Extension
It Starts With Us
Building 21st century skills for a successful community workforce
Jobs and Infrastructure
Allen, Tucker, Hinton,
Tobacco
Farm Management, Economics and Policy
The Kentucky Extension Community Assessment results identified 49% of Breckinridge County residents indicated a priority for more jobs paying good wages and benefits. The assessment identified a need for more qualified employees for existing and new jobs (9%). In order to build a diverse economy that emphasizes the importance of entrepreneurships and small business development, create a workforce that is prepared for and can adapt to rapidly changing technology, as well as, prepare college and career ready youth with 21st century skills, Extension aims to provide programming for a successful community workforce. In particular, life skills related to family and consumer sciences, agriculture, and SET (Science, Engineering, and Technology) were identified to prepare individuals for a competitive job market in the future.
• An estimated 21.7% of students entered KY public postsecondary institutions underprepared in one of more subjects. In addition, results of the community assessment indicated Breckinridge County residents are seeking better “soft skills” training, such as, communications, teamwork, etc.(9%). Adult and youth programming can develop soft skills, such as, teambuilding, public speaking, mock job interviews, and professionalism to better prepare the local workforce.
• Breckinridge County continues to have diverse income from livestock, grain and tobacco, with Livestock sales of $45 million, $ 8.1 million in tobacco sales and finally $ 22.9 million in sales of grain and oilseeds (Census of Agriculture, 2012). As we continue to improve the genetics on farms, we look for more opportunities to add value along the production chain of crops and livestock. As prices for inputs stabilize, we need a combined effort to improve the value of both crops and livestock. As families continue to grow so does the farming operation. With farm enterprise expansion always brings with it the need for more trained employees. Breckinridge, Meade and Grayson Counties become the temporary home to over 300 H2A temporary workers. With this influx, the need became evident that many farms need assistance in managing workers. Also, as farms begin to expand, so does the need for new technology. Farmers and their employees are looking for assistance in adopting new technologies to increase their net farm income. As children and grandchildren of farm families’ graduate from high school and/or college and return to the farm, it is important that they keep Extension in their toolbox for a profitable farming operation.
• According to the U.S. Department of Commerce, 2017 STEM Jobs Update, science, technology, engineering and mathematics (STEM) workers help drive our nation’s innovation and competitiveness by generating new ideas and new companies. For example, workers who study or are employed in these fields are more likely to apply for, receive, and commercialize patents. STEM knowledge also has other benefits; while often very specialized, it can be transferred to a wide variety of careers, particularly management occupations, while increased technology in the workplace means that, to handle non-repetitive tasks, workers need the critical thinking and technical skills that come with STEM training. In the United States, there were nearly 8.6 million STEM jobs in 2015, an increase of 10.5% from 2009 while non-STEM occupations grew only 5.2% in that same period. (Fayer, 2017) and STEM occupations are projected to grow by 8.9 percent from 2014 to 2024, compared to 6.4 percent growth for non-STEM occupations (Noonan, 2017). Although not the largest industry in the Commonwealth, STEM careers do have a large economic impact. In one example through November 2019, Kentucky exported $13.25 billion of aerospace products and parts, a 16.7% year over year increase (Lopez, 2020). Extension STEM programming can develop skills for a 21st century workforce.
In the long-term, farms will remain in business through decreasing farm inputs, while increasing net farm income. Farms must be able to do some on-farm testing of GPS, Drones, and new technologies. The younger generation will be a valuable asset to the farming operations in the county as they become trained in new technologies. Youth will utilize the scientific method to solve problems in their daily life and make decisions. Youth will choose a career path in science, engineering or technology subject matter. Youth will increase STEM literacy, address social problems and situations using STEM, increase the number and diversity of individuals pursuing educational opportunities and careers in STEM fields, and increase the pool of trained STEM educators and employees. Long term, a reduced poverty rate, reduction of underemployment and unemployment, increase in household income, improved local tax base, and improved profitability for families and farmers are the goals.
Farmers will encourage workers to obtain training. Farmers will work with Farm Business analysis to determine their farm progress. Farmers will bring in their bookkeepers to learn new accounting programs. Workers continue to attend training on learning a new language and then begin to bring friends to events. Workers will be able to learn the payroll program and assist in filling out the form to help with paperwork.
Youth will apply STEM learning skills in contexts outside the 4-H Program e.g., school classes, science fairs, invention contests etc.). Youth will and use new methods or improved technology. Youth will demonstrate the use of developed life-skills in everyday situations. Youth will express interest and/or demonstrate aspirations toward STEM Careers. Youth will raise questions and identify problem to be addressed using STEM. Adult and youth will develop soft skills to successfully obtain and maintain employment.
Migrant English class will be promoted on farms by farmers, Ag Agent and Migrant Education program, and the program will increase in location and size. The Payroll program (designed by L. Powers and C. Hinton) will be added to more farms record keeping system. New technology will be introduced onto farms. Tobacco farms will register and go through their GAP audit. Youth will be engaged in STEM related activities. Youth will have an improved attitude toward STEM related subjects. Youth will develop valuable life-skills, including critical thinking, problem-solving, effective communications, and leadership. Youth will increase their awareness of opportunities to contribute their STEM skills to society.
Initial Outcome: increase in numbers at meetings
Indicator: People ask for assistance on Payroll programs
Method: phone roster and CEU sheets at meetings
Timeline: July through June
Initial Outcome: Increase knowledge of STEM activities, critical thinking and problem-solving skills, communication, leadership, and STEM contributions to society
Indicator: Completion of STEM projects
Method: 4-H Common Experience Survey
Timeline: 1-3-month follow-up to program implementation
Intermediate Outcome: New people coming to programs
Indicator: More NEW people ask about Payroll programs, more communities work to add an English class for their local clientele with volunteers
Method: phone roster and CEU sheets at meetings
Timeline: July through June
Intermediate Outcome: Develop problem solving skills, enhance use of technology, and explore educational and career opportunities in the commonwealth
Indicator: Completion of 4-H STEM and career exploration / 21st Century Skills programs
Method: 4-H Common Experience Survey
Timeline: 1-3-month follow-up to program implementation
Long-term Outcome: Farms see a greater ease with AUDITS,?
Indicator: Less fines levied greater success with Audits. ?GAP Audits are passed with a great ease. ?
Method: Word of mouth, producer interview,?
Timeline: July through June
Long-term Outcome: Successful employment in STEM or another field of interest
Indicator: Successful resume, cover letter, job interview, and soft skills development
Method: 4-H Common Experience Survey, participant interviews, post-surveys / follow-up questionnaire
Timeline: 2024-2025 program years
As needed, the Extension Service will provide “Grab-N-Go" kits, virtual programs, and other alternative formats due to Covid-19.
Audience: H2A migrant farm workers
Project or Activity: Migrant English classes
Content or Curriculum: Books and videos provided from UK and/or tobacco companies
Inputs: Agents, Migrant Education program-Glasgow area
Date: 2024-2025 program year
Audience: Farm owners
Project or Activity: Farm Management programs related to record keeping
Content or Curriculum: Timely topics from tax preparers
Inputs: AG Agent, Farm Management Specialists, Trained farmers
Date: 2024-2025 program year
Audience: Local farmers
Project or Activity: Do Drones have a place on farms
Content or Curriculum: Work with local people and UK Bio-systems and Engineering
Inputs: Local CEC and UK specialists
Date: 2024-2025 program year
Audience: Local Farms
Project or Activity: GPS and other technology upgrade or additions to the farm.
Content or Curriculum: GPS
Inputs: UK specialists and Local Dealers
Date: 2024-2025 program year
Audience: Area Tobacco Farmers
Project or Activity: Employee and Employer Training; Common GAP state wide training.
Content or Curriculum: Programs for Tobacco farmers and the employees to stay up to date on educational requirements according to Common GAP. Increase understanding of Social Distancing and the proper protocols that need to be in place for a ‘healthy and safe’ workforce
Inputs: Common GAP, interpreters, local EFNEP assistant, UK Specialists and agents.
Date: August 2024-February 2025
Audience: Youth (K-12th Grade)
Project or Activity: 4-H STEM Programs (e.g. Junk Drawer Robotics, Food Science, Computer Science, STEM, and Biotechnology programs)
Content or Curriculum: Junk Drawer Robotics curriculum, National 4-H STEM Challenges, 4-H Google Coding Challenges, 4-H Aerospace Adventures curriculum,4-H Biotechnology curriculum, 4-H Electricity curriculum, 4-H Computer Science curriculum, 4-H Science Discovery, Kentucky 4-H approved curriculum
Inputs: Extension staff and facility, public schools, family resource and youth service centers, volunteer leadership, curriculum and program resources, local organizations and business leadership
Date: 2024-2025 program year
Audience: Local Farmers, Businesses
Project or Activity: Business Development
Content or Curriculum: Utilize programming developed by KY SBDC,
Inputs: Agents, Virtual and in person meetings with business development
Date: 2024-2025 program year
Audience: Youth and Adults
Project or Activity: Positive Employability
Content or Curriculum: Positive Employability
Inputs: Kentucky Cooperative Extension Service (CES) agents, program assistants, specialists and volunteers
Kentucky CES publications and resources
Date: Spring 2025
Audience: Youth
Project: Citizenship/Capitol Experience
Curriculum: KY approved curriculum, 4-H afterschool citizenship
Inputs: Kentucky Cooperative Extension Service (CES) staff and facility, public schools, family resource and youth service centers, volunteer leadership, curriculum and program resources, local organizations and business sponsorship
Dates: 2024-2025 program year
Audience: Home Owners
Project: Renewable energy sources
Curriculum: UK study, Solar sites, Energy Companies
Inputs: UK research, Energy Company and Local
Dates: Summer 2025
Audience: Landowners
Project: Financial Planning, Estate Planning
inputs: Local agencies, Estate Planning experts, KFB Policy Development
Dates: Winter 2025
