Espace réservé aux membres du projet
Veuillez s.v.p. répondre aux questions suivantes avant le vendredi 26 janvier 2024.
Quelle est la problématique que vise à résoudre votre projet dans le domaine alimentaire ?
A critical look at our national food production system quickly reveals several serious issues. As of January 9th 2024, Luxembourg has reached its “Fruit overshoot day”. Indeed, the national fruit production only covers 2,5 % of the fruit sold in Luxembourg. Vegetables only fare slightly better with a national production covering about 6% of the needs.
This circumstance contributes to Luxembourg’s bad ecological footprint with the transport producing CO2 emissions. Our water footprint is also negatively affected by indirectly importing water from drought-strained regions. Moreover, imported fruits and vegetables are frequently not produced according to the same environmental and /or social standards. Water contamination with pesticide residues and nutrients are often another consequence.
Concerning tropical fruit, it is difficult to change the situation but concerning vegetables, especially leafy green vegetables, most of our imports are from countries which have climatic conditions like ours (Belgium, Netherlands).
Locally produced and consumed fruit and vegetables also considerably reduce energy needs (less transport, less refrigeration) and packaging wastes.
The vegetables/fruits we produce will be used by the students of the school, either in the respective classes or extracurricular activities. Cooking activities not only add a social and cultural exchange they can also promote healthy eating habits.
School gardening initiatives only work during the summer. Using a mobile hydroponic system (LLIS) or an aquaponic system installed in a greenhouse (LML) could overcome this problem. During the favorable season these vegetables are produced outdoors, and during the bad season the production takes place indoors or in a greenhouse. In both case supplemental lighting is provided. The use of highly efficient LED lighting will keep the production footprint lower than conventional high pressure sodium lamps. We will also investigate the possibility of installing solar panels to contribute sustainably to energy consumption.
The garden activities are also well suited to demonstrate biological, geological, geographical processes as well as and social matters (photosynthesis; linkage between population and produce; importance of water; …)
Quel est l’objectif principal de votre projet en lien avec la durabilité alimentaire et les Objectifs de Développement Durable (ODD) 2030 des Nations Unies ?
As such our project will cover numerous sustainable development goals:
Zero hunger (SDG 2), Good health and well-being (SDG 3), Quality education (SDG 4), Sustainable cities and communities (SDG 11), Responsible consumption and production (SDG 12), Climate action (SDG 13), Life below water (SDG 14), Life on land (SDG 15), Partnerships for the goals (SDG 17).
Quels sont, selon vous, les principaux défis et lacunes du système alimentaire actuel ?
Farmers struggle with very low prices for their produce and high competition from foreign markets. Due to this many farmers have problems making ends meet at the end of the month. While relying on farmers out of the EU to provide us with food, we get very vulnerable to crisis, as seen in the Russia-Ukraine conflict. With the new Green Deal introduced by the EU, farmers get pressured to produce in new ways, which cost more, while not making enough profit to finance buying new equipment and spending more on sustainable ways of farming.
Moreover, agriculture in Luxembourg has historically centered around dairy and meat production due to less favorable soil conditions for cultivating fruits and vegetables. To address this limitation, farmers rely on a combination of natural (cow dung) and synthetic fertilizers to enhance soil fertility. Nevertheless, this practice results in elevated levels of nitrates, which seep into the ground and water bodies, adversely impacting the surrounding plant and animal life.
Quelle est votre proposition innovante pour un système alimentaire plus durable ? Décrivez-en les principaux éléments.
Programs such as food4future by Restopolis, which prioritize local farmers’ produce, are commendable. However, we believe that Lycées can further contribute by cultivating fruits and vegetables on-site, simultaneously educating the school community about sustainable practices.
In this project, we will implement a modern approach to cultivating fruits and vegetables using hydroponics, a method of soilless cultivation where plants grow in water. This closed-loop system offers a significant advantage, as water remains within the system (95% more water-efficient than conventional farming), and there is no risk of fertilizer leakage into the ground. The LLIS is adopting hydroponics, while the LML is using aquaponics, combining aquaculture (raising fish, in our case, goldfish) with hydroponics. In aquaponics, fish effluent serves as fertilizer for plants in the hydroponic section. As the plants absorb the fertilizer, they actively filter the water, which is then returned to the fish.
Both systems are designed to be user-friendly and mobile, allowing placement outdoors during the growing season (operating self-sufficiently with a photovoltaic cell) and indoor relocation during colder months. LED grow lights will ensure plant growth indoors.
The systems are designed to be modular, with each planting module occupying approximately 1 m². Additional modules can be added as required.
In the initial school year, we will cultivate herbs and spices such as mint, sage, parsley, coriander, etc. The harvested produce will be distributed within the Lycées to enhance the flavor of cafeteria meals, and students can use them to make tea, particularly from the mint. In the following year, we plan to grow more complex fruits and vegetables such as strawberries, pak choi, and eggplants. Additionally, we will investigate the differences in growth and taste between hydroponics and aquaponics.
Avez-vous identifié des partenaires potentiels (organisations, entreprises, institutions) pour la mise en œuvre de votre projet ? Expliquez.
Initially, it’s essential to highlight the collaboration between our two schools, LLIS and LML, as we jointly address this project, aligned with SDG 17. We conducted productive planning sessions for the project proposal, leading to the emergence of numerous ideas. Additionally, we opted for English as the common language, considering the international composition of LLIS students.
We intend to establish a partnership with Fësch Haff SARL, leveraging their expertise in providing organic, locally produced fertilizer for hydroponic systems. Moreover, we seek their guidance on aquaponics and assistance in setting up these systems.
After establishing a consistent and stable production through our hydroponic and aquaponic systems, we plan to initiate collaboration with the school canteens. This approach aligns with our vision of creating a sustainable food cycle within the school community and emphasizes the importance of locally sourced, ecologically responsible produce.
Comment envisagez-vous de collaborer avec d’autres parties prenantes pour maximiser l’impact de votre projet ?
Once we have showcased the success of our hydroponic and aquaponic systems in producing well and promoting sustainable food production, we are eager to share the plans with Collège Stoll d’Akono in Cameroon, a partner of LLIS. Our aim is to not only provide them with the means to implement similar systems but also to promote sustainable agricultural practices.
Additionally, we envision expanding this sustainable food production concept to other schools in Luxembourg. By doing so, we aspire to create a network of educational institutions where students actively participate in cultivating their own food using environmentally friendly methods. This initiative aligns with our commitment to fostering awareness and practices that contribute to a more sustainable and resilient food ecosystem.
Quel est votre plan de mise en œuvre détaillé, y compris les étapes clés, les ressources financières et humaines nécessaires et les échéances ?
Phase 1: Construction (March to April 2024)
The first aquaponic and hydroponic modules are built. The team meets online and at the Lycées to accompany each other’s progress and give support. The LML team has a 2-hour optional course dedicated to working on the project. The LLIS team has Thursday and Friday afternoons (parascolaire) blocked to work on the project. However, we are committed to investing whatever time is necessary to ensure its success. Workspace and equipment is provided by the Lycée.
A preliminary parts list has been included in the attachments. It is estimated that the aquaponic system will cost 2000 EUR, while the hydroponic system is projected to cost 1300 EUR.
The LLIS administration provisionally agreed to finance our project with 500 Eur. A Parascolaire activity is planned for next year.
The LML administration has not yet made a decision.
Phase 2: Cultivation experiments (April to June)
Initial cultivation experiments are carried out, and the systems are adjusted to facilitate the effective growth of mint and herbs.
The first produce is dried, packaged as tea and distributed within the schools.
Phase 3: Growing (June to July)
In this phase, the goal is to achieve a stable production, and the harvested produce should be utilized in the school canteens. Simultaneously, we will initiate contact with other schools to encourage the implementation of our systems. We will also start exchanging with Collège Stoll d’Akono.
Phase 4: Reflection and Comparison
Key activities will include analyzing the data gathered from cultivation experiments conducted in Phase 2 and assessing the successful integration of the harvested produce into the school canteens during Phase 3. The team will engage in discussions to identify strengths, weaknesses, and areas for improvement in both the aquaponic and hydroponic systems. A comparative analysis of the two cultivation methods will also be conducted. Moreover, preparations for the upcoming year and goals (set up of system in other schools; increasing growing surface with more modules; new types of crops, selling produce to local restaurants etc.) should be established.
Comment comptez-vous évaluer l’impact de votre projet sur le système alimentaire ?
We aim to evaluate the impact of our project on the food system by assessing crop yield data and analyzing the successful integration of our produce into the school community. Additionally, with the systems openly accessible, we intend to involve all students and teachers in reconsidering sustainable farming practices.
Quels sont les principaux avantages et atouts de votre projet en termes de durabilité alimentaire ?
The main advantages and strengths of our project in terms of food sustainability include:
Resource Efficiency: Our hydroponic and aquaponic systems are designed to be highly resource-efficient, using 95% less water than conventional farming.
Local Production: By cultivating fruits, vegetables, and herbs on-site, we promote local food production, reducing the environmental impact associated with transportation. Furthermore, we can also maintain production during the cold months.
Reduced Environmental Impact: The closed-loop system negates fertilizer leakage, addressing concerns about water pollution and therefore supporting responsible consumption and production (SDG 12).
Diverse Crop Options: The modular systems allow for the cultivation of various crops, enhancing dietary diversity (SDG 2).
Pourquoi votre projet devrait-il être sélectionné pour contribuer à un système alimentaire plus durable conforme ODD ?
Our project contributes to a more sustainable food system aligned with the following Sustainable Development Goals (SDGs):
Educational Impact: The project incorporates an educational component, involving students and teachers in sustainable farming practices and fostering awareness about the broader goals of food sustainability. (SDG 4).
Community Engagement: Integration into school community and canteens promotes community engagement, encouraging responsible food consumption (SDG 12) and fostering a sense of connection to sustainable practices.
Partnerships and Collaboration: Our collaboration with local businesses, and other schools (luxembourgish and international) creates opportunities for partnerships, contributing to the achievement of SDG 17.
Scalability: The modular design allows for scalability, facilitating the potential expansion of the project to other schools and communities.
Quelle est la problématique que vise à résoudre votre projet dans le domaine alimentaire ?
A critical look at our national food production system quickly reveals several serious issues. As of January 9th 2024, Luxembourg has reached its “Fruit overshoot day”. Indeed, the national fruit production only covers 2,5 % of the fruit sold in Luxembourg. Vegetables only fare slightly better with a national production covering about 6% of the needs.
This circumstance contributes to Luxembourg’s bad ecological footprint with the transport producing CO2 emissions. Our water footprint is also negatively affected by indirectly importing water from drought-strained regions. Moreover, imported fruits and vegetables are frequently not produced according to the same environmental and /or social standards. Water contamination with pesticide residues and nutrients are often another consequence.
Concerning tropical fruit, it is difficult to change the situation but concerning vegetables, especially leafy green vegetables, most of our imports are from countries which have climatic conditions like ours (Belgium, Netherlands).
Locally produced and consumed fruit and vegetables also considerably reduce energy needs (less transport, less refrigeration) and packaging wastes.
The vegetables/fruits we produce will be used by the students of the school, either in the respective classes or extracurricular activities. Cooking activities not only add a social and cultural exchange they can also promote healthy eating habits.
School gardening initiatives only work during the summer. Using a mobile hydroponic system (LLIS) or an aquaponic system installed in a greenhouse (LML) could overcome this problem. During the favorable season these vegetables are produced outdoors, and during the bad season the production takes place indoors or in a greenhouse. In both case supplemental lighting is provided. The use of highly efficient LED lighting will keep the production footprint lower than conventional high pressure sodium lamps. We will also investigate the possibility of installing solar panels to contribute sustainably to energy consumption.
The garden activities are also well suited to demonstrate biological, geological, geographical processes as well as and social matters (photosynthesis; linkage between population and produce; importance of water; …)
Quel est l’objectif principal de votre projet en lien avec la durabilité alimentaire et les Objectifs de Développement Durable (ODD) 2030 des Nations Unies ?
As such our project will cover numerous sustainable development goals:
Zero hunger (SDG 2), Good health and well-being (SDG 3), Quality education (SDG 4), Sustainable cities and communities (SDG 11), Responsible consumption and production (SDG 12), Climate action (SDG 13), Life below water (SDG 14), Life on land (SDG 15), Partnerships for the goals (SDG 17).
Quels sont, selon vous, les principaux défis et lacunes du système alimentaire actuel ?
Farmers struggle with very low prices for their produce and high competition from foreign markets. Due to this many farmers have problems making ends meet at the end of the month. While relying on farmers out of the EU to provide us with food, we get very vulnerable to crisis, as seen in the Russia-Ukraine conflict. With the new Green Deal introduced by the EU, farmers get pressured to produce in new ways, which cost more, while not making enough profit to finance buying new equipment and spending more on sustainable ways of farming.
Moreover, agriculture in Luxembourg has historically centered around dairy and meat production due to less favorable soil conditions for cultivating fruits and vegetables. To address this limitation, farmers rely on a combination of natural (cow dung) and synthetic fertilizers to enhance soil fertility. Nevertheless, this practice results in elevated levels of nitrates, which seep into the ground and water bodies, adversely impacting the surrounding plant and animal life.
Quelle est votre proposition innovante pour un système alimentaire plus durable ? Décrivez-en les principaux éléments.
Programs such as food4future by Restopolis, which prioritize local farmers’ produce, are commendable. However, we believe that Lycées can further contribute by cultivating fruits and vegetables on-site, simultaneously educating the school community about sustainable practices.
In this project, we will implement a modern approach to cultivating fruits and vegetables using hydroponics, a method of soilless cultivation where plants grow in water. This closed-loop system offers a significant advantage, as water remains within the system (95% more water-efficient than conventional farming), and there is no risk of fertilizer leakage into the ground. The LLIS is adopting hydroponics, while the LML is using aquaponics, combining aquaculture (raising fish, in our case, goldfish) with hydroponics. In aquaponics, fish effluent serves as fertilizer for plants in the hydroponic section. As the plants absorb the fertilizer, they actively filter the water, which is then returned to the fish.
Both systems are designed to be user-friendly and mobile, allowing placement outdoors during the growing season (operating self-sufficiently with a photovoltaic cell) and indoor relocation during colder months. LED grow lights will ensure plant growth indoors.
The systems are designed to be modular, with each planting module occupying approximately 1 m². Additional modules can be added as required.
In the initial school year, we will cultivate herbs and spices such as mint, sage, parsley, coriander, etc. The harvested produce will be distributed within the Lycées to enhance the flavor of cafeteria meals, and students can use them to make tea, particularly from the mint. In the following year, we plan to grow more complex fruits and vegetables such as strawberries, pak choi, and eggplants. Additionally, we will investigate the differences in growth and taste between hydroponics and aquaponics.
Avez-vous identifié des partenaires potentiels (organisations, entreprises, institutions) pour la mise en œuvre de votre projet ? Expliquez.
Initially, it’s essential to highlight the collaboration between our two schools, LLIS and LML, as we jointly address this project, aligned with SDG 17. We conducted productive planning sessions for the project proposal, leading to the emergence of numerous ideas. Additionally, we opted for English as the common language, considering the international composition of LLIS students.
We intend to establish a partnership with Fësch Haff SARL, leveraging their expertise in providing organic, locally produced fertilizer for hydroponic systems. Moreover, we seek their guidance on aquaponics and assistance in setting up these systems.
After establishing a consistent and stable production through our hydroponic and aquaponic systems, we plan to initiate collaboration with the school canteens. This approach aligns with our vision of creating a sustainable food cycle within the school community and emphasizes the importance of locally sourced, ecologically responsible produce.
Comment envisagez-vous de collaborer avec d’autres parties prenantes pour maximiser l’impact de votre projet ?
Once we have showcased the success of our hydroponic and aquaponic systems in producing well and promoting sustainable food production, we are eager to share the plans with Collège Stoll d’Akono in Cameroon, a partner of LLIS. Our aim is to not only provide them with the means to implement similar systems but also to promote sustainable agricultural practices.
Additionally, we envision expanding this sustainable food production concept to other schools in Luxembourg. By doing so, we aspire to create a network of educational institutions where students actively participate in cultivating their own food using environmentally friendly methods. This initiative aligns with our commitment to fostering awareness and practices that contribute to a more sustainable and resilient food ecosystem.
Quel est votre plan de mise en œuvre détaillé, y compris les étapes clés, les ressources financières et humaines nécessaires et les échéances ?
Phase 1: Construction (March to April 2024)
The first aquaponic and hydroponic modules are built. The team meets online and at the Lycées to accompany each other’s progress and give support. The LML team has a 2-hour optional course dedicated to working on the project. The LLIS team has Thursday and Friday afternoons (parascolaire) blocked to work on the project. However, we are committed to investing whatever time is necessary to ensure its success. Workspace and equipment is provided by the Lycée.
A preliminary parts list has been included in the attachments. It is estimated that the aquaponic system will cost 2000 EUR, while the hydroponic system is projected to cost 1300 EUR.
The LLIS administration provisionally agreed to finance our project with 500 Eur. A Parascolaire activity is planned for next year.
The LML administration has not yet made a decision.
Phase 2: Cultivation experiments (April to June)
Initial cultivation experiments are carried out, and the systems are adjusted to facilitate the effective growth of mint and herbs.
The first produce is dried, packaged as tea and distributed within the schools.
Phase 3: Growing (June to July)
In this phase, the goal is to achieve a stable production, and the harvested produce should be utilized in the school canteens. Simultaneously, we will initiate contact with other schools to encourage the implementation of our systems. We will also start exchanging with Collège Stoll d’Akono.
Phase 4: Reflection and Comparison
Key activities will include analyzing the data gathered from cultivation experiments conducted in Phase 2 and assessing the successful integration of the harvested produce into the school canteens during Phase 3. The team will engage in discussions to identify strengths, weaknesses, and areas for improvement in both the aquaponic and hydroponic systems. A comparative analysis of the two cultivation methods will also be conducted. Moreover, preparations for the upcoming year and goals (set up of system in other schools; increasing growing surface with more modules; new types of crops, selling produce to local restaurants etc.) should be established.
Comment comptez-vous évaluer l’impact de votre projet sur le système alimentaire ?
We aim to evaluate the impact of our project on the food system by assessing crop yield data and analyzing the successful integration of our produce into the school community. Additionally, with the systems openly accessible, we intend to involve all students and teachers in reconsidering sustainable farming practices.
Quels sont les principaux avantages et atouts de votre projet en termes de durabilité alimentaire ?
The main advantages and strengths of our project in terms of food sustainability include:
Resource Efficiency: Our hydroponic and aquaponic systems are designed to be highly resource-efficient, using 95% less water than conventional farming.
Local Production: By cultivating fruits, vegetables, and herbs on-site, we promote local food production, reducing the environmental impact associated with transportation. Furthermore, we can also maintain production during the cold months.
Reduced Environmental Impact: The closed-loop system negates fertilizer leakage, addressing concerns about water pollution and therefore supporting responsible consumption and production (SDG 12).
Diverse Crop Options: The modular systems allow for the cultivation of various crops, enhancing dietary diversity (SDG 2).
Pourquoi votre projet devrait-il être sélectionné pour contribuer à un système alimentaire plus durable conforme ODD ?
Our project contributes to a more sustainable food system aligned with the following Sustainable Development Goals (SDGs):
Educational Impact: The project incorporates an educational component, involving students and teachers in sustainable farming practices and fostering awareness about the broader goals of food sustainability. (SDG 4).
Community Engagement: Integration into school community and canteens promotes community engagement, encouraging responsible food consumption (SDG 12) and fostering a sense of connection to sustainable practices.
Partnerships and Collaboration: Our collaboration with local businesses, and other schools (luxembourgish and international) creates opportunities for partnerships, contributing to the achievement of SDG 17.
Scalability: The modular design allows for scalability, facilitating the potential expansion of the project to other schools and communities.