Management plan for bible school in Ambon

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Weststrate, Maurice

Forestry and Nature Conservation 2017, May

MANAGEMENT

PLAN FOR

BIBLE SCHOOL

IN AMBON

Increasing the yield of the STEMA Bible

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MANAGEMENT PLAN FOR

BIBLE SCHOOL IN AMBON

Increasing the yield of the STEMA Bible school’s Community Forest

Author: M.P.A. Westrate Student number: 920922001

Thesis for the Degree of BACHELOR OF SCIENCE Course: BSc Forestry and Nature Conservation Specialisation: Tropical Forestry

University of Applied Sciences Van Hall Larenstein (VHL)

Supervisor University: Jos Wintermans (VHL)

External Supervisor: Ebu Mery (STEMA Bible School, Ambon)

Date: 31-05-2017

Photo front page: Student making a way in order to find “Pippas” (boundary posts). Key words: Management, Agriculture, Yield, Ambon

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Preface

This thesis in the form of a management plan is the final project which is obligatory to finish the study Forestry and Nature Conservation at van Hall Larenstein University of Applied Sciences. This management plan has been written for the STEMA Bible school in Ambon, Maluku. The goal of this management plan is to increase the yield of the Bible school’s community forest. Required studies were performed in Ambon, and the management plan itself has been completed back in the Netherlands.

While in Ambon, I had the privilege to work together with different professors and students from the Pattimura University and STEMA Bible school.

I want to thank the following people of the Pattimura University for their support and shared knowledge: Dr, H. Salampessy (Soil faculty) for his time and effort by different researches and visits.

Dr, J.W. Hatulesila (Agriculture faculty) for his time and effort and provided literature. Eddy C. Papilaya (Agriculture faculty) for his time and effort and introducing to the University.

I want to thank the following people of the Bible school for their support and practical necessities: Ebu Mary (Director of the school) for her supervision during my time in Ambon

Hanok (old student, Agricultural Production Chain Management at van Hall Larenstein, Wageningen) for his time and effort as an advisor, translator and roommate.

Ebu Wiesje (Cook of the school) who provided every day outstanding food and presented the Indonesian kitchen at its finest.

Pa-Agus, Pa-Jong, teachers and students that were willing to answer my questions and helped me with different researches and practical issues.

Paul Pouwelse (Missionary from the Netherlands) who proposed the option to write a management plan for this Bible school and was also intermediate between the school and me.

Finally, I want to show my gratitude towards Jos Wintermans who was my supervisor and gave me support and advice when needed.

M.P.A. Weststrate Velp, May 31th_{, 2017}

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Abstract

This management plan is written for the STEMA Bible school. The School wants to be self-sufficient regarding their vegetables and crops by increasing the yield of their community forest. The school is located on Ambon which is an island of the Moluccas archipelago in Indonesia. The community forest, locally known as a “dusun”, plays an important role for its adjacent communities. Besides providing food, medicine and wood, it also provides ecological services like erosion control and biodiversity conservation. Besides these advantages, it also has disadvantages like its relatively low crop yield. This low productivity is mainly caused by lack of management and competition for space and nutrients.

Interviews were conducted to get a better understanding of the specific desires of the Bible school and their management structure. Maps were made with GIS to provide a cartographic overview over the study area. Different kinds of vegetation were identified using Image Classification (GIS tool). Based on these classifications results and performed observations in the field, it was decided to divide the community forest into different land use areas. Various biotic factors were identified by conducting several transects in these land use areas. The results of these transects have been listed per vegetation type. Furthermore, all land use areas were inspected by professors to discuss the present and desired agricultural situation. Next to this, trees with an ecological value were identified. Abiotic factors like soil characteristics and slope percentages were identified for the reason that they can influence the overall plant performance. Literature study, as well as a research, was used to determine soil types in the study area. GPS coordinates and different GIS tools were used to identify the slope and elevation of the study area (abiotic factors). Limiting factors as regards to the yield of the community forest were identified, and it was discussed how to overcome these factors. A desired situation was sketched that describes how higher yields could be achieved and yield predictions were calculated. Google SketchUp was used to visualise the adjustments that are outlined in the desired situation appendix.

The Bible school prefers certain species more than others and would like to stimulate the production of these species. Next to this, the Bible school intends to enhance the ecological value of their community forest by focussing on their trees. According to attended meetings and surveys in the field, four different trees with a high ecological value were identified. Based on the USDA classification, one soil type was found namely Inceptisols. Three sub-soils could be noted which are related to the geologic sediments. However, differences in the composition of these soils were too small to affect plant growth. Different slope percentages have been identified. The steepest part is found in the centre of the study area. The elevation ranges from 0 to 55 meter. Concerning the agricultural management, one chief who manages the community forest with the help of students is appointed. Only simple operations are applied in the agricultural management, due to lack of equipment, finance and people. The Bible school uses a hierarchic management structure that functions well at the moment. However, it can be improved by giving the community forest chief more authorities to speed up adjustments that are initiated by the desired situation. Limiting factors concerning the yield are spacing, lack of nutrients, water supply, plant grouping, and regeneration. These limitations can be overcome by a proper use of spacing, production of compost and goat farming, installation of a water tank, improved grouping of plants (related to the slope), and placement of a nursery to ensure regeneration. Most of these recommendations are elaborated in the desired situation appendix.

According to the yield predictions 10697 kg (kilogramme) of edible fruit, vegetables and crops could be gained per year from the community forest. Compared with the minimum amount of 4640 kg which is needed per year it can be concluded that self-sufficiency can be achieved.

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List of Figures and Tables

Figure 1 - Boundaries sketches ... 5

Figure 2 - GPS points with altitude data (GIS) ... 6

Figure 3 - Deviating areas (GIS) ... 7

Figure 4 - Land use Areas in the study area (GIS) ... 8

Figure 5 - Transect locations in the study area (GIS) ... 9

Figure 6 - Map which indicates the soil borings (GIS) ...11

Figure 7 - Use of Google sketchUp ...12

Figure 8 - Location of Ambon and Study area (GIS) ...14

Figure 9 - Geology map of Ambon (Tjokrosapotro, 1994) ...16

Figure 10 - Map with Geologic sediments of the study area (GIS) ...17

Figure 11 - Elevation map of the study area (GIS) ...20

Figure 12 - Slope map of the study area (GIS) ...20

Figure 13 - Vegetation structure and plants forms diagram per vegetation type ...22

Figure 14 - Canopy cover graph ...22

Figure 15 - Average DBH and Tree height graph ...24

Figure 16 - Total view of all Land use Areas (Google SketchUp)...31

Table 1 - Example of a Yield Prediction Table ...13

Table 2 - Climatic conditions of Ambon Island (Hatulesila, 2008) ...15

Table 3 - Soil drillings results ...18

Table 4 - Financial overview per month (Thes, 2016) ...27

Table 5 - Yield per Species ...30

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Acronyms and abbreviations

GDP Gross Domestic Product

DBH Diameter at breast height

STEMA Sekolah Tinggi Theologia Maluku (school of theology, Maluku)

GPS Global Positioning System

GIS Geographical Information System

OSM Open street map

TIFF Tag Image File Format

USDA United states Department of Agriculture

App Application

NTFP Non-Timber Forest Product

M Meter

Cm Centimetre

Ha Hectare

pH potential of Hydrogen

Qcl Quaternary Coralline colony

kg Kilogramme

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A dusun is an agroforestry model where perennial, annual and forest crops are cultivated together. The main crops in a dusun are spices, food and fruit trees while in other multiple cropping systems of Indonesia annual crops dominate the system. The important perennial crops in a dusun are cloves, nutmegs, coconut and edible fruit trees. Dominant annual crops are cassava and sweet potato. Due to the different plants species and age groups is a laminar structure present which increases the species diversity. Furthermore contributes a dusun to a higher household/community income and stabilization of microclimate, soil and

- Introduction

Maluku is a province located in the east of Indonesia. Maluku itself is divided into three parts namely; Maluku Utara (Northern part), Maluku Tengah (Centre) and Maluku Tengara (Southern part). Maluku has a total land surface of 77990 square kilometres and covers 10.8 percent of Indonesia. The province consist out of 18 different islands of which Seram and Halmahera are the largest (Straver & Boelens, 1998). The Maluku province has a high poverty level which is around 30% (Budy & Frank, 2009) this is mainly related to a social conflict which took place between 1999 and 2003 in Maluku (Ely, 2016). 58.8% of the total employment in Maluku is assigned to agriculture, 7.8% to industry and 33.4% to services. The highest GDP (gross domestic product) percentage in Maluku is obviously gained from the agricultural sector which was 27.2 percent in 1994 (Straver & Boelens, 1998).

The forest of Maluku is a major source for its inhabitants. The jungle is understood as an inherent part of the resident's lives. The forest is a source of food (plants and animals), medicine, wood (fire, building, etcetera) and a place to farm and cultivate crops (Gun Mardiatmoko, 2014). The woodland also supplies goods that are indirectly relevant for provision and preparation of food like fodder, fuel and fertiliser. Furthermore, the forest landscape maintains a fresh water supply, stabilises the soil, prevents erosion and renders a diverse habitat for wildlife. For those reasons, the forest of Maluku is essential for rural livelihoods and communities (Colfer, Sheil, & Kishi, 2006).

When agriculture and forestry are combined it is known as an agroforestry system. Characteristic for agroforestry is the mixture of tree, shrub, herb and grasses which result in a high species diversity In this way, agroforestry encourages the ecological sustainability of an area. Agroforestry systems are applied throughout Maluku in different forms. In traditional agroforestry systems, fruit trees and food crops are planted amongst naturally occurring forest trees. Nowadays highly artificial systems exist in Maluku where trees and crops are planted on dry slopes to imply permanent upland cultivation which prevents soil infertility and erosion (Monk, de Fretes, & Reksodiharjo-Lilley, 2012). A traditional agroforestry system where local people collect crops and other products is known as a community forest or in Maluku as a “Dusun”(see textbox).

This management plan will focus on the community forest or dusun adjacent to the “STEMA Bible school,” which is located in Ambon, Maluku. Ambon is densely populated with an average of 658 peoples per square km2_{(square-kilometre) and a total population around 360000 (Chinci, 2016). The landscape is}

hilly and mostly covered with closed to open broadleaved evergreen or semi-deciduous forest. The community forest of the Bible school is known in Maluku as a “dusun milik” which means that the dusun is owned and developed by the farmer on his land (Matinahoru, 2014).

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The STEMA bible school of Ambon is an theological high school which is based on Ambon an Island in Maluku, Indonesia. The Bible school belongs to the STEMA Bible schools which is a project of the education department (known as DPPI) of the “assembly of God Church of Indonesia”. STEMA stands for “Sekolah Tinggi Theologia Maluku” which means school of theology of Maluku. The STEMA project covers 30 different Bible schools throughout Indonesia including the Bible school of Ambon. The STEMA project is official registered by the Indonesian government (E. Mary, 2016). The school in Ambon was raised in 1981 and teach students to be pastor or missionaries. Furthermore, the school is involved with environmental and health related projects like realising “Watermakers”, supporting projects against Malaria and Poverty and educate kids agricultural methods

(Pouwelse, sd). The total area of the bible school in Ambon is about 11.7 ha (hectares) of which 6 ha is already used for

buildings/schooling etc. About 5.7 hectare can or is used for agriculture purposes. The bible school has furthermore a peanut plantation on the nearby island Buru.

1.1 - Problem Description

The dusun system in Maluku provides in the daily needs of farmers/inhabitants like food, medicines and even financial income when farmers are selling forest products. According to a report of Louhatapessy a farmer household, which has a dusun on the Seram Island, earns about a million rupiah or 70 euro per month while on Ambon Island a farmer household earns around 3 million rupiah or 210 euro (Louhatapessy, 2010). However, when you focus on a small village like Allang on the same Island, only 65 euros are being gained, so incomes are pretty unstable. This is related to the fact that the crop yield depends on factors like season, climate, soil and particular on the management. Some perennial crops can have an unwanted habit in their productivity when they are not intensively managed. For example, the clove tree gives only a high fruit yield every five years when poorly managed. When intensive management is applied, a continuous production for every year is achievable (Matinahoru, 2014).

Although a dusun has a lot of advantages, there are also some disadvantages. The main problems are: a strong change in microclimate and in (animal) habitat, and a low productivity/yield of crops due to competition in space, nutrients, water, and lack of management (Matinahoru, 2014). The STEMA Bible school in Ambon (see textbox) suffers from a low crop yield which is mainly related to inappropriate spacing and lack of management.

Nowadays the Bible school has to buy crops and vegetables on the market, in order to meet their needs. The Bible school wants to be self-sufficient in regards to their vegetables/crops needs. Currently, there are about 40 people present at the Bible school of Ambon. Those people need to eat every day, and this amounts to an average of 4640 kg vegetables/crops per year in total (WHO, 2000). Nowadays, the school is spending about 7 million rupiah or 493 euro per month for food (Thes, 2016) of which 2 million rupiah (142 euro) for vegetables and crops (E. Mary, 2016). The Bible school is financially supported by different funds, yet this is not enough to cover all costs. When the Bible school could be self-supplying as regards to their crops and vegetables, it would reduce the Bible school’s overall costs. Therefore, the school asked to write a management plan which will assist them to gain a higher yield from their dusun.

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1.2 - Goal, Main and Sub-questions

The goal is to write a management plan for the STEMA Bible school. This management plan will guide the Bible school to get a higher yield and increase their self-sufficiency and sustainability in the future.

Main question: how to increase the yield of the Bible school’s community forest in an economic, social and ecologic sustainable way?

Sub-questions related to the actual situation:

S1; What are the abiotic and biotic factors, concerning yield growth? Abiotic factors; Climate, Geology/Soil, and Slope/Elevation?

Biotic factors; Vegetation structure, Distribution of plant species, and DBH (diameter at breast height)/Tree height averages.

S2; Which trees enhance the ecological values of the forest and by that stimulate foreseen yield increment? S3; How is the community forest currently being managed and which methods are used?

S4; What is the management structure of the bible school? Sub-questions related to the prospective situation:

S5; How can the management structure be improved in order to increase the yield?

S6; What are limiting factors concerning the crop yield and what is recommended to overcome these? S7; What is the effect on the financial situation if the yield of the community forest increases?

S8; How should the prospective situation look like?

1.3 - Preconditions and Pre-limitations

Preconditions: - Translator/assistant needed in order to translate students and professors; - Computer with GIS and Excel is required to process data;

- Potential labour related to the Management plan must be enforceable for students;

- Students/Professors from the bible school or Pattimura University with plant/agricultural knowledge are required for researches and observations;

Pre-Limitations: - The area of the Bible school is quite small (about 12 hectares); - Culture and Language barrier is present;

- Relative short period (two months) to conduct researches so high workload expected; - Limited electricity and internet connections;

- Collaboration with Pattimura University on Ambon Island not guaranteed;

1.4 - Management Plan Structure

This management plan contains the following chapters: Introduction, Methodology, Site description, Result, Discussion, and Conclusion. The current chapter has the goal to introduce the management plan and to formulate the problems, questions, and preconditions. The second chapter describes the methodology which is used to answer the main and sub-questions (see 1.2). The third chapter gives site information about the study area like location, climate, geology, soil, slope and elevation which are also partial results of sub-question 1. The next chapter treats all remaining sub-questions and answered them separately and give recommendations. Some of these recommendations are elaborated in a separated

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- Methodology

This chapter will describe all methods that were used in order to answer the research questions. An overview is given of the methods that are used, what is necessary to understand the research progress and makes the plan “re-usable”. A literature study was performed to collect site and plant characteristics of the study area. Interviews were conducted to gain more detailed information about the problems and desires of the Bible school, and to understand the current situation. Cartography was used to get a clear overview of the Bible school’s properties, and to provide the school with useful maps that are related to the yield. Transects were performed to identify different biotic factors and consultations were held in order to discuss the current and desired agricultural situation and to determine trees with an ecological value. A soil research was conducted to identify the soil characteristics of the study area. With the help of Google SketchUp, 3d maps are made that show the desired situation. Excel was used to calculate the yield predictions.

2.1 - Literature Study

Different literature was collected before the actual visit to the Bible school in Ambon. Multiple characteristics like; location, area, climate, hydrology, topography, vegetation, building features (houses, fences, roads) soil types and (present) land use were collected. This data did mainly covered the whole Ambon Island and was not always detailed enough for the study area. Therefore, it was necessary to perform several research set-ups (described below) in order to get more detailed information. Furthermore, useful literature was gathered about the community forest systems or “dusuns” in Indonesia to place the management plan in a proper context.

Information about present and potential plants like optimal growth circumstances, yield and agricultural treatments is collected before and during the visit in Ambon. Some detailed geologic maps (see Appendix I) and previous useful studies of other student are assembled on the Pattimura University (referring to S1).

2.2 - Interviews

Initially, only a global problem was formulated by the Bible school, namely the low crop yield in their community forest. Performing interviews is therefore needed to get a clear view of the desires and preferences of the Bible school. Performing interviews with people of the Bible school is furthermore essential to understand the current agricultural situation and management of the Bible school (referring to S3 and S4), and to gain more insight on the different aspects of the low crop yield (referring to S6). The interviews also give an indication of how much “leeway” there is to adapt/improve the current management structure and agricultural methods of the Bible school (referring to S5, S6 and S8).

The following key-informants are relevant to interview; the board/leaders of the Bible school, the chief of the community forest, the accountant of the Bible school, and the teachers. A semi-structured interview is used. This means that the questions are already written, but there are still possibilities to add or to rewrite certain questions (Wilde, 2001). Some important subjects of those interviews are: how are tasks divided, what is the hierarchy of the Bible school, how is the financial situation and which factors does the organisation see as a restriction concerning the yield of their crops. The performed interviews are summarised in Appendix II to IV. Outcomes from the interviews are cited throughout this management plan.

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Figure 1 - Boundaries sketches

2.3 - Cartography

For an organisation like the bible school, it is essential to have proper maps, which help with planning and which can give a clear overview of the current and desired situation (referring to S1 and S6). The Bible school did not have proper maps yet, and therefore it is necessary to provide those maps with the help of GPS (Global Positioning System) and GIS (Geographical Information System) and Google SketchUp.

2.3.1 - General Maps

It is important to know the exact locations of any construction present and the boundaries of the study area. Positions of roads and houses are defined with the help of OSM (Openstreetmap) (OSMF, 2016) and added in GIS. However, no data was found about the boundaries of the Bible school area. Borders in Indonesia are mostly indicated by “Pippa’s” a kind of poles that are pitched into the land. The location of these pippas are recorded in official papers from the government and are saved in the national archive of Indonesia (see Figure 1). These papers are studied to determine the location of those pippas. When the locations of the pippas are found, they can be added in GIS with the help of a GPS. Connecting those pippas with the help of polygon lines in GIS showed the exact boundaries of the bible school. If the boundaries of the Bible school are identified, it is possible to make general maps. An example of such a general map is the geology map which indicates the geologic sediments in the study area (see Figure 10). This map is based on a historical geologic map (see Appendix I) of Ambon and is created with the ‘georeference tool’ in GIS.

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Figure 2 - GPS points with altitude data (GIS)

2.3.2 - Slope and Elevation

Slope and elevation (referring to S1) maps are important because they can help with determining erosion hazards and steepness. Since some plants are erosion-sensitive, it is needed to identify the slope, so measures can be taken to prevent erosion. Elevation data is collected during literature study by TIFF (tagged image file format) maps. However, these maps did cover the entire island of Ambon and were not detailed enough to compare height differences in the study area.

In order to provide detailed slope and elevation maps for the study area, they are manually made with the help of GPS data and GIS. Altitude information is gained by using a GPS, and as much as possible points are collected to get a representative result (See Figure 2).

Elevation data is added in the GIS program with the help of Excel, and the ‘convert coordinate notation’ tool of GIS. With the help of the ‘kernel interpolation with barriers’ tool, an elevation raster is created out of these elevation points. Subsequently, feature classes (contour lines) are made from this raster by the ‘contour list’ tool. To determine the slope of the study area, the elevation raster is converted into a slope raster with the ‘slope’ tool. See 3.3 for the created maps.

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2.3.3 - Image classification

The Image classification tool in GIS can be used to identify several types of land utilisation in a study area. It is necessary to determine different areas of the Bible school in order to point out the locations for the transects (see 2.4). A Google Earth image is used for classification, and several deviating areas are selected in GIS to obtain a representative classification result (see Figure 3). See Appendix XII for the image classification results.

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Figure 4 - Land use Areas in the study area (GIS)

2.3.4 - Land use areas

The study area of the Bible school is divided into different ‘land use areas’. This makes it possible to focus per land use area on specific agricultural situations and improvements (referring to S6).

Based on the image classification, three different vegetation types are identified (see Appendix XII). By observation is checked if these classifications were truthful compared to the real situation in the field (known as ‘ground truthing’). There appeared to be more different areas found than with the image classification tool. These differences are mainly related to the type of present cultivation or land use which the classification tool was not able to distinguish. According to these observations, different land use areas are mapped with the help of GPS waypoints and GIS. Nevertheless, the various vegetation types identified by image classification were still correct.

The identified cultivation or vegetation type of the land use areas is represented by its name. The outcomes of the transects and consultations (see 2.4 and 2.5) are defined per land use area, and the ‘desired situation’ appendix gives per land use area a description.

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2.4 - Transects

It is helpful to apply transects in the study area to get a clear overview over the standing vegetation (biotic factors, referring to S1) (Wilde, 2001). The goal of the transects is to identify plant/tree species, the vegetation structure and DBH (diameter at breast height). By identifying these factors, a clear view can be given about the structure of the community forest, which is related to its healthiness (David J. Nowak, 2008).

Different layers in the forest (herbs, shrubs and trees) and its plant forms (trees, palms, lianas and seedlings) are studied to determine its vegetation structure. The canopy cover is also determined. These factors say something about the different age stages and species richness present in a forest which indicates a healthy water and nutrient cycle (H.H. Shugart, 2010). Plant and tree species are identified and counted to get an overview of the species distribution (presence and quantity) in the study area. The DBH defines the thickness of a tree which is related to the growth of a tree and it gives an indication of the age (Burkhart, 2006). Tree height, on the other hand, gives an estimation about the abundance of water, light and nutrients resources (H.H. Shugart, 2010).

In every land use area (see Figure 4), apart from the fallow lands, a transect is performed. This is known as random sampling because the land use areas are not systematic classified (Fidelibus & Mac Aller, 1993). The results of the transects are elaborated per vegetation type (Primary forest, Light forest and Low vegetation) that is identified by image classification (see Appendix XII). The results are visualised with the help of graphs/diagrams by Excel. See 4.1.2 for the results. In total, 12 transects are performed (see Figure 5 for the locations of the transects). See Appendix XIV for the collected data which is sorted per transect.

Each transect is 40 meters long and included a plot of ten by ten meters at the start and end of each transect. In each plot, the following factors are identified; height of the canopy crown (meter), canopy cover (percentage), present NTFP’s (non-timber products), plant forms (percentage) and trees with a bigger DBH then 25 centimetres are

determined and measured. Trees smaller than 25 centimetres are ignored because these are assigned as saplings (Portland State University, 2010). Locations of the plots are determined using coordinates from a GIS and GPS app (application). Height, canopy cover and plant forms are estimated with the help of local tree spotter(s). Tree spotters did also identify present NTFP's, plant and tree species. DBH is measured by using a DBH tape (see photo 2 and 2b in Appendix XIII). See Appendix VII for an

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Transects are used to determine the vegetation structure and present plant species within five meters on both sides of the transect line. Indicated is which distance of the transect has a similar kind of vegetation structure and this length is measured. On this length are the different herbs, shrubs and trees species identified, as well as the vegetation structure (percentage of Herbs, Shrubs and trees). Potential erosion hazard is also identified. See Appendix VIII for an example of a transect form.

2.4.1 - Data analysis

All data from the transects and plots are collected in Excel. From this data, one clear overview table (see Appendix XIV) is made with all the relevant data per performed transect. The data is divided per vegetation type (primary forest, light forest and low vegetation) and different charts and graphs are made to compare the outcomes per vegetation type (see 4.1.2).

2.5 - Consultations with Professors

Several consultations with; Prof. Dr, H. Salampessy (Soil faculty Pattimura) and Prof. Dr, Jan W . Hatulesila (Agricultural faculty Pattimura) are conducted in the Bible school. Consultations are performed in the form of observations and meetings. The observations and meetings have the focus on the present agricultural situation and possible improvements (referring to S3 and S6).

All individual land use areas (see Figure 4) are visited together with the professors in order to perform observations (see photo 3 and 3b in Appendix XIII). While walking through those areas, it is discussed how the yield of the land use areas can be increased with emphasis on agricultural methods and planning (spacing, plant choice etcetera). Ecological valuable trees are also determined and discussed (see 2.5.1). During the meetings, detailed information about plant and cultivation characteristics is gathered (see Appendix XI).

2.5.1 - Ecological Valuable trees

The structure of a forest is mostly determined by the arrangement of trees and other plants. Trees have a profound effect on the carbon, water and nutrient cycle in an ecosystem (H.H. Shugart, 2010). The vegetation structure and thereby the abundance of trees in the study area are investigated while walking the transects (see 2.4 and 4.1.2). However, it is also important to identify trees that have environmental values, because their abilities contribute to a sustainable forest and by that stimulate the yield increment of an area (referring to S2). Subventions like increasing biodiversity, improving nutrient cycle (nitrogen fixing), prevention erosion, stabilise water resources are taken into account by identifying ecological values of a tree. Native trees species are preferred because they are more resistant to diseases (Jose, 2009).

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2.6 - Soil Research

Together with students and professors of the Agroforestry-Soil department of the Pattimura University, a soil research is conducted through the study area. This soil research is needed to identify which soil types are present and what the soil characteristics in the study area are (abiotic factors, referring to S1). Every plant has its soil preferences regarding their growth conditions. If different soil types are identified, the plants can be reclassified to their soil preference in order to get a higher yield.

In total, eight soil drillings are conducted. Every soil drilling identifies the following factors; elevation, slope steepness, erosion hazard, parent material, drainage, pH (potential Hydrogen), present land use and type of soil based on the USDA classification (United States Department of Agriculture). The elevation is determined using a GPS, and the erosion hazard, drainage and present land use were based on the knowledge of present professor and students. The parent material, pH, soil classification and further soil characteristics are determined in the soil laboratory of the Pattimura University. The methodology and program of the soil research are explained during a briefing at the University. (See photo 4 in Appendix XIII). See Appendix VI for an example of a soil drilling form and Appendix XIII for photos (5, 5b and 5c) of the soil research.

The place of soil drilling is determined according to the slope of the land. On a spot where the slope differed of the previous landscape is a soil drill conducted (See Figure 6 for the locations of the soil borings).

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Figure 7 - Use of Google sketchUp

2.7 - Desired Situation

Outcomes from previously mentioned methodologies lead to adaptations and recommendations that will increase the yield of the community forest. In order to provide the Bible school with a clear description of these adjustments, a ‘desired situation’ is sketched (referring to S8). This description includes a text part were the current and desired situation are defined. It also contains a 3d map (see 2.7.1) and yield predictions (see 2.7.2). See Appendix XV for the desired situation.

2.7.1 - Google SketchUp

The English reading and speaking level of people is considerably low at the Bible school. Therefore, a clear map is provided that illustrates the ‘desired situation’ and makes the text better understandable.

Google SketchUp is used to provide these maps because they can give a 3d visualisation of the desired situation per land use area. The maps represent the height/steepness of the study area and indicate 3d trees and plants with a proper scale. GIS data like boundaries, slope, land use areas, and contour lines are added in Google SketchUp to create the 3d maps (see Figure 7).

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Table 1 - Example of a Yield Prediction Table C1

Total Yield (kg) (edible) 1303,26

Total Yield (kg) 1310,85

Total Area (m2) 3815,73

Species Area (m2) Area (ha) Spacing (m) Individuals per Area Average Yield (kg/species/year) Average Yield (kg/ha/year) Estimated Yield (kg/year)

Annual Bajam 52,53 0,005253 0,10 525,30 8377,40 44,01 Cassava 97,18 0,009718 1,00 97,18 9919,30 96,40 Chili 91,65 0,009165 0,15 611,00 5124,20 46,96 Cotsai 71,36 0,007136 0,50 142,72 8747,40 62,42 Kankun 43,57 0,004357 0,10 435,70 2507,00 10,92 Katok 287,76 0,028776 0,15 1918,40 8377,40 241,07 Kellor 59,85 0,005985 0,15 399,00 8377,40 50,14 Peanuts 132,2 0,013220 0,55 240,36 1098,30 14,52 Pineapple 136,2 0,013620 2,00 68,10 16144,90 219,89 Pumpkin 45,92 0,004592 15,00 3,06 5991,60 27,51 Tomato 99,41 0,009941 1,00 99,41 10306,00 102,45 Banana 59,13 0,005913 3,50 16,89 15251,30 90,18 Papaya 37,98 0,003798 3,50 10,85 14490,00 55,03 Watermellon 40,88 0,004088 15,00 2,73 11156,80 45,61 Salak 138,64 0,013864 4,50 30,81 10000,00 138,64

Species Area (m2) Area (ha) Spacing (m2) Individuals per Area Average Yield (kg/species/year) Average Yield (kg/ha/year) Estimated Yield (kg/year)

Perennial Clove 314 0,031400 78,50 4,00 241,70 7,59

Gandaria 157 0,015700 78,50 2,00 7,5 15,00

Langsat 392,5 0,039250 78,50 5,00 8,5 42,50

2.7.2 - Yield Predictions

In order to determine which consequence a higher yield has on the financial situation (referring to S7), it is needed to calculate how much the yields could be. This is done by using the Google SketchUp maps and an excel form.

Google SketchUp uses a proper scale regarding its spacing distances. This way, it can be determined how much surface is covered by species. These outcomes can then be linked to average yield numbers, which are collected from different sources (See Appendix XI). Due to the fact that average yields are given per individual plant/tree (kg/species) or per hectare (kg/ha), both individual numbers and total surfaces are calculated per species.

For every land use area, an Excel table is included in Appendix XV (see Table 1). These tables give yield estimations for described species on an annual basis. There is a distinction made between edible yield and the total yield because the edible yield is used to determine the self-sufficiency of the Bible school. In 4.7 is discussed how much yield could be gained in total and how this affects the financial situation of the Bible school.

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- Site description

This chapter describes the general site conditions like climate, geology, soil, slope and elevation of the study area and answers the abiotic part of sub question 1. Available literature on these subjects has not always been sufficient. A more detailed research was therefore needed and provided by slope/elevation and soil studies (see 2.3.2 and 2.6). The findings of these studies are described in this chapter.

Ambon has a total land surface of 771 square kilometres (Straver & Boelens, 1998). The STEMA Bible school is located in the Kate Kate district on Ambon Island, Maluku in Indonesia. (see Figure 8 for an overview).

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3.1 - Climate

Ambon has a tropical climate. According to the Köppen-Geiger classification it is classified as Af which means a tropical rainforest climate (Kottek, 2006). Ambon does not have distinct temperature seasons, as the temperature and humidity is relatively constant (Climatetemps, 2016). According to the agro-climatic zones has Ambon C1 which means that 5-6 months are consecutively wet and less than 2 months are considered dry. (L.R. Oldeman, 1980). The warmest month is December with an average temperature of 29.3 Celsius and August is the coldest month with an average temperature of 25 Celsius (Hatulesila, 2008). The mean monthly value of relative humidity is ranging from 77 % in January up to 86 % in June. Potential evapotranspiration varies from 3.6 to 5.1 mm/day. The rainfall is present throughout the whole year, even within the driest months of the year. Mean annual rainfall is around 3392 mm with the maximum rainfalls occurring in April, May and June. The minimum rainfalls occurs in January, February and March (Hatulesila, 2008). The average temperature in Ambon is 26 Celsius and the variation in annual temperature is circa 2.5 Celsius. This indicates a hyper-oceanic temperature type (Climate-data, 2016), see Table 2 for detailed information.

Table 2 - Climatic conditions of Ambon Island (Hatulesila, 2008)

Month Average Temperature (Celcius) Average Sun radiation (%) Average Humudidt y (%) Average precipitation (mm) Rainy days per month January 28.3 67 79 140.6 20 February 27.7 47 80 1.4 19 March 27.2 34 80 77.2 17 April 27.1 51 86 295.5 22 May 27 52 85 254.2 23 June 26.4 51 87 1049.7 24 July 25.2 13 85 191 26 August 25 0 86 374 29 September 25.8 56 85 348 15 October 26.9 82 84 231 16 November 27.5 58 83 117.8 18 December 29.3 61 81 232 26 Total Average 26 47,67 83,42 275,2 21,25

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Figure 9 - Geology map of Ambon (Tjokrosapotro, 1994)

3.2 - Abiotic

To identify soil and geological characteristics of the study area, a combination of literature study and research in the study area was conducted, in cooperation with the Pattimura University (see 2.6).

3.2.1 - Geology

The geology in Maluku is strongly influenced by the movement of three large tectonic plates namely; the Indian-Australian Plate, the Eurasian Plate and the Philippine (western Pacific) plate. Ambon and the other Maluku Islands are located on the Australian plate (Devnita, 2009).

Ambon has a unique combination of its parent rock material, coral reefs in the outer arc and volcanic chain in the inner arc. The coral reefs contribute sedimentary parent materials while the volcanoes produce volcanic parent material. Due to the tropical condition of Ambon, the weathering process is intense. Most soils in Ambon are characterised by the different minerals present in the parent material and in which stage they are weathered (Devnita, 2009).

According to a geology map (see Figure 9) the study area has “Qcl” depositions. Qcl is explained as; Quaternary Coralline colony, algae, and bryozoan. An article about Mineralogical Characteristics of Ambon identifies the study area as “Qa” and “Ql” deposits (Devnita, 2009). The Qa sediments are only found at the seaside (south) of the area and include alluvial; cobble, pebble, silt, sand, clay and plant remains. The higher parts of the study consist of Ql which mean coral limestone; coralline colony, algae and bryozoans (Devnita, 2009).

An ancient but detailed geologic map of Ambon (see Appendix I) gained from the Pattimura University indicates three different geological sediments in the study area (W. van den Bos, 1898). This map shows that the southern part exists of alluvium deposits parts like sand, silt and gravel/pebble stones. In the middle of the study area coral

lime deposits can be found (Pliocene and Quaternary era). In the highest/northern part of the area are sediments of “Loss Material” present are originating from the Pliocene and Quaternary era.

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Figure 10 - Map with Geologic sediments of the study area (GIS)

When the different geologic sources (see above) are compared, we can identify three geologic depositions in the study area (see Figure 10). The Southern part (from the sea 100 meter inland) exist of an alluvium flat area with sediments of silt, sand, cobble, pebble stones and plant remains. The central part (125 meters wide) consist of Coral lime deposits like algae and bryozoans (fossils). In the highest/northern part are mainly “loss material” sediments found related to the intense weathering processes. The Coral lime and Loss material deposits are both originating from the Pliocene and Quaternary era while the alluvial sediments are more recent and influenced by the sea.

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Factors Drills

Boring 1 Boring 2 Boring 3 Boring 4

Depth (cm) 120 120 120 35

Horizons 4 3 3 2

Colors per horizont

I Dark brown (7,5YR 3/4) Brown (7,5YR 4/4) Brown (7,5YR 4/4) Very dark grayish brown (10YR 3/2) II Dark brown (7,5YR 3/2) Yellowish red (5YR 5/8) Yellowish red (5YR 5/8) Dark brown (10YR 3/3)

III Dark brown (7,5YR 3/2) Reddish yellow (5YR 6/8) Reddish yellow (5YR 6/8) IV Dark brown (7,5YR 3/2)

V

Texture Silty loam Silty clay loam Silty clay loam Silty clay loam

Organic matter Many Very little Very little Not

pH 6 6 6 6

Consistency not? Sticky Sticky Sticky

Soil type (USDA) Inceptisol Inceptisol Inceptisol Inceptisol

Altitude (m) 14 53 47 30

Slope (%) 3 15 15 43

Erossion hazard Not Medium Medium Not

Drainage Good Good Good Good

Land cover Dusun, mixed cropping Fallow (cultivation of Cassava) Shrub bush Forest

Boring 5 (Minipit 1) Boring 6 (Minipit 2) Boring 7 (Minipit 3) Boring 8 (Profil pit)

Depth (cm) 120 96 78 50

Horizons 5 4 3 2

Colors per horizont

I Dark grayish brown (10YR 2/2)Dark brown (7,5YR 3/3) Dark grayish brown (10YR 4/2) Strong brown (7.5YR 5/6) II Dark brown yellow (5YR 3/2)Yellowish red (5YR 5/8) Yellowish brown (10YR 5/6) Yellowish red (5YR 5/8) III Dark brown yellow (5YR 3/3)Yellowish red (5YR 4/6) Yellowish brown (10YR 5/8)

IV Strong light brown (7,5YR 5/8)Brown (7,5YR 4/4) V Reddish yellow (5YR 6/6)

Texture Silty loam Silty loam Silty sandy Silty clay loam

Organic matter Many Very little Medium Medium

pH 6 5-6 6 6

Consistency Sticky not? Rather Sticky Sticky

Soil type (USDA) Inceptisol Inceptisol Inceptisol Inceptisol

Altitude (m) 25 45 36 35

Slope (%) 20 3-8 55 40

Erossion hazard Not Not Hard Medium

Drainage Good Good Good Good

Land cover Dusun, mixed cropping Dusun, Mixed cropping Dusun, mixed cropping Dusun, mixed cropping (Fallow)

Table 3 - Soil drillings results

3.2.2 - Soil

Despite the differences in slopes and elevation in the area, only one type of soil was found called, Inceptisols. This is probably due to the small surface of the study area. The pH was everywhere between five and six which is sufficient for the cultivation of plants. Furthermore, the drainage on all boring sites is good, and “hard” erosion hazard was only present at boring seven.

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If we combine the geologic map with the soil drills borings results, we can sketch three sub-soil types, based on the geology and important soil factors.

Sub-soil type 1

This soil is very fertile, because of the alluvium deposits like plants and silt remains (W. van den Bos, 1898). The results of soil drill one, which was performed in the alluvium area, shows a dark brown soil colour that persist throughout all layers. This indicates that much organic matter is present.

Sub-soil type 2

This kind of soil is influenced by old coral deposits (mainly limestone) from the Pliocene and Quaternary era (W. van den Bos, 1898). Boring 4,5,7 and eight were performed in this area. Coral sediments are found in Ambon in the outer arc and are juxtapose to the inner arc which is formed by volcanos (soil type 3) (Devnita, 2009). The soil has in all those drills a sticky consistency, which is distinctive for coral deposits. The colours in the horizons of these drills ranged from dark brown to light brown and from yellowish brown to reddish yellow. These colours indicate that weathering processes are active in the soil. Compared with soil type 1, this soil type is less fertile, nevertheless, the upper layers of these soils are still fertile. The organic matter factor is medium in this soil type (see Table 3). The soil depth to parent material is less deep than soil type 1 (71 cm), but this can be explained by the gradient of the area.

Sub-soil type 3

The soil drills 2,3 and six were performed in this area. This soil type contains loss material deposits which are from the Pliocene and Quaternary era (W. van den Bos, 1898) and are basically influenced by volcanic activities (Devnita, 2009). This soil is situated in the highest part of the area, and the slope is more levelled. Due to that, the weathering processed are quite active which result in strong colour change in the horizons, which vary from; brown to reddish/yellow and yellowish red (see Table 3). It can be concluded that this soil type has the lowest fertility due to the strong vary in colours and little amount of organic matter.

However, the differences between soil types 3, 2 and 1 are so small, that the fertility of the soil is considered equal throughout the study area.

All soil types in the study area belong to the Inceptisols. Inceptisols are mostly rapidly formed through the alteration of parent material. Inceptisols mostly occur in landscape forms that are relatively progressive such as mountain slopes where erosional processes are actively exposing unweathered materials (S. W. Buol, 2011). In this type of soil there is no accumulation of clays, iron, oxide, aluminium or organic matter to be found. Inceptisols have an ochric or umbric horizon and a cambic subsurface horizon. In the study area, umbric horizons were always found. Inceptisols has suborders which are; Anthrepts, Aquepts, Cryepts, Udepts, Ustepts and Xerepts. The Ambon Island has the Udepts suborder, due to its humid climate (USDA, 1999).

Characteristics of Udepts are that they are more or less freely drained. They were formed on nearly levelled to steep surfaces. Udepts soils are mostly covered by a dense type of vegetation like forest, shrubs or grasses (USDA, 1999).

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Figure 11 - Elevation map of the study area (GIS)

3.3 - Slope and elevation

The elevation in the study area increases gradually from the south to the north in the study area. In the centre of the study area, there is a steep area found with possible erosion hazard (see Figure 12). There is a total elevation difference of 55 meters.

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- Results

This chapter will answer all sub questions that were formulated in 1.2. Except for, the abiotic part of sub question 1 that already have been discussed in chapter 3. Per paragraph is a sub-question answered.

4.1 - S1

Question: What are the abiotic and biotic factors, concerning the current agricultural situation? Abiotic factors; Climate, Geology/Soil, and Slope/Elevation?

Biotic factors; Vegetation structure, Distribution of plant species and DBH/Tree height averages.

4.1.1 - Abiotic

The abiotic factors of the study area are elaborated in the chapter ‘site description’ (see chapter 3). One soil type was found namely Inceptisols. Nevertheless, three sub-soils could be noted which are related to the geologic sediments (see 3.2.2). The slope and elevation of the study area are given in chapter 3.3.

4.1.2 - Biotic

4.1.2.1 - Vegetation structure and plant forms

The vegetation structure (percentage of present herbs, shrubs and trees) was measured while walking the transects and the percentage of different plant forms (trees, palms, lianas and seedlings) was measured in the plots.

When looking to the “low vegetation” vegetation structure results, it can be concluded that the presence of herbs and shrubs is high which makes sense for a low vegetation type. However, in the plant forms results, the tree abundance is most present. This can be explained because when talking about plant forms, only trees, lianas, seedlings and trees were taken into consideration, and low vegetation structures like grasses were not included.

More trees are present in the “light forest vegetation” vegetation structure (see Figure 13). Furthermore, the abundance of shrubs is high which indicates rejuvenation what is common for this kind of vegetation. Remarkable is the high quantity of palms in the plant forms results which signify an open canopy structure (palms require direct sunlight). This also applies to the “low vegetation” type. See Figure 14 for the Canopy Cover percentage per vegetation type.

In the “old forest” vegetation structure it is clearly visible that the tree layer is dominant. In the plant forms, the trees are also prevalent to the others, and there is less space available for seedlings and palms. This could be explained by the dense canopy cover of the old forest which runs from 57.7 up to 91.5 percent (see Appendix XIV).

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Figure 13 - Vegetation structure and plants forms diagram per vegetation type

When we take the averages of the canopy cover per vegetation type we get the underlying graph (see Figure 14). Obviously, the canopy cover percentage is the lowest in the low vegetation type. This is due to the few existing trees. In the old forest, the canopy cover is the highest due to the old trees of which the branches where densely packed to each other.

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4.1.2.2 - Species distribution

The species were identified while walking along transects lines. The species were identified in three sub-categories namely herbs, shrubs and trees. All species data were combined per vegetation type, and it was counted how often an individual species occurred per subcategory and in total. See Appendix IX and X for the results interpreted by diagrams and Appendix XI for local and scientific species names. In total are 75 different species identified in the study area.

In the “Low vegetation” vegetation type, 46 different species were identified. Of these species, 24 were herbs, 16 shrubs and 17 trees (some species occur in several layers). In the herb layer, the most common species were Cassava, Biroro, Lenguas and Paku Paku. In the shrub layer, the most common species were Cassava, Banana and Kellor plants. In the tree layer, the most common species were Avocado, Clove, Genemon, Langsat, Mango and Nunca. If all layers are combined, we can conclude that the Cassava, Api Api, Coconut, Lenguas, Paku Paku and Pule species occurs the most in the “Low vegetation” vegetation type. See Appendix X for an overview.

In the “Light Forest” vegetation type, 54 different species were identified. Of these species, 31 were herbs, 13 shrubs and 21 trees (some species exist in several layers). In the herb layer, the most common species were the Biroro, Bunga gandarusa, Paku paku, Rumput teki and Siri hutan. In the shrub layer, the most common species were the Banana, Cassava, Hanoa, Pineapple and Salak. In the tree layer, the most common species were Clove, Gandaria, Genemon, Mango and Rambutan. If all layers are combined, we can conclude that the Banana, Biroro, Cassava, Clove, Coconut, Gandaria, Langsat, Paku paku, Rambutan, and Siri hutan species occur most in the “Light Forest” vegetation type. See Appendix X for an overview.

In the “Old Forest” vegetation type, 34 different species were identified. Of these species, 22 were herbs, seven shrubs and 12 trees (some species exist in several layers). In the herb layer, the most common species were the Colopogonium, Lilly’s flower, Paku paku, Rumput Teki and Siri hutan. In the shrub layer, the most common species were the Aren Palm, Kelor, Langsat and Waru. In the tree layer, the most common species were Durian, Gandaria, Jambu and Langsat. If all layers are combined, we can conclude that the Aren Palm, Gandaria, Langsat and Siri hutan species appears the most in the “Old Forest” vegetation type. See Appendix X for an overview.

If we merge all diagrams together that cover all the vegetation types we can conclude that the most common species in the study area are; Cassava, Gandaria, Langsat, and Paku paku. See Appendix IX for an overview diagram.

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Figure 15 - Average DBH and Tree height graph 4.1.2.3 - Average DBH and Tree height

In the plots adjacent to the transects was the DBH measured. When the DBH was bigger than 25 centimetres, it was measured as well as the height and its generic name. Transects and plots are only used to give a general overview about the standing vegetation (see 2.4). Thereby, it was not necessary to be species specific, and only the average DBH and tree height was calculated per vegetation type.

The average DBH is the highest in the “low vegetation” type (see Figure 15). This is related to the available space per tree which is high in this type of vegetation. The height is quite low compared to the DBH, and this shows that the trees have enough space to grow broadwise instead of growing in length.

The DBH is low in the “Light forest” type when compared with other vegetation types. This can be explained because the trees in this kind of vegetation are standing close to each other which causes competition.

The standing trees in the “Primary (old) forest” are old and have a modest height. The DBH in this “Old forest” is reasonable high but not exceptional. The trees have a strong competition in the canopy (See Figure 14) which result in a priority growth for length.

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4.2 - S2

Question: Which trees enhance the ecological values of the forest and by that stimulate foreseen yield increment?

According to the transects and consultations done with professors, four different tree species were identified as trees with a high ecologic value namely: Beringin, Salawaku, Gandaria and Canary tree (Dr. J.W. Hatulesila, 2016).

Beringin (Ficus benjamina), has a lot of small fruits which is attractive for birds (especially pigeons). The trees have ecological value as it attracts seed-dispersing animals like birds and bats (Pakkad, Elliot, & Anusarnsunthorn, 2002). Furthermore, the tree is used for medicinal characteristics (liver diseases, rheumatic headaches and wound healing) and for fuel wood (Fern, 2002).

Salawaku (Falcataria moluccana), has a lot of flowers and fruits that attract birds. The tree is also important for different moth and caterpillars species that eat from the Salawaku’s leaves making the tree ecological valuable (Dr. J.W. Hatulesila, 2016). The tree is (atmospheric) nitrogen fixing and other plant species profit from this (Huxley, 1992). The tree is known as the “fastest growing tree of the world” and can grow 7 meters in one year. The tree is used as a shade tree for crops like Coffee and Cocoa. Furthermore, it is used as timber tree despite its relatively short life cycle. Salawaku has an extensive root system which makes it suitable for erosion protection and improvement of drainage and aeration in the soil (Fern, 2002).

Gandaria (Bouea Macrophylla) is growing on Ambon. It has a sweet fruit taste which is extraordinary compared to other places where the fruit of the Gandaria is sourer. Gandaria prospers on soils that contain little amount of sand which is the case in Ambon. Gandaria produces a lot of mango-like fruits (ICRAF, 2017) and has dense foliage which makes it an excellent shade tree. The fruits of the Gandaria tree are consumed as syrup or compote and is used with spicy food like sambal and pickles (ICRAF, 2017). Furthermore, the leaves of Gandaria are consumed as vegetables. Gandaria trees help with the recovery of soil and water resources. Buried leaves of the Gandaria improve the fertility of the soil, and the root system of the tree protect the soil against erosion and leaching (Papilaya, 2016).

Canary Tree (Canarium Commune), the Canary tree produce fruits that are popular amongst birds like pigeons and hornbills, monkeys and bats which give the tree its ecological value (Margaret F. Kinnaird, 2007). The seeds from the fruits are consumed (snack), served as a substitute for almonds in confectionery and coconut oil (Rumphius & Beekman, 2011). The resin of the tree is furthermore used as a varnish and as medicinal balsam (ICRAF, 2017). The tree is due to its widespread crown/shadow also used as a shade tree for crop cultivations like Cocoa and shade-tolerant trees such as Nutmeg (Lex & Evans, 2006).

Due to the fact that these trees have a high ecological value they have a priority factor which will be considered in the ‘desired situation’ appendix. According to the results of the transects, it can be identified in which land use areas the ecological valuable tree is present.

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4.3 - S3

Question: How is the community forest currently being managed and which methods are used?

The agricultural methodologies/management of the Bible school was discussed during the interviews/meetings (Appendix II to IV) and consultations with professors. The study area is divided into different “land use areas” (see Figure 4) and per land use area was the type of cultivation discussed and which improvements were needed to increase its yield (Dr. J.W. Hatulesila, 2016).

4.3.1 - Crops

About 75% of all consumed vegetables and crops are bought on the markets while only 25% is gained from their community forest (E. Mary, 2016). Main crops that are gained from the garden are Kellor, Katok, Genamon, Papaya and Banana. Around 2 million rupiahs (142 euros) is spent per month for buying crops (E. Mary, 2016).

The chiefs of the Bible school wants to cultivate more vegetables on their land because it stimulates the student's overall health. They want the focus on the following vegetables: Cotsai, Kanku, Gamabar Labu (pumkin), Watermelon, Gambar Kangkung, Bajam (amaranth) and Gambar Sawi (mustard). Those vegetables are not yet cultivated and will be further elaborated in the chapter “Desired Results”. Furthermore, the Bible school wants to increase the yield of the following crops: Papaya, Chili, Maize, Cassava, Kellor, Katok, Avocado, Kacang panjang (peanuts), Pineapple, Nutmeg, and Clove (E. Mary, 2016).

4.3.2 - Cultivation

Most seeds are bought from the market for cultivation like Kanku, Sawi and Bajam. Seeds from crops like Papaya, Pisang and Pineapple, are gained from existing plants by drying its fruits. In the past, seedlings from valuable trees like Clove and Nutmeg were stolen (Jong, 2016). Pa-Jong practicse all cultivation activities with the help of the students. There is no help from outside used in order to reduce the costs (E. Mary, 2016). There is nearly no agricultural machinery present (only a chainsaw and brush cutters). Activities like pruning, harvesting and weeding are performed with simple tools like a spade and machete, and machinery is used for mowing and cutting activities. Activities in the community forest are performed on Monday to Wednesday and Saturday with the help of students (Jong, 2016). Pa-Jong does not have a schema or agenda which indicate important agricultural activities throughout the year. The community forest is observed by Pa-Jong who decide if certain activities are required. Trees are only cut down if they are sick or dead, the timber is not used for the market. When a tree is cut down, it is used as fuelwood (Jong, 2016).

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Costs per Month IDR Euro

Food 7000000,00 493,00

Electricity 2000000,00 140,86

Telephone/internet 500000,00 35,21

Rent 500000,00 35,21

Salary teachers and administration 20000000,00 1408,57

Maintenances 2500000,00 176,07

Total 32500000,00 2288,93

Incomes per Month

Students (15) 7500000,00 528,21

Sponsor, Bogor Chruch 5000000,00 352,14

Sponsor, Stichting Indonesia zending 5000000,00 352,14

Sponsor, Jakarta Church 4500000,00 316,93

Income of questhouse 6000000,00 422,57

Funds from visistor 250000,00 17,61

Total 28250000,00 1989,61

Table 4 - Financial overview per month (Thes, 2016)

4.4 - S4

Question: What is the management structure of the bible school?

4.4.1 - Hierarchy

The Bible school in Ambon itself uses a hierarchic management structure which can be found in Appendix V. The highest rank is the education department (DPPI) of the “Assembly of God Church of Indonesia which runs the STEMA Bible schools project in Indonesia. The director of the Bible school in Ambon is Ebu Mary. She has been the director since 2002 and is responsible for achieving imposed goals of the STEMA project. The second rank beneath the director is the “Badan Pengurus Harian” which board consist out of five persons. The board consist out of three “PUKET” chiefs, the director, and an external person who is nominated by the director. This board can discuss different subjects related to the Bible school and has the ability to vote and apply alternations as long as this is discussed with the DPPI. The board is divided into three “PUKET’s”. Those three PUKET’s are; “Academic Matters”, “Administration and Financial” and “Student and Services”. For every PUKET one chief is appointed and has the responsibility for three subordinate persons and its activities (Latuni, 2016). These persons and attendant activities are further elaborated in Appendix V.

4.4.2 - Financial situation

The Bible school in Ambon is dependent on funds, school fees and guesthouse incomes in regards to their finances (Thes, 2016) (see Table 4).

Funds are coming from: “Assembly of God Church in Bogor”, Stichting Indonesia zending in Holland, a Church in Jakarta, and (random) funds from visitors. Sometimes, money is gained from a guest that is staying in the guesthouse, but this does not happen

on a regular basis. Most costs are spent on the salary of the teachers, administration and nutrition (Thes, 2016).

Sometimes the balance is negative as mentioned above. According to the meeting with Johny Tesh (see Appendix IV), this shortcoming is offset by supplying money in advance from the bank. When the balance is positive, the owed sum is refunded to the supplier (Thes, 2016).