| Summary: | The climate issue is a significant question, and the problem is mainly caused by human activities. Everyone can help to counteract the enhanced Greenhouse effect by reducing the amounts of energy they use and by not consuming more products then they need. Schools are some of societies many consumers and therefore contribute to the Greenhouse effect. The School also has an important task; to teach and disseminate knowledge and information about the climate and the environment. According to the Swedish National Agency for Education, Skolverket, must all schools regularly consider the environment and sustainable development throughout the entire education process. Unfortunately, this is not the case for many schools in Sweden today. One of many tools that can be used to coordinate environmental work and initiatives, and also to make it more efficient, is environmental management systems. The most well known environmental management systems are developed for companies and consist of, for example, ISO 14001 and EMAS. Schools also have their specific versions of environmental management systems. In Sweden there are two of this kind; Green Flagg (Grön Flagg) and School for Sustainable Development (Skola för hållbar utveckling). There is also a third, called Environmental diploma (Miljödiplomering), though this particular one can be used both in companies, schools and other organizations. The authors regard these management systems as fine but insufficient. They need to be complemented by another management system aimed at climate and energy, which will work both as a startup for School for Sustainable Development and a continuation from Green Flagg. This study has had the aim of finding the components that need to make up such a climate management system. The system needs to be; easy to introduce into the school activities, be of good use in the tuition and contribute to lessen the schools impact on the climate. The study is based on literature relevant for the subject as well as two parallel empirical studies, where environmental work and environmental management systems in two schools were evaluated. The result of the study showed that most schools integrate environmental issues in their education, although to a varying extent. Environmental work in schools today need more structure and the authors regards environmental management systems adapted to the school activities, as helpful tools. To ensure that such a management system will be used, it needs to be limited to a more specific issue. The authors have, in this study, chosen to work with climate and energy as the main focus. The management system should be built as a conventional environmental management system suited for companies, for example ISO 14001, and contain the following components: PDCA Physical environmental aspects Documentation Clearly rooted in governing documents Communication Tools Stairs of knowledge Continuous updates and follow-up:s Distinction
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