ConnectingPeopleandIdeas.ProceedingsofEUROELECS2015.Guimarães.Portugal.ISBN978Ͳ989Ͳ96543Ͳ8Ͳ9 Theimportanceofthecategoryofconsciousnessandeducation forsustainabilityinmethodologiesforecoͲefficiencyinschool buildings TatianaSantosSaraiva University of Minho, International Doctoral Programme in Sustainable Built Environment, School of Engineering, Guimarães,Portugal saraivaus@yahoo.com ManueladeAlmeida UniversityofMinho,SchoolofEngineering,DepartmentofCivilEngineering,Guimarães,Portugal malmeida@civil.uminho.pt LuísBragança UniversityofMinho,SchoolofEngineering,DepartmentofCivilEngineering,Guimarães,Portugal braganca@civil.uminho.pt ABSTRACT: This document reports the importance of the category of consciousness and educationforsustainabilityintheschoolenvironment.Educationinschoolhasapotentialto make the benefits of the building construction visible for society and media, showing to the students,parentsandcommunitieshowsustainabilityinbuiltenvironmentcouldimprovethe peoplelifeineconomic,socialandenvironmentaspects.Thus,thispaperaddressesthemain events related to sustainability, such as the Stockholm Conference, the Brundtland report, UnitedNationsConferenceonEnvironmentandDevelopment(UNCED)andAgenda21,until reachingthenecessityoftheelaborationofMethodologiesforenvironmentalassessmentof building,andlater,thedevelopmentofthespecificmethodologiesaccordingtothebuildings.It isalsodescribedsomeexamplesofsustainabilityinschoolsinGermany,FinlandandItalyand whatkindofsustainablesystemsthosecountriesarecurrentlyusing. Keywords: SBTool, school buildings, sustainability assessment methodologies, sustainable consciousness,sustainableeducation. 1 INTRODUCTION The last 12,000 years on the planet are related to the progress of human society. The man gradually abandoned the nomadic lifestyle, and began to organize in small civilizations, developingthecities.Attheendofthe18thcenturyuntilearly19thcentury,withtheindustrial revolution,thedemographicpopulationincreased,sotheconcernabouttheinappropriateuse ofnaturalresourcesgrew(Andrade,2009). ThediscussionsonenvironmentalissuesbeganwiththefoundingoftheClubofRomein1968. After four years, a small group of professionals in the field of construction associated with scientists,madecleartheintentionswiththepublicationofthereport"Thelimitstogrowth" (UNEP,2000). In1983wascreatedtheWorldCommissionofEnvironment(WCE).ThisCommissiondeveloped andpublishedthereportknownasthe"Brundtlandreport"in1987(UNEP,2000).Thisreport consistsofaguidingofprinciplesforfuturestrategiesofhumandevelopmentandeconomic growth where it was first defined the concept of sustainable development, being the most famousofthestillexistingdefinitions:"Meettheneedsofthepresentwithoutcompromising theabilityoffuturegenerationstomeettheirownneeds"(Brundtland1987). In 1992, in Rio de Janeiro (Brazil) a conference entitled "United Nations Conference on 2449  ConnectingPeopleandIdeas.ProceedingsofEUROELECS2015.Guimarães.Portugal.ISBN978Ͳ989Ͳ96543Ͳ8Ͳ9 EnvironmentandDevelopment(UNCED)"becameasymboloftheresponsibilityofallcountries oftheworldtowardssustainability,callingurgentattentiontotheconservationofseveralforms oflifeonEarthandpromotingactionstoimprovequalitythroughcooperationofallcountries involvedinordertocreateaglobalenvironmentaldevelopmentpolicy(VonWeizsäcker,1992). ThisConferencewasfollowedbythedocumentnamed'Agenda21',in1997,whichisaguide for the creation of national development strategies and policies. It represents the United Nationsplanofactionforthesustainabledevelopmentinthe21stcentury.(Pinto,1999).Inthe sameyear,theUnitedNationsConventiononClimateChange(UNFCCC2),elaboratedtheKyoto Protocol with the intention of contributing to the reduction of the greenhouse effect (Hildemberg,2010). Theenvironmentalimpactcausedbyconstructionhasincreasedthesepastfewdecades.The constructionindustryisoneofthemainpolluteractivities,producingaround40%ofworld’s totalemissionofGreenHouseGases(GHG)and180milliontonsofwasteperyear(OECD,2003). It is also responsible for the use of 25Ͳ40% of the energy consumption and 50% of the raw materialsextractedfromearthinthemembersofOCDEcountries(OrganizationforEconomic CoͲoperationandDevelopment)(Gervásio,2010). Inresponsetotheseproblems,afewinitiativesledtothefirstmethodologiesfortheassessment ofsustainabilityforconstructionsthatstartedtoemerge.Overtheyears,severalmethodologies for environmental assessment of building were created, like SBTool, LEED, BREAM, CASBEE, HQE,NABERS,amongothers. Oncetheratingsystemhasprofoundimpactontheresultsoftheevaluation,theattentionhas been given to the evaluation studies and the strategies used to allocate the credits and the questionsevaluated.Thesemethodologiesareadaptedaccordingtotheregionandthecountry concerned(Lee,2013). Overtime,thesemethodologieshavebecomemorespecific,tryingtobeadaptedtotheseveral typesofconstructionsandfunctions.Nowadaystherearespecificmethodologiesforhospitals, servicebuildings,urbanareas,schools,amongothers. Thedevelopmentofamethodologyforschoolbuildingsisnecessarybecausetheenvironments of schools are very particular. In addition, sustainability in a school building improves the performance, safety and health of teachers, students and staff. Increased attention to the construction,design,andoperationalpracticesofschoolscontributetonationalsustainability goalsfortheenvironment(HealthySchools,2013). Otherbenefitsacquiredwithsustainablerenovationsforschoolbuildingsare:increasethelife cycleofthebuilding,energyandwaterefficiency,reducedtheoperatingandmaintenancecosts, thepollutionandlandfillwasteandalsoimprovedthehealthofstudentsandstaff,theindoor airqualityandreducedabsenteeism.(OhioEnergyProject2000). Thecategoryofconsciousnessandeducationforsustainabilityhasagreatimportancewithina methodologyforassessingsustainabilityinaschoolbuilding.Thesustainablebuildingsprinciples andpracticesshouldbeintroducedtoallstudentsineverydisciplineatschooleversincethey willbeoursociety’sabilitytoadapttotheimpactsofclimatechangeandalsowilldeterminethe futureofGreenBuilding(AdvancingEducationforSustainability,2010). LEEDandBREEAMhadalreadycreatedspecificsystemsforschools,BREEAMSchoolsandLEED for schools. One of the benefices of the methodology BREEAM Schools is about the consciousness and education for sustainability, providing a learning resource through the demonstrationofhigherenvironmentalstandardstopupils,staffandthebroadercommunity (BREEAMSchools,2004).TheLEEDforschoolsdoesn’thaveanycategorysimilartothis. 2450  ConnectingPeopleandIdeas.ProceedingsofEUROELECS2015.Guimarães.Portugal.ISBN978Ͳ989Ͳ96543Ͳ8Ͳ9 2 EXAMPLESOFSUSTAINABILITYINSCHOOLSINEUROPE The application of the sustainability system brings the building several benefits, such as inͲ creasedperformanceandbuildingquality,greatertransparencyintheplanningphaseandinthe constructionofthebuilding,securitysustainableplanning,andreducestheriskofaccidents.It isapowerfulmarketingtool,facilitatingandincreasingtheamountofrentandthesaleofthe property.Otheradvantagesofusingthissysteminabuildingwouldbethereductionoflifecycle costs, decrease in energy and water consume, user satisfaction (environmental comfort and qualityoflife)andimprovedpublicimage(DGNB,2011). 2.1 SustainabilityinschoolsinGermany SustainabledevelopmentishandledbytheEuropeanUnion(EU)asalongͲtermtask,whereits 28 members are encouraged to support and implement the requirements of environmental actionplans.Since1971,GermanyhasanAdvisoryCouncilontheEnvironment(SRU).InApril 2001, it was created the Council for Sustainable Development (RNE), where 15 people from public life, appointed for three years by the Federal Government, addressed interconnected sustainability issues of, such as the politics, economy and society sustainable development (Spindler,2012). In April 2002, the RNE prepared a national sustainability strategy related to the actions of government and society, through the creation of ten rules that seek a balance between ecological, economic and social development, with the participation of all stakeholders in sustainable development. Other aspects also taken into consideration are: sustainable production,useofrenewablenaturalresourcesinthecontextoftheirregular,avoidinghazards andriskstohumanhealthandtheenvironmentalsystem,thestructuralchangeofconsumption reductionexpenditureofenergyandpublicresourcesandsocialcooperation(Spindler,2012). Systemsofsustainabilitycertificationinbuildingsarebecomingveryimportantinternationally andalsoinGermany.Severalevaluationsystemswithdifferentapproacheshavebeenusedby the international market. Germany uses some sustainability certification systems such as BREEAM,LEEDandDGNB(Himmler&Schwede,2012). TheconferenceinRiodeJaneiroin1992hasbeenthemainimpetusforthereorientationof environmentaleducationoreducationforsustainabledevelopment(GNI)inGermany.GNIhas overallapproachtosustainability,throughacombinationofeconomic,environmentalandsocial aspects. German Environmental Association has created a manual with the aim to provide practicalideasandteachingmethodsusedinsecondaryschooleverydayandalsoforinformal environmentaleducationinitiativesaimedtochildrenandteenagers(Klima2005). ThismanualisacontributionfromtheSaarlandforSustainableDevelopment(2005Ͳ2014).The studyhasthefollowingissues:energy,electricalpowercontrol,climate,energysavings,heat, temperature,energysavingsplan,alternativeenergyinthecity,solarenergy,windenergy,air, climateandeducationfacilityforsustainabledevelopment(Klima,2005). Thismanualisnotdesignedtobeusedasa"recipe",itdoesnotprovideindividualmodelsor spreadsheets, but suggestions and examples that should be executed according to specific situations.Whentheteachersareresponsiblefortheimplementationofthisplan,theybecome morecreativeinpreparingactivitiesandgamesthatwillbeappliedtostudentswiththegoalof makingthemmoreinformedandconsciousaboutsustainabilityissues(Klima,2005). According to this manual, the central points of learning for sustainability are individual differencestoseetheworld,becausethediversityandrelativityofmodesandsettingsarebasic requirementsforthesuccessofsustainableaction.Itmustfinddifferentandinterestingways todemonstratethesustainabilityissuetostudentssincethebeginning,tryingtoengagethem, leadingthesubjecttostudent'sreality(Klima,2005). 2451  ConnectingPeopleandIdeas.ProceedingsofEUROELECS2015.Guimarães.Portugal.ISBN978Ͳ989Ͳ96543Ͳ8Ͳ9 2.2 SustainabilityinschoolsinFinland The use of sustainability assessment methodologies have been used to assist in the environmental performance of buildings and building stocks. Currently, some countries have used several methodologies that are designed to meet specific needs. In Finland, there are specifictoolsusedforthispurpose(iisbe.org/annex31,2004). The Commission on Sustainable Development in Finland in 2013 decided to develop a new strategyforsustainabledevelopmentofsocialcommitmentforFinland,whichshouldbemade until2050.Thiscommitmentistoincreasetheeffectivenessofthesustainabledevelopment policyandproductivity,andalsocomplyobjectivesrequiredbythesustainabledevelopment Conference(Rio+20),theUN,theU.S.andtoparticipateinthesustainabledevelopmentof Europeancooperationnetworks(YmpäristöministeriöSuomi,2014). TheCommissiononSustainableDevelopmentwascreatedwiththeaccompanimentofseveral experts, whose task is to prepare, challenge and evaluate the work of this Commission, and commitment to social progress through sustainable strategies of national politics and social practicesenterprises,communitiesandorganizationsmayalsohaveasocialcommitmentaimed atthegoalsofsustainabledevelopment. Allkindergartens,schoolsandeducationalinstitutionsinFinlandwereinvitedtomaketheirown report to the sustainable development policy commitment in January of 2014. Some organizations agreed to support these educational institutions through information that will guideandsimplifythisprocess.Thegoalisthat15%oftheseschoolsreceiveacertificateof sustainabledevelopmentactivities. TheSustainableDevelopmentProgramprovidesamodelofhowtheseeducationalinstitutions shallprioritizethegoalsofsustainabledevelopment,theenvironmentforlearning,teachingand everydaylife,aswellastheresponsibilities,timelines,resourcesandmonitoring.Areviewof theactivitiesandtheprogramwillbeupdatedannually. Thesemodelsalreadyexisttofacilitateearlyplanningofschools,seekingthesecertificatesof sustainabledevelopment.Thecertificatescanbeappliedinprimaryschools,secondaryschools andvocationalschools.Thesemodelsshouldbeusedforoneyearandthenmustbereviewed andadaptedtoanewstage.Thetopicschosenshouldincludeenergyconservation,sustainable consumption,wasteprevention,environment,localcultureandmulticulturalism. Thesemodelsprioritiesare: Ͳ Lectures and practical issues, such as reducing the environmental impact and sustainable development; ͲParticipationofchildrenandyoungpeopleinplanningandimplementingtheproject; ͲDevelopmentandcontinuousadaptationofthechosenmodeltothenewneeds. The differencesbetween themodelscanberelated tothelevel ofdemand,assessmentand support given by them, and the evaluation criteria include design, types of implementation, monitoring and education project given by teachers, assessment and development. Some examplesofthesesystemsare:KekeSystem,InternationalSystemGreenFlagandEcoSchool Keke System provides a model of selfͲevaluation according to the school; the International SystemGreenFlag,whoseschoolactivitiesprogramisreviewedbyanexternalaudittwiceayear throughareportandmayreceiveornotacertification;andEcoSchool,wherethoseinvolved have the opportunity to interact with other parts of the world in schools. These evaluation systemssustainabilitieshavefourmainphases: 2452  ConnectingPeopleandIdeas.ProceedingsofEUROELECS2015.Guimarães.Portugal.ISBN978Ͳ989Ͳ96543Ͳ8Ͳ9 SelfͲAssessment–TheschoolselectfivesustainablecriteriaforpreͲevaluating.Theteachers andstudentshaveseparatedsystemandsubjecttoanassessmentinaccordancewithtopicsof interestsuchaslanguages,artsandskills. ExternalAuditͲAnexternalauditshallbeorderedaftertheschoolselfͲevaluationprocess.The auditormaybecalledtosupportthedevelopmentoftheschool,aswellascertificationgoals. Beforeperformingtheauditoftheinstitution,theselfͲevaluationreportshouldbechecked.The auditor should investigate the school facilities and interviewing faculty, staff and student representatives of the school, making a summary report, which will be held by discussing feedbackwithrepresentativesoftheinstitution. Thepurposeofthediscussionistoprovidefeedbackonthestrengthsoftheevaluationcriteria chosen by the schools in order to improve the goals achieved. The corrective action by the auditorhasadiagnosedwithin3monthstoberectifiedsothatitcanbeprovidedacertificate. UpdateannualselfͲassessmentͲThecertificaterequiresthemaintenanceoftheannualselfͲ assessmentoftheeducationalinstitution. RenewalofcertificationͲIftheschoolmakestheannualselfͲassessmentsinaccordancewith therules,facilitatestheauditorrenewthecertificate. Somesubjectsusedinthesemodelsofsustainabilityofschoolsystemsare:energyefficiency, water,wastepreventionandrecyclingeconomy,sustainableconsumption,durablechoices,and foodprovidedbylocalmarkets,culturalheritageandmulticulturalism,safetyandrecoveryof thelocalcommunityinallrespects. TheKekeSystemisatoolthatshouldbeadaptedandimplementedaccordingtotheneedsof theschoolinwhichitisapplied.Theschoolmayproceedtoimplementthesystemattheirown pace,seekingpathwaystoeconomic,socialandculturalsustainability.Itspurposeistosupport the sustainable development program for school construction and operation of the developmentofannualgoalschosenforthecertificate(YmpäristöministeriöSuomi,2014). 2.3 SustainabilityinschoolsinItaly Italyusessomesustainabilityassessmentsystemsforschools,suchasLEEDperleScuole,the ProtocolloITACANazionale2011,EDIFICISCOLASTICI(iiSBEItaly),andtheBREEAMsystemisjust startingtogetorganized. In2010,ItalyGBC(GreenBuildingCouncilItaly)preparedanItalianversion,2009ItalyLEEDNC (NewConstructionandRestorations)adaptedtotherealityandstandardsofItaly.TheLEEDfor schoolconstructionappliesinnewconstructionandrestructuringofschoolbuildingsisfocused on indoor environmental quality of local learning, considering aspects such as air quality, thermal and acoustic comfort, location, construction and implementation by students’ sustainable practices. Some examples of sustainable practices are building green roofs, teachingaboutbuildingsustainability,controlofwaterandenergyconsumption(LEEDperle Scuole). Italy has adapted the methodology of the Green Building Challenge to the Italian context, creatingitsownsystemofsustainability:TheProtocolloofITACAwasdraftedbytheInstituto perlaTrasparenzadegliAppaltiyCompatibilitàAmbientale,andconsistsofanationalsystemof accreditation of environmental sustainability. The ITACA meets constructions of different sectors,withresidentialITACA,ITACAoffice,toITACAMallandITACAforindustrialbuildingsfor schoolbuildings(ProtocolloITACA,2012). Besides the traditional assessment methodologies sustainability mentioned above, Italy also usestheEcoSchools,whichisaninternationalcertificationprogramforschools,aimstoproͲ moteenvironmentaleducationandsustainabilitythroughenvironmentalmanagementofthe 2453  ConnectingPeopleandIdeas.ProceedingsofEUROELECS2015.Guimarães.Portugal.ISBN978Ͳ989Ͳ96543Ͳ8Ͳ9 schoolbuilding,seekingGreenFlagcertificationsystem.TheEcoSchoolscombinetheoryand actioninordertoreducetheenvironmentalimpactandspreadthepracticesofsustainability amongstudents,theirfamiliesandtheentirecommunityaswellasbeinganinternationaltool forgoodenvironmentalpractices(FEEItalia,2014). According to Santoli et al. (2014), public buildings should serve as an example of energy efficiency for the whole community, especially school buildings, since these are better to promote ecological responsibility for future generations through a new lifestyle. There is a necessity to find a balance between cost savings and comfort of users through an efficient control system of humidity, temperature, air speed and purification. Currently, the Italian schoolshavespentalotinenergyconsumptionandhaveprovenineffectiveinindoorairquality. Inordertoreducetheemissionofharmfulgasestohealthatlocalandgloballevel,thereisa necessity to change the behavior related to energy consumption. The reduction of energy consumption in public schools and any public construction should be carried out in order to decrease the cost and environmental impact. The Government needs to start a process of regeneration of urban energy and should use the school building as a tool for this process (Santolietal.,2014). 3 CONSCIOUSNESSANDEDUCATIONFORSUSTAINABILITY This paper mentioned the certificate KEKE, used in Finland, and the international certificate GreenFlagsanditsuseinGermanyandFinland.Thesecertificatesworktoinformandevaluate theconscientizationofstudentsandschoolemployees. Thisnewcategoryisnotintendedtoevaluatetheseissuesasdeeplyasthecertificatesabove mentioned,becausethiscategoryispartofacertificateofsustainabilitythatinvolvesalotof different aspects, thus it is impossible to be very deep in every subject, since a certificate is supposedtobemorepracticalasitcanbe. The main function of this category is to promote and assess the awareness related to sustainability in students, teachers and staff of a school. Even though there is a school built accordingtothestandardsofsustainability,ifusersofthisconstructiondonotunderstandhow to use them properly sustainable way, is not achieved the expected results in terms of sustainability. Forbuildingsthatarestillbeingdesigned,itwillneedtoproduceamanualforusersofthefuture building in order to indicate how to use the building prioritizing sustainability, like how to optimizewaterandenergyconsumption,recyclethetrash,andothers.Asanexamplewecan report the preference for the use of natural lighting and ventilation and the use of smart dischargeswheneverispossible. Theassistanceofamanualofhowtouseaschoolinasustainablemannerisoneofthesolutions, but,toachieveabetterresult,itisnecessarytounderstandwhyitismoresustainable,andhow tosolvetheproblemsthatcanoccurwhenunsustainableattitudesaretaken. Inexistingbuildings,itcouldprovidethespecificmaterialsneededforstudentandstafftolearn about sustainability, and after the schools do the selfͲevaluation, the formal evaluators are called to assess the level of student and employee learning. A way of evaluation is the application of specific questionnaires for students, teachers and school staff, in order to determinetheawarenessofthemaboutsustainability. Incaseofapplicationofthemethodologyinschoolbuildingstobeconstructedandinexisting buildingsitwillberequiredtousepostersinschoolstoteachandencouragetheimplementation ofsustainablepractices.Fewothermaterialscanbeusedforthedisseminationandawareness ofsustainability,suchaslectures,games,educationaltoursand materialofliteratureonthe subject,amongothers. 2454  ConnectingPeopleandIdeas.ProceedingsofEUROELECS2015.Guimarães.Portugal.ISBN978Ͳ989Ͳ96543Ͳ8Ͳ9 Themes will be provided related to sustainability, as how to optimize water and energy consumption,howtorecyclethetrash,amongotherindications.Asanexample,wecanreport thepreferencefortheuseofnaturallightingandventilationandtheuseofsmartdischarges wheneverispossible. AftertheschoolperformstheselfͲevaluation,theformalevaluatorswillbecalledtoassessthe levelofstudents’andemployee’slearning.Thewayofevaluatingistheapplicationofspecific questionnairesforstudents,teachersandschool’sstaff,inordertodeterminetheirawareness aboutsustainability. 4CONCLUSION Itisundeniabletheimportanceandnecessityofimplementingtheawarenessoftheimpactof sustainabilityinthesociety,andthiscategoryallowstheutilizationoftheschoolasavehicleto disseminate the importance that the experience of sustainability has in people's lives using studentsastools,sincetheycanspreadthisideaintheirfamiliesandinthesocietyinwhichthey live,thereforeturningitasapartoftheirdailylifeinanaturalway. Theimportanceofconsciousnessandeducationforsustainabilityinschoolsisfundamental,not only for students of a particular school, but also for the whole society. Sustainable schools provide a comfortable and healthy environment, helping to learning as well as save energy, moneyandresources. Thestudentswillbethedevelopersoffuturescommunities,healthyregenerativeenvironment andneweconomicopportunitiesso,theywilldeterminethefutureofgreenbuildingandour society’sabilitytoadapttotheimpactsofclimatechange.Asoccupantsofeverytypeofbuilding, theirbehaviorwilldefinetheenvironmental,social,andeconomicimpactsofabuilding. REFERENCES Advancing Education for Sustainability: Teaching the Concepts of Sustainable Building to All Students July 2010 [internet]Availableathttp://www.campusgreenbuilder.org/ Andrade,J.B.2009.AvaliaçãodasustentabilidadedoedifíciosolarXXIutilizandoametodologiaSBToolPT;Faculdade deEngenhariadaUniversidadedoPorto,Portugal BREEAM Schools 2004 [internet] available at: http://ecoconsulting.net/www/breeamschools.pdf [accessed 8 January2014]. Brundtland,1987.Ourcommonfuture.Oxford:OxfordUniversitypress,1987. 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