| | http://www.sun.ac.za/si | Solar and battery storage initiative to save schools money and get them through loadshedding | The majority of South Africa’s schools face financial challenges, and struggle to meet the basic educational requirements. Water and electricity bills are rising at a rate that is higher than inflation, and even more so for a basket of educational expenses. Moreover, overall per-peer budgets are in decline, and financial management at such institutions are complex with limited knowledgeable managerial resources available, especially at the lower-quintile schools. Our initial survey of five schools in Stellenbosch revealed that monthly costs ranged from R12,000 per month to R 100,000 per month (200kWh/day to 850kWh/day). Our best estimates show that schools in South Africa are responsible for 3% of South Africa’s energy needs. Schools also have a disproportionately large impact on the environment. Based on smart meter measurements that were used for billing over the last three years at five schools, and using the conversion rates from the fossil fuel-intensive generation in South Africa, we estimate that each school has a CO2 footprint of approximately 500 kg/day on average. Even with a 50% conservative estimate to correct for affluence bias, this results in a staggering 6 million kg of CO2 caused every day by all the electrified schools in the country. Based on our pilot study described below, the main reasons for these high costs and large footprints are a lack of knowledgeable oversight and management; tardy feedback through monthly billing; inefficient electric loads (e.g. lights, fridges and borehole pumps); users being unaware (corregible behaviour); and lack of managerial ownership and incentives. Through effective intervention at schools, one would not only bring down the cost and reduce the resulting carbon footprint, but also achieve a more substantial reach into the community. Schools are socially responsible institutions and any initiatives towards them will be beneficial for the communities in which they exist. Moreover, every child that becomes aware and a responsible energy user, will be tomorrow’s responsible user at home, both now, and when they are older. It then makes sense to invest in schools to cultivate sustainable energy behaviours, which will result in alleviating the financial burden and the environmental stress caused by schools and the home. Moreover, increased interest in energy and renewables could lead to an increase in students interested in pursuing careers in these scarce-skilled professions. In addition to driving down usage and cost, a major concern for schools is making informed decisions when evaluating solar installations as a viable source of renewable energy. We have found that in many cases even the sales agents do not have the necessary know-how to calculate the savings or know how to optimally match solar availability with school demand. In fact, many schools are bamboozled into signing contracts with detrimental terms and rates (e.g. having to pay for generated power, rather than used power). This project will address this need also. Leading up to the proposed project, two related projects were successfully completed by the same team since 2017. The first was the SmartWaterMeterChallenge ( www.schoolswater.co.za ), in which 360 million litres of water (R28 million) was saved in the drought of 2017/18 by 354 schools in Cape Town with support from two governmental and 93 corporate entities. The second was a small pilot project done on an absolute shoestring with some industry support. This so-called GreenClassroom project served as a precursor to the proposed project, in which smart meter data was used to characterise, and eventually affect through behavioural change, the energy usage of five (affluent) schools in Stellenbosch: Laerskool Stellenbosch, Laerskool Eikestad, Rhenish Primary, Rhenish Girls High, and Hoërskool Stellenbosch. In a controlled experiment three schools we sent visualised and digestible energy usage information from smart meters daily. Additionally, we presented to the schools’ staff on energy usage rates and resulting CO2 emissions of typical schools’ loads (e.g. urns, geysers, lights, fridge, etc). This project was done on a shoestring and was used to better understand the schools energy ecosystem. Within a couple of weeks, the schools reduced their daily energy usage and footprint by ca. 18 % and cost by ca. 14% (R 3,156 on average per month), when compared to the same period in the previous year and compared to schools that were not part of the intervention in a difference-in-differences comparison. Two of the schools also sent children to the SunStep programme, hosted by Stellenbosch University, where they were exposed to information on renewable energy and climate change, and had to solder their own mobile phone charger, which they took home. These projects used similar methods and technologies as those proposed here. The proposed project plans to leverage the lessons learned through the two projects to achieve similar outcomes at poorer schools in the Stellenbosch area. For three schools, small solar power plants were also installed with giant posters on the wall to make children aware of renewables and environmental change. These projects set a clear president, demonstrating our commitment and ability to affect change at schools, and lay a solid foundation for achieving success in the proposed project. The project will chiefly aim to save money and environmental impact through the use of electrical and electronic engineering technologies, while educating staff and children. The project will primarily target 25 indigent schools in the Stellenbosch and Paarl area. The project will demonstrably achieve all of the following objectives at these schools Use of smart metering (and smart switches where appropriate) to save needy schools money and reduce their carbon footprint. Install solar power to reduce school costs and environmental footprintInstall inverter and batteries to carry the school through loadshedding. The project will draw from various role players to ensure successful completion, ranging from academia, industry, schools, universities, and governmental agencies. Stellenbosch University: Jason Samuels will be the school liaison and will coordinate the smart meter data capture (installation, acquisition, development where needed) and perform the processing and dissemination of the visualisations. He will also present to the schools on climate change, tariff structures, and energy usage. He will also be completing his PhD on the proposed project, or related areas. Professor SS Grobbelaar of the Department of Industrial Engineering as collaborator.Thinus Booysen will provide a coordinating and oversight role. He may also assist with the presentations to management and the staff. Scatec Solar Chair at E&E Engineering (Dr. Arnold Rix) was part of the initial pilot project, and co-supervises the MEng students who will work on this project. Schools The schools principals and governing body representatives will be engaged with the information, and will be responsible to disseminate the information to the teaching staff and personnel. | 1542 | | |
| | http://www.sun.ac.za/si | Let’s Move_Kom Beweeg_Masihambe | The Movement Laboratory at the Sport Science Department focuses on developing and researching evidence-based exercise interventions for movement disorders as seen in elderly and neurological populations i.e. spinal cord injuries, strokes, Parkinson’s disease as well as Dementia and Alzheimer’s disease. Over the last few years the Movement Laboratory has established collaborations with various local communities, with the cooperation of previous research projects and associations like Bridging Abilities, Helderberg Stroke Foundation and the ACVV. Even though there are other community projects focusing on health and wellness in these areas, none specifically focus on individuals with movement disorders relating to neurological conditions. The Movement Laboratory has set out not to leave communities after research projects have been completed without establishing educational platforms and/or exercise groups for the benefit of the community members. Consequently, this also provides an opportunity for BSc Honours Biokinetics students to engage with these communities and to learn from them; while developing their clinical skills and attributes. This then establishes an interactive learning environment as well as a more sustainable impact. This project sets out to allocate post-graduate BSc Honours biokinetics students (i.e. clinical exercise therapist-in-training) to these communities 2 - 3 times a week over a year. The students will assist community volunteers in physical performance and health assessments, exercise intervention design and implementation, as well as health and wellness education. Initially the students will be supervised by the Biokinetics program mecoordinator (and qualified Biokineticist i.e., clinical supervisor), however over time the project aims to involve community volunteers and eventually engage the community in taking responsibility and accountability for their own physical activity programs (while the students will continue to only assist these members). In addition, this projects also allows research projects on exercise interventions to develop – with community participation into the project designs. | 1536 | | |
