ in
tere
st in
su
stai
nabl
e en
ergy
is
sues
and
eve
nts
as
part
of t
he q
uest
to
rais
e aw
aren
ess
thro
ugh
an e
xtra
cu-
rric
ular
lear
ning
by
doin
g ap
proa
ch.
• By
the
end
of p
hase
2,
to
have
se
cure
d th
e m
eani
ngfu
l pa
rtic
ipa-
tion
of 6
0% s
tude
nts
in
phas
e 1
sele
cted
sc
hool
s fo
r th
e co
nfe-
renc
e se
ries.
• By
the
end
of p
hase
2,
Ener
gy
Savi
ng
Cham
-pi
on
com
petit
ion
will
ha
ve b
een
laun
ched
in
all s
even
CEE
AP
part
ici-
pant
cou
ntrie
s. •
20%
of
ca
mpa
ign’
s pa
rtic
ipan
t sc
hool
s w
ill
have
bee
n aw
arde
d th
e En
ergy
Sa
ving
Ch
am-
pion
la
bel
durin
g En
ergy
Wee
k.
• By
the
end
of p
hase
2,
Lear
n an
d Sa
ve
club
s ha
ve b
een
crea
ted
and
are
activ
e in
20
%
of
cam
paig
n’s
part
icip
ant
scho
ols
with
a 1
5% (i
.e.
3 ou
t of
20)
par
ticip
a-tio
n ra
te.
• 10
0% o
f cl
ub’
mem
-be
rs h
ave
mas
tere
d th
e su
stai
nabl
e en
ergy
ba
sics
.
• By
the
end
of p
hase
2,
to h
ave
evid
ence
of
at le
ast
a 60
% in
crea
-se
in
kn
owle
dge
in
the
area
of
sust
aina
-bl
e en
ergy
am
ong
prim
ary
targ
et g
roup
m
embe
rs i
n se
lect
ed
scho
ols.
• By
the
end
of
the
cam
paig
n,
to
have
ev
iden
ce o
f at
leas
t a
40%
de
crea
se
in
elec
tric
ity
cons
ump-
tion
in
cam
paig
n’s
part
icip
ant s
choo
ls.
• To
gu
aran
tee
all
club
s a
cont
inue
d ex
iste
nce
for o
ne y
ear
subs
eque
nt
to
the
end
of th
e ca
mpa
ign.
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
st
uden
ts in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• Sta
ff an
d st
uden
ts in
all
sele
cted
sc
hool
s.
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
• Fly
er
• Ene
rgy
savi
ng
Cham
pion
ce
rti�
cate
and
st
atue
tte.
• Fly
er
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s.• S
elec
ted
NG
Os.
Year
2.
Year
3.
Year
3.
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
3: L
EARN
AN
D S
AVE
COM
MU
NIC
ATIO
N A
ND
AW
ARE
NES
S CA
MPA
IGN
OBJ
ECTI
VE: T
o ra
ise
awar
enes
s in
the
area
s of
sus
tain
able
ene
rgy
and
ener
gy c
onse
rvat
ion
amon
g st
uden
ts, e
duca
tors
and
ed
ucat
iona
l adm
inis
trat
ors,
pare
nts
of ta
rget
gro
up s
tude
nts,
and
othe
r pot
entia
l age
nts
of c
hang
e re
late
d to
the
educ
atio
n se
ctor
.
PHA
SE 2
: EXT
ENSI
VE IM
PLEM
ENTA
TIO
N
30
Tim
elin
e
3.10
Inno
vativ
e Le
arn
and
Save
sci
ence
fair
com
petit
ion
3.9.
1 To
pre
pare
and
dis
trib
u-te
a li
st o
f sus
tain
able
ene
rgy
and
ener
gy c
onse
rvat
ion
rese
arch
topi
cs.
3.9.
2 To
laun
ch a
sch
ool-b
ased
su
stai
nabl
e en
ergy
inno
vatio
n co
mpe
titio
n an
d se
lect
the
entr
ants
with
the
best
pro
ject
pr
opos
als
to p
artic
ipat
e in
sc
ienc
e fa
irs.
3.9.
3 To
aw
ard
the
thre
e be
st
proj
ect p
ropo
sals
in y
ear t
wo
and
year
thre
e re
spec
tivel
y w
ith th
e “I
nnov
atio
ns in
En
ergy
” priz
e.
3.11
“Wor
lds
of E
nerg
y”
thea
tre
com
petit
ion
3.11
.1 To
laun
ch “W
orld
s of
En
ergy
” com
petit
ion
whi
ch
will
requ
ire e
ntra
nts
to w
rite
and
perf
orm
pla
ys b
ased
on
char
acte
rs in
the
Wor
lds
of
Ener
gy b
ookl
et.
3.11
.2 To
aw
ard
the
best
scr
ipt
and
perf
orm
ance
with
ent
ry
into
the
natio
nal c
ompe
titio
n.3.
11.3
To a
war
d th
ree
top
perf
orm
ance
s fr
om th
e na
tiona
l com
petit
ion
durin
g En
ergy
Wee
k.
• To
stim
ulat
e re
sear
ch a
nd in
nova
-tio
n in
sus
tain
able
en
ergy
and
ene
rgy
cons
erva
tion
amon
g st
uden
ts.
• To
stim
ulat
e st
uden
ts’ in
tere
st in
su
stai
nabl
e en
ergy
is
sues
and
eve
nts
with
the
goal
of
rais
ing
awar
enes
s th
roug
h a
lear
ning
by
doin
g ap
proa
ch.
• With
in p
hase
2 in
tern
al
com
petit
ions
ha
ve
been
hel
d in
sel
ecte
d sc
hool
s an
d w
inni
ng
prop
osal
s se
lect
ed
for
entr
y in
to s
cien
ce fa
irs.
• W
inni
ng
prop
osal
s ha
ve
been
aw
arde
d w
ith t
he “I
nnov
atin
g in
En
ergy
” in
Scie
nce
Fairs
in
Yea
r tw
o an
d th
ree
in
all
CEEA
P’s
part
icip
a-tin
g co
untr
ies.
• By
the
end
of p
hase
2
to h
ave
fam
iliar
ized
at
leas
t 60
%of
st
uden
ts
with
the
topi
c of
sus
tai-
nabl
e en
ergy
.
• By
the
end
phas
e 2,
20
% o
f st
uden
ts a
re
mot
ivat
ed
by
the
rese
arch
in
sust
aina
-bl
e en
ergy
an
d en
ergy
con
serv
atio
n.
• By
the
end
of p
hase
2
to h
ave
fam
iliar
ized
at
le
ast
60%
of
stud
ents
w
ith
the
topi
c of
su
stai
nabl
e en
ergy
.
• Stu
dent
s in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
.
• Sci
ence
fair
post
ers.
• Fly
er.
• Fly
er
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s.• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s.• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
Year
3.
Year
3.
Obj
ectiv
es
Out
put I
ndic
ator
s O
utco
me
Indi
cato
rsTa
rget
Gro
ups
ICA
Mat
eria
ls
Coor
dina
ting
Agen
t
COM
PON
ENT
3: L
EARN
AN
D S
AVE
COM
MU
NIC
ATIO
N A
ND
AW
ARE
NES
S CA
MPA
IGN
OBJ
ECTI
VE: T
o ra
ise
awar
enes
s in
the
area
s of
sus
tain
able
ene
rgy
and
ener
gy c
onse
rvat
ion
amon
g st
uden
ts, e
duca
tors
and
ed
ucat
iona
l adm
inis
trat
ors,
pare
nts
of ta
rget
gro
up s
tude
nts,
and
othe
r pot
entia
l age
nts
of c
hang
e re
late
d to
the
educ
atio
n se
ctor
.
PHA
SE 2
: EXT
ENSI
VE IM
PLEM
ENTA
TIO
N
Activ
ities
and
Tas
ks
31
Tim
elin
e
1. Te
ache
rs’ R
esou
rce
Book
let
for I
nteg
rate
d In
stru
ctio
n in
Su
stai
nabl
e En
ergy
(A
ppen
dix
1)
2. L
earn
and
Sav
e in
stru
ctio
-na
l set
(App
endi
x 2)
• To
prov
ide
scie
nce
and
geog
raph
y te
ache
rs a
long
with
ot
her r
elat
ed s
ubje
ct
inst
ruct
ors
with
re
gion
-app
ropr
iate
te
achi
ng m
ater
ial
abou
t ene
rgy
cons
erva
tion,
ene
rgy
e�ci
ency
, and
re
new
able
ene
rgy.
• To
prov
ide
stud
ents
w
ith re
gion
-ap
prop
riate
lear
ning
m
ater
ial f
or s
usta
ina-
ble
ener
gy a
nd
ener
gy c
onse
rvat
ion.
• Bo
okle
t w
ill
cont
ain
one
chap
ter
each
on
th
e fo
llow
ing:
en
ergy
ba
sics
, no
n-re
new
able
en
ergy
an
d co
ncom
i-ta
nt
envi
ronm
enta
l im
pact
, re
new
able
en
ergy
and
its
use
and
pote
ntia
l us
e in
th
e su
b-re
gion
, en
ergy
e�
cien
cy
and
cons
er-
vatio
n.
• For
eac
h to
pic,
indi
ca-
tions
will
be
prov
ided
fo
r le
arni
ng o
utco
mes
, sp
eci�
c ob
ject
ives
, ke
y vo
cabu
lary
, pr
oced
ures
an
d ac
tiviti
es, a
nd s
kills
an
d at
titud
es.
• The
set
will
be
desi
g-ne
d fo
r gro
up u
se in
the
clas
sroo
m o
r in
priv
ate
less
on h
ours
.•
Set
will
co
ntai
n a
book
let
on s
usta
inab
le
ener
gy
and
ener
gy
Cons
erva
tion
and
seve
ral b
oard
gam
es.
• Le
tter
si
ze
Fold
able
, fu
ll co
lour
.• 2
.000
cop
ies
(4
per s
choo
l)
• Box
, ful
l col
our
• 2.
000
copi
es
(4
per
sch
ool)
• Tea
cher
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
te
ache
rs in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
st
uden
ts in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
EEA
P fo
cal p
oint
s.• C
EEA
P na
tiona
l co
mm
ittee
s.• L
earn
and
Sav
e le
ader
s.• S
pons
orin
g pu
blic
ut
ility
com
pani
es.
• OA
S Re
gion
al
Coor
dina
tor
• CEE
AP
foca
l poi
nts
• Com
mun
icat
ion
and
ener
gy c
onsu
ltant
• Des
ign
cons
ulta
nt
4 m
onth
s
4 m
onth
s
Obj
ectiv
es
Cont
ent
Feat
ures
Targ
et G
roup
sCo
ordi
natin
g Ag
ent
INST
RUC
TIO
NA
L M
ATER
IALS
SEC
TIO
N 4
. M
ATRI
X O
F IN
STRU
CTI
ON
AL
AWA
REN
ESS
AN
D C
OM
MU
NIC
ATIO
N M
ATER
IALS
This
Sec
tion
pres
ents
a s
umm
ary
of in
stru
ctio
nal a
war
enes
s an
d co
mm
unic
atio
n m
ater
ial f
or C
EEA
P an
d th
e Le
arn
and
Save
cam
paig
n.
Tool
32
Tim
elin
e
3. L
earn
and
Sav
e te
xtbo
ok
(App
endi
x 3)
4. L
earn
and
Sav
e in
tera
ctiv
e D
VD (A
ppen
dix
4)
• To
prov
ide
stud
ents
w
ith re
gion
-app
ropr
iate
le
arni
ng m
ater
ial i
n th
e su
bjec
t are
as o
f sus
tai-
nabl
e en
ergy
and
en
ergy
con
serv
atio
n an
d re
late
d to
pics
.
• To
prov
ide
stud
ents
w
ith re
gion
-app
ropr
iate
le
arni
ng m
ater
ial i
n th
e su
bjec
t are
as o
f sus
tai-
nabl
e en
ergy
and
en
ergy
con
serv
atio
n.
• Th
e te
xtbo
ok i
nten
ds t
o di
ssem
inat
e sc
ient
i�c
fact
s re
latin
g to
no
n-re
new
able
an
d re
new
able
sou
rces
of
ener
gy,
ener
gy
e�ci
ency
, an
d en
ergy
con
serv
atio
n.•
Ener
gy
savi
ng
tips
and
boar
d ac
tiviti
es w
ill b
e in
clu-
ded.
• It
will
fea
ture
a g
roup
of
�ctio
nal
char
acte
rs k
now
n as
the
ene
rgy
mas
ters
, who
liv
e in
a �
ctio
nal w
orld
and
w
ho,
thro
ugh
thei
r ch
arac
-te
ristic
s, be
havi
our,
and
narr
atio
n,
expl
ain
the
ener
gy s
ourc
es.
• The
DVD
inte
nds t
o pr
esen
t sc
ient
i�c
fact
s ab
out
non-
rene
wab
le
and
rene
wab
le
sour
ces
of
ener
gy,
ener
gy
e�ci
ency
, an
d en
ergy
con
serv
atio
n.•
Ener
gy
savi
ng
tips
and
inte
ract
ive
activ
ities
an
d te
sts
will
be
incl
uded
.• I
t w
ill b
e pr
esen
ted
attr
ac-
tivel
y an
d in
tera
ctiv
ely
feat
urin
g a
num
ber o
f �ct
io-
nal c
hara
cter
s kn
own
as th
e en
ergy
m
aste
rs
who
, th
roug
h th
eir
char
acte
ris-
tics,
beha
viou
r, an
d na
rra-
tion,
will
exp
lain
the
ener
gy
sour
ces.
• 30
p. fu
ll co
lour
s. Re
cycl
ed
mat
eria
ls.
• 10
000
copi
es
(20
per s
choo
l)
• 30
scre
ens.
• 10
000
copi
es
(20
per s
choo
l)
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
st
uden
ts in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• Stu
dent
s in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
st
uden
ts in
lo
wer
sec
onda
ry
scho
ol (g
rade
7).
• OA
S Re
gion
al
Coor
dina
tor.
• CEE
AP
foca
l poi
nts.
• Com
mun
icat
ion
and
ener
gy c
onsu
ltant
.• D
esig
n co
nsul
tant
.
• OA
S Re
gion
al
Coor
dina
tor
• CEE
AP
foca
l poi
nts
• Com
mun
icat
ion
and
ener
gy c
onsu
ltant
• Des
ign
cons
ulta
nt
4 m
onth
s
4 m
onth
s
Obj
ectiv
es
Cont
ent
Feat
ures
Targ
et G
roup
sCo
ordi
natin
g Ag
ent
INST
RUC
TIO
NA
L M
ATER
IALS
Tool
33
Tim
elin
e
5. In
tera
ctiv
e Le
arn
and
Save
w
ebsi
te fo
r tea
cher
s an
d st
uden
ts.
6. D
ocum
enta
ry �
lm o
n su
stai
nabl
e en
ergy
• To
prov
ide
teac
hers
an
d st
uden
ts, a
s w
ell a
s th
e ge
nera
l pub
lic, w
ith
regi
on-a
ppro
pria
te
lear
ning
mat
eria
l in
the
subj
ect a
reas
of s
usta
i-na
ble
ener
gy a
nd
ener
gy c
onse
rvat
ion.
• To
prov
ide
teac
hers
an
d st
uden
ts in
hig
her
prim
ary
and
low
er
seco
ndar
y gr
ades
, and
ge
nera
l pub
lic, w
ith
regi
on-a
ppro
pria
te
lear
ning
mat
eria
l in
the
subj
ect a
reas
of s
usta
i-na
ble
ener
gy a
nd
ener
gy c
onse
rvat
ion
in
the
Carib
bean
.
• Th
e w
ebsi
te
inte
nds
to
diss
emin
ate
scie
nti�
c fa
ct
abou
t no
n-re
new
able
an
d re
new
able
so
urce
s of
en
ergy
, en
ergy
e�
cien
cy,
and
ener
gy c
onse
rvat
ion.
• En
ergy
sa
ving
tip
s an
d in
tera
ctiv
e ac
tiviti
es
and
test
s w
ill b
e in
clud
ed.
• It
will
pre
sent
ed a
ttra
ctiv
e an
d in
tera
ctiv
ely
feat
urin
g a
nu
mbe
r of
�ct
iona
l ch
arac
-te
rs k
now
n as
the
ene
rgy
mas
ters
, who
, thr
ough
the
ir ch
arac
teris
tics,
beha
viou
r, an
d na
rrat
ion,
will
exp
lain
th
e en
ergy
sou
rces
.
• D
ocum
enta
ry w
ill p
rese
nt
scie
nti�
c fa
cts
abou
t no
n-re
new
able
an
d re
new
able
so
urce
s of
en
ergy
, en
ergy
e�
cien
cy,
and
ener
gy c
onse
rvat
ion
in
the
part
icul
ar c
onte
xt o
f the
Ca
ribbe
an re
gion
.•
Inte
rvie
ws
with
en
ergy
sp
ecia
lists
, pu
blic
ut
ility
co
mpa
nies
’ rep
rese
ntat
ives
, an
d ot
her
stak
ehol
ders
will
be
incl
uded
.•
Doc
umen
tary
w
ill
be
crea
ted
as p
art
of t
he b
ody
of i
nstr
uctio
nal
mat
eria
l to
be
use
d in
cla
ssro
oms,
but i
t m
ay a
lso
be b
road
cast
on
TV.
• 30
p. s
cree
ns.
• To
be h
oste
d by
SEP
A p
orta
l.
• Dur
atio
n 15
to
20 m
inut
es.
• Tea
cher
s an
d st
uden
ts in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
te
ache
rs a
nd
stud
ents
in
low
er s
econ
dary
sc
hool
(gra
de 7
).• G
ener
al p
ublic
.
• Tea
cher
s an
d st
uden
ts in
up
per p
rimar
y sc
hool
(gra
des
5-6)
and
te
ache
rs a
nd
stud
ents
in
low
er s
econ
dary
sc
hool
(gra
de 7
).• G
ener
al p
ublic
.
• OA
S Re
gion
al
Coor
dina
tor.
• CEE
AP
Foca
l Poi
nts
• Com
mun
icat
ion
and
ener
gy c
onsu
ltant
.• D
esig
n co
nsul
tant
.
• OA
S Re
gion
al
Coor
dina
tor
• CEE
AP
foca
l poi
nts
• Com
mun
icat
ion
and
ener
gy c
onsu
ltant
4 m
onth
s
6 m
onth
s
Obj
ectiv
es
Cont
ent
Feat
ures
Targ
et G
roup
sCo
ordi
natin
g Ag
ent
INST
RUC
TIO
NA
L M
ATER
IALS
Tool
34
Tim
elin
e
7. L
earn
and
Sav
e po
ster
8. L
earn
and
Sav
e br
ochu
re
9. L
earn
and
Sav
e ra
dio
and
TV P
SAs
10. E
nerg
y Sa
ving
Cha
m-
pion
dip
lom
a an
d st
atue
tte.
11. L
earn
and
Sav
e st
icke
rs
• To
prom
ote
ener
gy
savi
ng p
ract
ices
at
scho
ol a
nd a
t hom
e.
• To
educ
ate
and
info
rm
abou
t ren
ewab
le
ener
gy.
• To
prom
ote
ener
gy
savi
ng p
ract
ices
at
scho
ol a
nd a
t hom
e.
•To
awar
d sc
hool
for
succ
essf
ul im
plem
enta
-tio
n of
EM
APs
.
• To
pres
ent e
nerg
y sa
ving
tips
for
com
mon
ly u
sed
scho
ols
elec
tron
ics
(e.g
. lig
htin
g, c
ompu
ters
, ph
otoc
opie
rs, e
tc.).
• En
ergy
sa
ving
tip
s. M
essa
ges
mus
t be
imm
e-di
atel
y cl
ear,
and
focu
sed
on s
impl
e, e
asily
ado
pta-
ble
beha
viou
ral c
hang
es.
• In
form
atio
n on
no
n-re
new
able
en
ergy
an
d its
en
viro
nmen
tal
cons
eque
nces
, an
d re
new
able
ene
rgy
and
its
pote
ntia
l in
the
regi
on.
• En
ergy
sa
ving
tip
s. M
essa
ges
mus
t be
imm
e-di
atel
y cl
ear,
and
focu
sed
on s
impl
e, e
asily
ado
pta-
ble
beha
viou
ral c
hang
es.
• Ey
e-ca
tchi
ng
grap
hics
e.
g. L
earn
and
Sav
e lo
go)
and
“Wor
lds
of
Ener
gy”
char
acte
rs.
•Str
aigh
tfor
war
d an
d ey
e-ca
tchi
ng m
essa
ges.
• 24”
X 3
6” o
r 27”
X 3
9”.
Full
colo
ur.
Recy
cled
pa
per,
250
g.• 4
50 c
opie
s.
• 8.
5” X
11”
Dou
ble
Para
llel
Fold
. Fu
ll co
lour
. Re
cycl
ed
Pape
r, 12
0 g.
• 5 0
00 c
opie
s.
•Rad
io P
SA:
Plea
sing
m
usic
with
voi
ce-o
ver
feat
urin
g ch
ild’s
voic
e. D
urat
ion
30 t
o 50
min
utes
.•
TV
PSA
: A
nim
ated
ch
arac
ters
. D
urat
ion
30 to
50
min
utes
. •
To b
e br
oadc
ast
by
publ
ic
and
priv
ate
radi
o an
d TV
Ch
an-
nels
dur
ing
child
ren’
s pr
ogra
mm
ing.
• D
iplo
ma:
A
4,
full
colo
ur.
Recy
cled
pa
per 1
20g.
• St
atue
tte:
Pa
pier
-m
âché
tech
niqu
e.• 1
50 c
opie
s.
• 4.7
4” X
5”,
full
colo
ur.
•10.
000
cop
ies
• Sta
ff an
d st
uden
ts in
se
lect
ed
scho
ols.
• Sta
ff an
d st
uden
ts in
se
lect
ed
scho
ols.
• Gen
eral
pub
lic.
• Sta
ff an
d st
uden
ts in
se
lect
ed
scho
ols.
•Sta
ff an
d st
uden
ts in
se
lect
ed
scho
ols.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
con
sulta
nt .
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
con
sulta
nt .
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
Con
sulta
nt.
• OA
S Re
gion
al
Coor
dina
tor.
• Com
mun
icat
ion
cons
ulta
nt.
• Des
ign
cons
ulta
nt.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.•C
omm
unic
atio
n an
d de
sign
Con
sulta
nt
Year
1
Year
1
Year
1
Year
1
Year
1
Obj
ectiv
es
Cont
ent
Feat
ures
Targ
et G
roup
sCo
ordi
natin
g Ag
ent
AWA
REN
ESS
MAT
ERIA
L
Tool
35
Tim
elin
e
12. L
earn
and
Sav
e b
ookm
arks
13. L
earn
and
sav
e sc
reen
save
r
14. C
EEA
P br
ochu
re
15. C
EAA
P w
ebsi
te
16. S
usta
inab
le
Ener
gy Te
achi
ng
Com
petit
ion
post
er
• To
prom
ote
ener
gy
savi
ng p
ract
ices
at
scho
ol a
nd a
t hom
e.
• To
prom
ote
ener
gy
savi
ng p
ract
ices
.
• To
prom
ote
the
Prog
ram
me
amon
g in
stitu
tions
and
in
divi
dual
s lin
ked
to
the
ener
gy a
nd
educ
atio
n se
ctor
s.
• To
prom
ote
the
Prog
ram
me
amon
g in
stitu
tions
and
in
divi
dual
s lin
ked
to
the
ener
gy a
nd
educ
atio
n se
ctor
s.
• To
prom
ote
the
com
petit
ion
amon
g sc
ienc
e an
d ge
ogra
phy
teac
hers
in ta
rget
sc
hool
s in
CEE
AP’
s pa
rtic
ipan
t cou
ntrie
s.
• En
ergy
sa
ving
tip
s. M
essa
ges
mus
t ke
ep
clea
r, st
raig
htfo
rwar
d an
d fo
cuse
d on
sim
ple
beha
-vi
ours
cha
nges
tha
t ca
n be
eas
ily a
dopt
ed.
• St
raig
htfo
rwar
d an
d ey
e-ca
tchi
ng m
essa
ges.
• Cle
ar a
nd c
onsi
sten
t in
form
atio
n ab
out
the
Prog
ram
me
incl
udin
g its
ob
ject
ives
, co
mpo
nent
s, be
ne�c
iarie
s, im
plem
en-
ting
agen
ts, e
tc.
• Cl
ear
and
cons
iste
nt
info
rmat
ion
abou
t th
e Pr
ogra
mm
e in
clud
ing
its
obje
ctiv
es,
com
pone
nts,
bene
�cia
ries,
impl
emen
-tin
g ag
ents
, etc
.
• U
nequ
ivoc
al
info
rma-
tion
abou
t th
e co
mpe
ti-tio
n in
clud
ing
its f
unda
-m
ents
, sch
edul
e, a
ssoc
ia-
ted
priz
es, e
tc.
• 2”
X 6
”. Fu
ll co
lour
. Re
cycl
ed p
aper
. • 1
0. 0
00 c
opie
s
• Dar
k co
lour
.
• 8.
5” X
11”
Dou
ble
Para
llel
Fold
. Fu
ll co
lour
. Re
cycl
ed
Pape
r, 12
0 g.
• 500
cop
ies.
• In
tera
ctiv
e pl
atfo
rm
to b
e ho
sted
by
the
SEPA
por
tal.
• Po
ster
: 24”
X 3
6” o
r 27
” X
39”.
Full
colo
ur.
Recy
cled
pap
er, 1
20g.
To
be
us
ed
in
outd
oors
• 450
cop
ies.
• Stu
dent
s in
hi
gher
prim
ary
and
seco
ndar
y le
vels
.
• Sta
ff an
d st
uden
ts
in s
elec
ted
scho
ols.
• Rep
rese
ntat
ives
of
gov
ernm
enta
l an
d no
n-go
vern
men
tal
orga
niza
tions
and
in
divi
dual
s lin
ked
to e
nerg
y an
d ed
ucat
ion
sect
ors.
• Rep
rese
ntat
ives
of
gov
ernm
enta
l an
d no
n-go
vern
men
tal
orga
niza
tions
and
in
divi
dual
s lin
ked
to e
nerg
y an
d ed
ucat
ion
sect
ors.
• Tea
cher
s in
ta
rget
ed p
rimar
y an
d se
cond
ary
scho
ols.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d D
esig
n Co
nsul
tant
Fi
rm.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d D
esig
n Co
nsul
tant
Fi
rm.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
con
sulta
nt.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
con
sulta
nt.
• OA
S Re
gion
al
Coor
dina
tor
• CEE
AP
foca
l poi
nts
• Com
mun
icat
ion
cons
ulta
nt• D
esig
n co
nsul
tant
Year
1
Year
1
Year
1
Year
1
Year
1
Obj
ectiv
es
Cont
ent
Feat
ures
Targ
et G
roup
sCo
ordi
natin
g Ag
ent
AWA
REN
ESS
MAT
ERIA
L
COM
MU
NIC
ATIO
N M
ATER
IAL
Tool
36
Tim
elin
e
17. “
Lear
n an
d Sa
ve” C
ycle
of
Conf
eren
ces
Flye
r .
18.
Lear
n an
d Sa
ve
club
s �y
er
19. “
Wor
lds
of E
nerg
y” T
hea-
tre
Com
petit
ion
post
er a
nd
dipl
oma
• To
prom
ote
the
conf
eren
ce s
erie
s an
d pr
omot
e co
ntrib
utor
s an
d to
pics
.
• To
prom
ote
the
club
s an
d in
form
abo
ut th
eir
purp
ose
and
activ
ities
.
• To
prom
ote
the
com
petit
ion
in p
artic
i-pa
ting
scho
ols.
• Cle
ar in
form
atio
n ab
out
the
serie
s i.e
. its
pur
pose
an
d sc
hedu
le.
• Cle
ar in
form
atio
n ab
out
the
club
s i.e
. pu
rpos
e,
activ
ities
, co
nditi
ons
of
mem
bers
hip,
etc
.
• Cle
ar in
form
atio
n ab
out
the
com
petit
ion’
s fu
nda-
men
ts,
sche
dule
, an
d pr
izes
.
• 8.5
” X 1
1” L
ette
r Siz
e Fl
yer.
Full
Colo
ur.
Recy
cled
pap
er, 8
0 g.
• 8 0
00 c
opie
s.
• 8.5
” X 1
1” L
ette
r Siz
e Fl
yer.
Full
Colo
ur.
Recy
cled
pap
er, 8
0 g.
• 4 0
00 c
opie
s.
• D
iplo
ma:
A
4.
Full
Colo
ur.
Recy
cled
pa
per 8
0 g.
• Po
ster
: 24”
X 3
6” o
r 27
” X
39”.
Full
colo
ur.
Recy
cled
pap
er, 1
20g.
To
be
used
out
door
s.• 1
000
cop
ies
• Sta
ff, s
tude
nts
and
pare
nts
in
part
icip
atin
g sc
hool
s.
• Prim
ary
scho
ol
stud
ents
in g
rade
s 5
and
6 an
d th
eir
pare
nts.
• Stu
dent
s in
gr
ades
5 a
nd 6
.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
con
sulti
ng �
rm
• CEE
AP
foca
l poi
nts
• Lea
rn a
nd S
ave
lead
ers
• Spo
nsor
ing
publ
ic
utili
ty c
ompa
nies
.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
con
sulta
nt
• CEE
AP
foca
l poi
nts
• Lea
rn a
nd S
ave
lead
ers
• Spo
nsor
ing
publ
ic
utili
ty c
ompa
nies
.
• OA
S Pr
ogra
mm
e Co
ordi
nato
r.• C
omm
unic
atio
n an
d de
sign
con
sulta
nt.
• CEE
AP
foca
l poi
nts.
• Lea
rn a
nd S
ave
lead
ers.
Year
s 2
and
3
Year
s 2
and
3
Year
3
Obj
ectiv
es
Cont
ent
Feat
ures
Targ
et G
roup
sCo
ordi
natin
g Ag
ent
COM
MU
NIC
ATIO
N M
ATER
IAL
Tool
37
The following three-step evaluation strategy is proposed to assess the results of the Programme:
- Ex-ante evaluation
The stakeholders and audience analysis (KAP’s survey results) carried out during the pilot phase could be used as a baseline for the mid-term and ex-post evaluations.
- Mid-term evaluation
This evaluation should be conducted at the end of year two of the Programme, which is the conclu-sion of the Learn and Save campaign’s pilot phase.
- Ex-post evaluation
The Programme’s �nal evaluation should be conducted at the end of year three. The results should be compared with the results of ex-ante and mid-term evaluation in order to map the trajectory of measures of e�ectiveness. The following three main evaluation methods are proposed:
It is strongly recommended that all Programme activities be regularly monitored both quantitati-vely and qualitatively. The parameters to be moni-tored and measured include:1. Target group participation in CEEAP activi-ties2. Quality of training activities: to be evalua-ted via knowledge tests (i.e. quizzes) conducted at the beginning and end of each activity, the results of which will allow for assessment of e�ectiveness of knowledge dissemination3. Quality of communication and awareness activities: To be evaluated through participant satisfaction survey conducted upon completion of the relevant activity or event.
Randomized evaluation is proposed as the most appropriate method for assessing the e�ective-ness of the campaign. The main purpose of this type of evaluation is to determine whether the campaign has the desired impact and if so, to quantify that impact.
1. MONITORING ACTIVITIES
2. RANDOMIZED EVALUATION OF AWARENESS CAMPAIGN
SECTION 5. NECESSARY RESOURCES AND BUDGET
CATEGORY COST (USD)INTERNATIONAL EXPERTISE 22 900REGIONAL EXPERTISE 6 500LOCAL EXPERTISE 104 160PERMANENT STAFF 123 750ALLOCATIONS 489 100INSTRUCTIONALCOMMUNICATION & AWARENESS MATERIAL 92 055LOGISTICAL 21 080Sub-total 859 79510 % contingency 85 979
TOTAL 945 524
SECTION 6.MONITORING AND EVALUATION
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
38
It will require that comparisons between experi-mental and control groups, in this case, the mem-bers of schools that were exposed to the cam-paign and those who were not. It is recommended that the evaluation be conducted in 15% of the schools participating in the campaign, or the bene�ciary schools. The evaluation will be conducted in three steps, each occurring:
- Before the launch of the Learn and Save cam-paign- At the end of the phase 1- At the end of the phase 2Evaluation tools like the KAP’s survey and other observation methodologies will be used to collect and analyse relevant information.
It is strongly recommended that a comprehensive record of all articles and/or news items published in mass media is kept.
1 For further information about this methodology see the Abdul Latif Jameel Poverty Action Lab website: http://www.povertyactionlab.org/methodology
Because we believe that the support and involve-ment of teachers is integral to the success of CEEAP, we designed a teachers’ resource booklet. The booklet is divided into �ve modules and includes practical examples speci�cally tailored to the Caribbean context. The modules are as listed below:Module 1: Energy basicsModule 2: Electricity
Module 3: Non-renewable energy sourcesModule 4: Renewable energy sources Module 5: Uses of energy and energy e�ciency and conservation.
We envision the energy learning box being distributed in schools. The material will be most e�ective if the teacher divides the class into manageable-sized groups, that is, with an avera-ge of eight to ten students per group.
3. MEDIA SURVEY
APPENDIX 1: TEACHERS’ RESOURCE BOOKLET FOR INTEGRATED INSTRUCTION IN SUSTAINABLE ENERGY
APPENDIX 2: INSTRUCTIONAL KIT
BOX
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
39
The bookmarks are intended to be handy remin-ders of tips for conserving energy at school and at home.
These are intended to be enjoyed in groups of up to �ve students under the supervision of a teacher. Each games and activities bundle consists of a trivia game, two puzzles, and one deck of memo cards.
A LOOK INSIDE THE BOX
POSTER
1
1
2
2
3
3
4
4
5
5
6 7
Posters
Trivial
Memo
Pieces
Playing cards
Bookmarks and bracelets
Booklets
6
7
BOOKMARKS
GAMES AND ACTIVITIES
TRIVIA GAME
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
· Encourage an energy audit to identify areas
· Check with your principal and science teachers about the Energy ManagementAction Plan (EMPAP) in your school.
· Replace incandescent lights with compact �uorescent lights (CFLs). CFLs use only one-fourth the energy and lasts up to 10 times longer.
· Turn o� all electronic devices when not in use to reduce energy use and costs.
· Use natural lighting or day lighting. When feasible, turn o� lights near windows.
· Install energy meters to track energy use.
· Photocopy only what you need. Always use the second side of paper, either by printing on both sides or using the blank side as scrap paper.
· Encourage your parents to conduct a home-energy audit and create an energy saving plan.
· Turn o� home appliances, lights, TVs,
when not in use.
, and
cooling your home.
· Set the thermostat on your air conditioner to 26°C and on your water heater to 49°C.
· Use microwave to heat up small amounts of food, instead of your oven.
· Wash only full loads of dishes and clothes.
· Air dry clothes.
· Look for energy saving labels e.g. ENERGY STAR® on light bulbs, home appliances, electronics.
· Encourage an energy audit to identify areas of energy savings. Check with your utility company for names of auditors.
· Check with your principal and science teachers about the Energy ManagementAction Plan (EMPAP) in your school.
· Replace incandescent lights with compact �uorescent lights (CFLs). CFLs use only one-fourth the energy and lasts up to 10 times longer.
· Turn o� all electronic devices when not in use to reduce energy use and costs.
· Use natural lighting or day lighting. When feasible, turn o� lights near windows.
· Install energy meters to track energy use.
· Photocopy only what you need. Always use the second side of paper, either by printing on both sides or using the blank side as scrap paper.
SAVING ENERGY AT SCHOOL
· Encourage your parents to conduct a home-energy audit and create an energy saving plan.
· Turn o� home appliances, lights, TVs,
when not in use.
· Use ceiling fans as much as possible, and turn o� when not in use.
· Ensure windows and doors are closed when cooling your home.
· Set the thermostat on your air conditioner to 26°C and on your water heater to 49°C.
· Use microwave to heat up small amounts of food, instead of your oven.
· Wash only full loads of dishes and clothes.
· Air dry clothes.
· Look for energy saving labels e.g. ENERGY STAR® on light bulbs, home appliances, electronics.
SAVING ENERGY AT HOME
40
MEMO CARDS
BRACELETS
The Learn and Save DVD has two main sections, one for teachers and one for students.The section for teachers replicates the content of the four modules in the Teachers’ Resource Booklet. It enhances the booklet’s contents by providing links to energy and environmental programmes being implemented in other regions of the world.The section for students is divided into eight chapters, which include the four chapters of the Learn and Save textbook. The DVD complements the textbook by providing interactive tutorials on the history of energy, guided questions and quizzes, an interactive version of the Caribbean map, and a plethora of other stimulating games and activities.
APPENDIX 3: INTERACTIVE MULTIMEDIA DVD
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
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APPENDIX 4: LEARN AND SAVE BOOKLET
The Learn and Save textbook embeds knowledge in the story of two energy families living in a �ctional world that is akin to a pro-green planet. Several characters, each representing one of the energy sources, are brought to life with appealing illustrations and descriptions, including special powers and adventure stories. The textbook has four chapters:Chapter 1: Learning EnergyChapter 2: Sources of EnergyChapter 3: Using and Saving EnergyChapter 4: Energy Activities
There once was a planet called Energia. Its inhabi-tants knew everything there was to know about energy. They also knew one very important rule: energy is neither created nor destroyed; it can only be transformed from one state to another. Energia had two main families. The �rst was the Sustainable Sources family. There were seven members. Their names are Hydrous, Wavy-Kid, Wonder Winder, Volkano, the Sunder brothers, and Biotyfuel.
This family provided Energia with all the clean renewable energy they needed to run their cars, buses, trucks, and other transportation systems as well as their lights and the rest of their house-holds.
The second family was the Non-Renewable Sources family. This was an old, noble family with four members. Their names are Sir Oiler, Lord Nukleus, Koal Knight, and Lady Gassna. The Energians, the Sustainable Sources family, and the Non-Renewable Sources family all came together to make a promise. They agreed that the mem-bers of the Non-Renewable Sources family would live quietly in the planet’s core because if they were used to generate energy, they could harm Energia’s environment.
Unfortunately, one member of the Non-Renewable Sources family broke the promise and told a powerful energy company called ENERGOX about the secret hiding place. No longer protec-ted within Energia’s core, the Non-Renewable Sources family was used day after day, year after year to generate energy. This caused so much damage to Energia that the planet was destroyed nearly a billion years later.
Because of this tragedy the Non-Renewable Sources family and the Sustainable Sources family made a new promise. They swore that they would both live in harmony together in the universe and would protect other planets from being destro-yed like Energia. Hydrous, Wavy-Kid, Wonder Winder, Volkano, the Sunder brothers, Biotyfuel, Sir Oiler, Lord Nukleus, Koal Knight, and Lady Gassna have all noticed that our Earth is in danger. They are here to help us today. Read on to meet them and let’s all learn and save with the energy masters!
SYNOPSIS:
The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness
Antigua and Barbuda Argentina Barbados
Belize Bolivia Brazil Canada Chile
Colombia Costa Rica Cuba
Dominica Dominican Republic
Ecuador El Salvador Grenada Guatemala
Guyana Haiti Honduras Jamaica Mexico
Nicaragua Panama Paraguay Peru
Saint Kitts and Nevis Saint Lucia
Saint Vincent and the Grenadines
Suriname The Bahamas Trinidad and Tobago
United States of America Uruguay Venezuela
ISBN 978-0-8270-5898-9