DELIVERING A DEMAND LED SYSTEM IN THE U.S. THE ALAMO COMMUNITY COLLEGES APPROACH LEARNING AND SKILLS DEVELOPMENT AGENCY NORTHERN IRELAND DR. BRUCE LESLIE, CHANCELLOR THE ALAMO COMMUNITY COLLEGES LEARNING AND SKILLS DEVELOPMENT AGENCY NORTHERN IRELAND DR. BRUCE LESLIE, CHANCELLOR THE ALAMO COMMUNITY COLLEGES

Opportunities for Improvement

Texas

San Antonio, Texas

Alamo Community Colleges Service Area

The Alamo Community Colleges

San Antonio

The Alamo

REMEMBER THE ALAMO!  40 Irish/Scots/English of 185 died at the Alamo  Davy Crockett and William Barret Travis were descendents of Ulster Irish  Sam Houston, President of The Republic ofTexas, and First Governor of Texas, was of Irish heritage  40 Irish/Scots/English of 185 died at the Alamo  Davy Crockett and William Barret Travis were descendents of Ulster Irish  Sam Houston, President of The Republic ofTexas, and First Governor of Texas, was of Irish heritage

Photo from SACVB Mission San Jose

The Riverwalk

Photo from SACVB/Al Rendon The Riverwalk at Christmas

THE CLUSTER MODEL: THE 5 KEY ELEMENTS 1.DESCRIBE THE CLUSTER MODEL 2.ANALYZING THE DEMAND AND SUPPLY 3.PARTNERING 4.ASSESSMENTS AND CONTINUOUS IMPROVEMENTS 5.SUCCESSFUL EXAMPLES – THE ACADEMIES 1.DESCRIBE THE CLUSTER MODEL 2.ANALYZING THE DEMAND AND SUPPLY 3.PARTNERING 4.ASSESSMENTS AND CONTINUOUS IMPROVEMENTS 5.SUCCESSFUL EXAMPLES – THE ACADEMIES

ELEMENT # 1: THE CLUSTER MODEL “A cluster is a geographically proximate group of interconnected companies and associated institutions in a particular field, linked by commonalities and complementarities.” - Michael Porter, Harvard University “A cluster is a geographically proximate group of interconnected companies and associated institutions in a particular field, linked by commonalities and complementarities.” - Michael Porter, Harvard University

Successful Cluster Initiatives Build Comprehensive Economic Foundation Approach PHYSICAL INFRASTRUCTURE Invest in world-class infrastructure that improves competitiveness of existing businesses and attracts outside investments BUSINESS CLIMATE Create a regulatory climate and tax structure that promotes strategic investment and encourages entrepreneurialism QUALITY OF LIFE Preserve existing assets and build new ones to attract and retain talent, ideas, and firms TECHNOLOGY Build R&D capacity to accelerate transition into higher value-added manufacturing and services FINANCIAL CAPITAL Create mechanisms to increase capital access to innovative startups and firms in strategic or high growth industries HUMAN RESOURCES Provide a skilled and adaptable workforce

In successful regions Clusters and Foundations support one another in a “Vital Cycle” Quality Economic Foundations Media New firms Attracted to The region New companies and industries formed in the region New people and Ideas drawn to the region Tourism Competitive Clusters Life Sciences Food Physical Infra- Structure Business Climate Quality Of Life Technology Financial Capital Human Resources Capital drawn into the region Energy Machinery Financial Services Information Technology

THE CLUSTERS MODEL  Community’s vision of the job’s it wants:  Qualitative approach to job creation  Defines and builds upon strengths of community  Community’s vision of the job’s it wants:  Qualitative approach to job creation  Defines and builds upon strengths of community

San Antonio’s Clusters  Aerospace/Military*  IT & Telecom*  Automotive/Advanced Manufacturing*  Finance/Business/Professional Services*  Construction Materials & Equipment*  Health and Bio Science*  Apparel & Textiles  Oil & Gas  Tourism/Food Processing  Transportation  Aerospace/Military*  IT & Telecom*  Automotive/Advanced Manufacturing*  Finance/Business/Professional Services*  Construction Materials & Equipment*  Health and Bio Science*  Apparel & Textiles  Oil & Gas  Tourism/Food Processing  Transportation

ELEMENT 2: ANALYZING THE SUPPLY AND DEMAND:

WHY USE CLUSTERS TO MEET DEMAND? 1.Provides discrete analysis of needs and opportunities 2.Provides way to organize ACC’s approach to meeting demand 3.Provides understanding of relevant employers with which to engage 4.Provides focus and measurable strategies 1.Provides discrete analysis of needs and opportunities 2.Provides way to organize ACC’s approach to meeting demand 3.Provides understanding of relevant employers with which to engage 4.Provides focus and measurable strategies

Source - U.S. Department of Commerce - 21st. Century Skills for 21st. Century Jobs In % Professional 60% Unskilled  20% Skilled In % Professional 35% Unskilled  45% Skilled In % Professional 15% Unskilled  65% Skilled In % Professional 5% Unskilled  75% Skilled 21st Century Jobs

State of Texas Education Attainment Gaps Source: Texas State Data Center

An Industry Cluster-Based Approach to What do we Teach?  Survey of Occupations;  Understanding Career Ladders;  Mapping of Skills;  Address Barriers and Gaps in System of Skill Acquisition.  Survey of Occupations;  Understanding Career Ladders;  Mapping of Skills;  Address Barriers and Gaps in System of Skill Acquisition.

CONCEPTUALIZING WHERE AND HOW MANY NEEDED?  Quantitative analysis of employment and payroll data;  Qualitative research into the web of relationships in the cluster;  Validation with cluster employers;  Quantitative analysis of employment and payroll data;  Qualitative research into the web of relationships in the cluster;  Validation with cluster employers;

ANALYZING THE SUPPLY 1.THECB- Closing the Gaps by Census data:  Education, literacy, participation 3.Unemployment Insurance Data  Shows year data 4.School/College enrollment/graduation patterns (Skills Training)  Identifies lack of need/skill alignment  Shows student skill preparedness 5.CBO’s (Adult Learners) 6.Employers 1.THECB- Closing the Gaps by Census data:  Education, literacy, participation 3.Unemployment Insurance Data  Shows year data 4.School/College enrollment/graduation patterns (Skills Training)  Identifies lack of need/skill alignment  Shows student skill preparedness 5.CBO’s (Adult Learners) 6.Employers

ELEMENT #3: PARTNERING  Requires “AGGRESSIVELY BEING AT THE TABLE”  DOL (Alamo WorkSource)  Chambers of Commerce  Industry Associations (SAMA)  Local & State Economic Development (County/City)  Cluster Organizations (SABio)  Advisory Committees  P16 Councils  Individuals and Individual Companies  Requires “AGGRESSIVELY BEING AT THE TABLE”  DOL (Alamo WorkSource)  Chambers of Commerce  Industry Associations (SAMA)  Local & State Economic Development (County/City)  Cluster Organizations (SABio)  Advisory Committees  P16 Councils  Individuals and Individual Companies

“HIP-TO-HIP” WITH THE EDUCATION PARTNERS  Dual Credit  Tech Prep  Early College High School  College Connections  Early Remediation  College Readiness/Curriculum Alignment  The Pathways Project  Employability Skills/Completion Rates  Automatic University Transfer  Dual Credit  Tech Prep  Early College High School  College Connections  Early Remediation  College Readiness/Curriculum Alignment  The Pathways Project  Employability Skills/Completion Rates  Automatic University Transfer

MEANINGFUL ENGAGEMENT  Program Advisory Committees  Meetings with cluster CEO’s  On-going analysis of reports and meetings with: Chambers, Economic Development Organizations, DOL, Associations, Cluster Organizations, Legislators/Staff  Program Advisory Committees  Meetings with cluster CEO’s  On-going analysis of reports and meetings with: Chambers, Economic Development Organizations, DOL, Associations, Cluster Organizations, Legislators/Staff

ELEMENT 4: ASSESSMENTS AND CONTINUOUS IMPROVEMENTS:

DETERMINING COMPETENCIES TO MEET DEMAND 1.Key: Build Employers into Academic Structure  DACUM’s  Cluster/Association Reviews  Advisory Committee Reviews  Program Reviews 2.Build FUNDRAISING into Budget Development at each college 3.Build in Peer Reviews  Coordinating Board Review every 3 years  Program Accreditations  SACS College Accreditation 1.Key: Build Employers into Academic Structure  DACUM’s  Cluster/Association Reviews  Advisory Committee Reviews  Program Reviews 2.Build FUNDRAISING into Budget Development at each college 3.Build in Peer Reviews  Coordinating Board Review every 3 years  Program Accreditations  SACS College Accreditation

DETERMINING THE STANDARDS  Company Information  World Class Norms within Company  Toyota utilizes TPS Global Standards  Boeing & Lockheed Martin utilize international FAA standards and procedures  Rack Space utilizes CISCO, Red Hat, Oracle, and Microsoft certification standards  Multi-skill trend  National Industrial Standards Manufacturing  AMTEC (Automotive Manufacturing Training and Education Consortia)  Company Information  World Class Norms within Company  Toyota utilizes TPS Global Standards  Boeing & Lockheed Martin utilize international FAA standards and procedures  Rack Space utilizes CISCO, Red Hat, Oracle, and Microsoft certification standards  Multi-skill trend  National Industrial Standards Manufacturing  AMTEC (Automotive Manufacturing Training and Education Consortia)

ELEMENT 5: SUCCESS EXAMPLES: THE ALAMO ACADEMIES AND SHARED GOVERNANCE

THREE ACADEMIES  AEROSPACE  MANUFACTURING  INFORMATION TECHNOLOGY/SECURITY  AEROSPACE  MANUFACTURING  INFORMATION TECHNOLOGY/SECURITY

ACADEMIES: Plus Space Camp P16 Plus of Greater Bexar County San Antonio City Employee Training Space Camp P16 Plus of Greater Bexar County San Antonio City Employee Training

ACADEMY PARTNERS  The City of San Antonio  The Greater San Antonio Chamber of Commerce  Industry Associations (SAMA)  Public Schools (Tech Prep & Dual Credit)  Area Universities  Trinity University  UTSA  The City of San Antonio  The Greater San Antonio Chamber of Commerce  Industry Associations (SAMA)  Public Schools (Tech Prep & Dual Credit)  Area Universities  Trinity University  UTSA

ACADEMY BENEFITS  STRUCTURE (CLUSTERS)  CURRICULUM –  INTIMATE BUSINESS AND SCHOOL SUPPORT  FUNDING  PROGRAM EQUIPMENT  STUDENTS: INTERNSHIPS, SCHOLARSHIPS, JOBS  AND – 30 COLLEGE HOURS/CERTIFICATE  AND - TRANSFER TO UNIVERSITY  STRUCTURE (CLUSTERS)  CURRICULUM –  INTIMATE BUSINESS AND SCHOOL SUPPORT  FUNDING  PROGRAM EQUIPMENT  STUDENTS: INTERNSHIPS, SCHOLARSHIPS, JOBS  AND – 30 COLLEGE HOURS/CERTIFICATE  AND - TRANSFER TO UNIVERSITY

ETHNIC BACKGROUND AcademiesHispanicCaucasianAfrican- American Asian Aerospace Info Technology and Security Manufacturing Technology Total Percentage58%37%3%2%

ACADEMY ENROLLMENT YTD AcademyMax Applications*JuniorsSeniors**Max Enrollment AAAA ITSA MTA Total * 40% attrition due to Accuplacer testing ** Assumes 25% attrition Junior to Senior year

ACADEMY OUTCOMES AcademiesGradsCluster Jobs Other Jobs MilitaryCollegeMovedNot Known AAAA ITSA MTA Total Percentage32%9%4%53%1%

ACADEMY GRADUATE STATISTICS  368 graduates (98% continued higher education or obtained jobs with the Aerospace, Manufacturing or IT Industries, or joined the Military  Last 2 graduating classes (125) awarded over $345,000 in Scholarships  Average starting hourly wage all graduates: $10.25 per hour  Average starting pay $27,730: Salary: $21,320 ($10.25 x 2080 hrs) plus ~ $6,400 in benefits  368 graduates (98% continued higher education or obtained jobs with the Aerospace, Manufacturing or IT Industries, or joined the Military  Last 2 graduating classes (125) awarded over $345,000 in Scholarships  Average starting hourly wage all graduates: $10.25 per hour  Average starting pay $27,730: Salary: $21,320 ($10.25 x 2080 hrs) plus ~ $6,400 in benefits

DOL INVESTMENT IN ACC  Texas Workforce Commission:  $17 million to ACC in Skill Development Industry Cluster Training in 18 months.  Texas Workforce Commission:  $17 million to ACC in Skill Development Industry Cluster Training in 18 months.

LOCKHEED MARTIN ACADEMY HIRING  Since 2000, Lockheed Martin has employed 44 Academy graduates, over 13 percent of their direct labor force.  By 2012, Aerospace Academy graduates will represent 25 percent of the Lockheed Martin labor force.”  Since 2000, Lockheed Martin has employed 44 Academy graduates, over 13 percent of their direct labor force.  By 2012, Aerospace Academy graduates will represent 25 percent of the Lockheed Martin labor force.”

SUMMARY  THE CLUSTER MODEL PROVIDES VISION & STRUCTURE  BUSINESS MUST DRIVE THE PIPELINE  COLLABORATION ABSOLUTELY CRITICAL  DATA IS DIFFICULT TO OBTAIN  BEST PIPELINE IS WITH DIRECT PARTNERSHIP WITH THE COMPANY, SCHOOLS AND CBO’S  THE CLUSTER MODEL PROVIDES VISION & STRUCTURE  BUSINESS MUST DRIVE THE PIPELINE  COLLABORATION ABSOLUTELY CRITICAL  DATA IS DIFFICULT TO OBTAIN  BEST PIPELINE IS WITH DIRECT PARTNERSHIP WITH THE COMPANY, SCHOOLS AND CBO’S

PIPELINE CHALLENGES  THIS IS COLLEGE!  STUDENTS DON’T WANT TO MISS OUT  MANY STUDENTS HAVE TO WORK  THE OPPORTUITIES ARE NOT WELL UNDERSTOOD  LOW LEVELS OF DEGREE COMPLETION  THIS IS COLLEGE!  STUDENTS DON’T WANT TO MISS OUT  MANY STUDENTS HAVE TO WORK  THE OPPORTUITIES ARE NOT WELL UNDERSTOOD  LOW LEVELS OF DEGREE COMPLETION

REFERENCES  (Chancellor)  Alamo WorkSource, The Alamo Regional Industry Cluster Analysis, July, 2005  Texas Higher Education Coordinating Board, Closing the Gaps by Austin: Texas Higher Education Coordinating Board, 2007  ACT, Ready for College and Ready for Work: Same or Different?, 2006  (Chancellor)  Alamo WorkSource, The Alamo Regional Industry Cluster Analysis, July, 2005  Texas Higher Education Coordinating Board, Closing the Gaps by Austin: Texas Higher Education Coordinating Board, 2007  ACT, Ready for College and Ready for Work: Same or Different?, 2006

¡GRACIAS A TODOS!