SUPELEC
Description
Le projet 'Installation de panneaux thermo-solaires dans une des résidences d'étudiants (C.E.S.A.L.)' vise à équiper une des résidences d'étudiants en panneaux thermo-solaires pour assurer la production de 30% d' eau chaude. L'initiative a été lancé en 2010. Les travaux ont été réceptionnés au printemps 2011. Cet investissement permet une réduction de la facture énergétique tout en diminuant de façon significative les émissions de CO². Le projet a bénéficié des subventions du Fond Chaleur de l'ADEME pour 92.000 €. L'étude préalable, le dossier de financement et l'accompagnement ont été réalisés par SINTEO.
Au rang des éléments facilitateurs figure le partenariat EDF - SCHEIDER ELECTRIC, expérimenté depuis 2009 pour le premier contrat de performance énergétique garanti en France signé par Supélec et par Césal. De même, l'assistance avisée de SINTEO a permis de structurer un dossier technique innovant et de réduire le coût d'investissement.
Les 5 axes de l'initiative "Ancrer durablement l'Etablissement dans l'enseignement supérieur et dans la recherche en France mais aussi à l'international" sont les suivants; 1- accroître son ancrage et sa visibilité dans le système français d'enseignement supérieur et de recherche, 2- intensifier l'internationalisation et sa visibilité, 3- renforcer l'excellence de sa recherche, 4- assurer la croissance durable du modèle d'économie mixte, 5- être acteur responsable au cœur des enjeux économiques et sociétaux.
En ce qui concerne l'Installation de panneaux thermo-solaires dans une des résidences d'étudiants (C.E.S.A.L.), une des principales difficultés a été l'absence de référentiel dans la conduite du projet. D'autre part, l'installation n'intervenait pas lors de la construction d'une résidence mais dans un schéma de réhabilitation et avec un fonctionnement qui ne devait pas être entravé pour les résidents.
A l'issue d'une année de fonctionnement, le bilan est en cours d'ajustement. L'objectif de 30% de production et de distribution d'eau chaude pour la résidence, grâce au thermo-solaire, est atteint.
Contrat de Performance Energétique Garanti signé début 2009 pour réduire de 10% la facture énergétique annuelle et pour réduire de 99 tonnes l'émission annuelle de CO2 (mesure ADEME)"
SDGS & Targets
Goal 7
Ensure access to affordable, reliable, sustainable and modern energy for all
7.1
By 2030, ensure universal access to affordable, reliable and modern energy services
7.1.1
Proportion of population with access to electricity
7.1.2
Proportion of population with primary reliance on clean fuels and technology
7.2
7.2.1
Renewable energy share in the total final energy consumption
7.3
7.3.1
Energy intensity measured in terms of primary energy and GDP
7.a
7.a.1
International financial flows to developing countries in support of clean energy research and development and renewable energy production, including in hybrid systems
7.b
By 2030, expand infrastructure and upgrade technology for supplying modern and sustainable energy services for all in developing countries, in particular least developed countries, small island developing States, and land-locked developing countries, in accordance with their respective programmes of support
7.b.1
Installed renewable energy-generating capacity in developing and developed countries (in watts per capita)
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Nadine BRIERE, Hervé LEGUIL, Anne CHRETIEN,