Besides the direct (and short terms) expected results and impacts by the described actions, we observed the project also had an important influence for the local communities. To reach this goal we observed that an improvement of the energetic conscience and behaviour of the local people was a very important factor. Making the students local “energy-ambassadors” we did not only change the consumption at their school, we observed that a broader scale potential impact of this affected their parents as well their friends and relatives. We succeeded in transferring the results and exchanging the experiences of good practice in a popular sense of way, we trust that the project in the long run can have a wide affect on other schools, not just in the local area, but also even nationally. Having gained the experience of the project, the energy agencies will be able to continue the educational program with the school students after its end. This will be possible not only because of the educative material gathered during the carrying out of the training seminars. A permanent link will be maintained with the selected schools and it will constitute the lasting implementation of the project. The aim is that the energy audits in the selected school will continue long after the end of the project, managed by the new Energy School Managements. Furthermore energy audits will be extended to other schools. All the involved parts will be beneficially networked.

The link between the energy agencies and the selected school will benefit mutually both sides. It has a positive impact on the rising of environmental awareness of a specific target of citizens (teachers, students and their parents). A change of the energetic behavior in a crescent part of the students will lead to a greater level of energy save and thus money save, which can be rolled over in other school activities, as for instance the improvement of technological equipment. Important energy data will be collected, which can be used by the agencies to formulate specific proposals to enhance the energy saving in school buildings. Also, most important, the big input to set-up a network between energy agencies and a school network can be consisted for the transfer of the experience and good practice and this can be proved positive for future collaborations. Through these implemenetd activities the agencies acquired a better understanding of the obstacles to overcome to reach larger audiences and a clearer idea of the student’s energy awareness as well as of the teachers specific training needs. It is clear to us that carrying out dissemination activities on a broader scale is a key element of success. Teachers are always eager in participating in multinational projects, which give them opportunities to broaden their horizons and contact fellow teachers from other. The network of local energy agencies will contribute to ensure technical and geographical coverage for their educational action in the field of sustainable energy across their territories.