invideo_ai_1080_Seeds_of_Change_in_Bello_2_Minutes_That_2026_03.mp4
(INVIDEO, 2026) AI Generated
~To learn more about our problem and solution please refer to the summary below~
<aside> ℹ️ **Team Member Directory:
Grace Wong:** https://www.linkedin.com/in/grace-wong-g55555
Heather: https://www.linkedin.com/in/heather-grotzinger/
**Pfunzo: linkedin.com/in/pfunzo-malima-18360b43
Hande: https://www.linkedin.com/in/hande**
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In the hillside settlements of Bello, many children experience persistent food insecurity, meaning they do not receive consistent, nutritious daily meals at home or at school, which is closely linked to stunted growth and malnutrition. These health conditions impair cognitive development, school attendance, and long-term learning outcomes. Efforts to improve food security are limited by several structural constraints, including fragile food supply chains, gang violence, and geographic conditions.
As a result, students suffer from hunger and malnutrition because families and schools cannot afford or access sufficient, nutritious food, reinforcing cycles of poor academic outcomes and intergenerational poverty among displaced and low‑income communities. datatopics...ldbank.org, gh.bmj.com, gh.bmj.com, cambridge.org
This challenge aligns most directly with SDG 2 (Zero Hunger), particularly Target 2.1 (end hunger and ensure access to safe, nutritious food) and Target 2.2 (end all forms of malnutrition) with downstream impacts on SDG 3 (Good Health and Well Being) and SDG 4 (Quality Education). globalgoals.org
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Our solution creates school based community gardens in the Bello borderlands that double as living classrooms and locally controlled food sources for children. Teachers receive a structured training program on gardening, nutrition, and composting, catered to the unique geography of the Bello Region, followed by a supervised pilot in La Nueva Jerusalén**,** and a period of independent implementation and troubleshooting. Students help grow and prepare vegetables for school meals and learn how to replicate micro gardens at home, directly supporting child food security.
Technically, the model relies on simple, low cost methods (raised beds, containers, basic composting) already proven in dense urban settings, making it feasible for hillside schools with limited land. Financially, it minimizes recurring costs by reusing organic waste as compost and, in later phases, selling surplus soil or produce to offset expenses. Socially, the project strengthens community ties between schools and families. Environmentally, the project reduces organic waste and builds long term environmental awareness among students. gse.harvard.edu, link.springer.com gse.harvard.edu, population...cation.org https://givingcompass.org/article/community-composting-supports-the-development-of-local-green-economies
This integrated approach supports SDG 2 (Zero Hunger), SDG 4 (Quality Education), and SDG 12 (Responsible Consumption and Production) by embedding nutrition, learning, and circular resource use into the school system.globalgoals.org
(Perplexity Nano Banana, 2026)
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This proposal rests on three assumptions that carry real uncertainty and are acknowledged openly.
Security and armed actor influence The extent to which criminal groups operating in Bello's hillside settlements would tolerate or interfere with a school-based project is unknown. Local criminal bands such as Los Chatas and Los Pachelly are documented to conduct extortion across the Aburrá Valley, with operations linked to forced displacements in Bello and surrounding Antioquia municipalities (InSight Crime, 2024; Fiscalía General de la Nación, 2024). Whether a low-visibility, child-focused garden programme would attract their attention cannot be confirmed in advance. To reduce this risk, the project would enter the community through existing trusted institutions JACs and local churches rather than through government or external channels. JACs are locally embedded governance bodies designed to organise community participation and neighbourhood development, making them a legitimate and trusted entry point. Engagement would be led by locally recognised community figures to minimise external visibility and reduce perceived association with external actors
Community reception It is assumed that families and school staff will be open to participating. In practice, communities that have experienced displacement and sustained insecurity are often cautious of outside organisations and unfamiliar programmes. This will be addressed by beginning with structured community conversations over a 4–8 week engagement period before any implementation, ensuring the programme is shaped by local teachers and parents rather than delivered to them.
Scope and success This is a school-level intervention within a complex system, and its scope is intentionally bounded. Success at the pilot stage is defined by three concrete indicators: the garden is operational and supplying produce to at least one school meal per week within 12 months; at least two teachers can independently manage the garden and composting system without external support; and the school expresses willingness to continue the programme after the pilot period ends, alongside initial evidence of student participation in food production or meal integration.
Broader replication is not a goal of this phase. If the pilot in La Nueva Jerusalén does not meet these indicators, findings will be systematically documented and used to redesign the model before any expansion is considered
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Nutrition is foundational to learning. Hunger impairs cognitive development, school performance, and long‑term human capital formation. Without addressing child nutrition in a structured way, investments in education and social mobility in Bello will continue to underperform, limiting progress toward SDG 2 and SDG 4. evidence.w...vision.org, cochrane.org
Schools are stable, trusted community hubs that already reach vulnerable children daily. By strengthening and connecting school feeding with local food systems, health, and community livelihoods, Bello can move from short‑term food relief to a sustainable, child‑centred nutrition system. gh.bmj.com, cambridge.org
Design Criterion 1 – Nutritional Impact: SDG Alignment: SDG 2.1, SDG 2.2; SDG 3.2
The solution must improve the consistency and nutritional quality of meals for school children.
School feeding and nutrition interventions are consistently associated with improved child nutrition and learning‑related outcomes in low‑ and middle‑income contexts. evidence.w...vision.org, cochrane.org
Qualitative Measures:
Quantitative Measures:
Design Criterion 2 – System Integration: SDG Alignment: SDG 4.1; SDG 11.3; SDG 17.17
The solution must link food provision with education, health, and local food systems rather than operate as isolated relief. Integrated school food approaches—including gardens and local sourcing—are identified as effective sustainability practices in school feeding systems. fao.org
Qualitative Measures:
Quantitative Measures:
Design Criterion 3 – Sustainability and Scalability: SDG Alignment: SDG 2.4; SDG 12.2; SDG 12.5
The solution must be financially and operationally sustainable and capable of scaling within Bello. Composting and local food production reduce waste, lower input costs, and support circular food systems, contributing to long‑term sustainability. greenschoo...liance.org, epa.gov
Qualitative measures:
Quantitative measures:
Stakeholder Map: (Google Gemini, 2026)
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