Association between components of food literacy and demographic characters among young students: A cross-sectional study in measuring food literacy among students in rural and urban schools of Nepal
Authors
Sapkota, Manoj ; Poudel, Buddhi Prasad
Term
4. term
Publication year
2016
Pages
138
Abstract
Madkompetencer (food literacy) handler om viden og færdigheder til at vælge, tilberede, dyrke og forstå mad og ernæring. Dette studie undersøgte, hvordan dele af madkompetencer hænger sammen med køn og bosted blandt skolebørn i Nepal, med udgangspunkt i seks skoler i Kathmandu og Chitwan. Et webbaseret spørgeskema blev sendt via sociale medier og personlige e-mails til en tilfældigt udvalgt gruppe med lige mange drenge (72) og piger (72); 99% svarede. For at forstå elevernes synspunkter og adfærd blev spørgeskemaet suppleret med opfølgende interviews med faste rammer. Undersøgelsen vurderede madlavningsfærdigheder, opmærksomhed på fødevaremærkninger, prioritering af ernæring ved indkøb og interesse for havearbejde. Resultaterne viser forskelle efter kontekst og køn: Piger og elever fra Chitwan klarede sig bedre på disse områder end drenge og elever fra Kathmandu. Elever med interesse for havearbejde rapporterede også hyppigere feltbesøg, stærkere madlavningsfærdigheder og en større tendens til at prioritere ernæring. Fundene peger på, at skolehaver kan være en praktisk måde at styrke elevernes madkompetencer på.
Food literacy refers to the skills and knowledge to choose, cook, grow, and understand food and nutrition. This study examined how components of food literacy relate to gender and place of residence among schoolchildren in Nepal, focusing on six schools in Kathmandu and Chitwan. A web-based survey was distributed via social media and personal email to a randomly selected group with equal numbers of boys (72) and girls (72); 99% responded. To better understand students’ views and behaviors, the survey was complemented by follow-up interviews with guided questions. The study assessed cooking skills, attention to food labels, prioritizing nutrition when buying foods, and interest in gardening. Results show differences by context and gender: girls and students from Chitwan tended to score higher on these components than boys and students from Kathmandu. Students who expressed interest in gardening also reported more frequent field visits, stronger cooking skills, and a greater tendency to prioritize nutrition. These findings suggest that school gardens could be a practical way to strengthen food literacy among students.
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Keywords
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