Today, we’re thrilled to have Chechu, as his friends know him, joining us. Alongside Marta and Sara, he has been a driving force behind Project AURORA, a groundbreaking initiative born within the school community. The project aims to raise 150,000 euros to fund installing a photovoltaic system and two heat pumps units, paving the way for a cleaner energy future.
Project AURORA stands out for its ambition and approach: mobilizing local citizens to contribute through micro-investments – a feasible action that puts citizens on the wave of the last COP29 discussions. These microloans will be repaid from the energy savings obtained, making it a sustainable and inclusive model for financing community-led climate action. (Further info available in Spanish )
In this conversation, we’ll dive into the school manager’s vision on how this initiative can inspire and impact others.
Chechu, welcome!
Jesús García Rincón, Centro Cultural Palomeras School Cooperative Manager
How important is it for schools to promote projects that involve the local community, especially on topics like climate change?
It’s very important, but not only because of the impact it can have on the school, being an example or reference for other local organizations or schools by promoting clean energy generation and more responsible energy consumption. It’s also because of the belief that stopping climate change is not possible without greater involvement from civil society.
How do you think this microfinancing model can align with the cooperative and social values of the school?
At the school, we’ve always said that our best and most valuable asset is our families, without whose involvement, trust, and cooperation at all levels, our educational project wouldn’t be feasible. Once again, it is thanks to them and to the other people who will support us with their microcredits that we’ll be able to embark on this project that excites us so much.
What ideas do you have for integrating the photovoltaic installation and heat pump technology into the school’s educational activities? For example, could they be used in classes or extracurricular activities?
Of course, they can be used in class! In fact, we consider it to be an essential part of the project, but now it’s up to us, the teachers, to learn and plan how to make this happen. None of us are experts in photovoltaics or aerothermal systems; we’re just starting out, but we’re not worried, we learn quickly. Once we have it figured out, we will share the ideas and activities we carry out.
Could the social activity in the neighbourhood be increased through the school thanks to these installations? (e.g., opening on weekends, summer, etc.)
To be honest, and this is a very personal opinion, we have never considered this from that perspective, because we believe that while the school should always be a transformative agent and generator of social relationships within the neighbourhood, we also believe that it should be the administration—by promoting, supporting, and of course financing—entities like neighbourhood associations, children’s and youth clubs, cultural centres, etc., who are in a better position to help increase social activities in neighbourhoods.
What other projects or improvements at the school could be launched thanks to the additional savings generated by this initiative?
As I mentioned earlier, we’re in the learning phase, and we’re not entirely sure where this path will take us or if the savings generated will be enough to carry out other projects. However, we are clear that if we don’t want to put the cart before the horse, the first savings should be reinvested in improving our energy efficiency—like replacing windows, doors, etc.
How long have you been working on the project?
If my memory serves me right, we’ve been working on it for about a year.
What barriers have you faced?
Bureaucracy and more bureaucracy.
How do you think your model could be replicated quickly in other schools?
The relevant administrations need to take the lead on these types of projects and invest—invest in the future.
What makes your school able to make this kind of initiative work when other schools have rejected it, preferring to privately finance installations without dedicating the effort to organizing so many people?
EXCITEMENT, A DESIRE TO TRANSFORM… and of course, students, families, and a human team without whom none of this would be possible.
