Shelby County CES

County Emphasis:

Cultivating Work and Life Skill Development

Concentration 1:

Work and Life Skill Development

Concentration 2:

Financial Security and Economic Well-Being

Situation:

Work and Life Skill Development

Kentucky household income statistics are concerning, with the median household income in Kentucky on a downward trend (i.e., approximately $55,100, which is 74% of the U.S. median income). Most alarming, it is estimated that nearly 62% of Kentucky households do not generate sufficient income to meet living wage standards given the state’s average cost of living. The Kentucky Center for Business and Economic Research (2024) projects that, “a key for Kentucky’s future economic growth is to identify and successfully implement programs that increase the employment-population ratio, particularly for working-age adults.” The University of Kentucky Cooperative Extension Service (CES) is committed to improving the work and life skill development of adults across the Commonwealth by offering programming designed to increase the human capital of constituents. This includes providing education and training on topics such as workforce preparation, job readiness, financial literacy, soft skills, and professionalism, among others.

In a 2023 University of Kentucky Cooperative Extension Community Needs Assessment, with nearly 28,000 responses from across the state, Building Employee Soft Skills (e.g., communication, productivity, and teamwork skills) and Building Life Skills of Community Members were among the top ten Individual and Family Development Needs reported by Kentuckians.

Youth Focus

America’s future hinges on a prepared workforce and engaged communities collaborating to tackle society’s most pressing challenges. As of 2024, there are 2,465,949 job openings in Kentucky and nationwide there are 10 million unfilled jobs. Fasted growing jobs are in the fields of vocational education and higher education teachers, agriculture professionals, and digitally enabled roles: ecommerce specialists, digital transformation specialists, and digital marketing professionals (World Economic Forum, 2023). 85% of the jobs that will exist in 2030 haven’t been invented yet (Dell Technologies, 2019). 77% of employers say focus less on traditional school subjects, more on real-world skills (Kauffman Foundation, 2021). Skills like analytical thinking, creative thinking, resilience, flexibility, adaptability are key (World Economic Forum, 2023). According to the National 4-H Index Study 2024, 80% explored career options, 50% received guidance for college decisions, and 95% reported 4-H helped them identify things they were good at. To ensure a sustainable society, it is crucial that our youth are equipped to fill these positions. The University of Kentucky Cooperative Extension System Community Needs Assessment (2023) has identified key priority issues related to life skill development for young people. These priorities include youth life skill training opportunities, youth workforce readiness, and maximizing youth voice in matters that directly impact them. Empowering our youth to actively participate in addressing societal issues is essential for a thriving future.

Financial Security and Economic Well-Being

A disproportionate number of Kentuckians live in economically distressed communities (39% of Kentuckians, compared to 15% nationally). Further, most Kentucky households are concerned with financially sustaining a quality of life that allows them to survive and thrive in an economically challenged society. From housing to grocery expenses, the cost of living continues to rise, and households are ill-equipped to adjust. Securing financial stability is vital for the well-being of state constituents. The University of Kentucky Cooperative Extension Service (CES) is committed to improving the financial security and economic well-being of families across the Commonwealth. Related CES programming is designed to help Kentuckians become more economically resilient by promoting financial literacy education, comprehensive family resource management skills, and small business engagement and support.

In a 2023 University of Kentucky Cooperative Extension Community Needs Assessment, with nearly 28,000 responses from across the state, Building Financial Literacy and/or Resource Management Skills was among the top 10 state-identified priority issues reported by Kentuckians, and Efforts that Support Local & Small businesses was among the top 10 Community & Economic Development needs in the state.

Youth Focus

In Kentucky, economic uncertainty due to job market fluctuations and agricultural shifts impacts youth through unstable family environments and limited resources. Hospitality, retail, and tourism generated over $10 billion in 2023, with job growth in culinary arts, tourism, and hobby industries. The unemployment rate increased by 4.7% from July 2023 to July 2024. According to the Kentucky Cooperative Extension System Community Needs Assessment (2023), priorities include building financial literacy and resource management skills, youth life skill training (e.g., leadership and communication), strengthening youth workforce readiness (e.g., entrepreneurship, business development), and engaging diverse and non-traditional youth audiences. America’s future relies on a ready workforce and engaged communities to tackle major challenges. Kentucky 4-H develops youth potential for lifelong success through essential skills in communication, leadership, and civic engagement. 80% of 4-Hers reported that 4-H helped them explore career options and 95% reported 4-H helped them identify things they were good at, and 50% reported 4-H helped them with college decision-making. 4-H programs equip individuals with the knowledge, skills, and resources needed to thrive in their personal lives, family lives, and communities.

County Situation:

Shelby County faces economic challenges, with the poverty rate being 8.9% and the child poverty being 12.3%. Economic distress is compounded by rising living costs, fluctuating job markets, and the increasing demand for real-world skills that many Shelby County residents lack. The Shelby County Cooperative Extension Service (CES) is addressing these challenges through programs aimed at improving workforce preparation, financial literacy, and life skills development. CES programming focuses on equipping individuals with essential skills such as communication, teamwork, financial management, and professionalism to enhance their employability and economic resilience. Additionally, CES is committed to strengthening youth workforce readiness and life skill development, which are critical for ensuring future generations are prepared to fill emerging job roles, particularly in digital, agricultural, and vocational fields. According to the 2023 CES Community Needs Assessment, financial literacy and small business support are top priorities, as Shelby Countians seek ways to improve economic stability in an uncertain environment. Shelby County 4-H plays a crucial role by fostering youth potential through programs that promote career exploration, leadership, and community engagement, helping to ensure a thriving and prepared workforce for the future.

Long-Term Outcomes:

Adult

1. Increased human capital among Kentuckians
2. Decrease in state unemployment rates
3. Improved quality of workforce
4. Increased financial literacy skills
5. Improved financial security and stability
6. Improved financial and economic well-being

 Youth

1. Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace. 
2. Youth participation in community involvement increases.
3. Youth will serve in leadership roles in their community.
4. Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future. 
5. Youth will become engaged, healthy, and productive members of their communities.
6. Youth will have increased economic security.  
7. Youth will make sound financial decisions.  
8. Youth will have an increased rate of savings. 

Intermediate Outcomes:

Adult

1. Increased implementation of employability strategies/skills
2. Increased salary/income
3. Increased employment
4. Increased sound financial decision making
5. Implementation of financial literacy and resource management strategies/skills
6. Increased savings (e.g., as a result of budgeting, saving, reducing debt, spending wisely, stretching resources)
7. Increased access to community financial resources

Youth

1. Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.
2. Youth will plan and implement a service project.
3. Youth will choose to take on leadership roles in their community.
4. Youth will practice responsible consumer and financial management decision-making such as budgeting, actions on needs verses wants.   
5. Youth will practice habits and skills that contribute toward sound economic and financial well-being.

Initial Outcomes:

Adult

Strengthening work and life skills, including but not limited to, developing workforce development skills, employability and interpersonal skills, and work-life management strategies.

1. Developed skills related to workforce development
2. Improved employability and interpersonal skills
3. Increased confidence to implement employability strategies
4. Developed strategies for maintaining a health work-life balance
5. Improved financial literacy knowledge
6. Improved employability and interpersonal skills
7. Increased confidence to implement employability strategies
8. Developed strategies for maintaining a health work-life balance

 Youth

1. Youth identify personal strengths that contribute to life and work skill development.
2. Increased knowledge of career pathways.
3. Increased knowledge of educational, training, and certification opportunities.
4. Youth will practice civic engagement, leadership and communication skills.
5. Youth will increase knowledge in understanding personal financial management. 
6. Youth will aspire to make SMART (specific, measurable, attainable, relevant, and time-bound) economic and financial well-being decisions. 

Evaluation:

Adult

Outcome: Developed strategies for work-life management (initial)

Indicator: Number of participants who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Improved knowledge related to financial literacy concepts (initial)

Indicator: Number of individuals who reported increased knowledge of family finance and/or resource management concepts.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow-up evaluation 

Outcome: Increased sound financial decision making (intermediate)

Indicator: Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

Outcome: Implementation of financial literacy and resource management strategies/skills (intermediate)

Indicator: Number of individuals who implemented at least one strategy to better manage their family finances and resources (e.g., considered wants/needs, avoided bank fees, reviewed tax forms, set savings goals, started estate plan, developed budget, increased fraud protection, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

Outcome: Improved business development and operation skills (e.g. marketing, branding, customer outreach)

Indicator: Number of small businesses who report developing skills related to business marketing, expansion, or retention through participating in Extension programming.

Method: Self-reported surveys, documentation, direct report

Timeline: Post-program survey administration; follow-up evaluation

Outcome: Improved knowledge of small business management and financial literacy concepts (initial)

Indicator: Number of small businesses who report increased knowledge of business financial management concepts (e.g. budgeting, pricing, taxes, financial planning)

Method: Self-reported surveys

Timeline: Post-program survey administration; follow-up evaluation

Outcome: Increased access to community financial resources through Extension support (intermediate)

Indicator: Number of grants or tangible financial resources accessed by communities, nonprofits, or small businesses as a result of Extension-supported initiatives

Method: Tracked through self-reported surveys from community partners, nonprofits and small businesses, documentation from grant reports where Extension provided support

Timeline: Ongoing

 

Youth

Outcome: Short term

Indicator: 

1. Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach.
2. Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach.
3. Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
4. Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach.
5. Number of youth who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach. 
6. Number of youth who reported expressing their thoughts or opinions. 
7. Number of youth who reported using information to communicate with others. 
8. Number of youth who reported demonstrating a skill they have learned. 
9. Number of youth who reported serving in a leadership role. 
10. Number of youth who reported working in a team / group to accomplish a common task or goal. 
11. Number of youth who reported realizing how my actions impact others. 
12. Number of youth reporting identifying the needs of others in their community. 
13. Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 
14. Number of youth who reported recognizing leaders in their community or area of interest. 
15. Number of volunteers who taught youth to express their thoughts or opinions. 
16. Number of volunteers who taught youth how to use information to communicate with others. 
17. Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 
18. Number of volunteers who provided opportunities for youth to serve in a leadership role. 
19. Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  
20. Number of volunteers who helped youth understand how their actions impact others. 
21. Number of volunteers who facilitated the identification of the needs of others in their community. 
22. Number of volunteers who coordinated service activities (community service, service learning, personal service to others). 
23. Number of volunteers who taught youth to recognize leaders in their community or area of interest.

Method: Standard Evaluation 

Timeline: Immediately post program (6+ hours)  

Outcome: Medium Term

Indicator: 

1. Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  
2. Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey

Timeline: End of program year

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.

Method: Survey or Interview

Timeline: 1+ years

Outcome: Short term  

Indicator: 

1. Number of youth who reported learning  the differences between purchases made for “needs” vs “wants” 
2. Number of youth who reported that they learned about budgeting. 
3. Number of youth who reported that they learned about savings.

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey

Timeline: Immediate Post Program

Outcome: Medium Term 

Indicator: 

1. Number of youth who reported that they have identified  one or more jobs that might be a good fit for them.  
2. Number of youth who reported that have taken steps to pursue gaining knowledge for a job.  
3. Number of youth who reported that they have practiced budgeting skills.  
4. Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget.
5. Number of youth who reported that they have included savings in their budget.  

Method: Standard Evaluation Tool for 4-H Family and Consumer Sciences: Survey

Timeline: End of program year

Outcome: Long Term 

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Standard Evaluation Tool for 4-H Family and Consumer Sciences: Survey 

Timeline: 1 or more years 

Learning Opportunities:

Audience: 4-H Youth
Project or Activity: Spring & Fall Project Days
Content or Curriculum: 4-H Core Curriculum
Inputs: Volunteers, supplies, curriculum
Date: Fall Break 2025, Spring Break 2026

Audience: 4-H Youth
Project or Activity: Shelby County Communication Event
Content or Curriculum: 4-H Communications Curriculum
Inputs: Volunteers, curriculum
Date: April/May 2026

Audience: 4-H Youth
Project or Activity: Country Ham Speeches/Essays
Content or Curriculum: 4-H Communications Curriculum
Inputs: Curriculum, volunteers
Date: August 2025

Audience: 4-H Youth
Project or Activity: 4-H Sewing and Fashion Revue
Content or Curriculum: 4-H FCS Curriculum
Inputs: Curriculum, volunteers, sewing machine, patterns
Date: January-May 2026

Audience: 4-H Youth
Project or Activity: 4-H Zappy Zippers Sewing Club
Content or Curriculum: 4-H FCS Curriculum
Inputs: Curriculum, volunteers, sewing machines, supplies
Date: Monthly, August-May 2025

Audience: 4-H Youth
Project or Activity: Individual and Independent 4-H Projects
Content or Curriculum: 4-H Core Curriculum
Inputs: Curriculum
Date: Year round

Audience: General Public
Project or Activity: Extension Field Day
Content or Curriculum: Hands-on field day, 4-H Curriculum and Marketing materials
Inputs: Club members, volunteers, displays
Date: September 23, 2025

Audience: High School Youth and Parents
Project or Activity: Paying for College Class
Content or Curriculum: KHEAA materials, MoneyWise
Inputs: KHEAA representative, handouts
Date: Fall 2025

Audience: 4-H Members
Project or Activity: Shooting Sports Program
Content or Curriculum: Shooting Sports guidelines
Inputs: Certified coaches, range, club equipment
Date: March-September 2025 / March-September 2026

Audience: Youth
Project or Activity: 4-H Camp
Content or Curriculum: 4-H Core Curriculum
Inputs: Volunteers, supplies
Date: June/July 2026

Audience: 4-H Members
Project or Activity: Food-A-Rama
Content or Curriculum: 4-H Health and FCS Curriculum
Inputs: Volunteers, prizes
Date: July 2025

Audience: Camp Adult and Teen Volunteers
Project or Activity: Bullying Prevention Education
Content or Curriculum: 4-H Core Curriculum
Inputs: Curriculum
Date: May/June 2026

Audience: 4-H School Clubs
Project or Activity: Citizenship Shelby County
Content or Curriculum: Civics
Inputs: Curriculum
Date: January 2026

Audience: 4-H Members
Project or Activity: Imagination Club
Content or Curriculum: 4-H Health, Expressive Arts and FCS Curriculum
Inputs: Volunteers, project supplies, curriculum
Date: Quarterly

Audience: 4-H Members
Project or Activity: Cloverbud Club
Content or Curriculum: 4-H Health, Expressive Arts and FCS Curriculum
Inputs: Volunteers, project supplies, curriculum
Date: Monthly

Audience: 4-H Members
Project or Activity: Capital Experience
Content or Curriculum: 4-H Civic Engagement
Inputs: Volunteers, transportation, local and state government officials
Date: March 2026

Audience: 4-H Members
Project or Activity: 4-H Day Camp
Content or Curriculum: 4-H Health, Expressive Arts, FCS Curriculum, SET, Natural Resources
Inputs: Volunteers, project supplies, curriculum
Date: July 2026

Audience: 4-H Members
Project or Activity: Adelante
Content or Curriculum: Adelante Curriculum
Inputs: Volunteers, project supplies, curriculum
Date: October 2025-June 2026

Audience: 4-H Members
Project or Activity: Tractor Driving
Content or Curriculum: Curriculum
Inputs: Volunteers, awards, curriculum
Date: June/July 2025

Audience: Program Participants
Project or Activity: Leadership Shelby/Young Leaders
Content or Curriculum: Sponsor Extension leaders to attend program, assist with Ag Day for each program
Inputs: Extension leaders, local farms and agribusinesses
Date: September 2025-June 2026

Audience: High School Seniors
Project or Activity: Senior Reality Day
Content or Curriculum: Hands-on field day, 4-H Curriculum, life skill curriculum
Inputs: Public schools, community volunteers, extension volunteers, elected officials
Date: March 2026

Audience: Youth and Adults
Project or Activity: Community Events & Festivals
Content or Curriculum: Budgeting, savings, banking accounts, home buying debt reduction, Managing in Tough Times Materials
Inputs: Budgeting, savings, banking accounts, home buying, debt reduction, Managing in Tough Times Materials
Date: April 2026

Audience: Adults, young adults, and teens
Project or Activity: Money Habitudes Workshop
Content or Curriculum: Money Habitudes
Inputs: FCS Agent, curriculum publications and resources,
Money Habitudes cards
Date:  November 2025, February 2026

Audience: Adults
Project or Activity: Estate Planning Workshop
Content or Curriculum: Estate Planning
Inputs: FCS Specialist (family finance and resource
management), curriculum publications and resources, and local
partners such as an attorney, CPA and/or financial planner
Date: November 2025

Audience: Recovery Centers
Project or Activity: Financial Education
Content or Curriculum: Recovering Your Finances
Inputs: Coordination with community stakeholders
Date:   February 2026

Evaluation:

Adult

Outcome: Developed strategies for work-life management (initial)

Indicator: Number of participants who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

 

Outcome: Improved knowledge related to financial literacy concepts (initial)

Indicator: Number of individuals who reported increased knowledge of family finance and/or resource management concepts.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow-up evaluation 

Outcome: Increased sound financial decision making (intermediate)

Indicator: Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

Outcome: Implementation of financial literacy and resource management strategies/skills (intermediate)

Indicator: Number of individuals who implemented at least one strategy to better manage their family finances and resources (e.g., considered wants/needs, avoided bank fees, reviewed tax forms, set savings goals, started estate plan, developed budget, increased fraud protection, etc.).

Method: Self-reported surveys, documentation, or interviews

Timeline: Follow-up evaluations to capture action/behavior change over time.

Outcome: Improved business development and operation skills (e.g. marketing, branding, customer outreach)

Indicator: Number of small businesses who report developing skills related to business marketing, expansion, or retention through participating in Extension programming.

Method: Self-reported surveys, documentation, direct report

Timeline: Post-program survey administration; follow-up evaluation

Outcome: Improved knowledge of small business management and financial literacy concepts (initial)

Indicator: Number of small businesses who report increased knowledge of business financial management concepts (e.g. budgeting, pricing, taxes, financial planning)

Method: Self-reported surveys

Timeline: Post-program survey administration; follow-up evaluation

Outcome: Increased access to community financial resources through Extension support (intermediate)

Indicator: Number of grants or tangible financial resources accessed by communities, nonprofits, or small businesses as a result of Extension-supported initiatives

Method: Tracked through self-reported surveys from community partners, nonprofits and small businesses, documentation from grant reports where Extension provided support

Timeline: Ongoing

 

Youth

Outcome: Short term

Indicator: 

1. Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach.
2. Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach.
3. Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
4. Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach.
5. Number of youth who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach. 
6. Number of youth who reported expressing their thoughts or opinions. 
7. Number of youth who reported using information to communicate with others. 
8. Number of youth who reported demonstrating a skill they have learned. 
9. Number of youth who reported serving in a leadership role. 
10. Number of youth who reported working in a team / group to accomplish a common task or goal. 
11. Number of youth who reported realizing how my actions impact others. 
12. Number of youth reporting identifying the needs of others in their community. 
13. Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 
14. Number of youth who reported recognizing leaders in their community or area of interest. 
15. Number of volunteers who taught youth to express their thoughts or opinions. 
16. Number of volunteers who taught youth how to use information to communicate with others. 
17. Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 
18. Number of volunteers who provided opportunities for youth to serve in a leadership role. 
19. Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  
20. Number of volunteers who helped youth understand how their actions impact others. 
21. Number of volunteers who facilitated the identification of the needs of others in their community. 
22. Number of volunteers who coordinated service activities (community service, service learning, personal service to others). 
23. Number of volunteers who taught youth to recognize leaders in their community or area of interest.

Method: Standard Evaluation 

Timeline: Immediately post program (6+ hours)  

Outcome: Medium Term

Indicator: 

1. Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  
2. Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey

Timeline: End of program year

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.

Method: Survey or Interview

Timeline: 1+ years

Outcome: Short term  

Indicator: 

1. Number of youth who reported learning  the differences between purchases made for “needs” vs “wants” 
2. Number of youth who reported that they learned about budgeting. 
3. Number of youth who reported that they learned about savings.

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey

Timeline: Immediate Post Program

Outcome: Medium Term 

Indicator: 

1. Number of youth who reported that they have identified  one or more jobs that might be a good fit for them.  
2. Number of youth who reported that have taken steps to pursue gaining knowledge for a job.  
3. Number of youth who reported that they have practiced budgeting skills.  
4. Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget.
5. Number of youth who reported that they have included savings in their budget.  

Method: Standard Evaluation Tool for 4-H Family and Consumer Sciences: Survey

Timeline: End of program year

Outcome: Long Term 

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Standard Evaluation Tool for 4-H Family and Consumer Sciences: Survey 

Timeline: 1 or more years