publishable oriented-result report - european commission · in order to assure the quality of its...

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EIE/06/082/SI2.445358-ENERGY PATH

ENERGY PATH PROJECT

Publishable result-oriented Report

Elaborated by BESEL S.A

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INDEX 1-Summary of the project …………………………………………………………………4 2-Project partners…………………………………………………………………………. 5 3-Introduction to Energy Path Learning Strategy ……………………………………..15 4-Development of Energy Path Platform……………………………………………….15 4.1-A Project based learning………………………………………………………19 4.2-Introduction about the basis, of Energy Consumption, Renewable and

Mobility issues……………………………………………………………… 20 4.3-Very practical oriented activities………………………………………………24 4.4-Engaging the students…………………………………………………………26 4.5-Exercises based upon the reality in school, at home or neighbourhood…27 4.6-Energy or Mobility Audit……………………………………………………….28 4.7-Developed a solution in the energy field and will show it …………………29 4.8-Produce some kind of exhibition of work……………………………………31 5-The schools are involved as an institution…………………………………………...33 6-Comments of the Reflection Groups…………………………………………………34 7-Teachers Training and Formalisation Project……………………………………….35 8-Evaluation Teachers Training Courses………………………………………………37 9-Conclusion………………………………………………………………………………38 10-Dissemination Activities of Energy Path……………………………………………40

10.1-Project Web site…..…………………………………………………………40

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10.2-Final Conference…………………………………………………………….42 10.3-National Workshop-France…………………………………………………45 10.4-National Workshop-Italy…………………………………………………….47 10.5-National Workshop-Norway………………………………………………...49 10.6-National Workshop-Spain…………………………………………………..51 10.7-National Workshop-United Kingdom………………………………………55

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1-Summary of the project Objectives The main objective of the energy path is to create a much friendlier future in terms of Energy Use and hence to set the initial agenda for a more sustainable and green- thinking modern society. To do that, it is of great importance to target the most suitable group and this is, with no doubt, the root of the future: “Today’s Kids”. The priority of this initiative is thus to educate and foster the awareness of the potential future generations of European Citizens in the Rational Use of Energy (RUE), the different Renewable Energy Sources (RES) and their applications in transport, by the development and implementation of high quality information contents and advanced communication tools at pupils of secondary school level. The project is of a horizontal nature since it concerns the promotion of RES as well as the improvement of energy efficiency and the rational use of energy, integrating all kind of actors: from students and teachers to Energy and Education Agencies, outstanding companies and policy makers. Expected Results The Energy Path project aims to combine efforts between energy specialists and education professionals, with active participation from local authorities to provide better relevance and efficiency and to take advantage of the latest technologies in order to achieve the following expected results, with a view to inducing a genuine change in present behaviours and to encouraging the use of efficient and renewable technologies as well as the adoption of energy-intelligent social patterns by local end-users: • Quality contents (from technical and pedagogical point of view) • Interactivity between developers and users • Technological innovation (e-learning platform, web site) • Intuitive presentation of the contents for teachers, students and general public • Financial sustainability (free software technology and own development; potential sponsors) • Synergies with connected European projects from the education and energy fields. • Progressive and self-sustainable spreading to other EU regions and countries.

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2-Project Partners Partner 1- Edicions i Serveis Escolars Domènech, S.A. (Spain) Edicions i Serveis Escolars Domènech, S.A was founded in 1975 as a company specialised in the Information and Communication Technologies (ICT) for educative communication projects, specifically in the energy, water and climate field. Domènech experience has been based in involving in the same project different institutions and actors to guarantee a diversity of points of view and to establish priorities. The innovative technology and the dynamic management model being used allow providing an immediate response to the rapid changes produced in our society. This makes the project economically sustainable and open to the successive participation of more actors in a simple manner. Domènech works knowledge as a tool to continue innovating on e-learning products of high quality with its own technology which is used in Institutions as: Departament d’Ensenyament de la Generalitat de Catalunya (Web portal Edu 365), Departament de Treball, Indústria i Energia de la Generalitat de Catalunya, Comunidad de Madrid, Comunidad de Castilla y León, Comunidad de Murcia, Govern de les Illes Balears and Govern d’Andorra. Doménech has also established partnerships with private companies as Pricewaterhouse, Fecsa-Endesa and Universitat Pompeu Fabra for the virtual teacher training, among others. In order to assure the quality of its products, Domènech is certified by ISO 9001-2000 which certifies " Design and development of communication and management of online contents using an e-learning platform”. DOMÈNECH was the Project Leader, and also the Technology supplier, thus being responsible for design, development and maintenance of the e-learning platform, the web site and the internal communication tools. Proven experience on ICT projects ensure its capabilities to provide innovative and attractive e-tools.

Partner 2-BESEL S.A (Spain) BESEL, S.A. is a private engineering and consultancy company with a staff of 80 employees founded in 1984 to work within the energy, environment and innovation fields. Since then, in line with its founding spirit it has played an active role in developing new technologies. Its major interests are products or services that involve innovation, quality and environment care, under an activity scope covering energy production and use (RUE & RES), innovation management, training, and research and development of energy technologies. BESEL’s kind of projects is very wide: information, dissemination and promotion campaigns,

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preparation of publications, training, auditing, feasibility studies, planning, market studies, technical advice, technology search, technology procurement, energy supply contracting, and energy billing. BESEL has developed several publications concerning energy issues and best practices. It has also proven experience on training, having organised several training courses in collaboration with energy and industry associations and chambers of commerce. Regarding dissemination, BESEL holds the secretariat of the Spanish Fuel Cell Association (APPICE) and has been involved in the organization of several workshops including the Spanish Fuel Cell Congress. It has also participated in dissemination projects as the “Expansion of Pan-European public web database on energy efficient appliances”. At an international level, it must be noted that BESEL has participated in programmes and activities of the European Commission, mainly of the DG I, DG XII, DG XIII and DG XVII. BESEL´s Division of Operations currently employs a 35 people multidisciplinary team with chemistry, electronics, electrical, mechanical and telecommunications engineers that provide enough scientific background to undertake this project. BESEL was the main responsible for didactic energy common contents, having well proven experience from training courses and publications, as well as from renewable energies R&D projects, both on national and European framework. BESEL also provides the necessary relationship with Education Authorities from Madrid region which will ensure the implementation of the project in Spain. Partner 3-ABEA (Belgium) The Centre Urbain/Stadswinkel (founded in 1988) is an information centre for urban sustainable development for the Brussels region. ABEA use an integrated approach with house improvement, building heritage and energy awareness as main themes. The Brussels Energy Agency (ABEA), a department of the Centre Urbain has started from 1996 in order to enforce our advice, awareness and educational activities with topics of Rational Use of Energy and Renewables. ABEA main target public are the Brussels families as end-user. ABEA have an official mission from the Brussels Regional Capital for giving free advice and encourage families to help then to realize their house improvement projects and change energy attitude throughout the Brussels Region (composed of 19 local communities). ABEA manage a front-line information point and set up information campaigns and awareness projects. ABEA is an official regional information-point where house-owners can obtain housing improvement grants. Its educational (school) activities have been an integral part of our awareness strategy form the start.

As a multidisciplinary team ABEA have a large technical and methodological expertise

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recognized by a large number of Brussels based organizations, local authorities and the Brussels Regional government. The staff of 13 persons is composed by architects, engineers, urban planners, social and cultural workers. The information-desk is situated in an historic Market hall with about 800 m2 exhibition space.

The board of administration is composed, half of public authorities, half of environmental organizations, both from the two communities, French and Flemish. Our information center is mainly supported by the Brussels Regional-Capital. ABEA is a European Agency providing a vast experience on Education Projects in the energy field. Nowadays leading FEEDU Project (a Horizontal Action funded by the IEE Programme), ABEA took take role of co-ordinator of the Agencies and was the leader of Training and Implementation Work Packages.

Partner 4-NELEAC (United Kingdom) The North East London Energy Efficiency Advice Centre (NELEEAC) was launched in 1994 for the purpose of providing free and impartial energy advice to residents and businesses within the London Boroughs of Newham, Redbridge, Waltham Forest, Enfield, Barking & Dagenham, and Haringey. The centre is one of 52 Energy Saving Trust’s (EST) approved Energy Efficiency Advice Centres across the UK. The NELEEAC serves one of the largest regions in London, within a diverse community. This means that the centre has to provide services that are tailored to the needs of the community it serves. The centre employs dedicated staff from different backgrounds and cultures, hence enabling energy efficiency advice to be provided in a variety of ethnic languages. All staff providing advice are well trained and are qualified to University degree level and hold the UK City and Guild 6176 ‘Energy awareness’ standard Certificate, in order to provide, updated and relevant advice for meeting clients’ needs. The impartiality of advice provided by the centre is a significant feature of its operations. This is a considerable advantage that enables the centre to meet the needs of many of the residents in the area. NELEEAC employs qualified professionals who have a lot of experience in project management, training and delivering of energy advice services to public and private sector organisations. In particular the NELEEAC Director, Crispin Webber has over 20 years experience in the delivery of energy efficiency services to public sector authorities. He is a designated energy consultant to Government agencies for the delivery of innovative energy efficiency services. The NELEEAC is part of a group of organizations, which includes Thames Energy, an Energy Services Company set up by the London Borough of Waltham Forest to provide Energy Management services to the private sector, including small and medium enterprises. NELEEAC is the North East London Energy Efficiency Advice Centre. Its experience in other education projects (FEE, FEEDU) assured an appropriate implementation and dissemination of the contents within the UK.

Partner 5-EALP (Italy)

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EALP is acting in Tuscany Region (Italy), more precisely in Livorno Province (coast-line Province), which is divided into 20 municipalities. Livorno Province and in particular some specific areas, face great problems of environmental conservation, considering, in addition, that the territory is characterized by areas of particular touristic and landscape value. EALP was created in the framework of the SAVE II program in 1998 with the institutional aim of providing technical support to the local Administrations for Energy Planning and for the development of activities connected with the energy sector, to promote the rational use of energy, energy savings and renewable sources. EALP gives also support to local actors (public bodies, citizens, SMEs) thus having the autonomy of managing projects and negotiating with the concerned decision makers and actors that could be involved in the planning at provincial level and, co-operation with Livorno Province Administration, co-ordinating strategies in terms of energy and exchange on know how. Since 1999 EALP is part of the steering committee of the RENAEL, national network of energy agencies. EALP in the latest years gained much experience in the field of energy-environmental education first starting with local pilot projects (year 2000-2001), then with the participation to an European project (the FEE project, see 9.2) in the framework of Altener (year 2002/2003) and presently with the participation to the European FEEDU project (EIE). This experience was also exploited for the preparation and realization of other local projects (partly financed by Governmental-regional-provincial funds) in the latest school years and whose aim is raising the awareness for a correct energy use and consumption in children, parents (with lessons at school, training course for teachers, study visits) and in adults in general (with the organization of local workshops on energy saving at home, use of RES etc). EALP is one of the training agencies certified by the Regional Administration and got the quality system certification (ISO 9001:2000 vision) for training, information and education. Starting from 2000 EALP has organized within its territory training courses relating the relationship energy-environment, addressed to particular sectors of workers dealing with heating plants installations and annual check and has participated as partners to other training courses addressed particularly to the entrepeneurs of the tourist sector. These training courses were financed by the Social European Fund. EALP as Energy Agency of Livorno province was the responsible for the project implementation in Italy. EALP has arranged a signed Letter of Intent from the education responsible of the Administrazione Provinziale di Livorno, thus ensuring the commitment with the project objectives. Partner 6-EEA (Bulgaria)

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The Energy Efficiency Agency (EEA) is an executive Agency (governmental institution) to the Minister of Energy and Energy Resources of Bulgaria, according to the enforced in March 2004 Energy Efficiency Law (EEL). The EEA is a successor of the PIU established in the Ministry of Energy and Energy Resources for implementation of projects on the programme “PHARE” of the EU, related to the efficient use of energy, of the National Energy Efficiency Agency at the Council of Ministers (1997) and of the State Energy Efficiency Agency established in 1999. The basic EEA activities cover the implementation of broad spectrum of energy efficiency (EE) and renewable energy sources (RES) programmes, projects and measures in all public sectors, in every aspect of life. The Agency develops and implements the EE and RES programs and projects, creates and supports the respective national informational data base, renders institutional and expert assistance and support to ministers and heads of administrations and governments at central and local level, as well as to all institutions and organizations (NGOs inclusive) regarding the efficient and renewable energy usage and the environment conservation. According to the EEL, the EEA has important responsibilities on training and information for separate experts and target groups, as well as for the large public on different energy effective and renewable technologies, energy audits and investigations and EE and RES international programs and projects. The EEA is legally authorized to carry out activities in relation to different stages of designing, preparation, consultancy, implementation and dissemination of the best practices on all abovementioned tasks and activities. The EEA has a permanent staff of 51 persons. EEA cooperated with the Bulgarian Authorities on several national projects for the promotion of RES and Energy Efficiency. Partner 7-CRES (Greece) The Centre for Renewable Energy Sources (CRES) is a non profit entity supervised by the Ministry of Development, General Secretariat of Research and Technology, founded in September 1987, and has financial and administrative independence. In accordance with the policy of the Ministry, CRES is active in the fields of RES, RUE, and Energy Saving (ES). Its primary aim is to promote technological applications in these fields both at a national and international level. CRES was appointed by Law No 2244/94 as the National Centre for Coordination in the fields of its activity; it acts as an advisor to the Greek State, and has established a highly visible profile of a strong and reliable national energy centre. CRES premises, apart from 2 office buildings, also include experimental outdoor installations,

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specialized laboratories (wind energy, biomass, PV, passive solar systems), mechanical shop, conference rooms, a library and strong computing infrastructure. CRES has a scientific staff of more than 75 highly qualified engineers and other scientists (total staff: 150), and over the years has participated in more than 500 European and national projects in the following fields: • Strategic studies for dissemination in the fields of RES/ RUE/ES • Promotion activities: organisation of conferences and workshops, publication of brochures

leaflets, announcements, proceedings, production of electronic material) • Dissemination of information to enterprises and specialised bodies on energy matters

including the results of research and development of new technologies • Provision of support to regional and local energy centres in Greece • Establishing and strengthening CRES’ international contacts • Design, implementation and evaluation of specialised training programmes • Development and management of databases with information on energy sectors, energy

statistics and energy maps • Development and management of energy models and computer methods for the penetration

of new energy technologies into the energy system • Creation of energy information services infrastructure CRES co-operates with other institutes, organisations, universities, consultants, international organisations (such as the IEA, UNESCO, ISES, PLEA, IEC, CEN, etc), while it is an active member of various European and international networks, such as the EnR, MEDENER, EUFORES, OPET, EUREC Agency, etc. It also participates in and provides support for the promotion of the activities of various professional/scientific societies, such as the Greek Solar Industries Association, the Greek Small Hydro Association, ESIF, the Greek CHP Association, the Greek Renewable Energies Forum (ELFORES), etc. CRES provided the commitment to all ENERGY PATH activities from the Directorate of Secondary Education of Messinia Prefecture. Partner 8-NEE (Norway) Norsk Enøk og Energi AS (Norwegian Energy Efficiency Inc, NEE.) is a private consulting company working to promote efficient energy use. Interdisciplinary expertise combined with extensive technical knowledge and experiences are the major strengths. We meet the needs of both private and public clients such as builders, industry, energy suppliers, public enterprises (i.e Enova SF), local and central authorities. NEEs main areas of expertise are: § Bio energy (fuel, planning, engineering) § Energy efficiency/services in buildings § Studies/evaluations of alternative energy sources on all levels § Energy and children (education etc)

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§ International projects NEE was established in 1992 by 15 electric utilities in Buskerud County as the first Regional Energy Efficiency Centre (REEC), and thus a model for the development of a nation-wide network of REECs in Norway. NEE developed teaching material (“The Energy Day”) for 16 year olds that was used for 10 years in Buskerud county and several other parts of Norway. Today NEE works closely with the National Energy Agency Enova SF on several projects. NEE coordinates all Enova’s national activities targeting children (“The Rainmakers”). This includes school-activities, television programmes, events, management of web resources and more. NEE also represent Enova on national home fairs throughout the year in cities all over Norway, and plays an important role in writing and disseminating feature stories published online. NEE is currently the coordinator of the EIE project Active Learning, and NEE represented by Liv Randi Lindseth participates in the Kids Corner advisory group. NEE, Norwegian Energy Efficiency Inc, possesses vast experience on related projects. Its participation ensures the pilot experience implementation in Oslo region schools, supported by the Norwegian Directorate for Education and Training (see annexed Letter of Intent). NEE is also partner of the ongoing IEE-funded project ACTIVE LEARNING, and synergies between both projects may contribute to best relevance for the Dissemination objectives. NEE participation aimed the project implementation in several secondary schools from Norway, many of them having nowadays stated their commitment with the project activities. Partner 9-INES (France) The INES (National Institute for Solar Energy) was initiated by:

• Departement Savoie • Region Rhône Alpes • National ADEME

The National Institute for Solar Energy is located on the Savoie Technolac science park close to Chambery. It has been created recently, and is now in a growing phase, with a team of 60 people. Main fields of activities will be solar heating and cooling, solar photovoltaic and integrated systems. INES objectives are:

1. To be a resource center in solar energy for thermal and electrical applications 2. To help industries to innovate 3. To support the communities in their decision for solar 4. To inform builders and utilities on solar benefits and solar best practice 5. To develop new products 6. To develop new methods for calculating and optimizing systems

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7. To teach solar energy 8. To gather solar energy quality reports and documents

Main activities will be:

• Education-Information for engineers, postgraduates, doctorates, architects, building professionals, energy information centers, teaching at different levels

• R&D center o Research on thermal solar, photovoltaic system and materials o Socio-economical aspects of solar energy

• Demonstration o Monitoring and dissemination of information on solar houses and solar PV

installations INES is in close contact with the industry, and with big research teams like CEA, CNRS, and is supported by ADEME (Agency for Environment and Energy Management), and the regional and departmental authorities. INES Education, l’Institut de l’Énergie Solaire provides its knowledge on solar energy and training and dissemination projects. The Inspection général de l’Éducation nationale the french Ministère de Jeunesse, Éducation et Recherche asserted the education Authorities commitment with the ENERGY PATH project. Partner 10-SE-F (Slovakia) Slovenski E-Forum, Society for Energy Economics & Environment is an expert based environmental no for profit citizen’s organization established in 1993 in Ljubljana, Slovenia, where is also based the seat of the organization. Its basic mission is contribute toward sustainable energy policy on local, national, regional and global level by supporting the development of quality energy services that will be accessible to all people but at the same time less harmful for the environment. SE-F constituency is an interdisciplinary mixture of the experts from the field of energy planning, civil engineering, mechanical engineering, architecture computer-science, economy, geography, social and education sciences and activists from the field of environmental/climate protection and sustainable development. In this capacities SE-F is also a think thank organization on the issues of energy and climate policy, economic incentives of environmental/climate protection, public participation in energy related decision making and most recently also on awareness raising and education tools for youth on mitigation of the climate change respectively energy efficiency and renewable energy sources. SE-F is organizing public and/or expert discussions, seminars, workshops and excursions on different energy and energy related environmental/climate issues. SE-F is actively involved in policy making on the national level and EU level. SE-F is also publishing information and

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education materials on renewable energy, energy efficiency, energy policy, climate change and sustainable energy education. At present organization has three employees and well established network of volunteers and supporters. SE-F participation aimed the project implementation in several secondary schools from Slovenia, many of them having nowadays stated their commitment with the project activities. Partner 11-DGIEM (Spain) The Dirección General de Industria, Energía y Minas is the regional authority of the Community of Madrid in charge of the following general matters:

a) Design and development of plans and programs related to the improvement of the industrial environment, energy and the mining industry, and coordination of them with the National and European policies. b) Support and supervision of projects related to industry, energy and mining industry. c) Surveillance and execution of penalizing actions in the fields included in the competences attributed to the Dirección General de Industria, Energía y Minas, in the terms established on the legal regulations.

Focusing in the energy field on which the action proposed is going to take place, the main competences of the Dirección General de Industria, Energía y Minas are:

a) The administrative competences related to the energy supply activities and to the quality, regularity, and economical conditions in which those services are offered to the general public. b) The authorization, inspection and surveillance of the energy supply facilities and the energy reception and consumer facilities. c) The administrative competences related to the petrol deposits and underground storages exploration, investigation and exploitation. d) Design and development of plans and programs directed to promote and encourage the diversification, the energy saving and the renewable energies utilization and technologies.

Its staff is composed basically of engineers and in the last five years its has been increasingly active in the energy field, having focused in the elaboration of a Regional Energy Plan and in the general information activities related to these topics. Thus, it has promoted close to 10 public forums per year to promote and encourage the diversification, the energy saving and the renewable energies between the general public and the regional industry. It has also published numerous documents about the renewable technologies and its applications in the Community of Madrid, an energy audit procedure for the local industry sector and more than 20 leaflets directed to the energy saving of the general public. DGIEM provided its knowledge on energy issues and will support the project implementation

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and dissemination on Spain. Location of Energy Path partners countries:

A number of European Energy Agencies, providing specific knowledge on different energy fields as well as the regional information and know-how. These agencies have the local contacts with Education Authorities, whose commitment with the Project is shown either by means of their participation on previous education projects or, more accurately, by means of annexed Letters of Intent signed by relevant education actors from involved regions. Many of the partners within the consortium have previous experience in managing complex projects, something essential for this project taking into account the necessity of coordinating a variety of companies and agencies from different countries and diverse fields of activity. The composition of the consortium maximizes the possibilities of a successful achievement of the foreseen objectives of the project and the overcoming of the barriers, both technological and legal, that will appear. 3-Introduction to Energy Path Learning Strategy

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As detailed in the work program of the Energy Path this project is about an e-learning platform for energy educational purposes at secondary school level with a target public of pupils of 15-17 years old, ages ready for a future choose of further education. The Energy Path learning strategy is divided into some basic steps of a project based learning process related to energy education, named the e-learning process, enclosing related topics of renewable, energy efficiency and mobility. By diversifying content, activities and exercises a levelled development shall be made. In order to make energy education not the solely domain of one specific field into the curriculum the idea is that participating teachers can be teaching maths, science, language, social science, arts as well as a mix of this. Energy education can be learned through all of those curriculum fields. Although the schoolteachers and school boards will coordinate each school teaching process, it will be a responsibility of the Energy Agencies participating in the process to assist them for correct implementation of the didactic material according to the Education Strategy and the design of didactic material, including Thematic Units and parallel activities. In order to include also the more technical skilled pupils, as for instance of electricity or mechanics also a more technical level of information, exercises and activities will be proposed. Blended learning is a central concept for the Energy Path project. The e-work is one aspect of the project, but you should use your initiative at all times, blending it with other types of teaching and activities. 4-Development of Energy Path Platform The development of Energy Path platform took place during the Implementation phase and consists in the Integration and Maintenance of contents in the Energy Path platform. Its aim is to develop a gradual integration of the didactic material on the designed e-platform, thus ensuring an access by students to all Thematic Units and Parallel activities, as well as to relevant news concerning RES, RUE and Transport. BESEL was the responsible for the creation of training common contents and didactic resources and all partners were responsible of adapting the contents of the platform to their own national language and situation. Also supplementary didactical material that was put on the platform was also a responsibility of the partnership. The Partner DOMÈNECH was the responsible of the e-learning platform developed and took the adaptation of the didactic material into the required electronic format (i.e. downloadable PDF archives or slide presentations). All by all the contents are been provided to schools only on an electronic support, avoiding a

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redundant and unnecessary paper edition, you can visit the e-learning platform in the following link: http://.www.energypath.eu, you can access to the Website homepage and choose the e-learning menu.

The different sections specific for a fully operational energy-path platform used for the implementation as developed by DOMENECH includes:

• Forum • Glossary • Info • Thematic units • Exercises • Activities • Visits • Posters

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• Results • Evaluation • Parallel activities Those topics were developed in four different blocks easy accessible on the Energy Path platform and used for the implementation at school level: - A first block: Forum, Glossary and User Information. - A second block: Thematic units - A third block: Didactic resources: Activities, Visits, posters and other energy related

information. - A fourth block: Evaluation, project results and parallel activities.

The first developed block of the interface was related to the Forum, Glossary and User Information. This communication part should allow the teachers and students (and partners) to

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communicate with each other. Basic concepts are to find in the Glossary and there are some more user information to find and also actual links to basics of energy policy and measures of a country. A second block is related to the Thematic units. The learning process of this part of theory and exercises corresponds, to the content in the four thematically units, “ENERGY”, “ENERGY EFFCIENCY”, “RENEWABLES” and “TRANSPORT & MOBILITY”. This is related to the text, images and related exercises. As be commented by the partners this first step is easy to implement. The illustration and flash animations make it more interesting and easier to understand for the students. All the theoretical contents are available in the “thematic units” of the four different themes (green blocks on the screen). As for the engagement, the students are asked if they commit to do an energy project before they start using the platform. A third block is consecrated to Activities, Visits, Posters and other energy related information. On the Energy Path platform this corresponds with a second stage of learning, besides the theoretical part. In this learning stage, the students consolidate the knowledge, look around their own environment and analyse the issues at stake. In this framework, an energy or mobility audit can be done in the school, and solutions can be found to address the issues. These solutions can be formulated using different media. Teachers could following specific activities relate to the second stage, as developing projects, representation & Investigation and realising Work Products. This is a very student driven part. All sorts of activities are available on the platform to practice about energy themes. You will find them in the blue block, organised by type of activities (different folders). A fourth block is related to Evaluation and project results. With this the aim is that students will communicate on the solution they invented. Each school or class can present in this part his or her work. Other related activities are: - Planning a culminating event - Collect parents' impressions of the project. - Share information about the third phase of your project with colleagues on the course - Using the Forums. This part is also destined to complete evaluation of the project.

The last block (the orange one) is dedicated to the presentations and the evaluation. Students can upload the presentations they have prepared, or whatever end product they wish to present. An evaluation questionnaire is available to test their knowledge on the chosen theme. 4.1-A Project based learning

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The implementation method of the Energy Path project is based on a project based learning method. This implies that each teacher will implement a project for their class including some principles as commitment pedagogy: people who commit themselves to saving energy are more likely to save energy and a « step-by-step » approach, that will say that if the students succeeds with a first simple act, he is able to succeed with the next one. Every project action plan will be composed by three phases: an introduction phase, an exploration phase and a “valorisation” phase. By implementing the project-based method, the learning via e-learning in the classroom isn’t exclusively by the Internet, but is inserted into a Blended learning strategy, combining online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities. "The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning and self-paced instruction." The teaching medium is not limited to technology and can include:

• Stand-alone, Asynchronous, or Synchronous online learning / training • Performance support tools (knowledge management tools) • Traditional classroom, Labs, or other "hands-on" experiences • Reading assignments, CD-ROM or other self-paced learning • Tele-training / Tele-learning, or Other media.

The application and appreciation of the used method is of great importance for the implementation. The survey of the partners and teachers shows that this method is valued as “good”, but was less quoted as “developing an action plan”. 4.2-Introduction about the basis, of Energy Consumption, Renewable

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and Mobility issues The aim of the energy educational learning process is getting the students to learn the basics, of energy consumption, renewable and mobility issues. The Energy Path platform proposed for this an extensive catalogue of topics. 1-ENERGY GENERAL 1.1. Introduction 1.2. Energy 1.3. Energy sources 1.4. Energy and the environmental 1.5. Good practices

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2-RENEWABLE ENERGY

2.1. Introduction 2.2. Solar Energy 2.3. Wind Power 2.4. Geothermal 2.5. Biomass 2.6. Small Hydro 2.7. Good Practices

3-ENERGY EFFICIENCY

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3.1. Introduction 3.2. Behaviours Changes 3.3. Installations 3.4. Buildings 3.5. Good practices

4-TRANSPORT AND MOBILITY

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4.1. Introduction 4.2. Means of Transport: 4.3. Mobility management and travel 4.4. Biofuels 4.5. Fuel Cells 4.5. Good practices in Transport

The thematic units are the core of the project. This is also the subject of a very extensive work development work. It is been observed that the high quotes are showing an general appreciation of the approach and the work done. 4.3-Very practical oriented activities

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Practical activities are been included in the theoretical learning and in separated files. They are basically:, Multiple choice, fill in gaps, drag and drop, true or false, relation between text and photo or text with text, puzzles and simulations. Teachers should stimulate the questions in order to appropriate the theoretical work learned. Other parts on the platform were also visits and posters that are suggested activities. Most of them are to be chosen by the teachers, but are of course accessible by all students. The activities are developed in a main chapter of a topic of the thematic part. They were all interactively developed. In that way it is a very systematic approach, and very appreciated by all partners. Those activities are nevertheless not developed in a synchronic way, and are seen as optional. Probably this is the reason why it was quoted very mixed by students. The development of a more synchronic learning path, assisted by the teachers should be developed. The choosing of topics and content of text should be more synthetic and more cognitive and emotionally accessible to all students. The questions and exercises could be inserted as an obliged path, based on a learning scenario.

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4.4-Engaging the students An engagement in relation to energy savings a students make, results in real energy savings. An engagement is to motivate the energy users (students) to reach a target they choose themselves. This engagement is also thriving the project approach to the wanted targets. Although there’s isn’t a lot of work implied with this, to make the “engagement” is an important step to make for each student. The method is linked with group dynamics and is a crucial step in the project based learning approach. The importance of this step was also rated by a high figure by all partners, although teachers have a more mixed but still very positive image of it. It seems normal that students don’t grasp this part, but it is good to know that they rated this also as quit important. It should be said that an engagement had to be announced to the “outside world” by communication means, as website, e-mails press etc.

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4.5-Exercises based upon the reality in school, at home or neighbourhood This kind of exercises is at first sight about the same ones we mentioned earlier, however these are more meant as “investigations”. Investigations are active ways of searching and distillation solutions based on basic issues. This investigation function is to consolidate the knowledge and to look around their own environment and analyse real issues. The Energy Path partnership developed activities in different topics; they were presented in activity sheets, and translated to the different languages of the partners. They were meant to be chosen and used by the teachers in their courses. The exercise sheets were put on the energy-path platform and were used by many teachers as guidelines for their further lessons, in principle after having introduced the students to the energy topics. The activity sheets are very practical exercises that takes from one hour to a couple of weeks to realise.

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4.6-Energy or Mobility Audit A kind of practical exercises related to the school or home are “energy audits” accustomed for students. There are different approaches, but gathering data, observations and calculations are an integral part of each audit. On the energy-path site exercise-activity forms about how to make an energy audit were presented. In the framework of the Energy Path project an energy audit was promoted, but implementing this wasn’t an obliged task. Most partners were very positive about this feature in the project, although most didn’t implement this. The decision of not implementing this students audit was related with the competence of the teacher. Energy experts could still accompany many times this student audit process.

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4.7-Developed a solution in the energy field and will show it At this stage of the learning process the students learned the basics of Energy, realised exercises and experiences, investigated school or home issues related to energy. At this stage the time is come that student find solutions, find ways to solve the identified issues. For this the pupils shall formulate using different media solutions, for energy efficiency for their school, creating possibilities for implementing ideas as “solar panels” and create possible ideas for a better mobility situation in their local situation. The role of teachers in the process of developing work & Products:

• Document the multistage work of individual students and groups

• Elaborate and add to the resources to help the students with their work

• Encourage confidence, autonomy and self-reliance in students

• Reflect in discussion with the students on the progress of the work

• Invite students to share their ideas and suggestions to improve work

• Help students to provide models for one another in their own areas of expertise

• Invite volunteers to help in your classroom, parents, grandparents…

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4.8-Produce some kind of exhibition of work A project based learning process students should be driven by any energy related work that can be showed. The result is important for consolidating learning and dissemination of the approach. In most cases an exhibition at school is used to show what students have been working on. Many good project results are also showed at high level fairs, or are the object of a dedicated website. In general this end-result of the project-based approach is “very high” rated by all partners, and by teachers. Nevertheless for teachers in some countries (Greece, France and Slovenia) this was however rated “low”. The reasons for this low rate are mainly in the fact not many teachers succeeded in implementing a whole project cycle (three steps). In opposing the rates of the teachers this approach was in France and Slovenia rated “very high” by the students.

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Consequently implementing of the whole project based method leads to an effective learning experience. Partners facilitating the learning process with the teachers should emphasis the importance of succeeding the projects stages.

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5-The schools are involved as an institution Schools are often involved into the Energy Path project because they work regularly around projects in class. Teachers are choosing each year a topic, where under “Energy and Environment”, but also very other ones. Schools participate regularly at in-service training, and Energy Path was a possibility. A permanent contact with an energy agency can create a dynamic involvement in an energy project. The project dissemination is also motivating schools to involve into some projects. School networks can play a role in the involvement of an energy related project. Eco-schools and other are a way of involving in an energy project. Energy Path was recognised by networks and is seen as a way of working around energy. Often this e-learning course was not inserted in the regular learning plan, although teachers are very interesting to use Energy Path. It would be easier if it was included or validated at the start by Educational authorities. In France the National Educational Authorities will include the e-learning courses in the regular learning plan. The participating schools have to engage themselves to implement an energy educational project. The project will be implemented during a school year, but can be shortened, due to a more extensive involvement in project activities. The engagements were the ones as provided in a template to all. A detailed letter of commitment was prepared (containing all "obligations" in respect of schools) and submitted to the headmasters. This letter was returned to us officially signed and all letters have been submitted to the coordinator for inclusion in the deliverables. Sometimes with the dynamic of one teacher, a whole school (teachers and directors) involve themselves into the project. Educational authorities are requesting schools to participate to projects, and can promote specific project as the Energy Path project as a possibility. Mostly the school principals are key figures in the project realization. They choose the teachers that will work in this project and supervising teacher’s work. The principals approved all steps of the project in their schools. Although some school directors only were involved in the signature of the agreement. The director is however responsible for the choosing the specific topic for the evening event and providing all the necessary permits. Teachers were very involved in the project, they participated in the 3 Teachers training sessions, they teach their students how to use the platform and give support to the students in the e-learning process. They are engaged to be a part of the project, but there is not that easy to find time for training sessions. But those involved become very engaged. The level of satisfaction is good for the teachers and directors. The school use of computers is particularly in secondary education quit present. All partners mentioned that the schools are equipped with computers and Internet. Some of them had experience in e-learning courses.

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Some partners had to demonstrate the use of e-learning in the school, because there was no former experience. Often they have to be more than one at each computer. 6-Comments of the Reflection Groups The reflection Groups of the Energy Path partners made comments about the development of the platform. Those Groups included teachers, experts and educational authorities and were composed in order to include the most important users and stakeholder groups. The comments were:

- An overall very positive vision about the content of platform. - The contents are integrated in the platform in a very good way. The layout has been

appreciated by most. The colours are nice, and the software-organisation makes the platform quite clear.

- The way the texts are divided into several sections and supported with animations,

pictures etc. makes it easy to understand. They see a mixture of “popular-information” and advanced technical definitions. Some themes are described in-depth, while others merely touch the surface of a subject.

- A good quality level has been achieved related to the platform management and image.

Although some found it difficult to get them into an e-learning process and had some trouble adjusting to the use of an e-tool, most of the people found it quite user-friendly. It is said to be easy to use, available for any computer systems.

- The platform is adapted to level of students, very intuitive and also appreciate the

interactive possibilities. It is appropriate for secondary school students.

- Energy-path should describe nevertheless more exactly its target group. In one case of France a specific contents about thermal solar energy and photovoltaic was inserted in the thematic unit of the “Renewable” due to the target group “vocational education”.

- The reflection group finds it good that the platform has a common content, but insists on

the importance of the good regional adaptation done, especially for the different curricula. The use of Parallel Activities seems for this reason as very positive.

- Comments were made for making it more interactive, and the management more easy.

Emphasised is the importance of making this an e-tool and not an online textbook on the subject “energy” as e-Path Platform is.

- The difficulty is not to know how to use the platform, but “to get used to using it” and to

do so regularly. This put a question on the way the training is organised. There seems to be need for more follow-up trainings.

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- The platform appears as an excellent communication tool between students and

teachers. - A suggestion is to use the tool also for extracurricular activities and extra-school

activities, establishing clubs for RES and EE or Eco-clubs in the schools. - It can set up the basis for this type of education about other thematic in the future. The

thematic units could be integrated in physics, chemistry, and biology and geography subjects and in special subjects with competence made inter-subject connection in the area of RES and EE.

7-Teachers Training and Formalisation Project The teacher trainings were intended to make the teachers’ task for implementing and specifically of introducing all the contents and information to the students as easy and effective as possible. As such this training part is unmistakably linked with the implementation of the project at school level. The Energy Path project has been used as part of a blended learning programme to fit in with the current curriculum and syllabus for secondary schools. The Energy Path platform has been used as a learning support tool for both pupils and teachers. Our approach has been to provide teachers with training on the use of the platform so as to meet their Educational Training Needs and use relevant skill so as to incorporate it into the classroom. This was then followed up with the completion of feedback forms for evaluation. The aim of the teachers training (through in service-training) was:

- Introduce basics of energy education - Possibilities of energy educational activities - Assuring effective implementation of energy educational projects in school, using e-

platform:

o To know how to use the e-platform as a user o To know how to translate energy content to the teacher courses o To know how to evaluate use and users e-tool

All schools that were involved in the Energy Path project are schools that have formalised their participation, by agreeing a project action plan between the energy agency and them. In the commitment included implementing an energy educational project using the e-learning platform. The teachers training plan to implement however this project approaches on a voluntary basis. All partners confirmed that the training, consisted of minimum three sessions (3h

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minimum/session), were practical oriented and that Training venue is been equipped with training computers. The training style however was different in a few countries. Most training sessions were organised as in-service training, equipped with training computers and by each energy agency themselves. The training sessions took place at Energy Efficiency Agency building and were strongly practical oriented. One of the sessions was held in Vocational High School for Transport and Energetic in training room, given by the school. The main reasons to organize the sessions separately for each school are that in this case we can provide computer for every teacher and, of course, special attention for the needs of each teacher. Teacher training consists of 3 teacher-training sessions:

- Session 1: an introduction and an engagement stage - Session 2: an exercise and practice stage - Session 3: presentation and evaluation stage

According institutional or organisation reasons those training sessions could be adapted, if motivated. Conclusively each teacher should receive between 12 to 18 hours Teachers’ Courses. Most partners organised three teachers course are planned. 8-Evaluation Teachers Training Courses The training of teachers went well and met great interest and was very useful for the teachers. The themes selection is very good and topical. The content is suitable for the age group. Good visualization. The theoretical modules are useful and easy for the students and teachers There weren’t big issues with the training sessions the teachers manage very well with the platform. Some of the teachers had questions about some aspects of file uploading at the platform, but after short communications by phone or e-mail these questions were solved. Problems occurred with in the registration process, but the problems were solved later. It is today that most of the teachers have experience and great interest in this area and the theoretical modules are very useful to enrich their knowledge’s. Some future opportunities are to use this platform for future needs and also for other similar projects. The partners would like to use it in future teachers’ training (also for teachers of primary and secondary junior schools) but will have to talk about this in Brussels to see which will be the future (also financially) of this platform. They hope to continue the project also in this school year with the Energy Path participating schools. Some specific points are to be assured.

- Assuring a sufficient number of computers in the schools.

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- That teachers use the learned didactic resources and activities for their classes.

- Energy Path platform needs regular support to get on with being used.

- Students can be though more about the use of Internet in a “formal” way as with e-learning.

- Assure that teachers have enough time to learn the energy content, (like 2 hours per week of the Environmental Education lessons don’t allow the development of the project)

- Energy Path should be the “first choice” in a competition from other energy-projects.

- Assure that schools respect agreements. 9-Conclusion The implementation programme planned the participation by an average of 15 schools per region, which makes 135 schools for the whole project.

There are exactly 135 schools that participated at the “Energy Path” project, with an average of 15 schools in each country, an average of 2 or 3 teachers per school (depending on school size) was foreseen, which make 325 teachers, around 36 teachers per country. An average of 25 students per school-class/ teacher was foreseen, which makes 8125 students, some 900 students per country (success was quantified on 8000 students). The amounts of students real involved into the project are difficult to estimate. According the participation of the teachers some 5000 students were involved (8000 planned) in the energy learning project, but they were rather indirectly involved. As expected the Energy Path project partners were positive about the work done during the project, with a success rate of 74 %. The success rate of the implementation of the Energy Path project, based on a survey of 178 teachers and 300 students, a quit huge representative part showed that teachers are positive to neutral about the implementation (57% rate). Students were more neutral than positive about the implementation of the project. The platform could also been improved based on the experiences and survey done during the implementation. From this survey we get feed-back of some issues we already knew and confirm our appreciation. Some new points still are been given that should make the dissemination of the Energy Path better for other users and be more effective for the energy leaning of students, and use by teachers in the class. Based on the lessons learned following proposals are to be making for the future development: - Drafting an action plan should be clearly included the agreement with the schools. A draft of

action plan should be developed during the training course. - For some specialised schools, as “vocational education”, appropriate tools have to be

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developed. The use of one unique e-learning tool for all secondary school is an illusion. - Specific project based learning method training should be established. Those capacities can

be used in energy education. It cannot be meant that an energy educational training course should also train in teaching methods. The energy agency partners need of course a training in those methods seen that are using it, and have no background in it.

- The thematically units are the core of the project, but a link with the other parts as activities,

visits posters and exercise should be laid. - The activities should be developed in a synchronic way, using a real “learning path”. Also

the questions and exercises could be inserted in an obliged to follow path. - An energy saving engagement announced by media, as website, e-mails press etc. should

be made at the start. This approach in the training should be made clearer about why it is important and how to make an “engagement to save energy”. This should be inserted into the e-learning course as a real learning task.

- There should be a clear distinction between the teachers and students for the data of the

platform, with activity sheets specifically developed for students. - Related to energy audits, or this approach should really thought in a precise way, or there

must be expert help available for teachers doing this. - The idea of making an exhibition at the end of the project should be a more result driven

task, already engaged at the start. For an effective learning experience a whole project cycle approach should be consequently implemented. Partners facilitating the learning process with the teachers should emphasis the importance of succeeding the projects targets. 10-Dissemination Activities of Energy Path Concerning Dissemination it was created a Dissemination Plan for the Global European Strategy, determining all the objectives and activities that would be carried out within project dissemination not only at European level, but National and Regional level as well. All partners of the project exposed some presentations of the project in Journeys, Seminars, Conferences, Workshops, national and international meetings with the objective to disseminate the project to different target groups as teachers, students, energy related organizations and public

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authorities. Considering all the techniques appropriate for spreading the contents and getting to target group some leaflets have been printed to deliver them in some participating countries (Spain, United. Kingdom, Italy, Bulgaria, Greece, Norway and Slovenia) to students, parents, teachers Education Agencies and other relating entities. According National dissemination activities a press article has been published in each participating country. It can be mentioned the as the main dissemination activities inside the project the Web Site, Final Conference of the project and the organization of the five National Workshops (France, Italy, Norway, Spain and United Kingdom). 10.1- Project Web site Home page of the Web Site:

Consortium of the project:

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Energy Path Schools:

10.2-Final Conference

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Agenda: The Final Conference took place on 7th October 2008 in Brussels.

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Some pictures of the Final Conference:

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10.3-National Workshop France

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Agenda:

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Some pictures:

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10.4-National Workshop-Italy Agenda:

Project Presentation:

EIE/06/082/SI2.445358 Energy Path The Path towards Energy Efficiency

With the support of

An e-learning platform for education of the newgenerations in the sustainable energy field

The Path towards Energy Efficiency

ENERGETHICAMENTE –CASTIGLIONCELLO (LIVORNO)

4/10/2008

Susanna Ceccanti

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Some pictures:

10.5-National Workshop-Norway

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Agenda:

Project Presentation:

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Med støtte av Enova SF og:

EIE/06/082/SI2.445358 Energy Path.

Implementering av et e-læringsverktøy til bruk i undervisningen - energi- og miljølære, naturfag etc.

The Path towards Energy Efficiency –Veien mot Energieffektivitet

Some pictures:

10.6-National Workshop-Spain

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Agenda:

WORKSHOP

Energy-Path/ El recorrido de la Energía Resultados en la Comunidad de Madrid

Madrid, 13 de Noviembre de 2008

Centro Regional de Formación e Innovación “Las Acacias”

C/ General Ricardos 179, 28025 Madrid 16: 30-17.00-Recepción de los participantes 17:00-17:15-Bienvenida e Inauguración del Evento Participación de la Consejería de Educación en el proyecto Energy-Path

Dª. Ana Córdoba Largo, Subdirectora de Formación Permanente del Profesorado, Dirección General de Mejora de las Calidad de la Enseñanza, Consejería de Educación

17:15-17:30-Participación de la Dirección General de Industria y Minas en el proyecto

D. Jorge Iñesta Burgos, Subdirector de Industria e Inspección, Dirección General de Industria, Energía y Minas, Consejería de Economía y Hacienda

17:30-17:45-Resultados del Proyecto Energy-Path en la Comunidad de Madrid Dª. María João Machado, Directora del Departamento de Formación de Besel S.A. 17:45-18:15-Pausa Café 18:15-18:30-Coordinación de la de Formación de los profesores de los Institutos en la

Comunidad Autónoma de Madrid D. Fernando Pérez Azpeitia, del I.E.S. Las Lagunas, Rivas-Vaciamadrid D. José Antonio Martínez Pons, Profesor del I.E.S. Las Lagunas Rivas-Vaciamadrid 18:30-18:45-Experiencia formativa del proyecto Energy-Path en el I.E.S Gaspar Melchor de Jovellanos, Fuenlabrada, Dª. María Soledad Pereda Marín 18:45-19:00- Experiencia formativa del proyecto Energy-Path en el I.E.S El Olivo, Parla, D. Rafael Gomez Fernandez 9.00-19:15-Ruegos y preguntas 19:1519:30-Conclusión y entrega de Certificados Project Presentation:

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EIE/06/082/SI2.445358 Energy Path.

Una Plataforma Educativa sobre la Energía Sostenible

El camino hacia la eficiencia energética

Certify delivered to teacher’s participant in Energy Path Pilot Training:

1

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Some Pictures:

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10.8-National Workshop-United Kingdom Agenda:

Agenda Energy Path Workshop

Friday 27th June 2008 11.00am

Attendees John Mitchinson – London Borough Redbridge Beverley Allen – Childrens Services Waltham Forest Debbie Callender – Childrens Services Waltham Forest Mathew Endean – Waltham Forest Local Education Authority Fiona Jackson – Waltham Forest Healthy Schools Programme. Fiona Booth – East Potential Housing Apologies Jude Clements – Haringey Council Agenda

1. Introduction to the Energy Path Project

2. Online tour of the E Learning platform 3. Discussion on online tools available on website to include rational use of energy, renewable

sources and energy saving school activities

4. Teacher training involved prior during and after project implementation. 5. Update on the latest in energy efficiency for schools in each locality.

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Minutes of Workshop

Friday 27th June 2008 11.00am

1. Introductions

2. SW provided presentation of website and described how teachers can use it as part of an E.

learning blended learning platform. Explained that it is a European project run by 11 partners in 8 different countries: Spain, Belgium, Italy, Bulgaria, UK, Greece, Norway, France, and Slovenia,

3. Following the presentation, partners asked SW what else the site offers other than E.

Learning platform. SW responded that it is possible for teachers and pupils to submit activities e.g quizzes and energy auditing activities and posters etc.

4. ME made suggestion that the European emphasis could be used as a cross curriculum

platform base for learning different languages. Partners went on to agree that other subjects such as Geography could also be included.

5. ME went on to suggest that the website could be used as an opportunity to have a special

focus on Waltham Forest promoting the energy efficiency activities that are happening in the borough. SW replied by stating that this would be a good idea.

6. Query was raised by JM on the different energy curriculum in each partner European region.

ME said the curriculum is the same across the board. The European Convention meets to agree programmes implemented in schools.

7. Different partners asked RC what his views are on the website and how energy saving has

been implemented in Warwick Secondary. He said that the website is useful but is more geared for key stage 4. When asked how it compares to a text book, he says that he prefers reading from text due to more detailed information.

8. RC was asked about energy saving initiatives in schools and he replied that it was included in

the class room but there had been no real initiative to actively involve pupils in energy saving in buildings.

9. FJ and BA went on to describe their current programme of working with pupils. Stated that initiatives are under way but UK has potential to do more. Including example of how Denmark has taken initiative on a number of successful environmental initiatives that have

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happened e.g clothes banks.

10. FB described how she has successfully recruited pupils for a schools energy monitoring programme in Cranberry Estate in Newham. Stated she would be happy to include this as an attachment on the site.

11. SW rounded up by asking each partner how they can work with NELEEAC on Energy Path:

• JM will be referring relevant schools in area and will look at making contact with Mark

Foder head of Science in Redbridge. • FB recommended SW and partners make contact with London Sustainable Schools

Forum. Will be working with SW with regards to submitting activities from Cranberry estate on website.

• ME will follow up with SW on teacher presentation that he did to science departments on 10th June.

• BA and DC will be in contact with SW on how NELEEAC can incorporate

Workshop came to an end. SW thanked partners for attending.

Energy Path Information:

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Energy Path project is allocated in the following web site: www.energypath.eu. The project is inside the framework of Horizontal Keys Actions (IEE Programme) and had duration of 2 years. Author of Publishable oriented-report: The Publishable result-oriented report was done by BESEL in accordance with the coordinator of the project, taking into account BESEL developed the role of Co-coordinator of the project and was leader of Workpackage 2, 6 and 7 of the project. BESEL S.A. Maria João Machado C/ Monte Esquinza 14, 2º izqda. 28010 Madrid Spain

publishable oriented-result report - european commission · in order to assure the quality of its...

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