1. 1
Eetbare Schooltuin
Curaçao
A blueprint for edible school gardens in
Curaçao
Lorenzo Locci
May 2015
Pilot study to assess technical, agricultural, and financial feasibility of edible school gardens in Curaçao.

2. 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 França
Drs. Pien Oijevaar
Eetbare Schooltuin Curaçao organization

3. 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

4. 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
Curaçao 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 Curaçao is to fight childhood obesity through the creation of
edible school gardens… 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.

5. 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

6. 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

7. 1
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.

8. 2
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.

9. 3
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

10. 4
- 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.

11. 5
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 re-
stimulation 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

12. 6
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).

13. 7
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.
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.
Short- (1st-2nd year) Middle- (2nd-3rd year)
Get starting materials and Collect and store part of the yield for Propagate seeds and plants materials.
plant materials. next sowing.
Set up plantations. Establish a reliable production regime. Improve practices and managements
to increase harvest.
Ensure enough production Reach sufficient production to reinvest Become an alternative for sustainable
to provide children, and families incomes in improve structures and and healthy food on the island.
some fresh vegetables. equipments, and to start new gardens.
Engage children, their families, Engage other and more schools Involve the whole community.
teachers, and primary schools, etc. and students, families, and teachers, etc.
Show and demonstrate sustainability, Contribute to their diet Reduce obesity and overweight.
sustainable agriculture to children. and health comsuption patterns.
Long-term Vision (>3rd year)

14. 8
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 Curaçao 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).

15. 9
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 Curaçao 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,
irrigation…) 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, etc…); 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.

16. 10
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 organisation’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 inter-
related 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.

17. 11
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.

18. 12
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

19. 13
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 “De Waarborg” (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.

20. 14
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 Curaçao 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.).

21. 15
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.

22. 16
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
- Betèsda (elderly institute), which has some guests interested in doing gardening, it has also a small
greenhouse, and it can provided organic waste
Analysis of the site

23. 17
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.

24. 18
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.
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, children-
and 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.
* 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).

25. 19
Figure 7: prospects of the garden layout with position of all the structures and facilities, and division in growing zones and sub-
zones.

26. 20
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= 24m2
), 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 – 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. 250m2
). Further details of this
building are in the next section.
Growing Zone 2 – 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
covered by the existing tree, and 150m2
). 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 – 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.

27. 21
* 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 (60-
100cm) 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

28. 22
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 tropical-
savannah 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

29. 23
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.

30. 24
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 4°C
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.

31. 25
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 Curaçao) and with the founders of the Creative Community Garden in Wageningen (Netherlands).
B
C
A

32. 26
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 raised-
beds 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), high-
pressure 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).

33. 27
 Other structures and equipment for rainfall harvesting as metal roofs covering the basin,
drainpipes, and connections.
 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,
 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.
A

34. 28
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).
B
C

35. 29
* 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 supposed 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, 10’000m2
) are needed for irrigation.
Considering that the garden has approx. 815m2
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/m2
), and
accounting for a minimum of 130m2
of surfaces available on the garden where rainfall can be collected (roofs: 24m2
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).
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).
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
BA

36. 30
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.

37. 31
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.
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).
Zone1
Greenhouse
Figure 16: garden crops rotation has been planned based on this
scheme (Better Hens Gardens, 2014).