当你是卡尔加里市第二大产权所有者时，你会关注你的能源使用。

我们246所学校的照明和供暖所需的能源占据了我们运营成本的很大一部分，尤其是在寒冷、黑暗的月份。因此，当你能找到减少能源需求和消耗的方法时，就能获得巨大的节省。

在卡尔加里教育委员会，过去12年来，单位面积年度能源使用量（包括电力和天然气）的能源密度已经下降，这要归功于各种行动。

尽管增加了39所新学校，电力能源密度已经下降了约15%。对于天然气来说，每平方米的消耗量主要受冬季温度波动的影响。尽管如此，过去12年中有7年的每平方米天然气消耗量都减少了，尽管卡尔加里教育委员会学校的总面积增长了23%。

“我们取得这些成绩不是通过一次性的努力，而是通过意识活动、实践变革和应用新技术的结合，” 环境项目协调员Sanjeev Sharma解释道。

这在一定程度上得益于由学生领导的项目培育的筹款努力和企业合作伙伴关系。在我们的许多学校中，这些机会以课堂和生态俱乐部项目的形式存在，由学生可持续发展领导者管理，并由员工指导，专注于能源效率和可再生能源。

卡尔加里教育委员会通过全面的能源管理策略来管理和减少能源消耗，其中包括：

• 洽谈长期能源合同
• 与解决我们建筑自动化系统问题的供应商签订合同
• IT电源管理（计算机关机）
• 关于重大维护和学校改进项目的新能源标准。
• 实用数据分析 - 员工使用各种计算机程序来跟踪和分析系统范围的能源使用。这种信息有助于确定哪些学校在维护和更新项目的清单中位居前列，以及预测未来的消耗水平。
• 能源性能基准 - 对大型能源消耗者的能源效率进行排名是一个不断增长的趋势，因为许多市政府试图降低碳密度。根据情况，城市可以使用激励措施或费用来推动采用最佳实践。
• 建筑占用者的意识活动

在卡尔加里教育委员会，电力“挑战”要求学生在追踪空置房间里的灯是否开着时充当侦探。但在灯灭之前，通过各种教育方法分享节约能源的课程。其中一种方法是通过特殊安装的回路电表，让学生测量根据有多少个教室亮起而产生的不同电力需求水平。

通过一个名为“ Eco领袖”的城市计划，24所卡尔加里教育委员会学校的学生正在获得有价值的领导培训和对各种可持续发展项目的支持。我们的设施运营商也是重要的贡献者；他们接受培训成为“能源冠军”并在学校树立积极的榜样。

“作为一个学区，我们最大的温室气体足迹来自我们的建筑物，”可持续发展协调员Olena Olafson说。“所以这就是我们需要在如何使用能源方面有所创新的地方。”

她指出，随着卡尔加里教育委员会的不断发展，每年显然会使用更多能源。但通过不断寻找提高效率的方法，我们正在限制这种发展的影响。

“在亚省，能源相对便宜，所以我们可能没有其他省份那样有节能的动力。但当我们看到作为大型消费者的成本及环境影响时，我相信我们需要不断挑战自己，做得更好。”

相关链接

• 卡尔加里教育委员会的可持续发展
• 美好的一天：卡尔加里教育委员会的可再生能源故事
  

​When you are the second largest property owner in a city the size of Calgary, you pay attention to your energy use.

The energy required to light and heat our 246 schools accounts for a big part of our operating costs, especially during the cold, dark months. So when you can find ways to reduce energy demand and consumption, there are big savings to be had.

At the Calgary Board of Education, energy intensity, the amount of energy used per square metre per year (both electricity and natural gas) has dropped over the last 12 years, thanks to a variety of actions.

Electrical energy intensity has dropped by about 15 per cent, despite the addition of 39 new schools. For natural gas, consumption per square metre is influenced largely by winter temperature fluctuations. Nonetheless, seven of the past 12 years saw less natural gas consumption per meter squared, even though the total area of CBE schools grew by 23 per cent.

“We’ve made these gains not through a single effort but through a combination of awareness activities, changes in practice and applying new technologies,” explains Sanjeev Sharma, environmental projects coordinator.

This has been made possible in part by fundraising efforts and corporate partnerships fostered by student-led projects. In many of our schools, these opportunities take the form of in-class and eco-club initiatives that are managed by student sustainability leaders and guided by staff to focus on energy efficiency and renewable energy.

The CBE works to manage and reduce its energy consumption through a comprehensive energy management strategy that includes:

• Negotiating long-term energy contracts
• Contracts with vendors who troubleshoot our building automation systems
• IT power management (computer shut down)
• New energy standards for major maintenance and school enhancement projects.
• Utility Data Analysis – Staff use various computer programs to track and analyze energy use across the system. This kind of information helps identify which schools are high on the list for maintenance and renewal projects, as well as to forecast future consumption levels.
• Benchmarking energy performance – Ranking the energy efficiency of large consumers is a growing trend as municipalities try to reduce their carbon intensity. Depending on the situation, cities may use incentives or fees to drive adoption of best practices.
• Awareness campaigns for building occupants

At the CBE, electricity “challenges” see students play detective in tracking which rooms have lights left on while vacant. But before the lights go off, there are lessons about conservation shared through a variety educational approaches. One involves specially installed circuit meters that allow students to measure different levels of electrical demand depending on how many classrooms are lit up.

And through a city program called Eco Leaders, students at 24 CBE schools are gaining valuable leadership training and support for various sustainability projects. Our Facility Operators are also significant contributors; they receive training to be “energy champions” and set a positive example at schools.

“As a school district, our biggest greenhouse gas footprint comes from our buildings,” says Olena Olafson, sustainability coordinator. “So that’s where we need to get creative in how we use energy.”

She points out that as the CBE continues to grow, it obviously uses more energy each year. But by constantly looking for ways to increase efficiency, we are limiting the impacts of that growth.

“Energy in Alberta is relatively cheap, so we might not have the same incentives to be energy efficient that exist in other provinces. But when you look at our costs and environmental impacts as a large consumer, I believe we need to challenge ourselves to always do better.”

Related Links

• Sustainability at the CBE
• Good Day Sunshine: A CBE Renewable Energy Story