Name: Secondary Technical School of Electrical Engineering, Hálova 16, Bratislava
Segment: Secondary Technical School
Location: Bratislava, Slovakia
Designing company: Lightech
Secondary Technical School of Electrical Engineering, Hálova 16, Bratislava is one of the three technical schools of electrical engineering in the capital. Within the Bratislava Self-Governing Region, it is part of the Center for Vocational Education and Training in Electrical Engineering and Information Technologies.
Given the great interest in the school and the increase in the number of classes each year, the school moved to the address in October 2004, to the original premises of an elementary school which was cancelled in that year. The Secondary Technical School of Electrical Engineering has been active there until now.
Since the premises were built in 1983, the school found it necessary to undergo reconstruction, not only as far as the replacement of windows, insulation and new façade is concerned – this took place in 2015, but there were also efforts to replace the uneconomical and ineffective fluorescent lamps for new ones. Most of the original light bulbs were manufactured in the previous century. From today’s point of view, they were very uneconomic and technically and morally obsolete. Their age exceeded 25 years.
In the spring of 2017, a light and technical study of the reconstruction and modernization of lighting in the whole school was carried out at the initiative of the Bratislava Self-Governing Region.
Based on the public procurement procedure implemented by the Bratislava Self-Governing Region, the project was awarded to Bratislava company Lightech, which is a partner of our company OMS.
The management of the Secondary Technical School of Electrical Engineering was very pleased with the choice of contractor, as its executive officers were former students of their school and who else could know the premises better than students who spent their study years in the corridors?
The light and technical study highlighted the need to replace the lights for more efficient types with high-power light sources, more efficient optics, and electric voltmeter which would be suitable for the purpose also in terms of color light and color rendering in accordance with the requirements of the standard. When replacing the lights, the reassessment of the system geometry was based on the light and technical calculation so that the layout of individual lights lay down minimum requirements on the number of lights (investment costs) and the installed lighting power (operating costs) complied with the normative lighting requirements. One of the other conditions was to add lighting to rooms where there is currently no proper lighting fitting. It was also necessary to add and expand the lighting system in selected cases where it was necessary to ensure compliance with the standards or where the functional use of the building is planned. The study also highlighted the need to install lighting control in selected learning areas to ensure constant illumination, using daylight in combination with a motion sensor. Installing lighting control in selected communication areas using sensitive motion sensors and introducing a scheduled regular maintenance system, including light cleaning, has been a further prerequisite in the process of selection of a suitable vendor for the project, and we are delighted that our lamps have met the required criteria.
In the Secondary Technical School of Electrical Engineering we have exchanged lighting in 43 premises in total – 38 rooms and 5 corridors. The old system consisted of 486 pcs of two-source fluorescent lamps with a prismatic diffuser, 113 pcs of single-source fluorescent lamps with a prismatic diffuser and 31 pcs of four-way fluorescent lamps. All in all, 138 pcs of SMART-L lamps (37 W 5,550 lm 4,000 K 80 Ra), 98 pcs of SMART-L lamps (56 W 8350 lm 4,000 K 80 Ra), 10 pcs of FREYN II lamps (SS4 31 W 4,250 lm 4,000 K 80 Ra) and 33 pcs of EDAN lamps (SURFACED M ASYM 37 W 3,800 lm 4,000K 80 Ra) were used in the course of light replacement.
|installed power consumption of the whole system||75 587,92||12 125,00||W|
|electricity consumption per day||431,93||69,29||kWh|
|per month||13 137,90||2 107,44||kWh|
|per year||157 654,80||25 289,29||kWh|
|production of CO2 per year||100 899,07||16 185,14||kg|
|price for consumed energy per day||51,83||8,31||€|
|per month||1 576,55||252,89||€|
|per year||18 918,58||3 034,71||€|
|production of CO2 per year||100 899,07||16 185,14||kg|
|difference of entry costs||23 837,40||€|
|savings in energy costs per year||-15 883,86||€|
|CO2 savings per year||-84 713,93||kg|
|return without maintenance costs||1,5||year|
|return including maintenance costs||1,6||year|
OMS has offered a solution that has met the expectations and helped create a stimulating and inspiring place with optimum learning conditions.
Energy savings result not only in operating cost savings, but also in saved maintenance costs, because the lifetime of the equipment is extended thanks to their efficient use, i.e. they only illuminate when needed.
Classrooms and school premises look completely different after light replacement. Changing the quality of light is obvious at first glance and I can say that the new system is incomparable with the old lighting. We are glad to provide the students with the best possible conditions and that we have improved the working environment of the school staff. The atmosphere in classrooms with new lighting has changed completely and the school management can expect significant savings after the first electricity check. See pictures for comparison: