European Commission > Energy > Intelligent Energy Europe

Young Energy People (YEP!)

Project brief
Key action: Energy education
Status: Closed
Coordinator: Rachel Close
Severn Wye Energy Agency Limited, United Kingdom
Tel: 0001594 545 369
Partners: Energy Agency of Plovdiv (EAP), Bulgaria
Energieberatung Prenzlauer Berg e. V., Germany
Agenzia per l'Energia e l'Ambiente della Provincia di Perugia, Italy
Energy Agency of Livorno Province srl, Italy
Agencia Energètica de la Ribera, Spain
Energy Agency for Southeast Sweden (ESS), Sweden
Benefits: An educational programme, resources and method that can be used as a framework for schools wishing to develop energy sustainability in their communities.
Keywords: Energy, Schools, Workplaces, young people
Duration: 07/11/2007 - 06/07/2010
Budget: EUR 1 074 731 (EU contribution: 50%)
Contract number: EIHOR/EIE/07/086/2007


The project work took place in eight European regions following a common theme and approach but working within the realities of their local contexts. Project participants established a local steering group with representatives of the key actors (secondary school teachers, educational authorities and business representatives in addition to representatives identified at a local level with links to the project work; e.g. other environmental educational groups, agencies)to inform the local project work. Secondary schools formally supported and contributed to the development of a work programme that saw energy agencies working alongside teachers to train School Energy Management Teams (SEMT) of pupils in basic skills of surveying the energy situation and instigating a programme of improvements on the basis of their observations. The school building and community were a basis for the acquisition of skills that were transferred to the workplace through student placements. YEP! increased the general awareness of energy use and efficiency measures for pupils, teachers and workplace staff.

  • 8 European regions, 48 secondary schools and 41 work places have actively pursued the YEP! programme. Student knowledge and understanding of the topics addressed has improved with results showing a mean of a 31% increase across the partnership. Teacher confidence for teaching about energy related topics has also improved, as has their awareness and conscientiousness in relation to energy practice.
  • Workplaces have seen a 29% increase in implementation of energy saving measures and a 43% increase in participants self evaluation of conscientiousness around energy issues in the workplace.
  • There has been a total energy saving of 1.6 GWh.
  • More than 800 schools have been notified of the project through dissemination and 40 non participant schools have received a ‘taster’ of the action through road show events. Resources and support material is available for download for future use in 7 national languages.
  • YEP! won the category for school energy projects at the Ashden Sustainable Energy Awards 2011:

Lessons learnt
  • YEP! has made a positive contribution to energy education as evidenced by the evaluation analysis. It has advanced participants knowledge and understanding, achieved significant energy savings and addressed some of the gaps in provision for resources available to schools.
  • Schools are keen to embrace specialist support for this difficult topic and were particularly enthusiastic about an approach that offered a real application to the work place for their students and facilitated their links to engagement with their local communities. It is clear that teachers lack the technical knowledge and access to information about energy plant, building footprint and weather normalisation of data in order to make informed saving campaigns tailored for their schools.
  • YEP! has shown that there is a clear role for energy agencies and those with specialist technical knowledge to instigate energy education projects and support teachers so that they develop their understanding and confidence. Using these techniques YEP! has had more success demonstrating energy saving and learning results as well as teachers prepared to continue the action beyond funded support than projects that merely establish teaching resources or technical surveys without follow-up actions.

Legal notice