Abstract:

In the continuously law evolution energy sector, lifelong learning seems necessary and relevant in order to achieve the strategic aims of the European Union. Particularly, energy efficiency of public buildings is a strategic European aim sanctioned by Directive 2010/31/EU and confirmed in Directive 2012/27/E, underlining their exemplar role. Both Directives underline that public buildings must play a hauling role in the path towards the energy efficiency of the whole building sector.

In order to achieve such ambitious aims, the Public Service technicians specialized learning is essential.

Our contribution shows the didactic experience applied to employees belonging to technical offices of the Public Service, made within the High learning Course for “Expertise in reducing energy consumptions in both urban areas and public buildings” (PON project Research and Competitiveness 2007-2013 -SMART ENERGY MASTER).

In relation to the specific issues dealt, the didactic methodology combined/alternated front lessons, direct and participatory debate with students and lab activities. The lab phase allowed a close examination of the issues faced, applying them to a real case study: the evaluation of energy performances of one of the City halls of Casoria (Naples).

Front lessons gave the necessary knowledge mainly concerning logics at the base of integrated national and supranational strategies about energy efficiency of buildings and inclusion of renewal sources.

The didactic approach of the Lab activities is linked with the key competences reported in the European recommendations, linked not only with knowledge, but also with being able to be and do. The didactic path was carried out through methodologies aimed at developing competences based on lab didactics, problem analysis and solution and project work, with a particular reference to specialistic activities and teachings. Using TERMO-Namirial software applied to the real case study allowed to examine the behaviour of the building-plant system, on the base of different parameters (envelope performances, plant efficiency, direct end-users’ real energy consumptions, exterior environmental conditions, interior comfort levels, integrability with both active and passive solar systems), up to determine energy performances of the whole system for a standard use. From the didactic point of view, the students’ direct involvement in finding out the most efficient rehabilitation interventions, not only on the base of the technical feasibility, but also of the economic parameters (costs/benefits), produced meaningful results and interesting reflection cues.

Keywords:

Lifelong learning, energy efficiency, public buildings.