Internal Investigation

The Clearing: Our work begins with intense personal reflection and interpersonal skill development leading to each student’s individual transformation. We recognize and address the circumstances of the youths past by listening and inviting examination and inquiry. With core skills and concepts, we guide the student through exercises that help create a clearing of the past and assist them in becoming complete with and any loss, trauma, family or relationship conflicts or other challenges they have experienced. Upon establishing a foundation in personal mission and connection with others, students focus on channeling their inspiration and a sense of purpose into the realm of comprehensive entrepreneurship training.

External Investigation

Entrepreneurship Leadership: Throughout the social entrepreneurship lessons, students begin to explore the real-world context, and relevance of essential entrepreneurial skills and they do this autonomously, collaboratively, and in partnership with a vast array of professionals. The YES program teaches and exemplifies an entrepreneurial mindset, providing the necessary preparation for the new economy, and the complex demands of 21st Century global citizenship.

Action Project

Social Enterprises: With the guidance of mentors from the workforce community, students channel their learning into the creation of social impact enterprises; to apply business principles to ventures that drive profit and solve critical social issues.  Although the students will certainly be inspired to launch their social impact ventures, the work required to build sustainable ventures extends beyond the scope of this initial course. Thus the final project in this course is to Pitch a business venture to potential investors/funders, amplifiers, and collaborators.

Our Program


YES was created in partnership with Global Learning Models (GLM), The inquiry and project-based, digital 11 weeks,75 minutes per week, curriculum drives student learning into the world and is delivered by teachers in class and supported by mentors beyond school.


The curriculum is delivered in school and after school, by teachers and mentors, who are trained by DFK staff on the GLM online learning platform. In the second phase of the learning experience, the student is guided by a professional mentor from the community and builds a social enterprise project that solves a social problem.


We select local students, grade 10-11,  that embrace our mission and passion to alleviate social issues. Many are at-risk.  All are in need of contemporary job and entrepreneurship skills.  Mentors are often young professional volunteers and many are employees of  our business sponsors. Other mentors are staff and/or volunteers from partner community groups and nonprofits.


The curriculum is delivered in school and after school, by teachers or mentors we train.


In this transformational age, our youth face unprecedented challenges. Our local and global landscape is evolving in the face of significant resistance. Youths face mounting social issues today; elimination of jobs, political upheaval, environmental threats, and an education system that all too often fails to prepare them to meet these challenges. There is a critical need to prepare youth as college and job ready global citizens. And there is a need to address the issue of interpersonal skill development, and area not being taught and not even discussed.

There is an education gap in school for necessary entrepreneurship training. Within the next 15 years, nearly 50% of the existing jobs will have disappeared. New jobs, through enterprise building, must be created, by entrepreneurs. Even employees must learn an entrepreneurial mindset to help their companies grow and adapt to an ever-changing marketplace.

Students, however, are not the only ones impacted by this course. Educators and mentors also experience a paradigm-shifting approach to learning and one that they too carry into their professional work and interpersonal relationships. Teachers and mentors, trained on GLM’s model for learning, are expected to “walk the walk” before they support the student journey. Training by DFK staff and access to training modules is through online learning platforms, on the same online learning platform that hosts the student’s digital curriculum.

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