Tier-specific energy benchmarking for disparate schools in developing South Africa

Abstract

The increasing impacts of human-induced climate change in developing countries have spurred government policies, activism, and sustainability research aimed at reducing energy consumption. Understanding the electricity usage of buildings is crucial to cutting carbon emissions and achieving cost savings. This study addresses the challenge of establishing realistic and relevant energy benchmarks for educational institutions in developing countries, specifically focusing on the Western Cape, South Africa. Schools in this region exhibit significant differences in energy intensities but are currently assessed using the same reference standard. A top-down analysis was performed using descriptive statistics to develop energy performance benchmarks tailored to unique patterns of energy consumption in schools. Data from 31 less affluent schools were collected using smart meters to ensure accuracy. The proposed reference benchmarks, ranging from 12 to 37 kWh/m${}^2$ per year, are significantly lower than the existing 60 kWh/m${}^2$ per year benchmark, demonstrating substantial potential for energy savings. This nuanced benchmarking approach accounts for seasonal and term variations in energy usage, providing a more accurate comparison across schools. The research introduces a novel, context-sensitive benchmarking method that extends beyond existing standards by incorporating these variations. It underscores the importance of localized benchmarks for achieving school energy efficiency, contributing to environmental preservation and financial savings. The proposed benchmarks offer a robust framework for policymakers, standard bureaus, and education departments to craft energy efficiency policies that drive progress in the education sector. By addressing the unique energy usage patterns of schools, this approach facilitates targeted interventions, leading to improved energy management and sustainability.