Argentina Barbados Belize Bolivia Brazil Canada Chile ... · energy plan (NSEP) in each participating country as a means of articulating each nation’s plan to incorporate sustainable

The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness Working together to usher in an era of sustainable economic development in the Caribbean region

Antigua and Barbuda Argentina Barbados

Belize Bolivia Brazil Canada Chile

Colombia Costa Rica Cuba

Dominica Dominican Republic

Ecuador El Salvador Grenada Guatemala

Guyana / Haiti / Honduras Jamaica / Mexico

Nicaragua Panama Paraguay Peru

Saint Kitts and Nevis Saint Lucia

Saint Vincent and the Grenadines

Suriname The Bahamas Trinidad and Tobago

United States of America Uruguay Venezuela

1

The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness

Working together to usher in an era of sustainable economic development in the Caribbean region


2

Disclaimer

The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness was prepared by the Department of Sustainable Development of the General Secretariat of the Organization of American States through the consulting services of Egis International. This publication was created as a material component of the Caribbean Sustainable Energy Programme (CSEP), which is an initiative funded by the European Union.The views expressed herein are presented for informational purposes only and do not represent the opinions or o�cial positions of the European Union, the Organization of American States, its General Secretariat, or any of its member states.The European Union and the Organization of American States, its General Secretariat, and member states do not guarantee the accuracy of the data included in this publication and accept no responsibility whatsoever for any liability arising from its use. The European Union and the Organization of American States, its General Secretariat, and member states also disclaim responsibility for errors, omissions, inaccuracies, or similar characteristics as well as any loss or damage arising from the use and/or application of the contents of this publication.

Copyright Notice

© 2012 General Secretariat of the Organization of American States (OAS). Published by the Department of Sustainable Development. All rights reserved under International and Pan-American Conventions. No portion of the contents may be reproduced or transmitted in any form, or by any means, electronic or mechanical, including photocopying, recor-ding, or any storing on any information storage or retrieval system, without prior permission received in writing from the publisher and the General Secretariat of the OAS.Inquiries regarding ordering additional copies or information on this publication should be addressed to the Department of Sustainable Development of the General Secretariat of the Organization of American States at: [email protected]. A complete list of publications can be found on the OAS/DSD website: http://www.oas.org/dsd.

OAS Cataloging-in-Publication Data

Organization of American States. Department of Sustainable Development.The Caribbean Educator’s Guide to Sustainable Energy Education and Awareness: Working together to usher in an era of sustainable economic development in the Caribbean region.p. : ill. ; cm. (OAS o�cial records ; OEA/Ser.D/XXIII.13)ISBN 978-0-8270-5898-91. Energy conservation--Study and teaching--Caribbean Area.2. Renewable energy sources--Study and teaching--Caribbean Area.3. Energy policy--Study and teaching--Caribbean Area.I. Title. II. Caribbean Sustainable Energy Program.III. Caribbean Energy Education and Awareness Programme. IV. Series.


This publication was produced by virtue of the e�orts and resultant developments of the Department of Sustainable Development of the General Secretariat of the Organization of Ameri-can States through its initiative the Caribbean Sustainable Energy Programme (CSEP). CSEP bene�ted from generous support from the Euro-pean Union under the �rst funding cycle of the Union’s Energy Initiative 2006-2011.

The production and compilation of this publica-tion was led by the consulting �rm Egis Internatio-nal, which provided an able team consisting of Marta Lazarska, Project Director; Alexandra Blason, Information and Communication PhD; Eaton Haughton, Energy Engineer; and graphic designers Mola Rodriguez, Pepe Menendez, and Manuela Castaño Tobon, all under the guidance of Ms. Carolina Peña, CSEP Manager, Department of Sustainable Development of the Organization of American States (OAS/DSD).

The authors wish to express special thanks to Ms. Lisa Deane, who made editorial contributions to this publication, and Ms. Rosi Arbieto, who made recommendations for its revision.

Finally, we deeply appreciate the continued support provided by Mark Lambrides, Section Chief, Energy and Climate Change Mitigation, Department of Sustainable Development, OAS; Charlene Solozano, OAS; and Cletus Springer, Director, Department of Sustainable Develop-ment, OAS.

Acknowledgements


A country’s energy resources a�ect nearly every aspect of its economic development. This is true for all countries, but is particularly crucial for those in the Eastern Caribbean, where most energy resources are imported and the high cost of modern energy services directly a�ect national development.

It has become clear that utilizing renewable energy and increasing energy e�ciency play a pivotal role in mitigating climate change, enhan-cing energy security, and moving toward sustaina-ble economic development. In support of these, the Organization of American States (OAS), through its Department of Sustaina-ble Development (DSD), is executing a four-year initiative funded by the European Union (EU) called the Caribbean Sustainable Energy Program-me (CSEP). CSEP is jointly implemented by the Caribbean Community (CARICOM) Secretariat, the Caribbean Electric Utility Services Corporation (CARILEC), and the Renewable Energy and Energy E�ciency Partnership (REEEP), in close association with various Caribbean agencies, such as the Organisation of Eastern Caribbean States (OECS) Secretariat and the Caribbean Renewable Energy Development Programme (CREDP), which recei-ves �nancial support from the government of Germany.

Since its inception in 2008, CSEP has endeavoured to improve market conditions in its participating countries with the ultimate goal of accelerating said countries’ prompt transition to cleaner, more sustainable energy use. These countries include Antigua and Barbuda, Grenada, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadi-nes, the Commonwealth of the Bahamas, and the Commonwealth of Dominica. The OAS/CSEP project team has contributed to the advancement of this objective by helping to establish a national

energy policy (NEP) and/or national sustainable energy plan (NSEP) in each participating country as a means of articulating each nation’s plan to incorporate sustainable energy solutions in its overall energy matrix.

The establishment of NEPs in participating coun-tries necessitated a multi-tiered CSEP consultation process during which the need for a citizenry that understands and places signi�cant value on the role of energy sustainability was identi�ed and subsequently indicated as one of the NEPs’ objec-tives:

To provide educational programmes relating to energy sector issues, particularly regarding energy conservation, energy e�ciency and the use of renewable energy sources. adapted from Saint Vincent and the Grenadines, National Energy Policy, First Edition

In addition, CSEP has ful�lled its mission to deve-lop strong ties with the local institutions responsi-ble for selecting, managing, and promoting sustai-nable energy programmes and projects. Through these relationships, CSEP has participated in the establishment of the Regional Coordinating Unit based in Saint Lucia and responsible for suppor-ting the establishment and strengthening of energy desk o�ces in each participating country.

These o�ces are housed in government ministries responsible for energy and climate change policy-making. The project team also undertook techni-cal training (via study tours, workshops, seminars, and forums) to energy sector stakeholders related to renewable energy and energy e�ciency (i.e. utility company managers, relevant government personnel, and Bureau of Standards o�cials). Training was also extended to educators and curri-culum o�cers from the ministries of education with the goal of raising awareness and providing instructions on how to share said knowledge in a pedagogical setting.

Executive Summary

4


As one of its core actions, CSEP aims to attract relevant individual and institutional stakeholders from each of the aforementioned countries with opportunities that will not only support their use of sustainable energy, but encourage further development. This goal places further emphasis on an already mentioned priority: addressing edu-cation and awareness in each participating nation.As a result, CSEP and its partners, including Egis International (EI), have established the Caribbean Energy Education and Awareness Programme (CEEAP). CEEAP is proposed as an extension of the European Union-funded initiative CSEP, which is expected to conclude in April of 2013.

CEEAP’s implementers recognised, through consultation with key stakeholders, that develo-ping and appending an independent sustainable energy component to the existing formal educa-tional curriculum would be an impractical means of helping the Caribbean satisfy its immediate need for a citizenry that understands and supports a regional movement toward sustainable energy; so during the consultation phase, CEEAP devised a more e�ective strategy, which involves integrating the relevant energy-related information into topics that already exist in the curriculum. To this end, teacher training programmes and text book amendment were identi�ed as viable �rst steps.

It is imperative that the issues of sustainable energy, and energy e�ciency and conservation reach the top of the Caribbean islands’ national agendas – particularly as the subjects of education and awareness campaigns – given the fact that the islands have a particular vulnerability arising from their dependency on imported fuels and the concomitant local and global environmental damages. It is our strong belief that the Caribbean would bene�t from residents who are well infor-med about the region’s speci�c energy needs and characteristics. Once a desirable level of aware-ness is achieved, each nation will have an infor-med citizenry that can be held accountable for its own energy consumption attitudes and practices.

This bodes well for the region’s energy future because accountability often serves as a catalyst for responsible action. Energy education and awareness strategies are critical for building such bene�cial knowledge and attitudes among indivi-duals and institutions.

The need for national strategies for energy conser-vation and sustainable energy education was identi�ed as a pressing de�cit in CSEP-participant countries. In the absence of these, it is predicted that ad hoc initiatives will arise, likely resulting in a disjointed series of activities that have a negligible collective impact. When approaching environ-mental education, governments, through their ministries of education, environment and energy, may �nd it bene�cial to assume a leadership role in developing a framework and policy that support national sustainable energy education objectives.

The following publication presents, in a consistent and comprehensive manner, the fundaments of a regional programme entitled Caribbean Energy Education and Awareness Programme (CEEAP). CEEAP is primarily concerned with reinforcing the institutional and pedagogic capacities of the ministries of education, energy, and environment in CSEP-participant countries with the overarching goal of educating the upcoming generations as it concerns the mitigation of climate change, the enhancement of energy security, and the move-ment toward sustainable economic development – the achievement of which are all attendant upon an acute awareness of the importance of using energy responsibly. With this objective in focus, the Programme is set to execute an education and awareness campaign entitled Learn and Save, which targets public institution students and teachers at upper primary and lower secondary levels while indirectly engaging a secondary target group consisting of ministerial o�cers, parents, and other social actors participating in the education sector.

5


CEEAP Implementation Strategy Overall goal and speci�c objectives Program strategy and components Bene�ciaries CEEAP’s conceptual and visual identity Implementation timeline Implementation scheme OAS: regional coordinating agency National committees and focal points Synergistic commonalities between CEEAP and CSEP Necessary commonalities for the coordination of CEEAP with other initiatives

Learn and Save Campaign Implementation Strategy Main goal and speci�c objectives Overall approach Target audience Primary target group Secondary target group Conceptual and visual identity Key messages Implementation scheme Role of CEEAP focal points and national committees Role of Learn and Save leaders Implementation timeline Communication and awareness activities and tasks Communication and Awareness tools

Matrix of Activities: CEEAP and Learn and Save campaign Proposed activities by component

CEEAP Implementation Strategy Overall goal and speci�c objectives Program strategy and components Bene�ciaries CEEAP’s conceptual and visual identity Implementation timeline Implementation scheme OAS: regional coordinating agency National committees and focal points Synergistic commonalities between CEEAP and CSEP Necessary commonalities for the coordination of CEEAP with other initiatives

Learn and Save Campaign Implementation Strategy Main goal and speci�c objectives Overall approach Target audience Primary target group Secondary target group Conceptual and visual identity Key messages Implementation scheme Role of CEEAP focal points and national committees Role of Learn and Save leaders Implementation timeline Communication and awareness activities and tasks Communication and Awareness tools

Matrix of Activities: CEEAP and Learn and Save campaign Proposed activities by component

6

Table of contents............................................................................................... 9............................................................................................... 9............................................................................................... 10............................................................................................... 11............................................................................................... 11............................................................................................... 12............................................................................................... 12............................................................................................... 12............................................................................................... 13............................................................................................... 13............................................................................................... 13 ...................... 13

............................................................................ 15............................................................................................... 15............................................................................................... 15............................................................................................... 17............................................................................................... 17............................................................................................... 17............................................................................................... 17............................................................................................... 18............................................................................................... 19 ........................................................................... 19............................................................................................... 19............................................................................................... 19 ............................................................................ 20............................................................................................... 20

............................................................................................... 21

............................................................................................... 21

............................................................................................... 30

Section 1.

Section 2.

Section 3.


7

........................................................ 31

............................................................................................... 37

............................................................................................... 37

............................................................................................... 37 .................................................................................... 37............................................................................................... 37

............................... 38

............................................................................................... 39

............................................................................................... 39

............................................................................................... 40

Matrix of instructional awareness and communication materials

Necessary resources and budget

Monitoring and evaluation 1. Monitoring activities 2. Randomized evaluation for awareness campaign 3. Media survey

Teachers' Resources Booklet for Integrated Instruction in Sustainable Energy

Instructional set

Interactive multimendia DVD

Learn and Save Booklet

Figure 1: CEEAP implementation scheme. Figure 2: Audience pro�le for Learn and Save communication and awareness campaign.Figure 3: Communication and awareness campaign implementation scheme.

Section 4.

Section 5.

Section 6.

Appendix 3:

Appendix 4:

Appendix 2:

Appendix 1:

LIST OF FIGURES


8

APUA Antigua Public Utilities Authority BEC Bahamas Electricity CorporationBNT Bahamas National TrustBREEF Bahamas Reef Environment Education FoundationCCA Caribbean Conservation AssociationCDB Caribbean Development BankCFL Compact Fluorescent LampCARICOM Caribbean Community SecretariatCARILEC Caribbean Electric Utility Services CorporationCARIMAC Caribbean Institute for Media and CommunicationCREDP Caribbean Renewable Energy Development ProjectCSEP Caribbean Sustainable Energy ProgramCXC Caribbean Examination CouncilDOMLEC Dominica Electricity Services Limited EAG Environmental Awareness Group (of Antigua and Barbuda)EMAP Energy Management Action PlanGEF Global Environmental FacilityGRENLEC Grenada Electricity Services Limited IDB Inter-American Development BankIEC Information, Education, and Communication ProgrammeKAP’s surveys Knowledge, Attitudes, and Practices (KAP) surveysLUCELEC St. Lucia Electricity Services Limited NEPs National Energy PoliciesNEVLEC Nevis Electricity Company OAS Organization of American StatesOECS-ESDU Organization of Eastern Caribbean States – Environment and Sustainable Development UnitOPAAL OECS- Protected Areas and Associated Sustainable LivelihoodsSEPs Sustainable Energy PlansSKED St. Kitts Electricity Department UNDP United Nations Development ProgramUNEP United Nations Environmental ProgramVINLEC St. Vincent Electricity Services Limited

ACRONYMS


9

Having considered the recommendations that emerged subsequent to the completion of the various consultation methods as well as the �ndings of the statement and context analysis, it was decided that a regional programme that successfully addresses current concerns must attend to the following:

National strategies for sustainable energy educa-tion: the �rst de�cit that needs to be addressed by the programme is the lack of national strategies for sustainable energy education in all seven of the participating islands. The forthcoming strate-gies should encompass both formal and informal educational methods.

The sustainable energy knowledge de�cit: renewable energy, energy e�ciency, and energy conservation are relatively new to mainstream socio-political discourse, so they are not very well-known in the sub-region. When attempting to eliminate the sustainable energy knowledge de�cit, it would be bene�cial to educate primary agents of change (i.e. teachers, the media, NGOs, and facilitators of resource management proces-ses) and encourage them (and by second-party stimulation, their respective audiences) to make an investment in this cutting-edge �eld of knowledge, research, and innovation. Note that instructional material re�ecting the speci�c concerns and characteristics of the Caribbean is not readily available in most of the countries here referred.

Attitudes toward and practices relating to energy e�ciency and energy conservation: the level of awareness regarding the pressing importance of

changing attitudes toward and practices concer-ning energy consumption patterns is still low among sub-region populations. Targeting students in primary and secondary schools studying at the upper primary and lower secon-dary grade levels (with the intention of expanding to broader audiences) has been deemed an e�ec-tive starting point for e�ecting change. An educa-tion and awareness campaign (on occasion, also here referred as a communication and awareness campaign) specially oriented to the identi�ed initial audience is presented in Section 4.

In the following pages, The Caribbean Educator’s Guide delineates the overall goal, speci�c objecti-ves, implementation strategy, components, and activities of the Programme and its associated campaign. It also describes recommendations for the distribution of messages, monitoring and evaluation, management and implementation, and necessary budgeting.

Given the nature of the Caribbean energy situa-tion with the majority of the islands being 100% dependent on non-renewable energy sources and vulnerable to the detriments of climate change, CEEAP’s main goal is:

To achieve by the end of Year 3, a citizenry in each of CEEAP’s participating countries of which at least 40% is satisfactorily informed about and sensitized to the importance of diversifying national energy sources, and is able to translate knowledge and awareness to practical action by participating actually and intellectually in the predominant use of clean and renewable energy and its concomi-tant technology, generally accompanied by the more e�cient and rational use of energy overall.

OVERALL GOAL AND SPECIFIC OBJECTIVES

SECTION 1.CEEAP IMPLEMENTATION STRATEGY


10

Speci�c objectives have been identi�ed, which cumulatively executed, will contribute to the achievement of the above goal. They are as follows: 1. To develop national strategies that account for the integration of topics such as renewable energy, energy e�ciency, and energy conserva-tion in the curriculum as well as in extra-curricular activities in order to ensure the active participa-tion of all relevant social actors involved in and/or interacting with the education sector. 2. To strengthen sub-regional pedagogy in the area of sustainable energy and auxiliary issues via training activities for teachers and other agents of change (e.g. NGOs and CSO representatives, media, etc.) and the use of region-appropriate instructional material.3. To increase the knowledge and awareness of the upcoming sub-regional generation in the areas of renewable energy, energy e�ciency, and energy conservation, particularly as it pertains to sustai-nable energy sources and their uses, via guided exposure to speci�c instructional material.

To reiterate a previous recommendation, it is proposed that the implementation of CEEAP is approached with a segmented education and communication model based on the �ndings of the stakeholder and target audience analyses. The model will take into account the distinct characte-ristics, interests, motivations, and concerns of the di�erent stakeholders and target groups. For this reason, the Programme will be divided into three components, each related to one of the three speci�c objectives and its respective actors. The third component will consist of a communication and awareness campaign with its own distinct, but integrated conceptual and visual identity.

Component 1: Developing national sustainable energy education strategies.This component coordinates with objective one,

which addresses the necessity for national strate-gies for sustainable energy education in the sub-region in order to avoid ad hoc initiatives that are likely to result in disconnected activities with a negligible cumulative impact. Advances made in this area thus far have shown themselves to be the success of the current Programme. In response to the need for sub-regional govern-ments to develop a framework and policy that supports sustainable energy education objectives, CEEAP will support national committees with the aim of facilitating the communion of all key actors in the energy and education sectors combined.

The committees will facilitate discussions about the Programme strategy and avenues for its amendment and adoption by each individual country; and, more pressingly, the committee will act as a medium for the development and adop-tion of national strategies. Simultaneously with these, CEEAP will function as a regional platform ensuring appropriate consistency among the seven participant countries’ strategies. This mea-sure is necessary to facilitate benchmarking, which, in turn, allows for regional coordination and the execution of complementary action in accordance with other regional programmes.

Component 2: Strengthening pedagogy with regard to sustainable energy in formal and infor-mal educational contexts.There are three main actions that have been iden-ti�ed as bene�cial to the task of strengthening pedagogy in the area of sustainable energy and its auxiliary issues. They are the revision of formal curricula with the intent of integration, the admi-nistration of appropriate educator training, and the creation of region-speci�c instructional mate-rial. CEEAP will provide mediation with regional institutions like the Caribbean Examination Coun-cil (CXC) and the various national curriculum deve-lopment departments, as well as technical and logistical support for training activities and the production of instructional material.

STRATEGY AND COMPONENTS


11

Component 3: Imparting knowledge to and raising awareness among target primary and secondary school students via the Learn and Save education and awareness campaign. The Programme’s third component consists of the Learn and Save education and awareness cam-paign, which is concerned with two main target groups: 1. Primary target group, via direct practical enga-gement, consisting of students and teaching and administrative sta�.2. Secondary target group, via indirect practical engagement, consisting of parents and o�cers of the ministries of education. The campaign’s proposed implementation strate-gy is delineated in Section 2 of this document.

The bene�ciary countries include Antigua and Barbuda, Grenada, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, the Com-monwealth of the Bahamas, and the Common-wealth of Dominica.

More than half of the total combined population of the seven participant islands (last estimated at 929 545) is expected to bene�t from CEEAP’s prac-tical engagement either directly, as it pertains to members of the primary target group, who account for 17.6%; or indirectly, as it pertains to members of the secondary target group, who account for up to 47%. Prospective results include, for example, a substantial reduction in the volume of electricity consumed in households and schools (indicated by kWh consumed per month, and re�ected monetarily i.e. on the corresponding electricity bills), this change arising from a signi�-cant shift in attitudes toward and practices relating to electricity consumption. A similar theory may be applied to energy consumption patterns in the transportation sector. Upon consi-deration of these theories, it is plausible that the attempted inculcation of the target groups into

the pro-green movement will have far-reaching e�ects outside of the Programme’s speci�c popu-lation goal.

Four main concepts were taken into account when designing the visual identity here proposed. They are as follows:

- CEEAP is a programme intended to impart speci-�c knowledge to and raise awareness among the youthful generations in the sub-region with the speci�c goal of sensitising the primary target group to the importance of implementing energy conservation and e�ciency measures and develo-ping renewable energy sources as the sub-region’s supplementary and, shortly thereafter, primary energy source in the place of non-renewable sour-ces.

- CEEAP is a regional programme, so the logo should emphasize the unifying characteristics of the participant countries, without highlighting, and therefore appearing to elevate, any one nation’s particular feature(s).

- The visual identity is intended to appeal to students, teachers, and other adults.

- The logo should be clearly related to the themes of the campaign, but not so much so that the logo overpowers the themes.

The above having been considered, the following logotype is proposed:

BENEFICIARIES

CEEAP’S CONCEPTUAL AND VISUAL IDENTITY


12

The advantages of the above logotype are that it is neutral and easily recognisable, and with its cycli-cal sequence of shapes that recall natural pheno-mena such as waves or leaves, it is visually repre-sentative of the natural, symbiotic interaction between the various renewable energy sources.

The regional strategy’s implementation process is expected to be executed over a period of roughly three (3) years.The majority of the activities under component one and two are expected to be completed within the �rst year of execution of the strategy. The Learn and Save education and awareness cam-paign may be launched in the �rst year and imple-mented in the two years that follow.

An implementation scheme similar to that utilised for CSEP is proposed for CEEAP. The scheme will follow an approach that values local engagement, which is believed to be essential for fostering a sense of national pride as it relates to the sustaina-ble energy movement. During CSEP’s implemen-tation, the operation of local focal points within key ministries ensured that initiative came not only from the project team working alongside participant governments, but from the govern-ments themselves. If such a mood becomes preva-

lent in CEEAP-participant countries, the education and awareness strategy should reap considerable bene�ts. A visual representation of the Programme’s mana-gement scheme is presented below:

Figure 1: CEEAP implementation scheme

Figure 1 indicates that local committees compri-sed of representatives of the ministries of educa-tion and the ministries responsible for energy, as well as representatives of those NGOs and SCOs involved in the education sector will have the responsibility of designing and implementing CEEAP’s national strategies. OAS and other regio-nal partners may assume the roles of coordinators and facilitators.

OAS: REGIONAL COORDINATING AGENCY

OAS will serve as the regional coordinating agency, providing key technical and policy advice to participant countries. Other relevant partners will be selected based on their quali�cations and suitability to the energy education sector.

IMPLEMENTATION TIMELINE

IMPLEMENTATION SCHEME

A&B ENERGY

EDUCATION

COMMITTEE

GRENADA

ENERGY

EDUCATION

COMMITEE

ST. KITTS &NEVIS

ENERGY EDUCATION

COMMITTEE

ST LUCIA

ENERGY

EDUCATION

COMMITEE

SVG ENERGY

EDUCATION

COMMITTEE

COORDINATING AGENCY (OAS)

+ REGIONAL PARTNERS

ENERGY EDUCATION COMMITTES:

• Ministry of Education representatives • Ministry responsible of Energy /Energy desks

• NGOs representatives

DOMINICA

ENERGY

EDUCATION

COMMITEE

BAHAMAS

ENERGY

EDUCATION

COMMITEE


13

As previously mentioned, national pride is a key factor in the success of the Programme. CEEAP national committees will serve as agents of change at the national level with the following responsibilities:

- Designing and implementing national strategies while maintaining consistency with the regional CEEAP strategy and its concomitant approach and actions, - Coordinating the Programme’s activities with the relevant local authorities and utilising available resources to encourage participation, and - Revising instructional and expositive material to re�ect national concerns.

It is recommended that two CEEAP focal points per participating island be selected from the local ministries of education and/or ministries responsi-ble for energy. The focal points will be expected to share the above-mentioned responsibilities and liaise with the coordinating agency.

CEEAP shares much of CSEP’s policy framework and implementation approach. One of CSEP’s main achievements is that subsequent to an extensive consultation process involving the main energy sector stakeholders, NEPs have been deve-loped for the seven CSEP-participant countries.

CEEAP’s implementation strategy proposes to mirror CSEP’s region-wide network of agencies and individuals with useful links to the energy sector. The active participation of those agencies and individuals combined with the actions of appointed focal points is interpreted as a near

guarantee for the success of this Programme vis-à-vis the success of CSEP.

CEEAP is part of a synergistic e�ort to promote sustainable energy in the Caribbean region, which necessitates partnership with other similarly aimed initiatives.

In this spirit, CEEAP intends to coordinate with the European Union-funded Caribbean Renewable Energy Capacity Support (CRECS) project execu-ted by the CARICOM Secretariat, which produced a publication entitled Communication Strategy Development for Energy-Related Programmes in the Caribbean as a guideline for implementers working toward sustainable economic develop-ment in the region. As an energy-related program-me itself, CEEAP supports CRECS’ investment in the next generation of pro-green initiatives.

CEEAP also maintains ties with the Caribbean Renewable Energy Development Programme (CREDP), which, as a joint project of CARICOM and the German International Cooperation (GIZ), seeks to remove barriers for the use of renewable energy and the application of energy e�ciency measures in the Caribbean region. CEEAP intends to coordi-nate with CREDP through participation in and promotion of CARICOM’s annual Energy Week for which CREDP is to review a guidebook. CEEAP’s speci�c coordination goals include scheduling some of the activities associated with the Learn and Save campaign so that they fall within Energy Week. The proposed activities (detailed in Section 3) are in keeping with the existing roster of Energy Week events, which includes science and techno-logy fairs and competitions.

NATIONAL COMMITTEES AND FOCAL POINTS

Synergistic commonalities between CEEAP and CSEP

Necessary commonalities for the coordination of CEEAP with other initiatives


14

Lastly, the objectives of the Organization of Eastern Caribbean States (OECS) Secretariat’s initiative Sustainable Energy Technical Assistance for a Competitive OECS (SETA-OECS) coincide with CEEAP’s education and awareness programme, which will seek to a�ect the knowledge de�cit in, and current attitudes toward and practices relating to renewable energy and energy e�cien-cy and conservation.

One of SETA-OECS’ main activities since its January 2011 launch has been to develop a sub-regional awareness strategy and action plan as well as indi-vidual national awareness strategies and action plans focusing on renewable energy and energy e�ciency as the twin pillars of sustainable energy for the member countries of the OECS. CEEAP, with its narrower focus on the education sector, which is a sub-group of SETA-OECS’s target audience, should function practically as a component. This necessitates certain commonalities between CEEAP and SETA-OECS, for example, coordination of CEEAP’s conceptual and visual identity to achie-ve an appropriate level of consistency with SETA-OECS’s. CEEAP may also �nd it necessary to coordinate some of its communication and aware-ness activities (for example, regional competition launches, distribution of awareness material, etc.) so that they coincide with those associated with SETA-OECS’s e�orts.


15

SECTION 2.LEARN AND SAVE CAMPAIGN IMPLEMENTATION STRATEGY

CEEAP’s third component proposes to launch an education and awareness campaign aimed at bridging the knowledge de�cit in the areas of energy conservation, energy e�ciency, and renewable energy among the young citizenry of CSEP-participant countries.

The proposed main goal of the Learn and Save campaign coincides with the Programme’s third speci�c objective:

To achieve by the third year a primary and secon-dary target group (comprising students and teaching and administrative sta� in primary and secondary schools in CEEAP’s participating coun-tries) of which at least 71 % is informed about and su�ciently sensitized to the importance of diversi-fying national energy sources by using energy – primarily clean, renewable energy and its conco-mitant technology – e�ciently and rationally.

Toward the achievement of this goal, the following staggered implementation strategy is proposed:

- During year one (commencement the pilot phase), participant countries are expected to develop a campaign action plan and agree on a common conceptual and visual identity consisting of a campaign name, logotype, and slogan.

- By the end of year two (conclusion of the pilot phase), it is expected that 20% of the target group

OVERALL APPROACH

members within the student body and sta� of the public primary and secondary schools in each participant country will have been exposed to the campaign’s instructional material. It is predicted that interaction with this material will result in an 18% increase in sustainable energy awareness among members of the primary target group, and 21% among members of the secondary target group.

- By the end of year three, it is expected that 70% of the student body and sta� of public primary and secondary schools in each participant country will be familiar with the campaign’s instructional material. It is predicted that interaction with these materials will result in a 63% increase in sustaina-ble energy awareness among members of the primary target group, and 73% among members of the secondary target group.

- By the end of the campaign, it is expected that 81% of the primary target group and 94% of the secondary target group will be well-informed about the importance of developing renewable energy sources and well-aware of the bene�ts of implementing energy e�ciency and energy conservation measures.

Toward the aforementioned objectives and taking into account the review of the �ndings of the KAP’s and other surveys, the following are propo-sed as components of the overall approach:

- Segmented audience-centred communication wherein instructional material and communica-tion methods are to be tailored according to the distinct interests, motivations, and concerns of the chosen target groups.

- A practical campaign implementation schedule spanning a predetermined period of time of approximately one to two years and consisting of

MAIN GOAL AND SPECIFIC OBJECTIVES


16

actions that are well-placed in order to reach di�e-rent target groups at the optimal time.

- A campaign name, slogan, visual identity, and body of educational and communicative action that conveys the following three central concepts: •The global impact of individual energy consump-tion habits: Appropriate emphasis should be placed on the link between individual energy use and regional and international environmental and economic consequences. Phrases such as “climate change” and “scarcity of energy resources” should be raised in the context of the Caribbean’s future. •Urgency: the campaign should attach an appro-priate level of urgency to the importance of the immediate implementation of energy e�ciency and energy conservation measures.

• The role of temporality – the link between the present and the future: the campaign should demarcate the link between everyday energy practices and the planet’s environmental future. This concept should be evident in the slogan and other communication methods.

- Exposure for renewable energy as an academic concept via training activities and instructional material such as booklets, DVDs, websites, etc. Messages should be tailored to emphasize regio-nal concerns, such as the unique vulnerability faced by the Caribbean islands with regard to the consequences of energy dependency, most omi-nous among which is climate change; and the region’s ability (potential obstacles included) to utilize renewable energy and e�ect national energy policies.

- The “learning by doing” approach is suggested as an educational method for target groups enga-ging with the concepts of energy conservation and energy e�ciency. The approach is best supported by interactive activities such as �eld trips, participation in energy innovation competi-tions and school energy saving programmes that

have speci�c and measurable goals, and similar activities. The ECO-school program and its “green �ag” catchphrase would be a useful addition to the list of interactive activities and should be conside-red for extension to more public schools in the sub-region.

- An eye-catching visual identity capable of secu-ring and sustaining the interest of the targeted age group i.e. lower secondary school students between 12 and 14 years old.

- Communication of easy-to-adopt pro-sustainable energy (i.e. energy e�ciency and energy conservation) practices via clear, straight-forward messages. Awareness material such as posters and bookmarks should be eye-catching and attractive. An e�ective visual identity should establish positive initial contact between the awareness campaign and its prospective audien-ce.

National action plans that coordinate activities, messages, and other components to encourage a sense of national pride in the sustainable energy movement. Because the same materials will be distributed region-wide, care should be taken to account for socio-cultural di�erences between participant nations.

- A multimedia approach that utilizes the relation-ship between the young target audience (i.e. upper primary and lower secondary school) and social media platforms like Facebook, Twitter, Instagram, etc. Interactive web-based support should also be o�ered as part of the campaign material.

- The use of non-traditional media channels such as message posting on school buses, in school public spaces, etc.


17

In keeping with the segmented audience-centred approach afore discussed, two target groups were identi�ed. Figure 2 below shows the primary and secondary target groups within the populations of each of the seven participant island-nations.

Figure 2: Audience pro�le for Learn and Save com-munication and awareness campaign.

- Subgroup 1: Primary and secondary public school students, particularly students at the lower primary and higher secondary levels, who bene�t from some familiarity with the topic of energy and whose knowledge and attitude toward energy conservation and sustainable energy need only be modi�ed in order to e�ect real improvements in school and household energy consumption patterns. This group consists of 150.338 students.

- Subgroup 2: Teaching and administrative sta�, particularly primary decision-makers and adminis-trators (i.e. principals, head of departments, atten-dants) who are entrusted with the responsibilities of learning process quality assurance and general improvement of the school environment. This group consists 12.885 persons.

TARGET AUDIENCE- Subgroup 1: Parents of primary target group, subgroup one’s members.- Subgroup 2: Science curriculum o�cers at the ministries of education. - Subgroup 3: Other institutions and individuals involved with or related to the education sector. The secondary target group, all subgroups inclu-ded, consists of approximately 215.305 persons, which represents 25.5 % of the total combined population of CEEAP’s seven participant nations.

Bearing in mind the aforementioned guiding concepts of the campaign, the following title is proposed:

Learn and SaveThe title is extended as an invitation to the reader from a group of interlocutors later to be identi�ed as the energy masters. The energy masters invite the reader to learn about sustainable energy and the environment (“Let’s learn and save together!”) with the goal of training him/her to act more responsibly with regard to energy consumption (as a student and/or member of a household) and related national decision-making (as a citizen of Caribbean nation). The title is simple, memorable, and e�ective, characteristics that are likely to make the campaign appealing to its primary target group.

A multitude of logos and mascots have been used in the past to head sustainable energy awareness campaigns within CEEAP-participant countries. In order to distinguish the Learn and Save campaign’s visual identity from CEEAP’s visual identity as well as from various logos and mascots used by previous sustainable energy awareness campaigns in participant countries, the following is proposed:

PRIMARY TARGET GROUP

SECONDARY TARGET GROUP

CONCEPTUAL AND VISUAL IDENTITY


Communication and Awarenesscampaign audiences pro�le

TOTAL POPULATION TOTAL PRIMARY AUDIENCESTOTAL SECONDARY AUDIENCES

Antigua The Bahamas Dominica Grenada St. Kitts St. Lucia St. Vincent and Barbuda and nevis and the

grenadines

8663

416

418

2167

3 3376

6853

239

6773

3

7319

313

303

1761

2

1035

3821

177

2776

5

4919

081

0910

226

1702

0530

952

4041

0

1091

1723

025

2988

6

18

Note the modern-style typography of the campaign’s name. This image will appear in all of the campaign’s published literature. The logo will be accompanied by the campaign’s main charac-ters – the energy heroes, masters, or savers – each of which represents either a non-renewable or renewable source of energy. The energy masters are the frontrunners of an alluring multi-character visual strategy and plot that will secure and sustain the interest of the campaign’s prospective audience, particularly the primary target group.

Below is an example of one of the energy masters who will serve as the primary messengers of the campaign’s conceptual identity with the support of supplementary media such as informative �iers and stickers, radio and TV PSAs, promotional attire, etc.

Based on analysis of the results of the KAP’s survey conducted by Egis International in 2011 in Antigua and Barbuda, Bahamas, Dominica, Saint Lucia, and Saint Vincent and the Grenadines, the following key messages have been identi�ed with the inten-tion of embedding them in the campaign’s instructional material:

The Caribbean islands consume the equivalent of approximately 240 000 barrels of oil per day, 95 % of which is derived from fossil fuels. The region is essentially a net importer of crude oil and re�ned oil products, the vast majority of which originate from extra-regional merchants.

The use of renewable energy in the Caribbean is still limited, although various measures related to alternative energy (some permanent, others amounting to experience) have already been introduced.

The use of ”unclean” energy like fossil fuel is directly linked to the environmental consequen-ces associated with global warming and climate change, to which the Caribbean is particularly vulnerable.

The cost of electricity in the Caribbean is one of the highest in the world at about XCD 0.83/kWh in the OECS and BCD 0.20/kWh in the Bahamas.

Almost half of the Caribbean’s electricity is consu-med by the domestic sector with the commercial sector (including public consumption at hospitals, schools, administrative buildings etc.) coming in at a close second.

KEY MESSAGES

SOURCES OF ENERGY

CONSUMPTION AND CONSERVATION OF ENERGY


19

Almost half of the Caribbean’s electricity is consu-med by the domestic sector with the commercial sector (including public consumption at hospitals, schools, administrative buildings etc.) coming in at a close second. Industry and street lighting are minor sources of consumption.

The Learn and Save campaign o�ers many easy-to-learn-and-do tips to save energy at school and at home.

The Learn and Save campaign is proposed to be implemented by CEEAP’s participant countries’ national committees and coordinated regionally by OAS. The committees will rely on the Learn and Save leaders that will be appointed in all primary and secondary participant country schools.

A graphic representation of the campaign’s hierar-chical management scheme is presented below:

Figure 3: Learn and Save campaign implementation scheme

The campaign will be led region-wide by the CEEAP focal points and national committees. Together they will form the main body responsible for the successful implementation of education and awareness activities in participant schools, also serving as national correspondents for OAS and other regional organizations responsible and/or involved with the project. With regard to the organization of training activities, the focal points and committees will work closely with the Learn and Save leaders.

The CEEAP focal points and national committees will select a number of schools to participate in the campaign’s pilot implementation phase. A Learn and Save leader will be selected from among groups of teaching sta� volunteers (with a preference for science or geography teachers, where possible, particularly those who have already made contributions during the consulta-tion phase). One leader will be appointed in each selected school to assume responsibility for the implementation of the campaign-related educa-tion and awareness activities conducted in that school. Other responsibilities will include serving as a point of contact for the national committees and participating regularly in periodical meetings. Leaders may be invited to participate in a work-shop in order to become familiar with the campaign’s action plan.

Note that the success of the campaign relies on the mobilization of the entire school sta� in addi-tion to Learn and Save leaders. The campaign will require support from the administrators of every participant school.

The Learn and Save campaign is expected to span two school years. Some campaign-related activi-

IMPLEMENTATION SCHEME

CoordinatingAgency

CEEAP NationalCommittees

Learn and SaveLeaders

ROLE OF CEEAP FOCAL POINTS AND NATIONAL COMMITTEES

ROLE OF LEARN AND SAVE LEADERS

IMPLEMENTATION TIMELINE


20

ties will be conducted during a preliminary phase, which falls within the �rst year of CEEAP’s imple-mentation, but the campaign is expected to com-mence in full force in the school year directly following that.

During the �rst year of full force commencement, or the pilot implementation phase, the campaign, inclusive of all its instructional material and aware-ness actions and activities, will be tested on a sample of 120 schools, which represents 20% of the total number of participant schools in all seven of CEEAP’s participant nations.

During the second year, or the extensive imple-mentation phase, the campaign is expected to be extended to an additional 60% of the participant schools up to a total of 80% or 421 schools. The chart below is a graphic representation of the implementation timeline as it corresponds to the aforementioned staggered approach to the target group. Note that the numerical values correspond to the number of participant schools.

COMMUNICATION AND AWARENESS ACTIVITIES AND TASKSSee Section 3.

COMMUNICATION AND AWARENESS TOOLS See Section 4.


LEARN AND SAVE PARTICIPATING SCHOOLS

PHASE I ( 20%) PHASE II (Up to 80%)

The Bahamas St. lucia St. Vin Cent Atigua Dominica Grenada ST. Kitts

11132

7622

6117

5315

5315

4713

226

and Grenadines and Barbuda and Nevis

21

Tim

elin

e

SEC

TIO

N 3

.

MAT

RIX

OF

ACTI

VITI

ES:

CEEA

P A

ND

LEA

RN A

ND

SAV

E CA

MPA

IGN

PRO

POSE

D A

CTI

VITI

ES B

Y CO

MPO

NEN

T

COM

PON

ENT

1: B

UIL

DIN

G N

ATIO

NA

L ST

RATE

GIE

SO

BJEC

TIVE

: To

deve

lop

natio

nal c

apac

ities

for s

usta

inab

le e

nerg

y ed

ucat

ion

and

to e

stab

lish

fram

ewor

ks fo

r the

inte

grat

ion

of s

usta

inab

le e

nerg

y as

a c

urric

ular

and

ext

racu

rric

ular

topi

c.

Activ

ities

and

Tas

ks

1.1

Es

tabl

ishi

ng

CEEA

P co

mm

ittee

s1.

1.1

To i

dent

ify k

ey g

over

n-m

enta

l an

d no

n-go

vern

men

tal

stak

ehol

-de

rs.

1.1.

2 To

app

oint

tw

o CE

EAP

foca

l poi

nts

1.1.

3 To

es

tabl

ish

CEEA

P na

tiona

l com

mitt

ees.

1.1.

4 To

as

sist

du

ring

the

CARI

COM

Ene

rgy

Wee

k ev

ery

Nov

embe

r.

1.2

Des

ign,

ap

prov

al,

and

laun

ch

of

CEEA

P na

tiona

l st

rate

gies

1.2.

1 To

ca

rry

out

regi

onal

w

orks

hop

on e

duca

tion

and

com

mun

icat

ion

stra

tegy

de

velo

pmen

t 1.

2.2

To d

esig

n an

d se

cure

ap

prov

al f

or C

EEA

P na

tiona

l st

rate

gies

.1.

2.3

To p

rom

ote

stra

tegi

es

amon

g ke

y st

akeh

olde

rs.

•To

fost

er n

atio

nal p

ride

and

com

mun

al

com

mitm

ent.

•To

re-e

valu

ate

stak

e-ho

lder

s’ in

tere

sts,

mot

ivat

ions

, and

ca

paci

ties.

• To

prep

are

com

mitt

ee

mem

bers

to d

evel

op

educ

atio

n an

d co

mm

u-ni

catio

n st

rate

gies

. • T

o cr

eate

rele

vant

CE

EAP

natio

nal s

trat

e-gi

es.

• To

defin

e st

akeh

olde

rs’

role

s an

d re

spon

sibi

li-tie

s.• T

o cr

eate

a s

ched

ule

for n

atio

nal i

mpl

emen

-ta

tion

stra

tegi

es.

• A

t fo

ur m

onth

s, th

e su

cces

sful

es

tabl

ish-

men

t of

CE

EAP

com

mitt

ees,

each

ha

ving

pr

epar

ed

a m

eetin

g ca

lend

ar.

•The

m

eani

ngfu

l pa

rtic

ipat

ion

of

key

orga

niza

tions

’ re

pre-

sent

ativ

es

from

th

e se

ven

isla

nds

in

the

wor

ksho

p.•

At

six

mon

ths,

the

appr

oved

st

atus

of

CE

EAP

natio

nal

stra

te-

gies

. •

At

eigh

t m

onth

s, th

e su

cces

sful

des

ign

and

dist

ribut

ion

of C

EEA

P’s

prom

otio

nal m

ater

ial.

• By

the

end

of y

ear

one,

all

key

stak

ehol

-de

rs a

re c

omm

itted

an

d pa

rtic

ipat

ing

activ

ely

in C

EEA

P.

• By

the

end

of y

ear

one,

str

ateg

ic a

nd

inst

itutio

nal b

asis

for

sust

aina

ble

ener

gy

educ

atio

n w

ill h

ave

been

rein

forc

ed in

all

seve

n CE

EAP

part

ici-

pant

cou

ntrie

s.

• Rep

rese

ntat

i-ve

s of

the

min

istr

ies

of

educ

atio

n,

NG

O’s

and

othe

r re

leva

nt

inst

itutio

ns.

• Rep

rese

ntat

i-ve

s of

min

istr

ies

of e

duca

tion,

N

GO

’s an

d ot

her

rele

vant

in

stitu

tions

.

• CEE

AP

broc

hu-

re a

nd w

ebsi

te.

• CEE

AP

broc

hu-

re a

nd w

ebsi

te.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

omm

unic

atio

n co

nsul

tant

.

Firs

t 4

mon

ths.

Firs

t 8

mon

ths.

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

22

Tim

elin

e Ac

tiviti

es a

nd T

asks

2.1

Intr

oduc

tion

of r

elev

ant

topi

cs

to

prim

ary

and

seco

ndar

y sc

hool

cur

ricul

a 2.

1.1

To id

entif

y kn

owle

dge

gaps

in th

e cu

rren

t cur

ricul

a an

d pr

opos

e so

lutio

ns.

2.1.

2 To

dis

cuss

and

sec

ure

appr

oval

fo

r su

gges

ted

mod

i�ca

tions

.2.

1.3

To g

radu

ally

intr

oduc

e m

odi�

catio

ns w

ithin

201

2-20

13 a

nd 2

013-

2014

.

2.2

Prov

idin

g tr

aini

ng

to

educ

ator

s an

d au

xilia

ry

teac

hing

st

a�

in

the

rele

vant

sub

ject

are

as.

2.2.

1 To

pre

pare

an

appr

o-pr

iate

trai

ning

mod

ule.

2.2.

2 To

con

duct

a r

egio

nal

wor

ksho

p fo

r te

ache

rs w

ith

a m

aste

r’s l

evel

edu

catio

n an

d ot

her a

gent

s of

cha

nge.

2.2.

3 To

in

trod

uce

this

m

odul

e to

th

e an

nual

te

ache

rs’ p

rofe

ssio

nal d

eve-

lopm

ent p

rogr

amm

e.

• To

ensu

re th

at th

e ta

rget

gro

up is

form

ally

ed

ucat

ed in

the

rele

vant

sub

ject

are

as.

• To

ensu

re C

EEA

P’s

sust

aina

bilit

y.

• To

en

sure

th

at

teac

hers

an

d ot

her

agen

ts o

f ch

ange

are

pr

epar

ed

to

teac

h in

stru

ct in

the

rel

evan

t su

bjec

t are

as.

• To

en

sure

CE

EAP’

s su

stai

nabi

lity.

• A

t fo

ur

mon

ths,

know

ledg

e ga

ps a

nd

co

nc

om

ita

nt

solu

tions

are

ide

nti-

�ed.

• A

t si

x m

onth

s, su

gges

ted

solu

tions

ar

e di

scus

sed

and

appr

oval

for

the

se i

s se

cure

d.•

Dur

ing

year

tw

o,

chan

ges

are

intr

odu-

ced

in 2

0% o

f ta

rget

sc

hool

s.•

Dur

ing

year

thr

ee,

chan

ges

are

intr

odu-

ced

in 8

0 %

of t

arge

t sc

hool

s.

• With

in fo

ur m

onth

s, to

m

ake

an

appr

o-pr

iate

tr

aini

ng

mod

ule

on s

usta

ina-

ble

ener

gy

and

ener

gy c

onse

rvat

ion

avai

labl

e.

• By

the

end

of

year

on

e 30

% o

f tea

cher

s w

ith

mas

ter’s

le

vel

educ

atio

n an

d ot

her

agen

ts o

f cha

nge

are

trai

ned

in

the

rele

vant

su

bjec

t ar

eas.

• D

urin

g ye

ar

two,

17

%

of

stud

ents

in

pr

imar

y an

d se

con-

dary

sc

hool

s ha

ve

been

form

ally

edu

ca-

ted

in

the

rele

vant

su

bjec

t ar

eas

and

up

to 8

0% d

urin

g ye

ar

thre

e.

• By

the

end

of

year

s tw

o an

d th

ree,

ped

a-go

gica

l cap

aciti

es f

or

sust

aina

ble

ener

gy

and

ener

gy c

onse

rva-

tion

educ

atio

n ha

ve

been

rei

nfor

ced

in a

ll se

ven

CEEA

P pa

rtic

i-pa

nt c

ount

ries.

• Stu

dent

s in

pu

blic

prim

ary

and

seco

ndar

y sc

hool

s.

• Tea

cher

s an

d ed

ucat

ors

at

publ

ic p

rimar

y an

d se

cond

ary

scho

ols.

N/A

• Tea

cher

s’ tr

aini

ng m

odu-

les

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• T

each

ers’

colle

ges

and

othe

r rel

evan

t in

stitu

tions

.• E

nerg

y co

nsul

tant

.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• T

each

ers’

colle

ges

and

othe

r rel

evan

t in

stitu

tions

.• E

nerg

y co

nsul

tant

.

3 ye

ars.

3 ye

ars

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

2: S

TREN

GTH

ENIN

G P

EDAG

OG

Y IN

TH

E A

REA

S O

F SU

STA

INA

BLE

ENER

GY

AN

D E

NER

GY

CON

SERV

ATIO

N.

OBJ

ECTI

VE: T

o re

info

rce

strid

es in

sus

tain

able

ene

rgy

educ

atio

n w

ith tr

aini

ng a

ctiv

ities

for t

each

ers

and

othe

r age

nts

of c

hang

e an

d th

e de

velo

pmen

t of r

egio

n-ap

prop

riate

mat

eria

l.

23

Tim

elin

e Ac

tiviti

es a

nd T

asks

2.3

Prod

uctio

n of

te

achi

ng

mat

eria

ls.

2.3.

1 To

pre

pare

an

appr

opria

-te

teac

hers

’ res

ourc

e bo

okle

t.2.

3.2

To la

unch

a c

ompe

titio

n in

sus

tain

able

ene

rgy

teac

hing

2.

3.3

To c

reat

e a

web

site

with

us

eful

in

form

atio

n on

th

e re

leva

nt to

pics

.2.

3.4

To p

rodu

ce a

doc

umen

-ta

ry

�lm

on

su

stai

nabl

e en

ergy

in th

e Ca

ribbe

an.

2.3.

5 To

mak

e ex

tens

ive

use

of

the

rele

vant

mat

eria

l.

• To

ens

ure

teac

hers

and

ed

ucat

ors

have

re

gion

-sp

eci�

c m

ater

ials

that

lend

w

ell

to t

he q

ualit

y of

the

te

achi

ng/le

arni

ng p

roce

s-se

s in

the

rele

vant

sub

ject

ar

eas.

• By

the

end

of

year

on

e, t

his

mod

ule

is

form

ally

in

corp

ora-

ted

in

the

Prim

ary

and

Seco

ndar

y Sc

hool

Te

ache

rs’

Prof

essi

onal

D

evel

o-pm

ent P

rogr

amm

e.•

By t

he e

nd o

f ye

ar

two,

40

% o

f sc

ienc

e an

d ge

ogra

phy

teac

hers

hav

e re

cei-

ved

trai

ning

in

th

e re

leva

nt

subj

ect

area

s, an

d up

to 7

0 %

by

the

end

of

year

th

ree.

• With

in 8

mon

ths,

to

have

de

sign

ed,

prod

uced

, and

e�e

c-tiv

ely

dist

ribut

ed a

n ap

prop

riate

tea

cher

s’ re

sour

ce b

ookl

et o

n su

stai

nabl

e en

ergy

• T

o ha

ve s

ecur

ed th

e pa

rtic

ipat

ion

of

at

leas

t 20

% o

f sc

ienc

e an

d ge

ogra

phy

teac

hers

fo

r th

e su

stai

nabl

e en

ergy

te

achi

ng

com

peti-

tions

to

be la

unch

ed

in y

ears

1, 2

, and

3.

• By

the

end

of y

ears

2

and

3,

peda

gogi

cal

capa

bilit

ies

for s

usta

i-na

ble

ener

gy

and

ener

gy

cons

erva

tion

educ

atio

n ha

ve b

een

rein

forc

ed

in

all

7 CE

EAP

part

icip

ant

natio

ns.

• Tea

cher

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

te

ache

rs in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• Tea

cher

s’ Re

sour

ce

Book

let

• Tea

cher

s ‘co

mpe

titio

n po

ster

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• E

nerg

y an

d co

mm

u-ni

catio

n co

nsul

tant

.

3 ye

ars

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

2: S

TREN

GTH

ENIN

G P

EDAG

OG

Y IN

TH

E A

REA

S O

F SU

STA

INA

BLE

ENER

GY

AN

D E

NER

GY

CON

SERV

ATIO

N.

OBJ

ECTI

VE: T

o re

info

rce

strid

es in

sus

tain

able

ene

rgy

educ

atio

n w

ith tr

aini

ng a

ctiv

ities

for t

each

ers

and

othe

r age

nts

of c

hang

e an

d th

e de

velo

pmen

t of r

egio

n-ap

prop

riate

mat

eria

l.

24

Tim

elin

e Ac

tiviti

es a

nd T

asks

2.4

Prod

uctio

n of

le

arni

ng

mat

eria

ls.

2.4.

1 To

pre

pare

an

appr

opria

-te

in

stru

ctio

nal

mat

eria

l fo

r hi

gher

pr

imar

y an

d lo

wer

se

cond

ary

stud

ents

, pot

entia

-lly

con

sist

ing

of th

e fo

llow

ing:

- A b

ookl

et- B

oard

(triv

ia) g

ames

2.4.

2 To

pro

duce

an

Inte

ract

ive

DVD

w

ith

rele

vant

, w

ell-

pres

ente

d in

form

atio

n.2.

4.3

To c

reat

e a

web

site

for

st

uden

ts a

s a

sour

ce o

f use

ful

info

rmat

ion

in

the

rele

vant

su

bjec

t are

as.

2.4.

4 To

mak

e ex

tens

ive

the

use

of t

he in

stru

ctio

nal m

ate-

rial.

• To

en

sure

st

uden

ts

have

re

gion

-ap

prop

riate

m

ater

ial

that

len

ds w

ell

to t

he

qual

ity

of

the

tea

chin

g/l

ea

rnin

g pr

oces

s.

• W

ithin

4 m

onth

s, to

ha

ve

laun

ched

an

on

line

benc

hmar

king

pl

atfo

rm

prom

otin

g in

form

atio

n ex

chan

ge

in t

he r

elev

ant

subj

ect

area

s. By

the

end

of y

ear

2, t

o ha

ve a

t le

ast

40%

of

sci

ence

and

geo

gra-

phy

teac

hers

us

ing

thes

e re

sour

ces,

and

by

year

3, u

p to

70

%.

• W

ithin

eig

ht m

onth

s, to

ha

ve

desi

gned

, pr

oduc

ed,

and

e�ec

ti-ve

ly d

istr

ibut

ed in

stru

c-tio

nal

mat

eria

l on

su

stai

nabl

e en

ergy

. • B

y th

e en

d of

yea

r one

, to

la

unch

an

on

line

foru

m

prom

otin

g in

form

atio

n ex

chan

ge

in

rele

vant

su

bjec

t ar

eas

and

rela

ted

issu

es

and

even

ts.

• By

the

end

of y

ear t

wo

fam

iliar

ize

at le

ast

17%

of

ta

rget

gr

oup

stud

ents

w

ith

the

inst

ruct

iona

l m

ater

ials

, an

d up

to

70%

by

the

end

of y

ear t

hree

.

• By

the

end

of

year

s tw

o an

d th

ree

educ

a-tio

n in

th

e su

bjec

t ar

eas

of

sust

aina

ble

ener

gy

and

ener

gy

cons

erva

tion

is a

t a

satis

fact

ory

leve

l in

all

seve

n CE

EAP

part

ici-

pant

cou

ntrie

s.

• Stu

dent

s in

hi

gher

prim

ary

scho

ol le

vels

an

d lo

wer

se

cond

ary

scho

ol le

vels

.

• Lea

rn a

nd S

ave

kit (

cont

aini

ng

book

let,

DVD

, bo

ard

gam

es)

• Int

erac

tive

Web

site

• Doc

umen

tary

�l

m

• OA

S Pr

ogra

mm

e Co

ordi

nato

r• C

EEA

P na

tiona

l co

mm

ittee

s• E

nerg

y an

d co

mm

u-ni

catio

n co

nsul

tant

s• D

esig

n co

nsul

tant

3 ye

ars

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

2: S

TREN

GTH

ENIN

G P

EDAG

OG

Y IN

TH

E A

REA

S O

F SU

STA

INA

BLE

ENER

GY

AN

D E

NER

GY

CON

SERV

ATIO

N.

OBJ

ECTI

VE: T

o re

info

rce

strid

es in

sus

tain

able

ene

rgy

educ

atio

n w

ith tr

aini

ng a

ctiv

ities

for t

each

ers

and

othe

r age

nts

of c

hang

e an

d th

e de

velo

pmen

t of r

egio

n-ap

prop

riate

mat

eria

l.

25

Tim

elin

e Ac

tiviti

es a

nd T

asks

3.1

Des

ign

and

secu

re

appr

oval

for c

ampa

ign’

s ac

tion

plan

3.1.

1 To

out

line

actio

n pl

an,

mak

ing

incl

usio

ns fo

r:- N

atio

n-sp

eci�

c ob

ject

ives

- Nat

ion-

spec

i�c

impl

emen

ta-

tion

appr

oach

es- T

arge

t gro

ups

and

part

ici-

pant

sch

ool p

ro�l

es

- Im

plem

enta

tion

sche

me

and

impl

emen

tatio

n ev

alua

tion

met

hods

.-S

peci

�c c

omm

unic

atio

n m

edia

and

mat

eria

ls Id

enti-

fyin

g pa

rtne

rs a

nd s

take

hol-

ders

3.1.

2 To

pro

mot

e st

rate

gies

am

ong

key

stak

ehol

ders

3.2

App

oint

men

t and

trai

ning

of

Lea

rn a

nd S

ave

lead

ers

in

sele

cted

sch

ools

3.

2.1

To m

eet w

ith s

elec

ted-

scho

ols’

prin

cipa

ls a

nd

appo

int L

earn

and

Sav

e Le

ader

s.3.

2.2

To tr

ain

lead

ers

with

re

gard

to th

e ca

mpa

ign’

s ob

ject

ives

, str

ateg

y, im

ple-

men

tatio

n sc

hem

e, e

tc.

• To

ensu

re th

at a

se

nse

of n

atio

nal

prid

e in

the

sust

aina

-bl

e en

ergy

mov

e-m

ent i

s fo

ster

ed in

ea

ch p

artic

ipan

t na

tion

• To

deve

lop

natio

nal

stra

tegi

es in

clud

ing

cam

paig

n im

plem

en-

tatio

n.• T

o de

fine

stak

ehol

-de

rs’ r

oles

and

re

spon

sibi

litie

s.

• To

ensu

re th

e m

eani

ngfu

l par

ticip

a-tio

n of

sel

ecte

d sc

hool

s.• T

o en

sure

coo

rdin

a-tio

n an

d co

nsis

tenc

y of

act

iviti

es.

• A

t 6

mon

ths,

to h

ave

desi

gned

and

sec

ured

ap

prov

al f

or L

earn

and

Sa

ve c

ampa

ign’

s ac

tion

plan

s fo

r ea

ch o

f th

e se

ven

part

icip

atin

g na

tions

.

• By

the

end

of y

ear o

ne,

to h

ave

all P

hase

I Le

arn

and

Save

le

ader

s ap

poin

ted

and

trai

ned

in s

elec

ted

scho

ols.

• By

the

end

of y

ear t

wo,

to

ha

ve

all

Phas

e II

Lear

n an

d Sa

ve le

ader

s ap

poin

ted

and

trai

ned

in s

elec

ted

scho

ols.

• By

the

end

of

year

on

e,

stra

tegi

c an

d in

stitu

tiona

l ba

sis

for

sust

aina

ble

ener

gy

educ

atio

n is

est

ablis

-he

d in

al

l se

ven

CEEA

P pa

rtic

ipan

t na

tions

.

• By

the

end

of P

hase

II,

en

ergy

m

anag

e-m

ent

capa

bilit

ies

are

rein

forc

ed in

80

% o

f pu

blic

ta

rget

gr

oup

scho

ols.

• Lea

rn a

nd S

ave

cam

paig

n ac

tion

plan

tr

aini

ng m

odul

e.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s• C

omm

unic

atio

n co

nsul

tant

.

• OA

S Pr

ogra

mm

e Co

rdin

ator

.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• C

omm

unic

atio

n co

nsul

tant

.

Year

1.

Year

2.

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

3: L

EARN

AN

D S

AVE

COM

MU

NIC

ATIO

N A

ND

AW

ARE

NES

S CA

MPA

IGN

OBJ

ECTI

VE: T

o ra

ise

awar

enes

s in

the

area

s of

sus

tain

able

ene

rgy

and

ener

gy c

onse

rvat

ion

amon

g st

uden

ts, e

duca

tors

and

ed

ucat

iona

l adm

inis

trat

ors,

pare

nts

of ta

rget

gro

up s

tude

nts,

and

othe

r pot

entia

l age

nts

of c

hang

e re

late

d to

the

educ

atio

n se

ctor

.

Prel

imin

ary

Activ

ities

26

Tim

elin

e

Year

1.

Year

2.

Activ

ities

and

Tas

ks

3.3

Des

ign

and

prod

uctio

n of

in

stru

ctio

nal m

ater

ials

3.3.

1 To

cre

ate

cont

ent a

nd

form

at fo

r ins

truc

tiona

l m

ater

ial.

3.3.

2 To

pro

duce

and

dis

trib

u-te

thes

e m

ater

ials

in s

elec

ted

phas

e 1

scho

ols.

3.4

Dis

sem

inat

ion

and

eval

uatio

n of

inst

ruct

iona

l m

ater

ials

.3.

4.1

To d

isse

min

ate

inst

ruc-

tiona

l mat

eria

ls in

sel

ecte

d ph

ase

1 sc

hool

s.3.

4.2

To a

sses

s th

e re

cept

ion

and

impa

ct o

f sai

d m

ater

ial.

• To

prom

ote

the

cam

paig

n an

d co

mm

unic

ate

its k

ey

mes

sage

s in

the

man

ner m

ost

appr

opria

te to

eac

h ta

rget

gro

up.

• To

expo

se p

rimar

y an

d se

cond

ary

targ

et

grou

ps to

cam

paig

n’s

key

mes

sage

s.• T

o ev

alua

te m

essa

ge

rece

ptio

n an

d im

pact

an

d in

trod

uce

chan

ges,

if ne

cess

ary.

• By

yea

r on

e, t

o ha

ve

desi

gned

and

pro

duce

d al

l in

stru

ctio

nal

mat

e-ria

l.•

By y

ear

two,

to

have

ex

pose

d 20

%

of

prim

ary

targ

et g

roup

to

the

cam

paig

n’s c

omm

u-ni

catio

n m

echa

nism

s.

• By

year

thr

ee, t

o ha

ve

expo

sed

80%

of

pr

imar

y ta

rget

gro

up to

ca

mpa

ign’

s co

mm

uni-

catio

n m

echa

nism

s.

• By

the

end

of P

hase

I,

to h

ave

expo

sed

17 %

of

prim

ary

targ

et g

roup

to

ca

mpa

ign’

s ke

y m

essa

ges.

• By

the

end

of p

hase

2,

to h

ave

eval

uate

d e�

ec-

tiven

ess

of m

ater

ials

.

• To

hav

e a

prim

ary

targ

et g

roup

of w

hich

70

% is

abl

e, a

fter

one

ye

ar o

f ex

posu

re t

o th

e re

leva

nt c

omm

u-ni

catio

n m

echa

nism

s, to

id

entif

y th

e ca

mpa

ign,

and

pos

iti-

vely

reco

llect

l its

key

m

essa

ges.

• To

hav

e a

prim

ary

targ

et g

roup

of w

hich

70

% is

abl

e, a

fter

one

ye

ar o

f ex

posu

re t

o th

e re

leva

nt c

omm

u-ni

catio

n m

echa

nism

s, to

id

entif

y th

e ca

mpa

ign,

and

pos

iti-

vely

reco

llect

l its

key

m

essa

ges.

• Tea

cher

s an

d st

uden

ts in

all

sele

cted

sc

hool

s.

• Sta

ff an

d st

uden

ts in

all

sele

cted

sc

hool

s.

• All

ICA

mat

e-ria

ls.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• C

omm

unic

atio

n an

d de

sign

con

sulta

nt.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s• L

earn

and

Sav

e le

ader

s• C

omm

unic

atio

n co

nsul

tant

.

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

3: L

EARN

AN

D S

AVE

COM

MU

NIC

ATIO

N A

ND

AW

ARE

NES

S CA

MPA

IGN

OBJ

ECTI

VE: T

o ra

ise

awar

enes

s in

the

area

s of

sus

tain

able

ene

rgy

and

ener

gy c

onse

rvat

ion

amon

g st

uden

ts, e

duca

tors

and

ed

ucat

iona

l adm

inis

trat

ors,

pare

nts

of ta

rget

gro

up s

tude

nts,

and

othe

r pot

entia

l age

nts

of c

hang

e re

late

d to

the

educ

atio

n se

ctor

.

Prel

imin

ary

Activ

ities

PHA

SE 1

: PIL

OT

IMPL

EMEN

TATI

ON

Tim

elin

e

27

Tim

elin

e Ac

tiviti

es a

nd T

asks

3.5

Esta

blis

hmen

t of a

m

onth

ly L

earn

and

Sav

e da

y 3.

5.1

To d

esig

n an

d im

ple-

men

t Ene

rgy

Man

agem

ent

Actio

n Pl

ans

(EM

APs

) in

all

sele

cted

sch

ools

.3.

5.2

To e

valu

ate

the

resu

lts o

f th

e EM

APs

one

yea

r sub

se-

quen

t to

impl

emen

tatio

n.

3.6

Ann

ual p

artic

ipat

ion

in

Ener

gy W

eek

3.6.

1 To

set

up

a pl

an o

f ac

tiviti

es fo

r an

annu

al e

nerg

y w

eek

at a

ll se

lect

ed s

choo

ls.

3.6.

2 To

car

ry o

ut s

peci

�c

ener

gy-r

elat

ed a

ctiv

ities

du

ring

Ener

gy W

eek

(i.e.

�e

ldtr

ips,

conf

eren

ces,

com

petit

ions

, etc

.).

3.7

Serie

s of

Lea

rn a

nd S

ave

conf

eren

ces

3.7.

1 To

iden

tify

a te

am o

f en

ergy

spe

cial

ists

and

cre

ate

a se

ries

of c

onfe

renc

es.

3.7.

2 To

impl

emen

t the

Lea

rn

and

Save

” Cyc

les

of C

onfe

ren-

ces.

• To

enco

urag

e en

ergy

sav

ing

prac

tices

in m

embe

rs

of p

rimar

y ta

rget

gr

oup

via

a “le

arni

ng

by d

oing

” app

roac

h.• T

o de

mon

stra

te th

e im

port

ance

of

quot

idia

n en

ergy

sa

ving

att

itude

s.

• To

diss

emin

ate

pert

inen

t inf

orm

atio

n w

ith th

e go

al o

f ra

isin

g aw

aren

ess

amon

g st

uden

ts

thro

ugh

a “le

arni

ng

by d

oing

” app

roac

h.

• To

diss

emin

ate

pert

inen

t inf

orm

atio

n ab

out t

he e

nerg

y se

ctor

in th

e Ca

ribbe

an: i

nclu

ding

di

scus

sion

s re

late

d to

th

e co

nten

t of t

he

Nat

iona

l Ene

rgy

Polic

y,

• By

the

end

of P

hase

I,

to

have

su

cces

sful

ly

impl

emen

ted

EMA

Ps

and

Lear

n an

d Sa

ve”

in

sele

cted

sch

ools

.• B

y th

e en

d of

Pha

se II

, to

hav

e m

easu

red

and

rece

ived

en

ergy

co

nsum

ptio

n va

lues

.

• With

in t

he fi

rst

mon

th

of

Phas

e I,

to

have

pr

epar

ed

a pl

an

of

activ

ities

for t

he e

nerg

y w

eeks

of

al

l se

lect

ed

scho

ols.

•

Dev

elop

ed

ucat

iona

l ac

tiviti

es d

urin

g A

nnua

l En

ergy

Wee

ks.

• By

the

end

of p

hase

1,

60

%

of

stud

ents

in

Ph

ase

I sel

ecte

d sc

hool

s w

ill

have

pa

rtic

ipat

ed

mea

ning

fully

in

th

e co

nfer

ence

s.

• To

ha

ve

evid

ence

th

at a

t le

ast

60%

of

stud

ents

in

Ph

ase

I pa

rtic

ipat

ing

scho

ols

are

gran

ted

of

a en

ergy

co

nser

vatio

n m

easu

res.

• By

the

end

of P

hase

I to

hav

e ev

iden

ce o

f a

60%

in

crea

se

in

know

ledg

e an

d aw

aren

ess

in th

e ar

ea

of s

usta

inab

le e

nerg

y am

ong

prim

ary

targ

et

grou

p m

em-

bers

in

se

lect

ed

scho

ols.

• By

the

end

of P

hase

I,

to h

ave

evid

ence

of

a 60

%

incr

ease

in

kn

owle

dge

in

the

area

of

su

stai

nabl

e en

ergy

am

ong

mem

-be

rs o

f th

e pr

imar

y ta

rget

gro

up in

sel

ec-

ted

scho

ols.

• Sta

ff an

d st

uden

ts in

all

sele

cted

sc

hool

s.

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

st

uden

ts in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

st

uden

ts in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• Lea

rn a

nd S

ave

post

er a

nd �

yer.

• Ene

rgy

Wee

k po

ster

s.

• Fly

er

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s• P

ublic

util

ity c

ompa

-ni

es.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s.• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

Year

2.

Year

2.

Year

2.

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

3: L

EARN

AN

D S

AVE

COM

MU

NIC

ATIO

N A

ND

AW

ARE

NES

S CA

MPA

IGN

OBJ

ECTI

VE: T

o ra

ise

awar

enes

s in

the

area

s of

sus

tain

able

ene

rgy

and

ener

gy c

onse

rvat

ion

amon

g st

uden

ts, e

duca

tors

and

ed

ucat

iona

l adm

inis

trat

ors,

pare

nts

of ta

rget

gro

up s

tude

nts,

and

othe

r pot

entia

l age

nts

of c

hang

e re

late

d to

the

educ

atio

n se

ctor

.

PHA

SE 1

: PIL

OT

IMPL

EMEN

TATI

ON

Tim

elin

e

28

Tim

elin

e Ac

tiviti

es a

nd T

asks

3.4

Dis

sem

inat

ion

and

eval

uatio

n of

com

mun

icat

ion

and

awar

enes

s m

ater

ials

(p

hase

2)

3.4.

3 To

dis

sem

inat

e co

mm

u-ni

catio

n an

d aw

aren

ess

mat

eria

ls in

Pha

se II

sel

ecte

d sc

hool

s.3.

4.4

To a

sses

s th

e re

cept

ion

and

impa

ct o

f sai

d m

ater

ial.

3.5

Esta

blis

hmen

t of a

m

onth

ly L

earn

and

Sav

e da

y

(pha

se 2

)3.

5.1

To d

esig

n an

d im

ple-

men

t Ene

rgy

Man

agem

ent

Actio

n Pl

ans

(EM

APs

) in

all

sele

cted

sch

ools

.3.

5.2

To e

valu

ate

the

resu

lts o

f EM

AP

afte

r one

yea

r.

3.6

Mea

ning

ful p

artic

ipat

ion

in a

nnua

l Ene

rgy

Wee

ks

(pha

se 2

)3.

6.1

To s

et u

p a

plan

of

activ

ities

for e

nerg

y w

eeks

’ in

all s

elec

ted

scho

ols.

3.6.

2 To

car

ry o

ut s

peci

�c

ener

gy-r

elat

ed a

ctiv

ities

du

ring

ener

gy w

eeks

(i.e

. �e

ldtr

ips,

conf

eren

ces,

com

petit

ions

, etc

.).

• To

expo

se p

rimar

y an

d se

cond

ary

targ

et

grou

ps to

cam

paig

n’s

key

mes

sage

s.• T

o ev

alua

te a

ppro

-pr

iate

ness

of t

he

mat

eria

ls a

nd

intr

oduc

e ch

ange

s, if

nece

ssar

y.

• To

enco

urag

e en

ergy

sav

ing

prac

tices

am

ong

mem

bers

of p

rimar

y ta

rget

gro

up th

roug

h a

“lear

ning

by

doin

g”

appr

oach

.• T

o de

mon

stra

te th

e im

port

ance

of

quot

idia

n en

ergy

sa

ving

att

itude

s.

• To

diss

emin

ate

pert

inen

t inf

orm

atio

n an

d ra

ise

awar

enes

s am

ong

stud

ents

th

roug

h a

“lear

ning

by

doi

ng” a

ppro

ach.

• By

the

end

of p

hase

2,

71 %

of

prim

ary

targ

et

grou

p ha

s be

en e

xpo-

sed

to c

ampa

ign’

s ke

y m

essa

ges.

• By

the

end

of p

hase

2

e�ec

tiven

ess

of

mat

e-ria

l has

bee

n ev

alua

ted.

• By

the

end

of p

hase

2

to

have

su

cces

sful

ly

impl

emen

ted

EMA

Ps

and

Lear

n an

d Sa

ve”

days

at

se

lect

ed

scho

ols.

• By

the

end

of p

hase

2,

to h

ave

mea

sure

d an

d re

ceiv

ed

a si

gni�

cant

po

sitiv

e va

lue

for

ener

gy s

avin

gs.

• With

in t

he fi

rst

mon

th

of

phas

e 2,

pl

ans

of

activ

ities

fo

r En

ergy

W

eeks

ha

ve

been

pr

epar

ed f

or a

ll se

lec-

ted

scho

ols.

•

Rele

vant

edu

catio

nal

activ

ities

ha

ve

been

ca

rrie

d ou

t du

ring

ener

gy w

eeks

.

• To

hav

e a

prim

ary

targ

et g

roup

of w

hich

70

% is

abl

e, a

fter

one

ye

ar o

f ex

posu

re t

o th

e re

leva

nt c

omm

u-ni

catio

n m

echa

nism

s, to

id

entif

y th

e ca

mpa

ign,

and

pos

iti-

vely

reco

llect

l its

key

m

essa

ges.

• To

ha

ve

evid

ence

th

at 6

0% o

f st

uden

ts

in p

hase

1’s

part

ici-

pant

sc

hool

s ar

e aw

are

of a

nd m

eani

n-gf

ully

pr

actis

ing

ener

gy

cons

erva

tion

mea

sure

s on

a

regu

lar b

asis

.

• By

the

end

of P

hase

II,

to h

ave

evid

ence

of

at le

ast

a 60

% in

crea

-se

in

kn

owle

dge

in

the

area

of

sust

aina

-bl

e en

ergy

am

ong

mem

bers

of

prim

ary

targ

et g

roup

in s

elec

-te

d sc

hool

s.

• Sta

ff an

d st

uden

ts in

all

sele

cted

sc

hool

s.

• Sta

ff an

d st

uden

ts in

all

sele

cted

sc

hool

s.

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

st

uden

ts in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• All

ICA

mat

e-ria

ls.

• Lea

rn a

nd S

ave

post

er a

nd �

yer.

• Ene

rgy

Wee

k po

ster

s.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s.• C

omm

unic

atio

n co

nsul

tant

.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s• P

ublic

util

ity c

ompa

-ni

es.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s.• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

Year

2.

Year

2.

Year

2.

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

3: L

EARN

AN

D S

AVE

COM

MU

NIC

ATIO

N A

ND

AW

ARE

NES

S CA

MPA

IGN

OBJ

ECTI

VE: T

o ra

ise

awar

enes

s in

the

area

s of

sus

tain

able

ene

rgy

and

ener

gy c

onse

rvat

ion

amon

g st

uden

ts, e

duca

tors

and

ed

ucat

iona

l adm

inis

trat

ors,

pare

nts

of ta

rget

gro

up s

tude

nts,

and

othe

r pot

entia

l age

nts

of c

hang

e re

late

d to

the

educ

atio

n se

ctor

.

PHA

SE 2

: EXT

ENSI

VE IM

PLEM

ENTA

TIO

N

29

Activ

ities

and

Tas

ksTi

mel

ine

3.7

Lear

n an

d Sa

ve s

erie

s of

co

nfer

ence

s 3.

7.1

To id

entif

y a

team

of

ener

gy s

peci

alis

ts a

nd c

reat

e a

serie

s of

con

fere

nces

.3.

7.2

To im

plem

ent t

he L

earn

an

d Sa

ve s

erie

s of

con

fere

n-ce

s.

3.8

Lear

n an

d Sa

ve c

ham

pion

s co

mpe

titio

n an

d pr

ize

labe

l3.

8.1

To la

unch

a n

atio

nal

com

petit

ion

awar

ding

en

tran

ts w

ho p

erfo

rmed

the

best

dur

ing

EMA

P im

plem

en-

tatio

n. S

choo

ls h

ostin

g co

mpe

titio

n w

inne

rs w

ill b

e aw

arde

d th

e en

ergy

sav

ing

cham

pion

labe

l.

3.9

Lear

n an

d Sa

ve c

lubs

3.9.

1 To

iden

tify

an N

GO

in

each

par

ticip

ant c

ount

ry to

w

hich

clu

b m

anag

emen

t can

be

ass

igne

d.

3.9.

2 To

pre

pare

lear

ning

m

odul

es a

nd a

ten-

mon

th

plan

of a

ctiv

ities

for c

lubs

in

sele

cted

sch

ools

.3.

9.3

To o

rgan

ize

mon

thly

ed

ucat

iona

l act

iviti

es (i

.e.

�eld

trip

s, co

nfer

ence

s, et

c.)

• To

diss

emin

ate

pert

inen

t inf

orm

atio

n ab

out t

he e

nerg

y se

ctor

• To

rais

e aw

aren

ess

amon

g st

uden

ts

thro

ugh

a le

arni

ng b

y do

ing

appr

oach

.

• To

stim

ulat

e st

uden

ts’ in

tere

st in

su

stai

nabl

e en

ergy

is

sues

and

eve

nts

as

part

of t

he q

uest

to

rais

e aw

aren

ess

thro

ugh

an e

xtra

cu-

rric

ular

lear

ning

by

doin

g ap

proa

ch.

• By

the

end

of p

hase

2,

to

have

se

cure

d th

e m

eani

ngfu

l pa

rtic

ipa-

tion

of 6

0% s

tude

nts

in

phas

e 1

sele

cted

sc

hool

s fo

r th

e co

nfe-

renc

e se

ries.

• By

the

end

of p

hase

2,

Ener

gy

Savi

ng

Cham

-pi

on

com

petit

ion

will

ha

ve b

een

laun

ched

in

all s

even

CEE

AP

part

ici-

pant

cou

ntrie

s. •

20%

of

ca

mpa

ign’

s pa

rtic

ipan

t sc

hool

s w

ill

have

bee

n aw

arde

d th

e En

ergy

Sa

ving

Ch

am-

pion

la

bel

durin

g En

ergy

Wee

k.

• By

the

end

of p

hase

2,

Lear

n an

d Sa

ve

club

s ha

ve b

een

crea

ted

and

are

activ

e in

20

%

of

cam

paig

n’s

part

icip

ant

scho

ols

with

a 1

5% (i

.e.

3 ou

t of

20)

par

ticip

a-tio

n ra

te.

• 10

0% o

f cl

ub’

mem

-be

rs h

ave

mas

tere

d th

e su

stai

nabl

e en

ergy

ba

sics

.

• By

the

end

of p

hase

2,

to h

ave

evid

ence

of

at le

ast

a 60

% in

crea

-se

in

kn

owle

dge

in

the

area

of

sust

aina

-bl

e en

ergy

am

ong

prim

ary

targ

et g

roup

m

embe

rs i

n se

lect

ed

scho

ols.

• By

the

end

of

the

cam

paig

n,

to

have

ev

iden

ce o

f at

leas

t a

40%

de

crea

se

in

elec

tric

ity

cons

ump-

tion

in

cam

paig

n’s

part

icip

ant s

choo

ls.

• To

gu

aran

tee

all

club

s a

cont

inue

d ex

iste

nce

for o

ne y

ear

subs

eque

nt

to

the

end

of th

e ca

mpa

ign.

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

st

uden

ts in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• Sta

ff an

d st

uden

ts in

all

sele

cted

sc

hool

s.

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

• Fly

er

• Ene

rgy

savi

ng

Cham

pion

ce

rti�

cate

and

st

atue

tte.

• Fly

er

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s.• S

elec

ted

NG

Os.

Year

2.

Year

3.

Year

3.

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

3: L

EARN

AN

D S

AVE

COM

MU

NIC

ATIO

N A

ND

AW

ARE

NES

S CA

MPA

IGN

OBJ

ECTI

VE: T

o ra

ise

awar

enes

s in

the

area

s of

sus

tain

able

ene

rgy

and

ener

gy c

onse

rvat

ion

amon

g st

uden

ts, e

duca

tors

and

ed

ucat

iona

l adm

inis

trat

ors,

pare

nts

of ta

rget

gro

up s

tude

nts,

and

othe

r pot

entia

l age

nts

of c

hang

e re

late

d to

the

educ

atio

n se

ctor

.

PHA

SE 2

: EXT

ENSI

VE IM

PLEM

ENTA

TIO

N

30

Tim

elin

e

3.10

Inno

vativ

e Le

arn

and

Save

sci

ence

fair

com

petit

ion

3.9.

1 To

pre

pare

and

dis

trib

u-te

a li

st o

f sus

tain

able

ene

rgy

and

ener

gy c

onse

rvat

ion

rese

arch

topi

cs.

3.9.

2 To

laun

ch a

sch

ool-b

ased

su

stai

nabl

e en

ergy

inno

vatio

n co

mpe

titio

n an

d se

lect

the

entr

ants

with

the

best

pro

ject

pr

opos

als

to p

artic

ipat

e in

sc

ienc

e fa

irs.

3.9.

3 To

aw

ard

the

thre

e be

st

proj

ect p

ropo

sals

in y

ear t

wo

and

year

thre

e re

spec

tivel

y w

ith th

e “I

nnov

atio

ns in

En

ergy

” priz

e.

3.11

“Wor

lds

of E

nerg

y”

thea

tre

com

petit

ion

3.11

.1 To

laun

ch “W

orld

s of

En

ergy

” com

petit

ion

whi

ch

will

requ

ire e

ntra

nts

to w

rite

and

perf

orm

pla

ys b

ased

on

char

acte

rs in

the

Wor

lds

of

Ener

gy b

ookl

et.

3.11

.2 To

aw

ard

the

best

scr

ipt

and

perf

orm

ance

with

ent

ry

into

the

natio

nal c

ompe

titio

n.3.

11.3

To a

war

d th

ree

top

perf

orm

ance

s fr

om th

e na

tiona

l com

petit

ion

durin

g En

ergy

Wee

k.

• To

stim

ulat

e re

sear

ch a

nd in

nova

-tio

n in

sus

tain

able

en

ergy

and

ene

rgy

cons

erva

tion

amon

g st

uden

ts.

• To

stim

ulat

e st

uden

ts’ in

tere

st in

su

stai

nabl

e en

ergy

is

sues

and

eve

nts

with

the

goal

of

rais

ing

awar

enes

s th

roug

h a

lear

ning

by

doin

g ap

proa

ch.

• With

in p

hase

2 in

tern

al

com

petit

ions

ha

ve

been

hel

d in

sel

ecte

d sc

hool

s an

d w

inni

ng

prop

osal

s se

lect

ed

for

entr

y in

to s

cien

ce fa

irs.

• W

inni

ng

prop

osal

s ha

ve

been

aw

arde

d w

ith t

he “I

nnov

atin

g in

En

ergy

” in

Scie

nce

Fairs

in

Yea

r tw

o an

d th

ree

in

all

CEEA

P’s

part

icip

a-tin

g co

untr

ies.

• By

the

end

of p

hase

2

to h

ave

fam

iliar

ized

at

leas

t 60

%of

st

uden

ts

with

the

topi

c of

sus

tai-

nabl

e en

ergy

.

• By

the

end

phas

e 2,

20

% o

f st

uden

ts a

re

mot

ivat

ed

by

the

rese

arch

in

sust

aina

-bl

e en

ergy

an

d en

ergy

con

serv

atio

n.

• By

the

end

of p

hase

2

to h

ave

fam

iliar

ized

at

le

ast

60%

of

stud

ents

w

ith

the

topi

c of

su

stai

nabl

e en

ergy

.

• Stu

dent

s in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

.

• Sci

ence

fair

post

ers.

• Fly

er.

• Fly

er

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s.• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s.• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

Year

3.

Year

3.

Obj

ectiv

es

Out

put I

ndic

ator

s O

utco

me

Indi

cato

rsTa

rget

Gro

ups

ICA

Mat

eria

ls

Coor

dina

ting

Agen

t

COM

PON

ENT

3: L

EARN

AN

D S

AVE

COM

MU

NIC

ATIO

N A

ND

AW

ARE

NES

S CA

MPA

IGN

OBJ

ECTI

VE: T

o ra

ise

awar

enes

s in

the

area

s of

sus

tain

able

ene

rgy

and

ener

gy c

onse

rvat

ion

amon

g st

uden

ts, e

duca

tors

and

ed

ucat

iona

l adm

inis

trat

ors,

pare

nts

of ta

rget

gro

up s

tude

nts,

and

othe

r pot

entia

l age

nts

of c

hang

e re

late

d to

the

educ

atio

n se

ctor

.

PHA

SE 2

: EXT

ENSI

VE IM

PLEM

ENTA

TIO

N

Activ

ities

and

Tas

ks

31

Tim

elin

e

1. Te

ache

rs’ R

esou

rce

Book

let

for I

nteg

rate

d In

stru

ctio

n in

Su

stai

nabl

e En

ergy

(A

ppen

dix

1)

2. L

earn

and

Sav

e in

stru

ctio

-na

l set

(App

endi

x 2)

• To

prov

ide

scie

nce

and

geog

raph

y te

ache

rs a

long

with

ot

her r

elat

ed s

ubje

ct

inst

ruct

ors

with

re

gion

-app

ropr

iate

te

achi

ng m

ater

ial

abou

t ene

rgy

cons

erva

tion,

ene

rgy

e�ci

ency

, and

re

new

able

ene

rgy.

• To

prov

ide

stud

ents

w

ith re

gion

-ap

prop

riate

lear

ning

m

ater

ial f

or s

usta

ina-

ble

ener

gy a

nd

ener

gy c

onse

rvat

ion.

• Bo

okle

t w

ill

cont

ain

one

chap

ter

each

on

th

e fo

llow

ing:

en

ergy

ba

sics

, no

n-re

new

able

en

ergy

an

d co

ncom

i-ta

nt

envi

ronm

enta

l im

pact

, re

new

able

en

ergy

and

its

use

and

pote

ntia

l us

e in

th

e su

b-re

gion

, en

ergy

e�

cien

cy

and

cons

er-

vatio

n.

• For

eac

h to

pic,

indi

ca-

tions

will

be

prov

ided

fo

r le

arni

ng o

utco

mes

, sp

eci�

c ob

ject

ives

, ke

y vo

cabu

lary

, pr

oced

ures

an

d ac

tiviti

es, a

nd s

kills

an

d at

titud

es.

• The

set

will

be

desi

g-ne

d fo

r gro

up u

se in

the

clas

sroo

m o

r in

priv

ate

less

on h

ours

.•

Set

will

co

ntai

n a

book

let

on s

usta

inab

le

ener

gy

and

ener

gy

Cons

erva

tion

and

seve

ral b

oard

gam

es.

• Le

tter

si

ze

Fold

able

, fu

ll co

lour

.• 2

.000

cop

ies

(4

per s

choo

l)

• Box

, ful

l col

our

• 2.

000

copi

es

(4

per

sch

ool)

• Tea

cher

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

te

ache

rs in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

st

uden

ts in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

EEA

P fo

cal p

oint

s.• C

EEA

P na

tiona

l co

mm

ittee

s.• L

earn

and

Sav

e le

ader

s.• S

pons

orin

g pu

blic

ut

ility

com

pani

es.

• OA

S Re

gion

al

Coor

dina

tor

• CEE

AP

foca

l poi

nts

• Com

mun

icat

ion

and

ener

gy c

onsu

ltant

• Des

ign

cons

ulta

nt

4 m

onth

s

4 m

onth

s

Obj

ectiv

es

Cont

ent

Feat

ures

Targ

et G

roup

sCo

ordi

natin

g Ag

ent

INST

RUC

TIO

NA

L M

ATER

IALS

SEC

TIO

N 4

. M

ATRI

X O

F IN

STRU

CTI

ON

AL

AWA

REN

ESS

AN

D C

OM

MU

NIC

ATIO

N M

ATER

IALS

This

Sec

tion

pres

ents

a s

umm

ary

of in

stru

ctio

nal a

war

enes

s an

d co

mm

unic

atio

n m

ater

ial f

or C

EEA

P an

d th

e Le

arn

and

Save

cam

paig

n.

Tool

32

Tim

elin

e

3. L

earn

and

Sav

e te

xtbo

ok

(App

endi

x 3)

4. L

earn

and

Sav

e in

tera

ctiv

e D

VD (A

ppen

dix

4)

• To

prov

ide

stud

ents

w

ith re

gion

-app

ropr

iate

le

arni

ng m

ater

ial i

n th

e su

bjec

t are

as o

f sus

tai-

nabl

e en

ergy

and

en

ergy

con

serv

atio

n an

d re

late

d to

pics

.

• To

prov

ide

stud

ents

w

ith re

gion

-app

ropr

iate

le

arni

ng m

ater

ial i

n th

e su

bjec

t are

as o

f sus

tai-

nabl

e en

ergy

and

en

ergy

con

serv

atio

n.

• Th

e te

xtbo

ok i

nten

ds t

o di

ssem

inat

e sc

ient

i�c

fact

s re

latin

g to

no

n-re

new

able

an

d re

new

able

sou

rces

of

ener

gy,

ener

gy

e�ci

ency

, an

d en

ergy

con

serv

atio

n.•

Ener

gy

savi

ng

tips

and

boar

d ac

tiviti

es w

ill b

e in

clu-

ded.

• It

will

fea

ture

a g

roup

of

�ctio

nal

char

acte

rs k

now

n as

the

ene

rgy

mas

ters

, who

liv

e in

a �

ctio

nal w

orld

and

w

ho,

thro

ugh

thei

r ch

arac

-te

ristic

s, be

havi

our,

and

narr

atio

n,

expl

ain

the

ener

gy s

ourc

es.

• The

DVD

inte

nds t

o pr

esen

t sc

ient

i�c

fact

s ab

out

non-

rene

wab

le

and

rene

wab

le

sour

ces

of

ener

gy,

ener

gy

e�ci

ency

, an

d en

ergy

con

serv

atio

n.•

Ener

gy

savi

ng

tips

and

inte

ract

ive

activ

ities

an

d te

sts

will

be

incl

uded

.• I

t w

ill b

e pr

esen

ted

attr

ac-

tivel

y an

d in

tera

ctiv

ely

feat

urin

g a

num

ber o

f �ct

io-

nal c

hara

cter

s kn

own

as th

e en

ergy

m

aste

rs

who

, th

roug

h th

eir

char

acte

ris-

tics,

beha

viou

r, an

d na

rra-

tion,

will

exp

lain

the

ener

gy

sour

ces.

• 30

p. fu

ll co

lour

s. Re

cycl

ed

mat

eria

ls.

• 10

000

copi

es

(20

per s

choo

l)

• 30

scre

ens.

• 10

000

copi

es

(20

per s

choo

l)

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

st

uden

ts in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• Stu

dent

s in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

st

uden

ts in

lo

wer

sec

onda

ry

scho

ol (g

rade

7).

• OA

S Re

gion

al

Coor

dina

tor.

• CEE

AP

foca

l poi

nts.

• Com

mun

icat

ion

and

ener

gy c

onsu

ltant

.• D

esig

n co

nsul

tant

.

• OA

S Re

gion

al

Coor

dina

tor

• CEE

AP

foca

l poi

nts

• Com

mun

icat

ion

and

ener

gy c

onsu

ltant

• Des

ign

cons

ulta

nt

4 m

onth

s

4 m

onth

s

Obj

ectiv

es

Cont

ent

Feat

ures

Targ

et G

roup

sCo

ordi

natin

g Ag

ent

INST

RUC

TIO

NA

L M

ATER

IALS

Tool

33

Tim

elin

e

5. In

tera

ctiv

e Le

arn

and

Save

w

ebsi

te fo

r tea

cher

s an

d st

uden

ts.

6. D

ocum

enta

ry �

lm o

n su

stai

nabl

e en

ergy

• To

prov

ide

teac

hers

an

d st

uden

ts, a

s w

ell a

s th

e ge

nera

l pub

lic, w

ith

regi

on-a

ppro

pria

te

lear

ning

mat

eria

l in

the

subj

ect a

reas

of s

usta

i-na

ble

ener

gy a

nd

ener

gy c

onse

rvat

ion.

• To

prov

ide

teac

hers

an

d st

uden

ts in

hig

her

prim

ary

and

low

er

seco

ndar

y gr

ades

, and

ge

nera

l pub

lic, w

ith

regi

on-a

ppro

pria

te

lear

ning

mat

eria

l in

the

subj

ect a

reas

of s

usta

i-na

ble

ener

gy a

nd

ener

gy c

onse

rvat

ion

in

the

Carib

bean

.

• Th

e w

ebsi

te

inte

nds

to

diss

emin

ate

scie

nti�

c fa

ct

abou

t no

n-re

new

able

an

d re

new

able

so

urce

s of

en

ergy

, en

ergy

e�

cien

cy,

and

ener

gy c

onse

rvat

ion.

• En

ergy

sa

ving

tip

s an

d in

tera

ctiv

e ac

tiviti

es

and

test

s w

ill b

e in

clud

ed.

• It

will

pre

sent

ed a

ttra

ctiv

e an

d in

tera

ctiv

ely

feat

urin

g a

nu

mbe

r of

�ct

iona

l ch

arac

-te

rs k

now

n as

the

ene

rgy

mas

ters

, who

, thr

ough

the

ir ch

arac

teris

tics,

beha

viou

r, an

d na

rrat

ion,

will

exp

lain

th

e en

ergy

sou

rces

.

• D

ocum

enta

ry w

ill p

rese

nt

scie

nti�

c fa

cts

abou

t no

n-re

new

able

an

d re

new

able

so

urce

s of

en

ergy

, en

ergy

e�

cien

cy,

and

ener

gy c

onse

rvat

ion

in

the

part

icul

ar c

onte

xt o

f the

Ca

ribbe

an re

gion

.•

Inte

rvie

ws

with

en

ergy

sp

ecia

lists

, pu

blic

ut

ility

co

mpa

nies

’ rep

rese

ntat

ives

, an

d ot

her

stak

ehol

ders

will

be

incl

uded

.•

Doc

umen

tary

w

ill

be

crea

ted

as p

art

of t

he b

ody

of i

nstr

uctio

nal

mat

eria

l to

be

use

d in

cla

ssro

oms,

but i

t m

ay a

lso

be b

road

cast

on

TV.

• 30

p. s

cree

ns.

• To

be h

oste

d by

SEP

A p

orta

l.

• Dur

atio

n 15

to

20 m

inut

es.

• Tea

cher

s an

d st

uden

ts in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

te

ache

rs a

nd

stud

ents

in

low

er s

econ

dary

sc

hool

(gra

de 7

).• G

ener

al p

ublic

.

• Tea

cher

s an

d st

uden

ts in

up

per p

rimar

y sc

hool

(gra

des

5-6)

and

te

ache

rs a

nd

stud

ents

in

low

er s

econ

dary

sc

hool

(gra

de 7

).• G

ener

al p

ublic

.

• OA

S Re

gion

al

Coor

dina

tor.

• CEE

AP

Foca

l Poi

nts

• Com

mun

icat

ion

and

ener

gy c

onsu

ltant

.• D

esig

n co

nsul

tant

.

• OA

S Re

gion

al

Coor

dina

tor

• CEE

AP

foca

l poi

nts

• Com

mun

icat

ion

and

ener

gy c

onsu

ltant

4 m

onth

s

6 m

onth

s

Obj

ectiv

es

Cont

ent

Feat

ures

Targ

et G

roup

sCo

ordi

natin

g Ag

ent

INST

RUC

TIO

NA

L M

ATER

IALS

Tool

34

Tim

elin

e

7. L

earn

and

Sav

e po

ster

8. L

earn

and

Sav

e br

ochu

re

9. L

earn

and

Sav

e ra

dio

and

TV P

SAs

10. E

nerg

y Sa

ving

Cha

m-

pion

dip

lom

a an

d st

atue

tte.

11. L

earn

and

Sav

e st

icke

rs

• To

prom

ote

ener

gy

savi

ng p

ract

ices

at

scho

ol a

nd a

t hom

e.

• To

educ

ate

and

info

rm

abou

t ren

ewab

le

ener

gy.

• To

prom

ote

ener

gy

savi

ng p

ract

ices

at

scho

ol a

nd a

t hom

e.

•To

awar

d sc

hool

for

succ

essf

ul im

plem

enta

-tio

n of

EM

APs

.

• To

pres

ent e

nerg

y sa

ving

tips

for

com

mon

ly u

sed

scho

ols

elec

tron

ics

(e.g

. lig

htin

g, c

ompu

ters

, ph

otoc

opie

rs, e

tc.).

• En

ergy

sa

ving

tip

s. M

essa

ges

mus

t be

imm

e-di

atel

y cl

ear,

and

focu

sed

on s

impl

e, e

asily

ado

pta-

ble

beha

viou

ral c

hang

es.

• In

form

atio

n on

no

n-re

new

able

en

ergy

an

d its

en

viro

nmen

tal

cons

eque

nces

, an

d re

new

able

ene

rgy

and

its

pote

ntia

l in

the

regi

on.

• En

ergy

sa

ving

tip

s. M

essa

ges

mus

t be

imm

e-di

atel

y cl

ear,

and

focu

sed

on s

impl

e, e

asily

ado

pta-

ble

beha

viou

ral c

hang

es.

• Ey

e-ca

tchi

ng

grap

hics

e.

g. L

earn

and

Sav

e lo

go)

and

“Wor

lds

of

Ener

gy”

char

acte

rs.

•Str

aigh

tfor

war

d an

d ey

e-ca

tchi

ng m

essa

ges.

• 24”

X 3

6” o

r 27”

X 3

9”.

Full

colo

ur.

Recy

cled

pa

per,

250

g.• 4

50 c

opie

s.

• 8.

5” X

11”

Dou

ble

Para

llel

Fold

. Fu

ll co

lour

. Re

cycl

ed

Pape

r, 12

0 g.

• 5 0

00 c

opie

s.

•Rad

io P

SA:

Plea

sing

m

usic

with

voi

ce-o

ver

feat

urin

g ch

ild’s

voic

e. D

urat

ion

30 t

o 50

min

utes

.•

TV

PSA

: A

nim

ated

ch

arac

ters

. D

urat

ion

30 to

50

min

utes

. •

To b

e br

oadc

ast

by

publ

ic

and

priv

ate

radi

o an

d TV

Ch

an-

nels

dur

ing

child

ren’

s pr

ogra

mm

ing.

• D

iplo

ma:

A

4,

full

colo

ur.

Recy

cled

pa

per 1

20g.

• St

atue

tte:

Pa

pier

-m

âché

tech

niqu

e.• 1

50 c

opie

s.

• 4.7

4” X

5”,

full

colo

ur.

•10.

000

cop

ies

• Sta

ff an

d st

uden

ts in

se

lect

ed

scho

ols.

• Sta

ff an

d st

uden

ts in

se

lect

ed

scho

ols.

• Gen

eral

pub

lic.

• Sta

ff an

d st

uden

ts in

se

lect

ed

scho

ols.

•Sta

ff an

d st

uden

ts in

se

lect

ed

scho

ols.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

con

sulta

nt .

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

con

sulta

nt .

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

Con

sulta

nt.

• OA

S Re

gion

al

Coor

dina

tor.

• Com

mun

icat

ion

cons

ulta

nt.

• Des

ign

cons

ulta

nt.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.•C

omm

unic

atio

n an

d de

sign

Con

sulta

nt

Year

1

Year

1

Year

1

Year

1

Year

1

Obj

ectiv

es

Cont

ent

Feat

ures

Targ

et G

roup

sCo

ordi

natin

g Ag

ent

AWA

REN

ESS

MAT

ERIA

L

Tool

35

Tim

elin

e

12. L

earn

and

Sav

e b

ookm

arks

13. L

earn

and

sav

e sc

reen

save

r

14. C

EEA

P br

ochu

re

15. C

EAA

P w

ebsi

te

16. S

usta

inab

le

Ener

gy Te

achi

ng

Com

petit

ion

post

er

• To

prom

ote

ener

gy

savi

ng p

ract

ices

at

scho

ol a

nd a

t hom

e.

• To

prom

ote

ener

gy

savi

ng p

ract

ices

.

• To

prom

ote

the

Prog

ram

me

amon

g in

stitu

tions

and

in

divi

dual

s lin

ked

to

the

ener

gy a

nd

educ

atio

n se

ctor

s.

• To

prom

ote

the

Prog

ram

me

amon

g in

stitu

tions

and

in

divi

dual

s lin

ked

to

the

ener

gy a

nd

educ

atio

n se

ctor

s.

• To

prom

ote

the

com

petit

ion

amon

g sc

ienc

e an

d ge

ogra

phy

teac

hers

in ta

rget

sc

hool

s in

CEE

AP’

s pa

rtic

ipan

t cou

ntrie

s.

• En

ergy

sa

ving

tip

s. M

essa

ges

mus

t ke

ep

clea

r, st

raig

htfo

rwar

d an

d fo

cuse

d on

sim

ple

beha

-vi

ours

cha

nges

tha

t ca

n be

eas

ily a

dopt

ed.

• St

raig

htfo

rwar

d an

d ey

e-ca

tchi

ng m

essa

ges.

• Cle

ar a

nd c

onsi

sten

t in

form

atio

n ab

out

the

Prog

ram

me

incl

udin

g its

ob

ject

ives

, co

mpo

nent

s, be

ne�c

iarie

s, im

plem

en-

ting

agen

ts, e

tc.

• Cl

ear

and

cons

iste

nt

info

rmat

ion

abou

t th

e Pr

ogra

mm

e in

clud

ing

its

obje

ctiv

es,

com

pone

nts,

bene

�cia

ries,

impl

emen

-tin

g ag

ents

, etc

.

• U

nequ

ivoc

al

info

rma-

tion

abou

t th

e co

mpe

ti-tio

n in

clud

ing

its f

unda

-m

ents

, sch

edul

e, a

ssoc

ia-

ted

priz

es, e

tc.

• 2”

X 6

”. Fu

ll co

lour

. Re

cycl

ed p

aper

. • 1

0. 0

00 c

opie

s

• Dar

k co

lour

.

• 8.

5” X

11”

Dou

ble

Para

llel

Fold

. Fu

ll co

lour

. Re

cycl

ed

Pape

r, 12

0 g.

• 500

cop

ies.

• In

tera

ctiv

e pl

atfo

rm

to b

e ho

sted

by

the

SEPA

por

tal.

• Po

ster

: 24”

X 3

6” o

r 27

” X

39”.

Full

colo

ur.

Recy

cled

pap

er, 1

20g.

To

be

us

ed

in

outd

oors

• 450

cop

ies.

• Stu

dent

s in

hi

gher

prim

ary

and

seco

ndar

y le

vels

.

• Sta

ff an

d st

uden

ts

in s

elec

ted

scho

ols.

• Rep

rese

ntat

ives

of

gov

ernm

enta

l an

d no

n-go

vern

men

tal

orga

niza

tions

and

in

divi

dual

s lin

ked

to e

nerg

y an

d ed

ucat

ion

sect

ors.

• Rep

rese

ntat

ives

of

gov

ernm

enta

l an

d no

n-go

vern

men

tal

orga

niza

tions

and

in

divi

dual

s lin

ked

to e

nerg

y an

d ed

ucat

ion

sect

ors.

• Tea

cher

s in

ta

rget

ed p

rimar

y an

d se

cond

ary

scho

ols.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d D

esig

n Co

nsul

tant

Fi

rm.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d D

esig

n Co

nsul

tant

Fi

rm.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

con

sulta

nt.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

con

sulta

nt.

• OA

S Re

gion

al

Coor

dina

tor

• CEE

AP

foca

l poi

nts

• Com

mun

icat

ion

cons

ulta

nt• D

esig

n co

nsul

tant

Year

1

Year

1

Year

1

Year

1

Year

1

Obj

ectiv

es

Cont

ent

Feat

ures

Targ

et G

roup

sCo

ordi

natin

g Ag

ent

AWA

REN

ESS

MAT

ERIA

L

COM

MU

NIC

ATIO

N M

ATER

IAL

Tool

36

Tim

elin

e

17. “

Lear

n an

d Sa

ve” C

ycle

of

Conf

eren

ces

Flye

r .

18.

Lear

n an

d Sa

ve

club

s �y

er

19. “

Wor

lds

of E

nerg

y” T

hea-

tre

Com

petit

ion

post

er a

nd

dipl

oma

• To

prom

ote

the

conf

eren

ce s

erie

s an

d pr

omot

e co

ntrib

utor

s an

d to

pics

.

• To

prom

ote

the

club

s an

d in

form

abo

ut th

eir

purp

ose

and

activ

ities

.

• To

prom

ote

the

com

petit

ion

in p

artic

i-pa

ting

scho

ols.

• Cle

ar in

form

atio

n ab

out

the

serie

s i.e

. its

pur

pose

an

d sc

hedu

le.

• Cle

ar in

form

atio

n ab

out

the

club

s i.e

. pu

rpos

e,

activ

ities

, co

nditi

ons

of

mem

bers

hip,

etc

.

• Cle

ar in

form

atio

n ab

out

the

com

petit

ion’

s fu

nda-

men

ts,

sche

dule

, an

d pr

izes

.

• 8.5

” X 1

1” L

ette

r Siz

e Fl

yer.

Full

Colo

ur.

Recy

cled

pap

er, 8

0 g.

• 8 0

00 c

opie

s.

• 8.5

” X 1

1” L

ette

r Siz

e Fl

yer.

Full

Colo

ur.

Recy

cled

pap

er, 8

0 g.

• 4 0

00 c

opie

s.

• D

iplo

ma:

A

4.

Full

Colo

ur.

Recy

cled

pa

per 8

0 g.

• Po

ster

: 24”

X 3

6” o

r 27

” X

39”.

Full

colo

ur.

Recy

cled

pap

er, 1

20g.

To

be

used

out

door

s.• 1

000

cop

ies

• Sta

ff, s

tude

nts

and

pare

nts

in

part

icip

atin

g sc

hool

s.

• Prim

ary

scho

ol

stud

ents

in g

rade

s 5

and

6 an

d th

eir

pare

nts.

• Stu

dent

s in

gr

ades

5 a

nd 6

.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

con

sulti

ng �

rm

• CEE

AP

foca

l poi

nts

• Lea

rn a

nd S

ave

lead

ers

• Spo

nsor

ing

publ

ic

utili

ty c

ompa

nies

.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

con

sulta

nt

• CEE

AP

foca

l poi

nts

• Lea

rn a

nd S

ave

lead

ers

• Spo

nsor

ing

publ

ic

utili

ty c

ompa

nies

.

• OA

S Pr

ogra

mm

e Co

ordi

nato

r.• C

omm

unic

atio

n an

d de

sign

con

sulta

nt.

• CEE

AP

foca

l poi

nts.

• Lea

rn a

nd S

ave

lead

ers.

Year

s 2

and

3

Year

s 2

and

3

Year

3

Obj

ectiv

es

Cont

ent

Feat

ures

Targ

et G

roup

sCo

ordi

natin

g Ag

ent

COM

MU

NIC

ATIO

N M

ATER

IAL

Tool

37

The following three-step evaluation strategy is proposed to assess the results of the Programme:

- Ex-ante evaluation

The stakeholders and audience analysis (KAP’s survey results) carried out during the pilot phase could be used as a baseline for the mid-term and ex-post evaluations.

- Mid-term evaluation

This evaluation should be conducted at the end of year two of the Programme, which is the conclu-sion of the Learn and Save campaign’s pilot phase.

- Ex-post evaluation

The Programme’s �nal evaluation should be conducted at the end of year three. The results should be compared with the results of ex-ante and mid-term evaluation in order to map the trajectory of measures of e�ectiveness. The following three main evaluation methods are proposed:

It is strongly recommended that all Programme activities be regularly monitored both quantitati-vely and qualitatively. The parameters to be moni-tored and measured include:1. Target group participation in CEEAP activi-ties2. Quality of training activities: to be evalua-ted via knowledge tests (i.e. quizzes) conducted at the beginning and end of each activity, the results of which will allow for assessment of e�ectiveness of knowledge dissemination3. Quality of communication and awareness activities: To be evaluated through participant satisfaction survey conducted upon completion of the relevant activity or event.

Randomized evaluation is proposed as the most appropriate method for assessing the e�ective-ness of the campaign. The main purpose of this type of evaluation is to determine whether the campaign has the desired impact and if so, to quantify that impact.

1. MONITORING ACTIVITIES

2. RANDOMIZED EVALUATION OF AWARENESS CAMPAIGN

SECTION 5. NECESSARY RESOURCES AND BUDGET

CATEGORY COST (USD)INTERNATIONAL EXPERTISE 22 900REGIONAL EXPERTISE 6 500LOCAL EXPERTISE 104 160PERMANENT STAFF 123 750ALLOCATIONS 489 100INSTRUCTIONALCOMMUNICATION & AWARENESS MATERIAL 92 055LOGISTICAL 21 080Sub-total 859 79510 % contingency 85 979

TOTAL 945 524

SECTION 6.MONITORING AND EVALUATION


38

It will require that comparisons between experi-mental and control groups, in this case, the mem-bers of schools that were exposed to the cam-paign and those who were not. It is recommended that the evaluation be conducted in 15% of the schools participating in the campaign, or the bene�ciary schools. The evaluation will be conducted in three steps, each occurring:

- Before the launch of the Learn and Save cam-paign- At the end of the phase 1- At the end of the phase 2Evaluation tools like the KAP’s survey and other observation methodologies will be used to collect and analyse relevant information.

It is strongly recommended that a comprehensive record of all articles and/or news items published in mass media is kept.

1 For further information about this methodology see the Abdul Latif Jameel Poverty Action Lab website: http://www.povertyactionlab.org/methodology

Because we believe that the support and involve-ment of teachers is integral to the success of CEEAP, we designed a teachers’ resource booklet. The booklet is divided into �ve modules and includes practical examples speci�cally tailored to the Caribbean context. The modules are as listed below:Module 1: Energy basicsModule 2: Electricity

Module 3: Non-renewable energy sourcesModule 4: Renewable energy sources Module 5: Uses of energy and energy e�ciency and conservation.

We envision the energy learning box being distributed in schools. The material will be most e�ective if the teacher divides the class into manageable-sized groups, that is, with an avera-ge of eight to ten students per group.

3. MEDIA SURVEY

APPENDIX 1: TEACHERS’ RESOURCE BOOKLET FOR INTEGRATED INSTRUCTION IN SUSTAINABLE ENERGY

APPENDIX 2: INSTRUCTIONAL KIT

BOX


39

The bookmarks are intended to be handy remin-ders of tips for conserving energy at school and at home.

These are intended to be enjoyed in groups of up to �ve students under the supervision of a teacher. Each games and activities bundle consists of a trivia game, two puzzles, and one deck of memo cards.

A LOOK INSIDE THE BOX

POSTER

1

1

2

2

3

3

4

4

5

5

6 7

Posters

Trivial

Memo

Pieces

Playing cards

Bookmarks and bracelets

Booklets

6

7

BOOKMARKS

GAMES AND ACTIVITIES

TRIVIA GAME


· Encourage an energy audit to identify areas

· Check with your principal and science teachers about the Energy ManagementAction Plan (EMPAP) in your school.

· Replace incandescent lights with compact �uorescent lights (CFLs). CFLs use only one-fourth the energy and lasts up to 10 times longer.

· Turn o� all electronic devices when not in use to reduce energy use and costs.

· Use natural lighting or day lighting. When feasible, turn o� lights near windows.

· Install energy meters to track energy use.

· Photocopy only what you need. Always use the second side of paper, either by printing on both sides or using the blank side as scrap paper.

· Encourage your parents to conduct a home-energy audit and create an energy saving plan.

· Turn o� home appliances, lights, TVs,

when not in use.

, and

cooling your home.

· Set the thermostat on your air conditioner to 26°C and on your water heater to 49°C.

· Use microwave to heat up small amounts of food, instead of your oven.

· Wash only full loads of dishes and clothes.

· Air dry clothes.

· Look for energy saving labels e.g. ENERGY STAR® on light bulbs, home appliances, electronics.

· Encourage an energy audit to identify areas of energy savings. Check with your utility company for names of auditors.

· Check with your principal and science teachers about the Energy ManagementAction Plan (EMPAP) in your school.

· Replace incandescent lights with compact �uorescent lights (CFLs). CFLs use only one-fourth the energy and lasts up to 10 times longer.

· Turn o� all electronic devices when not in use to reduce energy use and costs.

· Use natural lighting or day lighting. When feasible, turn o� lights near windows.

· Install energy meters to track energy use.

· Photocopy only what you need. Always use the second side of paper, either by printing on both sides or using the blank side as scrap paper.

SAVING ENERGY AT SCHOOL

· Encourage your parents to conduct a home-energy audit and create an energy saving plan.

· Turn o� home appliances, lights, TVs,

when not in use.

· Use ceiling fans as much as possible, and turn o� when not in use.

· Ensure windows and doors are closed when cooling your home.

· Set the thermostat on your air conditioner to 26°C and on your water heater to 49°C.

· Use microwave to heat up small amounts of food, instead of your oven.

· Wash only full loads of dishes and clothes.

· Air dry clothes.

· Look for energy saving labels e.g. ENERGY STAR® on light bulbs, home appliances, electronics.

SAVING ENERGY AT HOME

40

MEMO CARDS

BRACELETS

The Learn and Save DVD has two main sections, one for teachers and one for students.The section for teachers replicates the content of the four modules in the Teachers’ Resource Booklet. It enhances the booklet’s contents by providing links to energy and environmental programmes being implemented in other regions of the world.The section for students is divided into eight chapters, which include the four chapters of the Learn and Save textbook. The DVD complements the textbook by providing interactive tutorials on the history of energy, guided questions and quizzes, an interactive version of the Caribbean map, and a plethora of other stimulating games and activities.

APPENDIX 3: INTERACTIVE MULTIMEDIA DVD


40

APPENDIX 4: LEARN AND SAVE BOOKLET

The Learn and Save textbook embeds knowledge in the story of two energy families living in a �ctional world that is akin to a pro-green planet. Several characters, each representing one of the energy sources, are brought to life with appealing illustrations and descriptions, including special powers and adventure stories. The textbook has four chapters:Chapter 1: Learning EnergyChapter 2: Sources of EnergyChapter 3: Using and Saving EnergyChapter 4: Energy Activities

There once was a planet called Energia. Its inhabi-tants knew everything there was to know about energy. They also knew one very important rule: energy is neither created nor destroyed; it can only be transformed from one state to another. Energia had two main families. The �rst was the Sustainable Sources family. There were seven members. Their names are Hydrous, Wavy-Kid, Wonder Winder, Volkano, the Sunder brothers, and Biotyfuel.

This family provided Energia with all the clean renewable energy they needed to run their cars, buses, trucks, and other transportation systems as well as their lights and the rest of their house-holds.

The second family was the Non-Renewable Sources family. This was an old, noble family with four members. Their names are Sir Oiler, Lord Nukleus, Koal Knight, and Lady Gassna. The Energians, the Sustainable Sources family, and the Non-Renewable Sources family all came together to make a promise. They agreed that the mem-bers of the Non-Renewable Sources family would live quietly in the planet’s core because if they were used to generate energy, they could harm Energia’s environment.

Unfortunately, one member of the Non-Renewable Sources family broke the promise and told a powerful energy company called ENERGOX about the secret hiding place. No longer protec-ted within Energia’s core, the Non-Renewable Sources family was used day after day, year after year to generate energy. This caused so much damage to Energia that the planet was destroyed nearly a billion years later.

Because of this tragedy the Non-Renewable Sources family and the Sustainable Sources family made a new promise. They swore that they would both live in harmony together in the universe and would protect other planets from being destro-yed like Energia. Hydrous, Wavy-Kid, Wonder Winder, Volkano, the Sunder brothers, Biotyfuel, Sir Oiler, Lord Nukleus, Koal Knight, and Lady Gassna have all noticed that our Earth is in danger. They are here to help us today. Read on to meet them and let’s all learn and save with the energy masters!

SYNOPSIS:


Antigua and Barbuda Argentina Barbados

Belize Bolivia Brazil Canada Chile

Colombia Costa Rica Cuba

Dominica Dominican Republic

Ecuador El Salvador Grenada Guatemala

Guyana Haiti Honduras Jamaica Mexico

Nicaragua Panama Paraguay Peru

Saint Kitts and Nevis Saint Lucia

Saint Vincent and the Grenadines

Suriname The Bahamas Trinidad and Tobago

United States of America Uruguay Venezuela

ISBN 978-0-8270-5898-9

Documents

Argentina Barbados Belize Bolivia Brazil Canada Chile ... · energy plan (NSEP) in each participating country as a means of articulating each nation’s plan to incorporate sustainable