JO-MSD-2009011100178-JO-MSD-2009
The Princess Alia Foundation
Sustainable Education through Renewable Energy In the Northern Governorates - Fourth Quarterly Progress Report
ABOUT THE PROJECT An education system that develops and nurtures creativity and innovation amongst its students is a cornerstone to the development of any society. Despite high enrolment rates and access to schools throughout the Kingdom, the quality of education remains uneven. Schools in remote areas suffer from insufficient access to electricity to operate daily services such as providing efficient heating and cooling systems within the classroom and connecting computers and online learning. Additionally, with an influx of Syrian refugees, institutions and services are overwhelmed with the increase of demands by an ever-growing population. This project aims to contribute to the overall efforts aiming at mitigating the impact of the Syrian crisis in line with the Jordan Response Plan (JRP) focusing on the Northern governorates (Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates) that are most affected by the Syrian crisis. This will be achieved through the use of Renewable Energy (RE) and Energy Efficiency (EE) systems to reduce the growing energy demands improve the learning environment in schools, increase enrollment and retention of Jordanian and Syrian students, improving the livelihood of surrounding communities and promote the social cohesion at the same time. ABOUT THIS REPORT This quarterly report provides an overview of activities that took place during the fourth quarter of project implementation (April – June 2018). The Report covers the work carried out by Princess Alia Foundation (PAF), Future Pioneers for Empowering Communities (FPEC), Horizons for Green Development (Horizons) and the National Energy Research Center (NERC). THE TEAM PAF was founded by H.R.H Princess Alia Al Hussein and is registered under the Ministry of Social Development. The Foundation aims to promote compassion and respect for all livings beings, using a holistic approach and bringing different stakeholders together to bring forth change. FPEC is specialized in community empowerment through poverty reduction, community building, capacity development, awareness raising and supporting small and medium-sized enterprises in the educational, environmental and social fields. FPEC’s target populations are those who are most vulnerable in society: women, youth, and other marginalized groups. Horizons works to develop a green environment and way of living within Jordan. Through civic engagement, socio-economic empowerment of vulnerable groups, awareness raising and capacity building within the environmental sector, Jordanian society can move towards become more sustainable and environmentally friendly. Following the first three quarters of project implementation, substantial progress had been made. With the roadmaps established and additional preparations made, the project team has moved forward with activity implementation. PAF continues to manage the project’s overall implementation, procurement and the lobbying and advocacy of the work.
Renewable energy and energy efficiency systems for the (100) schools To bring aboard companies to implement renewable energy systems, photovoltaic systems, also PV power systems or PV systems, which are designed to supply solar power by means of photovoltaics – or in simple terms, technologies which derive energy from the sun., These will be used to provide heating and cooling systems, lighting, and general maintenance in schools. Three tenders were released towards the end of February & June 2018. However, prior to the release of the tenders, it was necessary to coordinate with electricity companies to check the capacity of the electricity network to accommodate for the additional load and PV system to be installed in all schools. The results of the electricity network assessment study estimated a total cost of around JOD126,007, a number that would have set the project back but it is much lower than it was expected. However, through discussions held with the Ministry of Education, assistance from their end was offered and they paid the requested amount on the spot to the electricity company which facilitated the smooth release of the three tenders and facilitated the implementation of the project. Moreover, they paid all the suspended electricity bills for the (100) schools to further support our project. The first tender was released in February targeting 32 of the 100 schools that through the initial screening by electricity companied did not require electricity network upgrades. The tender specifically outlines the requirements of each company and the work that will be carried out. The deadline for bid submissions was on 22 April 2018. Received tenders were evaluated by qualified technical and financial committees consisting of qualified candidates from NERC, Ministry of Public Works, Ministry of Education and the Project Team. It was awarded on May 2018 and the contractor started the implementation aiming at finalizing and operating the 32 schools by December 2018. The second and third tenders for the remaining 68 schools have been released on April with a deadline on June 10, 2018. The received tenders have been evaluated technically and financially and it is expected to award the two contracts by Mid July 2018 so that they can finalize the implementation and operation of the remaining 68 schools by end of December 2018, early January 2019 at max which will keep the project schedule and work plan on track
AWARENESS WORKSHOPS AT LOCAL COMMUNITY LEVEL : Workshops focusing on social cohesion and renewable energy best practices continue to take place with the target audience being Syrian and Jordanian women. A total of 38 workshops, 19 renewable energy and climate change Workshops, and 19 social cohesion workshops were conducted targeting 1329 women and girls and 36 men and boys. Participants were equipped with new knowledge that will be dispersed amongst their communities. Half of these workshops were conducted in Ramtha and the remaining was conducted in Irbid. As the direct feedback and impressions from both of the participants and the CBOs in Ramtha were very positive, the same approach was followed in Irbid workshops. The pre and post surveys for Ramtha have been analyzed showing very positive progress and improvement in the participants’ gained knowledge as it is detailed in Annex I. Here are the main questions the improvement was as follow: 1. Do they know the difference between climate change and weather? The participants’ knowledge in this questions has been improved from 82% to 97% 2. What are the reasons behind the climate change? The participants’ knowledge in this questions has been improved from 11% to 37% 3. How to Reduce the Effect of Climate Change? The participants’ knowledge in this questions has been improved from 49% to 76% 4. What are the methods that could achieve Rationalization of Energy Consumption at the household level? The participants’ knowledge in this questions has been improved from 64% to 75% During this quarter, the team managed to complete the workshops in Ramtha and moved to Irbid to expand the benefit for the people there. The distribution of the participants is as follows: 548 participants in Ramtha, 611 in Bani Obaid and 170 participants in Qasbet Irbid. Although the focus in awareness was so far on women and girls due to their strong impact on their families and communities, FPEC is planning to include men and boys in the upcoming workshops to ensure more gender equality. The team is currently in the process of analyzing the pre and post surveys for the different areas to measure the gained knowledge and impact and come up with the results that will benefit the project in general. Additionally, two workshops for gender mainstreaming were conducted for the management board and selected youth through a center run by Youth without Borders (YWB). The workshops targeted 29 males and 11 females. Another workshop is planned for the Sareeh CBO in Irbid to take place in July. At the same time and in order to measure the gender mainstreaming in the targeted schools, FPEC in cooperation with Queen Rania Center have distributed gender questionnaires to a sample of 20 schools to be completed by school directors. This will help us determine their needs and design the trainings accordingly. We are planning to conduct gender training for teachers in August. TEACHERS & STUDENTS ACTIVITIES: With the list of 100 schools finalized, focal points and teachers from each school were selected, with assistance from the Royal Marine Conservation Society (JREDS). Focal points and teachers will remain in constant communication with the project team and will be participating in a training to gain further knowledge on climate change, the energy crisis in Jordan, best practices and tools for rationing energy use and reducing costs and CO2 emissions, and how to organize and implement team building activities between students from different backgrounds to ensure social cohesion and interaction. JREDS management of the 100 schools became official with the signing of a contract on 1 February 2018. Accordingly, three components were brought to life. The first is the Shammousa Manual, which will be distributed throughout the schools outlining all relevant information related to renewable energy and the environment. The second is the development of an interactive CD game (10,000) copies to be distributed throughout the 100 schools. The final component of the Educational Toolkit is the development of a Virtual Reality program to teach students about the environment and energy in an engaging way. These measures will fully engage students and introduce them to best practices on energy saving and to promote green culture. Visits to all 100 schools outlining the project and the activities have been completed. With the completion of the Shammousa Manual, the teacher’s TOT has been completed by JREDS during April and May 2018. Climate change and creation of environmental codes were provided as well as the establishment of environmental committees to discuss the best means of approaching the eco-school program. Trained teachers will commence the students training next semester once they return back from the summer holiday. An action plan has been developed to distribute the (10,000) interactive CDs to the students for next semester. Moving forward with the virtual reality software, one visit was made to one of the schools where students have experienced the virtual reality educational game which took them to a different world where they learnt how the RE is generated starting from space and ending in the electricity cable. Due to some technical difficulties during the use of the system, the project team has amended its action plan so that 2 schools are visited per day once the new semester commences. Moreover and in coordination with the Royal Marine Conservation Society of Jordan (JERDS), a mapping was conducted for summer camps in the northern governorates to investigate where there is a need to support those activities or gaps that our project can fill. We discovered that Makani, a UNCIEF program, has a number of activities in the area and the project team has contacted the focal point there to start the collaboration. We are currently in the process of preparing a concept note for the drop out of school program for Syrian refugee/Jordanian students in two locations in the northern governorates of Jordan. The objective of this is to provide Syrian/Jordanian student ages 6- 17 with catch-up lessons in Arabic, English, and math using community-based organizations as venues during the summer holiday. We are aiming at reintegrating the targeted students into the public school system for the next semester beginning in fall. We have selected two CBOs for now, in Mafraq and Ramtha. We will coordinate with our focal points to select teachers in the coming week, starting the 1st of July. We will target around 150 students. A website is in progress through a specialized media company in order to map out the location of schools that are currently receiving funds and/or assistance related to the environment or renewable energy and from whom. The map will also include schools that are in need of assistance to ensure there is no overlap amongst schools and donors who are interested in similar projects. The 100 selected schools have also been marked on Google Maps for future reference. The project team has visited Queen Rania Center for IT to explore possible cooperation channels as they are hosting all the servers responsible for the very detailed data for schools in the kingdom, their students and staff. It was agreed that the project will develop its own website for the schools equipped with RE&EE systems but the server will be hosted at Queen Rania Center to ensure more sustainability. The web site will be launched next quarter. As collaborations with JREDS continue to be productive, it was recommended by the Netherlands Embassy for the project team to reach out to Mercy Corps for a possible partnership. Mercy Corps implements similar projects and are also recipients of the same fund. A meeting was held on 20 February 2018 and proved to be fruitful. The conversation led to a partnership to be developed throughout different levels (schools, governance, and water) as the mandate of the team and Mercy Corps are very similar. An MOU has been signed by the two parties and follow-up technical meetings have taken place to discuss the logistics of creating this synergy CBOs ACTIVITIES: During the second quarter, 4 CBOs were selected to participate in the program. Socio-economic baseline studies were conducted for the 4 CBOs to evaluate their capacity, how to best use their respective skillset, and what possible small initiatives could take place. However, meetings were held with an additional two CBOs and it was recommended by the project team to replace one of the current CBOs as their capacity may not be at the expected level to carry out appropriate tasks. Cooperation agreements have been signed with the final selected 4 CBOs in April to start implementing the agreed upon small initiatives. So far, the activities in the 4 CBOs are progressing very well. Staff and focal points from each CBO have been selected and recruited for at least six-ten months which provided job opportunities for almost (12) youth (male and female). Main activities with the CBOs are: 1. Revolving funds for the local community to purchase RE&EE systems for their houses to reduce the electricity bills and reduce CO2 emissions through using mainly PV systems and solar heaters. 2. Launching exhibitions/shops fully equipped for selling RE/EE systems for the local community supported by the revolving funds mechanisms. 3. Coordinate with JREEEF which supports partially the installation of the PV systems and solar heaters so that the remaining value will be covered by the CBOs through the revolving fund mechanism. Our plan is to collaborate to make the process clear and more transparent for local communities in the northern governorates so this becomes a realistic option for them. 4. Equipping training halls to be used for training and awareness for local communities. These halls will be like a gathering hub for the local people to announce the provided services by the CBO for them under the project and to be used for different awareness events. So far, four workshops are planned targeting 200 youth (male and female) 5. Train the recruited CBO staff on doing the energy audit to be rolled-out for the local houses and commercial buildings. 6. Asses the CBOs needs and capacities to provide them with needed training and programs to ensure sustainability. VOCATIONAL TRAINING CENTERS ACTIVITIES: Concerning progress made with the vocational training centers (VTCs), two meetings were held to discuss the project and the role they will play, the equipment needed to prepare the labs and the signing of Memorandum of Understanding (MoU) between Princess Alia Foundation (PAF) and the VTCs. As discussed in the meetings, youths participating in the training course at the VTCs will register through an assigned CBO, will receive a monthly stipend, transportation and meals. Participants will receive all relevant training material and will receive a professional practicing license and toolkit upon completion. The training course will last for 600 hours (4-6 months) with the training material to be developed in collaboration between the VTCs and a project consultant. So, an MOU was signed with the VTCs and three main centers in Mafraq, Irbid and Shouneh will be equipped with off-grid and on-grid PV systems for educational purposes. CBOs will be the connection channel for nominating youth to be trained in the VTCs. Adding this new training and career to the VTCs is a great asset for the government and for youth in general and for the project in particular as it will ensure the sustainability of this program and will open the door for the green jobs in Jordan on equal basis. The project team is currently in the process of developing materials for the training including a training manual. An announcement for the training will be made in the 1st week of July through the vocational training centers and social media. SOCIAL COHESION: It’s worth mentioning that the entire project team including the partner CBOs has ensured the inclusion of Syrian and Jordanian participants (male and female) on equal basis in all the above clarified activities so far especially in the awareness workshops which induce the behavioral changes of both Jordanians and Syrians to rationalize energy use, and induce social cohesion LOBBYING AND ADVOCACY ACTIVITIES: 1. Signing partnership MOUs with different parties mainly VTCs, Mercy Corps, Ministry of Education, and Ministry of Social Development. 2. As previously discussed to set-up a central/general fund, where every school can allocate their energy savings/earnings in one location. This was agreed upon and supported by HRH through meetings and discussions held with the Ministry of Education. By equipping schools with RE&EE systems, they will be provided with free and clean energy for the next 25 years, allowing them to create a surplus of produced energy that can be sold to electricity companies and to transfer savings made to this trust fund. In addition, PAF will tackle carbon trade as the installed systems will reduce CO2 emissions by almost 5,000 tons annually. HRH has emphasized the importance of creating such a trust fund under the supervision of the Ministry of Education in order to utilize its savings to assist and improve the learning environment for other vulnerable schools. A proposal was sent accordingly to the Minister to be forwarded to the right channels 3. To study our project best options in regard to the CO2 credit in compliance with Jordan’s’ share and commitment, the project team has organized a meeting with the climate change department at Ministry of Environment. Also, a meeting was conducted with one of the accredited international organizations called UPM to draw the road map for this activity. So far, and as the price of one ton of carbon has been reduced to less than half a dollar internationally, the minster of environment is looking for other options to benefit from the installed PV systems especially that electricity company and large factories and investors are pushing Ministry of Environment to look and adopt a suitable solution. Our project is keeping a close follow up to benefit from the results. 4. Its worth mentioning that PAF has started this activity even before the actual start of the project. PAF managed to lobby for the inclusion of RE systems in building codes for any future school. Moreover, it is in the process of changing the current electricity tariff of the schools to a lower rate as they are currently paying a commercial tariff.
The Princess Alia Foundation
This quarterly report provides an overview of activities that took place during the fourth quarter of project implementation (April – June 2018). The Report covers the work carried out by Princess Alia Foundation (PAF), Future Pioneers for Empowering Communities (FPEC), Horizons for Green Development (Horizons) and the National Energy Research Center (NERC).
Mafraq , Irbid, Ramtha and North Shouneh Governorates
Goal 4 (30%) , Goal 5 (10%) , Goal 7 (30%) , Goal 13 (15%) , Goal 17 (15%)
5687371
JO-MSD-2009011100178-JO-MSD-2009011100178-JO-MSD-2009
The Princess Alia Foundation
Sustainable Education through Renewable Energy In the Northern Governorates - FIFth Quarterly Progress Report
An education system that develops and nurtures creativity and innovation amongst its students is a cornerstone to the development of any society. Despite high enrolment rates and access to schools throughout the Kingdom, the quality of education remains uneven. Schools in remote areas suffer from insufficient access to electricity to operate daily services such as providing efficient heating and cooling systems within the classroom and connecting computers and online learning. Additionally, with an influx of Syrian refugees, institutions and services are overwhelmed with the increase of demands by an ever-growing population. This project aims to contribute to the overall efforts aiming at mitigating the impact of the Syrian crisis in line with the Jordan Response Plan (JRP) focusing on the Northern governorates (Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates) that are most affected by the Syrian crisis. This will be achieved through the use of Renewable Energy (RE) and Energy Efficiency (EE) systems to reduce the growing energy demands improve the learning environment in schools, increase enrollment and retention of Jordanian and Syrian students, improving the livelihood of surrounding communities and promote the social cohesion at the same time. ABOUT THIS REPORT This quarterly report provides an overview of activities that took place during the fourth quarter of project implementation (April – June 2018). The Report covers the work carried out by Princess Alia Foundation (PAF), Future Pioneers for Empowering Communities (FPEC), Horizons for Green Development (Horizons) and the National Energy Research Center (NERC). THE TEAM PAF was founded by H.R.H Princess Alia Al Hussein and is registered under the Ministry of Social Development. The Foundation aims to promote compassion and respect for all livings beings, using a holistic approach and bringing different stakeholders together to bring forth change. FPEC is specialized in community empowerment through poverty reduction, community building, capacity development, awareness raising and supporting small and medium-sized enterprises in the educational, environmental and social fields. FPEC’s target populations are those who are most vulnerable in society: women, youth, and other marginalized groups. Horizons works to develop a green environment and way of living within Jordan. Through civic engagement, socio-economic empowerment of vulnerable groups, awareness raising and capacity building within the environmental sector, Jordanian society can move towards become more sustainable and environmentally friendly. Following the first three quarters of project implementation, substantial progress had been made. With the roadmaps established and additional preparations made, the project team has moved forward with activity implementation. PAF continues to manage the project’s overall implementation, procurement and the lobbying and advocacy of the work.
Overall Objective: This project aims to contribute to the overall efforts aiming at mitigating the impact of the Syrian crisis in line with the JRP focusing on the Northern governorates (Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates) that are most affected by the Syrian crisis. This will be achieved through the use of Renewable Energy (RE) and Energy Efficiency (EE) systems to reduce the growing energy demands, improve the learning environment in schools, increase enrollment and retention of Jordanian and Syrian students, improving the livelihood of surrounding communities and promote the social cohesion at the same time. Project Specific Objectives: 1. Improve the learning environment and reduce the present challenges in schools with high numbers of Syrian students at schools located in remote areas through providing them with a free source of needed electricity; renewable energy coupled with energy efficiency devices to operate various learning tools such as computers, access on-line curricula, sufficient lighting, cooling and heating systems to provide a safe and healthy learning environment and increase student retention. 2. Provide a sufficient sustainable income by savings in the electricity bills and by connecting these schools to the national grid enabling the sale of excess electricity generated. This additional income will be used for the daily maintenance of the system and the schools such as replacing broken windows, doors, painting, procuring educational resources and others. 3. Improve the livelihood of surrounding communities through creating new job opportunities for youth in the energy sector. They will be trained by the RE private sector and at least 10% will be hired to ensure the sustainability of the systems. 4. Empower the role of women CBOs in the targeted areas as training centers for local youth in the field of installing and maintaining Renewable Energy (RE) and Energy Efficiency (EE) systems. 5. Promote the social cohesion and community solidity between the Syrian refugees and hosting communities.
Renewable energy and energy efficiency systems for the (100) schools. As mentioned in previous reports, three companies are awarded to install RE and PV systems for providing heating and cooling equipment, lighting and maintenance to the (100) selected schools. Support rendered by the Ministry of Education to this particular project made it possible to pay an outstanding balance identified in a concluded electric survey (JOD 126.007) due to the Electric Company. While this amount could have severely influenced available budget, demonstrated MoE support made it possible that suppliers proceed with schedule as initially planned. The MoE also paid the accumulated electricity bills on behalf of all identified 100. It is expected that the work of these companies at the selected schools will be completed by Dec 2018/January 2019. This directly benefits 41,406 Jordanian and Syrian students of which 17,145 boys (%41) and 24,261 girls (%59). AWARENESS WORKSHOPS IN COMMUNITIES: Host communities are actively engaged in conducting awareness workshops in cooperation with women CBOs. Thematic topics address social cohesion and best practices on renewable energy targeting Syrian and Jordanian women who will in return dispersed awareness to their respective communities. So far, the project managed to conduct 80 workshops in Ramtha, Irbid, and North Shouneh (40 days on social cohesion and 40 days on energy awareness). The workshops will be next rolled out in Mafraq’s different villages. Evaluating the pre and post surveys proved the gained knowledge and the shifted positive approach of 3,011 people: 2,640 women (1,777 Jordanians and 863 Syrians) and 371 men (252 Jordanians and 119 Syrians). As the preliminary direct feedback and impressions from both of the participants and the CBOs in Ramtha were very positive, the same approach was adopted in Irbid and North Shouneh workshops. Here are examples of questions that show the improvement in gained knowledge of participants after attending the awareness session: 1. Do you know the difference between climate change and weather? The participants’ knowledge in this questions was improved from 82% to 97% 2. What are the reasons of climate change? The participants’ knowledge in this question is improved from 11% to 37% 3. How to Reduce the Effect of Climate Change? Participants’ knowledge in this question was improved from 49% to 76% 4. What are the methods that could achieve Rationalization of Energy Consumption at the household level? Participants’ knowledge to this questions was improved from 64% to 75% . TEACHERS & STUDENTS ACTIVITIES: 1. The 100 selected schools profited further through their inclusion in the Eco-Schools program; where an international certified body is teaching students how to be active in changing others actions by rationalizing energy use through following best practices. Focal points and teachers from each school were selected, with assistance from the Royal Marine Conservation Society (JREDS). Focal points and teachers will remain in constant communication with the project team and will be participating in a training to gain further knowledge on climate change, energy challenges in Jordan, best practices and tools for rationing energy use and reducing costs and CO2 emissions, and how to organize and implement team building activities between students from different backgrounds to ensure social cohesion and interaction. JREDS management of the 100 schools became official with the signing of a contract on 1 February 2018. So far, JREDS managed to complete the TOT for 200 teachers (125 females and 75 males). This enhanced extra-curricular activities in these schools. 2. In consequence, three components are brought to life; Shammousa Manual, distributed to schools outlining all relevant information related to renewable energy and the environment, development and distribution of (10,000) copies of an interactive CD game to the 100 schools, and the Educational Toolkit which is developing of a Virtual Reality program to teach students about the environment and energy in an engaging way. These measures will fully engage students and introduce them to best practices on energy saving and to promote green culture. Students participated in an interactive virtual reality video that takes viewers on a dream like journey through space to better understand the operation of PV systems demonstrating how energy is generated and saved. So far 1,434 students experienced the video. 3. A website is in progress through a specialized media company in order to map out the location of schools that are currently receiving funds and/or assistance related to environment or renewable energy and by whom. The map will also include schools that are in need of assistance to ensure there is neither schools overlap nor donors prioritizing similar projects. The 100 selected schools have also been marked on Google Maps for future reference. The project team visited Queen Rania Center for IT to explore possible cooperation channels as they are hosting all the servers responsible for the very detailed data for schools in the Kingdom, their students and staff. It was agreed that the project will develop its own website for the schools equipped with RE&EE systems but the server will be hosted at Queen Rania Center to ensure more sustainability. The website is almost ready and expected to be launched soon. CBOs ACTIVITIES: During the second quarter, 4 CBOs were selected to participate in the program. Socio-economic baseline studies were conducted for the 4 CBOs to evaluate their capacity, how to best use their respective skillset, and potential small initiatives which could take place. Cooperation agreements are signed with the final selected 4 CBOs in April to start implementing the agreed upon small initiatives. A fifth CBO was selected at a later stage to expand the benefits based on positive results. The engagement of women CBOs is further deepened by equipping the selected CBOs with exhibitions that provide citizens with RE & EE systems through revolving funds, or through networking with local support initiatives such as JREEEF. The project has equipped these exhibitions with trained 15 local youth who are keen to raise awareness in the community and encourage them to adopt best practices through conducting the energy audits at a household level. These CBOs are equipped with proper training halls that are used as a hub for the local community to promote green culture. Thus far, more than 20 families have benefited from these services which are mainly: 1. Revolving funds for the local community to purchase RE&EE systems for their houses to reduce the electricity bills and reduce CO2 emissions by using mainly PV systems and solar heaters. 2. Launching exhibitions/shops fully equipped for selling RE/EE systems for the local community supported by the revolving funds mechanisms. 3. Coordinate with JREEEF which supports partially the installation of the PV systems and solar heaters so that the remaining value will be covered by the CBOs through the revolving fund mechanism. Our plan is to collaborate to make the process clear and more transparent for local communities in the northern governorates so this becomes a realistic option for them. 4. Equipping training halls to be used for training and awareness for local communities. These halls will be like a gathering hub for the local people to announce the provided services by the CBO for them under the project and to be used for different awareness events. So far, four workshops are conducted which targeted 200 youth (male and female). 5. Train the recruited CBO staff on doing the energy audit to be rolled-out for the local houses and commercial buildings. 6. Asses CBOs needs and capacities to provide them with needed training and programs to ensure sustainability. VOCATIONAL TRAINING CENTERS ACTIVITIES: To sustain efforts of creating green jobs, and following the signed Memorandum of Understanding (MoU) between Princess Alia Foundation (PAF) and the VTCs, the project has equipped three of the main vocational training centers with on-grid and off-grid educational PV systems. They were also provided with comprehensive TOT that is crucial in order to teach youth how to install and maintain the RE & EE systems and expand the benefits for all communities. An announcement was posted to attract interested youth to apply for the training through filing a specific application. The project team is in the process of reviewing the received applications to select the potential youth (males and females) to join the training. Youth participating in the training course at the VTCs will receive a monthly stipend, transportation and meals. Participants will receive all relevant training material and will receive a professional practicing license and toolkit upon completion. The training course will last 600 hours (4-6 months) with the training material to be developed in collaboration between the VTCs and a project consultant. SOCIAL COHESION: It is worth mentioning that the entire project team including the partner CBOs has ensured the inclusion of Syrian and Jordanian participants (male and female) on equal basis in all the above clarified activities so far especially in the awareness workshops which induce the behavioral changes of both Jordanians and Syrians to rationalize energy use and induce social cohesion. LOBBYING AND ADVOCACY ACTIVITIES: 1. Signing partnership MOUs with different parties mainly VTCs, Mercy Corps, Ministry of Education and Ministry of Social Development. 2. As previously discussed to set-up a central/general fund, where every school can allocate their energy savings/earnings in one location. This was agreed upon and supported by HRH through meetings and discussions held with the Ministry of Education. By equipping schools with RE&EE systems, they will be provided with free and clean energy for the next 25 years, allowing them to create a surplus of produced energy that can be sold to electricity companies and to transfer savings made to this trust fund. In addition, PAF will tackle carbon trade as the installed systems will reduce CO2 emissions by almost 5,000 tons annually. A proposal was sent accordingly to the Minister to be forwarded to the right channels. The project team is planning to recruit a specialized advocacy team of lawyers in order to follow this matter with Parliament. 3. The project is still in discussion with Ministry of Environment to study our project’s best options with regard to CO2 credit in compliance with Jordan’s’ share and commitment. So far, and as the price of one ton of carbon is reduced to less than half a dollar internationally, the Minister of Environment is looking for other options to benefit from the installed PV systems especially that the electricity company and big factories and investors are pushing the Ministry of Environment to look and adopt a suitable solution. 4. PAF has managed to lobby for the inclusion of RE systems in building codes for future schools. Moreover, it is in the process of changing the current school electricity tariffs to a lower rate as they are currently being charged with a commercial tariff.
The Princess Alia Foundation
The duration of the fifth quarterly report is July 1,2018 to Sep 30, 2018
The duration of the fifth quarterly report is July 1,2018 to Sep 30, 2018
Mafraq, Ramtha, Irbid and North Shouneh
5687371
JO-MSD-2009011100178-JO-CCD-200138796-DSH201820
The Princess Alia Foundation
Sustainable Education through Renewable Energy in the Governorates Affected by the Syrian Crisis
As Jordan strives to take its place as a modern country on the world map, education takes an even greater role in raising the future generation. A country with few natural resources, Jordan looks to its human resources as the key element for its success in the markets of the region, and the prosperity, health, and security of its people. The country envisions a population of responsible, self-confident, and innovative learners. The ability of the educational system to develop and nurture creativity and innovation among learners will be a cornerstone that contributes to the development of a knowledge economy in Jordan. Despite the very high enrollment rates and the availability of access to schools across the Kingdom, the quality of education remains uneven. The average achievement in urban areas is higher than that in the rural and more remote areas. One of the major challenges of the Ministry of Education is to provide the schools with the required budget to provide students with a safe and healthy learning environment conducive to maximum learning in all schools across the Kingdom. The schools in remote areas lack sufficient electricity to operate daily services such as providing efficient heating and cooling systems within the classrooms lighting the classrooms, connecting computers and online learning, in extreme temperatures and lack of sufficient financial resources to improve the schools’ environment. A further challenge is, the large influx of Syrian refugees to Jordan, since 2011 has increased the load on the Kingdom’s already limited resources. Jordan hosts 1.5 million Syrians, 655,365 are refugees . The country in general, and its northern communities in particular, have come under severe stress as institutions and services are overwhelmed with the increasing demands placed upon them by the growing population. Key drivers of tension between the hosting communities and the refugees at the micro-level are safeguarding livelihoods and competition for income-generating opportunities; the struggle to find adequate, affordable housing; and challenges in the education sector such as difficulty in accessing education and a deteriorating learning environment. These drivers of tension are also prevalent on the macro-level . Jordan’s generous provision of free access to public schools to Syrian children has also increased the pressure on primary schools in intake areas. This in turn poses challenges to ensuring a healthy learning environment, and has stoked inter-communal tension in some towns where Jordanians see Syrian refugees as increasing class sizes, and straining school resources. Some Jordanians who had enrolled their children in private schools but could not continue to send them for financial reasons reportedly found nearby public schools were full due to increased Syrian enrollment further compounding the social tension between the host communities and the Syrian refugees. The link between education and poverty is a complex yet highly interdependent issue where education can be a driving factor in pulling families out of the cycle of poverty. Providing education will reduce the risks of early marriage and military recruitment of children, stabilize economic futures by increasing earning potential, and ensure that today’s youth will be better equipped to confront their uncertain futures. Moreover, the Syrian crisis has exacerbated long-standing structural challenges in the energy sector in terms of supply, demand and management. Securing a sustainable energy pathway for Jordan is more critical today than ever. The Government of Jordan has made progress in this regard, through a National Energy Strategy, currently under implementation, and the adoption, in 2012, of the Energy Efficiency and Renewable Energy Law, that provides incentives for sustainable energy solutions. A priority is to achieve local energy production, mainly by scaling-up renewable energy initiatives and improving energy efficiency across the board. This project aims to contribute to the overall efforts aiming at mitigating the impact of the Syrian crisis in line with the Jordan Response Plan (JRP) focusing on the Northern governorates (Mafraq, Ramtha, Irbid, and North of Balqa’a Governorates) that are most affected by the Syrian crisis. This will be achieved through the use of Renewable Energy (RE) and Energy Efficiency (EE) systems to reduce the growing energy demands improve the learning environment in schools, increase enrollment and retention of Jordanian and Syrian students, improving the livelihood of surrounding communities and promote the social cohesion at the same time.
Deliverables Description: 1.1 A clean source of energy is provided for the selected schools 1.1.1 The project contracted the National Energy Research Centre (NERC) in order to assess the current electricity consumption at the selected 100 schools and specify the needed PV systems, heating and cooling systems and lighting systems to reduce the electricity bills to almost zero and improve the learning environment at the same time. The (100) schools were selected at the northern governorates in cooperation with Ministry of Education based on certain selection criteria such as the value of electricity bills, overcrowding, poverty, number of Syrian students, elementary schools and number of teaching shifts. 1.1.2 Accordingly, three tenders were released and evaluated through an evaluation committee that gathered NERC, Ministry of Education (MoE) and Ministry of Public works. The three tenders were awarded on May and July 2017 and the work is in progress for the 100 schools. Support rendered by the Ministry of Education to this particular project made it possible to pay an outstanding balance identified in a concluded electric survey (JOD 126,007.0) due to the Electric Company. While this amount could have severely influenced available budget, MoE support made it possible that suppliers proceeded with the schedule as initially planned. 1.1.3 Several lessons learned can be documented from this experience. An important one is the necessity of schools’ roofs inspection before moving ahead with installing the PV systems or even the selection of the school in the first place. An agreement was signed with The Royal Scientific Society (RSS)/Buildings department in order to supervise the inspection of the selected schools’ roofs. When the roofs were inspected through laboratory testing, it was found that some of the schools’ buildings’ were week and can’t handle the new PV systems especially if we added the wind force and other weather factors. Some of the schools are 70 years old. Therefore, PAF’s team in cooperation with RSS’s team and the Ministry of education has extensive site visits to the northern governorates to select 19 new schools that are less than 20 years old and have similar capacities to the replaced ones. These schools have to go through NERC’s assessment in order to specify the required heating/cooling systems and PV capacities. An amendment to NECR agreement was crucial in this case to ensure proper technical supervision. 1.1.4 Currently, the Ministry of Renewable Energy has included the roofs’ inspection as a requirement and perquisite for installing the PV systems to ensure the safety of students and sustainability of the installed systems. So far, 51 schools have been equipped with PV systems, heating/cooling systems, 30 are under RESS/NERC approval and process, and the remaining 19 schools have been selected and will go through NERC’s assessment to specify the needed systems capacities. 1.1.5 The project activities have crossed with the activities of another project which is the National Alliance Against Hunger and Malnutrition (NAJMAH). This project focuses on improving the living conditions of Syrians and Jordanians through employing them in the maintenance activities of schools. This has interfered with the maintenance activities of our contractors. In order to maximize the benefit, the project decided to leave the schools maintenance for NJAMAH and utilize the saved money to benefit other schools. 1.1.6 According to the above clarified new requirements, it is expected that the work at the 100 schools will be completed by April 30 2019. This will directly benefit 48,351 Jordanian and Syrian students of which are 20,662 boys and 27,689 girls, 39,496 are Jordanian students while 8,855 are Syrians. 1.2 Improve learning environment at the selected schools: 1.2.1 The 100 selected schools profited further through their inclusion in the Eco-Schools program; where an international certified body is teaching students how to be active in changing others actions by rationalizing energy use through following best practices. Focal points and teachers from each school were selected, with assistance from the Royal Marine Conservation Society (JREDS). Focal points and teachers will remain in constant communication with the project team and they have participated in a training to gain further knowledge on climate change, energy challenges in Jordan, best practices and tools for rationing energy use and reducing costs and CO2 emissions as well as how to organize and implement team building activities between students from different backgrounds to ensure social cohesion and interaction. 1.2.2 So far, JREDS managed to complete the following; - The international Eco-Schools program was introduced to 100 schools. - TOT for 200 teachers (125 females and 75 males). - (9) Focal points volunteers appointed to follow up on activities in all selected schools. - (3,127) students were educated through the Eco-schools program. - Ran capacity building programs for the hired staff regarding action plan development, eco-schools and Shamouseh. - Printed and distributed promotional stickers in the “Turn off and save” (Tafeha o benhawesh) energy saving program across targeted schools. - Awareness campaign was launched via media outlets; Facebook, the press, e-letters and interviews organized to promote effective energy practices. 1.2.3 In so doing, three components were brought to life; Shammousa Manual, distributed to schools outlining all relevant information related to renewable energy and the environment, development and distribution of (10,000) copies of an interactive CD game to the 100 schools, and the Educational Toolkit which was developed for a Virtual Reality program. 1.2.4 The Virtual Reality educational screening was developed in parallel with the Eco-schools program to create a live experience for students about RE/EE and to teach them about the environment and energy in an engaging approach. These measures have fully engaged students and introduced them to best practices on energy saving and promoted green culture. Students participated in an interactive virtual reality video that takes viewers on a dream like journey through space to better understand the operation of PV systems demonstrating how energy is generated and saved. So far (3,127) students experienced the video; https://www.youtube.com/watch?v=_jHP5YmgZXs&feature=youtu.be 1.2.5 To further support the awareness among students that are younger in age, an interactive song is under development which will be broadcasted on famous children channels to reach out to the largest possible number of children. 1.2.6 A website was developed through a specialized media company in order to map out the location of schools that are currently receiving funds and/or assistance related to environment or renewable energy and by whom. The map will also include schools that are in need of assistance in order to ensure no overlapping of schools or donors prioritizing similar projects. The 100 selected schools have also been marked on Google Maps for future reference. The project team visited Queen Rania Center for IT (QRCIT) to explore possible cooperation channels, QRCIT host all the servers responsible for the schools’ data for in the Kingdom, their students and staff. It was agreed that the project will develop its own website for the schools equipped with RE&EE systems but the server will be hosted by the Queen Rania Center to ensure more sustainability. The first draft of the website is launched. http://solarjordanschools.com/ 1.2.7 Remedial classes and drop out of schools The project in cooperation with the local CBO’s have organized Summer remedial classes supported in the northern governorates, targeting Jordanian and Syrian students. Arabic, English and math lessons targeted out of school children, enabling them to apply for placement tests. A further professional program was developed in cooperation with “Youth Without Borders” CBO who are very active in Ramtha and one of the project CBO’s. They are going to cooperate with the Ministry of Education to attract 100 students who left school; those 100 students will be able to attend remedial classes over a three month time period and will then be enrolled back in schools. So far, 500 students have benefited from this program: 276 boys (96 Jordanians and 180 Syrians) and 224 girls (101 Jordanians and 123 Syrian). 1.3 Awareness Workshops In Communities: 1.3.1 Outside the school sphere, the project has completed a CBO mapping activity where (60) CBO’s were visited and assessed by our team. Almost (10-15) CBO’s were selected for the awareness activities while four CBO’s have been selected to further enhance the local green initiatives and employment. 1.3.2 The host communities are actively engaged in conducting awareness workshops in cooperation with the selected women CBO’s. Thematic topics address social cohesion and best practices on renewable energy that target Syrian and Jordanian women who will in turn spread awareness to their respective communities. In 2018, the project managed to conduct 100 workshops in Ramtha, Irbid, Mafraq and North Shouneh (50 days on social cohesion and 50 days on energy awareness). 1.3.3 Evaluating the pre and post surveys demonstrated the knowledge gained and the new positive attitude of 3,974 people of which are: 3,182 women and 792 men (2,854 Jordanians and 1,120 Syrians). 1.4 The role of women-led CBO’s in empowering women, reducing poverty and promoting the green culture in the surrounding communities 1.4.1 Forged partnership with four women CBO’s were established; in Mafraq, Ramtha, Sareeh/Irbid and the Jordan Valley, to develop their organizational and service minded skills for their communities. Women and youth employment is embedded within the activities through small income generating projects and the introduction of RE&EE technologies in close partnership of the private sector: - Two energy shops were created and equipped to showcase renewable energy and energy efficient technologies. The showrooms are managed by women CBO’s and employ youth from the local community. - Revolving funds for the local community to purchase RE&EE systems for their houses in order to reduce their electricity bills and reduce CO2 emissions by mainly using PV systems and solar heaters. So far, more than 50 families have benefited from the provided services such as solar heaters, AC’s that save energy as well as other systems that have reduced their energy bills. - Coordinated with JREEEF who partially support the installation of the PV systems and solar heaters so that the remaining value will be covered by the CBO’s through the revolving fund mechanism. Our plan is to collaborate and make the process clear and more transparent for local communities in the northern governorates therefore becoming a realistic option for them. - Youth trained on RE&EE and teams run energy audits in their communities, raising awareness and promoting the added value when adopting those technologies. The teams are working in different environments and can tailor required equipment for each setting. - These initiatives have managed to employ 15 youths both male and female from the local communities. - The honey production project was launched, women were trained and a showroom was built to market the products. - To ensure synergies in different programs, one CBO was supported with a solar pump in an existing water purification plant. The plant now runs a full eco-system. - Equipped training halls were and will be used for training and awareness for the local communities. These halls will act like a hub for the local community members, to announce the CBO’s available services under the project as well as be used for different renewable energy and energy efficiency awareness events. So far, four workshops were conducted which targeted 500 citizens (male and female). - Linkages between the CBO’s and the local authorities are formed for future cooperation and support. - The CBO’s premises are maintained and equipped with necessary furniture and equipment in order to improve services and to ensure consistent income generation by renting out the facilities. 1.4.2 The above small initiatives have proved their success and the positive impact in terms of youth capacity building, employment and long standing green business models. Thus, the project has decided to benefit an additional CBO in Mafraq (making it the fifth) in order to expand the benefits to additional communities. 1.4.3 Forged cooperation and support with other projects that are funded by the Dutch Ministry such as the hydroponic agriculture that is implemented by Eco-Consult Company. Our project has provided one of our CBO’s with off-grid PV system for the Hydroponic unit provided by Eco-Consult to reduce their energy bill by 100% from JOD 300.0 to Zero. 1.5 Vocational Training Centers (VTC’s) 1.5.1 To sustain the green job’s creation efforts, and by following the signed Memorandum of Understanding (MoU) between Princess Alia Foundation (PAF) and the VTC’s, the project has equipped three of the main vocational training centers with on-grid and off-grid educational PV systems. - A one-week ToT session was organized by the EU TA II program manager for 5 teachers. The ToT was crucial in order for the teachers to impart to youth how to install and maintain the RE & EE systems and expand the benefits for all communities. - Energy curriculum training material was developed (in cooperation with the EU) where 250 copies were printed and distributed to VTC’s. - Photo-voltaic education simulators (on/off grids) were installed in 3 VTC’s in the northern governorates; Irbid, Jordan Valley and Mafraq. - Educational tool kits were developed and will be distributed to graduates. - 100 students; 40 females and 60 males, enrolled in a 6 month RE&EE VTC training program. Graduates shall receive a ‘skilled’ level diploma. 1.5.2 The Employment Application is under process, it will become a platform that connects the trained youth and possible employers. This application will be open to all in order to facilitate job opportunities. 1.6 Lobbying and Advocacy 1.6.1 Signing partnership MOU’s with different parties; VTC’s, Mercy Corps, the Ministry of Education and the Ministry of Social Development to ensure their cooperation and support for the project. 1.6.2 PAF has managed to lobby for the inclusion of RE systems in building codes for future schools. Furthermore, it is in the process of changing the current school electricity tariffs to a lower rate as they are currently being charged with a commercial tariff (which is the highest). 1.6.3 The project has signed two contracts with two different experienced consultants. The first consultant will follow the establishment and set-up of a central/general fund, where every school can allocate their energy savings/earnings in one location. By equipping schools with RE&EE systems, they will be provided with free and clean energy for the next 25 years, allowing them to create a surplus of produced energy that can be sold to electricity companies and to transfer savings made to this trust fund. As a start, this was agreed upon and supported by HRH Princess Alia through meetings and discussions held with the Ministry of Education. They assigned two consultant one will follow through with meeting with the relevant stakeholders. 1.6.4 The second consultant will tackle the carbon trade mechanism in cooperation with the Ministry of environment as the installed systems will reduce CO2 emissions by almost 5,000 tons annually. The consultant will follow this matter with the Parliament. This will be a valuable opportunity that is applauded by the Ministry of Environment as Carbon Trade has been on hold for some time and there is a need to re-activate this topic and look for new mechanisms that are in the best interests of Jordan.
3) Are the target group engaged in the implementation of the project? Yes, Intensively. Please elaborate: - The intensive awareness workshops for the local communities surrounding the schools had mobilized the community to be part of the project activities and they are actively inquiring on educational courses to get better understanding on available technology and means of energy savings. - Introduce the revolving fund model at CBO’s to ease the economic burden: participating associations engaged in managing fund creation and operation. Once active, community members are sensitized on process and began applying for interest-free loans to finance renewable energy technologies at homes, shops and farms with confidence in the investment made and revenue on the longer term. - Renewable energy showrooms are established and illustrate RE technologies: shops display renewable energy products that the community members can purchase through an interest-free payment system, they have started utilizing the educational material in the shops to learn more on RE and EE. - CBO energy audit teams: recruited focal points and volunteers trained and tasked with energy audits are actively promoting the audit exercise, sensitizing community and illustrating saved electricity bill amounts after installing RE technology. - Community members gain confidence in RE concept and accrued savings, community members approached CBO’s to request audits at their homes and businesses and started apply for revolving fund loans. - RE&EE education and certification: youth in communities enrol in training module at the local vocational training centres to qualify for future green jobs. Due to the introduction of practical and theoretical training some post-graduate students are also enrolled. - Eco-school programs: students and teachers are enthusiastically participating in responsible energy practices and are holding science fairs and organizing events to celebrate achievements. As a result, schools falling out of the targeted lists in communities are expressing interest in participating in similar activities. - Parents-teachers councils were created in targeted schools to organize additional awareness sessions in communities while environment clubs were created and became part of the school system. - The remedial classes for students who dropped-out of school and their support in enrolment after the three month period of classes have ended. - The close cooperation with relevant stakeholders such as the VTC’s, Parliament, the Ministry of Education and the Ministry of Environment. 4) Are the envisaged aims and results of the activity realised? Yes. To what extent? satisfactory Elaboration: Most outputs have been completed or are running on schedule without delays in agreement with the set timeline. Qualitative indicators: - Introduced an innovative activity; virtual reality, to students in 5th and 6th grade proved to be significantly impressive for the learning experience. Particularly for RE&EE. The model could effectively provide an impactful experience to children in common settings where traditional means of education dominates the learning experience; (https://www.youtube.com/watch?v=_jHP5YmgZXs) - Eco-Schools is the largest international school program promoting sustainability – the program starts in the classroom and expands to the community by engaging generations in action-based learning. Through this program, young people experience a sense of achievement at being able to have a say in the environmental management policies of their schools, ultimately steering them towards certification and the status associated with the Green Flag award. - Established environmental clubs and committees in schools (15 to 20 students aged 10-15) which support the creation of local change agents promoting renewable energy and energy efficiency practices. - Teachers are empowered to organize awareness sessions and diverse initiatives through a participatory approach with students and have created local councils. - Income generating projects supported employment in communities, provide skillsets to beneficiaries and work on improving standard of living for families. - Provided solar powered water purification systems and logistical equipment and allow local groups to benefit from these systems by reinvesting profits into their communities. - Empowered CBO’s to better serve communities and promote RE&EE technologies through different models; revolving fund, awareness sessions and energy audit exercises. - Connected CBO’s with local authorities to eliminate bureaucratic barriers and create partnerships. - Established energy shops that are managed and run by CBO’s. - Supplied targeted VTC’s with necessary manuals on RE&EE, these were used to train community members, men and women, Syrians and Jordanians, on installation and maintenance. - Established an energy audit team to provide audits for households, farms and local private companies. In the 5 CBO’s a total of 15 volunteers are involved. These energy audits help community members understand their energy spending habits and patterns to modify them in order to reduce energy bills and raise awareness. - Promoted RE&EE in a local youth conference; the Arab Noor Conference, on supporting local businesses and young entrepreneurs. Quantitative indicators (segregated by nationality and/or gender if applicable): 1. Schools program Total number of schools 101 Total number of students 48,351 Ages 10-15 Total number of Jordanian students 39,496 Total number of Syrian students 8,855 Total number of Male students 20,662 Total number of Female students 27,689 Total number of Teachers 2,626 Schools equipped with RE&EE systems 51 Capacity building programs conducted 7 Questionnaires used to measure program adoption 1500+ Students reached by eco-schools DIRECT training 3,127 Teachers DIRECTLY targeted with capacity building programs 65 (70% female) Stickers distributed for the “Tafeha o benhawesh” energy savings program 10,000 (1250 per intern) CD’s distributed to students 10,000 VR screening 6800 2. VTC program Number of VTC’s 3 Total number of trainees 103 Total number of Jordanian trainees 94 Total number of Syrian trainees 9 Total number of Male trainees 64 Total number of Female trainees 39 Total number of Trainers 5 3. CBO’s activities Number of CBO’s supported by the project 5 Number of Local youths trained and employed in the CBO’s initiatives established by the project 15 Number of energy shops established and equipped with RE&EE technologies. 3 Total number of families that benefited from revolving funds through purchasing AC’s and solar heaters that save energy as well as other EE appliances 50 Number of Citizens reached through renewable energy and energy efficiency awareness and Social Cohesion training workshops in three governorates (3,974), 1,120 are Syrian, 2,854 Jordanians, where 792 are men while the remaining are females. Number of children supported by remedial classes to enroll back in school 500 students From both Syrian and Jordanian nations
Success Stories. The project managed to record several success stories in the year 2018. These in brief are as follow: 1. VTC’s centers supported by the project are now certified to train and provide youth with training and certification on installing and maintaining the PV systems, which is a new training for the VTC’s and a promising career opportunity in Jordan. Moreover, these centers have attracted women and girls to this new career opportunity and the VTC’s will graduate nearly 40 professional certified females. 2. The organized remedial classes have helped more than 200 kids to enroll back in their schools in order to continue with their academic endeavors. 3. The interactive educational tools such as the Eco-schools program and Virtual Reality experience have further profited the schools and students and encouraged them to adopt the green culture and best practices. 4. The established RE/EE shops and productive initiatives in the CBO’s have trained and employed almost 15 youth (males and females), built their capacities in a new career opportunity, improved their socio-economic conditions and reduced unemployment in these communities. Simultaneously, these shops have benefited more than 50 families and helped reduced their energy bills by more than 50%. 5. The collaborative efforts of the project team and the CBO’s have enabled the CBO’s to reach out to more than 500 citizens, improved their knowledge and taught them how to reduce their energy bills through energy audit and through adopting best practices in their houses
The Princess Alia Foundation
Netherlands - Ministry of Foreign Affairs
Future Pioneers fo Empowering Communities
Horizons for Green Development
This is the second Annual report for the duration Jan 1 - Dec 31, 2018
5687371
JO-MSD-2009011100178-JO-MSD-2009011100178-JO-CCD-200138796-DSH201820
The Princess Alia Foundation
Sustainable Education through Renewable Energy in the Governorates Affected by the Syrian Crisis
This quarterly progress report describes the activities progress during January 1 to March 31, 2019.
Deliverables Description: 1.1 A clean source of energy is provided for the selected schools 1.1.1 As the project managed to recover the delay that happened due to the need for schools roof inspection, and to replace the schools that their buildings have less safety with stronger buildings, the project is currently following the smooth progress of the three contractors on ground. According to the latest progress reports submitted by the contractors, their progress reached to almost 65%. So far, 55 schools have been equipped with PV systems, heating/cooling systems, 26 are under RESS/NERC approval and process, and the remaining new 19 schools have been selected and NERC’s have completed their assessments and specified the needed capacities for RE/EE systems. The work in these new schools is under progress and it is planned to complete all installations by end of June, 2019 1.1.2 The project activities have crossed with the activities of another project which is the National Alliance Against Hunger and Malnutrition (NAJMAH). This project focuses on improving the living conditions of Syrians and Jordanians through employing them in the maintenance activities of schools. This has interfered with the maintenance activities of our contractors. In order to maximize the benefit, the project decided to leave the schools maintenance for NJAMAH and utilize the saved money to benefit other schools. This has saved a value that is enough to cover additional 5-7 schools. So, the project is going to support additional schools by equipping them by RE/EE systems especially the schools that have been covered by PV systems without heating/cooling systems through another donor and under PAF supervision. Assessment of the additional schools is ongoing 1.1.3 According to the above clarified new requirements, and as MFA has approved the No-cost extension request for three months submitted by PAF, it is expected that the work at the 100 schools will be completed by June, 2019. This will directly benefit 48,351 Jordanian and Syrian students of which are 20,662 boys and 27,689 girls, 39,496 are Jordanian students while 8,855 are Syrians. 1.2 Improve learning environment at the selected schools: 1.2.1 The Eco-Schools program has been completed in the remaining schools and covered the targeted 100 schools. An international certified body is teaching students how to be active in changing others actions by rationalizing energy use through following best practices. Focal points and teachers from each school were selected, with assistance from the Royal Marine Conservation Society (JREDS). Focal points and teachers will remain in constant communication with the project team and they have participated in a training to gain further knowledge on climate change, energy challenges in Jordan, best practices and tools for rationing energy use and reducing costs and CO2 emissions as well as how to organize and implement team building activities between students from different backgrounds to ensure social cohesion and interaction. The project has conducted the post survey for the schools to measure the progress and achievements and completed the final evaluation. (46) Schools out of (100) have won the international eco-schools certification and a celebration event to honor these schools has been conducted on April 17, 2019. 1.2.2 The Virtual Reality educational screening was rolled out to the (100) schools. It was developed in parallel with the Eco-schools program to create a live experience for students about RE/EE and to teach them about the environment and energy in an engaging approach. These measures have fully engaged students and introduced them to best practices on energy saving and promoted green culture. Students participated in an interactive virtual reality video that takes viewers on a dream like journey through space to better understand the operation of PV systems demonstrating how energy is generated and saved. So far (3,127) students experienced the video; https://www.youtube.com/watch?v=_jHP5YmgZXs&feature=youtu.be 1.2.3 To further support the awareness among students that are younger in age, an interactive song is under development which will be broadcasted on famous children channels to reach out to the largest possible number of children. 1.2.4 A website was developed through a specialized media company in order to map out the location of schools that are currently receiving funds and/or assistance related to environment or renewable energy and by whom. The map will also include schools that are in need of assistance in order to ensure no overlapping of schools or donors prioritizing similar projects. The 100 selected schools have also been marked on Google Maps for future reference. The project team visited Queen Rania Center for IT (QRCIT) to explore possible cooperation channels, QRCIT host all the servers responsible for the schools’ data for in the Kingdom, their students and staff. It was agreed that the project will develop its own website for the schools equipped with RE&EE systems but the server will be hosted by the Queen Rania Center to ensure more sustainability. The first draft of the website is launched. http://solarjordanschools.com/ 1.2.5 Remedial classes and drop out of schools The project in cooperation with the local CBO’s have organized Summer remedial classes supported in the northern governorates, targeting Jordanian and Syrian students. Arabic, English and math lessons targeted out of school children, enabling them to apply for placement tests. A further professional program was developed in cooperation with “Youth Without Borders” CBO who are very active in Ramtha and one of the project CBO’s. They are going to cooperate with the Ministry of Education to attract 100 students who left school; those 100 students will be able to attend remedial classes over a three month time period and will then be enrolled back in schools. This program will be completed by April 2019. 1.3 Awareness Workshops In Communities: 1.3.1 The project managed to complete (100) awareness days for the communities surrounding the selected schools. Thematic topics address social cohesion and best practices on renewable energy that target Syrian and Jordanian women who will in turn spread awareness to their respective communities. In 2018, the project managed to conduct 100 workshops in Ramtha, Irbid, Mafraq and North Shouneh (50 days on social cohesion and 50 days on energy awareness). Evaluating the pre and post surveys demonstrated the knowledge gained and the new positive attitude of 3,974 people of which are: 3,182 women and 792 men (2,854 Jordanians and 1,120 Syrians). 1.4 The role of women-led CBO’s in empowering women, reducing poverty and promoting the green culture in the surrounding communities 1.4.1 Forged partnership with five women CBO’s were established; in Mafraq, Ramtha, Sareeh/Irbid and the Jordan Valley, to develop their organizational and service minded skills for their communities. Women and youth employment is embedded within the activities through small income generating projects and the introduction of RE&EE technologies in close partnership of the private sector. 1.4.2 The progress of the activities in these CBOs is going very well benefiting the local communities while employing more than (15) local youth. Awareness and audit activities have reached out to more than 4,000 citizens who encouraged the people to have revolving funds to purchase RE&EE systems for their houses in order to reduce their electricity bills and reduce CO2 emissions by mainly using PV systems and solar heaters. So far, more than 100 families have benefited from the provided services such as solar heaters, PV systems, AC’s that save energy as well as other systems that have reduced their energy bills. 1.4.3 Coordinated with JREEEF who partially support the installation of the PV systems and solar heaters so that the remaining value will be covered by the CBO’s through the revolving fund mechanism. 1.4.4 The equipped two RE/EE exhibitions have proved a successful business model where the exhibition will be able to sustain after the project completion. 1.4.5 To ensure synergies in different programs, Two CBOs were supported with solar systems in existing water purification plants. The plants now run a full eco-system. 1.4.6 Forged cooperation and support with other projects that are funded by the Dutch Ministry such as the hydroponic agriculture that is implemented by Eco-Consult Company. Our project has provided one of our CBO’s with off-grid PV system for the Hydroponic unit provided by Eco-Consult to reduce their energy bill by 100% from JOD 300.0 to Zero. Another PV system was provided to Mafraq CBO that have a small plastic house that plant organic products. 1.5 Vocational Training Centers (VTC’s) 1.5.1 The six months training course for the (120) youth was completed successfully and the trainees passed the needed certification exams and received a ‘skilled’ level diploma. There will be official graduation for them in a public event on April 29, 2019. 1.5.2 The equipped VTCs should be able to sustain after the project completion as it is equipped with all needed PV systems, tools and training materials, and the new certified green job became well known in their area. So, after the project completion, this certification will be opened for the youth with certain fees like the other certifications in the VTC centers. 1.5.3 The Employment Application is almost completed; it will become a platform that connects the trained youth and possible employers. This application will be open to all in order to facilitate job opportunities. 1.6 Lobbying and Advocacy 1. A desktop review was conducted about carbon trading in general revealing the history and the fact that the 2008 global crisis has caused a slowdown in industrial development, causing industrial nations to slow-down their economic activity, and the resulting carbon emissions, which reduced their need to buy carbon credits, and caused a considerable reduction in carbon unit prices. This reduction has been consistent until the present day. Details of the desktop review will be presented in the complete report. 2. A meeting with His Excellency Dr. Ibrahim Saif, former minister of Planning and International Cooperation, former minister of Energy and Mineral Resources, current CEO of the Jordan Strategy Forum. The meeting revolved around the history of carbon trading in Jordan, especially for the National Electric Power Company (NEPCO), which reported to Dr. Saif when he was minister of Energy. The summary of the discussion is that NEPCO did sell its carbon credits attained from renewable energy projects (solar and wind) with acceptable revenues, but the current prices have become too low and NEPCO is considering alternative trading methods to try and maximize value. 3. A meeting was conducted with, Secretary General of the Ministry of Environment, to discuss potential alternative mechanisms for carbon trading. His Excellency was very supportive of the initiative and confirmed the Government intent to identify ways to maximize its potential revenues from carbon credits related to mitigation projects such as those in the renewable energy space. The meeting resulted in the setting-up of another meeting with Eng. Bilal Shaqareen, Director of the Climate Change Directorate at the Ministry of Environment. 4. A meeting with climate change department revealed that the Government has been researching potential trading mechanisms and has been in contact with the United Nations Framework Convention on Climate Change (UNFCCC) Secretariat to allow them to introduce such new measures. Mr. Shaqareen highlighted the pros and cons of such approach including a potential upside in revenue by trading special cards that would be charged with carbon credit over time and sold to the highest bidder, and cons including a possibility that such mechanism may not allow Jordan to get its due credits towards achieving its sustainable development targets. The full report will include a deep analysis of the possible approaches and will result in a recommendation based on these options. Eng. Shaqareen also indicated that any such platform has to get the approval of the Central Bank of Jordan (CBJ) as the central authority regulating such transactions. 5. A meeting with the CBJ is set for next week to discuss the Government’s appetite for using such unconventional mechanisms and the potential risk of missing out of credit allocation as per Mr. Shaqareen’s comments. 6. A meeting is set-up with the NEPCO leadership and carbon specialists for next week, which will conclude the required meetings and data gathering component of this engagement. 7. On the other hand, we have discussed with the Directorate of Administrative and Financial Affairs the possibility of establishing a fund to invest the electricity savings resulting from schools using solar energy, and the establishment of an independent fund specifically for this purpose requires a technical and legal study. These meetings have revealed that no trust fund shall be established except under a system issued by the Council of Ministers which requires the political will of the competent minister. 8. We have been contacted by several parliamentary committees who expressed willingness to discuss the file with all parties concerned and work to achieve mechanisms appropriate for all stakeholders Next steps will be mainly: 1. Meet with relevant parliamentary committees: (Education Committee, Rural and Badia Committee, Environment Committee, Energy Committee) to find a new mechanism in cooperation with the electricity companies, the Ministry of Education, the Authority for Energy and Minerals and the Renewable Energy Fund to benefit from the surplus to support schools in poor and marginalized areas. 2. Also, there are alternatives to the proposed fund: such as Fils Rural Fund: The possibility of calculating surplus amounts and the need to balance them as money for rural villas and then load the cost of energy bill for poor schools at the expense of rural villages. 3. Also. The Renewable Energy and Energy Efficiency Fund (JREEEF) is another option: To invest money in favor of the Fund so that it can continue to provide solar energy to schools in marginalized areas.
Are the target group engaged in the implementation of the project? Yes, Intensively. Please elaborate: - The intensive awareness workshops for the local communities surrounding the schools had mobilized the community to be part of the project activities and they are actively inquiring on educational courses to get better understanding on available technology and means of energy savings. - Introduce the revolving fund model at CBO’s to ease the economic burden: participating associations engaged in managing fund creation and operation. Once active, community members are sensitized on process and began applying for interest-free loans to finance renewable energy technologies at homes, shops and farms with confidence in the investment made and revenue on the longer term. - Renewable energy showrooms are established and illustrate RE technologies: shops display renewable energy products that the community members can purchase through an interest-free payment system, they have started utilizing the educational material in the shops to learn more on RE and EE. - CBO energy audit teams: recruited focal points and volunteers trained and tasked with energy audits are actively promoting the audit exercise, sensitizing community and illustrating saved electricity bill amounts after installing RE technology. - Community members gain confidence in RE concept and accrued savings, community members approached CBO’s to request audits at their homes and businesses and started apply for revolving fund loans. - RE&EE education and certification: youth in communities enrol in training module at the local vocational training centres to qualify for future green jobs. Due to the introduction of practical and theoretical training some post-graduate students are also enrolled. - Eco-school programs: students and teachers are enthusiastically participating in responsible energy practices and are holding science fairs and organizing events to celebrate achievements. As a result, schools falling out of the targeted lists in communities are expressing interest in participating in similar activities. - Parents-teachers councils were created in targeted schools to organize additional awareness sessions in communities while environment clubs were created and became part of the school system. - The remedial classes for students who dropped-out of school and their support in enrolment after the three month period of classes have ended. - The close cooperation with relevant stakeholders such as the VTC’s, Parliament, the Ministry of Education and the Ministry of Environment. Completed Outputs according to the logical framework are: • (100) schools selected in communities affected by the Syrian students to have improved learning environment through equipping them with renewable energy systems, energy efficiency lights, Heating /cooling systems, free electricity for operating the learning tools such as computers, internet and access to on-line curricula .This will directly benefit 48,351 Jordanian and Syrian students of which are 20,662 boys and 27,689 girls, 39,496 are Jordanian students while 8,855 are Syrians. • Targeted schools are sensitized on the Eco-Schools program introduced by an international certified entity to teach students how to be active in changing positive behaviors by rationing energy use and adopting best practices The international Eco-Schools program was introduced to 100 schools. TOT for 200 teachers (125 females and 75 males). (9) Focal points volunteers appointed to follow up on activities in all selected schools. (3,127) students were educated through the Eco-schools program • Students participated in an interactive virtual reality video that takes viewers on a dream like journey through space to better understand the operation of PV systems demonstrating how energy is generated and saved. So far (3,127) students experienced the video. • Additionally, 10,000 digital CDs, 10,000 educational Shamousa manuals support extracurricular activities in schools. • Evaluating the pre and post surveys of the awareness workshops conducted for the surrounding communities demonstrated the knowledge gained and the new positive attitude of 3,974 people of which are: 3,182 women and 792 men (2,854 Jordanians and 1,120 Syrians). • (15) Local youth have been trained and employed to spread awareness in the community and conduct energy audits at household level. So far, 500 citizens were targeted through workshops (male and female). • (5) Active CBOs were selected and equipped revolving funds and with proper training halls to become a hub for the local community and promote green culture. So far, more than 70 families have benefited from the provided services such as solar heaters, AC’s that save energy as well as other systems that have reduced their energy bills. • Training halls in CBOs used for extra learning spaces and remedial catch-up classes for drop-out children. Thus far, 500 students participated in this program: 276 boys (96 Jordanians and 180 Syrians) and 224 girls (101 Jordanians and 123 Syrians). • To sustain the efforts of creating green jobs, the project equipped three of the main vocational training centers with on-grid and off-grid educational PV systems, comprehensive TOT and curricula to expand the benefits of all communities. (5) teachers have been trained; one-week ToT session was organized by the EU TA II program manager (100) students; 40 females and 60 males, enrolled in a 6 month RE&EE VTC training program. Graduates shall receive a ‘skilled’ level diploma. The Employment Application is under process, it will become a platform that connects the trained youth and possible employers. This application will be open to all in order to facilitate job opportunities.
The Princess Alia Foundation
Future Pioneers fo Empowering Communities
Horizons for Green Development
Netherlands - Ministry of Foreign Affairs
Quarterly progress report
JO-MSD-2009011100178- JO-MSD-2009011100178-JO-MSD-2009011100178-JO-CCD-200138796-DSH201820
The Princess Alia Foundation
Quarterly Progress Report April 1 - June 30, 2019
This quarterly progress report describes the activities progress during April 1 to June 30, 2019
Deliverables Description: 1.1 A clean source of energy is provided for the selected schools 1.1.1 As the project managed to recover the delay that happened due to the need for schools roof inspection, and to replace the schools that their buildings have less safety with stronger buildings, the project is currently following the smooth progress of the three contractors on ground. The contractors were given July 15 as a deadline to handover all their schools. By June 30, more than (81) schools out of (100) have been equipped with PV systems, heating/cooling systems, LED lighting. The maintenance for the (100) schools have been completed. The remaining (19) schools will be completed by July 15, 2019. 1.1.2 The project have utilized the savings to equip five additional schools that have PV Systems through one of PAF previous projects with heating/cooling systems especially the ones in Jordan Valley in order to improve the learning environment there. 1.1.3 As the (105) schools will be completed and handed over by July 15, 2019, this will directly benefit more than 48,351 Jordanian and Syrian students of which are 20,662 boys and 27,689 girls, 39,496 are Jordanian students while 8,855 are Syrians. 1.1.4 In order to celebrate this success, a public event took place in one of the completed schools in North Shouneh on April 29, 2019 under the patronage of HRH Princess Alia Al-Hussien and the Netherlands Embassy. The event gathered the community leaders, relevant stakeholders, local authorities, VTC trainees, teachers and students and local CBOs. The event included clarifying the project achievements and the graduation of the VTC trainees in Al-Mashareh Center. Moreover, there was announcements for the different activities completed in Shouneh Women CBO which is one of the CBOs supported by the project and marketing for their honey products. 1.2 Improve learning environment at the selected schools: 1.2.1 The Eco-Schools program has been completed in the remaining schools and covered the targeted 100 schools. An international certified body is teaching students how to be active in changing others actions by rationalizing energy use through following best practices. Focal points and teachers from each school were selected, with assistance from the Royal Marine Conservation Society (JREDS). Focal points and teachers will remain in constant communication with the project team and they have participated in a training to gain further knowledge on climate change, energy challenges in Jordan, best practices and tools for rationing energy use and reducing costs and CO2 emissions as well as how to organize and implement team building activities between students from different backgrounds to ensure social cohesion and interaction. The project has conducted the post survey for the schools to measure the progress and achievements and completed the final evaluation. (46) Schools out of (100) have won the international eco-schools certification and a celebration event to honor these schools has been conducted on April 17, 2019. 1.2.2 The Virtual Reality educational screening was rolled out to the (100) schools. It was developed in parallel with the Eco-schools program to create a live experience for students about RE/EE and to teach them about the environment and energy in an engaging approach. These measures have fully engaged students and introduced them to best practices on energy saving and promoted green culture. Students participated in an interactive virtual reality video that takes viewers on a dream like journey through space to better understand the operation of PV systems demonstrating how energy is generated and saved. So far (3,127) students experienced the video; https://www.youtube.com/watch?v=_jHP5YmgZXs&feature=youtu.be 1.2.3 To further support the awareness among students that are younger in age, an interactive song has been developed and will be broadcasted on famous children channels to reach out to the largest possible number of children. 1.2.4 A website was developed through a specialized media company in order to map out the location of schools that are currently receiving funds and/or assistance related to environment or renewable energy and by whom in order to ensure no overlapping of schools or donors prioritizing similar projects. The 100 selected schools have also been marked on Google Maps for future reference. The project team is cooperating with other Donors to allocate the schools that they supported on the google map. The website is launched here. http://solarjordanschools.com/ 1.3 Awareness Workshops In Communities: 1.3.1 The project managed to complete the (100) awareness workshops for the communities surrounding the selected schools. Thematic topics address social cohesion and best practices on renewable energy that target Syrian and Jordanian women who will in turn spread awareness to their respective communities. In 2018, the project managed to conduct 100 workshops in Ramtha, Irbid, Mafraq and North Shouneh (50 days on social cohesion and 50 days on energy awareness). Evaluating the pre and post surveys demonstrated the knowledge gained and the new positive attitude of 3,974 people of which are: 3,182 women and 792 men (2,854 Jordanians and 1,120 Syrians). 1.4 The role of women-led CBO’s in empowering women, reducing poverty and promoting the green culture in the surrounding communities 1.4.1 Forged partnership with five women CBO’s were established; in Mafraq, Ramtha, Sareeh/Irbid and the Jordan Valley, to develop their organizational and service minded skills for their communities. Women and youth employment is embedded within the activities through small income generating projects and the introduction of RE&EE technologies in close partnership of the private sector. 1.4.2 The progress of the activities in these CBOs is going very well benefiting the local communities while employing more than (15) local youth. Awareness and audit activities have reached out to more than 1,500 citizens who encouraged the people to have revolving funds to purchase RE&EE systems for their houses in order to reduce their electricity bills and reduce CO2 emissions by mainly using PV systems and solar heaters. So far, more than 120 families have benefited from the provided services such as solar heaters, PV systems, AC’s that save energy as well as other systems that have reduced their energy bills. 1.4.3 The equipped two RE/EE exhibitions have proved a successful business model where the exhibition will be able to sustain after the project completion. 1.4.4 Forged cooperation and support with other projects that are funded by the Dutch Ministry such as the hydroponic agriculture that is implemented by Eco-Consult Company. Our project has provided one of our CBO’s with off-grid PV system for the Hydroponic unit provided by Eco-Consult to reduce their energy bill by 100% from JOD 300.0 to Zero. 1.4.5 Another PV system was provided to Mafraq CBO that has a small plastic house that plant organic products. 1.5 Vocational Training Centers (VTC’s) 1.5.1 The six months training course for the (120) youth was completed successfully and the trainees passed the needed certification exams and received a ‘skilled’ level diploma. An official graduation took place during a public event on April 29, 2019 under the patronage of HRH Princess Alia Al-Hussien. 1.5.2 The equipped VTCs should be able to sustain after the project completion as it is equipped with all needed PV systems, tools and training materials, and the new certified green job became well known in their area. So, after the project completion, this certification will be opened for the youth with certain fees like the other certifications in the VTC centers. 1.5.3 The Employment Application is completed and launched. It will be a platform that connects the trained youth and possible employers. This application will be open to all in order to facilitate job opportunities. 1.6 Lobbying and Advocacy There were three paths followed in order to benefit the project and the relevant initiatives on the long run First Path: Carbon Trade mechanisms 1. A desktop review was conducted about carbon trading in general revealing the history and the fact that the 2008 global crisis has caused a slowdown in industrial development, causing industrial nations to slow-down their economic activity, and the resulting carbon emissions, which reduced their need to buy carbon credits, and caused a considerable reduction in carbon unit prices. This reduction has been consistent until the present day. 2. A meeting with His Excellency Dr. Ibrahim Saif, former minister of Planning and International Cooperation, former minister of Energy and Mineral Resources, current CEO of the Jordan Strategy Forum. The meeting revolved around the history of carbon trading in Jordan, especially for the National Electric Power Company (NEPCO), which reported to Dr. Saif when he was minister of Energy. The summary of the discussion is that NEPCO did sell its carbon credits attained from renewable energy projects (solar and wind) with acceptable revenues, but the current prices have become too low and NEPCO is considering alternative trading methods to try and maximize value. 3. A meeting was conducted with, Secretary General of the Ministry of Environment, to discuss potential alternative mechanisms for carbon trading. His Excellency was very supportive of the initiative and confirmed the Government intent to identify ways to maximize its potential revenues from carbon credits related to mitigation projects such as those in the renewable energy space. The meeting resulted in the setting-up of another meeting with Eng. Bilal Shaqareen, Director of the Climate Change Directorate at the Ministry of Environment. 4. A meeting with climate change department revealed that the Government has been researching potential trading mechanisms and has been in contact with the United Nations Framework Convention on Climate Change (UNFCCC) Secretariat to allow them to introduce such new measures. Mr. Shaqareen highlighted the pros and cons of such approach including a potential upside in revenue by trading special cards that would be charged with carbon credit over time and sold to the highest bidder, and cons including a possibility that such mechanism may not allow Jordan to get its due credits towards achieving its sustainable development targets. The full report will include a deep analysis of the possible approaches and will result in a recommendation based on these options. Eng. Shaqareen also indicated that any such platform has to get the approval of the Central Bank of Jordan (CBJ) as the central authority regulating such transactions. 5. A meeting with the CBJ was conducted to discuss the Government’s appetite for using such unconventional mechanisms and the potential risk of missing out of credit allocation as per Mr. Shaqareen’s comments. 6. A meeting was conducted with the NEPCO leadership and carbon specialists, which concluded the required meetings and data gathering component of this engagement. 7. Based on the above meetings and gathered data a detailed report clarifying the positon of Jordan in regard to Carbon Trade and environmental foot prints at global and national level was prepared and presented to the decision makers mainly Ministry of Environment based on their request. Also, it presented the position of the carbon trade mechanisms and recommendations. 8. The detailed report main sections are: Paris agreement, Evaluation of Carbon Trade, Main schemes of Carbon Trade, Case of Jordan, Jordan’s foot prints, Jordan’s GHG Inventory, Energy Planning, Mitigation Scenarios, proposed new Carbon Trade Mechanisms and recommendations. The project is following currently with Ministry of Environment the actions that they are taking based on the delivered report. Second Path: Trust Fund for saved electricity bills and sold surplus 1. On the other hand, we have discussed with the Directorate of Administrative and Financial Affairs the possibility of establishing a fund to invest the electricity savings resulting from schools using solar energy, and the establishment of an independent fund specifically for this purpose requires a technical and legal study. These meetings have revealed that no trust fund shall be established except under a system issued by the Council of Ministers which requires the political will of the competent minister. 2. Meet with relevant parliamentary committees: (Education Committee, Rural and Badia Committee, Environment Committee, Energy Committee) to find a new mechanism in cooperation with the electricity companies, the Ministry of Education, the Authority for Energy and Minerals and the Renewable Energy Fund to benefit from the surplus to support schools in poor and marginalized areas. 3. Discuss the alternatives to the proposed fund: such as Fils Rural Fund: The possibility of calculating surplus amounts and the need to balance them as money for rural villas and then load the cost of energy bill for poor schools at the expense of rural villages. 4. Also. The Renewable Energy and Energy Efficiency Fund (JREEEF) is another option: To invest money in favor of the Fund so that it can continue to provide solar 5. The final results were as follow: - Ministry of Education has informed us that they have established recently a trust fund within the Ministry in order to deposit the saved electrify bills and use them to cover the maintenance activities for rural and remote schools. - In regard to the money resulted from selling the produced surplus energy, the est option was JREEEF as it is an existing fund and mechanism within the Ministry and there is no need to establish new scheme associated with needed laws and legislations. JREEEF is already supporting schools with RE/EE systems and the transferred money will be used to continue these efforts. Currently, there discussions between the project and JREEEF president to facilitate this solution. Third Path: Prime Ministry 1. HRH Princess Alia has met with the former Minister of Education who became now the Prime Minister in order to discuss the possibility of establishing a Trust fund for the saved electricity bills for schools and the sold surplus energy to be used to support the schools located in rural and remote areas. The minster at that time welcomed the idea, but her moved to his new position as Prime Minister shortly 2. So, PAF has sent an official letter to the Prime Minister emphasizing again the importance of the above previously discussed proposals.
Are the target group engaged in the implementation of the project? Yes, Intensively. Please elaborate: - The intensive awareness workshops for the local communities surrounding the schools had mobilized the community to be part of the project activities and they are actively inquiring on educational courses to get better understanding on available technology and means of energy savings. - Introduce the revolving fund model at CBO’s to ease the economic burden: participating associations engaged in managing fund creation and operation. Once active, community members are sensitized on process and began applying for interest-free loans to finance renewable energy technologies at homes, shops and farms with confidence in the investment made and revenue on the longer term. - Renewable energy showrooms are established and illustrate RE technologies: shops display renewable energy products that the community members can purchase through an interest-free payment system, they have started utilizing the educational material in the shops to learn more on RE and EE. - CBO energy audit teams: recruited focal points and volunteers trained and tasked with energy audits are actively promoting the audit exercise, sensitizing community and illustrating saved electricity bill amounts after installing RE technology. - Community members gain confidence in RE concept and accrued savings, community members approached CBO’s to request audits at their homes and businesses and started apply for revolving fund loans. - RE&EE education and certification: youth in communities enrol in training module at the local vocational training centres to qualify for future green jobs. Due to the introduction of practical and theoretical training some post-graduate students are also enrolled. - Eco-school programs: students and teachers are enthusiastically participating in responsible energy practices and are holding science fairs and organizing events to celebrate achievements. As a result, schools falling out of the targeted lists in communities are expressing interest in participating in similar activities. - Parents-teachers councils were created in targeted schools to organize additional awareness sessions in communities while environment clubs were created and became part of the school system. - The remedial classes for students who dropped-out of school and their support in enrolment after the three month period of classes have ended. - The close cooperation with relevant stakeholders such as the VTC’s, Parliament, the Ministry of Education and the Ministry of Environment.
Netherlands - Ministry of Foreign Affairs
The Princess Alia Foundation
Future Pioneers fo Empowering Communities
Horizons for Green Development
JO-MSD-2009011100178-JO-MSD-2009011100178-JO-MSD-2009011100178
The Princess Alia Foundation
Final Progress Report
This report shows the final results that have been achieved through the project duration from July 1, 2017 until August 31, 2019. Deliverables Description: 1.1 A clean source of energy is provided for the selected schools 1.1.1 The project agreement was officially signed on July 1st, 2017 and the planned preparations and activities began shortly thereafter. 1.1.2 A kick off meeting between the project partners has been conducted and a Project Management Unit (PMU) was created to meet on a regular basis. Additionally, a communications plan was prepared for the project to better organize the communication channels, including emails and meetings with relevant stakeholders and other entities and internal meetings within the project Consortium: Princess Alia Foundation, Future Pioneers for Empowering Communities’ Members (FPEC) and Horizons for Green Development. 1.1.3 A full day meeting was organized for senior team members from the Stabilization and Humanitarian Aid Directorate on August 21, 2017 at PAF premises as part of the Reception in the Region program. The discussion was found to be fruitful as several fundamental points were discussed and clarified during this meeting, including project implementation and reporting. 1.1.4 The logical framework and Theory of Change have been revised to reflect the actual start of the project and the modified indicators to better measure the project progress and achievements. 1.1.5 Several meetings with main stakeholders and partners including Ministry of Education and National Energy Research Centre (NERC) to select the 100 schools that comply with the predefined vulnerability criteria were held. The requested schools have been selected and the project team began its field work to investigate the situation of these schools and the availability of active CBOs within their surrounding communities. 1.1.6 The project contracted the National Energy Research Centre (NERC) in order to assess the current electricity consumption at the selected 100 schools and specify the needed PV systems, heating and cooling systems and lighting systems to reduce the electricity bills to almost zero and improve the learning environment at the same time. The (100) schools were selected at the northern governorates in cooperation with Ministry of Education based on certain selection criteria such as the value of electricity bills, overcrowdings, poverty, number of Syrian students, elementary schools and number of teaching shifts. 1.1.7 Accordingly, three tenders were released and evaluated through an evaluation committee that gathered NERC, Ministry of Education (MoE) and Ministry of Public works. The three tenders were awarded on May and July 2017 and the work is in progress for the 100 schools. Support rendered by the Ministry of Education to this particular project made it possible to pay an outstanding balance identified in a concluded electric survey (JOD 126,007.0) due to the Electric Company. While this amount could have severely influenced available budget, MoE support made it possible that suppliers proceeded with the schedule as initially planned. 1.1.8 Several lessons learned can be documented from this experience. An important one is the necessity of schools’ roofs inspection before moving ahead with installing the PV systems or even the selection of the school in the first place. An agreement was signed with The Royal Scientific Society (RSS)/Buildings department in order to supervise the inspection of the selected schools’ roofs. When the roofs were inspected through laboratory testing, it was found that some of the schools’ buildings’ were week and can’t handle the new PV systems especially if we added the wind force and other weather factors. Some of the schools are 70 years old. Therefore, PAF’s team in cooperation with RSS’s team and the Ministry of education has extensive site visits to the northern governorates to select 19 new schools that are less than 20 years old and have similar capacities to the replaced ones. These schools have to go through NERC’s assessment in order to specify the required heating/cooling systems and PV capacities. An amendment to NECR agreement was crucial in this case to ensure proper technical supervision. 1.1.9 Currently, the Ministry of Renewable Energy has included the roofs’ inspection as a requirement and perquisite for installing the PV systems to ensure the safety of students and sustainability of the installed systems. 1.1.10 The three contractors managed to complete the final (100) schools by the deadline and have been fully equipped with PV systems, heating/cooling systems, new energy efficient lighting systems and full maintenance especially of doors and windows to ensure efficiency of the installed systems. 1.1.11 The project activities have crossed with the activities of another project which is the National Alliance Against Hunger and Malnutrition (NAJMAH). This project focuses on improving the living conditions of Syrians and Jordanians through employing them in the maintenance activities of schools. This has interfered with the maintenance activities of some of our schools. In order to maximize the benefit, the project decided to leave the schools maintenance of the selected schools for NJAMAH and utilize the saved money to benefit other schools. 1.1.12 The project have utilized the savings to equip ten additional schools that have PV Systems through one of PAF previous projects with heating/cooling systems especially the ones in Jordan Valley in order to improve the learning environment there. 1.1.13 The (110) schools have been completed and handed over by the deadline. This will directly benefit more than 56,205 Jordanian and Syrian students of which are 23,204 boys and 33,001 girls, 45,625 are Jordanian students while 10,580 are Syrians. 1.1.14 In order to celebrate this success, a public event took place in one of the completed schools in North Shouneh on April 29, 2019 under the patronage of HRH Princess Alia Al-Hussien and the Netherlands Embassy. The event gathered the community leaders, relevant stakeholders, local authorities, VTC trainees, teachers and students and local CBOs. The event included clarifying the project achievements and the graduation of the VTC trainees in Al-Mashareh Center. Moreover, there was announcements for the different activities completed in Shouneh Women CBO which is one of the CBOs supported by the project and marketing for their honey products. 1.2 Improve learning environment at the selected schools: 1.2.1 The 100 selected schools profited further through their inclusion in the Eco-Schools program; where an international certified body is teaching students how to be active in changing others actions by rationalizing energy use through following best practices. Focal points and teachers from each school were selected, with assistance from the Royal Marine Conservation Society (JREDS) through a signed MOU with them. Focal points and teachers will remain in constant communication with the project team and they have participated in a training to gain further knowledge on climate change, energy challenges in Jordan, best practices and tools for rationing energy use and reducing costs and CO2 emissions as well as how to organize and implement team building activities between students from different backgrounds to ensure social cohesion and interaction. 1.2.2 So far, JREDS managed to complete the following; - The international Eco-Schools program was introduced to 100 schools. - TOT for 200 teachers (125 females and 75 males). - (9) Focal points volunteers appointed to follow up on activities in all selected schools. - (3,127) students were educated through the Eco-schools program. - Ran capacity building programs for the hired staff regarding action plan development, eco-schools and Shamouseh. - Printed and distributed promotional stickers in the “Turn off and save” (Tafeha o benhawesh) energy saving program across targeted schools. - Awareness campaign was launched via media outlets; Facebook, the press, e-letters and interviews organized to promote effective energy practices. 1.2.3 The project has conducted the post survey for the schools to measure the progress and achievements and completed the final evaluation. (46) Schools out of (100) have won the international eco-schools certification and a celebration event to honor these schools has been conducted on April 17, 2019. 1.2.4 In so doing, three components were brought to life; Shammousa Manual, distributed to schools outlining all relevant information related to renewable energy and the environment, development and distribution of (10,000) copies of an interactive CD game to the 100 schools, and the Educational Toolkit which was developed for a Virtual Reality program. 1.2.5 The Virtual Reality educational screening was developed in parallel with the Eco-schools program to create a live experience for students about RE/EE and to teach them about the environment and energy in an engaging approach. These measures have fully engaged students and introduced them to best practices on energy saving and promoted green culture. Students participated in an interactive virtual reality video that takes viewers on a dream like journey through space to better understand the operation of PV systems demonstrating how energy is generated and saved. So far (3,127) students experienced the video; https://www.youtube.com/watch?v=yWPU3kjNCJc&feature=youtu.be 1.2.6 To further support the awareness among students that are younger in age, an interactive song has been developed to teach the children bets practices to save energy and have been broadcasted on famous children channels to reach out to the largest possible number of children. https://youtu.be/smLSVlQwEOk 1.2.7 A website was developed through a specialized media company in order to map out the location of schools that are currently receiving funds and/or assistance related to environment or renewable energy and by whom to ensure no overlapping of schools or donors prioritizing similar projects. The 110 selected schools have also been marked on Google Maps for future reference. The website is launched here. http://solarjordanschools.com/ 1.2.8 Remedial classes and drop out of schools The project in cooperation with the local CBO’s have organized Summer remedial classes supported in the northern governorates, targeting Jordanian and Syrian students. Arabic, English and math lessons targeted out of school children, enabling them to apply for placement tests. A further professional program was developed in cooperation with “Youth Without Borders” CBO who are very active in Ramtha and one of the project CBO’s. They have cooperated with the Ministry of Education to attract 150 students who left school; those 150 students will be able to attend remedial classes over a three month time period and will then be enrolled back in schools. So far, (97) of these students have retuned back to school. Additionally, 500 students have benefited from this program: 276 boys (96 Jordanians and 180 Syrians) and 224 girls (101 Jordanians and 123 Syrian). 1.3 Awareness Workshops In Communities: 1.3.1 Outside the school sphere, the project has completed a CBO mapping activity where (60) CBO’s were visited and assessed by our team. Almost (10-15) CBO’s were selected for the awareness activities while four CBO’s have been selected to further enhance the local green initiatives and employment. 1.3.2 The host communities are actively engaged in conducting awareness workshops in cooperation with the selected women CBO’s. The project managed to complete the (100) awareness workshops for the communities surrounding the selected schools. Thematic topics address social cohesion and best practices on renewable energy that target Syrian and Jordanian women who will in turn spread awareness to their respective communities. Evaluating the pre and post surveys demonstrated the knowledge gained and the new positive attitude of 3,974 people of which are: 3,182 women and 792 men (2,854 Jordanians and 1,120 Syrians). 1.4 The role of women-led CBO’s in empowering women, reducing poverty and promoting the green culture in the surrounding communities 1.4.1 Forged partnership with five women CBO’s were established; in Mafraq, Ramtha, Sareeh/Irbid and the Jordan Valley, to develop their organizational and service minded skills for their communities. Women and youth employment is embedded within the activities through small income generating projects and the introduction of RE&EE technologies in close partnership of the private sector. Moreover, these CBOs have been supported by grants of a value of JOD 10,000 – 15,000 each in order to distribute revolving funds to people based in specific announcement methodology and selection criteria. 1.4.2 Coordinated with JREEEF who partially support the installation of the PV systems and solar heaters so that the remaining value will be covered by the CBO’s through the revolving fund mechanism. Our plan is to collaborate and make the process clear and more transparent for local communities in the northern governorates therefore becoming a realistic option for them. 1.4.3 Youth trained on RE&EE and teams run energy audits in their communities, raising awareness and promoting the added value when adopting those technologies. The teams are working in different environments and can tailor required equipment for each setting. 1.4.4 The progress of the activities in these CBOs is going very well benefiting the local communities while employing more than (15) local youth. Awareness and audit activities have reached out to more than 1,500 citizens who encouraged the people to have revolving funds to purchase RE&EE systems for their houses in order to reduce their electricity bills and reduce CO2 emissions by mainly using PV systems and solar heaters. 1.4.5 Revolving funds have been provide by these CBOs to encourage people purchase RE/EE systems that reduced the energy bills by 30-70%. These systems are ACs that saves energy, Photo Voltaic systems, solar heaters and others. So far, almost 150 families have benefited of these revolving funds and benefited from the provided services such as solar heaters, PV systems, AC’s which have been reflected positively as they used the savings to improve the socio-economic conditions of their families. The revolving funds scheme could sustain up to 10 years after the project completion 1.4.6 Two energy shops were created and equipped to showcase renewable energy and energy efficient technologies. The showrooms are managed by women CBO’s and employ youth from the local community. The equipped two RE/EE exhibitions have proved a successful business model where the exhibitions will be able to sustain after the project completion. 1.4.7 Linkages between the CBO’s and the local authorities are formed for future cooperation and support. 1.4.8 The above small initiatives have proved their success and the positive impact in terms of youth capacity building, employment and long standing green business models. Thus, the project has decided to benefit an additional CBO in Mafraq (making it the fifth) in order to expand the benefits to additional communities. 1.4.9 Forged cooperation and support with other projects that are funded by the Dutch Ministry such as the hydroponic agriculture that is implemented by Eco-Consult Company. Our project has provided one of our CBO’s with off-grid PV system for the Hydroponic unit provided by Eco-Consult to reduce their energy bill by 100% from JOD 300.0 to Zero. 1.4.10 Another PV system was provided to Mafraq CBO that has a small plastic house that plant organic products. 1.4.11 The honey production project run by PV system is progressing very well, employing four women and producing 500-800 kg/year. The built showroom is used to market the products. 1.4.12 To ensure synergies in different programs, one CBO was supported with a solar pump in an existing water purification plant. The plant now runs a full eco-system. 1.4.13 Equipped training halls were and will be used for training and awareness for the local communities. These halls will act like a hub for the local community members, to announce the CBO’s available services under the project as well as be used for different renewable energy and energy efficiency awareness events. So far, four workshops were conducted which targeted 800 citizens (male and female). 1.4.14 The CBO’s premises are maintained and equipped with necessary furniture and equipment in order to improve services and to ensure consistent income generation by renting out the facilities. 1.5 Vocational Training Centers (VTC’s) 1.5.1 To sustain the green job’s creation efforts, and by following the signed Memorandum of Understanding (MoU) between Princess Alia Foundation (PAF) and the VTC’s, the project has equipped three of the main vocational training centers with on-grid and off-grid educational PV systems. - A one-week ToT session was organized by the EU TA II program manager for 5 teachers. The ToT was crucial in order for the teachers to impart to youth how to install and maintain the RE & EE systems and expand the benefits for all communities. - Energy curriculum training material was developed (in cooperation with the EU) where 250 copies were printed and distributed to VTC’s. - Photo-voltaic education simulators (on/off grids) were installed in 3 VTC’s in the northern governorates; Irbid, Jordan Valley and Mafraq. - Educational tool kits were developed and will be distributed to graduates. - (103) students; 39 females and 64 males, enrolled in a 6 month RE&EE VTC training program. Graduates shall receive a ‘skilled’ level diploma. 1.5.2 The six months training course for the trainees was completed successfully and they have passed the needed certification exams and received a ‘skilled’ level diploma. An official graduation took place during a public event on April 29, 2019 under the patronage of HRH Princess Alia Al-Hussien. 1.5.3 The equipped VTCs should be able to sustain after the project completion as it is equipped with all needed PV systems, tools and training materials, and the new certified green job became well known in their area. So, after the project completion, this certification will be opened for the youth with certain fees like the other certifications in the VTC centers. 1.5.4 The Employment Application is completed and it was launched on Android and IPhone, but at later stage and as the same consortium is implementing another project in the area funded by the Canadians where there is more focus on clean technology, enhancing entrepreneurship among women and men, it was decided to postpone a bit little in order to build upon this Mobile App and make it more advanced and provide several options for the trained youth such as employment opportunities entrepreneurship, salesmen and women and brokers. The second project has built upon the results of our project and trained the trainees on sales and business skills to enable them open their own business. Moreover, the second project will conduct large awareness campaigns to teach trained youth how to use this platform. The other project will continue until Dec 2020 which will provide an opportunity for follow up and mentor the function of the App. 1.5.5 (10) Graduates of the VTC; males and females were employed by the contractors who installed the RE/EE systems for the 110 schools. 1.6 Lobbying and Advocacy 1.6.1 Signing partnership MOU’s with different parties; VTC’s, Mercy Corps, the Ministry of Education and the Ministry of Social Development to ensure their cooperation and support for the project. 1.6.2 PAF has managed to lobby for the inclusion of RE systems in building codes for future schools. Furthermore, it is in the process of changing the current school electricity tariffs to a lower rate as they are currently being charged with a commercial tariff (which is the highest). 1.6.3 The project has signed two contracts with two different experienced consultants. The first consultant will follow the establishment and set-up of a central/general fund, where every school can allocate their energy savings/earnings in one location. By equipping schools with RE&EE systems, they will be provided with free and clean energy for the next 25 years, allowing them to create a surplus of produced energy that can be sold to electricity companies and to transfer savings made to this trust fund. The second consultant has tackled the carbon trade mechanism in cooperation with the Ministry of environment as the installed systems will reduce CO2 emissions by almost 5,000 tons annually. Also, he has followed this matter with the Parliament. In order to further follow this assignment, three paths have been followed First Path: Carbon Trade mechanisms - A desktop review was conducted about carbon trading in general revealing the history and the fact that the 2008 global crisis has caused a slowdown in industrial development, causing industrial nations to slow-down their economic activity, and the resulting carbon emissions, which reduced their need to buy carbon credits, and caused a considerable reduction in carbon unit prices. This reduction has been consistent until the present day. - A meeting with His Excellency Dr. Ibrahim Saif, former minister of Planning and International Cooperation, former minister of Energy and Mineral Resources, current CEO of the Jordan Strategy Forum. The meeting revolved around the history of carbon trading in Jordan, especially for the National Electric Power Company (NEPCO), which reported to Dr. Saif when he was minister of Energy. The summary of the discussion is that NEPCO did sell its carbon credits attained from renewable energy projects (solar and wind) with acceptable revenues, but the current prices have become too low and NEPCO is considering alternative trading methods to try and maximize value. - A meeting was conducted with, Secretary General of the Ministry of Environment, to discuss potential alternative mechanisms for carbon trading. His Excellency was very supportive of the initiative and confirmed the Government intent to identify ways to maximize its potential revenues from carbon credits related to mitigation projects such as those in the renewable energy space. The meeting resulted in the setting-up of another meeting with Eng. Bilal Shaqareen, Director of the Climate Change Directorate at the Ministry of Environment. - A meeting with climate change department revealed that the Government has been researching potential trading mechanisms and has been in contact with the United Nations Framework Convention on Climate Change (UNFCCC) Secretariat to allow them to introduce such new measures. Mr. Shaqareen highlighted the pros and cons of such approach including a potential upside in revenue by trading special cards that would be charged with carbon credit over time and sold to the highest bidder, and cons including a possibility that such mechanism may not allow Jordan to get its due credits towards achieving its sustainable development targets. The full report will include a deep analysis of the possible approaches and will result in a recommendation based on these options. Eng. Shaqareen also indicated that any such platform has to get the approval of the Central Bank of Jordan (CBJ) as the central authority regulating such transactions. - A meeting with the CBJ was conducted to discuss the Government’s appetite for using such unconventional mechanisms and the potential risk of missing out of credit allocation as per Mr. Shaqareen’s comments. - A meeting was conducted with the NEPCO leadership and carbon specialists, which concluded the required meetings and data gathering component of this engagement. - Based on the above meetings and gathered data a detailed report clarifying the positon of Jordan in regard to Carbon Trade and environmental foot prints at global and national level was prepared and presented to the decision makers mainly Ministry of Environment based on their request. Also, it presented the position of the carbon trade mechanisms and recommendations. - The detailed report main sections are: Paris agreement, Evaluation of Carbon Trade, Main schemes of Carbon Trade, Case of Jordan, Jordan’s foot prints, Jordan’s GHG Inventory, Energy Planning, Mitigation Scenarios, proposed new Carbon Trade Mechanisms and recommendations. - Results: The project is following currently with Ministry of Environment the actions that they are taking based on the delivered report. H.E Secretary general took some solid and positive decisions to follow this approach. Second Path: Trust Fund for saved electricity bills and sold surplus - On the other hand, we have discussed with the Directorate of Administrative and Financial Affairs the possibility of establishing a fund to invest the electricity savings resulting from schools using solar energy, and the establishment of an independent fund specifically for this purpose requires a technical and legal study. These meetings have revealed that no trust fund shall be established except under a system issued by the Council of Ministers which requires the political well of the competent minister. - Meet with relevant parliamentary committees: (Education Committee, Rural and Badia Committee, Environment Committee, Energy Committee) to find a new mechanism in cooperation with the electricity companies, the Ministry of Education, the Authority for Energy and Minerals and the Renewable Energy Fund to benefit from the surplus to support schools in poor and marginalized areas. - Discuss the alternatives to the proposed fund: such as Fils Rural Fund: The possibility of calculating surplus amounts and the need to balance them as money for rural villas and then load the cost of energy bill for poor schools at the expense of rural villages. - Also. The Renewable Energy and Energy Efficiency Fund (JREEEF) is another option: To invest money in favor of the Fund so that it can continue to provide solar 1. The final results were as follow: - Ministry of Education has informed us that they have established recently a trust fund within the Ministry in order to deposit the saved electricity bills and use them to cover the maintenance activities for rural and remote schools. - In regard to the money resulted from selling the produced surplus energy, the best option was JREEEF as it is an existing fund and mechanism within the Ministry and there is no need to establish new scheme associated with needed laws and legislations. JREEEF is already supporting schools with RE/EE systems and the transferred money will be used to continue these efforts. JREEEF president has welcomed this decision and to facilitate this solution. Third Path: Prime Ministry 1. HRH Princess Alia has met with the former Minister of Education who became now the Prime Minister in order to discuss the possibility of establishing a Trust fund for the saved electricity bills for schools and the sold surplus energy to be used to support the schools located in rural and remote areas. The minster at that time welcomed the idea, but her moved to his new position as Prime Minister shortly 2. So, PAF has sent an official letter to the Prime Minister emphasizing again the importance of the above previously discussed proposals. 3. Result: the most preferred solution was to use an existing system mainly JREEEF trust fund instead of establishing a new one
Elaboration: All outputs have been completed without delays in agreement with the set timeline. The different activities linked and contributed to each other. To give an idea; At the local level youth are targeted through awareness sessions on renewable energy, energy efficiency and green jobs. In schools, the Eco-Program is introduced and teachers are trained on developing an environmental action plan. The program promotes green thinking and children are stimulated to design their own ideas. Complementary educational tools are developed to bring a comprehensive experience; VR, digital games and manual. Training manuals developed and accredited to be taught at local VTC centers. Courses offer theoretical and practical training with available on-off grid PV demonstrations. Graduates receive certified diplomas and are linked for job opportunities with the private sector; contracted suppliers. Furthermore, a mobile application is being developed in order to concretely link job seekers with potential employers. The application is free of charge and will be announced during training as soon as its operational. Simultaneously, targeted CBOs are supported to become green hubs to link all initiatives together those include; financial training, infra-structure support, income generation interventions, RE and EE revolving fund, job opportunities and continued awareness campaigns. Completed Outputs according to the logical framework are: • (110) schools selected in communities affected by the Syrian students to have improved learning environment through equipping them with renewable energy systems, energy efficiency lights, Heating /cooling systems, free electricity for operating the learning tools such as computers, internet and access to on-line curricula . This will directly benefit more than 56,205 Jordanian and Syrian students of which are 23,204 boys and 33,001 girls, 45,625 are Jordanian students while 10,580 are Syrians. • Targeted schools are sensitized on the Eco-Schools program introduced by an international certified entity to teach students how to be active in changing positive behaviors by rationing energy use and adopting best practices The international Eco-Schools program was introduced to 100 schools. TOT for 200 teachers (125 females and 75 males). (9) Focal points volunteers appointed to follow up on activities in all selected schools. (3,127) students were educated through the Eco-schools program • Students participated in an interactive virtual reality video that takes viewers on a dream like journey through space to better understand the operation of PV systems demonstrating how energy is generated and saved. So far (3,127) students experienced the video. • Additionally, 10,000 digital CDs, 10,000 educational Shamousa manuals support extracurricular activities in schools. • Evaluating the pre and post surveys of the awareness workshops conducted for the surrounding communities demonstrated the knowledge gained and the new positive attitude of 3,974 people of which are: 3,182 women and 792 men (2,854 Jordanians and 1,120 Syrians). • (15) Local youth have been trained and employed to spread awareness in the community and conduct energy audits at household level. So far, 1,500 citizens were targeted through workshops (male and female). • (5) Active CBOs were selected and equipped revolving funds and with proper training halls to become a hub for the local community and promote green culture. So far, more than 120 families have benefited from the provided services such as solar heaters, AC’s that save energy as well as other systems that have reduced their energy bills. • Training halls in CBOs used for extra learning spaces and remedial catch-up classes for drop-out children. Thus far, 600 students participated in this program: 276 boys (96 Jordanians and 180 Syrians) and 224 girls (101 Jordanians and 123 Syrians). (97) returned to school • To sustain the efforts of creating green jobs, the project equipped three of the main vocational training centers with on-grid and off-grid educational PV systems, comprehensive TOT and curricula to expand the benefits of all communities. (5) teachers have been trained; one-week ToT session was organized by the EU TA II program manager (120) students; 40 females and 80 males, enrolled in a 6 month RE&EE VTC training program. Graduates shall receive a ‘skilled’ level diploma. The Employment Application is launched and will be a platform that connects the trained youth and possible employers. This application will be open to all in order to facilitate job opportunities. • Number of people assisted to develop economic income generating activities Number of people in total Host communities Refugees Undefined Male Female Male Female Male Female 18 6 7 2 3 0 0 • Number of direct jobs supported Number of people in total Host communities Refugees Undefined Male Female Male Female Male Female 28 11 12 2 3 0 0 • (10) Graduates of the VTC; males and females were employed by the contractors who installed the RE/EE systems for the 110 schools. Qualitative indicators: - Introduced an innovative activity; virtual reality, to students in 5th and 6th grade proved to be significantly impressive for the learning experience. Particularly for RE&EE. The model could effectively provide an impactful experience to children in common settings where traditional means of education dominates the learning experience; (https://www.youtube.com/watch?v=_jHP5YmgZXs) - Eco-Schools is the largest international school program promoting sustainability – the program starts in the classroom and expands to the community by engaging generations in action-based learning. Through this program, young people experience a sense of achievement at being able to have a say in the environmental management policies of their schools, ultimately steering them towards certification and the status associated with the Green Flag award. - Established environmental clubs and committees in schools (15 to 20 students aged 10-15) which support the creation of local change agents promoting renewable energy and energy efficiency practices. - Teachers are empowered to organize awareness sessions and diverse initiatives through a participatory approach with students and have created local councils. - Income generating projects supported employment in communities, provide skillsets to beneficiaries and work on improving standard of living for families. - Provided solar powered water purification systems and logistical equipment and allow local groups to benefit from these systems by reinvesting profits into their communities. - Empowered CBO’s to better serve communities and promote RE&EE technologies through different models; revolving fund, awareness sessions and energy audit exercises. - Connected CBO’s with local authorities to eliminate bureaucratic barriers and create partnerships. - Established energy shops that are managed and run by CBO’s. - Supplied targeted VTC’s with necessary manuals on RE&EE, these were used to train community members, men and women, Syrians and Jordanians, on installation and maintenance. - Established an energy audit team to provide audits for households, farms and local private companies. In the 5 CBO’s a total of 15 volunteers are involved. These energy audits help community members understand their energy spending habits and patterns to modify them in order to reduce energy bills and raise awareness. - Promoted RE&EE in a local youth conference; the Arab Noor Conference, on supporting local businesses and young entrepreneurs. - Activated new actions through Ministry of Environment for the Carbone Trade mechanisms - Facilitated adopting JREEEF as the trust fund for sold electricity by schools to be used to support other schools. Quantitative indicators (segregated by nationality and/or gender if applicable): 1. Schools program Total number of schools 110 Total number of students 56,205 Ages 10-15 Total number of Jordanian students 45,625 Total number of Syrian students 10,580 Total number of Male students 23,204 Total number of Female students 33,001 Total number of Teachers 2,626 Schools equipped with RE&EE systems 110 Capacity building programs conducted 7 Questionnaires used to measure program adoption 3500+ Students reached by eco-schools DIRECT training 3,127 Teachers DIRECTLY targeted with capacity building programs 65 (70% female) Stickers distributed for the “Tafeha o benhawesh” energy savings program 10,000 (1250 per intern) CD’s distributed to students 10,000 VR screening 6800 2. VTC program Number of VTC’s 3 Total number of trainees 103 Total number of Jordanian trainees 94 Total number of Syrian trainees 9 Total number of Male trainees 64 Total number of Female trainees 39 Total number of Trainers 5 3. CBO’s activities Number of CBO’s supported by the project 5 Number of Local youths trained and employed in the CBO’s initiatives established by the project 15 Number of energy shops established and equipped with RE&EE technologies. 2 Total number of families that benefited from revolving funds through purchasing AC’s and solar heaters that save energy as well as other EE appliances 150 Number of Citizens reached through renewable energy and energy efficiency awareness and Social Cohesion training workshops in three governorates (3,974), 1,120 are Syrian, 2,854 Jordanians, where 792 are men while the remaining are females. Number of children supported by remedial classes to enroll back in school 500 students From both Syrian and Jordanian nations Number of children returned back to school after dropping out 97
- The intensive awareness workshops for the local communities surrounding the schools had mobilized the community to be part of the project activities and they are actively inquiring on educational courses to get better understanding on available technology and means of energy savings. - Introduce the revolving fund model at CBO’s to ease the economic burden: participating associations engaged in managing fund creation and operation. Once active, community members are sensitized on process and began applying for interest-free loans to finance renewable energy technologies at homes, shops and farms with confidence in the investment made and revenue on the longer term. - Renewable energy showrooms are established and illustrate RE technologies: shops display renewable energy products that the community members can purchase through an interest-free payment system, they have started utilizing the educational material in the shops to learn more on RE and EE. - CBO energy audit teams: recruited focal points and volunteers trained and tasked with energy audits are actively promoting the audit exercise, sensitizing community and illustrating saved electricity bill amounts after installing RE technology. - Community members gain confidence in RE concept and accrued savings, community members approached CBO’s to request audits at their homes and businesses and started apply for revolving fund loans. - RE&EE education and certification: youth in communities enrol in training module at the local vocational training centres to qualify for future green jobs. Due to the introduction of practical and theoretical training some post-graduate students are also enrolled. - Eco-school programs: students and teachers are enthusiastically participating in responsible energy practices and are holding science fairs and organizing events to celebrate achievements. As a result, schools falling out of the targeted lists in communities are expressing interest in participating in similar activities. - Parents-teachers councils were created in targeted schools to organize additional awareness sessions in communities while environment clubs were created and became part of the school system. - The remedial classes for students who dropped-out of school and their support in enrolment after the three month period of classes have ended. - The close cooperation with relevant stakeholders such as the VTC’s, Parliament, the Ministry of Education and the Ministry of Environment.
Sustainability Expected follow-up: describe the activities that will ensure continuation upon the completion of the project. - Ensure VTC’s continue to run training sessions on RE&EE in optimal standards; both at theoretical and practical levels. Trained youth are expected to be equally engaged in the labour market and in their communities to advocate for energy efficiency best practices. - Closely follow interventions launched by CBO’s and offer support where needed with regards to effective management and operation. - Running activities within the eco-schools program are intended to continue to enrich and sustain awareness amongst students, teachers, parents and community members in order to fully recognise their capacity and the importance of taking care of the environment so that they have the motivation to continue applying responsible energy practices when the project is complete. - Maintenance follow-up for the installed RE/EE systems at schools including PV’s, AC’s, and energy efficient light bulbs. This will be done through the contractors and trained youth in the different communities. Sustainability which will be ensured as follow: a. Financial sustainability: • All the purchased and installed solar systems shall have a high return on investment; the systems are paid for only once, and will eventually cover their cost in (3-5) years. These systems will operate and generate electricity for at least 25 years. So, the savings for Ministry of Education will be on average JOD500/Month/school which equal to annual savings for the 100 schools equal to almost JOD 600,000 and almost 15.0 million over the 25 years. There will be a documented study produced by NERC once all the systems are installed and operated. • The improved learning environment for the upcoming 25 years will contribute to improve the educational achievements and retention in these schools. • The equipped VTCs to be certified training centers to train people on installing and maintaining PV systems will continue to run training sessions on RE&EE in optimal standards; both at theoretical and practical levels. Trained youth are expected to be equally engaged in the labour market and in their communities to advocate for energy efficiency best practices. • The trained youth through the VTCs shall have better chances to get jobs and therefore to support their families which in consequent shall raise livelihood status of the community. a percentage of these youth will be employed by the three contractors in this project to cover the maintenance of installed systems for the upcoming three years • The supported CBOs that are equipped with trained youth, revolving funds, training halls, productive initiatives, and RE/EE systems will continue their business and activities and continue to be the gathering hub for their communities and continue serving them utilizing the provided tools and equipment. • The implemented eco-schools program have a direct impact on the students in terms of raising their awareness about protecting the environment, changing their behavior and ensure their commitment to improve their environment through adopting the best practices on the long term. the provided educational games on DVDs and educational manuals will ensure mire sustainability. b. Policy level sustainability: • The project is contributing to the government efforts and policies to mitigate the impact of the Syrian crisis. • The project is involving the relevant authorities, electricity company , parliament and other relevant stakeholders in order to establish a trust fund for the schools to benefit of the sold surplus of produced electricity through the installed RE/EE systems to benefit the rural schools or to pay the electricity bills for the schools that are not supported by RE/EE systems. • Another consultant have been recruited by the project to follow with Ministry of environment, Ministry of Energy and electricity company a new mechanism to benefit from the reduced CO2 emissions especially that the existing mechanism have proved to be not beneficial after a while. There are some plans to establish a trading platform to open the door for the investors and other projects to benefit from the new planned mechanisms. c. Environmental sustainability: • The project has contributed to the initiatives established on the local, national and international levels in combating climate change effects and acted as a useful mitigation measure especially on reducing the emissions of Green House Gases • Additionally, the capacity building of local youth, students and the awareness workshops for the community members on renewable energy importance and need has supported the environmental adoption of best practices . d. Social sustainability: • This project has worked on promoting the social cohesion between the Syrian refugees and hosting communities through conducting more than 50 workshops that gathered more than 2,000 people of both nationalities and improved their knowledge about the importance of social cohesion and community solidarity. • Moreover, the project has built the capacity of five of the most active CBOs with infra-structure, training and job creation. Those activities are a concrete component that can serve communities even after the project completion.
Netherlands - Ministry of Foreign Affairs
The Princess Alia Foundation
Horizons for Green Development
Future Pioneers fo Empowering Communities
The actual project duration was July 1, 2017- August 31, 2019
The entire project was implemented in Jordan
Goal 4 = 30% ,
Goal 5 = 10% ,
Goal 7 = 30% ,
Goal 13 = 15% ,
Goal 17 = 15% -
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