Food literacy among children and youth is configured by two knowledge domains: an informal community-based knowledge, and a formal curriculum-based knowledge. This paper examines how these two domains contribute to food literacy and strengthen food security among rural youth in Nepal. In consultation with schoolteachers and local farmers, a knowledge test was developed and administered to 226 high school students. Scores were collected on agro-ecological, cultivation and consumption-related knowledge on a locally grown staple crop, as contributor to food literacy

Accurate and operational indicators of the start of growing season (SOS) are critical for crop modeling, famine early warning, and agricultural management in the developing world. Erroneous SOS estimates–late, or early, relative to actual planting dates–can lead to inaccurate crop production and food-availability forecasts. Adapting rainfed agriculture to climate change requires improved harmonization of planting with the onset of rains, and the rising ubiquity of mobile phones in east Africa enables real-time monitoring of this important agricultural decision.