Examination of the literature on green school rating systems from six countries that have rating systems in place reveals that each of the rating systems has its own theoretical framework and unique features, and the way schools are ranked varies among the systems (Mogensen and Mayer, 2005; Chan et al., 2015). Eco- Schools, LEED for School, BREEAM Education 2008 (BREG, 2008) and the Australian Green Star Education v1 (GBCA, 2015) use a grade rating system; but the Japanese Comprehensive Assessment System for Building Environmental Efficiency (CASBEE, 2012) and the China Society for Urban Studies (CSUS, 2011) use a complete degree-rating system. Even though there are differences in the way schools a ranked, these standards invariably reflect sustainability requirements of environmental protection and the so called ‘‘four savings” of land, energy, water and material (Zhao et al., 2015).
Maybe every building can be a green building, be it a home, an office, a school, a hospital, a community center, or some other kind of structure.
There are a number of features that can make a building "green". These include:
- Efficient use of energy, water and other resources
- Use of renewable energy, such as solar energy
- Pollution and waste reduction measures, and the enabling of re-use and recycling
- Good indoor environmental air quality
- Use of materials that are non-toxic, ethical and sustainable
- Consideration of the environment in design, construction and operation
- Consideration of the quality of life of occupants in design, construction and operation
- A design that enables adaptation to a changing environment
It should be noted, however, that not all green buildings are the same and must be. Different countries and regions have a variety of characteristics, e.g. These include different climatic conditions, unique cultures and traditions, different types of buildings and ages, or comprehensive environmental, economic and social priorities that shape the approach to green building.
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