Joanna Tuffy (Dublin Mid West, Labour)
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Question 191: To ask the Minister for Education and Science the number of primary and post-primary schools that use renewable energy for the purposes of heating the school building or the school's water supply; and if she will make a statement on the matter. [5923/08]

Joanna Tuffy (Dublin Mid West, Labour)
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Question 192: To ask the Minister for Education and Science the number of primary and post-primary schools that use oil fuel central heating; and if she will make a statement on the matter. [5924/08]

Joanna Tuffy (Dublin Mid West, Labour)
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Question 193: To ask the Minister for Education and Science the number of primary and post-primary schools that use gas central heating; and if she will make a statement on the matter. [5925/08]

Joanna Tuffy (Dublin Mid West, Labour)
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Question 194: To ask the Minister for Education and Science the number of primary and post-primary schools that do not have insulated walls and attics; and if she will make a statement on the matter. [5926/08]

Joanna Tuffy (Dublin Mid West, Labour)
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Question 195: To ask the Minister for Education and Science the number of primary and post-primary schools that do not have double glazed windows; and if she will make a statement on the matter. [5927/08]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 191 to 195, inclusive, together.

The information sought by the Deputy is not readily available. However, my Department is reviewing renewable options for energy generation in schools through a number of research projects including, Tory wind turbine project, Interreg solar hot water heating projects and Biomass wood pellet / wood chip boiler and solar projects. My Department would encourage schools to consider the use of wind generated electricity which is available nationally through the National Grid. This in effect allows the school to benefit from the environmental and lower cost benefits of wind generated electricity without being exposed to operating and maintenance issues and reliability of supply.

With respect to energy programmes that would compliment environmental work currently taking place under the green flags initiative for the past nine years the Planning and Building Unit within my Department have been using a process called the DART approach (Design, Awareness, Research, and Technology) to develop sustainable and energy efficiency in educational buildings. The policy is driven by technical guidance documents, informed by building unit professional and technical staff, external partnerships and updated by continued energy research and development.

Rather than develop a unique focus on energy design my Department has taken a more holistic approach and have developed their technical guidance on energy efficiency in school designs as an integral part of the suite of technical guidance documents. These guidelines encourage the design team to take a complete design team approach from project conception. The incorporation of low energy design has been done on a hybrid basis by maximising natural resources and utilising technologies. This involves focusing on areas such as natural ventilation, passive solar design, day lighting and reducing infiltration, enhanced insulation, lighting and heating controls and water efficiency.

The focus to date on sustainability in schools has been to reduce the energy demand in schools. This has proven quite successful with modern day schools typically using three times less energy than schools built ten years ago and also using less than half the energy than what is termed as good international practice for schools.