The Energynomics team is involved in efforts to communicate relevant information from the perspective of energy efficiency in public buildings. Since 2017, we have been stimulating conversations between companies, public authorities and experts in Romania’s major cities to identify market trends and energy efficiency solutions. Building on the most recent success of the “Efficient Romania” programme, run by Energy Policy Group with the support of OMV Petrom, we spoke to Radu Sava about the lessons he has learned as a technical expert at EPG. Four school buildings have been modernised following extensive energy rehabilitation, says Radu Sava. It requires detailed planning, flexibility and co-operation, given the large number of parties involved and the complexity of these initiatives.
Mr Sava, what do you think of the idea of building a guide to speed up energy efficiency projects in school buildings?
Trying to create a guide is a great idea, but at the same time extremely difficult. There are so many variables that influence such projects, especially when we are talking about investments realised with public funds. We have applied a specific modus operandi to private initiatives that cannot be completely transferred to public administrations. For example, public budgets are very rigid and every expenditure has to be planned, justified and approved in advance. This makes it very difficult to apply a generic model.
We have realised during the course of our projects that difficulties arise at the survey stage when we assess buildings. We often discover structural or resistance problems that go beyond the scope of the original design. This is where a major difference comes in: privately financed investment is more flexible, compared to the situation of city halls which are often not willing to bear such expenses from their own budgets, such as an energy audit or other assessments prior to obtaining the building permit.
What essential steps follow after this initial prospecting?
The first step after building identification is to carry out a thorough on-site assessment. Our team, together with experts, visit the building to analyse the concrete situation. This process is critical, as it allows us to identify which works are eligible for an energy retrofit project and what is beyond the scope of what we can undertake. For example, if we identify serious structural problems, these need to be addressed before moving on to energy efficiency.
This stage also involves a documentary analysis: we check the cadastre, the existing technical documentation and possible problems related to the organisation of the work. For example, in the case of a school, it may be necessary for the town hall to move educational activities to other premises for the duration of the works, which generates additional costs for transport, rent or temporary relocation. We have encountered cases where it has been necessary to provide transport for pupils or to organise alternative premises, which we cannot take care of, but must be managed by the local administration.
After this initial assessment, the next step is to draw up the Documentation for the Authorisation of Intervention Works (DALI). This includes several mandatory elements such as technical expertises, energy audits, geotechnical studies and other analyses adapted to the specific situation. It is essential to involve institutions such as the ISU (Inspectorate for Emergency Situations) and the DSP (Public Health Department) at an early stage, as obtaining these authorisations can have a major influence on the direction of the project. For example, we have encountered cases where ISU rules required major structural modifications, such as widening stair ramps or installing fire water tanks. These requirements can greatly increase the cost and complexity of the project.
After authorisation, what happens during the actual implementation?
Execution is a complex stage involving many variables. Once a contractor has been appointed by tender, he is responsible for both the detailed technical design and the actual works. Naturally, the work cannot be done without a site manager to supervise the process and ensure that the design, technical and cost specifications are respected. In most cases, it is advisable to involve an additional person from the beneficiary’s side to follow the work and coordinate logistical aspects.
During realisation, necessary adjustments and additional costs frequently arise. For example, the installation of heat pumps or air handling units almost always requires an increase in the availability of electrical power in the building. The electricity distributor carries out the studies and makes the necessary adjustments to the public grid, but the costs are borne by the beneficiary. This process can delay the execution of the works and can affect the initial estimated budget.
Another important aspect is the implementation of modern solutions such as mechanised ventilation systems with heat recovery. These are essential to ensure thermal comfort but also to reduce energy consumption. However, their efficient use also depends on educating building users. For example, opening windows in winter can cancel out the beneficial effects of mechanised ventilation, leading to increased energy consumption.
What role does or can photovoltaics play in energy efficiency projects for school buildings?
Photovoltaics is an essential element in many such projects. In general, we use solar panels to reduce electricity consumption from the grid. This is especially important because during the day, when consumption is high, the building can run almost exclusively on the energy produced by the panels. During the holidays, the surplus energy produced can be fed into the grid, and through the prosumer compensation mechanism the school reduces its electricity costs.
There is a major challenge when we are talking about campuses or buildings with several buildings connected to the same electricity connection. The current prosumer legislation does not explicitly restrict the use of energy produced by PV panels in one building and its consumption in other buildings connected to the same electricity connection. However, in practice, challenges may arise in measuring and accounting for the energy produced and consumed in different building units. For example, if only one of the buildings has photovoltaic panels installed, the energy produced and not consumed locally cannot be measured for a connection to which other buildings are connected. This limits the financial benefits and makes the investment only partially worthwhile.
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To address this problem, legislative changes would be needed to allow integrated energy management at the campus level or multiple buildings under the same grid and connection. This is an issue that beneficiaries should bear in mind when planning such investments, as the economic benefits may be lower than anticipated in their current form. Despite these challenges, PV remains a viable and important solution to reduce conventional energy consumption and the carbon footprint of public buildings
What impact these projects have on final beneficiaries such as pupils and teachers?
The impact is significant. The modernisation of buildings not only improves energy efficiency, but also makes a major difference in the lives of those who use the space. We often see enthusiastic reactions from pupils and teachers when they see the final results. A modernised building, with new facilities and increased comfort, contributes to a more attractive and functional learning environment.
What’s more, these projects come with an important emotional benefit for communities. The modernisation of schools, most often after many decades of minor interventions, becomes a symbol of progress, and parents and pupils are often delighted by the transformations they can experience first-hand. Even if energy efficiency is the main focus, the results are much wider: thermal comfort, modern lighting and renovated spaces contribute to a better quality of life and a better learning environment.
What are the lessons learnt or good practices that could be applied more widely?
One of the important lessons is the need for detailed planning from the outset. As mentioned, many expenses arise along the way and are difficult to anticipate. That’s why we always recommend doing a thorough prospectus and preparing a pessimistic budget scenario.
In terms of replicability, it could probably be useful to develop a centralised library of documentation and best practices. This would help town halls and head teachers to better understand what such projects entail and to approach them with more confidence. In addition, such a resource could significantly reduce the costs and time needed to initiate similar projects.
Thank you very much for the clarity and the ideas! I hope we will have the opportunity to revisit these topics.
With great pleasure! I believe that such initiatives help local governments to better understand what energy efficiency involves and to gain the courage to start similar projects. I can even think of a mayor I worked with on one of the projects. Initially, he was reluctant to support our project, but once he saw the results, he completely changed his perspective.
What’s more, after the work was completed, he was so delighted with the impact of the transformation that he decided to start similar investments from his own resources. Having gone through all the stages of the project, from planning to execution and handover, gave him a clear understanding of the processes involved and the real costs. This practical experience gave her the confidence to start other initiatives, already knowing what to expect and how to manage the challenges. So the first project works as a practical lesson, reducing the unknowns and providing a solid basis for replicating success. You know what they say, the first house is harder to build, but the second one you do much better. Direct experience is the most valuable resource to simplify and accelerate future similar projects.
