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TEXAS 4-H AND YOUTH DEVELOPMENT MANGEMENT GUIDE
EQUIPPING FOR THE JOURNEY
(Management Overview)
4-H ROAD TO SUCESS SECTIONS |
SECTION NAME |
TOPICS COVERED |
| Equipping for the Journey |
Management Overview |
| Plotting the Course |
Program Development |
| Putting it in Drive |
Membership Units |
| Driver's Education for Volunteers |
Volunteer Development |
| Dips, Speed Bumps, & Detours |
Risk Management |
| Taking the HOV Lane |
Collaboration |
| Exploring New Road Maps |
Curriculum |
| Taking the Toll Road |
Resource Development |
| The Scenic Route |
Diversity |
| Using the High Beams |
Recognition |
| Reaching Your Destination |
Interpretation |
PAGE LINKS:
Basic 4-H Facts
History of 4-H
Vision, Mission, Values, and Philosophy of the Texas 4-H and Youth Development Program
Use of the 4-H Name and Emblem
Texas 4-H Rules and Guidelines
Texas 4-H and FFA Livestock Show Ethics and Ethical Behavior
Texas 4-H Calendar
Texas 4-H Program Support Network
Roles of Extension Staff, Volunteers and Parents/Adults in 4-H
4-H Compliance Review, Civil Rights and Affirmative Action
Guidelines for Retention of 4-H Materials
Management Overview Support Materials
BASIC 4-H FACTS
Preparing youth to be positive, contributing members of society is certainly one of the most important tasks facing our society today. The 4-H and Youth Development Program of Texas AgriLife Extension Service has been a key player in the field of youth development since its start in 1908. In recent years, between 10 and 15 percent of all Texas youth between the ages of 5 and 19 have been enrolling as 4-H members or 4-H Clover Kids each year. Annually, approximately 50,000 adults volunteer their time, talents, and resources in support of the 4-H and Youth Development Program. Providing leadership to an educational program of this size and scope is a challenging task. The revised and updated 4-H Program Management Series has been prepared to serve as a resource for Extension faculty and volunteer staff who have responsibility for leading this exciting program into the 21st century.
Motto
“To Make the Best Better”
Emblem
The 4-H emblem is the four-leaf clover with the letter “H” on each leaf, standing for head, heart, hands and health. The 4-H Clover and name are protected under 18U.S.C. 707. Permission is required to duplicate it. See Use of the Name and Emblem.
Colors
The 4-H colors are green and white. Green symbolizes nature’s most common color and represents life, springtime and youth. White symbolizes purity.
Pledge
I pledge
My head to clearer thinking,
My heart to greater loyalty,
My hands to larger service and
My health to better living,
for my club, my community,
my country and my world.
Prayer
“Help me, Oh Lord, to live so that the world may be a little better, because Thou didst
make me.”
4-H Year
September 1 to August 31
Age of 4-H Members
1. Any youth may become a member of 4-H when he or she has reached 9 years of age, or 8 years of age and has entered the third grade. “Entered the third grade” is interpreted as September 1 of the year the member is enrolled in the third grade.
2. Youth are eligible to participate in the current 4-H year if they are 8 (and in the third grade) or 9 years of age by August 31 of the previous 4-H year and have not reached their 19th birthday on or before August 31 of the current 4-H year.
Texas 4-H Age Categories for project activity purposes are:
Junior – 8 and in the 3rd grade, 9& 10 as of August 31
Intermediate – 11, 12, 13 as of August 31
Senior – 14-18 as of August 31
3. Special education youth who are older than 19 and have not graduated from high school may participate in 4-H & Youth Development programs as members, with approval by the county Extension agent. Participation would be limited to the club or county levels.
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HISTORY OF 4-H
For more history of 4-H in Texas and in the United States, click here.
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VISION, MISSION, VALUES, AND PHILOSOPHY OF THE TEXAS 4-H AND YOUTH DEVELOPMENT PROGRAM
Texas 4-H Vision, Mission, Values and Program Outcomes
The Texas 4-H Youth Development Program developed the Vision, Mission, Values and Program Outcomes as a part of the Texas 4-H Focus 2000-2003 Strategic Plan and continues to use these today as the foundation upon which our program rests. The 2005-2008 Strategic Plan is in development and will be posted soon.
VISION
The Texas 4-H and Youth Development Program will continue to be a recognized leader in developing life skills, empowering youth and volunteers, and facilitating effective partnerships to create capable and responsible citizens.
MISSION
To prepare youth to meet the challenges of childhood, adolescence and adulthood, through a coordinated, long-term, progressive series of educational experiences that enhance life skills and develop social, emotional, physical and cognitive competencies.
VALUES
Development of positive life skills.
Diversity among youth participants, families and Extension personnel.
Use of research-based information in creative, diverse, hands-on educational environments.
Optimizing each youth’s potential through unique partnerships with other youth, families, volunteers, Texas A&M University System personnel and community stakeholders.
Supporting county Extension faculty across Texas in enhancing the Texas 4-H and Youth Development Program.
PROGRAM OUTCOMES
Membership in 4-H and Youth Development reflects a continuum of life-long learning in subject matter, life skills development, leadership and recognition.
Membership in 4-H and Youth Development educational outreach is inclusive and representative of all segments of the Texas youth population.
Educational outreach is enhanced by a qualified, diverse and empowered volunteer base.
The curriculum development and management system evolves with the changing needs, concerns and interests of Texas youth.
Funding for 4-H and Youth Development programming is fortified by funding sources beyond the institutional allocations.
Stakeholders are able to identify and demonstrate advocacy for the positive impact of 4-H and Youth Development educational outreach.
All county, district and state-based Extension personnel demonstrate the knowledge, skills and commitment to achieve the mission, purpose and goals of the Texas 4-H and Youth Development Program.
All programmatic functions are evaluated against the mission, purpose and goals of the Texas 4-H and Youth Development Program.
Philosophy of 4-H and Youth Development Programming
The basic principles driving the 4-H program are:
1. Equal dignity and status for all youth. The 4-H program is open to all youth between the ages of 9 and 19, regardless of place of residence, sex, race, ethnic background, marital status, physical limitation or socioeconomic status. 4-H provides equal opportunities and personal development for all young people. A 4-H member is treated with dignity. He or she is encouraged to set goals and evaluate his or her own progress.
2. Primary focus on youth development. The development of the individual is more important than the success in project work or level or type of recognition. The development of the total child is emphasized -- thus the four “H’s”: Head for intellectual development, Heart for loyalty and patriotism, Hands for service, and Health for better living.
3. The club or group experience. In a democracy, individual conribution to group decisions and actions are fundamental. Learning knowledge, skills and attitudes for working cooperatively in groups and clubs at an early age is basic to successful citizenship and leadership.
4. Development of family involvement. 4-H is a “family affair” in which caring adults work together to help children with physical, emotional and social needs. Members select a 4-H project with the help of parents and supporting adults, then the adults advise, counsel and assist in planning, constructing and demonstrating the project or outcome. Club members and leaders often become extended family members providing mutual support.
5. Dignity and value of work. The 4-H program recognizes and rewards both the effort and the results, helping instill constructive values and attitudes in the minds of young people.
6. Ownership. Personal pride, satisfaction and incentives for growth and development result from individual involvement.
7. Learn by doing. 4-H members participate in projects that involve “hands-on” learning experiences designed to develop life skills.
8. Child-centered approach to education. The child-centered approach encourages a child’s natural curiosity, enthusiasm, inquisitiveness, energy and willingness to do the tasks at hand. Leaders and supporting adults should:
- Consider individual needs and desires of youth.
- Listen to what youth are saying.
- Try to see things as a child sees them.
- Provide a chance for members to be involved in doing something.
- Help youth decide what is reasonable.
- Make youth feel wanted and respected.
9. Volunteer driven programming. Trained adult volunteers and youth leaders selected by peers are vital to educational programs.
10. Career preparation. All educational experiences are designed to help youth prepare for their future. Youth are assisted with lifetime goals such as:
- Investigation or selection of a career.
- Preparation for a chosen career.
- Personal adjustments to life.
- Exploring avocations.
- Exploring educational objectives
11. Emphasis on service. 4-H emphasizes volunteerism and service to others and the community. By volunteering to help others, 4-H’ers learn more about themselves and their community.
12. Recognition. Recognition acknowledges and affirms personal growth in an individual. 4-H uses recognition as one strategy to acknowledge each person’s effort and to provide positive reinforcement for continued participating in learning activities. Five methods are used by 4-H based on the 4-H Recognition Model:
- Recognition for participation emphasizes the importance of acknowledging young people who have been involved in 4-H educational experiences.
- Recognition for progress toward self-set goals, even the smallest of steps, further motivates youth and adults.
- Recognition for achievement of standards of excellence means measuring personal progress against standards, so that youth can gain insight into their own efforts and abilities.
- Recognition for peer competition subjectively identifies, in a concrete time and place, the best team or individual.
- Recognition for cooperation may take advantage of all the skills represented in the group, as well as the process by which the group approaches the learning task/goal.
13. Diversity. 4-H creates and maintains a program where all children feel welcome and inviting opportunities are available.
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USE OF THE 4-H NAME AND EMBLEM
Use of the 4-H name and emblem is governed by congressional action and supplemental administrative policy. Use of the 4-H name and emblem within a county, multi-county or state basis shall be approved by the Associate Director for 4-H and Youth. In all instances, such use shall conform to national policy and be for the furtherance of the 4-H educational program rather than for the benefit of private individuals, donors or others. The use of the emblem can be used only for serving the educational needs and interests of 4-H members in accordance with authorization of the Secretary of Agriculture or his or her designated representative. The 4-H Clover and name are protected under 18U.S.C. 707. Permission is required to duplicate.
Any use of the 4-H Club name and emblem is forbidden if it exploits the 4-H program, its volunteer leaders or 4-H youth participants of the USDA, Cooperative Extension Services of the Land Grant Universities, or their employees. Also, the 4-H Club name and emblem cannot be used to imply endorsement of commercial firms, products or services.
For more information on the use of the 4-H emblem and name, refer to “Tax-Exempt Status of 4-H Organizations Authorized to Use the 4-H Name and Emblem”, 1993 edition, which provides specific and detailed policies and guidelines. Copies of this publication are available from the Texas 4-H Office in College Station.
Granting Permission for Use of the 4-H Emblem and Name
Permission to use the 4-H emblem and name on the county level can be requested by the county Extension agent, in writing, on behalf of the requesting party. Parties requesting to use the emblem and name should provide the county Extension office with a sample promotion or advertising plan in order to ensure the proper use of the emblem and name.
Examples:
Use of the 4-H emblem and name on a web page requires approval from the Texas AgriLife Extension Service Associate Director-4-H and Youth.
Federal Document -- Use of the 4-H Name and Emblem
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TEXAS 4-H RULES AND GUIDELINES
The Texas 4-H Rules and Guidelines are revised each year and should be reviewed on annual basis by all 4-H members, parents/leaders, and county Extension staff.
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TEXAS 4-H AND FFA LIVESTOCK SHOW ETHICS AND ETHICAL BEHAVIOR STATEMENT
This ethics policy applies to any 4-H/FFA member planning to exhibit animals at livestock shows in Texas.
It includes Junior as well as open class exhibitors who compete in structured classes of competition. All
classes of livestock offered at the livestock event are included: Cattle (Beef and Dairy), Goats (Angora,
Boer, dairy, meat, Cashmere), Equine (Horses), Llamas and other specialty animals, Poultry, Rabbits,
Sheep, Swine, and any other livestock classes offered. This “Texas 4-H/FFA Livestock Program Ethics
Policy” will be enhanced with additional rules and guidelines which individual fairs and livestock shows
adhere to on the local, county, state, regional, and national levels.
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TEXAS 4-H CALENDAR
The Texas 4-H Calendar contains a summary of 4-H events and activities for the current and upcoming year. In addition to the impact the above-mentioned activities have on programming at the local level, the other key county 4-H events that have specific times for accomplishment include:
1. County-level member and volunteer recognition events
2. Reorganization of membership units and re-enrollment of members
3. Local fairs and project exhibits
4. Volunteer in-service training
5. Club officer training
6. Club and county-level program planning/program development activities
7. County-level meetings of member and volunteer representative groups
8. Summer programming
Ultimately, all programming in 4-H is to provide the highest quality education possible at the local level-for the individual member.
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TEXAS 4-H PROGRAM SUPPORT NETWORK
The 4-H Program receives both public and private sector support from the national, state, district and county levels. A summary of the support and contributions is provided for better understanding.
The Individual 4-H Member
The entire public and private support network exists for one purpose only: To support the positive growth and development of youth! The measure of success of the 4-H and Youth Development Program of Texas AgriLife Extension Service is the extent to which it is fulfilling the mission of 4-H, which is to: “. . .develop youth and adults . . .(by) maximizing each individual’s potential through unique partnerships of youth, volunteers, university faculty, and community supporters, resulting in exciting and innovative experiences which produce capable citizens to lead us into tomorrow”. The member participates in 4-H through a local “membership unit”-a club, a special interest group, a school curriculum enrichment group, or a 4-H ENP-Y unit. Support is provided by family and friends, fellow members and volunteers.
County Level
- Public Sector: The County Judge and Commissioners Court is the county’s governing body. The county Extension office receives some of its support from county government and, in turn, reports to the Commissioner Court. County Extension faculty responsible for the 4-H program are supervised by the district Extension administrators and receive assistance and training from 4-H and other Extension subject matter specialists.
- Private Sector: Many businesses, individuals and organizations provide financial and other support to the county program. Many programs are funded for 4-H through fee based programs.
District Level
- Public Sector: The district office of Texas AgriLife Extension Service provides training and resource support to the county 4-H and youth development program. The district Extension administrators and the region-based 4-H and youth development specialists provide ongoing administrative and programming support to the county Extension faculty. In addition, the region-based Extension specialists support the 4-H program through their subject matter expertise. Schools and universities provide facilities for district meetings, activities and training programs.
- Private Sector: Many businesses and organizations with an areawide focus provide financial and other support to the district program. For example, in many regions of the state, electric utilities sponsor a regional recognition program for the 4-H Gold Star recipients. Other businesses sponsor district-level recognition programs. Many programs are funded for 4-H through fee based programs.
State Level
- Public Sector: The College of Agriculture and Life Sciences of Texas A&M University carries out three functions-Teaching (graduate and undergraduate), Research and Extension. The House and Senate allocate money directly to Texas AgriLife Extension Service. Extension in turn allocates money in support of the various Extension educational programs --one of which is the 4-H and Youth Development Program. The agency director is the CEO of the Extension Service. The associate director for 4-H and Youth is in charge of the 4-H program at the state level.
- Private Sector: The 4-H Youth Development Foundation is the link between individuals, organizations and foundations that provide support to 4-H at the state level. Some examples of the kind of support provided through the Foundation are:
- $1 million yearly scholarship program.
- Ownership of the Texas 4-H Center which they lease to Texas AgriLife Extension Service.
- Funding to support educational programs, such as Texas 4-H Congress.
- Texas 4-H Roundup.
Many programs are funded for 4-H through fee based programs.
National Level
- Public Sector: The Secretary of Agriculture is a member of the President’s Cabinet and is the chief administrative officer of the United States Department of Agriculture (USDA). The Cooperative Research, Extension, and Education Service (CREES) is a department within USDA. 4-H is one of the programs supported by CREES. The Senate and House of Representatives authorize the expenditure of national revenue in support of the 4-H and Youth Development Program.
- Private Sector: Many different individuals, agencies, organizations and foundations support the 4-H program through contributions of money, time, and talents. The National 4-H Council, governed by a board of directors from business and industry, provides support to state 4-H programs by:
- Sponsoring professional development training.
- Providing curriculum and supplies.
- Providing program interpretation support.
- Helping develop programs that address the problems and needs of youth.
Many programs are funded for 4-H through fee based programs.
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ROLES OF EXTENSION STAFF, VOLUNTEERS, AND PARENTS/ADULTS IN 4-H
The Roles of Extension Staff in 4-H
Development, management and operation of an effective 4-H program in each county is based on cooperation among county Extension agents, the 4-H and Youth Development Committee, volunteers and 4-H members. County Extension agents have the responsibility of overseeing the program and providing decision-making leadership.
The 4-H and Youth Development Program is the responsibility of every Extension agent in the county.
Ultimate responsibility for programs may be delegated to specific county faculty members (e.g., CEA - 4-H, 4-H coordinator, paraprofessionals) depending on positions, number of agents in county, or district Extension administrator prioritization.
County Extension Agent Role
- Planning
- Assume responsibility for the 4-H & Youth development Committee and its task forces.
- Identify volunteers
- Make 4-H volunteer needs known in the community.
- Plan subject-matter, special interest or curriculum enrichment projects.
- Organizing
- Develop resources to support total 4-H and Youth Development program.
- Use volunteers in conducting county activities.
- Serve as a subject-matter specialist.
- Maintain quality of projects and 4-H educational experiences in subject matter projects.
- Coordinate adult, teen, and junior leader training.
- Staffing
- Recruit and train volunteers.
- Serve as advisor to club leadership teams.
- Serve as advisor to curriculum enrichment and special interest groups.
- Supervising
- Supervise 4-H clubs.
- Keep communication open between county faculty and clubs/members.
- Serve as advisor to County 4-H Council, Adult Leaders Association, and/or other county planning groups.
- Supervise and recognize volunteers.
- Support and motivate volunteers through meetings, trainings, and newsletters.
- Evaluation and Quality Control
- Assess needs and situations.
- Evaluate programs, educational events and activities.
- Help volunteers evaluate results of their efforts and personal skills.
- Maintain compliance with Affirmative Action Program guidelines.
- Maintain 4-H enrollment and statistical information.
- Account for funds and resources.
County 4-H Coordinator Role
The county 4-H Coordinator's responsibility is to represent the entire county staff in the coordination of 4-H programs. The 4-H Coordinator is the "team captain" of the county Extension professional staff and county volunteer staff. All members of the team have roles to fill. The 4-H Coordinator is to see that 4-H communication is achieved within the county faculty and staff. The 4-H Coordinator may also be responsible for leading the 4-H and Youth Development Committee.
Role of County Extension Agents-Marine, Entomology, Horticulture or other Multi-County Staff
Staff in Marine, Entomology, Horticulture or other multi-county staff will serve as county subject-matter specialist. They will also be responsible for quality projects and 4-H educational experiences in their project areas. These agents also assist in recruiting volunteers for their specific areas and conducting 4-H volunteer in-service education in their areas. They will also plan 4-H special interest or curriculum enrichment project in their areas.
Role of TCE Specialists
Texas AgriLife Extension Service has faculty members who specialize in a specific field of study. These specialists are available to support the needs of the 4-H program by development of subject matter curricula, training resources, and technical expertise. Although most specialists are officed at a Texas A&M Research and Extension Center or on the main Texas A&M University Campus in College Station, they work cooperatively with County Extension Agents to support 4-H program needs at the Regional and State level.
Role of Volunteers in 4-H
Volunteers play an important role in the success of the 4-H program. Volunteers, just like Extension staff, may wear many hats or focus on one thing that they enjoy doing. Volunteers may be short term, episodic or long term in their involvement. They provide support, encouragement and counsel to 4-H members. Some of the responsibilities of volunteers include but are not limited to the following:
- Help secure finances or resources for projects
- Help members select and participate in projects
- Help supervising daily care or management of projects
- Help members keep records for projects
- Provide leadership and plan structured events for 4-H clubs or groups
- Organize activities and teach project areas
- Provide positive reinforcement and encouragement for all 4-H youth
Role of Parents/Adults in 4-H
Each set of parents/supporting adults, grandparents or guardians with whom you will work with as a club manager is different. You may find ways to reach each kind. Vary your methods, time and follow-up according to the relationships between parents/adults and child.4-H members may have other adults supporting their participation in the 4-H program besides their legal or natural parents. Club managers and county Extension faculty should welcome their involvement and be flexible in their interpretation of “parent” and “family”.
Expectations of parents/supporting adults in 4-H
- attend club meetings
- attend as many 4-H activities as possible
- encourages that 4-H member participates in all activities and events
- help with club and county 4-H activities in some way
- visit with club managers and leaders and get materials for 4-H member as needed
- learn as much about 4-H as possible to be able to help their 4-H member make project selections, set goals, carry out and complete projects, and be successful
- remember members gain confidence and security from parents/adults approval
What 4-H can do for parents/adults and their family!
- offers opportunity to help own child and other young people grow and develop to their potential
- offers many opportunities for families to do things together develops family unity and interests provides an extended family as other adults counsel and help 4-H members.
The formula for success in parent/adult involvement is:
Want Parent/Adult Involvement + Inform Parents/Adults +
Ask Parents/Adults + Recognize Parents/Adults
= Parent/Adult Cooperation
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4-H COMPLIANCE REVIEW, CIVIL RIGHTS AND AFFIRMATIVE ACTION ACTION
The District Extension Administrators conduct an Extension Program Compliance Review in every county on a 4 year cycle. Documentation is critical to the success of a Compliance Review. Refer to the support materials below for criteria on which a Compliance Review is based.
Compliance Review Support Materials to assist agents in preparing for Review
Civil Rights and Affirmative Action
In the late 1960s, the United States Department of Agriculture began reviewing its programs, to determine if discriminatory practices were in effect in hiring or programming. As a result of this internal study, the Secretary of Agriculture issued a memorandum to all agencies charging them to examine their programs in relation to Title VI of the Civil Rights Act. This memorandum has become known as “Secretary’s Memorandum 1662" and now serves as the basis of the Affirmative Action program nationwide.
Secretary’s Memorandum 1662 and the Texas Affirmative Action Program
The 4-H Affirmative Action Program was an outgrowth of the charges in this and supplemental memoranda. A national committee took guidelines provided by the Justice Department and devised a plan which was submitted and approved. In early 1972, each state was instructed to devise its own state Affirmative Action Program using the national plan as a guideline. The Texas plan was written and approved and has become the Texas 4-H Affirmative Action program. The program was instituted in 1972 and individual plans were completed by every Texas county served by Extension in early 1973. The plan calls for expansion of the total 4-H program and includes methods meant to ensure that benefits and services of the 4-H program are offered to all youth between the ages of 8 (and in third grade) and 19.
The Texas AgriLife Extension Service Affirmative Action Program
was designed to:
- Preclude discrimination based on race, color, religion, national origin, socioeconomic level, sex or disability.
- Increase minority participation in an effort to achieve a racially balanced program.
- Serve as an effective basic management tool for agents.
- Involve an ongoing committee system and evaluation procedures as an aid to counties in planning to meet the needs and interests of all youth of 4-H age.
The program was written into a long-range plan form based on the “standard” established by federal guidelines. There is also a listing of actions required to ensure compliance with the “standard” statements.
Four Basic Parts of the 4-H Affirmative Action Program:
1. Directive to establish a 4-H Expansion and Review Committee
Each county has the option of developing a special Expansion and Review Committee or incorporating the Expansion and Review Committee into the 4-H and Youth Development Committee. Most counties elected to use the 4-H and Youth Development Committee which is an established part of the program building structure.
Committee composition requirements:
- Approximately 1/3 of the committee should be teenage youth
- Approximately 2/3 of the committee should be adults
- Representitive of the racial/ethnic make up of the county population
- Provides a thorough knowledge of the county and its communities
2. Directive to establish boundaries or county maps
A. “Semi-permanent” 4-H unit boundaries were to be established for all existing areas of minority concentrations in each county. Maps showing areas of minority concentrations and identifying any “racial boundaries” were to be developed. Option: If there were no racial concentrations, a letter could be sent to the director stating that the county had a population which was racially mixed and that no boundaries existed whereby minority groupings could be identified.
B. Counties were then asked to submit a map of the county showing boundaries of all existing and planned 4-H units. Each unit territory was to be numbered and coded according to its racial composition (for example, Unit Territory #1 - BWH would indicate that territory was composed of black, Hispanic and white youth of 4-H age). A legend attached to this map was to give the names of various 4-H units and their corresponding unit territory numbers. Each “planned” territory was then numbered in priority order for future organization. The boundaries of each unit were to be either physical or readily identifiable (such as roads, rivers, mountains, streets, school districts, precinct lines, etc.). No boundary could be used as a unit boundary which also formed a racial boundary. Thus the two maps are compared to ensure nondiscrimination. In order to be considered “in compliance,” the composition of each 4-H unit was to be representative of its unit territory. This means that at least one member of each race included in a unit territory should be enrolled as a 4-H member in that respective territory. (A unit territory must encompass the area in which a majority (50 percent + 1) of the members of the unit reside, and logically represents the territory served by that unit.)
3) "All Reasonable Effort" procedure clause
In the event a 4-H unit in a multi-racial territory might not have a membership representative of its territory, a procedure was instituted whereby that 4-H unit could continue to function. This procedure is referred to as “reasonable effort.” The Addendum of Reasonable Effort (coded “ADM” and dated September 6, 1974) gives the full details of this procedure. The addendum is taken literally and all aspects must be fulfilled before a unit may be certified under the reasonable effort clause. Reasonable effort certification has been an annual process.
4) Project a plan for a balanced 4-H program
The fourth major directive was to work with the expansion and review committee to project a plan for a balanced 4-H program for 1986. These projections were originally reflected on Forms 8 and 9. The plan for achieving this balance is written into the county’s Affirmative Action program. In general, requirements call for an increase in 4-H membership based on the racial composition of the potential population for that county.
Other directives in the 4-H Affirmative Action Program include:
- Nondiscriminating planning and judging committees for county 4-H activities and events.
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GUIDELINES FOR RETENTION OF 4-H MATERIALS
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Page last updated:
September 14, 2007
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