Last Updated: 5-2019
Background/purpose – The Netherlands need to take more energy saving measures to meet the targets in the context of energy savings. One of the steps that could be taken are in buildings of primary and secondary schools, which were built mainly between the years 1961 to 2000. They are eligible for building improvements including energy savings measures and improving indoor climate. Schools are coping with obsoleted buildings and bad air quality. ESCos can assist schools with taking energy savings measures (ESMs) with an energy savings guarantee. However, the implementation of ESCos in school buildings is rare in the Netherlands. This research investigates the thresholds for ESCo implementation in school buildings in the Netherlands, and how important different factors have on their decisions for ESCo implementation.
Methodology – With the use of expert interviews and thematic analysis (TA), the barriers and considerations of schools are identified. To determine which aspects are considered important for schools, Analytical Hierarch Process (AHP) is applied.
Findings – The majority of the schools are not familiar with the concept of ESCos. After a short explanation of ESCos, the interviewees from schools see opportunities and barriers, such as risks, split incentives, unnecessary costs, the lack of confidence in ESCos and technical barriers of the building. Aspects that are considered most important by primary and secondary schools are energy savings guarantees and closely followed by trust in ESCos. There are differences between primary and secondary schools. Primary schools find energy savings guarantees, level of service and trust equally the most important. Secondary schools find energy savings guarantees and trust the most important.