Eetbare schooltuin Curaçao blueprint by Lorenzo Locci

Eetbare Schooltuin Curaรงao A blueprint for edible school gardens in Curaรงao Lorenzo Locci May 2015

Pilot study to assess technical, agricultural, and financial feasibility of edible school gardens in Curaรงao.

Author: Lorenzo Locci MSc in Organic Agriculture, Marketing and Consumer Behaviour Wageningen University, The Netherlands Internship project in Crop and Weed Ecology Chair Group, ECS-80436 Supervisor: Drs. CA (Cor) Langeveld Coordinator and study advisor of MSc in Organic Agriculture Wageningen University, The Netherlands Commissioners: Drs. Hugo de Franรงa Drs. Pien Oijevaar Eetbare Schooltuin Curaรงao organization

Preface Besides the alarming incidence of childhood obesity and overweight on the island, the importance of the Eetbare Schooltuin project is supported also by the pressing issues of food insecurity, low environmental education and awareness, underdevelopment of the agricultural sector, and pollution. Moreover, the initiative might become a successful model of sustainability in Curaçao’s economy which is strongly oil-based because a consistent portion of the overall economy is connected to or depending on the production, refinement, sale, or use of petroleum. The present document investigates the feasibility of an edible school garden(s) in Curaçao. The aim is to give practical recommendation and advices to establish operative school gardens. It is intended to be used by the Eetbare Schooltuin Curaçao but it also refers to any school that want to start or develop a school garden in its yard. Even small farmers and private persons might find some inspiration to engage in sustainable agriculture activities. This study has been carried out as part of my final internship within the MSc in Organic Agriculture (Wageningen University, The Netherlands) and in behalf of Eetbare Schooltuin Curaçao and Otherwise Wageningen NGO.

Lorenzo Locci Wageningen, May 2015

Summary Introduction The high index of childhood obesity and overweight, due to food habits and low accessibility to healthy foods, moved a group of volunteers to take action for the creation of edible school gardens. The gardens want to show and teach sustainable agriculture and sustainability in general, by growing vegetables suitable for the climate and conditions on the island. In this way, healthier food will be more accessible to young children and their families, and they will be stimulated to eat more vegetables. Part 1: Background CuraĂ§ao socio-economics, agricultural, and ecological conditions are shown in an overview in order to beforehand identify opportunity and threats that can be encountered during the design of a suitable project. Part 2: Approach of the project The mission of the Eetbare Schooltuin CuraĂ§ao is to fight childhood obesity through the creation of edible school gardensâ&#x20AC;Ś The project states its vision in the future. Guiding principles are explained and the pilot study formulates its objective, questions, and methodology to follow during the research. Then, the core strategy of the project is identified in the framework which shows the stakeholders involved, the main goals and objectives (fighting obesity and financial sustainability), and the school garden structure and respective functions (Central School Garden and School Garden Satellites). Part 3: Structures and Functions The central garden is carefully planned and designed based on sustainable management of all the resources available and needed from the land, soil, water, plants, and structures. The School Garden Satellites are carefully analysed and practical recommendations are given in order to make them 100% productive and efficient. Part 4: Financial Sustainability The start-up budget for the establishment of the Central School Garden is presented. The Business plan is prospected in function of the financial sustainability and long term endurance of the whole project. Then, organization set-up and management needed for coordination is explained, and the concept of community garden development is applied to our context. Conclusions In the conclusion part, the findings of the pilot study are presented under the answers to the research questions. Hence, strengths, weaknesses, opportunities, and threats are identified in order to have a complete objective analysis of the project.

Table of Contents Introduction ...................................................................................................................................... 1 Part 1: Background ........................................................................................................................... 3 Curaçao Socio-economics and agricultural conditions .................................................................... 3 Economics ................................................................................................................................. 3 Agriculture................................................................................................................................. 3 Food habits and health .............................................................................................................. 5 Education .................................................................................................................................. 5 Curaçao Ecological conditions ........................................................................................................ 5 Climate ...................................................................................................................................... 5 Pest and disease ........................................................................................................................ 6 Part 2: Approach of the project ............................................................................................................ 7 Mission and vision ......................................................................................................................... 7 Three guiding principles................................................................................................................. 7 Pilot study ..................................................................................................................................... 8 Research Objectives and Questions ........................................................................................... 8 Methodology ............................................................................................................................. 9 Strategic Framework.................................................................................................................... 10 Part 3: Structures and Functions........................................................................................................12 Central School Garden Zorgboerderij “De Waarborg” (Moontjeweg) ........................................... 13 Overview of the site ................................................................................................................. 13 Characteristics of the garden plot ............................................................................................ 17 Garden design ......................................................................................................................... 18 Greenhouse ............................................................................................................................. 22 Irrigation.................................................................................................................................. 26 Agricultural plan ...................................................................................................................... 29 School Garden Satellites .............................................................................................................. 34 Prins Bernhard School (Cabimaweg 1-a)................................................................................... 34 Blenchi School (Pater Euwensweg)........................................................................................... 36 Manuel Carel Piar School (Comanchestraat 7) .......................................................................... 37 Habaai Elderly Institute (Weg Naar Welgelegen) ...................................................................... 38 Recommendations for the School Garden Satellites ................................................................. 40

Part 4: Financial Sustainability...........................................................................................................42 Start-up budget ........................................................................................................................... 42 Business plan ............................................................................................................................... 43 Management and coordination ................................................................................................... 45 Community and collaborations .................................................................................................... 46 Conclusions ..............................................................................................................................................48 Appendixes ............................................................................................................................................... 50 Future satellites ........................................................................................................................... 50 Potential site for school gardens not included in analysis of the sites ....................................... 54 Rotation plan ............................................................................................................................... 55 List of eligible crops ..................................................................................................................... 57 Irrigation scheme......................................................................................................................... 61 EM Bokashi compost system........................................................................................................ 62 Solar cabinet dryers with natural convection ............................................................................... 63 Questions for the schools ............................................................................................................ 64 Contacts ...................................................................................................................................... 66 References ................................................................................................................................................ 70

Introduction Food security and nutrition are foundations of human and economic well-being (International Food Policy Research Institute, 2015). Nowadays, they represent worldwide challenges. The concept of nutrition security emerged with the recognition of the necessity to include nutritional aspects into food security. It is deemed to be achieved with securing access to an appropriate nutritious diet (FAO, 2012). “Achieving sustainable nutrition security is the only viable and long-term solution for (…) improving the nutritional status” (United Nations System Standing Committee on Nutrition, 2010; Nordin et al., 2013). In the Dutch Caribbean island of Curaçao (Southern Caribbean Sea) food security and nutrition (in)security are severe issues because of the strong reliance on food imports and the alarming prevalence of overweight and obesity (TAC, 2013; UNICEF, 2013). Between 25 and 30 per cent of children and adolescents are overweight (UNICEF, 2013). Childhood obesity-related physical consequences are potentially associated with school absenteeism (Pan et al., 2009). Obese children are more likely to be ill, be absent from school due to illness, experience health-related limitations, are more likely to encounter health-related consequences (as Type 2 diabetes, asthma, obstructive sleep apnoea, cardiovascular risk factors, psychosocial risks/mental health disorders, and musculoskeletal problems), and require more medical care than normal weight children (Public Health England, 2015). Overweight and obese children are also more likely to become obese adults. The explanation of the high index of obesity is both cultural as well as due to hyper-caloric diets – resulting from high costs of healthier foods, mostly imported – combined with lack of exercise (UNICEF, 2013). The economy of Curaçao is extremely dependent on overseas production. Local food production is only providing a small share of the total amount, which is locally consumed. In the 2009 only 7 to 8 percent of consumed food has been locally produced (Curaçao Economic Outlook, 2011). Fast-food chains are widely available and low-income families are more exposed to obesity risk because they stretch their food budget by purchasing low-cost, more energy-dense foods that tend to contain higher amount of fat and sugar and lower amount of important nutrients (Castro et al., 2013). Increasing the access to local healthy food is associated with healthier food intake and lower prevalence of childhood obesity. Considering that students receive a relevant portion of daily calories at schools, the development of operating school (community) gardens is the ideal way to stimulate sustainable consumptions patterns and healthy life styles (FAO, 2010; Center for Ecoliteracy, 2014). School gardens provide greater access to fresh products and reconnect children (and their family and teachers) to the fundamentals of food (Capra, 2002; FAO, 2010). It has been proved that those who participate in a garden consume more fruits and vegetables and improve their nutrition and physical activity (Center for Ecoliteracy, 2014; Castro et al., 2013; FAO, 2010). Edible gardens enhance the quality of the academic instruction and reduce drop-out rate. Gardens are interactive classrooms that provide an effective system for teaching multiple disciplines as: science, environmental education especially when there are organic approaches, nutrition, and even business studies if learning takes on the marketing and sale of garden products (FAO, 2010; Graham et al., 2005). For these reasons, more and more schools all around the world have educative gardens and related educational activities in their curriculum. Primary schools offer the best location because lower education institutions are more real-life oriented, holistic and experimental, are places where children live, learn and explore boundaries (Wals, 2010). In the case of Curaçao, edible school gardens can also be a way to explore the potentiality of agriculture on the island and a contribution to reduce the reliability on food import. 1

Based on the above considerations, the volunteer organization “Eetbare Schooltuin Curaçao” has been created with the scope to fight obesity in young children through the design and development of edible gardens mostly in primary schools. The children and their families will be engaged in this process right from the start. The gardens will be used to show and teach sustainable agriculture and sustainability in general, and to grow vegetables suitable for the climate and conditions on the island. In this way, healthier food will be more accessible to young children and their families, and they will be stimulated to develop healthy lifestyles. The aim of the present report is to determine the feasibility of edible school gardens programme in terms of technical, agricultural, environmental, managerial and financial aspects. For this purpose, a pilot study has been commissioned by Eetbare Schooltuin Curaçao organization. The research has been conducted according to academic standards, under the supervision of Hugo de França (Eetbare Schooltuin Curaçao organization) and Cor Langeveld (from Wageningen University). The research findings have been supported by a team with expertise and experience in different fields (agriculture, permaculture, management, finance, legal affairs, entrepreneurship, health care, fundraising, education, and psychology). The results will be presented in combination with a social feasibility assessment report, since the engagement and willingness to participate of the relevant stakeholders and target groups are essential to achieve a sustainable and enduring project (FAO, 2009). The products will be used as an indispensable blueprint and as basis for the start-up and implementation of the edible school gardens programme. The business plan will be used when applying for financial funds.

Part 1: Background Preliminary relevant information about the conditions on the island has to be considered beforehand in order to identify opportunity and threats that can be encountered during the design of a suitable project. Also, relevant observations from the experiences of the field work have been included.

Curaçao Socio-economics and agricultural conditions Economics Curaçao is considered a Small Island Developing State (SIDS). SIDS are generally dependent on international trade because of limited assets and a small variety of domestically produced products, with accompanying price volatilities often depending on fluctuating prices of fuel. In fact, over 95% of the energy used in the Caribbean is the result of burning oil or gas and peaks in prices have hit these countries particularly hard (TAC, 2013). Thus, achieving more self-sufficiency is crucial for the economic development of these islands (Commosioung, Duggan, 2008). It is important to have a diversified economy in order to build trade resilience. In fact, Trinidad and Tobago are implementing policies to reduce food imports with the goal to achieve food sovereignty. Curaçao is an oil based economy, an extensive oil refinery installation has been the mainstay of Curaçao since 1915. The oil company offered many jobs for the local population and attracted a wave of immigration from surrounding nations. The island is heavily dependent on imported goods and the country is pressured by increased population. With more projected extreme weather events, likely due to climate change, food prices are likely to continue to fluctuate with a general trend to move upwards. This has implications for Curacçao’s food import bill and ultimately food security. Green economy initiatives – that will make Curaçao more able to supply for the demand of the island – are well-liked and appreciated by the local government, which already showed interest in sustainable energy solutions (Curaçao Ministry of Health, Environment and Nature, 2014). Solar energy has a strong potential in agriculture applications, such as crop dryers and water pumps (TAC, 2013); Other important barriers to development are: brain drain (mostly in favour of The Netherlands), limited presence of knowledge with lacks of skilled workforce and new technology, relatively high levels of youth unemployment (estimated 25% of youth working), and uneven income distribution (Curaçao Economic Outlook, 2010; Curaçao Ministry of Health, Environment and Nature, 2014; Caribbean SIDS, 2011). Agriculture It is estimated that some 5,000 hectare (10% of the land) are available for arable agriculture. Agricultural products are aloe, sorghum, peanuts, vegetables, and tropical fruits (Index Mundi, 2014). Despite the island is said to produce a very high quality of products, agriculture has generally little relevance. 92 to 93 percent of consumed food is imported. Approximately only 1 percent of the total employment works in the sector of agriculture, fishing and mining. The low development of the agricultural sectors is due to a series of influencing factors (TAC, 2013; Curaçao Economic Outlook, 2011): - relatively abundant and cheap supplies of imported foods brought into the island that “crowd out” local production; - low benefits and wages of agriculture employees; - semi-arid climate with shifting rainy seasons around which farmers plan their planting routine and longer dry periods, said to be associated with climate change; - poor soil quality, inappropriate land use planning, and the fact that some major food crops (rice, sugar, grains and potatoes) cannot be cultivated in; - also, in this sector there is a shortage of skilled workers 3

additionally, locals have a bad perception for agricultural work which is linked to certain immigrant groups and to slavery condition of the past. Agriculture relies on subsidies, keeping consumer prices artificially low (Curaçao Economic Outlook, 2010). Maximum retail prices are set for a mixture of basic food products, including some fruits and vegetables, in order to guarantee and promote accessibility for the population (Curaçao Ministry of Health, Environment and Nature, 2014). The main approach to agriculture is conventional farming based on systematic use of chemicals for fertilization, weeding, pests and disease control. It said that growers often indiscriminately and improperly overuse agricultural chemicals, by applying mix of different products to control invasive pests and diseases that cause severe damage to the cultures. In fact, an enormous amount of chemicals is imported in Curaçao (The Observatory of Economic Complexity, 2015). Organic agriculture or other alternative farming systems are at the beginning but it is not possible to produce certified organic food because there are no certifiers present on the island and organic certified seeds are difficult to find. However, there are few bodies that provide technical advices for rural development and few producers that declare to grow their products organically. On the market, there are a few niche organic food products locally produced (an example in the figure below).

Figure: microgreens locally produced from Aquaponics culture of Nos Kunuku

Agriculture still has potentialities. The terrain is generally low, and hilly, but most of the soil is suitable for agriculture, especially using proper irrigation systems. Experiments in greenhouses are held to produce a year-round supply because there is a discontinuity, but seasonality can be reduced with new techniques in the protected growth (Curaçao Economic Outlook, 2011). Domestic production of fruits and vegetables is somehow increasing and diversifying (Curaçao Economic Outlook, 2010). This is probably due to an increasing demand, but also to the new protected ways of production. Although importing is still cheaper than producing on Curaçao, investing in agriculture can help to diminish the trade deficit and, hereby, building economic resilience and food sustainability for the Curaçaoan inhabitants (Curaçao Economic Outlook, 2011). In fact, the recent Agriculture Policy Plan 2013-2017 aims to increase the local production and to stimulate all processes and activities required to get to an efficient agricultural sector based on cooperative structures (Curaçao Ministry of Health, Environment and Nature, 2014). With regard to this policy, the government of Curaçao strives and stimulates sustainable land use. The focus remains on the application of production technology such as greenhouses that require less land and may improve yields. In this plan, also the health aspects regarding producers and consumers are taken into consideration (Curaçao Ministry of Health, Environment and Nature, 2014) perhaps because of concerns in the quality of the imported products. Pesticide residues in vegetables from Venezuela, the nearest producer country, have been found higher than the maximum limits permitted (Quintero et al., 2008). Besides national laws, the Kingdom of the Netherlands has signed several treaties on behalf of Curaçao in order to guarantee the sustainable use of its natural resources.

Food habits and health Local food is a blend of flavours and techniques of Caribbean, Latin American, Dutch, Portuguese, and Indonesian cuisine. Common dishes in Curaçao are found in Aruba and Bonaire as well. Most of the plates are based on meat or fish, often fried, a lot of staple food, and little vegetables. Fresh fruits and vegetables have long transportations, perish quickly due to the hot climate, and their price is often not competitive. Fast-food chains became popular and attractive on the island by offering low-cost and energy-dense meals, which contain more fat and sugar and lower amount of important nutrients (Castro et al., 2013). The hyper-caloric diets combined with lack of exercise result in a high rate of obesity and overweight with related health consequences (diabetes, asthma, obstructive sleep apnoea, cardiovascular risk factors, musculoskeletal problems, and an increased possibility to encounter colon cancer) (Public Health England, 2015; Pan et al., 2009; Orlich et al., 2015). Childhood obesity became alarming because 25-30% of children are overweight or obese. Children, especially from low-income families, are more exposed to obesity risk because they have a limited budget to buy foods (UNICEF, 2013). Education Primary education included non-compulsory nursery and the 6-year primary education (6 to 12 years). After leaving primary school, pupils are able to attend secondary education which is divided into general and vocationally oriented education (Nuffic, 2013). Education is free but schools often ask parents to cover for additional costs because of insufficient state funding. After-school activities are limited and children and adolescents are often left alone while their parents work (UNICEF, 2013). The dropout rate at secondary level is high, 23 per cent of adolescents (UNICEF, 2013). The Youth Development Program offers to drop outs the possibility to get some job qualification skills (UNDP, 2011). Among the other Small Island Developing States, Saba is an example to follow because a restimulation agriculture program is offered to the youth who exited their high school education. The project is noteworthy because it aims at the education of the public and youth in particular, and it is receiving high response in involvement (Saba Reach Foundation, 2013). The national education, training mechanisms, and the quality of basic environmental education need to be enhanced. Even if educational school programs are continuously conducted, public educational campaigns are urgently needed to create awareness about unsustainable consumption patterns and the waste challenges on Curaçao (Curaçao Ministry of Health, Environment and Nature, 2014). In order to reduce school absenteeism, to fight obesity, and to improve learning outcomes, the United Nations Children’s Fund (UNICEF, 2013) suggested to work on: campaign addressing education on healthy diets and promoting physical exercise; promotion, and creation of public spaces for cultural and sporting activities; and strengthen after-school activities.

Curaçao Ecological conditions Climate The climate is tropical marine, ameliorated by northeast trade winds, results in mild temperatures; semiarid with average rainfall of 550-570 mm/year/m2 (Index Mundi, Climatemps, 2014). This means almost desert-like conditions, with little rain and lots of wind and sun. The average temperature is about 27-28°C, relatively constant with small differences throughout the year. The year's average maximum and minimum temperatures are 31-25°C. The coldest month is January with an average of 26-27°C and the warmest is September with 28-29°C. Average monthly temperatures vary by 2-3°C, range of daily mean temperatures is 10-11 °C. Average rainfall per year is sufficient for agricultural activities but it is irregularly distributed. There are periods of drought followed by a rainy season with heavy sometimes excessive, sometimes heavy, rainfall. The rainy season, October to February, is marked by short, occasional showers, usually at night, and continued sunny weather by day. The driest weather is in March with an average of 15 mm of precipitation, the wettest is in December with an average of 99 mm. It is very 5

important to manage rainwater runoff control in a structured way, catching part of it, and managing all flows because the majority of agricultural production depends on groundwater (Curaçao Ministry of Health, Environment and Nature, 2014). Humidity is 74 per cent or more. Average sunlight per day is 8:45 hours, between 7:00 for every day in May and 9:37 for each day in July. It is sunny 73% of daylight hours. The remaining daylight hours are likely cloudy or with shade, haze or low sun intensity. Occasionally a tropical storm brewing elsewhere in the Caribbean can cause uncharacteristically cloudy weather for a day or two. Wind speed can be high, the average over the year is between 6 and 8 (22- 32 km/h). Refreshing trade winds blow constantly from the east, picking up in the spring months. The trade winds bring cooling during the day and warming during the night. High wind velocity and, thus, high evapotranspiration rates leading to high night temperature that affect seed germination continue with negative impact on agriculture (TAC, 2013).

Pest and disease The report “Strategies for sustainable long term economic development in Curaçao” considers the island relatively disease-free but other studies reported that pest control is generally effortful and costly, big amounts of pesticides have to be imported (The Observatory of Economic Complexity, 2015; TAC, 2013). The majority of agricultural pests have been introduced into the island by import of unsterilized soil and plant material, and also by aviation in general. The introduction of invasive pests still takes place. There are many dangerous animals, crop, vegetable, and fruit pests and vectors. Pests are generally not highly host-specific and also target native plants and/or animals. There is a list of alert agricultural animals and plant pest species that might become dangerous. Here, there are reported only some pests that the garden is likely to encounter (van Buurt, Debrot, 2012). - Cuban garden snails (Zachrysia auricoma): very voracious snails considered a major horticultural pest. It lives in gardens but it is not known whether it can survive outside in the dry Curaçao climate and whether they will become a threat to native plants. It seems that birds, very likely the mockingbird (Mimus gilvus), kill and eat several snails. - Greenhouse millipede (Oxidus gracilis): generally, a pest in greenhouses, very common in Curaçao. - Varroa mite (Varroa destructor). External parasite of honey bees (Apis mellifera). Production of honey went down considerably because the bees became more difficult to handle. At the end of the dry season and at the beginning of the rainy season during periods when there is very little food available (no flowers) the bees are loaded with Varroa and can even become very aggressive. - Also some exotic ants may be dangerous as pests or as vector for pathogens (for example: the Tropical Fire ant - Solenopsis geminate, and the Ghost ant - Tapinoma melanocephalum).

Part 2: Approach of the project Eetbare Schooltuin Curaçao set up a specific mission and a vision in the short and long term. In order to accomplish its final aim, fighting obesity in children, a structured approach is followed to develop the project and a pilot study has been commissioned to assess technical, agricultural, and financial feasibility of edible school gardens.

Mission and vision The mission of the Eetbare Schooltuin Curaçao is to fight childhood obesity through the creation of edible school gardens that demonstrate, teach, and encourage sustainable agriculture, sustainability in general, nutrition and healthy eating habits. In this way, access to local healthy food will increase and children and their families will be stimulated to develop healthy lifestyles. “Start small and grow (literally) big” has been found to be an underlay principle for the start-up of several successful edible school gardens community (FAO, 2005, 2009). In order to endure in the time, the project has a realistic vision prospected in the future short- (1st-2nd), middle- (2nd-3rd), and long-term (>3rd year), as it is showed in the scheme below. Short- (1st-2nd year)

Middle- (2nd-3rd year)

Get starting materials and plant materials. Set up plantations.

Collect and store part of the yield for next sowing. Establish a reliable production regime.

Ensure enough production to provide children, and families some fresh vegetables. Engage children, their families, teachers, and primary schools, etc. Show and demonstrate sustainability, sustainable agriculture to children.

Reach sufficient production to reinvest incomes in improve structures and equipments, and to start new gardens. Engage other and more schools and students, families, and teachers, etc. Contribute to their diet and health comsuption patterns.

Long-term Vision (>3rd year) Propagate seeds and plants materials. Improve practices and managements to increase harvest. Become an alternative for sustainable and healthy food on the island. Involve the whole community. Reduce obesity and overweight.

Three guiding principles A review of well-documented and successful schools and community gardens has been done but there is a general lack in the evaluation of long-term impact of the projects. FAO gives great relevance to this topic and provides a valuable manual, based on organic practices and permaculture, to assist the development of an operating sustainable school garden (FA0, 2010; FA0, 2005). A universal model did not emerge because each initiative is highly context specific and modelled according to the local conditions. However, the main guidelines founded can be summarized as follow. I.

The need for extra resources is often limited, but there is great need for a fruitful concept, a realistic idea on the practical possibilities, time and will. Generally, edible school gardens programmes are supported with modest funds and donations. They need to attract peoples, events, volunteers, and donors (FAO, 2009, 2005; EAT Project). Organic agriculture and permaculture are human- and environmental- oriented agricultural practices that require low inputs (no chemicals, less or no tillage, less water use, …) to produce high value products. Especially on an island, all inputs should be obtained locally if possible. “Reduce, reuse, recycle, reinvent” can minimize the materials needed (and have an easy applicable educational advantage), but it has to be supported by willingness to collect or bring materials.

II.

It is advised to start small, take little for granted, expect slow progress, expand later, and grow big. Growing organically, respecting local expertise, providing familiar products, and proposing small acceptable changes. Organic agriculture is labour intensive and requires knowledge of good practices. Inputs are low, except where irrigation infrastructure is needed, and yields are also low the first years, but gradually increase later. In the tropics, greenhouse vegetable production has higher yield with better quality, suites the climate conditions, and facilitates the biological control of pests and diseases (CARDI, 2014). However, protected cultivations require more management and can have high installation costs. III.

Diversifying the garden activities increases its educational applications, involve more target groups, and bring more people working into the garden. The planning of a sustainable edible garden requires a holistic approach which underlines the need to build strong linkages across the agricultural, managerial, financial and social aspects (FAO, 2010). The amount of work required is proportioned to the garden size and activities, and it considers the willingness to donate time and to participate in the garden. The management should be carefully planned according to the tasks and activities. Therefore, the contribution of the target group (labour, land, buildings or other inputs) and the level of their commitment and participation should be accounted for, in order to estimate inputs needed and to make a balanced design of the garden(s) (Zoellner et al., 2012).

Pilot study Exploratory type of research will be used in the form of a pilot study with the objective to develop a model to be applied on a larger scale. Generally, a pilot study is a small-scale test of the methods and procedures to be used on a larger scale. Its fundamental purpose is to examine the feasibility of an approach that is intended to ultimately be used in a larger scale (Kumar, 2001). A pilot project is often used to start a school garden programme (Castro et al., 2013). On the basis of the assessment on the local needs and availability of people and resources, a reliable model will be prospected for the establishment of self-sustaining edible garden(s) in first school candidate(s). Although the garden probably unlikely would feed the whole school, it can make a difference by contributing with essential health-preserving fruit and vegetables, and sometimes some animal products (FAO, 2010). Therefore, the approach will be to orient the garden towards production for self-consumption and sales, still accounting for educational purposes. The model will be further improved with the experience gained in the first schools and it will be applied to other candidate schools at a later stage. Support and exchange of experience and information, small incentives, and long-term coordination have to be offered in order to allow schools to acquire skills, eventually to become self-supporting, and later help others (Zoellner et al., 2012; FAO, 2009). Research Objectives and Questions The pilot study aims to develop and implement the Curaรงao Edible School Garden program. Specifically, the objectives are: - Design a durable, sustainable, self-supporting, and fairly good-looking school garden(s), using sustainable methods and according to the latest technologies and the conditions on the island. - Ensure enough yields to provide fresh produces for children and their families, especially for those who have the most need. - Estimate necessary funds for establishment, operating and maintenance costs, and estimate incomes. - Prospect organisational set-up and human resources needed to establish and manage a functional edible school garden(s).

The study investigates the feasibility of edible school garden(s) and intends to produce applicable recommendations for action and decision-making. Thus, the following main question will be addressed: Is the development of edible school garden(s) on CuraĂ§ao technically, environmentally, and financially possible? And if so, what will be the best model to develop an edible school garden(s) project/program? Sub-questions have to be answered in order to support the main research question: - What would be the best functional design of the garden? - What will be the agricultural plan (what will be grown and how)? - How much will be the budgetary support for land development (e.g. greenhouse, fencing, irrigationâ&#x20AC;Ś) and garden operation? - What will be the business plan for a financially sustainable garden? - What would be the management needed for setting up and running the project? Methodology In order to answer the formulated research question and to fulfil the research objectives, information will be gathered from secondary and primary sources. Interviews will be unstructured or semi-structured, mostly face to face or by email/telephone where face-to-face is not possible. During the approach of the person interviewed, great care will be spent in the way the purpose and relevance of the study are explained to potential respondents, which are selected on ground of availability. After every interview, suggestions for other interesting respondents will be asked to the persons interviewed (Blaikie, 2010). Here is the list of information sources: - inspections of the possible garden sites and schools; inspections of relevant agricultural and gardening activities, especially regarding organic practices and methods on the island; - observations of the market for availability, prices, and desirability for fresh and healthy products; general observations to understand availability of materials and suppliers on the island; - interviews with relevant representatives and members of the schools (headmaster, school board, coordinators, caretaker, gardener, etcâ&#x20AC;Ś); with farmers and amateur growers; with retailers of organic and fresh food; with representatives of other relevant and similar initiatives; eventually, with public and private organisations in the field of education, agriculture, science, etc.; - consultancies with the support team and the social intern during participatory meetings; - manuals, documents, publications, and earlier researches on school gardens and garden communities, permaculture, horticulture, greenhouse technology, tropical agriculture, sustainable product marketing, and guidelines for funds application.

Strategic Framework An adapted version of the performance prism, a stakeholder-focused management framework, has been used to give a comprehensive picture of the Eetbare Schooltuin strategy. The Centre for Business Performance of Cranfield University (UK) designed this model to help organisations to decide what is most important to measure and to manage (Neely et al., 2002). It is relevant to contemporary strategic and operating environments in diverse commercial, public sector, and charitable organisations. It is founded on three premises: first, it is not feasible for organisations or initiatives to focus just on the needs of one or two of their stakeholders if they wish to survive and prosper in the long term; second, goals are reached through a structured process that requires alignment and integration of organisationâ&#x20AC;&#x2122;s strategies, structures, and capabilities if the organisation is to be best positioned to deliver real value to all of its crucial stakeholders; third, organisations and their stakeholders need to recognise that their relationships are reciprocal, stakeholders have to contribute to organisations, as well as expect something from them. The prism consists of five interrelated perspectives (facets of the prism) that together provide a comprehensive and integrated framework for thinking about organisational performance. In the Eetbare Schooltuin strategic framework (Figure below), the five inter-related perspectives are: the stakeholders involved in the project (students, parents, etc.) indicated on the front face of the prism, top and bottom faces represent the main goals and objectives (fighting obesity and financial sustainability), which are intended to be reached through the school garden structure and respective functions (Central School Garden and School Garden Satellites) on the side faces of the prism.

STAKEHOLDERS are all the actors involved, the main target audiences to affect, institutions, people, groups, or organizations with an interest in or a requirement for the project. They can influence the project's activities and/or be influenced by them. The stakeholders are:  Students are the primary target group, mostly from primary schools and from the satellites schools. Also students and adolescents from other schools and from higher education cycles should be involved.  Teachers and school staffs.  Parents and families of the students.  Persons concerned and/or involved in agriculture, gardening, nutrition, and sustainable lifestyle.  Institutions, organizations, and anyone who is interested and willing to participate in the initiative, including.  General public. GOALS Fighting obesity is the primary goal and final aim, it is achieved through:  Increase accessibility to healthy food.  Education and training about sustainable agriculture, nutrition, cooking, and healthy life style. Financial Sustainability supports the primary aim of the project because it intends to ensure financial continuity and security now and in the future in order to be able to endure for the beneficiaries of the initiative in the long term. Financial sustainability is reached through different strategies:  Fund Raising (from foundations, crowdfunding, etc. including also donations of materials and equipment) is necessary for the initial investments of establishment operations.  Reduce operational costs and minimize expenditures.  Later investments in gradual implementations.  Building financial reserves.  Reinvestment of profits.  Diversification of the income sources: - Post-harvest seedlings refund from the Satellites to the Central School Garden - Sales - Events, workshops, courses, sponsorships, etc. STRUCTURES AND FUNCTIONS A centralized structure has been chosen, consisting of a big community garden and smaller greenhouse plantations within or nearby the school yards. The Central School Garden is the heart of the project that attracts and involves main target groups and secondary stakeholders. The Central Garden supports the Satellites school gardens. It is the base of the community garden and it aims to become an eco-literacy centre for sustainable living, agriculture, and nutrition, and a place of cultural and social exchange. Therefore, its functions are:  Seedlings and food production (and production of small tree in a later phase);  School excursions and after-school activities;  Cooking activities;  Trainings, courses, workshops, events, etc. School Garden Satellites are the schools that are actively involved into the project with greenhouses in their yards. Their functions are:  Food production.  Direct sell.  Curriculum integration of the school garden and cross-discipline teaching.  Cooking activities.  Etc. 11

Part 3: Structures and Functions The aim of the project is fighting obesity by increasing accessibility to healthy food and by providing education and training at the same time. The garden intends to be productive and not only demonstrative because a significant quantity of fresh products is necessary to supply numerous children and their families and, later on, to generate some sales to be financially sustainable. If education were the only purpose, a few plants and small beds would be enough for experimental observations. Much more space is needed to produce or do agricultural training because agricultural productions require sufficient surfaces available, constant cares, and management. However, most of the schools have only little spaces suitable, schools terms include long periods of holiday during which the buildings are closed, and staff members lack expertise and competences in agriculture, and they are generally busy with the teaching programs. Therefore, a centralized structure outside the schools has been chosen, and small greenhouse plantations within, or nearby, the schools that are actively involved into the project. The Central School Garden will be a common ground for all the schools willing to learn and experience sustainable agriculture and nutrition. It will be the base of a community (as it is often the case) that provides labours to the garden by attracting anyone who is interested and it will serve as a gathering place for meeting and celebrations. Meanwhile, the School Garden Satellites will be the schools actively involved into the project as small production units. They will receive plant materials, training, and support from the Central Garden. In this way, a good balance between education and production is achieved, the initiative is appealing to everyone, and all schools have the choice of where to start, what to undertake and how much to do (FAO, 2010). The schools will easily and successfully grow and produce fresh food because they will receive technical support and small plants from the Central Garden (considering that the first phase of the plants, seedlings/2-3 week old, is the most delicate and it is when more attentions and cares are needed). Moreover, healthy food will be accessible on hand to all the students from the Satellites and the students from other schools will still have the possibility to be involved in activities and excursions in the Central Garden. In order to decide on the location of school gardens, several potential sites (in schools, elderly institutes, and in a farm) have been preliminary inspected and analysed according to several criteria:  Accessibility: paved or not paved road, well-connected, easy to reach, centrality of the area.  Visibility: if the garden is visible, it can attract volunteers and the attention and consents from the general public.  Water availability: it is the most constraining element for plantations, big investments are necessary where structures (as wells, tanks, etc.) are not available.  Security: condition of fences and enclosures, and problems with security reported by the contacted persons have been considered, elderly institutes are generally more secure.  Human resources: a garden will need a lot of work. It is preferable having volunteers or workers available on-site.  Soil: evaluation of soil structure and conditions, especially for outdoor plantations.  Fauna and vegetation: iguanas are a problem in most of the sites. Presence of animal husbandry is generally good. Also, presence of invading weeds and existing vegetation is accounted for.  Suburb/area: areas with a lot of houses might be preferred for safety, and residents might be interested in having and using an edible garden.  Schools mind-frame and curriculum/teaching programs: some schools already have greenhouse(s), and/or gardening activities, and/or related projects, and/or kitchen and cooking activities.  Schools in the surroundings  Other interesting social centres/places around: every activity or place that can provide help, collaboration, etc., as places of worship (church community, for instance, might be interested in 12

the project and, thus, provides people willing to work and use the garden), neighbourhood centres, scouting places, etc. Thus, the best locations for the Central Garden and for Satellites have been selected and further investigated. The discarded sites have been considered as future satellites to involve into the project in a later phase (see Appendix Future satellites).

Central School Garden Zorgboerderij â&#x20AC;&#x153;De Waarborgâ&#x20AC;? (Moontjeweg) Overview of the site The main location of the edible school garden will be in the Savaan (approximately in the plot highlighted in green; Fig. 1), an area with a strong attitude for agriculture. The site looks really attractive and it has the potentiality to become an educative centre for students, teachers, etc. to learn and experience sustainable agriculture hands-on, and to learn about cooking and eating of healthy food, etc. There are no schools in the surroundings. It is spacious, well maintained, with many crops, trees, fruit trees, animals, and wild vegetation. The school garden will undoubtedly give an added value to the Savaan land. Figure 1: position of the Savaan in the island and old topographic map with plot divisions and representation of slopes. The school garden will occupy part of the plot highlighted in green.

The Savaan is located on one of the five major geological formations on the island, the lava formation (Fig. 2). Soil formation is a relevant factor because it greatly influenced the soil fertility. The conditions that are present during soil formation ultimately determine how much and what kind of nutrients the soil can naturally supply and hold. Specifically, the type of parent material that originated the soil is basalt rock formed from the slow-moving lava flows. Basalt rock is finely textured and comprised of small crystals, which cooled rapidly along the surface of the earth. As a result, the soils formed from basalt tend to be finely textured, fertile when not highly weathered, and rich in micro-nutrients as calcium, sodium and magnesium, etc. Figure 2: geological map of Curaรงao with the five major geological formations. The position of the Savaan is indicated by the arrow (Source: www.dcbiodata.net/explorer/info/islands).

The Savaan land belongs to De SGR Group (Stichting voor Gehandicapten- en Revalidatiezorg), an institute that provide care and assistance to physical and mentally challenged people. The land consists of three adjoining areas (Fig. 3): - De Waarborg, day-care farm for mentally challenged adults where the garden will be located; - Het Savaanhuis, day-care centre for autistics adolescents and adults; - Harmonia Ranch, riding school and horse ranch used by the Savaanhuis guests and by privates persons. Each part has an independent entrance (Fig. 3 and 4), with different opening and closing times, and a spacious water basin to store underground water. Internal paths allow connections and movements from one part to another (Fig. 3 and 4). There are different animal husbandries (goat farm with cheese production, horses, and more), a big greenhouse (approx. 200m2) for ornamentals and some edibles located in De Waarborg, and a small one (approx. 70m2) mostly for ornamentals in Harmonia Ranch (Fig. 3 and 4). Most of fresh produces are taken and used by the guests, and some plants are sold. The site has also a cultural heritage value, particularly for aboriginal history (Fig. 4). The school garden will be separated from the rest of the farm area in order to avoid interactions and interference with the SGR guests. The ground has to be cleaned from bushes, logs, etc. The garden will be located at the east left side from the main entrance, between the parking and table area and the horse ranch, bordering on a wild area (from south-west), on the main path (from the north), and on a secondary path (from the east-south) (Fig. 4). An accurate analysis of the site has been done, with particular reference on De Waarborg area, based on an inventory of all the resources available or accessible (structures already present, water sources, existing ecosystem, etc.).

Figure 3: the Savaan land with division of the 3 areas and with internal main and secondary paths (in grey). De Waarborg is marked in red, with the area of the school garden in green. Harmonia Ranch in light blue, and Het Savaanhuis in orange.

Figure 4: garden surroundings in the context of the De Waarborg farm. Water points in blue: Water 0 is the closer connection to get tap water; water 1, 2, and 3 are the nearest points of connection with the irrigation system. There are 2 toilets available, but only one has a fountain for drinking water. Also, the connection for electricity is indicated.

Analysis of the site Visibility: to improve The farm is behind a main and busy road (Helmin Magno Wiels Boulevard) but it is not visible from it. With a signal on the main road more visibility can be easily obtained.

Accessibility: good The site is well-connected, easily reachable. Main entrance on Moontjeweg, road not paved and with piles of trash on the sides, opens Mon-Fri 7-14. Two other entrances which can be used in the afternoon when the SGR guests are not on the site: from Harmonia organic shop on Helmin Magno Wiels Boulevard, opens Mon-Fri 7-17; and from Het Saavanhuis on Klein Hofje, opens Mon-Fri 8-18.

Security: some lacks The all perimeter of the farm is enclosed, but maintenances and enhancements are necessary because there are some breaches of the fence. There is not a guard and the farm is hidden. Few stealing happened sometimes.

Water: good availability from different sources, acceptable quality Underground water is pumped out by 3 windmills, also provided with electric-motor pumps, and it is collected in 2 capacious concrete basins. Also wastewater, coming from municipal treatment plant, is used for irrigation but its availability is not reliable. There is an irrigation system which will have to be expanded. Water quality: calcareous (hard water), slightly salty, pH tends to be acid but it is acceptable. Near connection to the tap water supply network.

Human resources: available SGR guests, from De Waarzorg, can provide labour year-round.

Soil Quality: generally good Loamy type of soil, rich in clay, high retention of water and nutrients. It appears compact, low porosity, low permeability, poorly drainage and low absorption of water which cause runoff and flooding with abundance of rainfall. Poor in organic matter content and for presence of living organisms. The presence of agricultural chemical residues (fertilizers, pesticides, herbicides, etc.) or other pollutants is excluded since the land has been used only for low-input agriculture, and since there are not polluting activities in the proximity. pH tends to be alkaline.

Fauna (Animals, Pests, Diseases) Horse ranch and big animal husbandry with chickens, turkeys, ducks, rabbits, donkey, pigs, goats, and a cow. Problems with iguanas and with few free-range/wild pigs. Little presence of pests and diseases on the crops.

Vegetation Areas rich in native vegetation. Plenty spontaneous aromatics, as wild basil. Not so many invading weeds.

Other information 2 toilets nearby but only the one near Harmonia can be used without interfering with the SGR guests and it has drinking running water. Some gardening tools and equipment for agriculture are available. Near connection to the power grid. There are other facilities. And there is also an area of archaeological importance with indigenous ruins.

Suburb/area: Savanah Not so secure. Not densely populated quarter.

Schools: none in the near surroundings. The nearest first satellites are in Machena Wishi (Habaai site) and in Otrobanda (Blenchi). Satellites, to involve in a later stage, are in St. Maria (SGR Vemet site). Other schools more nearby are in: Julianadorp (still to be considered) and in Buena Vista (higher cycle, technical professional oriented, thus, potentially more interested).

Other interesting spots or social centers/places around: - Harmonia (organic store) can be a retail channel on-site for the garden products, without conflict of interest with its business because it does not offer fresh food, and it can attract more volunteers - Soltuna governamental agency for development of the agricultural sector, supplier of materials - Centrum supermarket can provide a lot of organic waste - Savaanah institute, day-care for autistic children - BetĂ¨sda (elderly institute), which has some guests interested in doing gardening, it has also a small greenhouse, and it can provided organic waste

Characteristics of the garden plot The Figure 5 below shows the garden plot with all the existing elements and near surroundings: 2 big fruit trees central to the ground, 3 smaller fruit trees toward the border with the horse ranch, other 3 trees delimiting the lower borders, main and secondary paths (in grey), parking and tables area (on the left), wild vegetation areas (on the bottom right and left), animal husbandry (on the central left), horse ranch (on the right). Measurements have been determined with an acceptable error and they have to be considered rounded.

The total area available is approximately 1200m2 (Area = 1240m2, Perimeter = 140m). It is relatively small compared with the (raw) average ground of other successful school garden initiatives (van Pelt, 2015), and considering the number of facilities needed for a school garden (greenhouse, toilet, kitchen, classroom, etc.). Therefore, it is wise to use adjacent empty spaces to locate some of these facilities. The presence of trees on the ground, wind direction, exposition to the sun, inclination and resulting runoff/surface water movements (slight slope gradient of 1-2%) are characteristics of the garden plot to consider for the garden design (and for the agricultural plan) (Fig. 6). Figure 6: garden area with exposition to the sun, wind direction, slope, and the 2 big trees present on the ground.

The distances to connection points with the tap water-supply network and with the power grid has been measured, since the garden has to be supplied with electricity and with drinkable water for a fountain and for cooking purposes. The closer connection to electricity is at 93m of distance, in the greenhouse of De Waarborg. The closer connection to get tap water is at 102m, on De Waarborg entrance. Until the garden is not provided with a toilet and a fountain, the facilities in Harmonia Ranch (Fig. 4, Toilet and Fountain) can be used in a first phase of establishment without disturbing the SGR guests. The final considerations on garden ground concern the soil pH* which tends to be alkaline. It is 7-8, near the optimum range (between 6 and 7.5). It is characteristic of the type of soil of the area, loamy, and it makes the soil compact and hard to work. Soil pH will influence the selection of eligible crops and trees to plant. * Notes Soil pH influences several soil factors affecting plant growth, such as soil bacteria, nutrient leaching, nutrient availability, toxic elements, and soil structure. Bacterial activity that releases nitrogen from organic matter and certain fertilizers are particularly affected by soil pH, because bacteria operate best in the pH range of 5.5 to 7.0. Plant nutrients leach out of soils with a pH below 5.0 much more rapidly than from soils with values between 5.0 and 7.5. Plant nutrients are generally most available to plants in the pH range 5.5 to 6.5. pH tests have been done in April 2015. Soil pH can be different in the dry season. It assumed that in dry season pH goes down, becoming more acid (higher H+ concentration).

Garden design A plan/design is necessary to gather and prioritize structures and elements required for a sustainable school garden, as facilities, equipment, materials, etc., and, thus, to define and understand area of surfaces cultivated, appropriate agricultural practices, materials, and costs. The school garden should have a conscious design. It should be integrated in the landscape, resilient, functional for production and education, playful and entertaining, low maintenance input, childrenand school-scale, secure and accessible. In order to meet these priorities, the following principles have been followed during the design of the garden. Sustainable natural resource managements in organic agriculture. It is an approach that covers land, water, vegetation and it is essential for long-term agricultural productivity, environmental management and ecological processes. The main objectives are to sustain production, to conserve nature, protect landscape and environment, promote animal welfare, and foster human health. These are achieved through farming systems that promote biodiversity, build soil fertility, diversify their activities, close nutrient cycles, efficiently use water and land, and minimize recourse to external inputs. Permaculture growing zones. Zoning is the best practice to design an ecological farming system because it facilitates water management, pest and disease control, movements of people and materials. Depending on the size of the plot, different zones are created according to frequency of visits, plants placed, and attentions needed. In this way, the greenhouse will be harmoniously integrated into a whole garden. Parsimony of the land. The area is subdivided and a purpose is assigned to each sub-plot according to its suitability and best use. To optimize the space available, some structures have multiple-uses and some facilities are located outside of the garden plot because the area would not be sufficient to host all the structures needed for a proper school garden. Therefore the following garden layout (Fig. 7) applied these principles by using several expedients that minimize needs of external inputs, ensure a good organic production, and optimize water and nutrients usage: collecting rainfall, re-use of wastewater, reduced use of electricity, use of gravity for irrigation where it is possible, smart plantation design that reduces water demand, re-use of organic waste for compost and animal feed, use of solar energy to preserve and store garden products, use of recycled, waste, or inexpensive materials, etc.

Figure 7: prospects of the garden layout with position of all the structures and facilities, and division in growing zones and subzones.

Facilities and eating area Part of the existing parking and table space is occupied by a toilet (approx. 3x3.30= 10m2), a warehouse (6x4= 24 m2, for placing tools and storing seeds), a kitchen (6x4= 24m 2), few tables (some are already on-site, 2-4 more have to be added), some trees (some are present, 3-4 more will give more shadow), a basin (for water storage; see section Irrigation). Facilities and eating area has to be fenced and provided with a gate, to maintain privacy of De Waarborg guests. Growing Zone 1 â&#x20AC;&#x201C; Greenhouse/classroom It is the heart, the most energy intensive, and most productive, part of the school garden. It includes the greenhouse building with a classroom inside (approx. 250m 2). Further details of this building are in the next section. Growing Zone 2 â&#x20AC;&#x201C; Raised beds*, field-crops*, compost*, chicken coop*, etc.* (*see notes) This zone includes all the things needed reasonably often. It is mostly occupied by 3 areas to use for outdoor crop production (approx. 340m2), each one enclosed by appropriate protections against iguanas*. - Zone 2I and 2II, two areas surrounding the greenhouse (approx. 90m2, not including the surface 2 covered by the existing tree, and 150m ). Here, raised beds* can be constructed for the cultivations that require more attention. - Zone 2III, on the side of the eating/table area (approx. 100 m2). It is the part of the garden most sloping and most exposed to the sun. Therefore, it is better suited for field-crops*, for placing a solar drier*, and an insect hotel*. - Chicken coop* and enclosures, spacious place near the kitchen in order to facilitate throwing of food waste to the animals (approx. 40m2). This location has been chosen because it is shady, attached to a wild area, and, so, not suitable for planting crops. - Compost pile* (approx. 14 m2), near to the main entrance of the garden and of the greenhouse in order to facilitate throwing of green waste. Growing Zones 3 â&#x20AC;&#x201C; Orchards, windbreaks, shrubs, collecting runoff well/tank, fence, entrances Semi-managed zone at the edges of the plot (approx. 400m2), where fruit trees and bushes have to be planted and spontaneous plants have to grow. Trees on the borders more exposed to sun and wind (Zone 3I and 3II) protect the internal parts of the garden, limiting evapotranspiration and, so, improving water use efficiency. The garden borders have to be all fenced and provided with three doors (main, Entrance A, and secondary gates, Entrance B and C) in order to ensure easy access and movements. The fence has to be wild animal-proof because there are wild pigs in the land that can destroy the plantation. - Zone 3I, between the entrance B and the basin (approx. 100m2). Space reserved to plant 3-4 fruit trees especially in front of the basin in order to keep the water temperature appropriate for irrigation. - Zone 3II, bordering the horse ranch (approx.200m2). There are already 3 small fruit trees and one on the lower edge, 5-7 new trees have to be planted. The trees more demanding for water (i.e. bananas and coconuts) can be planted near the collecting runoff well (see section Irrigation). Zone 3III, between the entrance C and the chicken, bordering with an external wild area (approx. 100 m2). There is already a big fruit tree in the middle and two others have to be planted. Other minor structures and equipment Eventually, some benches, relaxing spots, sign and labels (directions, rules, information about plant, nutrition, etc. which can be made by the children), and other minor structures and equipment can be added to complete the functionality or the value of the garden.

* Notes Raised beds Sunken beds are suggested in arid climate because they trap the water, but the soil of the garden plot is too compact and dig deep is hard. Thus, permanent raised beds are advocated because they are easy to maintain, highly productive, efficient in water use, and excellent for improving the soil (FAO, 2009, 1985). Beds can be easily made without costs (see Figure, from Ing. Agr. Alicia van Uytrecht): 1) apply solarisation – wet the soil, stretch a sheet of thin plastic over, leave in on the soil for a month – that makes the soil less compact and easier to work, kill many pathogens, nematodes, weed seeds and seedlings, and makes nutrients more available because it breaks down organic material in the soil; 2) delimit the bed area with wood panels; 3) dig 20-30cm over bed only; 4) add compost, manure, organic materials, water, and put the soil back; 5) add soil from the paths, flatten the top soil of the bed and squash it; 6) place stones around and remove the wood panels; 7) “minimum tillage”, add compost, mulch, but never dig again; 8) plant density that covers well the ground, keeps down weeds, and conserve moisture. Simple beds, but less durable, beds can also be made out of pallets (see other Figure; Source: thehomestead.guru/how-to-build-a-pallet-garden-in-three-simple-steps). Another easy system to make raised beds is Hugelkultur (meaning hill culture). This system is usually applied in temperate climates since raised beds tend to be a bit drier than traditional beds, but a small scale hugel bed is a good solution for a raised bed in a dry climate. The method is simple: mound logs, branches, leaves, grass clippings, straw, cardboard, petroleum-free newspaper, manure, compost or whatever other biomass available, top with soil and plant the veggies (see side Figure; Source: inspirationgreen.com). These techniques should ensure a good production because a big amount of store organic matter (fertilizer) is stored into the soil. Field-crops (Zone 2III) Contour plowing (see side figure) is a practice that has to be employed when moving the soil and planting filed-crops in sloping lands, even in small plots. It is applied by sowing crops in rows that cut across the slope, following the shape of the land, rows wrap around rises so that there is no slope along each row. This greatly slows surface flow, facilitate infiltration of water into the soil, and, hence, prevent water erosion because it avoids that the slope accelerates surface flow (Hill, E. 2014). Protections against iguanas Iguanas are plant eating lizards that eat many kinds of plants, particularly flowering plants and vegetables. They are probably the commonest local predators of filed-crops in Curaçao. There are different forms of control. The best way is to keep them out of the garden in the first place. Low enclosures made of slippery plastic surfaces (60100cm) can be enough to keep iguanas out (see Figure from Daniel Landhuis plantation, Curaçao). It suggested the use this kind of protection to enclose all the perimeter of each sub-zone 2 (or all the perimeter of the garden). Other strategies are: get rid of areas where iguanas can climb as shrubs and piles of branches near the fence; placed a slick metal collar (15-20cm) around the trunk of trees and shrubs to keep iguanas from climbing the plant; keep the compost closed; plant iguana resistant plants (i.e.: citrus, and thick leaved plants); capture and remove the iguanas with live traps; cover or get rid of flat warm surfaces, such as sidewalks and rocks, where iguanas can sun themselves; fill in burrows; pet dogs can help because they will bark at and sometimes chase iguanas, which will eventually drive the iguana out of the garden (Kern, 2004). Insect hotel and pollinators for greenhouse Insects are essential for pollination, and they have an education purpose in a school garden. Hosting beehives, managed by local beekeepers, would be good for the

production of honey, but they have to be placed in the external garden zone for safety reasons. Insect hotels are more suitable for a school garden because they still provide a habitat to pollinators, and pest controllers (wild bees, spiders and ladybugs), but they create less problems for children safety. Insect hotels are easy to make (lawns, bricks, branch, logs, cardboard, etc. ; see Figure, Source: www.inspirationgreen.com/insect-habitats.html) and they can be constructed during a classroom activity. Prior to insect hotels and/or beehives, the actual danger of possible Varroa mite (external parasite of honey bees) has to be understood. Insect boxes might be used inside the greenhouse for pollination and/or biological pest control (for instance, bumblebee boxes often are used in tomato production). Solar dryer Sun-drying (or sun/air drying or solar/air drying) is a low cost ancient technology to reduce postharvest losses in perishable produce, especially applied in developing countries (FAO; 1985). It is an ideal way to naturally preserve and store garden products because it maintains the nutritional value of fruits and vegetables, and it gives products with added values (FAO, 2009). It can be used also for preserving seeds. The first requirement is a sufficient yearly global radiation on a horizontal surface. Solar dryers can be easily constructed, basically a box or frame with plastic cover (see Figure; Source: FAO, 2009). However, solar cabinet dryers with natural convection (see other Figure; Source: Weiss, Buchinger, 2002) is supposed to be the model that best suits in the humid tropic areas because their efficiency is largely determined by their provisions for heating the air and for moving air across the surfaces of the produce (and so removing humidity in the air) (Weiss, Buchinger, 2002) (See Appendix Solar cabinet dryers with natural convection). There are also models electric fans for ventilation that use solar panels. Poultries/chicken coop Animals are an essential part of every ecosystem and most of the school gardens keep a small poultry/chicken coop. Chickens are attractive for children, eat food scraps, provide eggs, improve the compost and the fertilization, move the top soil, help pest and weed control, produce carbon dioxide that can increase plant growth in the greenhouse (if chicken coop is placed nearby). In the Central School Garden, an area of 40m2 is reserved for the chicken coop. This space could host more than 30 chickens (organically produced; Soil Association, 2015) but it wise to keep 10-15 (including a rooster) in order to easily manage the animals and, keep high hygienic conditions and animal welfare. A small mobile chicken coop can be used to move the birds in different places of the garden, even inside the greenhouse. Compost It is fundamental for an organic garden, especially if the soil is poor in organic matter content. It provides nutrients, it keeps the soils airy and moist by opening it up and by trapping and draining water (hence, reducing water demand). Most organic materials can go into the compost (even animal and fish bones, feathers, cotton cloth, bits of leather or paper, soil, etc.; FAO, 2009) but waste from the kitchen is better to give it to the chickens. The compost has to be started well before the gardening season begins. It is educative because most of the green waste can be collected and recycled, and it demands easy practices. There are several ways to make compost (see Figures; Sources: backyardfeast.wordpress.com), from simple techniques to applied use of microorganisms. For the school garden, it is a general advice to keep it in a close structure, moist, and protected from the sun. EM Bokashi compost system will be used to make compost in the School Garden Central because this technique can control soil salinization due to prolonged used of slightly salty water for irrigation (see Appendix EM Bokashi compost system).

Greenhouse The greenhouse is the core of the garden. Greenhouse cultivation is the best way to grow vegetable in Curaçao because it offers the ability to manage the growing environment in order to increase control over quality and productivity (Curaçao Ministry of Health, Environment and Nature 2014). Generally, the primary reasons for protected cultivation in the tropics and sub-tropics can be pest and animal exclusion, extreme solar radiation, and heavy rains and wind. Especially in the tropicalsavannah climate of Curaçao, greenhouse production has some main challenges to include: high relative humidity and ambient temperatures reaching more than 40°C, impedance of flower fertilisation and fruit set and development, low level of maintenance of exterior parts of the

greenhouse structure, bad orientation and site selection of the structure leading to incorrect direction of flow of prevailing winds (CARDI, 2014). There are several types of building structures that can be erected, which vary in costs and construction materials. A permanent structure is preferred to ensure long resistance to the climate conditions with low maintenance. The greenhouse prospect, in Figure 8 below, combines different solutions to deal with the mentioned problematics and gives guidelines for a future greenhouse project. Based on this prospect, a greenhouse model will have to be designed for a precise estimation of the costs and construction materials needed.

Orientation of the greenhouse on the plot has been planned in order to take advantage of wind direction for ventilation, to minimize exposition to the sun, and according to its dimensions and shape. Normally, greenhouses focused only on production have a rectangular structure but a hexagonal shape suits better for a school garden because it gives a panoramic view of the varieties of plants grown to the visitors. Moreover, it allows a better integration of the building into the garden plot and into the landscape, and more uniform microclimatic conditions inside that are preferred for the plantation. The dimension (approx. 250m2) has been chosen in order to have sufficient room for production of seedlings and vegetables (considering the satellites schools and future schools to involve into the project) and for hosting copious classes of students. The construction further fulfils its educational purpose by including 30m2 of classroom covered by a roof. This solution makes a smart use of the space because the classroom occupies the part of the building most exposed to the sun, less preferred for growing vegetables. Raised beds/tables have different sizes and shapes: ample beds or tables (approx. 40m2) for plant nursery (mostly for seedlings) are on the side of the classroom, so students can directly take the little plants and bring them in the greenhouses of their schools; long beds (approx. 35m2) are for production of different vegetables and herbs. Beds are made with 1-2 lines of bricks, as well as the perimeter of the building. Spacious paths, 20-30cm below the level of the ground, make easy to work on the raised beds, facilitate movements of numerous students (to maintain high security standards, no more than 20-25 students should be allowed inside the greenhouse), and allow also comfortable access to students with disabilities. Two opposite entrances provide easy access an exit to the building. Ventilation is usually the most critical factor in greenhouse, because in hot climates the requirement is to lower the temperature inside. Coolness of the internal environment is ensured by passive ventilation, a building design approach that focuses on heat gain control and heat dissipation in order to improve the indoor thermal comfort with no energy consumption. A difference of 4째C between internal and external temperatures (recommended for optimal conditions of growing and production) can be maintained by a natural air flow created through some precautions on the design of the structure (CARDI, 2014): - 2 type of ceiling windows, differently oriented according to wind direction, are used to hot air extraction like a chimney effect (roof-top or overhead passive ventilation), meanwhile, low ground opens (on the doors and on the sides) make cool air enter (Fig. 9); - sufficient heights of the building avoid accumulation of humidity and warm air, preventing also spreading of Whiteflies and other diseases (Fig. 8); - paths below the level of the ground (20-30cm) hold and slowly release fresh air since the ground absorb the heat and temperatures below ground remain fairly constant, as proved by sunken greenhouses (Fig. 9); - chicken wire/mesh screens all the opens in order to facilitate the passage of the air and the entrance pollinators. Figure 9: greenhouse passive ventilation diagram. Different types of windows for fresh air entrance (on the doors and on the sides) and ceiling windows for hot air extraction (on the roof). When the windows on roof are oriented following the direction of wind, a vortex of air is created and this removes the warm air coming out from the greenhouse, facilitating the ventilation.

Construction materials have been chosen according to their convenience, resistance, and heat conductivity in order to help maintain the inside temperature low (Fig. 10A, B, C): - for the structure, wood would be the most appropriate because it is naturally a poor conductor of heat, but also galvanized pipes can be used if painted with white colour (Fig. 10A); - for the strength, pillars are made out of recycled car tires filled with concrete and concrete mash nets can be used on the sides (Fig. 10B); - for coating on the sides, net walls made with green shading sheet 50% (a light covering material that keeps insect pests out and the colour do not attract sun rays) and concrete mesh that prevent breaking of the shading sheets caused by strong wind (Fig. 10A) - net ceiling covered with plastic, to avoid excessive rain problems; - bottle walls, in the 2-3 sides more exposed to the sun, can be an environmental friendly way to easily provide good insulation from the heat (and it gives a nice effect) (Fig. 10C); Figure 10A, B, C: concrete mesh on the sides of a greenhouse (A), pillars made out of car ties (B), glass bottles wall (C).

Figure 11: different perspectives of the greenhouse building. The model has been designed following the guidelines for tropical greenhouse growers (CARDI, 2014) and in consultations with Ing. Agr. Alicia van Uytrecht and Ing. Agr. Julieta Carvajal (experts in greenhouse construction on Curaรงao) and with the founders of the Creative Community Garden in Wageningen (Netherlands).

Irrigation Due to Curacao’s semi-arid climate, the irrigation system of the garden has to be carefully planned because water is the most limiting resource. Practices of sustainable water resources management have to be applied at the level of land/area context during the planning of the irrigation system in order to maximize water use efficiency, to minimize runoff flows, and to increase restitution to underground water reserves (TAS Foundation, 2015; Curaçao Ministry of Health, Environment and Nature 2014). These practices have been also applied in the design of the garden and of the agricultural plan. First of all, the proximity of connection points to the existing irrigation system and the quality of the water have been considered to understand supply capacity and appropriate use. There are 3 possible connection points near to the garden plot (Fig. 12): - Water Point 1, inside the De Waarborg plantation near the windmill and annexed well, underground source, slightly salty (ppm 643*), pH within the acceptable range (pH 6.8*), calcareous*. This water can irrigate vegetables in the growing Zone 1 (approx. 75m2 of raisedbeds distributed on 220 m2 greenhouse), Zone 2I and 2II (approx. 90m2 and 150m2 of out-door raised-beds), and 2III (approx. 100m2 of field-crops). Water from this point has to be stored in a basin and 210m of pipe are needed for the connection. - Water Point 2, near the horse ranch, underground source, slightly salty (ppm 574*), pH within the acceptable range (pH 6.5*), calcareous*. This water comes from another well, inside Harmonia Ranch. The same considerations made for water point 1 are valid for the use of water from point 2, 120m of pipes are needed for the connection to the garden basin. - Water Point 3, wastewater from the near treatment plant (rich in nutrients and residues), highpressure flow, slightly salty (ppm 621*), pH within the acceptable range (pH 6.1*). Only fruit trees in growing Zone 3 (100m2 Zone 3I, 200m2 3II, 100m2 3III) can be irrigated with this water, which is not suitable to irrigate seedlings or leaf vegetables because the high content of nutrients, especially of nitrogen, is too elevated and damages the plants. It has to be stored in a tank/well because the supply is not reliable year-round, there is not supply when the treatment plant is out of order. 190m of pipe are needed for the connection to the garden colleting tank/well. Therefore, considering the water resources available on-site and the water quality, a reliable and sustainable irrigation system has to integrate different sources of water and the following elements are needed (Fig. 12):  Basin of, at least, 35-40m3*, in the highest point of the garden area (18 Metres above mean sea level; position shown in Fig. 13-15) in order to use the gravity given by the natural land inclination. Water Point 1 and 2 supply the basin. Shortage of water is prevented because the basin is supplied with water from 2 different wells, there is less possibility that both get dried. The basin is covered by a roof (with drainpipes to collect rainwater) to screen the water from the sun and limit losses for evaporation. Eventually, also aquatic plants and fish can be placed in the basin to limit evaporation and control proliferation of insects, especially of Chikungunya.  Collecting well/tank of 60-70 m3, in the lower point of the garden area (16-17 Mamsl; Fig. 13) where rainfall surface flows merge during rainy season. Surface runoff, also known as overland flow, is the flow of water caused by intense rainfalls combined with low permeability of the soil. This well/tank is underground and it divided in 2 parts: one part to collect wastewater from the water point 3, from the toilet and kitchen; and one part to store collected rainfall from runoff and from the roofs of any buildings of the garden (kitchen, toilet, warehouse, classroom, etc.), avoiding the use of tanks. Two suitable structures can be constructed: a closed well/tank with a walkable upper ground that provides water storage and optimize space because it can be used as an open room/gazebo for working space or social spot (Fig. 14A); or a simpler structure which has to be covered as well (Fig. 14B).

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Other structures and equipment for rainfall harvesting as metal roofs covering the basin, drainpipes, and connections. ď&#x201A;ˇ Drip irrigation system. Drip, or localized, irrigation is the most suitable method to save water and it used for all the cultivated grounds (815m2). Drip irrigation is the most popular system in semi-arid/arid climates, ď&#x201A;ˇ Water filters and pumps. Simple filters and screening nets to clean the water from residues have to be used in order to well-maintain the irrigation system for long time and in order to do not obstruct the pond/well. Pumps are needed to pump out water from the well/tank and from the basin, and to supply water to the basin. In this way, the garden will be supplied with enough water of good quality that should ensure a good production and avoid water scarcity in long drought periods. Moreover, underground water resources will be less exploited because different sources of water are used. Additional information regarding the irrigation system and the irrigation scheme to apply, with times of irrigation per day and water requirement for each plot, are in the Appendix Irrigation Scheme. Figure 12A, B, C. Figure 12A: closer connection water points to supply the garden irrigation system (underground water from Point 1 and 2, wastewater from Point 3) and positions of the garden basin and collecting well/tank. Figure 12B: movement of the surface/runoff water on the garden ground and positions of the garden basin and collecting well/tank with meters of pipes needed for the connections. Figure 12C: details of the irrigation system of the garden with supply pipes from the Water Points, connecting pipes running inside the garden, and drip lines that provided irrigation in each garden plot. Supply pipes bring underground water from the Water Point 1 and 2, and wastewater from the Water Point 3. The basin stores underground water used for irrigation in growing Zone 1 and 2. The collecting tank/pond is divided in 2 parts: one for storage of rainfall water to irrigate growing Zone 1 and 2, and one part for collection of wastewater (from Water Point 3, and from the toilet and kitchen) to use for irrigation of Zone 3.

Figure 13: topography and slopes of the garden area in two different perspectives, with positions of the basin (in the highest point of the ground, at 18 Mamsl) and of the pond/well for harvesting rainfall (in the lowest point, at 16-17 Mamsl).

Figure 14A and B: two models suitable for the garden wells/tanks to runoff rainwater harvesting. On the left, a model that allows to save space by combining runoff harvesting within an open building. On the right, a system developed in Sri Lanka for rural farmers to avoid water scarcity (Source: practicalaction.org).

* Notes Water salinity and pH Salinity of water from Point 1, 2, and 3 is classified in the class 3 - permissible (525 to 1,400 ppm) in a scale from 1 to 5 (class 1 no-salty water and 5 sea water). Water salinity is important because plant species and varieties differ for salt tolerance. Using water that is slightly salty for irrigation, as in this case, increase the salinity of the soil during the time. However, EM Bokashi compost system will control secondary soil salinization caused by prolonged irrigation with slightly salty water (Xiaohou et al., 2008) pH is within the acceptable pH range comfortable for most plants (5.5-6.5). Water with too high pH can result in nutrient deficiencies, mainly micronutrients such as iron. Keeping the pH of the irrigation water below 7.0 is also important in order to prevent emitter clogging due to sedimentation of salts. On the other hand, pH that is too low might result in micronutrient toxicities and damage to the plant's root system. It has been reported that water from point 1 and 3 is calcareous ("Hard water”, high mineral content especially calcium carbonate). Hard water is generally not so good for the plants, and for the irrigation system which is ruined by the calcar. Salinity and pH tests have been done in April 2015. Water salinity and pH can be different in the dry season. It can be s upposed that in dry season salinity can raise and pH goes down, becoming more acid (higher H+ concentration). Basin and collecting pond/well dimensions On average, using drip system, 4m3 of water/day/hectare (or 4’000lt of water/day/hectare, 10’000m 2) are needed for irrigation. Considering that the garden has approx. 815m 2 of cultivated surface (740 m2 outdoor, 75m2 indoor), a maximum of 330lt of water/day (120’000lt/year) is required for irrigation. Considering a minimum of 50 rainy days in one year, when irrigation is not needed, approx. 100’000lt of water/year is demanded to irrigate the garden. Considering that the average of rainfall in Curaçao is 552mm/year (500mm for dry years; 1mm of rainfall is 1lt of water/m 2), and accounting for a minimum of 130m2 of surfaces available on the garden where rainfall can be collected (roofs: 24m 2 of kitchen, 30m2 classroom, 10m2 toilet, approx. 10m2 basin, approx. 10m2 pond/well; plus a minimum of 30m2 of ground surface to collect runoff), a minimum of 65’000lt/year (178lt/day on average) can be collected from rainfall. Considering that 1m3 of water is 1000lt, 65m3 of tank/pond/well are needed to collect rainfall. The collecting well/tank of the garden should be a bit bigger 60-70 m3 (64m3, 4 length x 4 width x 4 height, for instance) in order to collect also waste water from kitchen and toilet. Meanwhile, the basin has to be enough spacious to store water for drought periods. It is suggested a volume of 35-40 m3 which can contain 35’000lt (42m3, 4 length x 3 width x 3.5 height).

Agricultural plan The agricultural plan of the school garden, as the garden design, follows guidelines for organic agriculture (USDA, 2014.). “Organic agriculture is an ecological production management system that promotes and enhances biodiversity, biological cycles and soil biological activity. It is based on minimal use of off-farm inputs and on management practices that restore, maintain and enhance ecological harmony” Produces More than 50 different edible species of vegetables, trees, and herbs will be grown. The garden will yield vegetables and fruits and it will produce seedlings (little vegetables plants in pots, mostly for the schools involved), part of its own seeds and, later on, some little fruits trees. The garden will gradually move from mix production of vegetables and seedlings towards production of mostly 29

seedlings, because the number of schools involved (School Garden Satellites) is likely to increase in the course of time. All the products are organically grown. The yields are expected to slowly, but constantly, increase starting from the 3rd year, as is generally experienced in most of the organic or biodynamic farming systems). A list of eligible edible species (see Appendix List of eligible crops) to grow has been established prior to some considerations: - Promoting biodiversity by a greater variety of plant species. Focusing on education and production means to bring into the garden a number of different species in order to show them to students, as in a botanic garden where plants are grown for display to the public and often for scientific studies. This also creates a more stable ecosystem which is less exposed and less susceptible to plagues and diseases. - Priority for native species, for local or well-adapted to the local environment. Often local species are rare, or forgotten, but they should be planted in a school garden because of their relevant genetic heritage. - Fast Growing and high yielding crops that ensure good level of production but that are also easy to cultivate and to manage, as drought tolerant as possible for the outdoor plantations. - Low susceptibility for pests and diseases, with particular care in the evaluation of imported trees, seeds, and plant materials (which can be potential vectors of new diseases on the island). - Liking and preferences of the target groups, considering that children have a different perception for food taste and texture than adults with stronger preference for sweet taste and homogeneous texture in most of the cases. Following a questionnaire, semi-structured interviews (see Appendix Questions for the schools) have been conducted with the school staffs to identify the children favourite vegetables and fruits. - Aim to nutritious and nutrient dense food (for instance, orange and yellow fruits and vegetables and dark green leafy vegetables are micronutrient-rich) because it is not very useful to grow staple foods which children are eating already, except perhaps some maize for snack. - Market demand and fit with local food habits in order to produce highly desirable foods. - Food easy to prepare and to store. - Availability of plant materials (seeds, trees) especially considering the lack of suppliers that offer organic alternatives. - Natural pests repellent, as kitchen herbs. - Fit into the school terms, harvest time should ideally be a few weeks before the end of the school term, to allow time for storing, preserving and consuming. - Also visual appealing of the plants, their fruits, and flowers has been considered because unusual shapes and colours make the garden more attractive. For each species, the most suitable and best preforming variety will have to be chosen according to temporary availability on the market, and considering the restrictions regarding imported plant materials. Generally, it is recommended to get certified organic seeds, where they are available, and as much as possible plant materials from small local producers. Especially, some local eatable fruit tree and minor varieties can be found only in the nature or from small producers. Minor species and varieties are often wild and on the verge of extinction because they are not cultivated anymore for commerce. It has been extensively proved that recovering and protecting these species, varieties, and cultivars means preserving the genetic inheritance of a country. The use of hybrid seeds is not suggested because, even if they lead to higher yields, they cannot be re-sown. Therefore, a great variety of fruits trees and vegetables will be planted according to the division in growing zones and subdivision in gardening beds (Fig. 15) and vegetables will be managed according to a rotation plan (see Appendix Rotation plan). Fruit trees will be planted in Zone 3 and some in the Facilities and eating area, while vegetables will grow in Zone 1 and 2. Aromatic herbs and spices will be around the whole garden, inside and outside the greenhouse, because they control plagues and attract insect pollinators. 30

Figure 15: division of the garden for growing zones and sub-zones and raised beds. The cultivable surfaces are in the growing Zone 3I,II,III Zone 2I,II,III, and Zone 1/Greenhouse. Zone1 Greenhouse

The rotation plan Rotating garden crops is one of the most basic practices designed to assure plant crop success, maximal productivity, healthy soil, minimal pests and diseases, optimal water and nutrient use. Basically, crop sequence is chosen in a way that no bed or plot sees the same crop in successive seasons and crops from different families alternate on the same plot or bed. Generally, rotation is based on three ecological principles (Royal Horticultural Society, 2015): 1) Pest and disease control. Soil pests and diseases tend to attack specific plant families over and over again. By rotating crops between sites the pests tend to decline in the period when their host plants are absent which helps to reduce build-up of damaging populations of spores, eggs and pests. 2) Soil fertility. Different crops have different nutrient requirements. Changing crops annually reduces the chance of particular soil deficiencies developing as the balance of nutrients removed from the soil tends to even out over time. 3) Weed control. Some crops, like potatoes and squashes, with dense foliage or large leaves, suppress weeds, thus reducing maintenance and weed problems in following crops. The agricultural plan for the vegetable production, and some herbs, will follow a rotation (see Appendix Rotation plan) designed according to Legume <- Leaf <- Fruit <- Root sequence (Fig. 16). Figure 16: garden crops rotation has been planned based on this scheme (Better Hens Gardens, 2014).

According to this scheme, plants are classified into four groups based on their nutritional needs: leaf (nitrogen), fruit (phosphorus), root (potassium), and legume (fixes nitrogen). In this system, the leaf plants go where legumes were previously, because legumes fix nitrogen in the soil, and leaf plants need large amounts of nitrogen. The fruits follow the leaf plants because they need phosphorus, and too much nitrogen causes them not to have fruits. The roots follow the fruits because they need potassium and need nitrogen less than the fruits. Finally, the legumes follow the roots to put nitrogen back into the soil. The leaf group contains all the big nitrogen dependent Figure 17: different examples of companion plant that grow well crops like lettuce, greens, herbs, spinach, and the together and some plant combinations against insect, radishes brassicas (cabbage, broccoli, cauliflower, brussel sprouts, deter cucumber beetles and onions deter most pests for instance. and kale). They need lots of nitrogen to grow strong leaves and stems but nitrogen is the hardest nutrient to keep in the soil. Thus, they follow the nitrogen fixing legumes in the rotation. The fruits (tomatoes, cucumbers, peppers, eggplant, and squash) need phosphorus to set blossoms and develop fruits, but they should not get lots of nitrogen or they will make all leaves and no fruit. Technically, corn is a fruiting crop but it is considered in the leaf group because it does need lots of nitrogen. Root crops (onions, garlic, turnips, carrots, beets, and radishes) need potassium but do not need much nitrogen. Hence, the roots follow the fruits since there is little nitrogen left at this point in the rotation. Potatoes are root but they are included in the legumes because they are members of the nightshade family and suffer from the same pests as tomatoes, peppers, and eggplant. Thus, they should not follow the fruits. They seem to suffer a lot more pest damage. Legumes (beans and peas) are nitrogen-fixing because they pull nitrogen from the air and store it in their roots. Therefore, they follow the roots and insure that there will be lots of nitrogen available for the next leaf rotation. Intercropping The rotation of the school garden allows different crops in the same plots/beds at the same time. Intercrop, grow a crop among plants of a different kind usually in the space between rows, is a multiple cropping practice involving growing two or more crops in proximity. The most common goal is to produce a greater yield on a given piece of land by making use of resources that would otherwise not be utilized by a single crop. Intercropping of compatible plants, companion plants (Fig. 17), also encourages biodiversity, by providing a habitat for a variety of insects and soil organisms that would not be present in a single-crop environment. This in turn can help limit outbreaks of crop pests by increasing predator biodiversity. Additionally, reducing the homogeneity of the crop increases the barriers against biological dispersal of pest organisms through the crop. Many plants have natural substances in their roots, flowers, leaves etc. that can alternately repel and/or 32

attract insects. In some situations they can also help enhance the growth rate and flavour of other varieties. Using companion planting throughout the landscape is an important part of integrated pest management. In essence, companion planting helps bring a balanced eco-system. Therefore, many varieties of herbs, aromatics, and native plants will be used for companion plants, all around the garden. Agricultural calendar All the agricultural practices as sowing, transplanting, pruning, fertilization, pests and disease control, etc. have to be carried out according to the moon's phases. Planting by the moon is an idea as old as agriculture that ensures a better success of every agricultural practice because all the flows of water and liquids are influenced by the phases of the moon (Fig. 18). Just as the moon pulls the tides in the oceans, it also pulls upon the subtle bodies of water, causing moisture to rise in the earth, which encourages growth. The highest amount of moisture is in the soil at this time, and tests have proven that seeds will absorb the most water at the time of the full moon. The benefits to follow the moon calendar are numerous as, for example, high seed germination rates, longer preservation of the harvested products, higher success of pests and diseases control, more vigorous tree after pruning, etc. Figure 18: flows of liquid inside a tree according to the moonâ&#x20AC;&#x2122;s phases.

Fertilization, Soil management, Weeds, Pests and disease control First of all, the use of chemicals (synthetic pesticides, herbicides, fertilizers, etc.) is banned from the garden area and surroundings as well as genetically engineered plants and animals (especially, seeds and plant materials). Fertilization is provided by biological fertilizers like manure and compost that release nutrients slowly, build up organic soil matter, increase the capacity of soil to retain moisture and reduce leaching of nitrates into groundwater. Soil management applies as much as possible zero tillage, or low tillage, a way of growing crops from year to year without disturbing the soil through tillage. This technique increases the amount of water that infiltrates into the soil, the organic matter retention, the cycling of nutrients, and it reduces or eliminates soil erosion. Moreover, it increases the amount and variety of life in and on the soil, including disease-causing organisms and disease suppression organisms. The most powerful benefit of no-tillage is improvement in soil biological fertility, making soils more resilient. Weeds are controlled by mulching, blocking weed emergence with organic materials, by mowing and cutting, removing top growth of weeds. Besides reducing weed growth, mulching also conserves moisture, improves the fertility and health of the soil, and enhances the visual appeal of the area. Pests and disease control is attained through a biological pest control system that relies on beneficial action of parasites, pathogens, and predators in managing pests and their damage. Biocontrol provided by these living organisms is especially important for reducing the numbers of pest insects and mites. â&#x20AC;&#x153;Natural enemiesâ&#x20AC;? (such as ladybugs, soldier beetles, green lacewings, big-eyed bugs and beneficial nematodes) eat harmful insects and they can be attracted (with insect hotels) or imported into the garden. Insect traps will be used to monitor and control insect populations. Crops can be protected during pest migration periods with physical barriers as trees and bushes in Zone 3 and row 33

covers for outdoor plantation. In case of heavy infestations, specific measures have to be identified according to the actual pests and diseases that the garden could encounter. There are some compounds, usually with mineral origin, that are allowed in organic agriculture and that can be used as herbicides, insecticides, etc. Some examples are Bordeaux mixture, copper sulphate, or other copper based compounds that provided protection against fungi and bacteria. However, they might be hardly available on the local market. Thus, common used remedies, as solution of hydrogen peroxide or garlic infusion against fungi and whitefly, will have to be tried in the garden.

School Garden Satellites Based on a preliminary analysis of several different locations, four sites have been selected mostly due to their availability of basic structures and resources (land available, greenhouse, workforce, etc.). One middle-primary school (Prins Bernhard), two special schools (Blenchi and Manuel Carel Piar School), and an elderly house (Habaai) will be the first School Garden Satellites of the Eetbare Schooltuin CuraĂ§ao (Fig. 19). In each of these sites, there is a greenhouse which will be used to grow seedlings received from the Central Garden and to produce fresh vegetables. In this way, more than 400 students are directly involved into the first phase of the project through small greenhouse plantations inside or nearby their schoolyard. Once the project will be well-established, further schools and institutions will be involved in a later phase (see Appendix Future satellites). In order to sense the willingness to participate, semi-structured interviews (following a questionnaire, see Appendix Questions for the schools) have been conducted with headmasters, teachers, and/or other staff members of the all the schools investigated. For each school or institution, there are one or two referent persons (see Appendix Contacts). Figure 19: locations on the island of the Central School Garden and first Satellites.

Prins Bernhard School (Cabimaweg 1-a) The school team is motivated to gardening activities and agricultural teaching programs because they had a successful and productive greenhouse in the past. A new one has been recently built but training and support are needed. There is little space available for outdoor plantations. The headmaster intends to select few classes of 8-9 10-11 years for the project. He considers the Central School Garden in De Waarborg suitable for excursions, for afterschool activities, and/or for an extra curriculum courses. He also suggested the creation of a teaching programme/curriculum with different level (basis, medium, advanceâ&#x20AC;Ś).

Analysis of the site Visibility and accessibility: not so good, not so bad The school is near a main and busy road (Schottegatweg Noord). The greenhouse is central to the schoolyard, and not well visible from the outside.

Security: okay All the school yard is well-fenced, no problems with vandalism or security have been reported.

Greenhouse: good, to expand New construction, small size (approx. 26m2) and small cultivable surface (less than 10m2) in raised beds, but well-constructed and with good ventilation. Vertical plantations is suggested to optimize the use of the space available and increase cultivable surfaces.

Water availability: tap and rainfall At this moment, only tap water is available for irrigation. There is not a well for underground water, but wastewater could be used. 2 tanks (2000lt and 1000lt) for rainfall harvest are available but they have to be set and connected to the roofs.

Human resources: available Numerous students, some member of the school staff and some parents.

Animals and vegetation: lacks The school yard generally lacks of green, and the school do not keep any pet. It is suggested to plant some fruit trees and to set some small plantation in the area around the greenhouse. Few chickens, in a small enclosed area, will help for fertilization and pests control.

Soil: bad Besides few animals, some outdoor plantation are necessary to make a complete school garden. However, the soil around the greenhouse is poor, full of stones, and not so suitable for plantations. New soil mixed with compost has to be added on the top.

Other information The school has some teaching about agriculture, gardening, and cooking. Next to a classroom, there is also another area suitable to construct another greenhouse in the future. They have a budget for bus transport of the students. They are willing to make compost but they need training.

Suburb/area: Suffisant Densely populated quarter.

Other schools in the surroundings. Fatima College (primary), Fatimaweg 12, not in the near surroundings Gouv. J.R. Lauffer (VSBO), Kaya Kolonel Carel Winkel 1, not in the near surroundings Others have to be found

Other interesting spots or social centres/places around: to find...

Blenchi School (Pater Euwensweg) Blenchi is a really active school that focuses on education for children with learning disabilities. The school garden can perfectly fit into the school mind frame. There are already some fruit trees, a little garden, gardening and cooking activities. A green place has been realized with pellets and other recycled materials. In its yard, there is modest area (approx. 330 m2, 11x30) that can be used for a vegetable garden.

Analysis of the site Visibility and Accessibility: quite good The school is in a central area, the school yard is in the corner of two main and busy roads (Pater Euwensweg and Weg Naar Welgelegen) but the greenhouse and the garden are not so visible.

Security: lacks The school yard is all fenced but maintenances and enhancements are necessary because there are often stealing of materials and, even, of plants. There is not so much control on the area.

Greenhouse: to improve Modest size (about 30-40m2), mostly used for ornamentals to sell, with irrigation system, totally paved, with tables to place pots, and flat roof which is not good for ventilation. It is recommended to adapt the roof with ceiling windows and to build raised beds and/or vertical plantations to increase the cultivable surfaces.

Water availability: tap, rainfall, and wastewater There is an irrigation system that uses mostly tap water. There is also a tank (1000lt) and a small well with a pomp (about 6m3) that collects rainfall water from part of the roof of one building. The gardener wants also to build another well because the harvest of rainfall is not sufficient. Waste water could be easily collected from the sinks of the classrooms. According to the gardener, underground water cannot be used because it is polluted.

Human resources: available The two gardeners have knowledge and competences in integrated agriculture (minimal and considered use of chemicals. They have a relevant role in the school, they teach and train students about growing plants, they encourage them to do gardening activities. Children are use to doing gardening. Also some parents are interested.

Animals and vegetation: good Several green areas, and some pets but not productive animals. Iguanas problems. The director will be happy to have an animal husbandry.

Soil: quite good First 10-15cm really fertile, a lot of organic matter few stones, but also a lot of roots that make difficult to work the soil. The lower soil is very compact and sandy.

Other information On the ground available for the garden, there are too many big trees (Barba di Jonkuman, Acacia lebbeck ) that give too much shadow and they are sources of termites, but that also gave a lot of organic matter to the soil with their leaves. Pruning these big trees will be a laborious work. All the gardening tools available and also big compost piles.

Suburb/area: Otrabanda Central area, quite some residents.

Other schools in the surroundings. Joan Maurits School (on site; Primary; Van Leeuwenhoekstraat) Jacques Ferrandi (on site, Pater Eeuwensweg; VSBO; with kitchen and cooking classes) Coromoto school (on site, Van Leeuwenhoekstraat; Primary and Secondary; Catholic) Mgr.Niewindt college (nearby, Laufferstraat 1A; Primary; RKCS Educational Institute) St. Jozef (nearby, Van Leeuwenhoekstraat VSBO) Scholengemeenschap Otrabanda (Goslinga) (nearby, Van Leeuwenhoekstraat; VSBO) Joan Maurits (nearby, Pater Eeuwensweg; Primary)

Other interesting spots or social centres/places around: National Museum, University Dormitories, Scouting place, etc.

Manuel Carel Piar School (Comanchestraat 7) On the island, it is known as Piar school. It is a special education school where students are engaged in different activities among which there are cooking and gardening. The headmaster started an ambitious project for a school garden. In the school yard, there is a big greenhouse (almost 90m 2), a little garden area, several big trees, and a plot (400-300m2) that can be used for a vegetable garden. The big greenhouse grows few vegetables, but it could produce much more.

Analysis of the site Visibility and Accessibility: quite good The school is a bit distant from the main roads, but the greenhouse is easily accessible and visible from the outside.

Security: okay The school yard is all well-fenced. Sometimes, some stealing have happened but not usually.

Greenhouse: to improve Spacious (about 90m2), not so much used, only few vegetables in big pots. Flat roof and low ceiling which is not good for ventilation. It is recommended to adapt the roof with ceiling windows, especially raise the middle height of at least 3.30m, and to build raised beds and/or vertical plantations to increase the cultivable surfaces.

Water availability: tap, rainfall, underground, wastewater Manual irrigation system that uses tap water. Underground water easily accessible from a well in the middle of the school yard, not far from the greenhouse. There are 3 tanks (1000lt each) to collect rainfall, but they are not connected with any roof. Also wastewater could be used for irrigation because the collecting well is near the greenhouse.

Human resources: more needed Most one teacher and the headmaster are into gardening. But students often do not like to doing gardening activities.

Animals and vegetation: okay Several trees, but not fruit trees, and no animals.

Soil: poor Poor soil, not so much fertile.

Other information Some gardening tool are available.

Suburb/area: Groot Kwartier Schools area, quite some residents.

Other schools in the surroundings. Dr. Nelly Winkel (L.O.M.; special school), Comanchestraat St. Paulus College (Primary school), Groot Kwartier Triniteit (VSBO) Comanchestraat 12 there are probably more schools nearby...

Other interesting spots or social centers/places around: to find...

Habaai Elderly Institute (Weg Naar Welgelegen) Habaai is a private elderly institute from Birgen di Rosario foundation. The yard of Habaai includes: a day-activities centre for old people (Mi Amparo Bejaarden Dagopvang), Habaai main building with a hundred guests and a historical relevance (as the whole site), some little houses where old people live, and other structures (offices, cemetery, etc.). There is plenty of space available, but the whole structure is low maintained, especially the green areas. The director has intentions to make a vegetable garden. She would be happy to have a school garden, because of the interaction between children/students and old people. There are some projects with the elderly people but not on a continuous and regular basis. The site has a big and recently constructed greenhouse a spacious hofi, a big and old garden with several big trees, in the front of the main building. In a future, the hofi could be a great location for a school garden because it has most of the facilities needed and all are well-maintained (toilets, kitchen, a big gazebo, lights, small fence with 2-3 entrances, paths in cements). The main investment will be for the irrigation system since the hofi is big. In the overall, it can be a good location but the site is heavily polluted from the refinery, with a really annoying smell. At this moment, no school has yet taken an interest in taking over the greenhouse.

Analysis of the site Visibility and Accessibility: not visble but accessible The main entrance is from Weg Naar Welgelegen, another it is from Frater Radulphusweg, and there might be some other gates. These roads are quite busy and the students crossing is not facilitated, especially from Naar Welgelegen (schools are on other side of this road). The smell from the refinery also will not encourage people to come and, perhaps, to eat the products from the garden. The garden will be inside the Haabai area and, thus, not so visible from the outside.

Security: okay There is not a guard or vigilant service. The all area is fenced, and the director did not report problems with security.

Greenhouse: minor modifications Spacious (about 90-100m2), recent, well-done and resistant. Height is about 4-5m which is good for ventilation. A warehouse is annexed, and there is a small but working pomp with a filter. The inside space is almost empty with only few plants in pots. Under the all greenhouse area, there is a big well to collect rainfall The well seems enough big to store enough water for the all dry season, but it was at less than half of its capacity (at the time of the inspection, few months after rainy season) because the rainfall is only collected from the small roof of the warehouse and from part of the paved road. Minor modifications will make the greenhouse operative: build raised beds and/or vertical plantations, and small cement tracks to make merge more runoff rainwater into the collecting gratings.

Water availability: big reserves of rainfall and underground water 4-5 big basins collect rainfall from the roof of the main building. Plus other 3 well for underground water, some with a windmill or a pomp (one well is in the Hofi).

Human resources: little 1 volunteer outsider (pensioned) that regularly comes, few guests , and some other volunteers/workers that had small training courses in agriculture. There might be other old people interested in doing gardening activities from the day care centre (Mi Amparo) or from the other elderly institute nearby (Sint Helena).

Animals and vegetation: some Some trees, but not fruit trees, and not near the greenhouse. Not so many iguanas (it seems). A lot of invading weeds. There some cats and dogs. The director will be happy to have an animal husbandry.

Soil: poor It appears compact, with not so much organic matter, and with some little stones.

Other information There is a carpentry, which can be useful for the garden, and some gardening tool are available. The ground have to be cleaned up from wild vegetation. Green waste is taken away but it could be used for the compost.

Suburb/area: Machena Wishi Not so many residents, mostly business, strong smell from the refinery

Other schools in the surroundings. Kolegio Mgr.Willem Ellis (on site, Fr. Richardusstraat 19 -10; type of school RKCS and Primary) Ancilla Domini (Fr. Richardusweg, type of school RKCS) Maria Immaculata Lyceum (VSBO; Gouv. van Landsbergweg, nearby) R.K. Maria College (High school; Gouv. van Landsbergwe, nearby)

Other interesting spots or social centres/places around: Centro di barrio Wishi Marchena, Church Jesu ofam, sport centre, and other near elderly houses are Mi Amparo (on site) and Sint Helena (cross the road Naar Welgelegen).

Recommendations for the School Garden Satellites As it has been mentioned, the Satellites have the basic structure to support a small agricultural production but some modification, enhancements, and start-up advices are needed to make them efficient productive units. The adaptation of the greenhouse buildings involves affordable, or costless, expenses and all the schools generally do some form of fund raising, in different ways, and they would open their structure to external organization if these bring them any good. 1. All the Satellites should start composting prior to the establishment of the garden. A simple compost pile (see figure below; source FAO, 2009) can be the best and most practical way to do it. Generally, it is advised to use different types of organic materials (leafs, food waste, manure, etc.), to keep it covered from the sun and moist to favour fermentation.

2. Modify/adapt the greenhouses in order to make them operative and productive: o From a plane roof to inclined roof with ceiling windows in order to create passive ventilation and cool down the inside temperature (see Fig. 9); o Build raised beds and/or vertical plantations (see pictures below; from Ing. Agr. Alicia van Uytrecht and Ing. Agr. Julieta Carvajal ) in order to optimize the use of the internal space by creating more cultivable surfaces, especially for small greenhouses.

3. Minimize the use of tap water by relying on the other water sources available in the school yard (underground water from wells, rainfall harvesting, re-use of waste water), and apply irrigation systems and agricultural practices that save water. Here are some examples: o Besides drip irrigation systems, there are also other cheaper and manual systems that can be applied. For instance, clay pot irrigation (see left figure below) is efficient and low cost because it uses the porous nature of clay pots to allow osmotic pressure to suck the water into the soil where it is needed (InfonetBiovision, 2010; FAO, 1997) o There are several practices that can considerably reduce the quantity of water needed by the plants. Generally, it is advised to protect the soil from the solar radiation and the main techniques are: find a plant density that is sufficient to cover the soil, and mulching that limits evaporation of water by covering the soil with organic materials.

4. In order to integrate the greenhouse into a small but complete garden: the ground surrounding the greenhouse should be used to plant fruit trees and/or grow small vegetable plantations, and to raise few chickens in a small chicken coop (they provide manure for the compost, and some eggs everyday), only edible plant species and not ornamentals, in order to be productive. 5. Integrate the garden into the school curriculum by using it as an interactive classroom for different subjects, not only biology and agriculture. Make some sales with a small part of the harvest (20-30% suggested) to refund the seedlings (little plants) to the Central Garden. Profit made is a needed for making the garden selfsufficient and helping fund the school garden. Selling the products is also a rewarding activity that can involve the whole school and it incentives the use of the greenhouse for production. It is suitable for school staff and/or for older pupils, for them it can be an excellent educational opportunity to develop business skills. A smart way to sell the garden products can be through veggie bags, families can subscribe for one veggie bag of garden products per month (this channel has zero transportation and target directly our primary groups because children can bring the bag home).

6. A free and practical manual from FAO is recommended (Food and Agriculture Organization): â&#x20AC;&#x153;Setting up and running a school garden. A manual for teachers, parents, and community/ Teaching toolkitâ&#x20AC;?. Available at: http://www.fao.org/docrep/009/a0218e/a0218e00.HTM http://www.fao.org/3/a-i1118e.pdf

Part 4: Financial Sustainability Start-up budget The budget for the establishment of the Central School Garden full-equipped is around 380,000 ̶ 330,000 Guilders (Establishment costs sheet below), which includes installation and delivery costs of all the elements and structures. The quotations have been obtained from local suppliers and technicians (see Appendix Contacts). Some investments might be considered as later improvements that can be postponed in the 2nd, 3rd, and 4th year, as prospected in the Business plan (see next section).

Establishment costs Grennhouse/Classroom Building (250m2 including 30m2 of classroom)

70,000 ̶ 60,000

Pillars: recycling tires, concrete and wood structure Walls: 2 lines blocks, iron net around (2m * 6m 6”), Covered with green net 50/50 Ceiling: covered with green net 50/50, and also agriculture HV plastic Raised beds inside (in bricks/concrete) Equipment and furniture for the classroom (desks, chairs, blackboard, projector, etc.)

9,000 ̶ 8,000

Kitchen Building (6x4= 24m2 ) Equipment and furniture: dishwash table, working closet, element with drawer, lavastone grill,

36,000 50,000 ̶ 45,000

pits gas-stove with gas-oven, connection strip for elements, reducing rack, working table, hood box, hood engine, controller, hood engine, cooling freezer, tableware closet, and cooking utensils)

Toiltet Building (3x3.3=10m2 )

18,000

Warehouse Building (6x4= 24 m2 )

36,000

Basin in concrete, (42m3 , 4 length x 3 width x 3.5 height), with roof

40,000 ̶ 35,000

Collecting well/tank in concrete (64m3 , 4 length x 4 width x 4height), under surface, with concrete top,

45,000 ̶ 35,000

and open room/gazebo above

Irrigation System Simple automatic system (timer, solenoid valves), drip system online, supply pipes, connecting

35,000 ̶ 25,000

pipes, filters, pumps, etc.

Fence and enclosures

12,000 ̶ 8,000

Garden fence with 3 gates (150m, resistant to wild animals, includes all the perimeter of the garden -Zone 1,2,3), fence for eating/facilities area with 1 gate (30m, for privacy and division), enclosures anti-iguanas (210m of slippery plastic surfaces, for Zone2 - plots 2I, 2II, 2III), enclosures for chicken and for compost (50m of chicken wire)

Gardening tools and basic equipment

12,500

Garden shredder, brush cutter, branch-cutter, pruning shears, hoes, spades, rakes, trowels, buckets, baskets, watering cans, hose, hose cart, wheelbarrows, knapsack sprayers, Bokashi components, etc.

Chickens (15 animals) Chicken coops (1fix, 1mobile)

350 ̶ 250 500 ̶ 400

Plant materials Seeds

600 ̶ 500 400 ̶ 500

Tables and Benches

600 ̶ 500

Trees (15-20 different fruit trees and bushes)

Fountain (for drinking water)

1,500 ̶ 1000

Solar dryers (model cabinet with natural convection) ,

9,000 ̶ 5,000

Vehicle (for transport of wares)

12,000 ̶ 8,000 TOTAL

383,350 ̶ 334,750

Business plan In order to be able to endure for its beneficiaries in the long term, the Eetbare Schooltuin project attains financial sustainability by achieving financial continuity and security now and in the future. Fund raising is still necessary to afford the initial investments (establishment costs) and support personnel (see section Management and Coordination) but the project is expected to generate, at least, enough incomes to cover all the costs for perishable/replaceable resources, utilities, and the annual depreciation of the non-expendable inputs (green houses, tools, water tanks, installations and equipment). The business plan forecasts this achievement between the 5th and 6th year (see Financial prospect* below). Indicators of financial sustainability ˃ Reduce operational costs and minimize expenditures. Operational costs are reduced by a functional and smart garden design and organic agriculture management because there is no need to buy chemicals (fertilizers, pesticides, etc.) and to buy seeds every year (a little part of the harvest is used for storing and preserving seeds to re-sow). Expenditures can be minimized by negotiating hard for discounts from suppliers, and by reusing wasted or inexpensive materials for several purposes into the garden. In this way, the needs for perishable/replaceable wares are reduced to the minimum. Moreover, the biggest cost for the land is not needed because the SGR group will give the use of the land free of charge. ˃ Later investments in gradual implementations for new supplements and equipment useful to generate new income sources: - During the 2nd year from the beginning of the garden, a full-equipped kitchen can be placed because it is not wise to have a kitchen if there are no fruits and vegetables. The kitchen will be an essential element to teach about nutrition and food preparation but it can also generate an income by preparation of conserves to sell. - During the 3rd year, when the yields are expected to increase, a solar dryer can be acquired to preserve products and seeds, without needing electricity. In this way, revenues can increase because dried food has an added value and higher prices on market compared to fresh fruits and vegetables. - During the 4rd year, a vehicle can be bought to facilitate transport of materials and produces. ˃ Building financial reserves. Some revenues will be saved for recovering the deprecation of the main structures and equipment. This cost has been fixed at 1.5%* of the value of the tangible asset (greenhouse, basin, etc.) in order to account for its decay by creating a fund to use for maintenances and replacements. ˃ Reinvestment of profits. The profits will be reinvested into activities oriented to improve the garden and/or the project. ˃ Diversification of the income sources. It means to combine incomes from multiple sources, creating a diversified income stream to decrease vulnerability and risk since different sources of income are likely to be affected differently by external shocks. It is a successful strategy for risk management in rural development, i.e. multifunctional farming systems include both on and offfarm strategies. The different sources of income are: - Post-harvest seedlings refund from the Satellites to the Central School Garden. The schools involved collect little plants in the Central Garden and they grow them and sell part of the harvest (20-30%) to payback their production cost at fair prices*; - Sales. The practical purpose of the garden is to provide fresh produces to children and their families but part of the harvests (20-30%) can be sold as fresh products, also seedlings and processed food (dried fruits and vegetables, and conserves) can be sold to the public. Additional revenues can come from sales of fruit trees, some species of fruit trees planted in the garden can be easily propagated to make new plants. Sales of food can take place directly in the garden, and/or with veggie bag subscriptions (as also suggested for the Satellites), and/or through preferential channels as local health food retailers or 43

restaurants, where higher prices can be reached because organic products have high quality and consumers usually are willing to pay extra especially when they are local. Other sources of income are events (public and private), workshops, courses (as summer programs, for instance), sponsorships, etc. Donations of everything (from money to materials, shovels, and kitchen equipment) can come from farmers, nurseries, companies, carpenters, local businesses, etc. (see Appendix Contacts) and they can consistently lower the start-up budget. The possibility of renting plots to families and people interested can also be considered.

Financial prospect

1st Year min. max.

2nd Year min. max.

3rd Year min. max.

4th Year min. max.

5th Year min. max.

6th Year min. max.

REVENUES 300

400

500

600

700

800

500 0 100 0 500 1,400

600 500 200 0 1,000 2,700

600 500 200 0 1,500 3,200

900 800 300 0 2,000 4,500

800 800 500 100 1,500 4,200

1,400 1,000 700 200 2,500 6,400

1,000 1,000 700 200 1,500 5,000

3,000 1,400 900 500 3,000 9,500

2,000 1,400 900 300 1,500 6,800

4,000 2,000 1,200 700 5,000 13,700

81,000

86,000 5,000

9,000

4,200 500 600 91,300

4,900 300 400 10,600

5,400 400 800 15,600

8,000 4,950 200 400 13,550

12,000 5,550 300 1,000 18,850

5,100 200 400 5,700

5,750 300 1,000 7,050

5,100 200 400 5,700

5,750 300 1,000 7,050

-240,900 -282,000 -83,900 -88,600

-7,400

-11,100

-9,350

-12,450

-700

2,450

1,100

6,650

- Post-harvest seedlings refund from Satellites to the Ceentral Sales to the public: - Fresh fruits and vegetables (20-30% of the harvest) - Processed foods (dried, conserves, cooked) - Seedlings - Fruit trees

500 500

240,000

281,000

Others (events, workshops, courses, donations, etc.)

TOTAL REVENUES EXPENSES Initials investments Later investments: - Kitchen - Solar dryers - Vehicle Depreciation of the structures and equipment (fix at 1.5%)

600 300 TOTAL EXPENSES 240,900

Perishable wares (Bokashi, other bio-compounds, seeds, etc.) Cost of utilities (gas, electricity, tap water)

BALANCE

900 600 282,500

3,600 400 300 85,300

*Notes Specifications of the financial prospect. The financial prospect has been calculated based on a cautious approach to risk management, which means minimal revenues expectations (minimal estimation of yields, for example) and maximal estimation of the expected expenses. All the prices have minimal and maximal estimations. REVENUES (in green) will start from the 2nd year because the 1st year the garden will be set and there will be no or low production. Post-harvest seedlings refund is the income gained from the refund of seedlings, from the Satellites to the Central Garden. The fair price suggested is 1.5 Guilders per plant. This revenues has been calculated based on the total cultivable surface available in the greenhouses of all the Satellites. The production of seedlings will start the 1 st year and the plants will be paid back after their harvest. So, income from this source will start the 2nd year and it is expected to increase by the time because new satellites will be involved into the project. It is modest revenue because the objective is only to recover some costs and to stimulate the Satellite to produce, at least, some harvest to pay back the little plants. Sales of fruits and vegetables (20-30% of the total harvest) has been calculated based on a minimal estimation of the expected yields on the cultivable surfaces in the Central Garden, based on a competitive selling price of the produces on the market, and considering that fruits trees will start to become productive after at least 1-2 years. It is expected that the yields will slowly increase along the years, especially after 2-3 years. The yields have been calculated based on the productivity of the planned crops. The productivity has been estimated referring to crop performance under conventional farming system in Curaรงao (van Buurt, 2005) and discounted for a 20-30% since we will use an organic management. Sales of process foods have been hard to estimate because only an approximate guess is possible at this phase, but an increase is expected according to the level of production and the acquisition of a kitchen and a solar drier. Sales of seedlings to the public have been calculated based on a higher price per plant than the price reserved for the Satellites (still fair and competitive on the market). Sales of fruit trees have been calculated based on selling price of 20-40Guilders per plant, competitive on the market. Propagation of the mother material can start only from 4th year, when the trees planted in the garden are grown. This could become a more profitable activity in the future years. EXPENSES (in red) Depreciation of the structures and equipment (fix at 1.5%). A low rate has been chosen because the structures and the equipment should be constructed and chosen to be durable and resilient. In the 2nd year, it is accounted for the depreciation of all the structur e and elements listed in the Establishment costs, except kitchen, solar drier, and vehicle. In the 3rd year, it is added the depreciation of the kitchen and its equipment. In the 4th, it is added the depreciation of the value of the solar dryer. In the 5th, it is added the depreciation of the value of the vehicle. The cost for perishable wares (Bokashi, other bio-compounds, seeds, etc.) will vary according to the level of production. It is higher in the 1st year because most of the seeds have to be bought, then, the garden will be able to produce most of the seeds needed. Also the costs for utilities will vary according to the production, and it is expected to increase with the acquisition of the kitchen (that will consume gas and more electricity and tap water). Perhaps, there might be a charge also for the use of wastewater from the treatment plan. Initial investments are all in the 1st year and it includes all the structure and elements listed in the Establishment costs, except kitchen, solar drier, and vehicle. 44 Later investments consist of a kitchen in the 2nd year, a solar dryer in the 3rd year, and a vehicle in the 4th year. BALANCE is the difference between revenues and expenses. It is positive (highlighted in green) when the incomes cover all the costs f or perishable/replaceable resources, utilities, and the annual depreciation of the non-expendable inputs.

Management and coordination The garden should be sustained mostly by the work of students and by a community of volunteers (see next section). Under supervision, children and teachers can be involved already in some starting operations (cleaning the ground, preparing raised beds, planting trees, collecting materials, etc.) and, even, high school students and drop-outs could be involved through a low compensation to help the setting-up of the Central School Garden. This will reduce installation costs, already fully accounted for in the Establishment costs sheet (see Start-up budget section), and it will raise the sense of ownership. However, the garden will require year-round paid staff members. These personnel will ensure that the project runs smoothly and it is expanding during the years. They will also ensure that the Satellites receive ongoing support and encouragement and technical support, especially during the harvest refunding in exchange of seedlings. All the members of the staff should have regular meetings for monitoring the overall project management and activities. Moreover, there are costs for services (administrative, marketing and PR, curriculum development, monitoring) and transportation of the students to the Central School Garden. All these expenses have been estimated with an approximate assessment in the annual operating and managerial costs. The total operating and managerial costs will be approximately 175,000 Guilders per year (Operating and managerial costs* sheet below). These expenses will be lower during the first years, marketing will not be needed because the volume of production is too low (for instance), and they will gradually increase until reaching the full estimate once the project will be fully operative (at the 5th - 6th, or later on). A manager and an assistant will be essential from the setting-up operations. A fund should be created to deposit profits in such a way that enough money is available to sustain the project, by covering all the operating costs, maintenance costs and annual depreciation. Transparency in handling money is crucial, account books should be open to the public, schools and funders should know how income is spent. At last, stable agreements have to be established with land owner and with the Satellites.

Operating and managerial costs Transportation Administrative expenses Personnel expenses:

20,000 10,000

- 1 Manager + 1 part-time assistant - 2 Interns Marketing & PR Curriculum development Monitoring

100,000 20,000 20,000 5,000 PM 175,000

TOTAL (per year)

+ PM *Notes Specifications of the operating and managerial costs Transportation costs account for a bus service to move the students from the schools to the School garden Satellites. Part of this cost might be sustained by the schools. Administrative expenses include notary, accounting, and documentation. Personnel expenses include retributions for permanent and temporary paid staff members. 1 full-time operation manager and 1 part-time assistant. A manager and his/her assistant, with expertise in organic garden management and horticulture, will be permanent staff members that provide general supervision. They will have the following tasks: maintain the physical, ecological, aesthetic health of the garden; manage food production; give technical guidance; oversee day-to-day programs; give operations advice; coordinate and supervise the volunteers; supervise interns; represent the project at speaking engagements, workshops, and conferences; and, perhaps, give training and teach garden classes. 45 2 interns. They will work closely with the permanent staff during a three- to six months period. They will assist and support program operations and different activities. Their contribution will enrich the project by bringing new knowledge and expertise.

Marketing & PR. Marketing personnel will plan the sales and define the marketing strategy to best position the garden products into the local market at competitive prices in order to obtain the maximal profits. PR staff will develop and maintain strong relationships with all the stakeholders, including beneficiaries, staff, teachers and school staff, donors, partners and collaborators. They will have the following tasks: generally increase involvement of the public; internal and external communications; management and enhancement of the existing communication channel (Eetbare Schooltuin Curaçao facebook page, see Contacts) and creation of new ones (a website, and other social media); out-search of funds, donors, sponsorships, collaborations, and volunteers; analysis of the market; identify the market segments and the marketing channels; developing marketing campaign; etc. Curriculum development. This service is essential to enriching the children’s learning experience, and it will have the following tasks: support professional development of teachers; integrate and link the hands-on experiences and the teachings of the garden and the kitchen into the school curriculum by creating innovative lesson plans and activities and by enhancing learning themes introduced in the classroom; develop teaching materials and simple manuals in the local language (Papiamentu) to help supervisors and teachers with the process of growing plants; develop informational materials for food preparation, especially for integration of the seasonal harvesting to local recipes or easy recipes that meet children taste. Monitoring. Monitoring the attainment of the primary goals of the project (fighting obesity and, then, financial sustainability). This service should be provided by an external entity in order to objectively demonstrate the achievements and results of the project to funders and new funders. For example, it can be commissioned a study on the impact of the garden on children diets.

Community and collaborations The success of the project and the garden’s abundance of plants and produces will be largely the result of a community support. As it is in most of other similar initiatives, the community brings volunteers, donations, and buyers of the garden products. Expenses, including part of the start-up costs, can be lowered with the support of a community consisting of students, parents, teachers, gardeners, farmers, chefs, donors, carpenters, volunteers, and neighbours that are all part of diverse network and that are all involved in the project success. Thus, the garden should be a welcoming space for families with young children and other visitors during the weekend or when schools are not in session. In this way, more people from Curaçao could be encouraged to grow their own food and to eat healthy, more schools should be inspired to be part of the project, and more children will have fresh produces accessible. An innumerable amount and types of activities can be organized in the garden (courses, events, workshops, etc.) with the aim to create a community. For instance, seeds exchange events can bring valuable local plant varieties (that are often difficult to find on sales) into the garden. In order to create a community and to be resilient in the long term, strong relationships and partnerships have to be developed and maintained with all the stakeholders and supporters (teachers, other NGOs, local organizations, local businesses, farmers, etc.) which can provide considerable technical and practical expertise (for instance, sponsors can give relevant financial contributions). During the pilot study, several entities (institutions, experts, organizations, persons, etc.) have been contacted. Several others have been found which are probably interested into the project. A complete list of the relevant contacts is in the Appendix Contacts. Below, there are reported some of the most relevant supporters of the project. Classroom teachers, headmasters, and school staff 1 or 2 referents for each serve as the links between the Satellites and the Central School Garden. Teachers are especially essential because the decision to have classroom teachers accompany their students to the garden and kitchen proved essential to the program’s success. By participating alongside their students, classroom teachers merge their personal interests and skills, and their goals as educators, with the project. Environmental organizations Besides being a powerful tool to teach nutrition and agriculture, school gardens are usually used for environmental education. Thus, links with the numerous organizations present on the island will bring a relevant contribution to the project. 46

Growers, farmer organizations, and agriculture related activities Even though the agricultural sector is not developed on Curaรงao (especially sustainable agriculture), there are some organic growers that might be interested in sharing and exchanging information and knowledge. There are also different activities and organizations that can give materials and advices to the garden. Retails of healthy products Few stores selling organic products, they can be interesting business partners. Green Business Experts Etc.

Conclusions The purpose of the pilot study was to investigate the technical, agricultural, and financial feasibility of edible school garden(s) in Curaçao. In order to fulfil this aim, the main research question and subquestions will be answered. Then, a SWOT analysis is performed to assess internal or external risk, that could threat the project, and to give applicable recommendations for managing these risks and for the establishment and endurance of operating school gardens. Is the development of edible school garden(s) on Curaçao technically, environmentally, and financially possible? And if so, what will be the best model to develop an edible school garden(s) project/program? The ecological conditions on the island suggest a greenhouse production to provide enough fresh produces to numerous children and their family. Greenhouse plantations require a high initial investment but they ensure high productivity. A well-designed simple structure is sufficient to protect the crops from the hot climate, heavy rains, and pests. There is a general willingness of the schools to participate and to be involved. Most of the schools have little grounds available in their yards, some schools already have the basic structures to sustain small productions but there is lack of knowledge and expertise on gardening and agriculture. Therefore, it has been found that a centralized structure with different satellites (a complete and big garden outside the schools and small greenhouse plantations within, or nearby, the schools actively involved into the project) would be the most suitable model to establish an edible school garden program because it allows attaining production and educational purposes and involving several schools and the general public at the same time. The School Garden Satellites receive technical assistance and plant materials from the Central School Garden which is the base of a community garden. Sub-questions: - What would be the best functional design of the garden? Permaculture zoning has been found to be the best design for the Central School Garden because it integrates the main greenhouse into a whole garden. Moreover, the garden design has to be developed according to the principles of parsimony of the land and sustainable natural resource managements in organic agriculture, because chemicals must not be used and the land is limited and it has to be valued. - What will be the agricultural plan (what will be grow and how)? An organic farming system with a rotation plan that applies intercropping and that includes a variety of tasty and nutritious edible species. - How much will be the budgetary support for land development (e.g. greenhouse, fencing, irrigation…) and garden operation? The start-up budget for the establishment of the Central Garden full-equipped is around 380,000 ̶ 330,000Guilders. The total operating and managerial costs will be approximately 175,000Guilders per year. Collaborations and volunteers might lower this estimate. - What will be the business plan for a financially sustainable garden? The business plan attains the financial sustainability of the project by prospecting the achievement of a positive balance (sufficient incomes to cover all the costs for perishable/replaceable resources, utilities, and the annual depreciation of the nonexpendable inputs) between the 5th and 6th year from the establishment of the Central School Garden. This will be reached through: a reduction of operational costs and a minimization of the expenditures, later investments in gradual implementations, building financial reserves, reinvestment of profits, and diversification of the income sources (refunds of plant materials from the Satellites, sales of plants, of fresh and processes foods, events,

etc.). Financial sustainability will also be reached thanks to a supporting gardening community and numerous collaborations. What would be the management needed for setting up and running the project? The management needed to coordinate the project will have to be ensured by a team consisting of permanent and temporary personnel: 1 full-time operation manager, 1 parttime assistant and 2 intern. In addition, there will be expenses for transportation of the students to the Central School Garden, for administration, marketing & PR, monitoring, and curriculum development. The total annual operating and managerial costs will be approximately 175,000 Guilders.

SWOT analysis is used here in the conclusion part to complete objective analysis of the project. This tool is commonly used as it helps identify both sources of advantages as well as potential liabilities. In general, there are circumstances that we have control over and circumstances beyond our control. The first one is sometimes referred to as internal and the second type as external circumstances. Below you see a graphic representation of SWOT analysis for edible school gardens in Curaรงao.

Appendixes Future satellites Each site investigated has been scored with a + (advantage), ̶ (disadvantage), = (not good/not bad), or ? (to determine) for each selection criteria (visibility, accessibility, security, etc.),. SGR Verriet (St. Maria) St. Maria is a lively area with a lot of schools, care centres, and volunteer activities. The site is really attractive but there are only little plots not built. Ground A is in Maria Auxiliadora yard, behind buildings. It is a small plot and the ground is clean. Ground B is bigger but sloping, probably it belongs to St. Maria church. This ground has some trash and some bushes to be cleaned.

- Visibility Both grounds are not so much visible. The ground B will be visible from the side of St. Maria church. = Accessibility Entrance to the ground A is ensured by a short rough road, entrance to the ground B is possible from the side of the church. Both grounds can be accessible from SGR and from Kolegio Maria Auxiliadora, Soeur Hedwig School has also a back access to SGR. The slope in ground B will not facilitate the access to students with physical disabilities. = Security The grounds are a bit hidden, ground B is not fenced. However, in the SGR there are always patients and staff, they might have also a guard (?). - Water Availability Water could be collected from the big roof of the church, taking advantage from the slope, (ground B) and from the roof of the school building (ground A). + Human resources Patients from the SGR group and students from the many schools around. -/? Soil It seems poor, but it is has to be better evaluated. 50

= Pests, Diseases, Animals Probably many iguanas, some weeds in ground A. The SGR ground has already some animals as chickens, cats, etc. + Suburb/area: St. Maria Good area, with a lot of social activities going on. + 4 Schools in the surroundings: St. Joris College (on site; Salsbachweg ; Primary, Christian; RKCS Educational Institute Stichting Centraal Schoolbestuur) Soeur Hedwig School (on site; Salsbachweg z/n primary, Cristian; the school already has a little garden with few raised beds to grow plants, and the gardener from Blenchi school also comes here to help) Kolegio Maria Auxiliadora (on site; Sta. Maria; RKCS Educational Institute; Primary and secondary) St. Antonius College (Seru Fortunaweg 10; RKCS Educational Institute; Primary and secondary) + Other interesting social centres/places around Places of Worship (Misa Santa Maria is active church, Iglesia Adventista De Shete Dia Hispano), sentro di Damas, sentro di barrio S.Maria, 3 after-school activities structures (Naschoolse Opvang, Kresh, and De burg). Emmastad (Prinsenlaan) There are not plots available for the garden. Maybe an inspection in the school yards will find some place available for the garden. There is already an active greenhouse inside the SGR structures.

+ Accessibility Not a problem + 3 Schools International School Gymnasium (on site, Margrietlaan; Primary, Middle, and High school; Private; offers different after school activities and they should have already a greenhouse) Divi Divi School (on site, Prinsenlaan 3 ; special school) Marnix Kleuterschool (Topekaweg, a bit far from the site; special school ?) Dr. Nelly Winkel - L.O.M. (Comanchestraat; Special school) ? Other interesting social centres/places around SGR Group which has a greenhouse and gardening activities, â&#x20AC;Ś

Nos Lanterno (Gouverneur van Lansbergeweg) This location is really near to Habaai Nos Lanternos which is an institute for autonomous and semiautonomous elders (Birgen di Rosario foundation). The structure includes different buildings, a church, a little convent, and it has different and well-maintained green areas. There are collaborations with VSBO schools, and students often come for projects with old people. There are two possible areas suitable for a garden, both are on the back of the building and they are divided by a wall. The grounds are clean from rocks, bushes, etc. Ground A is the bigger (1800m2). It has direct access from the R.K. Maria College through a gate. The same access arrives also to Gouverneur van Lansbergeweg. There already are some trees, good for shadow and easy to manage (Crescentia or calabash tree), some are also eatable (Bananas, Figs, Medlar, Pomegranate). Ground B is smaller and mostly paved, used for parking few cars. The part not paved has a small bananas plantation.

+ Accessibility It should not be a problem because there is an access from the attached school (Ground A) and from the main road (Ground B). - Visibility The garden will not be visible because it will be behind the building. + Security There should be problems of security. There is guard and the whole area is surrounded by high fences. + Water Availability It is ensured by underground water pumped up by a windmill and store in a big well (5x5m, and 45m deep). The water is used to irrigate the gardens. According to the director, it should be enough to irrigate another garden but this has to be evaluated. Also the salinity has to be evaluated since the water comes from underground. There is already an irrigation system which can be expanded to reach the garden location. = Human resources 1-2 guests of the house like doing gardening. Plus a resident often comes to grow some plants to sell. There is not a gardener, the green areas are well-maintained by a contracted company. There is caretaker. -/? Soil A lot of rocks, low organic matter, compact. It seems poor. Soil structure and condition have to be better evaluated. = Pests, Diseases, Animals Many iguanas and rats, not invading weeds. There are no animals but the director will be happy to 52

have an animal husbandry. Other information There are some tools available that can be used also for the garden, operation and establishment. Organic waste from the kitchen is collected by a person to feed his animal, and green waste from the garden is partially put on a side of the ground A. - Suburb/area: Machena Wishi Not so many residents, mostly business, not rich area but also not really poor. + 2-4 schools (these schools can be contacted also for the Satellite in Habaai, which still does not have school

for

its

greenhouse;

there

might

other

primary

schools

not

list

below)

Kolegio Mgr.Willem Ellis (on site, Fr. Richardusstraat 19 or Fr. Richardusweg 10; type of school RKCS and Primary) Ancilla Domini (Fr. Richardusweg, type of school RKCS) Maria Immaculata Lyceum (VSBO; Gouverneur van Landsbergenweg, nearby) R.K. Maria College (High school; Gouverneur van Landsbergenweg, nearby) ? Other interesting social centres/places around (after-school structures, churches, etc.) Richardus Huis (Weg Naar Santa Catharina) The garden location is the Richardus Huis grounds (private elderly house from Birgen di Rosario foundation). There are 70 old people living here and 15 come for day activities. There are students from VSBO schools coming here for projects, but not related to agriculture or gardening. The ground is quite big, it is now used for keeping 10-15g goats, but part of it is intended to be used for a garden project. The potential location is really sunny, with no trees.

+ Accessibility Easy from the road to Santa Catharina. = Visibility Visible from the main road, but the suburb is not so central. + Security There should not be security problem. The whole area is fenced, but the fence is not so high. - Water Availability Tap water is used for the green areas. There is a well but the electric pomp is broken. Rainfall water can be easily collected from the roof of the building but it will have to be directed to the well. = Human resources Few old people (7-8) will be interested in doing gardening activities. 1 pensioner living in the neighbourhood comes often to do gardening. There is no gardener, the green areas are

maintained by a contracted company. One worker of the institute (Melusca) is interested in agriculture and she initiated a little garden and she wants to start a garden. -/? Soil Goat manure is available (good fertilizer), but the land is eroded by the animals (there is no grass). Thus, the soil seems poor and compacted. Soil structure and condition have to be better evaluated. = Pests, Diseases, Animals Iguana problem. Not so many weeds. A lot of animals entertain the guests (ducks, dogs, a lot of goats, birds, etc.). Other information There is a greenhouse metal frame that can be used for a small/medium greenhouse. Waste from the garden is thrown away and food and kitchen waste is given to the animals. - Suburb/area: St. Rosa The suburb is not central. + 4 Schools (more school might be found): Kolegio San Martin de Porres (Sta Rosa 343; RKCS Educational Institute; Basic school) Regina Pacis (Sta. Catharinaweg 63; Basic school) Br. Rigobertus â&#x20AC;&#x201C; MLK (Sta. Rosa 29, RKCS educational institute; Basic School) Kolegio Bellefaas Martis (Sta. Rosa 43; Basic School) ? Other interesting social centres/places around Huis St. Jozef, Huize Rose Pelletier, Centro di Bario St. Rosa, Scouting, Santa Rosa Church/St .Roi, a plantation with greenhouse is attached to Richardus Huis, Internado Structure. Potential site for school gardens not included in analysis of the sites Fatima College (Primary School, Fatimaweg 12; Suffisant area) A little ground is available for the garden (200m2). Security is low and there are problems with vandalism, the fence is low and with big holes. There are 2 teachers interested. The area around the school is residential and a lot of students come from the surroundings. Gouv. J.R. Lauffer school (Kaya Kolonel Carel Winkel 1; VSBO; Suffisant area) Biology teacher obtained a sponsor to make a garden project R.K. MTS (Middle-technical school) Fr. Evonius (MLK) (Kaya Lando z/n; Koral Specht) They have a big greenhouse. J.P. Duarte (Sto. Domingoweg 20; Buena Vista) Kolegio Erasmo College (SKAI) (VSBO; Manhattanweg 6; Buena Vista) They had 2 greenhouses in the past, and they integrated agriculture in the curriculum Kolegio Vista De Mar or Sur Herman Joseph (Special School; Suffisant area) Regular gardening and cooking activities

Rotation plan Zone 1 Greenhous

Zone 1 (greenhouse) – Vegetables and Herbs Total of 75m2 of cultivated surface divided in raised beds. - 4 big raised beds/tabbles for seedlyings/plant nursery (A, B, C, D), total of 34/35m2 of cultivated area divived in 4 beds of 7.5m2 each, to use for growing little plants in pots - 9 raised beds, total 38/39m2 of cultivated area divived in 9 beds with different shapes raised bed 1 and 1a, 7.5m2 each (plant the same crops, same intercrop and rotation) raised bed 2 and 2a, 4.5m2 each (plant the same crops, same intercrop and rotation) raised bed 3 and 3a, 3.8m2 each (plant the same crops, same intercrop, and rotation) raised bed 4 and 4a, 3.5m2 each (plant the same crops, same intercrop and rotation) raised bed 5, 4.5-5m2 of only kitchen herbs and spicies Crop (Local name)

Protected Crops / Greenhouse (Zone 1)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Am soi Broccoli Hierba hole Mint Pak soi Petirselli Radijs Rooibiet Salada Selder Sibojo largu Silanter Spinazie Warmus Wortel

Place

m^2

Raised bed 1 and 1a Raised bed 2 and 2a Raised bed 3 and 3a Raised bed 4 and 3a

7.5x2 4.5x2 3.8x2 3.5x2

1st crop Am soi Broccoli Silanter Wortel

Scientific name Brassica juncea Brassica rapa subsp. chinensi Ocimum basilicum Mentha spicata Brassica juncea Petroselinum crispum Raphanus sativus Beta vulgaris Lactuca sativa Apium graveolens Allium fistulosum Coriandrum_sativum Spinacia oleracea Beta vulgaris var. cicla, Daucus carota

2nd crop Rooibiet Sibojo largu Radjis Salada

3rd crop Spinazie Wortel Pak soi Peterselli

Botanic family Quenopodiácea Crucífera Lamiácea Lamiácea Quenopodiácea Apiaceae / Umbelífera Crucífera Quenopodiácea Compuesta Apiaceae / Umbelífera Liliácea Apiaceae / Umbelífera Amarantácea Quenopodiácea Apiaceae / Umbelífera

Cycle crops 4th crop Silanter Selder Sibojo largu Warmus

Seeding

1st Harvest

seed direct sowing seed direct sowing rooted stem rooted stem seed direct sowing seed direct sowing seed direct sowing seed direct sowing seed direct sowing seed direct sowing rooted stem seed direct sowing rooted stem seed direct sowing seed direct sowing

55 120 50 42 55 55 60 110 40 95 64 45 60 90 180

5th crop Salada Spinazie Broccoli Radijs

6th crop Radijs Silanter Rooibiet Pak soi

Harvest duration (days) 120 240 240 120 80 once once 21 90 90 85 240 120 once

7th crop Spinazie Rooibiet Spinazie Silanter

8th crop Sibojo largu Am Soi Warmus Salada

Zone 2 (outdoor) – Vegetables and Herbs Total of 340m2 of cultivated surface divided in filed-crop and raised beds. - Zone 2I, 90m2, to consider as 1 raised bed - 2II, 150m2, 100 m2, to consider as 2 raised bed - Zone 2III, 100 m2 of field-crop, the part of the garden most exposed to the sun

Crop (Local name)

External Crops (Zone 2)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Place

Batata dushi Berenhein Bonchi kunuku Konkomber chiki Konkomber Salada Kouseband Maishi Milon Pampuna Patia Promenton Tomati Yambo Yuka Zucchini

m^2

Zone 2I Zone 2II Zone 2III

Scientific name

90 150 100

Botanic family

Ipomoea batatas Solanum melongena Phaseolus vulgaris Cucumis anguria Cucumis sativa Phaseolus vulgaris Zea mays Cucumis melo Cucurbita maxima Citrullus lanatus Capsicum annuum Solanum lycopersicum Hibiscus esculentus Manihot esculenta Cucúrbita pepo

1st crop Tomati Batata dushi Kouseband

2nd crop Zucchini Yambo Maishi

Convolvulácea Solanácea Leguminosa Cucurbitácea Cucurbitácea Leguminosa Gramínea Cucurbitácea Cucurbitácea Cucurbitácea Solanácea Solanácea Malvácea Asparagácea Cucurbitácea

3rd crop Bonchi kunuku Berenhein Tomati

Cycle crops 4th crop Promenton Pampuna Konkomber salada

Seeding

1st Harvest

rooted stem seeding & trasplant seeding & trasplant seeding & trasplant seeding & trasplant seeding & trasplant seed direct sowing seeding & trasplant seeding & trasplant seeding & trasplant seeding & trasplant seeding & trasplant seeding & trasplant rooted stem seeding & trasplant

120 64 60 60 57 60 95 120 110 115 78 118 120 70 60

5th crop Milon Kouseband Bonchi kunuku

6th crop Yambo Maishi Pampuna

Harvest duration (days) 120 120 45 60 70 50 50 42 55 55 240 240 180 once 100

7th crop Yuka Tomati Yuka

8th crop Berenhein Patia Promenton

Zone 3 (outdoor) – Fruit trees, bushes, herbs

External Crops (Zone 3) some examples

Crop (Local name) 1 2 3 ... 15-20

Ananas Bakoba Banana ... ...

Scientific name Ananas sativus Musaceae Musa ... ...

Botanic family Bromeliaceae Musácea Musácea ... ...

Seeding

1st Harvest

rooted stem rooted stem rooted stem rooted stem and /or seedling rooted stem and /or seedling

360 270 270 ... ...

Harvest duration (days) 3 years years years years years

List of eligible crops Basic information on food crops selected for the school garden. Information about cooking, dishes, combos, snacks, preparation should be integrated considering the local cuisine . More species can be included. Zone 1 (Vegetables and Herbs) Family: Amaranthaceae/Chenopodiacea Amsoi (Brassica juncea )

Family: Crucífera/Brassicaceae Broccoli (Brassica rapa subsp. Chinensi)

Radijs (Raphanus sativus ) Paksoi – Chines Cabbage (Brassica juncea )

Rooibiet (Beta vulgaris ) Zone 1

Family: Asteraceae/Compuesta Salada (Lactuca sativa )

Warmus (Beta vulgaris var. Cicla)

Family: Apiaceae/Umbelífera Selder (Apium graveolens )

Petirselli (Petroselinum crispum ) Family: Lamiácea Hierba hole (Ocimum basilicum )

Mint (Mentha spicata )

Silanter (Coriandrum sativum )

Family: Amaryllidaceae/Liliácea Sibojo largu (Allium fistulosum )

Wortel (Daucus carota )

Family: Amaranthaceae/Chenopodiacea Spinazie (Spinacia oleracea )

Zone 2 (Vegetables and Herbs) Family: Solanácea Tomati (Solanum lycopersicum)

Family: Convolvulaceae Batata dushi (Ipomoea batatas )

Promenton (Capsicum annuum )

Berenhein (Solanum melongena )

Family: Cucurbitácea Konkomber chiki (Cucumis anguria )

Family: Leguminosae/Fabaceae Bonchi kunuku (Phaseolus vulgaris )

Kouseband (Phaseolus vulgaris )

Konkomber Salada (Cucumis sativa ) Family: Gramínea Maishi (Zea mays )

Milon (Cucumis melo )

Pampuna (Cucurbita maxima )

Family: Malvácea Yambo, Okra (Hibiscus esculentus )

Patia (Citrullus lanatus )

Family: Asparagácea Yuka - Cassava (Manihot esculenta ) Zucchini (Cucúrbita pepo)

Zone 3 (Fruit tree, Bushes, and Herbs) BANANA (Musa acuminata )

SOURSOP (Annona muricata )

- common types and Musa sapientum

- aslo known as Guanabana,

(or Finger or Baby banana; Bakoba in Papiamento) because it is one of the sweetest and smallest varieties - common in Curcao - Zone 3II, near the collecting runoff well, in 3I near the basin

Zuurzak, Sorsaka (in Papiamento) - well-adapted in Curcao - Zone 3I, 3II near entrance B or near collecting pond/well, 3III

PAPAYA (Carica papaya )

POMEGRANATE (Punica granatum )

- suggested commercial varieties,

- bush/small tree

usually hermaphrodite.

- Zone 3II

- well-adapted in Curcao - Zone 3I, 3II, 3III

GUAVA (Psidium guajava ) - yellow or red - well-adapted in Curcao - Zone 3II

PINEAPPLE (Ananas comosus ) - popular varieties are Smooth, Cayenne, Victoria, Queen, Esmeralda and Albacaxis

ROSE APPLE (Syzygium malaccense)

- better in Zone 3III, but also 3I

- or Malary Rose Apple, Otaheiti Apple

MANGO (Mangifera indica )

- rare/minor specie

- quite common in Curcao

- well-adapted/local

- Zone 3III and 3I toward the basin

- Zone 3I, 3II upper or lower part, 3III

Jambakka, Kashu SĂźrnam in Papamiento

CASHEW (Anacardium occidentale) COCONUT (Cocos nucifera )

- Kashu Kashupete in Papamiento

- common in Curcao

- Zone 3I, 3II upper or lower part, 3III

- 3II, near the colleting pond/well

CITRUS

SPANISH LIME (Melicoccus bijugatus )

- common tree/bush - species: Lemon (C. Limon ),

- Ginepa, Knippa, or Genepa/ Xenepa/Kenepa (in CuraĂ§ao and Aruba)

Grapefuit (C. Paradisi ), Orange

- well-adapted in Curcao

(C. Sinensis ), Lime

- Zone 3I, 3II upper or lower part, 3III

(Fortunella margarita, C.margarita ) - Zone 3

MORIGA (Moringa oleifera )

OBA (Spondias mombin)

- well-adapted

- or Hoba tree, red plum or Jamaica plum

- Zone 3I, 3II upper or lower part, 3III

- monumental and local tree - rare/minor specie - Zone 3I, 3II upper or lower part, 3III

SHIMARUKU (Malpighia emarginata ) GOLDEN APPLE (Spondias mombin )

- or West Indian Cherry

- or Jobo

- well-adapted and common in Curcao

- Zone 3I, 3II upper or lower part, 3III

- Zone 3II

SUGAR APPLE (Annona squamosa ) - Schubappel, or Skopappel Papiamento

APPELDAM (Zizyphus spina-christi, or Ziziphus mauritiana Lam ) - well-adapted and common in Curcao

- well-adaped - minor species - already on the garden ground, Zone 2I and 2II, and in the Facilities and eating area

- Zone 3II

CARAMBOLA (Averrhoa carambola ) - or starfruit

GRAPE (Vitis )

- Zone 3I, 3II upper or lower part, 3III

- not common in Curcao, but there are few growers - Zone 3I and 3II

SUGARCANE (Saccharum officinarum ) - Zone 3II, especially near the well/tank

AVOCADO (Persea americana ) - quite common in Curcao - Zone 3I, 3II upper or lower part, 3III

Kitchen Herbs and Spices (Zone 1, 2 and 3) There are many different kinds. They are usually leafy plants, but also bushes. They have special flavours and smells. They are great repellent against pests. The species and/or variety listed perform well Curcao's climate. Names, varieties, relatives - Different varieties of BASIL (Ocimum basilicum): Hoary basil (Ocimum americanum) and Lemon basil (Ocimum x africanum ), Herba de holer or Yerba di hâ&#x20AC;&#x2122;ole in Papiamento. - OREGANO (Origanum vulgare, Origanum majorana ) - MINT/Mentha (Mentha spicata ) - LEMON GRASS or Lamun grass (Cymbopogon citratus ). - SANGURA (Hyptis suaveolens ) - GINGER (Zingiber officinale) - ROSEMARY (Rosmarinus officinalis ) - CHILI PEPPER, Aichi in Papiamento (Capsicum frutescens ) - DILL or Dille (Anethum graveolens ) - CORIANDER or Cilantro (Coriandrum sativum ) - PARSLEY or garden parsley (Petroselinum crispum ) - CELERY (Apium graveolens var. dulce)

- Etc., etc.

Irrigation scheme

Place Raised bed 1 and 1a Raised bed 2 and 2a Raised bed 3 and 3a Raised bed 4 and 4a Raised bed 5 Raised bed A,B,C,D Total

m^2 Each 7.5 4.5 3.8 3.5 4.5 7.5

m^2 Total 15 9 7.6 7 4.5 30 73.1

Drip system Drip Distance between drips Irrigation per day (m) (LPH) (m) (times) 15 2 0.30 2 9 2 0.30 2 7.6 2 0.30 2 7 2 0.30 2 4 2 0.30 2 18 2 0.30 2 60.6

Duration (minutes/time) 20 20 20 20 20 20 Total (m^3/day)

Place

m^2

Zone 2I Zone 2II Zone 2III Total

90 150 100 340

Drip system Drip Distance between drips Irrigation per day (m) (LPH) (m) (times) 90 2 0.50 2 150 2 0.50 2 100 2 0.50 2 340

Duration (minutes/time) 30 30 30 Total (m^3/day)

Irrigation demand (L/day) 19.8 11.88 10.032 9.24 5.28 23.76 79.99 0.080

Irrigation demand (L/day) 180 300 200 680.00 0.68

EM Bokashi compost system Compost, “brown gold”, is the magic ingredient of good gardening. It provides nutrients to make soil rich and fertile, and keeps it moist and airy by opening up the soil, and trapping and draining water. Moreover, by making compost the school garden will produce the soil needed to fill up the garden raised-beds. There are several different systems of making compost. EM Bokashi is a technique to make compost that can increase soil organic matter content, improve soil porosity and permeability, raise the soil’s levels of available nutrients. Moreover, it is an effective way of controlling secondary soil salinization and raising the grain yield and quality (Xiaohou et al., 2008). In this way, the Central School Garden will deal with slightly salty irrigation water. The EM (yeast) is a mixed microbial culture of selected species of beneficial microorganisms. The Bokashi is a fermented organic fertilizer made from waste plant and animal excreta. When yeasts are applied to Bokashi it improves quality and facilitates the preparation thereof using many kinds of waste. Bokashi yeasts and can be used between 5 and 21 days after treatment (fermentation), the fertilizer can be used in crop production, even when no organic matter has decomposed completely. When the EM Bokashi is applied to the soil, organic matter is used as food for the effective and beneficial microorganisms, they will continue decomposing and improving soil life. Process for making Bokashi For example for the production of 80 bags of 45 kg each: Materials: 1000 kg of manure, 1000 kg of rice hulls, 1000 kg of forest land, 250 kg of ground coal, 50 kg of manure, 15 kg of vegetable ash or lime, molasses or 1 gallon of molasses, 1kg yeast or EM litres, 500 litres of water. Elaboration procedure: • Proceed to stack all materials under cover • homogeneously mix all materials EM adding 200 ml + 200 ml of molasses in 20 litres/m2 of material; • Spread the fertilizer leaving a layer of no more than 50 cm above the ground, to accelerate the fermentation can be covered with plastic sheet; • Proceed to turn the extended material, once in the morning and again in the afternoon, using hand tools or a suitable machine for this purpose; • In rainy season, after 7 days, the Bokashi is ready to be used, because the high temperatures help the accelerated decomposition of plant remains. • In dry season, the fermentation time should be extended 15 days, because the temperatures are not as high as in winter, which slows the breakdown and therefore the fermentation is extended. Recommendations for handling • protect from the sun, wind and rain • store indoors in a cool place • pack it in polypropylene bags •do not store more than two months

Solar cabinet dryers with natural convection Sun drying of crops is the most widespread method of food preservation in a lot of African countries due to solar irradiance being very high for the most of the year. It is an affordable drying method that reduces postharvest losses, allows storing food up to 4-6 months in a natural way, keeping a high nutritional value, and without the need to use electricity (FAO, 2009, 1985). Sun drying is based on the following principles: - Sun-drying and solar drying would more correctly be called sun/air drying and solar/air drying. Their efficiency is largely determined by their provisions for moving air across the surfaces of the produce and for heating the air. - The produce being dried may receive energy by direct absorption of solar radiation, by transfer from the air surrounding it, and by transfer from the surface e on which it lies. - The energy received may raise the temperature of the produce as well as causing the evaporation of moisture from its surfaces. - For most produce the drying rate in the early stage of drying is determined by the rate of evaporation of moisture from its surfaces; this depends largely on the temperature and humidity of the surrounding air -which are interrelatedand on the speed of air movement. Raising the bulk temperature of the produce may be counter-productive at this stage. - In the later stage of drying, the drying rate is generally determined by the rate of movement of moisture from the interior of the produce to its surfaces; this depends largely on the temperature of the produce. Raising the bulk temperature of the produce is helpful at this stage, provided levels harmful to product quality are not attained. - Drying rate depends also on the shape and size of the produce's constituent unite and on the depth to which they are packed for example thin slices dry more quickly than thick slices' but for cassava optimum drying rates are attained by chipping rather than by slicing. According to a preliminary investigation on different models available on the market, there are models available on the market (Solar cabinet dryers with natural convection) that create a natural air flow without using any kind for forced ventilation (neither fan, or electricity from solar panel) but simply eating the air and, so, creating a slow air flow that is still enough to dry the food and by remove moist air. These models have a "special device" on the top of the long chimney that takes advantage of the wind. A modest dryer for a small production, to dry 30-40-50 Kg per month of different vegetables and fruits and some seeds, is enough for our school garden.

Questions for the schools

Contacts Supporter and experts ᴏ Hugo de Franca expert in economy h.defranca@gmail.com

ᴏ Pien Oijevaar expert in children psychology pien.oijevaar@gmail.com

ᴏ Alicia van Lytrecht expert on agriculture and farming in Curacao, in tropical greenhouse and pest control. aliciamaitiluaecn@gmail.com

ᴏ Julieta Carvajal expert in agriculture, farming, and greenhouse on Cucaro. jucar16@hotmail.com

ᴏ Berber van Beek expert in permaculture berbervanbeek@gmail.com

ᴏ Gerard van Buurt expert biologist, researcher, expert on tropical agriculture, on agriculture in Curcao, and tropical plant plague and disease gvanbuurt@gmail.com

ᴏ Berber van Beek expert in permaculture berbervanbeek@gmail.com

ᴏ Lorenzo Locci expert in organic agriculture and creative gardening (Wageningen University, The Netherlands) lorenzo.locci@gmail.com

ᴏ Rosa Meijers exper in publich health and psychology (University of Amsterdam, The Netherlands) rosameijers@msn.com

ᴏ Toni Clariana graphics designer cartade1y0@gmail.com

ᴏ Jeroen Postma expert in community gardening (Wageningen University, The Netherlands) jeroen.postma@gmail.com

ᴏ Blair van Pelt expert in organic agriculture and community gardening (Wageningen University, The Netherlands) Blair.vanpelt@gmail.com

School Garden Satellites and Future Satellites ᴏ Prins Bernhard Scool Mr. Bentley Leonora (Headmaster) prbernhardf02@dos-scholen.com

ᴏ Nos Lanterno Sergio (director)

sergio@birgendirosario-cur.com

ᴏ Blenchi School Arginia Lucio (Headmaster) Blenchischool@rkcs.org

ᴏ Manuel Carel Piar (M.L.K.) Indira Boelbaai (Headmaster) mcpiar@dos-scholen.com

ᴏ Richardus Huis Director and Melusca (worker)

ᴏ Maria Immaculata Lyceum Biology Teacher wants to start a garden project and related teaching activitie s.stroop.zimmerman@gmail.com

ᴏ Fatima College Mr. Norval Faneyte (Headaster for 1° cycle) fatima2@rkcs.org

fatima1@rkso.org

ᴏ Gouv. J.R. Lauffer school Biology teacher starting a garden project Liceth Mauricia, karnaval@hotmail.com

ᴏ Fr. Evonius Director: S. Kleinmoedig +5999 4655780 envoniusschool@rkcs.org

ᴏ Maria Immaculata Lyceum s.stroop.zimmerman@gmail.com ᴏ J.P. Duarte Teacher interested faleryminillac@gmail.com

ᴏ Fundashon Skol Humanistica (SKAI and Kolegio Erasmo) Ronald Hamffek (direcor of he Fundascion) kolegioerasmo@hotmail.com kolegio_erasmo@yahoo.com

ᴏ St. Joriscollege n.sintjacoba@rkcs.org

ᴏ Kolegio Maria Auxilladora auxiliadora@rkcs.org

ᴏ R.K. MTS School mts@rkcs.org +5999-737-5000 /+5999-465-3420

Agricultural Activities ᴏ Jeany (Small farmer) Jea ny_20@hotma i l .com +5999 6957297

ᴏ Nilva's Tuberose Garden (Farm) Grow and sell ornamental, fruits, and vegetable +5999 767-5973 / +5999 699-0218 nilvach@hotmail.com

ᴏ La Finca del Sol (Organic Farm) Grow and sell fruits and vegetable; animal husbandry Lori Kooyman-Sanchez (Finca del Sol coordinator) +5999 5623222

info@fincadelsol.org

http://www.fincadelsol.org/

ᴏ Curacao Winery (Wine producers) www.curacaowine.com

ᴏ Mimi's Eco Farm (Farm) Sustainable multi functional farm +5999 7671402 / 6660101 ecofarmcaribbean@gmail.com

ᴏ Farm Seru Machu ltd. (Biological Poultry) Sell export live birds and poultry +5999 5141313 biopoultryfarmsms@gmail.com

ᴏ Nos Kunuku (Aquaponics culture) microgreens locally produced from Mr. Barbolina noskunuku@gmail.com

ᴏ Hofi Cas Cora (Farm) Organic/Sustainable multifunctional farm

ᴏ LandHuis Daniel grow organic salad http://www.landhuisdaniel.com/

Institutions, organizzation, and business related to agriculture ᴏ Dienst Landbouw, Veeteelt en Visserij Clunton Johans +5999 7370288 jair.goncalves@gobieru.cw martha.pinedo@curcao-gov.com

ᴏ Departamentu di Maneho di Agrikultura i Peska 432-5800

ᴏ A.K.V (Agrarische koöperatieve vereniging) Agriculture cooperative and supplier, with weekly farmer marker agr.kop.ver@gmail.com 5999-7676767

ᴏ Fundashon Tera Awa Simia Banda Bou (Fundashon TAS) NGO that promotes sustainable environmentally friendly systems of medium and small agricultural centers. fundashontas@hotmail.com agr.kop.ver@gmail.com

ᴏ LVV Governmental organization related with agriculture. +5999 7370723 lvv@dlvv34.gobiernu.com mjoubert@dlvv34.gobiernu.com

ᴏ Soltuna Governmental agency that promotes agriculture on the island, supplies equipment and materials, sell seedlings. 5999 8692727

ᴏ Home Farming Tera Krioyo Project from JCI IOBA Curaçao, its aim is to stimulate home production of fruits and vegetables. http://www.jci.cc/local/ioba

ᴏ EM Technology Supplier of components for Bokashi composting system, and of bio-products for pests and diseases control. www.emhawaii.com info@hummingbirdfeather.com

ᴏ Barber Sunday Farmer Market Local farmer market of fresh produces and plants. Beroots Promote permaculture on Curcao http://www.beroots.com/

Environmental Organizzations ᴏ UNIEK They developed a similar project on school garden. www.uniekcuracao.org

ᴏ Curacao Footprint nature-related NGO, support and promote projects on sustainable living info@curacaofootprint.org http://www.curacaofootprint.org/

ᴏ Curassavica outreach for NGO's & (small) organizations info@curassavica.com http://www.curassavica.net/

Suppliers ᴏ Jonka Tuincentrum (Gardening centre) www.jonkatuincentrum.com

info@jonka.com

ᴏ Caribbean Restaurant Supplies +5999 8888444 rutger@caribbeanbakerysupplies.com

ᴏ Dijtham (Gardening Centre) www.dijtham.com ᴏ Curucol Constrechen water tanks and wells construction +5999 6911853

Retailers of organic food ᴏ Harmonia (Organic shop) Ma ri el l a Li l l è Dora n Ma na ger De Sa va a n ha rmoni a _s a l u@hotma i l .com

Others relevant for the project ᴏ Savaan and SGR Group Tineke Alberts Eithel Joubert Gibi (Gilberto) info@sgrgroep.org ᴏ OtherWise Wageningen NGO promoting gro-ecology & Food Sovereignty, Right to a Liveable Environment, Democratising Knowledge otherwise@wur.nl http://www.st-otherwise.org/

ᴏ Community Development Otrobanda empowerment of the communities (barios) of Otrobanda https://www.facebook.com/CommunityDevelopmentOtrobanda

ᴏ SIFMA Curacao focuses on early childhood education, parental support, and rights of the child http://www.sifma.cw/

ᴏ Sentro di Bario Otrobanda direktiva.sbo@gmail.com

Curacao Organic Consumers https://www.facebook.com/pages/Curacao-Organic-Consumers/

ᴏ EcoVersum Local Business specializes in products that help to reduce your carbon footprint and adopt a greener lifestyle stephenwalroud@scarlet.an

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