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2021 Annual Report

2021 Annual Report


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November 16, 2021
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Academic Catalog Aug AY2021-22

Academic Catalog Aug AY2021-22


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November 11, 2021
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2021 Annual Security & Fire Safety Report

2021 Annual Security & Fire Safety Report


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November 10, 2021
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2020 Annual Security & Fire Safety Report

2020 Annual Security & Fire Safety Report


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November 10, 2021
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Academic Catalog Feb AY2021-22

Academic Catalog Feb AY2021-22


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November 11, 2021
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Identifying Best Practices Program: Women’s Only Workshops

Identifying Best Practices Program: Women’s Only Workshops


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November 18, 2020
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Community Healthy Worker Training for Women’s Empowerment in Afghanistan

Community Healthy Worker Training for Women’s Empowerment in Afghanistan


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November 18, 2020
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Sharing Histories Human Resources Health

Sharing Histories Human Resources Health


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October 8, 2020
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Sharing Histories Qualitative study Cusco

Sharing Histories Qualitative study Cusco


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October 8, 2020
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Guide to Sectorization for Community Health

Guide to Sectorization for Community Health


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October 8, 2020
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Sharing Histories – How To Guide

Sharing Histories – How To Guide


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December 21, 2021
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Sharing Histories – Health in Hands of Women Project

Sharing Histories – Health in Hands of Women Project


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October 8, 2020
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Academic Catalog AY2020-21

Academic Catalog AY2020-21


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November 11, 2021
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2019 Annual Security & Fire Safety Report

2019 Annual Security & Fire Safety Report


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September 3, 2019
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Academic Catalog AY2019-20

Academic Catalog AY2019-20


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November 11, 2021
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2018 Annual Report

2018 Annual Report


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February 8, 2019
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Community-based Conservation

Community-based Conservation


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January 29, 2019
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2014 Annual Security & Fire Safety Report

2014 Annual Security & Fire Safety Report


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August 28, 2018
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2015 Annual Security & Fire Safety Report

2015 Annual Security & Fire Safety Report


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August 28, 2018
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2016 Annual Security & Fire Safety Report

2016 Annual Security & Fire Safety Report


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August 28, 2018
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2017 Annual Security & Fire Safety Report

2017 Annual Security & Fire Safety Report


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August 28, 2018
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2018 Annual Security & Fire Safety Report

2018 Annual Security & Fire Safety Report


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August 28, 2018
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Field report on the Preliminary Feasibility Study

Field report on the Preliminary Feasibility Study


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September 20, 2018
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Academic Catalog AY2018-19

Academic Catalog AY2018-19


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November 11, 2021
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2018-2019-Academic-Catalog

Everyday Key Indicators of Peace Synthesis Report

Everyday Key Indicators of Peace Synthesis Report


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June 29, 2018
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Future Generations Afghanistan – Empowering Communities to Shape Their Futures

Future Generations Afghanistan – Empowering Communities to Shape Their Futures


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November 29, 2018
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Showcasing a Quarter Century of Community Change

Showcasing a Quarter Century of Community Change


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June 25, 2018
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West Virginia Maple Syrup Producers Association Newsletter

West Virginia Maple Syrup Producers Association Newsletter


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September 21, 2018
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Class of 2017 Academic Catalog

Class of 2017 Academic Catalog


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June 28, 2018
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Procedural Manual on Traditional Conflict Management Techniques in Africa

Procedural Manual on Traditional Conflict Management Techniques in Africa


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June 25, 2018
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Small Grants Programme Social and Environmental Safeguard SES Checklist for SGP OP6

Small Grants Programme Social and Environmental Safeguard SES Checklist for SGP OP6


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September 21, 2018
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Small Grants Programme OP6 Baseline Report of Selected Landscape

Small Grants Programme OP6 Baseline Report of Selected Landscape


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September 21, 2018
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Small Grants Programme Country Program Strategy 2016-2018

Small Grants Programme Country Program Strategy 2016-2018


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June 28, 2018
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Small Grants Programme Country Program Evaluation

Small Grants Programme Country Program Evaluation


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September 21, 2018
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Small Grants Programme Baseline Report of Afghanistan Environmental Context

Small Grants Programme Baseline Report of Afghanistan Environmental Context


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September 21, 2018
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Afghanistan Conflict Management

Afghanistan Conflict Management


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September 21, 2018
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NTIA WV Evaluation Study

NTIA WV Evaluation Study


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September 21, 2018
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Afghanistan Positive Deviance Research Report January 2014

Afghanistan Positive Deviance Research Report January 2014


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September 21, 2018
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Studying Social Change in Detroit

Studying Social Change in Detroit


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September 21, 2018
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Future Generations Fall Newsletter 2013

Future Generations Fall Newsletter 2013


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September 21, 2018
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Boletin- Future Generations Peru Mayo 2013 CLAS

Boletin- Future Generations Peru Mayo 2013 CLAS


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September 21, 2018
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WV Broadband Stories of Impact- How Broadband Change my Life

WV Broadband Stories of Impact- How Broadband Change my Life


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June 28, 2018
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Burundi Bottom Up Peace Architecture and Local Pease Committees

Burundi Bottom Up Peace Architecture and Local Pease Committees


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September 21, 2018
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Arunachal Fact Sheet

Arunachal Fact Sheet


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September 21, 2018
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West Virginia Fact Sheet

West Virginia Fact Sheet


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September 21, 2018
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Peru Fact Sheet

Peru Fact Sheet


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September 21, 2018
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Amartya Sen Cap La Angecia delas Muheresyel Cambio Social

Amartya Sen Cap La Angecia delas Muheresyel Cambio Social


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September 20, 2018
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Toward Ethnic Conflict Transformation- A Case Study of Citizen Peacebuilding Initiatives on the 2006 Guyana Elections

Toward Ethnic Conflict Transformation- A Case Study of Citizen Peacebuilding Initiatives on the 2006 Guyana Elections


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September 21, 2018
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Newspaper Autumn 2011

Newspaper Autumn 2011


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September 21, 2018
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China’s Young Changemakers- Youth in Development Team Profile

China’s Young Changemakers- Youth in Development Team Profile


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September 21, 2018
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Peru en Umbral- Vol. II

Peru en Umbral- Vol. II


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June 28, 2018
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Remureraciones Comparativas- sector salud 2011

Remureraciones Comparativas- sector salud 2011


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June 28, 2018
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CLAS-Opportunidad & Empowerment-Equity Peru

CLAS-Opportunidad & Empowerment-Equity Peru


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June 28, 2018
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OMS- Libro con Estudios de Caso-CLAS en el Peru

OMS- Libro con Estudios de Caso-CLAS en el Peru


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June 28, 2018
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Empowering Women Leaders Worldwide for Community Change

Empowering Women Leaders Worldwide for Community Change


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September 21, 2018
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Guyana Community Scholars

Guyana Community Scholars


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September 21, 2018
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Canoeing Down the Zambezi

Canoeing Down the Zambezi


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September 21, 2018
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Social Determinants- Approaches to Public Health from concept to practice

Social Determinants- Approaches to Public Health from concept to practice


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September 21, 2018
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Pendeba Society Annual Report

Pendeba Society Annual Report


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September 21, 2018
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Future Generations China- Fact Sheet

Future Generations China- Fact Sheet


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September 21, 2018
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Annual Report 2010- Global Lessons Coming Home

Annual Report 2010- Global Lessons Coming Home


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September 21, 2018
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Haiti Fact Sheet

Haiti Fact Sheet


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September 21, 2018
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Small Business Survey Report of Computer and Broadband Use in West Virginia

Small Business Survey Report of Computer and Broadband Use in West Virginia


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September 21, 2018
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2011-01-small-business-survey-report-of-computer-and-broadband-use-in-west-virginia-report

Computer and Broadband Use in West Virgnia- Initial Summary Report

Computer and Broadband Use in West Virgnia- Initial Summary Report


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September 20, 2018
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Green Long March 2010 Route Fact Sheet

Green Long March 2010 Route Fact Sheet


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September 21, 2018
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Future Generations Autumn Newsletter 2010

Future Generations Autumn Newsletter 2010


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September 21, 2018
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Cuscu Peru Child and Maternal Healht Impact Report

Cuscu Peru Child and Maternal Healht Impact Report


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September 21, 2018
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Community Led Rural Road Construction in Nepal

Community Led Rural Road Construction in Nepal


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September 21, 2018
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Empoderando Comunidades- Lecciones de CLAS

Empoderando Comunidades- Lecciones de CLAS


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June 28, 2018
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Medicos nombrados versus la salud

Medicos nombrados versus la salud


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June 28, 2018
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Dynamics of Empowerment- Identity, Capabilities, Civic Space, and Autonomy Respecting Assistance in Arunachal Pradesh

Dynamics of Empowerment- Identity, Capabilities, Civic Space, and Autonomy Respecting Assistance in Arunachal Pradesh


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September 21, 2018
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2010-06-dynamics_of_empowerment-identity-capabilities-civic-spaces-and-autonomy-respecting-assistance-in-arunachal-pradesh-report

Peru Fact Sheet

Peru Fact Sheet


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September 21, 2018
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China Country Fact Sheet

China Country Fact Sheet


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September 21, 2018
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Arunachal Country Fact Sheets

Arunachal Country Fact Sheets


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2010-05-arunachal-country-fact-sheets-report

Afghanistan Fact Sheet

Afghanistan Fact Sheet


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September 21, 2018
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2010-05-afghanistan-fact-sheet-report

Impact on Under 5 Child Mortality

Impact on Under 5 Child Mortality


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September 21, 2018
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Peru’s Inter-Oceanic Highway

Peru’s Inter-Oceanic Highway


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September 21, 2018
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Minimizing Developments Impact

Minimizing Developments Impact


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September 21, 2018
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2009 Annual Report

2009 Annual Report


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September 21, 2018
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2010-03-2009-annual-report-report

Bishnoi and Antelope in India

Bishnoi and Antelope in India


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September 21, 2018
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2010-02-bishnoi-and-antelope-in-india-occassional-paper

Seizing the Moment- A Case Study on Conflict and Peacemaking in Somaliland

Seizing the Moment- A Case Study on Conflict and Peacemaking in Somaliland


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September 21, 2018
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A Passion for Pine Forest Conservation Practices of the Apatani People of Arunachal Pradesh

A Passion for Pine Forest Conservation Practices of the Apatani People of Arunachal Pradesh


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September 21, 2018
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SEED-SCALE- An Introduction

SEED-SCALE- An Introduction


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September 21, 2018
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Future Generations Newsletter, Autumn 2009

Future Generations Newsletter, Autumn 2009


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September 21, 2018
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Grounds for Democratic Hope in Arunachal Pradesh- Emerging Civic Geographies and the Reinvention of Gender and Tribal Identities

Grounds for Democratic Hope in Arunachal Pradesh- Emerging Civic Geographies and the Reinvention of Gender and Tribal Identities


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September 21, 2018
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2009-07-grounds-for-democratic-hope-in-arunachal-pradesh-emerging-civic-geographies-and-the-reinvention-of-gender-and-tribal-identities-article

Pendeba Manual

Pendeba Manual


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September 21, 2018
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Pendeba Manual Preventative Health Care

Pendeba Manual Preventative Health Care


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September 21, 2018
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Interview with Bill Carmichael

Interview with Bill Carmichael


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September 21, 2018
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Report on CLAS-DHS analysis

Report on CLAS-DHS analysis


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September 21, 2018
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2008 Annual Report

2008 Annual Report


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September 21, 2018
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2009-04-2008-annual-report-report

Statebuilding and Community Engagement without Reconciliation- A Case Study of Afghanistans National Solidarity Program

Statebuilding and Community Engagement without Reconciliation- A Case Study of Afghanistans National Solidarity Program


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September 21, 2018
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2009-03-statebuildin-and-community-engagement-without-reconciliation-a-case-study-of-afghanistans-national-solidarity-program-occasional-paper

Mobilization of Human Resources for Sustainable Development- The Future Generations Arunachal Initiative

Mobilization of Human Resources for Sustainable Development- The Future Generations Arunachal Initiative


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September 21, 2018
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Graduate School Newsletter

Graduate School Newsletter


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September 21, 2018
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Communities Not State or NGOs- the Answer to Development and Sustainable

Communities Not State or NGOs- the Answer to Development and Sustainable


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September 21, 2018
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Mobilizing Human Energy

Mobilizing Human Energy


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September 20, 2018
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Green Long March Newsletter Fall 2008

Green Long March Newsletter Fall 2008


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September 21, 2018
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2008-10-green-long-march-newsletter-fall-2008-pamphlet

Case Study CLAS Peru

Case Study CLAS Peru


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September 21, 2018
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2008-08-case-study-clas-peru-report

The Case of Nepal

The Case of Nepal


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September 21, 2018
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2008.07-The-Case-of-Nepal-White-Paper

The Case of Guyana

The Case of Guyana


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The Case of Burundi

The Case of Burundi


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Engaging Citizens and Communities to Create Peace and Security Research Framework

Engaging Citizens and Communities to Create Peace and Security Research Framework


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September 21, 2018
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2008-07-engaging-citizens-and-communities-to-create-peace-and-security-research-framework-white-paper

Toward a Better Future in Afghanistan- An Investigation into the Central Council of Shahidan in Bamyam Province

Toward a Better Future in Afghanistan- An Investigation into the Central Council of Shahidan in Bamyam Province


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September 21, 2018
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2006-2007 Annual Report

2006-2007 Annual Report


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September 20, 2018
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2007-12-2006-2007-annual-report-report

Graduate School Self-Study to the North-West Central Higher Learning Commission

Graduate School Self-Study to the North-West Central Higher Learning Commission


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September 21, 2018
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Cronologia-Desarrollo de la Ley de CLAS 2007

Cronologia-Desarrollo de la Ley de CLAS 2007


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June 28, 2018
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Descentralizacion SdeS- CLAS y AmLat

Descentralizacion SdeS- CLAS y AmLat


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June 25, 2018
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Nota Sobre CLAS en Peru

Nota Sobre CLAS en Peru


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Searchers Who are Improving Health in the Midst of Poverty

Searchers Who are Improving Health in the Midst of Poverty


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Lodi Gardens in New Delhi, India

Lodi Gardens in New Delhi, India


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September 21, 2018
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CLAS Social Capital

CLAS Social Capital


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June 28, 2018
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Rhesus Macaque Monkeys in Tibet

Rhesus Macaque Monkeys in Tibet


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September 21, 2018
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2006-06-rhesus-macaque-monkeys-in-tibet-2-ocassional-paper

Analisis del Modelo de Cogesion Vigente- Revision de Informes

Analisis del Modelo de Cogesion Vigente- Revision de Informes


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September 21, 2018
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Natural History Notes on the Pro-Tsangpo and Rong Chu Confluence

Natural History Notes on the Pro-Tsangpo and Rong Chu Confluence


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Notes on some Ecological Aspects of Gongga Shan and Hailouguo Geopark

Notes on some Ecological Aspects of Gongga Shan and Hailouguo Geopark


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September 21, 2018
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2005 Annual Report

2005 Annual Report


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September 21, 2018
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ONU Relator Salud Peru CLAS

ONU Relator Salud Peru CLAS


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June 28, 2018
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Diario Gestion Medica- Articulo sobre CLAS 2005

Diario Gestion Medica- Articulo sobre CLAS 2005


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June 28, 2018
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CLAS y SIS y promosion de la salud

CLAS y SIS y promosion de la salud


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A Note on the Altai Mountains and the Kazakh Eagle Hunters

A Note on the Altai Mountains and the Kazakh Eagle Hunters


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Notes on Demoiselle Cranes in Asia

Notes on Demoiselle Cranes in Asia


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2004 Annual Report

2004 Annual Report


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Tesis

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Estudio Costo Eficiencia CLAS

Estudio Costo Eficiencia CLAS


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Informe final Co Gestion- CLAS


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The Politics of Health Sector Reform in Peru


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CLAS Journal Public Medicine


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Programa de Administracion de Acuerdos de Gestion

Programa de Administracion de Acuerdos de Gestion


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Community Involvement & Decentralization- Peru


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The Politics of Health Sector Reform in Peru


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Tim Bowyer- CLAS Article


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Participacion en Salud, CIES


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CLAS- Costa Rica Mayo 2000


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Shared Administration Program and Local Health Administration Associations Clas in Peru


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Mundial- Sector Salud Peru


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          Frequently Asked Questions

          How is Future Generations University different from other universities?

          • Future Generations University is for professionals in community change. You can be an established professional or you can be newly entering. The program will fit you. Your major platform for learning will be your work, and the best of world learning is brought to your work … to help your community improve. At traditional universities, you go to school, then go to work after you get your degree. You will expand your work in learning connections throughout the world.
          • This connecting into the world begins in either specific certificate classes or the two-year Master’s degree, but once having entered Future.Edu of world-engaged learning, through the parallel organization (Future.Org), you join a world-circling professional community of applied community change. You do not “graduate” from Future Generations University, but rather you commence into world, stature, professional, practicing discourse of continuing learning.

          Are you accredited?

          Accreditation

          Future Generations University is accredited by the Higher Learning Commission, the largest and oldest accrediting body in the United States. This quality assurance by a federally-recognized body also meets requirements necessary for the institution to receive and manage federal financial aid funds. The accreditation process also provides a periodic opportunity and incentive for the institution to review, assess, and advance the quality of its educational and financial operations

          The Higher Learning Commission
          230 South LaSalle Street, Suite 7-500
          Chicago, IL 60604
          inquiry@hlcommission.org
          Phone: 1-800-621-7440
          Website:http://www.ncahlc.org/

          What is the purpose of the Future Generations University?

          For the last 15 years, Future Generations University has been dedicated to empowering committed development practitioners by providing a new model of applied higher education. By focusing learning in the communities where these change-makers already live and work, students immediately begin advancing social change with the skills and strategies they obtain.

          Future Generations University offers a two-year Master of Arts Degree in Applied Community Change. The program includes five specializations in different areas where communities have the opportunity to grow. Instruction is also offered through a range of focused certificates. Further, the University also conducts and applies research on the effectiveness of community-based approaches for achieving impact in a widening range of areas.

          What is Class/Enrollment Size?

          For the first fifteen years (Classes from 2003 through 2017), enrollment was exceedingly selective. Each class typically had 20+ students. The university is expanding now, but remains selective.

          To date, the Masters Degree program has prepared students from 40 countries. Since 2003, seven classes (Class 2005, 2007, 2009, 2011, 2013, 2014, 2015) have graduated. Through the 15 years an additional range of students have graduated from the certificate programs.

          Can you tell me more about your alumni?

          Our students enter as development practitioners in their own countries. The learning allows them to grow their jobs and communities. The following statistics indicate the engagement of our master’s alumni specifically.

          • Percentage of alumni Employed: 95%
          • Engaged in similar community work as during Master’s program: 83%
          • Working for the same organization as during the Master’s program: 58% (of these 40% have changed jobs within their organization, mostly promotions)
          • Working for a different organization: 42% (of these 36% have started their own organization/consultancy).
          • Working together on Future Generations Alumni Collaboration Grants: 37%
          • Continued on to obtain a PhD, are in, or applying for a doctoral/PhD program: 11%

          Am I eligible for the Masters Degree Program?

          Please check our eligibility criteria for full details. To summarize, all applicants to the master’s degree are required to: 1) work with a community throughout the two-year program; 2) have a Bachelors Degree or equivalent; 3) be proficient in the English language; and 4) have reliable internet connectivity. Applicants to the certificate programs generally are open to anyone willing to do the work.

          Do I have to quit my job to complete this Masters Degree Program?

          No. In most cases, students build their learning experience around their current position or field in order to maximize their effectiveness in these areas, using their current community as a learning platform. If participating in optional residential experiences, which require travel to a host community, the student should first obtain permission from an employer. Apart from these residential options, learning will be based in students’ home communities.

          How do donations to the university support the work of students?

          Students at Future Generations University have implemented incredible work making positive changes in their home communities and workplaces around the world (Read about some of their work).

          Most students come from admirable low-paying career paths in field like education, health services, rural development, and conservation driven by a passion to help others and secure a better future for their fellow community members.

          This means they often have limited funds for continuing education and their community building projects, and rely on the support of generous donors. We hope you will join! When you donate to our academic programs, you are not just funding a single development project, you are opening the door for a series of community-driven efforts led by our students and each additional community leader they train in empowerment methods.

          I'd like to support your students, how can I help?

          If you’d like to support the next generation of community leaders being trained by Future Generations, you can donate to a scholarship fund for current or future students. You could also work with our financial office to start a special fund for a program of your choice– perhaps you’d like to support students working in a designated field, from a specific country, or you’d like to fund a class focused on a certain area of community change. Visit our donate page for options on ways to contribute or contact us at (info@future.edu).

          Who is the best person to contact for more information about the university?

          Our staff will be happy to supply you with additional information ​ if you are a member of the press or simply seek answers to some more questions not addressed on this page. Please email us at graduate@future.edu and we will do our best to give you the information you would like.

          You can also contact any of our offices worldwide and meet with the team there.

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                    Our research, learning, and action gives communities tools to make their lives better. Subscribe to our newsletter and stay up to date with Future Generations.

                       

                      Our History

                      Future Generations first began tackling humanity’s toughest challenges in 1992: understanding how to create community-driven change that is both sustainable and scalable. Recognizing traditional approaches to community development were not working, UNICEF launched a task force and enlisted Future Generations to study this question around-the-world. Future Generations was founded to promote the newly synthesized method for community-based sustainable development.

                      After a decade of successful demonstrations of the methodology advancing health, peacebuilding, conservation, education, and livelihoods across India, Afghanistan, China, Peru and other nations, Future Generations formed a new global learning community to extend this method at scale. A separate graduate school was established in 2006, which today advances research, learning, and action in 42 countries as Future Generations University (Formerly Future Generations Graduate School). The original civil society organization, Future Generations Inc., continues to serve as a connector and resource hub between country programs and the university’s growing alumni in the Future Generations Global Network.

                      As this learning organization evolved into a University with new research initiatives and a wider reach, so did its innovative approach to global education. What sets all Future Generations programs apart is how they transform the community into the classroom. Life-useful learning is delivered over long distances through a combination of online coursework, peer learning, and community-based projects. The University offers a range of learning opportunities, including online resources, customized training, certificate programs, and a Master of Arts in Applied Community Development. This degree program is accredited by the Higher Learning Commission, the USA’s oldest and largest higher education accrediting body.

                      Our Shared Future

                      For the first time in human history, every country of the world has signed on to the same set of goals: the seventeen Sustainable Development Goals (SDGs). In these, governments, many corporations, and donor agencies have shared targets to address our immense global challenges. Future Generations focuses on empowering communities around the world to better engage these structures of support from the bottom-up using the SEED-SCALE method.

                      Education is the great equalizer. Communities don’t need to wait for policy or leadership change to deliver needed services; learning can open the door to new skills that help communities use what they already have to advance a shared vision for the future. Students at Future Generations steer their learning journey according to local priorities so they can advance their personal goals alongside their professional work and community well-being.

                      Future Generations University is dedicated to opening this life-changing opportunity up to more community leaders in the coming years by:

                      • Enhancing the Master’s degree, keeping costs low and increasing flexibility to grow enrollment
                      • Expanding Non-Formal Education offerings with new certificate and training programs customized for partner organizations
                      • Developing online learning resources and programs that open access to the SEED-SCALE method among new audiences around-the-world
                      • Advancing community-grounded research to promote site-specific innovations in health, education, economic development, climate change and ecosystem monitoring, and more
                      • Establishing Sustainable Development Learning Centers at sites of strength across our Global Network to extend learning and innovation for local sustainable development impact
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