YGLF warmly welcomes Dr. Jasmin Cowin to its Inter-generational Council, who also served as our exemplary Executive Director several years ago. In the interim, she has brilliantly established herself as a professorial educator, expanding her expertise. Our Chair, Dr. Linda, and Dr. Jasmin first met through Rotary International NY, where both were active members years ago. Dr. Jasmin also filled an all-important role in the successful, inaugural YGLF Global Colloquium 2013 that ultimately led to UN NGO ECOSOC Special Consultative status since 2018.
The Young Global Leadership Foundation (YGLF) guides aspiring young adults from around the world to promote democracy and to become effective and ethical leaders towards peaceful and productive global connection and collaboration in the 21st C. YGLF adheres to and advocates for the ethos of the United Nations Sustainable Development Goals (SDGs): Agenda 2030: The SDGs address the advancement of: People ~ Planet ~ Peace ~ Prosperity ~ Partnership.
Dr. Jasmin (Bey) Cowin, Associate Professor at Touro University, Fulbright Scholar, SIT Graduate, past Education Policy Fellow (EPFP™) at Columbia University, Teachers College. At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller's philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. My endeavors align closely with the United Nations Sustainable Development Goal 4: Quality Education, a goal deeply intertwined with both my personal and organizational objectives. This is evident in my work with initiatives such as Computers for Schools Burundi (CfSB), TESOL “Train the Trainer” programs in Yemen and Morocco, and my scholarly contributions including an article in the Journal of Higher Education Theory and Practice (JHETP) and various workshops focused on supporting displaced learners.
As an educator in the Fourth Industrial Revolution era, I recognize our crucial role in preparing the future workforce. To equip students with necessary digital literacy and technological skills, we educators must first master these areas. The technologies defining the 21st-century workforce could lead to new forms of exploitation if access is not globally democratized. By incorporating 4IR innovations in education, we shape students’ worldviews from an early age, preparing them for VUCA (Volatile, Uncertain, Complex, Ambiguous) environments and ensuring they become a skilled, adaptable workforce. In conclusion, my commitment extends beyond transactional interactions, focusing instead on utilizing my skills and privileges to make a positive, enduring impact on the world.
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