DELIVERING A DEMAND LED SYSTEM IN THE U.S.THE ALAMO COMMUNITY COLLEGES APPROACHDELIVERING 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 ImprovementOpportunities for ImprovementOpportunities for ImprovementOpportunities for Improvement

TexasTexasTexasTexas

San Antonio, TexasSan Antonio, TexasSan Antonio, TexasSan Antonio, Texas

The Alamo Community CollegesThe Alamo Community CollegesThe Alamo Community CollegesThe Alamo Community Colleges

San AntonioSan Antonio San AntonioSan Antonio

The AlamoThe AlamoThe AlamoThe Alamo

REMEMBER THE ALAMO!REMEMBER THE ALAMO!REMEMBER 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 JoseMission San JoseMission San JoseMission San Jose

The RiverwalkThe RiverwalkWWW.VISITSANANTONIO.COMWWW.VISITSANANTONIO.COMThe RiverwalkThe RiverwalkWWW.VISITSANANTONIO.COMWWW.VISITSANANTONIO.COM

THE CLUSTER MODEL:THE 5 KEY ELEMENTSTHE 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 MODELELEMENT # 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 InitiativesBuild Comprehensive Economic Foundation Approach

Successful Cluster InitiativesBuild Comprehensive Economic Foundation Approach

PHYSICALINFRASTRUCTURE

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”In successful regions Clusters and Foundations support one another in a “Vital Cycle”

Quality Economic Foundations

MediaMedia

New firmsNew firmsAttracted toAttracted toThe regionThe region

New companiesNew companiesand industriesand industries

formed in the regionformed in the region

New people andNew people andIdeas drawn to Ideas drawn to

the regionthe region

TourismTourism

Competitive Clusters

Life Sciences

Life Sciences

FoodFood

PhysicalInfra-

Structure

BusinessClimate

Quality Of Life

Technology Financial Capital

Human Resources

Capital drawnCapital drawninto the regioninto the region

EnergyEnergy

MachineryMachinery

Financial ServicesFinancial Services

Information TechnologyInformation Technology

THE CLUSTERS MODELTHE 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 ClustersSan 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:ELEMENT 2: ANALYZING THE SUPPLY AND DEMAND:

WHY USE CLUSTERS TO MEET 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 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 Jobs21st Century Jobs

An Industry Cluster-Based Approach to What do we Teach?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?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 SUPPLYANALYZING THE SUPPLY

1. THECB- Closing the Gaps by 20152. Census data:

Education, literacy, participation3. Unemployment Insurance Data

Shows 5 - 10 year data4. 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 20152. Census data:

Education, literacy, participation3. Unemployment Insurance Data

Shows 5 - 10 year data4. 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:PARTNERINGELEMENT #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“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

ELEMENT 4:ASSESSMENTS AND CONTINUOUS IMPROVEMENTS:

ELEMENT 4:ASSESSMENTS AND CONTINUOUS IMPROVEMENTS:

DETERMINING COMPETENCIES TO MEET DEMANDDETERMINING 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 STANDARDSDETERMINING 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

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

THREE ACADEMIESTHREE ACADEMIES

AEROSPACE MANUFACTURING INFORMATION TECHNOLOGY/SECURITY

AEROSPACE MANUFACTURING INFORMATION TECHNOLOGY/SECURITY

ACADEMIES: PlusACADEMIES: 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 PARTNERSACADEMY 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 BENEFITSACADEMY 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

ETHNIC BACKGROUNDETHNIC BACKGROUND

Academies Hispanic Caucasian African-American

Asian

Aerospace 103 91 5 0

Info Technology and Security

87 41 6 7

Manufacturing Technology

25 3 0 0

Total 215 135 11 7

Percentage 58% 37% 3% 2%

ACADEMY ENROLLMENT YTDACADEMY ENROLLMENT YTD

Academy Max Applications* Juniors Seniors** Max Enrollment

AAAA 107 64 48 112

ITSA 234 140 105 245

MTA 80 48 36 84

Total 421 252 189 441

* 40% attrition due to Accuplacer testing ** Assumes 25% attrition Junior to Senior year

ACADEMY OUTCOMESACADEMY OUTCOMES

Academies Grads Cluster Jobs

Other Jobs

Military College Moved NotKnown

AAAA 2002-2007

199 118 11 4 63 1 2

ITSA 2004-2007

141 0 7 8 121 2 3

MTA 2005-2007

28 0 16 0 12 0 0

Total 368 118 34 12 196 3 5

Percentage 32% 9% 4% 53% 1% 1%

ACADEMY GRADUATE STATISTICSACADEMY 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 ACCDOL 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 HIRINGLOCKHEED 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.”

SUMMARYSUMMARY

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 CHALLENGESPIPELINE 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

REFERENCESREFERENCES

WWW.ACCD.EDU (Chancellor)

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)

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

¡GRACIAS A TODOS!¡GRACIAS A TODOS!