Main direct outcomes
1.    Common didactic methodology combining theoretical and experimental aspects.
2.    The students and the teachers will acquire the capacity to monitor their own daily “energy behaviours”.
3.    Information and making awareness of students and teachers.
4.    “Sheet of Environmental Values”: report of the “General Educational Schedule” pointing out the significant changes in the energetic behaviour and energy consciousness and knowledge.
5.    “Sheet of Energy Values”: report of the “Technical Educational Schedule” pointing out the significant changes in the energetic behaviour and energy consciousness and knowledge.
6.    The students and the teachers will acquire skills in the application of the energy audit methodology and in the use of the software for energy consumption calculation (know-how acquisition).
7.    Energetic Balance of each school building.
8.    “Energy School Management”.
9.    “Words for Energy” dictionary.
10.    Pattern of Energy Efficiency in the Schools (common and transferable methodology for energy audit).
11.    Education of teachers and students on basic issues in the fields of energy and environment.
Main (potential) indirect outcomes
1.    Energy saving and CO₂ emissions reduction in the involved (directly and vicariously) schools.
2.    Economic saving in the pilot-schools.
3.    Start-up of Energy School Managements in other schools involved in the project (“energy ambassadors” function) at local level.
4.    Start-up of Energy School Managements in other schools not involved in the project (by dissemination at international level through IT e TLC tools).
5.    Start-up of a Network for the development of the European co-operation in the field of energy efficiency in the school buildings, able to permanently cooperate with the educational institutions.
Potential impacts of the action
Besides the expected results and impacts of the described actions of the project, we believe that the project will have an important influence for the local communities. To reach this goal we believe that an improvement of the energetic conscience and behaviour of the local people is a very important factor. Making the students local “energy-ambassadors” will not only change the consumption at their school. We believe that a broader scale potential impact of this will affect their parents (as well the many tourists that visit the countries) every year in a more energy conscience thinking. We succeed in transferring the results and exchanging the experiences of good practice in a popular sense of way, we believe 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 caring out of the training seminars, but also, and most importantly, because of the contacts with schools and teachers that the experts of our enterprise will obtain due to the seminars. A permanent link will be developed with the selected schools will constitute during the implementation of the project. The aim is that the energy audits in the selected school will continue long after the end of the project. Furthermore energy audits can 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 will impact on the rising of environmental awareness of a specific target of citizens (teachers, students and their parents). A change of the energetic behaviour of the students can 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. On the other hand, more people will participate in the procedures of environmental audits, which will help the experts to make more people understand the importance of their work and help them carry it out. 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 activities the agencies will acquire a better understanding of the obstacles to overcome to reach larger audiences and a clearer idea of the students' energy awareness as well as of the teachers' specific training needs. The consortium believes that the P.E.E.S project comes at a crucial time and could help the energy agencies in reaching a new dimension in its dissemination activities towards the younger generations. 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 deliverers to ensure technical, financial and geographical coverage for sustainable energy across the territories involved in the project.  This co-ordinated approach will provide assistance to local authorities, communities, householders, small businesses, and public organizations.
The Partnership approach will help to increase the level of implementation of sustainable energy.
o    Set-up of a School partnerships for the transfer of the best practice (e.g. within the Comenius programme).
o    Start-up of  Energy School Managements in the other Schools of the involved Countries.
o    Integration of energy in the school curricula.
o    Implementation of the circulation of the best practice through ManagEnergy; WorldWide Classroom (WWC) the Consortium for International Education & Multicultural Studies; other media of the other involved key-actors to warrant the transfer of the general results to involve the students in the issues promoted by the Sheet of Aalborg.
o    Dissemination of the best results by ESHA (European School Heads Association”; “EURYDICE - The Information Network of Education in Europe”; AEDE (European Association of Teachers).
o    Dissemination through the FEDARENE (the European Federation of Regional Energy and Environment Agencies) that will support the “common dissemination” phase.
o    To involve the students in the issues promoted by Kyoto Protocol.
o    Change of the energetic behaviour obtained in a relevant quote of citizens.
o    Increase of energy and environmental awareness of students in other schools of the involved Countries.
o    Activation of processes of energy saving in other schools of the involved Countries.
o    CO₂ emissions reduction in other schools of the involved Countries.
o    Opportunity to roll over the saved money in other activities of the school to improve the technological equipment.