Mercer County CES

County Emphasis:

Empowering community members with leadership opportunities and life skills to thrive in every stage of life

Concentration 1:

Financial Security and Economic Well-Being

Concentration 2:

Work and Life Skill Development

Concentration 3:

Connected & Resilient Communities

Concentration 4:

Building Leadership Capacity

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. 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.” Kentucky’s communities face unique challenges that require enhancing connectivity and resilience through digital access, social cohesion, and well-designed public spaces. Broadband access remains critical, particularly in rural areas where digital connectivity gaps hinder economic and educational opportunities. 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.  

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; Building Employee Soft Skills, Building Leadership Capacity and Building Life Skills of Community Members were among the top 10 Individual and Family Development needs; and efforts that Support Local & Small businesses was among the top 10 Community & Economic Development needs in the state.  

The University of Kentucky Cooperative Extension Service (CES) is committed to improving the financial security and economic well-being of families, improving the work and life skill development across the Commonwealth and strengthening critical leadership skills and confidence for new and emerging leaders. 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. Additional programming is designed to increase the human capital of constituents while also providing education and training on topics such as workforce preparation, job readiness, financial literacy, soft skills, and professionalism, among others. Extension’s connectivity and resilience efforts focus on supporting local economies and helping communities recover from economic shifts and natural disasters (CEDIK, 2024). By promoting digital literacy, educating on safe and vibrant outdoor spaces, and implementing place-based disaster preparedness programs, Extension strengthens community connections and economic sustainability. These initiatives benefit residents, businesses, and local governments, fostering stronger, more resilient communities equipped to face future challenges. 

 

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. Fastest 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). To ensure a sustainable society, it is crucial that our youth are equipped to fill these positions. 

In today’s rapidly evolving world, youth are and can play a pivotal role in shaping the future of connected and resilient communities. Young people are leveraging technology and social networks to foster strong, supportive relationships that transcend geographical boundaries. They are actively engaged in community-building activities, promoting access to opportunity, and driving change. By participating in local and global initiatives, they are not only enhancing their own resilience but also contributing to the overall strength and adaptability of their communities. Their innovative approaches to problem-solving and their commitment to sustainability are essential in addressing the complex challenges of the 21st century. Empowering our youth to actively participate in addressing societal issues is essential for a thriving future.  

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 and 95% reported 4-H helped them identify things they were good at. Additionally, 75% enjoyed helping their community, and 93% felt inspired by 4-H, with 42% being inspired “a lot” to volunteer. These experiences build leadership capacity, promote civic engagement, and create connected, resilient communities by encouraging critical thinking and empathy. 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), engaging diverse and non-traditional youth audiences, strengthening youth-adult or mentorship relationships and maximizing youth voice in matters that directly impact them.  

4-H opportunities profoundly impact individuals and communities in Kentucky by equipping youth with essential skills like communication, teamwork, problem-solving, fostering personal leadership, and community/civic engagement. 4-H programs equip individuals with the knowledge, skills, and resources needed to thrive in their personal lives, family lives, and communities. Furthermore, 4-H offers life skill training, strengthens youth workforce readiness, fosters mentorship, maximizes youth voice in important issues, and enhances peer-peer relationships. 

County Situation:

Youth and adults in Mercer County need opportunities to develop communication, leadership, and life skills that enhance well-being, strengthen families, and build resilient communities. These skills—such as problem-solving, goal setting, and decision-making—not only boost self-esteem and self-confidence but also help individuals become responsible, productive citizens. Financial stability remains a priority, and families thrive when they have the resources to meet basic needs like food, clothing, and shelter. Life skills development plays a key role in achieving that stability. Cooperative Extension and 4-H programs are essential in this mission, empowering youth to reach their full potential through learning and leadership in partnership with caring adults. According to 2018 Census estimates, 4,787 youth live in Mercer County households. Research shows that developing a strong sense of identity, compassion, and responsibility is foundational to civic engagement and long-term success (National 4-H Council, 2014). Leadership development benefits not only individuals but also their communities. It reduces exposure to risk factors and equips youth and adults with the tools to navigate challenges and contribute meaningfully to society (MacNeil, 2000). Employers consistently rank leadership among the top skills they seek in job candidates, making it critical for workforce readiness. By investing in leadership training and engagement, Extension strengthens community ties, enhances intergenerational collaboration, and fosters inclusive problem-solving. Supporting young leaders brings fresh insights and a deeper understanding of the challenges facing peers and families (Zeldin et al., 2001; Des Marais et al., 2000). In short, cultivating leadership and life skills through Extension programming creates stronger individuals, healthier families, and a more vibrant Mercer County. 

Long-Term Outcomes:

Increased financial literacy skills

Improved financial security and stability

Improved financial and economic well-being

Youth will have increased economic security.  

Youth will make sound financial decisions. 

Youth will have an increased rate of savings. 

Increased human capital among Kentuckians

Decrease in state unemployment rates

Improved quality of workforce

Increased digital access improves economic and educational opportunities.

Communities recover faster from disasters/economic disruptions

Sustained investment in public spaces strengthens local economies

Cultural heritage is preserved and integrated into communities

Expanded partnerships enhance problem-solving and resource-sharing

Improved quality of life through connection and civic engagement

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

Youth participation in community involvement increases.??? 

Youth will serve in leadership roles in their community.?? 

Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future.?? 

Strong leadership pool for community boards and organizations

Strong boards and organizations accomplish more in the community

Increased community pride or investment

Improved local economy

Improved quality of life for citizens

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

Youth participation in community involvement increases.  

Youth will serve in leadership roles in their community.  

Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future. 

Intermediate Outcomes:

Increased sound financial decision making

Implementation of financial literacy and resource management strategies/skills

Increased savings (e.g., as a result of budgeting, saving, reducing debt, spending wisely, stretching resources)

Increased access to community financial resources

Youth will practice responsible consumer and financial management decision-making such as budgeting, actions on needs verses wants.   

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

Increased implementation of employability strategies/skills

Increased salary/income

Increased employment

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

Youth will plan and implement a service project.

Youth will choose to take on leadership roles in their community.

More citizens adopt digital tools for work and daily life.

Communities implement disaster preparedness and recovery strategies.

More public spaces are revitalized for community engagement.

Increased participation in cultural and arts-based programs.

More individuals engage in local governance and civic groups.

New partnerships and networks address community challenges

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

Youth will plan and implement a service project

Participants gain confidence to lead

Leaders are inspired to get more involved

Leaders address community issues and needs

Leaders recruit and engage others to participate in community projects

Leaders mentor others

Increased knowledge transfer through volunteer-led positions

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

Youth will plan and implement a service project. 

Initial Outcomes:

Improved financial literacy knowledge

Improved employability and interpersonal skills

Increased confidence to implement employability strategies

Developed strategies for maintaining a health work-life balance

Youth will increase knowledge in understanding personal financial management. 

Youth will aspire to make SMART (specific, measurable, attainable, relevant, and time-bound) economic and financial well-being decisions. 

Developed skills related to workforce development

Improved employability and interpersonal skills

Increased confidence to implement employability strategies

Developed strategies for maintaining a health work-life balance

Increased knowledge of career pathways.

Increased knowledge of educational, training, and certification opportunities.

Youth will practice civic engagement, leadership and communication skills.

Increased knowledge of digital tools and online resources.

Improved understanding of disaster preparedness and recovery strategies.

Greater awareness of the benefits of public spaces.

Increased understanding of cultural development and community identity.

Improved awareness of civic engagement opportunities.

Greater knowledge of community partnerships and collaboration strategies

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

Youth successfully worked in a team environment to accomplish a task.?? 

Youth realize how their actions impact others. 

Improved leadership skills

Enhanced knowledge of concepts and practices

Knowledge gained through training programs

Taking on leadership roles for the first time

Assuming new leadership roles

Participants give their time to serve in volunteer roles

Youth will explore their spark in leadership. 

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

Youth successfully worked in a team environment to accomplish a task.  

Youth realize how their actions impact others

Evaluation:

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: 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

Outcome: Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

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

Outcome: Medium Term

Indicator: 

•    Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  

•    Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach. 

•    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: Improved understanding of disaster preparedness and recovery strategies (short term)

Indicator: Number of participants who reported that they intend to develop an emergency plan or preparedness kit after completing an Extension disaster training.

Method: Pre- and post-training survey.

Timeline: Collected before and after each session.

Outcome: Medium Term (Civic Education/Global Education) 

Indicator: 

•    Number of youth who reported that they used the skills learned  to plan and facilitate a service project. 

•    Number of youth who reported that they can communicate to others an aspect of their own culture.  

•    Number of youth who reported that they can explain one responsibility they have as a citizen.

Method: Survey 

Timeline: End of Program Year

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  

Outcome: Expanded leadership engagement among program participants. (initial)

Indicator: Number of people assuming new leadership roles (formal or informal) as a result of Extension leadership programs.

Method: Post-participation survey (self-reported leadership role adoption); annual follow-up tracking leadership retention.

Timeline: Initial survey collected at program completion; follow-up evaluation annually

Outcome: Increased engagement via knowledge transfer through volunteer-led Extension programs. (initial)

Indicator: Number of participants who actively engaged in learning opportunities facilitated by trained Extension volunteers (e.g., KEHA or KALP members, Master programs).

Method: Post-event/program surveys measuring participant engagement and knowledge gained; volunteer reports tracking education interactions.

Timeline: Data collected immediately after each program/event.

Learning Opportunities:

Audience: Young Adults, Adults, 4-H Youth 

Project or Activity: Budgeting, Balancing Checkbook 

Content or Curriculum: Understanding Your Credit Score, Kentucky 4-H Reality Store & Workforce Curriculum  

Inputs: Extension Staff 

Date(s): Winter 

Audience: Homemakers: Project or Activity: Create disaster readiness kits 

Content or Curriculum: Navigating Trauma After a Natural Disaster 

Inputs: Extension Staff 

Date(s): Summer  

Audience: 4-H Youth 

Project or Activity: Sewing Projects 

Content or Curriculum: 4-H Sewing Curriculum 

Inputs: Extension Staff, MCV’s 

Date(s): Year Round 

Audience: 4-H Youth 

Project or Activity: 4-H Communication Contest 

Content or Curriculum: 4-H Public Speaking Curriculum 

Inputs: Extension Staff, 4-H Volunteers 

Date(s): Spring 

Audience: 4-H Youth 

Project or Activity: Adulting Low Key 

Content or Curriculum: Extension Publications

Inputs: Extension Staff, 4-H Volunteers 

Date(s): On-going

Audience: 4-H youth, 4-H Volunteer Leaders 

Project or Activity: 4-H Camping (5-day  

Content or Curriculum: 4-H Camping Curriculum 

Inputs: Extension Staff, 4-H Volunteers 

Date(s): Spring/Summer 

Audience: 4-H youth 

Project or Activity: 4-H School Club Lessons - Money Management 

Content or Curriculum: Money Bright Curriculum 

Inputs:  Extension Staff, 4-H Teen Leaders  

Date(s): School year 

 Audience: Adults, Families, Seniors 

Project or Activity: Estate Planning 

Content or Curriculum: Transferring Cherished Positions 

Inputs: Extension Staff, Publications 

Date(s): Winter/Spring 

Audience:  Adults, Seniors and Homemakers 

Project or Activity: PowerPoint, Publications, Hands-on activities 

Content or Curriculum : The Power of Civic Engagement: Strengthening Our Communities 

Inputs:  Extension Staff, Mercer County Public Library 

Date(s): Fall 

Evaluation:

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: 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

Outcome: Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

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

Outcome: Medium Term

Indicator: 

•    Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  

•    Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach. 

•    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: Improved understanding of disaster preparedness and recovery strategies (short term)

Indicator: Number of participants who reported that they intend to develop an emergency plan or preparedness kit after completing an Extension disaster training.

Method: Pre- and post-training survey.

Timeline: Collected before and after each session.

Outcome: Medium Term (Civic Education/Global Education) 

Indicator: 

•    Number of youth who reported that they used the skills learned  to plan and facilitate a service project. 

•    Number of youth who reported that they can communicate to others an aspect of their own culture.  

•    Number of youth who reported that they can explain one responsibility they have as a citizen.

Method: Survey 

Timeline: End of Program Year

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  

Outcome: Expanded leadership engagement among program participants. (initial)

Indicator: Number of people assuming new leadership roles (formal or informal) as a result of Extension leadership programs.

Method: Post-participation survey (self-reported leadership role adoption); annual follow-up tracking leadership retention.

Timeline: Initial survey collected at program completion; follow-up evaluation annually

Outcome: Increased engagement via knowledge transfer through volunteer-led Extension programs. (initial)

Indicator: Number of participants who actively engaged in learning opportunities facilitated by trained Extension volunteers (e.g., KEHA or KALP members, Master programs).

Method: Post-event/program surveys measuring participant engagement and knowledge gained; volunteer reports tracking education interactions.

Timeline: Data collected immediately after each program/event.