1. 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

2. Opportunities for Improvement

4. Texas

5. San Antonio, Texas

6. Alamo Community Colleges Service Area

7. The Alamo Community Colleges

8. San Antonio

9. The Alamo

10. 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

11. Photo from SACVB Mission San Jose

12. The Riverwalk WWW.VISITSANANTONIO.COM

13. Photo from SACVB/Al Rendon The Riverwalk at Christmas

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. ELEMENT 2: ANALYZING THE SUPPLY AND DEMAND:

21. 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

22. Source - U.S. Department of Commerce - 21st. Century Skills for 21st. Century Jobs In 1950 20% Professional 60% Unskilled  20% Skilled In 1991 20% Professional 35% Unskilled  45% Skilled In 2000 20% Professional 15% Unskilled  65% Skilled In 2006 20% Professional 5% Unskilled  75% Skilled 21st Century Jobs

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

24. 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.

25. 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;

26. ANALYZING THE SUPPLY 1.THECB- Closing the Gaps by 2015 2.Census data:  Education, literacy, participation 3.Unemployment Insurance Data  Shows 5 - 10 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 2015 2.Census data:  Education, literacy, participation 3.Unemployment Insurance Data  Shows 5 - 10 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

27. 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

28. “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

29. 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

30. ELEMENT 4: ASSESSMENTS AND CONTINUOUS IMPROVEMENTS:

31. 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

32. 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)

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

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

35. 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

36. 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

37. ACADEMY BENEFITS  STRUCTURE (CLUSTERS)  CURRICULUM – 2 +2 + 2  INTIMATE BUSINESS AND SCHOOL SUPPORT  FUNDING  PROGRAM EQUIPMENT  STUDENTS: INTERNSHIPS, SCHOLARSHIPS, JOBS  AND – 30 COLLEGE HOURS/CERTIFICATE  AND - TRANSFER TO UNIVERSITY  STRUCTURE (CLUSTERS)  CURRICULUM – 2 +2 + 2  INTIMATE BUSINESS AND SCHOOL SUPPORT  FUNDING  PROGRAM EQUIPMENT  STUDENTS: INTERNSHIPS, SCHOLARSHIPS, JOBS  AND – 30 COLLEGE HOURS/CERTIFICATE  AND - TRANSFER TO UNIVERSITY

38. ETHNIC BACKGROUND AcademiesHispanicCaucasianAfrican- American Asian Aerospace1039150 Info Technology and Security 874167 Manufacturing Technology 25300 Total215135117 Percentage58%37%3%2%

39. ACADEMY ENROLLMENT YTD AcademyMax Applications*JuniorsSeniors**Max Enrollment AAAA1076448112 ITSA234140105245 MTA80483684 Total421252189441 * 40% attrition due to Accuplacer testing ** Assumes 25% attrition Junior to Senior year

40. ACADEMY OUTCOMES AcademiesGradsCluster Jobs Other Jobs MilitaryCollegeMovedNot Known AAAA 2002- 2007 1991181146312 ITSA 2004- 2007 14107812123 MTA 2005- 2007 2801601200 Total368118341219635 Percentage32%9%4%53%1%

41. 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

42. 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.

43. 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.”

44. 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

45. 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

46. REFERENCES  WWW.ACCD.EDU (Chancellor) WWW.ACCD.EDU  Alamo WorkSource, The Alamo Regional Industry Cluster Analysis, July, 2005  Texas Higher Education Coordinating Board, Closing the Gaps by 2015. Austin: Texas Higher Education Coordinating Board, 2007  ACT, Ready for College and Ready for Work: Same or Different?, 2006  WWW.ACCD.EDU (Chancellor) WWW.ACCD.EDU  Alamo WorkSource, The Alamo Regional Industry Cluster Analysis, July, 2005  Texas Higher Education Coordinating Board, Closing the Gaps by 2015. Austin: Texas Higher Education Coordinating Board, 2007  ACT, Ready for College and Ready for Work: Same or Different?, 2006

47. ¡GRACIAS A TODOS!