Q1–2 2018
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NRC holds initial consultations and focus group discussions with parent–teacher association and Ministry of Education directorates. JREEEF, Princess Alia Foundation and other partners with experience in energy upgrades for schools contribute lessons learned and inform project planning. The Ministry of Education establishes the renewable energy and energy efficiency unit in May 2018 under the buildings department of the Ministry of Education directorate in Amman.
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Q2 2018
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Results of focus group discussions inform the technical assessment and financial analysis; this and subsequent planning is conducted in coordination with the JEA for structural validation and safety. Request for project approval submitted to the Ministry of Planning and International Cooperation (April 2018).
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Q4 2018
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Final project approvals received from Ministry of Planning and International Cooperation (October 2018).
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Q1 2019
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Tender announced for the efficiency upgrade works.
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Q2 2019
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Contractor conducts energy audits for school rehabilitation and energy efficiency upgrades.
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Tender announced for school rehabilitation and energy efficiency upgrades (April 2019).
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Q3 2019
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Out of 20 applicants for the rehabilitation and energy efficiency upgrades, two are selected. The process takes four months – an extra two months than the total planned – due to NRC’s procurement procedures and required financial and technical validation. The contractor’s technical proposal is revised in line with recommendations from the JEA.
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School rehabilitation and energy efficiency upgrade contracts signed in June 2019.
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Q3–4 2019
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Training teachers in energy conservation, renewable energy, environmental protection and water protection to enable them to deliver the relevant lessons to students of different ages and classes.
Delays due to the teachers’ strike, which lasts for a month (Sep–Oct 2019).
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Solar PV contractor selected, and contract signed (December 2019).
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Q1 2020
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Solar PV contractor applies to Irbid Distribution Electricity Company (IDECO) for approval of plans for connection to the grid for 14 schools.
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NRC coordinates with the Ministry of Education renewable energy and energy efficiency unit. This becomes functional in March 2020.
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Q2 2020
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COVID-19 causes the government of Jordan to announce restrictions on people’s movement in March 2020 in the name of public safety, including the closure of schools, commercial markets, companies, banks and public facilities; a curfew; and movement restrictions between the governorates.
In June 2020, government ends the restriction of movement between governorates and the general curfew.
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Q3 2020
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NRC and the contractor receive approvals for PV plans and connection from IDECO for 12 schools (two are rejected) and the Ministry of Education begins implementation in July. NRC applies instead to install solar PV on two schools in Mafraq.
The construction team continues to do regular check-ups on several schools. As new extension works expanding classrooms and water, sanitation and hygiene (WASH) blocks increases the electricity consumption for three schools in Irbid, efficiency of the PV systems is reduced. NRC applies to IDECO to increase capacity of the existing PV system in these three schools in Irbid.
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IDECO rejects NRC’s application for increased capacity size of two of the three Irbid schools (September 2020). NRC applies to increase the size of systems for the two schools in Mafraq instead.
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Q4 2020
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Contract amendment to complete work on the two additional schools (November 2020).
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Q1 2021
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IDECO approval received for the increase in capacity size of systems for the two schools in Mafraq.
Final commissioning of efficiency measures completed. Final installation of all 14 PV systems in Irbid and Mafraq completed and all systems tested and connected to the grid by IDECO. Systems officially handed over to the relevant Ministry of Education directorate, with warranties included for the different system components (structure, PV cells and inverter).
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Source: Information provided by NRC Jordan.
The importance of user engagement and consultations
In order to deliver a service that meets the needs of end users, NRC consulted students, principals and parents to understand their vision for the upgrades and assess their knowledge of efficient and sustainable design. The team conducted focus group discussions at each school through parent–teacher associations. Building problems, such as draughts and leaks, were commonly cited as affecting standards and stress levels within the school. Repairing these issues prior to solar installation is important from a safety and efficiency perspective.
The NRC team compiled the findings of the focus group discussions and interviews. The team used this information to shape new energy interventions and to develop technical assessments for public schools. Early engagement with users paid off. Despite the initial low level of support from the Ministry of Education directorates at the time of project completion, schools and students continued to show strong interest in these interventions.
Collaborating with civil society and planning for long-term sustainability
JREEEF, the Princess Alia Foundation and others worked closely with NRC and shared lessons learned. The NRC team interviewed engineers – from the buildings department at each Ministry of Education directorate and the technical department in Amman – to map knowledge gaps and brainstorm solutions and capacity-building mechanisms. This enabled NRC to prepare appropriate training for the engineers in the renewable energy and energy efficiency unit. The JEA’s coordination with the NRC school construction team was also critical for the initial assessment, tender designs and ongoing supervision visits during the implementation phase.
It is too early to judge the long-term sustainability of the Solar for Schools programme, but the project made several provisions for its future upkeep. Building managers were trained in basic maintenance, and the schools tried to keep the system as clean as possible. The schools were also keen to attract financial and technical support from donors and organizations for regular maintenance and operations. NRC handed over the systems to the relevant Ministry of Education directorates in 2021, and shared the list of schools with a technical briefing for JREEEF in order to help them upscale action and build on existing infrastructure. This has enabled JREEEF to select schools with solar systems for heating and cooling unit installation, as part of the Schools Heating and Cooling Program expansion, and to increase the PV system size where necessary.
Sufficient time is needed to assess savings
Energy audits like the one shown in Table 4 informed tailored approaches for each school. Efficiency measures were chosen on the basis of greatest improvements in thermal comfort and bill savings. Based on the audit findings, these measures
focused on:
- Electrical maintenance including replacing lighting with LED bulbs;
- Enhanced insulation where needed including window maintenance and double-glazed replacements, door maintenance and replacements, and roof insulation;
- Block works – erecting walls and closing openings;
- Humidity resistance painting; and
- Mechanical works mainly in WASH facilities; and introducing water-saving features to bathrooms.
The table below presents a sample of the audit results for savings to be generated through efficiency measures at one school.
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|
|
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Turn off plug loads when not in use
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1,326.60
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331.65 ($467.63)
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N/A
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Immediate
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N/A
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N/A
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N/A
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2.9
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Improve student awareness about energy efficiency
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1,008.67
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252.17 ($355.56)
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N/A
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Immediate
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N/A
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N/A
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N/A
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2.2
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Retrofit lighting
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6,382.99
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1,595.75 ($2,250)
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618.75 ($872)
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0.39
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8
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8,753.45 ($12,342)
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261
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13.95
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Install a solar thermal system instead of an electric water heater
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1,247.40
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311.85 ($439.71)
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700 ($987)
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2.24
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20
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2,889.45 ($4,074)
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48
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2.73
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Install A/C units instead of electric heaters inside nursery
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645.15
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161.29 ($227.42)
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400 ($564)
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2.48
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10
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757.17 ($1,068)
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42
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1.41
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Retrofit A/C unit
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2,141.49
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535.37 ($754.87)
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1,460 ($2,059)
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2.73
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10
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2,390.87 ($3,371)
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38
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4.68
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Total
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Average time
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|
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12,752.3 (kWh/year)
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3,188.08
($4,496.59)
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3,178.75
($4,483.43)
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1.96
(year)
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12
(year)
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|
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Source: Unpublished NRC Jordan RE4R project evaluation, 2020.
Note: Net present value is a method for evaluating and comparing capital projects or financial products with cash flows spread over time, as in loans, investments, pay-outs from insurance contracts plus many other applications, accounts for the time value of money; internal rate of return is an estimate of the expected future annual rate of return; % of savings from total energy is the percentage of saved energy after applying energy efficiency upgrades.
Based on previous measures, Khawla bin Al-Azwar school’s total energy consumption is 33,218 kWh/year at a cost of around JOD 4,764.4 ($6,719.88). According to the audit, energy efficiency upgrades would enable the school to cover 38 per cent of its annual energy consumption, and coupled with the solar PV system installation, it can expect total savings of around 80 per cent.
An internal NRC assessment of electricity bills shows that all the schools that took part in the Solar for Schools project benefitted from savings of at least 80 per cent. However, the COVID-19 lockdown period is a factor in these figures. Due to the COVID-19 pandemic, schools were not fully staffed or occupied during this time. The assessment shows figures comparable with savings generated by earlier solar schools projects but more time will be needed for a comprehensive evaluation.
Like other projects under the nationwide Schools Heating and Cooling Program, the RE4R-NRC Solar for Schools programme sought not only to reduce bills but also to improve the learning environment for teachers and students by enhancing thermal comfort levels in the classroom. Given the feedback from consultations, it also aimed to improve safety and security measures.
The most common response to improvements expressed in the RE4R-NRC schools focus groups was that the upgraded facilities helped to create a conducive learning environment. This included bathroom and classroom upgrades as well as sealing cracks and repairing broken windows. Students commented that the school looked ‘cleaner and brighter’, which encouraged them to attend and learn. Principals and teachers felt more comfortable in the delivery of lessons.