Edmonson County CES

County Emphasis:

Leadership, Economic, Workforce Development Preparing Individuals with Life and Work Readiness Skills.

Concentration 1:

Building Leadership Capacity

Concentration 2:

Family and Youth Development

Concentration 3:

Financial Security and Economic Well-Being

Situation:

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.

Leadership is critical at several levels, from elected officials and internal management structure of organizations to project managers, team leaders, and those who inspire throughout a community. Thriving communities may require many leaders willing to take on leadership roles. And yet, it can be a challenge to identify new leaders or to encourage leaders to step up to the role without first building leadership capacity (CEDIK 2024). UK Extension aims to work on strengthening critical leadership skills and confidence for new and emerging leaders so that the pool of willing and capable leaders can rise to match local needs. Volunteer training can have motivational benefits ranging from inspiring volunteers to get more involved to keeping them in the program (Fox, Hebert, Martin & Bairnsfather, 2009).

Youth Focus

4-H opportunities profoundly impact individuals and communities in Kentucky by equipping youth with essential skills like communication, teamwork, and problem-solving, fostering personal leadership, and community engagement. Skills like analytical thinking, creative thinking, resilience, flexibility, and adaptability are key to future employment (World Economic Forum, 2023). 77% of employers say that there should be less focus on traditional school subjects and more focus on real-world skills (Kauffman Foundation, 2021). In the 2023 University of Kentucky Cooperative Extension Service Needs Assessment youth life skill training opportunities (such as leadership and communication skill opportunities), strengthening youth workforce readiness, and strengthening youth-adult or mentorship relationships were top priorities across Kentucky. According to the National 4-H Annual Index Survey (2024), 95% of youth identified their strengths through 4-H, 80% explored career options, and 50% received guidance for college decisions. Additionally, 75% enjoyed helping their community, and 93% felt inspired by 4-H, with 42% being inspired “a lot” to volunteer. 

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.

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). 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.

County Situation:

Financial Security and Economic Well-Being

Based on the Edmonson County Kentucky By The Numbers Entrepreneurial Update, small businesses with less than 20 employees constitute 92% of all businesses and employ 2.5% of all employees in Christian County, it is important to provide conditions that help the community survive. 

Building Leadership Capacity

According to the United States Department of Labor- Bureau of Labor Statistics, the volunteer rates declined by 0.4 percentage point to 24.9 percent for the year ending in September 2015. Approximately 62.6 million people volunteered through or for an organization at least once between September 2014 and September 2015 (Bureau of Labor Statistics, "Volunteering in the United States, 2015"). There is an increasing need for educated volunteers to assist agents to address local needs. Volunteers provide nonprofit institutions with the opportunity to provide additional programs and services. By providing education and resources to those volunteers, the foundation has been laid to empower them as community leaders and ignite success in the programs offered by extension.

Work and Life Skill Development

 The Kentucky Extension Community Assessment Statewide Report 2019 indicates that money management for families and youth and employee “soft/essential skills” training continue to be important issues statewide. Research conducted by Harvard University, the Carnegie Foundation, and Stanford Research Center indicates 85% of job success comes from having well developed soft and people skills, and only 15% of job success comes from technical skills and knowledge (hard skills).  Employers are often prepared to teach technical job skills; however, the intangible skills of being a team player, time management, and positive attitude are difficult to teach on-sight but critical to success.  According to the Kentucky Community Needs Assessment for Edmonson County, youth and adult work life training were 2 of the top 3 needs identified.

Long-Term Outcomes:

Financial Security and Economic Well-Being

Increased financial literacy skills

Youth will make sound financial decisions.

Building Leadership Capacity

Increased community pride or investment

Youth will demonstrate the necessary leadership, teamwork, and communication skills needed to be successful in the workplace. 

Work and Life Skill Development

Improved quality of workforce

Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace. 

Intermediate Outcomes:

Financial Security and Economic Well-Being

Increased sound financial decision making

Increased access to community financial resources

Youth will practice habits and skills that contribute toward sound economic and financial well-being.

Building Leadership Capacity

Leaders mentor others

Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.  

Work and Life Skill Development

Increased implementation of employability strategies/skills

Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.

Initial Outcomes:

Financial Security and Economic Well-Being

Improved financial literacy knowledge

Improved employability and interpersonal skills

Youth will increase knowledge in understanding personal financial management. 

Building Leadership Capacity

Improved leadership skills

Youth identify personal strengths that contribute to leadership skill development (communication, teamwork, civic engagement).  

Work and Life Skill Development

Developed skills related to workforce development

Youth will practice civic engagement, leadership and communication skills.

Evaluation:

Adult

Financial Security and Economic Well-Being

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

Youth

Outcome: Short term  

Indicator: 

•    Number of youth who reported learning  the differences between purchases made for “needs” vs “wants” 

•    Number of youth who reported that they learned about budgeting. 

•    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

Building Leadership Capacity

Adult

Outcome: Improved leadership skills. (initial)

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation

Survey Youth

Outcome: Short Term  

Indicator: 

•    Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  

•    Number of youth who reported that they have set goals to serve in leadership roles.  

•    Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Work and Life Skill Development

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals who reported learning new skills to prepare or improved themselves for the workforce as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Youth

Outcome: Short term

Indicator: 

•    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.

•    Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach.

•    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. 

•    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.

•    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. 

•    Number of youth who reported expressing their thoughts or opinions. 

•    Number of youth who reported using information to communicate with others. 

•    Number of youth who reported demonstrating a skill they have learned. 

•    Number of youth who reported serving in a leadership role. 

•    Number of youth who reported working in a team / group to accomplish a common task or goal. 

•    Number of youth who reported realizing how my actions impact others. 

•    Number of youth reporting identifying the needs of others in their community. 

•    Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 

•    Number of youth who reported recognizing leaders in their community or area of interest. 

•    Number of volunteers who taught youth to express their thoughts or opinions. 

•    Number of volunteers who taught youth how to use information to communicate with others. 

•    Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 

•    Number of volunteers who provided opportunities for youth to serve in a leadership role. 

•    Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  

•    Number of volunteers who helped youth understand how their actions impact others. 

•    Number of volunteers who facilitated the identification of the needs of others in their community. 

•    Number of volunteers who coordinated service activities (community service, service learning, personal service to others). 

•    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)  

Learning Opportunities:

Financial Security and Economic Well-Being

Audience: Individuals, Families, Employees

Project or Activity: Development of Financial Literacy Skills

Content or Curriculum: Use Less. Spend Less. Stress Less. curriculum; publications; MONEYWI$E newsletter and podcasts; PROFIT; Recovering Your Finances curriculum; OneOp; Big Blue Book Club; In the Face of Disaster; Leader Lessons; Money Habitudes; etc. 

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, financial entities and organizations, businesses, etc. 

Date: Ongoing

Audience: Youth  

Project or Activity: Reality Store

Content or Curriculum: It’s Your Reality 

Inputs: 

•    4-H Family and Consumer Sciences programs in which youth experience a sense of belonging, and developmental relationships, explore their spark, and actively engage in meaningful opportunities.  

•    Accredited and certified volunteers in 4-H FCS projects. 

•    Kentucky Extension Homemakers Association 

•    Clothing Volunteers 

•    Four residential camping facilities.  

•    Cooperative Extension Educational facilities.  

•    Utilization of approved research-based curriculum. 

•    Outreach of the Cooperative Extension Land-Grant System.  

•    Funding from the Kentucky 4-H Foundation, Inc.  

•    Funding from local, state, and federal sources.  

•    Engagement of youth and volunteers in program delivery.  

•    Engaging communities in identifying and implementing programming based on local needs. 

Date: September 1 – August 30 

Building Leadership Capacity

Adult

Audience: Individuals

Project or Activity: Kentucky Extension Homemakers Association (KEHA)

Content or Curriculum: KEHA Leadership Academy, Homemakers Leader Lessons, Publications, Newsletters/News & Notes, Officer/Chairman training materials, KEHA State Meeting, various other resources and materials

Inputs: Programmatic materials, training, mentoring, paid staff, volunteers, community partners, non-profits, etc.

Dates: Ongoing

Audience: Youth  

Project or Activity: 4-H Camp Counselor Training (Teens) 

Content or Curriculum: Content in the Camp Volunteer Training Guide is sourced from the American Camp Association best practices and focuses on developmental needs of campers, safety considerations, operating procedures, age-appropriate behavior management, and camper supervision techniques.

Inputs: These trainings are supported by the research base of the American Camp Association with materials provided by the 4-H State Office, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and led by County Extension Staff responsible for 4-H Camp. 

Dates: Pre-Summer  

Work and Life Skill Development

Audience: Individuals, Families, Employees

Project or Activity: Development of Employability Skills

Content or Curriculum: Positive Employability; Preparing for Financial Success curriculum; publications, newsletters (e.g., MONEYWI$E); Job Club; podcasts; PROFIT; Recovering Your Finances curriculum; OneOp; Enhancing Essential Skills Through the Arts curriculum and lessons, Artist Studio Guide lessons, publications

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, Court system, community centers, etc.

Date: Ongoing

Youth

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: 4-H Core Program Areas (Leadership, Agriculture, Natural Resources, Communcation and Expressive Arts, Science, Engineering and Technology, Health and Wellbeing, and Family Consumer Sciences), 4-H Camp, Cloverbud, Volunteerism

Content or Curriculum: Approved Kentucky 4-H Curriculum by Core Program Area or Area of Interest

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders.

Dates: Program Year 

Evaluation:

Adult

Financial Security and Economic Well-Being

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

Youth

Outcome: Short term  

Indicator: 

•    Number of youth who reported learning  the differences between purchases made for “needs” vs “wants” 

•    Number of youth who reported that they learned about budgeting. 

•    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

Building Leadership Capacity

Adult

Outcome: Improved leadership skills. (initial)

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation

Survey Youth

Outcome: Short Term  

Indicator: 

•    Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  

•    Number of youth who reported that they have set goals to serve in leadership roles.  

•    Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Work and Life Skill Development

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals who reported learning new skills to prepare or improved themselves for the workforce as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Youth

Outcome: Short term

Indicator: 

•    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.

•    Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach.

•    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. 

•    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.

•    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. 

•    Number of youth who reported expressing their thoughts or opinions. 

•    Number of youth who reported using information to communicate with others. 

•    Number of youth who reported demonstrating a skill they have learned. 

•    Number of youth who reported serving in a leadership role. 

•    Number of youth who reported working in a team / group to accomplish a common task or goal. 

•    Number of youth who reported realizing how my actions impact others. 

•    Number of youth reporting identifying the needs of others in their community. 

•    Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 

•    Number of youth who reported recognizing leaders in their community or area of interest. 

•    Number of volunteers who taught youth to express their thoughts or opinions. 

•    Number of volunteers who taught youth how to use information to communicate with others. 

•    Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 

•    Number of volunteers who provided opportunities for youth to serve in a leadership role. 

•    Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  

•    Number of volunteers who helped youth understand how their actions impact others. 

•    Number of volunteers who facilitated the identification of the needs of others in their community. 

•    Number of volunteers who coordinated service activities (community service, service learning, personal service to others). 

•    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)