Overcoming Barriers to a Global Outlook in 4-H

Cooperative Extension faces many problems in adopting a more global outlook. This is evident in many Extension programs and especially in 4-H. Numerous programs offer 4-Hers opportunities for global citizenship. International 4-H youth exchanges (IFYE) and the Japan exchange program continue to grow and evolve. The Central American Peace Scholarship (CAPS) pro-gram that brings Costa Rican youth to live with 4-H fam-ilies shows promise for expansion to other countries.

The National 4-H Council's new Mexico project promises "collaboration for youth development," and a pilot exchange between Minnesota and Russia is in progress. Another new National 4-H Council initiative, development education, has provided 12 states with U.S. Agency for International Development funds, so 4 -H families may explore global connections in their own communities. The new leaders' guides, "...And My World," provide the basis for a unique project in global understanding that can unite all of the fragmented activities we used to know as international 4-H. Simply having these exchanges and projects available, however, doesn't mean 4-H has created an organization- wide global outlook.

We need to examine the impact of emerging international opportunities at the county level. We need to look at those activities, often fragmented and isolated from the rest of 4-H, to take a balanced look at the barriers as well as the benefits of such programs.

In a recent study of international programming delivered by county 4-H professionals, Reaman identified several problems for effective youth programming in global citizenship. The greatest barriers are: expense, especially for trips out of the country; lack of a clearly defined project; agents' resistance to international activities; problems with state program leadership, such as inadequate communication and impossible deadlines; limited opportunities for adults who might otherwise provide support; and program management, including scheduling, evaluation, and complicated procedures.1 In working with 4-H international programming at the local, county, state, national, and international levels, we identified two more perceptual barriers: (1) war and recession greatly affects clients' attitudes about global citizenship and (2) the "image" of international 4-H in the past is an impediment to participation in global citizenship programs.

Extension professionals must understand these barriers and respond by adjusting their programs.

Inexpensive alternatives to international travel are necessary. One option is travel that involves little or no cost to deserving youth, such as the Mexico Project. Another option is to promote activities that don't require international travel, including camps, workshops, global recognition nights, pen pals, sister clubs, country studies, speakers, movies, and board simulation games.

Agents, specialists, and administrators need to be aware of county agents' negative perceptions about international programming. They should also know that familiarity breeds respect. Agents who support a global perspective in 4-H should encourage their colleagues to take advantage of these opportunities.

State coordinators should use advisory committees to help implement clear and consistent communications and to give leadership and direction at all levels for the programs. Inservice opportunities for professionals and volunteers should be expanded. In Pennsylvania, Extension professionals have traveled to Puerto Rico through a class in international development. University assistance projects in other countries also enable Extension agents to share their expertise while gaining international experience.

The keys to improving the management of international programs are stability and communications. Procedures must be simplified, clarified, and unified. A risk management system, such as the one in Oregon, should be implemented. We can best respond to war and recession by diversifying our global educational curriculum. If travel to one part of the world is questionable, we can shift emphasis to programs in other parts of the world, to interstate exchanges involving cross-cultural experience, or to activities not requiring travel.

The term "international" should be replaced with "global citizenship" when speaking about 4-H and youth programming. When we speak about "global education," we should be speaking of a curriculum that helps youth gain life skills. Youth exchanges are just one activity that may comprise that curriculum.

These recommendations can serve as guidelines in reducing barriers and improving global citizenship programming. Some Extension professionals will, however, remain unconvinced. We still hear people say, "Let's take care of our own backyard before we start running around the world." But let's also consider the facts about today's global society. One in six U.S. production workers depends directly on international trade. Furthermore, 20% of U.S. industrial output is for export, 40% of the U.S. farmland produces for export, and about one-third of U.S. corporate profits come from international activities.2

Preparing people to live in a global society has become a necessary component of citizenship education. Extension has the capacity to play a vital role in developing competent citizens. It can help youth become self-directed, productive, and contributing members of their communities whether local, national, or global.

1. Kimberly K. Reaman, International Programming Delivered by County 4-H Professionals (Master's thesis, Department of Agricultural and Extension Education, Penn State University, University Park, 1990).

2. Commission on International Education, What We Don't Know Can Hurt Us: The Shortfall in International Competence (Washington, D.C.: American Council on Education, 1984).