Extension
It Starts With Us
Enrichment through Academics and Life Skills
Positive Youth Development
Faris and Maggard
4-H Science, Engineering, and Technology Core Curriculum
4-H Leadership Core Curriculum
4-H Communications and Expressive Arts Core Curriculum
4-H Family and Consumer Science Core Curriculum
Education is central to the development and improvement of the lives of young people. Worldwide, 11% of young people are non-literate, lacking basic numerical and reading skills that enable them to sustain a living through full and decent employment. For our youth to become productive citizens in their communities, they have many skills to learn to achieve a good quality of life. Increased efforts are needed to ensure that education at all levels is adequate to the needs of our young people and the realities in which they live, so they are adequately equipped for participation in social and economic life.
*Give youth opportunities to become self-motivated contributing members of society
*Use healthy living, teamwork, communication and leadership skills daily
*Become self-confident in areas that typically lead to high school dropouts
*Enable youth to choose and create ways they can contribute to their county or community
*Practice the utilization of healthy living skills, teamwork, communication and leadership in individual and group routines
*Show growth and improvement in areas that hinder the educational process
*Help youth identify ways they can contribute to society
*Develop activities and opportunities for youth to practice healthy living skills, teamwork, communication and leadership
*Identify the social roadblocks (and others) that hinder the educational process in schools
Initial Outcome: Help youth identify ways they can contribute to society
Indicator: Number of individuals involved in assisting youth in identifying ways they can contribute
Method: survey, observation, shadowing, mentoring
Timeline: 2016-2020
Intermediate Outcome: Enable youth to choose and create ways they can contribute to their county or community
Indicator: survey, observation, shadowing, mentoring
Method: Number of youth participating in activities provided
Timeline: 2016-2020
Long-term Outcome: Give youth opportunities to become self-motivated contributing members of society
Indicator: Growth in the number of youth confidently and independently working in their community
Method: survey, observation, shadowing, mentoring
Timeline: 2016-2020
Initial Outcome: Develop activities and opportunities for youth to practice healthy living skills, teamwork, communication and leadership
Indicator: Developing a framework of programs/events for youth participation and growth
Method: classes/programs, contests, community service, councils
Timeline: 2016-2020
Intermediate Outcome: Practice the utilization of healthy living skills, teamwork, communication and leadership in individual and group routines
Indicator: Implementing the programs and events for youth participation and growth
Method: classes/programs, contests, community service, councils
Timeline: 2016-2020
Long-term Outcome: Use healthy living, teamwork, communication and leadership skills daily
Indicator: Independent growth and development of skills in the areas of communication, healthy living, teamwork and leadership
Method: classes/programs, contests, community service, councils
Timeline: 2016-2020
Initial Outcome: Identify the social roadblocks (and others) that hinder the educational process in schools
Indicator: Establishing the hindrances our youth face
Method: surveys, observations
Timeline: 2016-2020 (August-June)
Intermediate Outcome: Show growth and improvement in areas that hinder the educational process
Indicator: Number of youth being observed with improvements in the mentioned hindrances
Method: surveys, observations, programming
Timeline: 2016-2020 (August-June)
Long-term Outcome: Become self-confident in areas that typically lead to high school dropouts
Indicator: Number of youth successfully beating the odds and graduating (with a decrease in the overall dropout rate)
Method: programming, mentoring
Timeline: 2016-2020 (August-June)
Audience: Youth ages 6-14
Project or Activity: 4-H Lego Robotics
Content or Curriculum: SET Robotics Curriculum and First Lego League Education
Inputs: ACTC Science/Robotics Department, Challenger Center of Kentucky, County Volunteers, UK Extension Agents
Date: 2016-2020 (year-round)
Audience: Youth in 8th grade
Project or Activity: Reality Store
Content or Curriculum: Reality Store Guide, Workforce Prep Curriculum
Inputs: UK Extension Agents, School Staff, County Volunteers
Date: 2016-2020 (Spring)
Audience: Youth ages 6 and up
Project or Activity: 4-H Camp and Cloverbud Camp
Content or Curriculum: Camping Curriculum, Relative 4-H Curriculum
Inputs: County Volunteers, UK Extension Agents and Program Assistants
Date: 2016-2020 (June and July)
Audience: 4-H Teens
Program/Activity: 4-H Teen Council
Content/Curriculum: Leadership, Relative 4-H Curriculum
Inputs: UK Extension Agents, County Volunteers, 4-H Council Members
Date: 2016-2020, monthly
Audience: 4-H Teens (graduated 8th graders through 12th graders)
Program/Activity: 4-H Teen Conference
Content/Curriculum: Leadership Development, Relative 4-H Curriculum
Inputs: UK Extension Agents, 4-H State Specialists, County Volunteers
Date: 2016-2020 (June)
Audience: Youth ages 5 and up
Program/Activity: Summer day Camps
Content/Curriculum: Relative 4-H Curriculum
Inputs: UK Extension Agents, County Volunteers, Teens
Date: 2016-2020, May through July
