►
From YouTube: USCM Third Education Revolution Forum
Description
In innovative cities across the country, community colleges are partnering with mayors and employers to change how our workforce is developed. Mayors and community college leaders gathered at the Third Education Revolution Forum at the U.S. Conference of Mayors Annual Meeting, to discuss how these institutions are driving the job-training programs of the future. This particular forum was held at the Boston Marriott Copley Place Hotel.
A
B
Good
afternoon,
everyone
we've
got
a.
We
got
a
large
crowd
in
a
room
with
an
unwelcome
barrier
in
it,
so
I
hope
everybody's
able
to
catch
us
from
behind
it,
but
we
wanted
to
get
right
under
way
because
we've
got
a
fantastic
session
this
afternoon.
So
thanks
for
joining
us
for
the
the
mayor's
best
practice
session
on
the
3rd
education
revolution.
Thanks
to
all
the
mayor's
that
are
here
also
with
us
are
members
of
the
US
Conference
of
Mayors
Workforce,
Development
Council,
as
well
as
other
guests,
I'm
Christopher,
kobold
and
I'm.
B
The
mayor
of
the
city
of
West
Sacramento
in
California,
just
to
the
west
of
the
city
of
Sacramento
and
I,
am
that
chair
of
the
jobs,
education
and
Workforce
Committee
for
the
conference.
We
want
to
particularly
thank
and
recognize
PepsiCo
we're
going
to
we're
going
to
hear
from
some
of
the
great
work
that
Pacheco
is
helping
to
lead
across
the
country
in
this
space,
but
they
are
sponsor
for
the
forum
and
also
the
the
drinks
thanks
PepsiCo
for
your
for
your
help
and
your
for
your
support.
Now.
B
The
title
of
our
session
today
is
the
3rd
education
revolution,
which
we
are
going
to
begin.
A
conversation
about
the
revolution
implies
something
society-wide,
a
paradigm
shift,
some
significant
changes
and
what
we're
building
off
of
are
the
first
to
education,
revolutions,
the
first
being
the
advent
of
high
school
as
the
as
the
minimum
expectation
in
this
country
for
education
and
workforce
development
around
the
turn
of
the
last
century.
B
So
the
notion
that
that
every
American
would
earn
a
high
school
diploma
as
the
baseline
for
education
and
workforce
in
this
country
was
the
first
of
the
three
education
revolutions.
The
second
that
were
that
we
focus
on
is
the
Postigo
bill
notion
of
college
for
all
and
that
education
beyond
high
school
was
necessary
for
virtually
every
American
and
that
work
has
been
underway
now
that
both
of
those
are
incomplete
themselves
right,
not
everyone
does
finish
high
school,
not
everyone
does
go
and
complete
a
college
degree
certificate
or
other
credential.
B
So
the
three
education
revolutions
are
not
in
sequence.
They
are
cumulative
and
build
upon
one
another,
and
we
still
work
to
do
in
that
space,
and
so
just
as
a
quick
pitch
I
think
today
we're
releasing
the
the
mayor's
playbook
for
the
college
promise
as
an
example
of
the
work
that
we're
doing
in
cities
across
the
country
to
make
that
second
education
revolution
pasa
real
in
terms
of
making
sure
that
every
American
has
the
access
access
to
at
least
the
13th
and
14th
years
of
education
or
apprentice,
apprenticeship
or
certificate
or
transfer
education.
B
B
Now,
for
those
of
you
that
are
have
worked
with
higher
education
or
other
before
lifelong
learning
might
sound
like
we're
talking
about
somebody
taking
an
Italian
course
in
preparation
for
their
trip
to
the
Cinque
Terre
next
summer,
or
it
might
feel
as
though
it's
a
couple
of
extra
continuing
education
units
for
an
attorney
or
it
might.
It
might
sound
like
we're
talking
about
sort
of
Rapid,
Response
crisis,
workforce
training
as
a
result
of
a
plant
closure,
and
those
are
certainly
all
parts
of
the
of
that
continuum.
B
But
we're
taking
a
much
broader
notion
of
what
lifelong
learning
is
all
about.
Lifelong
learning,
not
simply
for
the
joy
of
learning,
which,
of
course
it
is,
but
also
for
the
purpose
of
continuously
adapting
and
growing
and
making
sure
that
we
are
the
Masters
of
the
robots
and
not
the
other
way
around,
and
that.
B
But
one
of
the
challenge
that
we
will
be
engaging
is
that
the
notion
of
lifelong
learning,
centers
learning
around
the
individual
and
not
solely
around
institutions,
right
when,
when
the
workforce
in
education
system
was
about
completing
high
school
high
school,
was
the
center
of
everything
when
I
was
about
college.
For
all,
it
was
about
college
as
the
unit
of
analysis
now
we're
talking
about
the
lifelong
life.
B
B
C
Right
good
afternoon,
everyone
and
thank
you
for
joining
us
today
for
this
important
conversation.
I
want
to
begin
by
recognizing
and
thanking
Eric
of
Alden
for
inviting
us
and
know
for
also
really
spearheading
this
important
conversation
that
we
all
need
to
be
having,
if
we're
not
already
in
our
home
communities.
So
it's
an
honor
to
share
with
you
some
of
the
work
that
we're
doing
in
Providence
and
throughout
Rhode
Island,
particularly
because
I
know
that
these
are
challenges
that
we
all
face
in
our
home
communities,
but
also
strike
two.
C
The
heart
of
our
work
as
mayor's
I
know
that
throughout
the
country
right
now,
there's
a
strong
sense
that
people
are
being
economically
left
behind
and
that's
fueling
and
causing
a
lot
of
the
sense
of
division
that
we
have
in
our
communities.
And
so
how
do
we
close
that
gap
and
ensure
folks
that
they
have
just
as
much
of
a
shot
at
a
middle-class
life
as
anyone
else
and
so
working
with
this
frame
of
getting
our
folks
at
least
to
middle
class
by
middle
age?
C
Where
say
you
compare
a
poor
white
child
and
their
chances
of
making
it
into
the
middle
class
or
above
you
know
their
outcomes
and
their
odds
are
just
the
same
as
an
african-american
boy
who
grows
up
in
a
wealthy
in
a
wealthy
family
or
a
wealthy
household.
And
so
we
see
some
really
stark
and
dramatic
discrepancies
along
the
lines
of
socioeconomic
status,
the
law,
but
also
along
the
lines
of
race,
and
the
reality
is
that
in
our
country,
these
rags
to
riches
stories
are
becoming
less
and
less
frequent
and
folks
have
pointed
out.
C
The
reality
is
that
large
companies
today
simply
are
not
creating
the
number
of
jobs
that
large
companies
you
know
a
generation
ago
were
creating.
So,
for
example,
even
Walmart
Walmart
at
its
height
had
1.6
million
employees,
whereas
Amazon
has
less
than
a
quarter
of
that
340,000
AT&T,
at
its
height
had
758
thousand
employees.
C
Google
has
57,000
employees
and
perhaps
most
dramatically
codec
at
its
height
had
a
hundred
and
forty
five
thousand
employees.
Snap
has
1,800
employees,
so
the
reality
is
that
large
companies
are
just
not
creating
the
number
of
jobs
that
are
going
to
no
fuel
or
provide
that
fuel
to
get
our
folks
to
middle
class.
So
what
do
we
do
right?
What
do
we
do
to
overcome?
C
That's
almost
ironclad
correlation
between
families,
socio
socioeconomic
status
and
your
economic
outcomes,
and
there's
a
lot
of
work
that
we're
doing
in
Providence,
but
I
want
to
highlight
today
the
fact
that
we
have
tried,
as
best
as
possible,
to
embrace
the
community
college
system
and
I
think
that
there,
if
we
are
mining
for
opportunities,
I
think
we'll
all
find
a
lot
of
opportunities
by
partnering
with
our
community
colleges.
A
few
things
that
I'd
like
to
highlight
today.
You
know.
C
So
as
early
as
10th
grade,
our
kids
can
start
taking
college
credit
courses,
and
not
only
does
this
help
to
create
a
college-going
culture
inside
of
the
school
building,
but
also
our
kids
are
graduating
with
some
college
credits
by
the
time
they
finish
high
school,
so
that
they're
well
on
their
way
and
can
offset
some
of
the
cost.
At
the
same
time,
you
know
we're
taking
advantage
of
the
Community
College
Community
College's
advantage
and
their
expertise
in
developing
a
curriculum
around
workforce
training.
So,
for
example,
we
have
a
health
works
initiative.
C
We
have
a
number
of
nonprofits,
including
hospitals
in
Providence.
They
have
a
strong
nursing
program
and
so
they're
helping
our
workforce
development
system,
develop
a
customized
professional
development
and
workforce
development
curriculum
so
that
our
our
students
or
our
adults
are
getting
the
skills
that
are
specifically
needed
in
the
industry
in
the
market
today
and
then
you
know
the
last
piece
that
isn't,
as
perhaps
as
tangible
as
the
hard
or
concrete
partnerships
that
we
have
in
our
schools
and
workforce
development.
C
Now,
we've
also
had
high-level
conversations
about
how
to
engage
the
communities
that
surround
our
community
college
systems,
because
the
reality
is
that
community
change
happens
at
the
speed
of
trust
and
even
though
many
of
our
community
colleges
reside
in
sometimes
low-income,
neighborhoods
or
neighborhoods,
with
heavy
Latino,
african-american
and
communities
of
color
and
sometimes
there's
a
there's,
a
psychological
barrier
that
might
exist
between
the
community
and
the
Community
College.
And
so
how
do
we
intentionally
bring
in
that
community
so
that
they
feel
a
part
of
what
we're
building
and
doing
so?
C
We
work
from
a
very
basic
basic
principle,
and
that
is
that
people
support
what
they
help
to
create.
People
support
what
they
help
to
create
so
to
the
extent
that
we're
engaging
people
from
the
very
beginning
and
genuinely
integrating
them
into
the
planning
phases.
We
believe
that
the
ultimate
outcome
would
be
much
more
significant
and
impactful.
D
Yes,
Thank
You
mayor
great,
so
so
set
me
up
so
beautifully
here
and
thanks
so
much
for
including
me
on
the
on
the
panel
I'd
love
to
talk
a
little
bit
about
what
one
Community
College
is
doing
and
and
really
than
zero
in
on
them
on
the
on
the
partnership
with
the
city
which
is
so
essential
to
making
this
work
for
and
I
put
together
a
few
slides.
If
people
who
are
not
behind
the
pole
can
see
them,
I
spent
the
better
part
of
the
last
thirty
years.
D
Thinking
about
how
to
make
education
more
responsive
to
the
economy
and
I
ran
a
consulting
think-tank
that
did
work
in
23
states.
The
scores
of
regions
actually
did
some
work
here.
Looking
at
the
community
colleges
back
in
2011,
they
could
sort
of
function
more
as
a
an
engine
of
Workforce
Development
and
as
well
and
community,
with
the
Community
College
of
Rhode.
D
So
just
a
few
words
about
that.
Well,
so
here's
what
I
told
the
reporter
who
wrote
the
piece
one
one
thing
I
told
them.
Well,
we
don't
know
what
skills
will
be
required
for
the
human-centric
jobs
of
the
future.
We
do
know
that
these
jobs
will
require
a
highly
adaptable
workforce
that
can
think
critically
creatively
and
work
collaboratively
to
find
solutions
to
rapidly
developing
complex
problems.
D
The
article
also
cited
a
couple
of
studies,
one
from
the
University
of
Oxford,
that
found
that
nearly
predicted
that
nearly
half
of
American
jobs
we're
at
risk
of
being
taken
over
by
computers
within
the
next
two
decades.
Another
firm
McKinsey
found
that
that's
what
is
it?
It's.
A
third
of
American
workers
may
have
to
change
jobs
because
of
artificial
intelligence
by
2030.
D
D
They
too
are
looking
at
hire
10,000
Americans
over
the
next
couple
of
years
and
we're
we're
what
we're
looking
at
with
Infosys
are
jobs
that
require
sort
of
a
basic
academic
grounding
and
some
technical
skill,
and
for
those
of
us
who
live
in
states
very
much
in
the
Northeast,
we
see.
That's
where
you
know
sort
of
in
community
colleges,
typically
the
academic
side
of
the
vocational
side.
You
know
never
the
twain
shall
meet.
D
So,
for
example,
we
played
a
critical
role
to
Community
College
and
helping
to
bring
emphasis
to
the
state
and
we're
engaging
with
the
city,
and
so
the
city
is
really
the
role
of
cobby's,
the
Providence
of
the
capital
and
heart
of
our
state's,
and
you
know,
with
its
diverse
population
and
and
robust
resources,
and
we
cannot
well
I
mean
we
are
like,
maybe
not
cash
money,
but
we
have
incredible
resources.
You
have
incredible.
We
have
human
resources,
we
have
talent,
we
have
some.
D
We
have
some
infrastructure
to
work
with,
not
enough,
but
what
we
do
have
you
know
the
college
brings
five
campuses.
You
know
the
ability
to
organize
program.
You
know
all
these
campuses,
you
know
diverse
instead
of
faculty
resources
and
curriculum,
and
we
can
do
online
and
on-site,
and
so
what
we're
looking
for
now
is
to
work
with
the
city.
D
We
realize
we
need
to
expand
our
footprint
in
Providence,
and
so
we
need,
for
example,
to
make
it
possible
for
more
Providence
students
to
be
able
to
make
it
through
our
entire
system
without
having
to
leave
home
without
having
to
leave
Providence.
We
need
to
look
at
ways
that
we
can
deepen,
as
Mary
Laura
said,
deepen
the
ties
with
the
community
to
build
a
sort
of
more
inclusive
talent
pipeline,
and
we
really
need
to
to
view
the
college
as
both
a
cultural
and
economic
driver
in
the
community,
and
so
it's
it's
that
very
partnership.
D
B
Very
much
doing
Richard
bamdanuk
is
the
senior
vice
president
at
PepsiCo
and
our
our
hosted
sponsor
for
today,
and
she
leads
public
policy
and
governmental
relations
and
all
their
complexities,
and
also
the
partnerships
with
local
governments
and
cities
and
mayor's
throughout
the
country
and
Petco's
done.
What
we're
about
to
hear
about
a
lot.
A
lot
of
work
in
this
space.
A
lot
of
new
initiatives
happening
but
Russia,
which
comes
to
this
role
from
the
White
House
I'm.
B
Having
worked
at
the
White
House
from
20
2009
to
2013
their
previous
White
House,
as
deputy
assistant
to
President
Obama
and
the
deputy
cabinet
secretary,
so
the
the
the
key,
the
glue
holding
together
the
cabinet
in
the
administration
and
and
so
understands
the
world
of
government
and
electeds
as
well.
So
for
she
thanks.
So
much
for
your
for
your
for
being
a
part
of
in
let's.
E
There
it's
a
pleasure
to
be
here
and
I
really
want
to
commend
both
of
you
and
conference
for
convening
this
event.
It's
such
a
wonderful
opportunity
to
engage
with
you
all
and
share
ideas,
but
also
to
focus
on
this
issue,
because
it's
so
critical,
obviously
not
only
for
your
communities
but
for
the
employers
who
have
the
privilege
of
operating
in
your
communities.
I'm
very
excited
to
be
at
PepsiCo
I've,
been
here
for
a
little
bit.
E
F
E
Are
really
happy
to
be
and
proud
to
be
strong
community
partners
across
the
country
of
one
of
the
exciting
things
I
was
able
to
work
on
in
the
White
House.
That
is
continued
here
in
my
role
as
PepsiCo
is
working
with
workforce
training
initiatives
and
community
colleges.
One
of
the
key
initiatives
of
the
president
was
a
focus
on
workforce
training
initiatives
and
partnering.
Community
colleges
with
local
employers
to
address
local
employment
needs
exactly
what
you
all
are
doing.
We
developed
a
group
of
called
skills
for
America's
future.
E
It's
now
called
skilling
America
and
it's
at
the
Aspen,
Institute
and
I
will
give
credit
to
someone
in
the
administration
who
realized
that
it
was
critical
to
ensure
that
some
of
the
president's
initiatives
lived
outside
of
the
federal
government.
So
this
is
a
public-private
partnership.
It
is
not
federally
funded
and,
as
a
result,
it
still
exists
and
the
Aspen
Institute
at
PepsiCo.
We
do
recognize
and
partner
with
community
colleges
across
the
country
and
I'm
very
excited
to
show
of
sorry
14
it
up
a
little
bit
late.
G
F
I
There
are
a
couple
of
moments
in
the
year
that
really
make
you
feel
proud
to
be
part
of
the
organization.
This
is
one
of
them,
I
see
the
bright
eyes
and
the
excitement
and
these
young
people
getting
a
chance
to
start
out
with
us,
and
that
makes
me
feel
like
we're,
making
a
good
investment
for
our
future.
When.
G
J
H
K
E
But
we
understand
there's
much
more
to
do.
We
have
a
wonderful
partnership
in
Perry
Georgia,
where
we
actually
are
working
with
the
Harvey
Career
Academy,
which
is
a
high
school.
So
we
have
juniors
and
seniors
that
are
taking
courses
that
will
not
only
help
them
lead
to
a
job
at
PepsiCo,
but
it
also
will
count
as
credit
at
the
Central
Georgia
Community,
College
or
Technical
College,
so
we're
looking
at
this
from
different
angles.
Looking
for
ways
to
find
you
know
wonderful
partners
like
the
ones
here
and
and
addressing
our
real
needs
for
employment.
E
We're
proud
that
we
were
continuing
to
employ
people
but
understand
the
realities
of
the
future.
Is
the
workforce
is
changing?
We
have
one
of
the
largest
truck
fleets
in
the
country,
but
we
also
just
made
one
of
the
largest
orders
and
I
think
it
is
still
the
largest
order
of
Tesla
driverless
trucks
and
as
much
as
people
think.
Well,
that's
you
know
that
that's
not
gonna
require
a
driver.
You
need
to
have
a
body
in
there,
so
I
was
actually
asking.
E
I
was
actually
asking
our
CEO
I
was
like
well,
which
we
call
the
people
that
you
know
the
truck
driver.
The
future
is
gonna,
be
a
different.
You
know
it's
good,
it's
a
different
job
and
she
said:
should
we
call
them
an
executive
and
it's
it's
true.
They're
gonna
sit
in
the
middle
of
the
truck.
It's
a
really
amazing.
D
E
Thing
and
you
have
to
know
how
to
operate
the
computer,
so
you
know
yes,
we're
gonna
see
some
some
changes
and
jobs,
but
some
of
these
jobs
are
just
going
to
actually
be
up
skilled
and
we
need
to
all
be
partnering
together
to
ready
for
them.
So
we're
really
excited
to
be
here
today.
Obviously,
we
want
to
listen
and
learn,
but
also
want
to
stand
ready
to
partner
with
you.
E
We
actually
just
started
a
pilot
program
building
off
of
what
we
just
did
at
City
Colleges
with
fifty
14
other
communities
across
the
country,
which
is
our
frontline
Community
College
pilot
program,
so
that
we
can
partner
before
we
have
the
hiring
need
with
trainer
with
trainees,
with
students
and
and
help
them
build
the
skills
necessary
to
be
job
ready.
At
the
other
end.
Thank.
B
You
thanks
so
much
I
know
in
West
Sacramento
the
bottling
jobs
have
mostly
been
automated,
but
so
far
the
computers
and
the
robots
cannot
figure
out
the
different
kinds
of
chips
to
put
into
a
mixed
bag
of
mixed
BOTS
of
quality
of
chip.
That
goes,
but
they
will
right
so
we've
we've
got.
We
have
at
least
up
for
those
workers.
We
have
a
little
bit
more
time,
but
we
don't
have.
We
don't
have
infinity
so
so
next,
we're
joined
by
two
of
our
community
college
partners
from
right
here
in
the
in
the
Boston
area,
dr.
B
Pam,
Ettinger
who's,
the
president
Bunker
Hill
Community
College
and
dr.
Valerie
Robertson,
who
we
just
had
heard
reference
to
who
is
now
the
president
of
Roxbury,
Community,
College
and
they're
gonna
briefly
describe
the
work
that
they've
been
doing
building
partnerships
successfully
between
their
community
colleges,
the
city,
job
training,
provider
providers
and
local
industry.
K
This
is
emitted
I'm,
the
president
of
Roxbury
Community
College,
and
just
to
provide
a
context.
We
serve
the
student
population,
that's
ninety
percent
minority,
eighty
percent
eligible
for
the
highest
level
of
a
finding
a
claim,
and
so
these
are
individuals
that
really
can
benefit
from
the
opportunity
to
advance
in
their
careers
and
they're
looking
for
opportunities
to
make
a
livable
wage.
Yes,.
K
Okay,
so
sorry
yeah,
okay,
so
one
of
the
things-
and
it
is
so
interesting
to
hear
a
business
partner
because
that's
the
thing
that
gets
us
excited
is
that
that
synergy
between
the
business
needs
and
what
our
students
needs.
I
want
to.
Just
tell
you
about
just
two
programs,
just
to
kind
of
illustrate
the
types
of
partnerships
that
we're
able
to
do
with
business
support.
K
One
of
them
really
is
a
it's
an
academic
program
but,
as
was
mentioned
before
the
the
faculty
that
we
use
and
the
curricula
that
we
use
needs
to
be
based
in
industry.
In
order
for
our
students
to
be
able
to
have
the
best
chance
for
employment,
we
were
fortunate
enough
to
have
a
seventy
million
dollar
construction
project
that
included
a
opportunity
to
go
geothermal,
solar,
canopies
that
reduced
our
footprint,
along
with
reducing
our
costs
for
its
energy.
K
Well,
that
demonstrates
in
that
physical
demonstration
enable
business
folks
to
start
seeing
Roxbury
as
someone
that
might
be
able
to
solve
their
business
issue,
and
so
we
had.
We
were
approached
by
some
business
community
leaders
who
said
there
really
isn't
a
program
that
prepares
the
individuals
that
are
now
going
to
have
to
work
these
high-efficiency
systems,
and
so
you've
got
one.
K
So
we
sought
out
business
another
community
partner,
which
is
the
four-year
institution
that
had
a
program
that
was
similar
in
building
maintenance,
ecology,
and
so
this
partnership
grew
into
an
associate's
degree
that
students
will
be
able
to
start
in
that
industry
and
positions
that
pay
up
to
sixty
five
thousand
dollars.
Just
to
start.
So
this
is
the
kind
of
thing
that
we're
able
to
do
that
really
changes
lives
where
we
have
that
business
and
industry
input
it
just
makes
us
so
much
more
effective.
K
The
second
program
I
wanted
to
mention
to
you
is
a
program
we
call
jobs
first
and
in
this
case
again,
similarly,
we
were
approached
by
an
individual
that
owns
a
home
health
care
agency
and
serves
over
a
hundred
sites.
He
was
having
a
problem
identifying
the
right
individuals
to
take
positions
within
this
industry
and
came
to
us
to
talk
about
graduates.
We
said
before
we
talk
about
graduates.
K
Let's
talk
about
program,
because,
let's
design
the
curriculum
that
you
need
in
order
to
make
sure
that
the
people
that
come
out
of
the
program
have
the
particular
skills
that
you
need,
we
were
able
to
do
that.
I
want
to
talk
just
a
minute
about
replacement
costs,
because
when
you
start
to
look
at
the
cost
of
replacing
an
employee
you're
looking
at
six
months
of
their
annual
salary,
okay,
that's
going
to
be
if
it's
a
sixty
thousand
job.
K
Obviously,
that's
going
to
be
a
costly
endeavor
well
for
the
cost
of
replacing
individuals
that
employer
was
able
to
support
twenty
individuals
to
be
trained.
Our
training
in
that
case
was
twelve
hundred
dollars,
so
the
employer
picked
up
the
cost
of
all
of
the
students
in
the
class.
They
were
able
to
test
their
work
ethic
because
the
attendance
was
required.
The
the
employer
was
able
to
work
with
us
to
have
access
to.
K
One
person
had
some
some
family
issues
that
caused
them
and
the
employer
said
well,
we'll
make
sure
we
get
them
in
the
next
round
of
training,
but
for
that
minimal
cost
they
were
able
to
have
a
workforce
that
supplied
them
for
the
first
six
months
of
their
their
industries.
That's
what
the
power
of
working
together
with
business
and
industry
does
to
change
lives
for
individuals
and
really
ensure
that
this
population
makes
a
livable
wage
great.
B
Thanks
so
much
dr.
Robertson,
we
have
just
a
couple:
we're
winning
way,
buys
I'm
going
to
ask
dr.
dr.
Ettinger,
be
it
could
be,
is
a
bit
brief
with
because
we
want
to
make
sure
we
have
time
for
some
mayoral
interaction
and
questions,
and
if
you
cut
mayor's
off
from
having
any
chance
to
talk
or
ask
questions,
your
water
gets
turned
off
your
toilets,
isn't
even
up
in
jail
the
cats,
the
cat
stays
in
the
tree.
It's
just
bad
news,
I'll!
Take
it
all
the
rounds.
L
Working
for
our
Rockstar
mayor
is
that
he
gets
it
everything
that
you
said
he's
done,
and
the
power
in
that
is.
He
was
a
friend
when
he
says
I'm
gonna
find
you
some
sustainable
money
in
order
to
fund
students
who
can't
afford
it,
and
then
the
governor
came
in
and
said
well.
What
is
that
some
more
money
to
the
pot,
because
we
really
want
Greater
Boston
to
develop
a
workforce?
That's
that's!
That's
contemporary
and
that's
flexible.
The
Boston
bridge
program
is
one
of
the
most
powerful
programs.
That's
that
that
is
on
the
ground.
L
Today
you
talked
about
the
College
promise.
Launching
today
this
is
Martha
Cantor's
favorite
program
in
the
Northeast.
Okay,
I
can
tell
you
that
right
now
in
it
it's
that
kind
of
support
that
provides
the
magic.
What
I
see.
This
is
a
new
ecosystem
right.
This
is
really
a
k-16
ecosystem.
Where
what
you've
heard
there's
a
real
pattern.
You
know
who
the
key
is
you
got
to
start
them
early
before
they
come
to
college.
The
college's
got
to
be
flexible.
L
You
got
to
have
employers,
you
got
to
have
money
and
jobs
at
the
other
end
and
the
people
you're
training
will
deliver
for
you.
One
thing
that
I
want
to
bring
up
that
is
important
to
this
conversation
is
that
adults
now
are
the
center
of
higher
education,
they're,
no
longer
seventeen
and
a
half,
and
that's
a
really
important
thing
for
employees
to
know
and
for
educational
system
to
know
they
are
now
the
majority.
L
Skills
jobs
for
our
employees
do
I
have
time
like
15
seconds,
sure,
okay,
so
an
example,
Beth
Israel,
Deaconess
Hospital
they
take
their
lowest
level
workers
and
good
workers,
janitors
cafeteria
workers.
They
pull
them
out
and
say
we
will
pay
for
you
to
become
the
x-ray
technicians,
the
nurses
LPNs
a
full
program,
encumber
worker
training.
Knowing
work
ethic
is
going
to
come
through.
It
is
one
of
those
ecosystems
that
the
college
and
the
employer
created,
and
it's
growing
and
I
think
this
is
the
future
terrific.
B
All
right,
yes,
thank
you
so
much.
You
do
have
a
lot
of
extreme
air
Walsh
and
speed,
so
we're
gonna
open
it
up
for
questions.
Our
comments
may
be
first
from
mayor's.
If
you
have,
if
you
have
some,
this
is
Ben.
This
is
a
blended
conversation
where
we
kind
of
we
laid
it
out
as
a
revolution.
Most
of
what
you
heard
is
not
really
a
revolution
right,
but
especially
for
those
who
are
here
in
the
workforce,
development
council.
The
idea
is,
the
concepts
of
many
of
the
programs
are
not
radical.
B
They
are
the
first
steps
to
what
is
changing
in
this
third
revolution,
in
the
same
sense
that,
as
many
of
our
cities
are
preparing
for
our
autonomous
vehicles
or
other
changes
of
mobility,
we're
not
really
preparing
for
tomorrow,
100%
autonomous.
This
is
in
some
sense
you're
hearing
about
projects
that
are
the
cruise
control
and
their
rear.
B
The
backing
up
cameras
that
you
already
have
in
your
communities
with
respect
to
the
third
education
revolution,
we
will
have
future
conversations
around
what
about
the
other
providers,
what
if
amazon
starts
issuing
micro
credentials
as
part
of
your
Prime
membership?
You
know
what,
if
what,
if
network,
what.
B
Lifelong
learning
opportunities
as
a
MOOC
Asst
as
a
massively
online
course
we'll
be
looking
at
the
bigger
some
of
the
really
radical
parts
of
the
revolution.
But
no
revolution
happens
only
in
that
way,
and
so
what
we're
hearing
about
today
are
things
I
hope
will
help
help
me
on
whether
in
Findlay,
Ohio
or
Gresham
Oregon.
M
L
L
Just
like
we're
aligning
our
competencies
with
our
employers,
we're
relying
aligning
our
industry
competencies
with
these
groups,
who
are
helping
to
remediate,
there's
no
silver
bullet
and
if
I
told
you
there
was
one
I'd
be
lying,
but
there
are
three
or
four
different
things
that
we're
doing.
In
the
city
of
Boston,
there
are
beginning
to
move
the
needle
of
the
students
coming
into
the
into
the
school
environment
of
the
college
of
environment,
much
farther
ahead
and
we've
reduced
remediation
to
less
than
a
year
now,
because
we're
really
accelerating
that
work.
L
D
N
That
in
what
are
you
doing
to
help
folks
that
are
incarcerated,
mostly
black
and
brown
individuals
with
a
low
education
acumen
once
they
transition
out
of
a
facility
like
mine
and
on
the
county
level,
God's
only
with
us
for
12
months.
Ladies
six
months,
how
are
you
wrapping
your
arms
are?
Are
you
wrapping
your
arms
around
that
demographic
to
help
them
move
forward.
K
In
our
case,
we
are
actively
working
with
students,
even
before
they
are
released
on
both
Pam
and
I
are
participating
in
a
pilot
where
we're
going
into
the
facility
to
provide
training
for
those
individuals
that
don't
have
GEDs
we're,
providing
the
the
concentrated
efforts
to
get
them
to
the
college
level
and
we're
also
offering
computer
classes.
We
work
with
those
individuals,
but
it's
the
same
work
that
we
do
with
individuals
have
come
to
our
campus
and
I,
and
I
would
argue
that
remediation
is
changing
these
days.
Now.
K
What
we're
finding
is
that,
with
the
concentrated
effort,
direct
involvement
with
the
instructor
and
perhaps
more
time,
the
individuals
do
not
need
to
take
as
many
developmental
classes.
In
fact
they
can
take
the
college-level
course
with
support
outside
and
that's
the
model
that
we're
using
with
all
of
those
populations.
Trillian.
D
I
well,
just
to
add,
on
I
was
actually
just
yesterday
at
the
graduation
ceremony
at
the
I'm
correctional
facility
at
our
our
medium
security
facility,
where
several
students
are
in
their
associate's
degrees
and
others
GEDs.
But
what
we're
looking
to
do-
and
this
relates
actually
back
to
the
first
question-
is
if
folks,
who
are
like
not
ready
for
college-level
work,
number
one
we're
looking
to
bridge
them
by
helping
them
get
GED
by
partnering
with
community
organizations,
but
also
by
doing
this
in
the
context
of
workforce
development
and
helping
them
get
on
to
post-secondary
tracks.
D
That
will
also
enable
them
to
get
work,
possibly
while
they're
continuing
school
and
and
with
the
correctional
facility.
We're
really
looking
to
take
what
this
traditionally
just
been
a
get
a
GED
or
get
a
gen
ed
degree
to
you
know,
get
a
gen
ed
degree.
That's
gonna,
lead
you
to
a
job
in
advanced
manufacturing,
yeah,
I,.
C
Agree
entirely
with
this
idea
of
creating
and
creating
the
programs
that
serve
particular
communities,
but
at
the
same
time
you
know
we
also
have
to.
We
have
to
be
very
mindful
of
that
link
between
the
opportunities
that
are
available
in
the
communities
that
can
take
advantage
of
them.
You
know
I,
think
of
something
that
Professor
David
Kennedy
said
about
people
involved
with
the
criminal
justice
system.
He
says
it
very
provocatively
where
he
well.
He
relates
that
you
know
oftentimes.
We
say
you
know
those
folks
are
so
beyond
reach.
You
know
they
don't
care
about
anyone.
C
The
truth
is
that
they
may
not
care
about
me.
They
may
not
care
about
us,
but
there's
someone
in
the
community
that
they
to
care
about
that
can
reach
them,
and
so
how
are
we
institutional,
institutionally
forming
partnerships
with
those
bridges
in
the
community
that
can
reach
those
hard
to
reach
communities.
E
B
We
as
we
look
forward
to
the
build
the
extension
of
the
revolution
concept.
I
think
it
is
important,
though,
to
also
be
thinking
about
kind
of
universal
design
right
the
social
security
model
of
this.
If
we,
if
we
replicate
some
of
the
mistakes
that
we've
made
in
the
past
of
thinking
about
from
the
beginning,
identifying
lifelong
learning
for
an
example
as
something
that
is
for
special
populations
who
need
who
would
just
need
help,
it's
not
for
some
for
you
and
for
me,
the
funding
systems
that
emerge
in
order
to
support
them.
B
O
O
B
L
So
here's
an
example
of
sort
of
a
municipal
ISM
as
well
as
a
regional
effort
in
Massachusetts.
There's
a
group
called
the
mass
competitive
partnership.
It
is
the
CEOs
of
some
of
the
largest
corporations
that
are
that
are
anchored
in
Greater
Boston
right,
so
the
Raytheon's
and
estate
streets
and
the
staples
and
the
and
the
you
know
Suffolk
construction
within
that
organization.
L
They
have
a
cluster
called
that
that's
educationally
focus
and
the
ability
for
the
city
to
to
to
have
a
tie-in
to
a
group
like
this
and
for
that
group
to
think
about
community
colleges
as
a
part
of
their
their
strategy
for
workforce
development.
That
was
the
beginning
of
the
Bunker
Hill
Community
College,
to
learn
and
earn
program.
L
When
you
think
about
internships,
usually
you
think
about
the
Northeastern's
and
and
the
first
tier
colleges
of
sending
you
know
their
students
out
for
free
all
right
and
you
have
free
labor
in
all
of
those
and
then
they
get
hired
and
community
colleges.
Three-Quarters
of
my
students
work
nobody's
going
to
quit
a
job
to
go
on
an
internship,
and
then
they
go
for
look
for
another
job.
Again.
It's
an
equity
issue
right,
so
the
suggestion
coming
from
ma
CP
these
high-level
CEOs
is.
L
We
need
to
fund
these
paid
internships
and
they
give
them
a
transportation
stipend.
So
these
students
will
first-generation
students
can
get
into
the
corporate
environment
and
learn
it,
and
it's
been
about
three
or
four
years
now,
and
this
model
has
been
repeated
now.
You
know
all
across
the
country
and
it
allows
community
college
students
who's
never
been
in
a
corporate
environment
to
know
when
they
go
there
in
jeans
and
a
t-shirt
when
they
come
back
they're
in
ties
and
suits
I
mean
you
can
see
the
transformation.
L
B
How
are
you
dealing
with
and
how
can
mayor's
deal
with
the
cacophony
of
micro
credentials
and
badges,
and
how
are
we
gonna?
Do
you
feel
like
we're
heading
somewhere,
where
our
systems
can
all
connect
where
the
data
can
so
that
a
badge
that's
issued
by
Providence,
which,
with
one
of
the
very
first
cities
in
the
country,
to
do
digital
badges
of
any
form
that
that
badge
can
count
if
they,
if
they
go
to
one
of
your
institutions,
and
then
we
can
be
seen
by
an
employer
and
that
you
ultimately
can
see
that
as
well?
B
K
Mentioned
that
a
lot
of
these
are
not
new
ideas
and
in
fact
you
know
you
can
harken
back
to
the
students
coming
on
campus
to
take
exams,
equivalency
exams
and
CLEP
exams
and
those
types
of
things,
a
portfolio
assessment
that
work
is
now
coming
back
into
vogue
and
I.
Think
that
each
of
the
community
colleges
in
Massachusetts.
K
We
just
wrote
a
proposal
where
we're
all
going
to
work
together
to
develop
us
one
system
for
portfolio
assessment
and
credit
for
life
experience
and
we'll
be
rolling
in
those
kinds
of
micro
credentials
that
you
mentioned,
as
well
as
special
populations
that
bring
credentials
to
our
campuses,
like
our
veterans,
who
have
already
engaged
in
training
for
for
the
military.
There
was
a
lot
of
those
skills
that
are
transferable
into
degrees
and
and
occupations,
and
so
that's
work
that
I
said
you'll
see
more
and
more
of
the
colleges
engaged
in
that
work
and.
D
About
badging
I
think
it
is
a
bit
of
a
while.
The
Wild
West
out
there,
with
the
badging
and
I
from
a
workforce
perspective
I
believe
that
the
badge
is
only
only
valuable
if
employers
will
value
it
and
that
I
think
that
we
need
to
work
in
partnership
to
be
able
to
market,
but
also
to
make
sure
that
you
know
to
use
the
bully
pulpit
that
the
mayor's
have
to
bring
employers
to
the
table.
D
B
That
aside,
though,
what,
given
the
the
deep
partnerships
that
you've
been
building
around
this
work
with
your
local
education
providers,
as
well
as
the
workforce
system
and
employers,
what
are
what's
a
lesson
or
two
for
for
other
mayor's
that
might
just
be
getting
started
in
this
in
this
work,
is
something
that
you
wish
you
had
known
when
you
began.
You.
C
Know,
I
think
that,
whether
you
control
the
schools
or
not
the
the
mayor
is
uniquely
positioned
to
be
a
that
link
that
bridge
that
brings
the
different
institutions
together,
like,
for
example,
some
of
the
partnerships
that
we
spoke
about
with
the
Community
College
of
Community
College
of
Rhode
Island.
You
know
it's
it's
it's
it's
a
natural
thing
where
you
start
off
with
one
small
partnership,
you're
working
together,
you're
in
the
same
room.
Next
thing
you
know
it
leads
to
the
next
idea.
Little
by
little,
these
kernels
of
an
idea
develop
develop
into
something
something
special.
C
You
develop
a
good
working
relationship.
So
what
I
would
say
to
any
mayor
is
what
you
keep
doing,
what
mayor's
do,
which
is
move
the
ball
forward
every
single
day
and
through
these
relationships.
You
know
these
amazing
ideas
come
together.
When
you
put,
you
know,
mission-driven,
smart,
hardworking
people
in
the
room
in
the
room
together,
so
I'd
say
that
you
know
the
other.
The
other
thing
where
mayor's
are
uniquely
positioned.
C
You
know
I
go
out
to
small
businesses
on
a
pretty
regular
basis
and
do
tours
and
get
to
understand
who
they
are
and
I'm
sure
mayor's.
Have
this
experience
all
the
time
that
you
visit
these
small
businesses
and
they
tell
you
that
the
first
time
in
you
know
years
that
a
mayor
has
visited
them,
they
feel
forgotten.
They
don't
know
about
the
tools
and
the
resources
out
there
for
them.
C
And
you
know
frankly,
the
mayor
is:
is
oftentimes
the
only
ambassador
and
champion
for
small
businesses.
So
if
you
have
a
direct
line
into
the
community
college
system,
you
know
the
mayor
and
you
know
frankly,
you
know
few
other
people.
If
not
no
one
else
can
make
those
links
happen.
So
my
recommendation
to
any
mayor's
is
you
know
lean
into
this
dive
into
this,
and
you
know
make
things
happen
and
then
you'll
see
these
initiatives
grow.
B
All
right
I
want
to
emphasize
with
the
mayor
just
what
mayor
Lord's
had
just
said.
It
also
requires
you
know
it's
not
patience
is
not
the
right
word,
but
the
same
kind
of
emotional
intelligence,
political
intelligence
that
marathons
use
every
day
and
my
experience
working
with
both
mayor's
and
colleges
and
workforce
boards
is
that
we
forget
that
the
other
places
are
are
also
complicated,
messy
institutions
and
so
in.
B
Just
as
if
you
come
to
my
City
Hall,
most
of
the
time,
you're
gonna
get
a
great
experience
once
in
a
while,
maybe
not,
and
we
work
on
that.
The
same
thing
is
true
with
the
other
institutions,
so
it
isn't
enough.
Often
it
isn't
enough
simply
to
have
a
you
know,
a
better
breakfast
signing
a
compact
with
the
president
of
the
college.
B
Usually
all
these
great
ideas
go
to
die,
understand
understanding
the
dynamics
of
those
institutions,
so
that
so
that
when,
when
the
first
answer
back
from
the
general
counsel,
HR
is
no,
you
don't
give
up
right
and
there's
no.
We
know
that
in
our
own
City,
Hall
I
got
a
battle
with
the
HR
in
the
city
and
General
Council
all
the
time.
So
so
do
my
peers,
and
so,
as
Julie
was
talking
about
the
language
differences
they're,
actually
not
as
different
as
we
think
it's
just
easier
to
perceive
the
rest
of
the
world.
B
Is
these
unitary
institutions
that
are
all
encapsulated
in
their
CEO,
and
we
know
that's
not
true
for
us,
and
we
often
have
to
remember
that.
That's
not
true
for
our
partners
if
we
really
want
to
move
the
ball
down
the
line.
So,
oh
all,
right,
I
want
to
thank
that
our
pan,
our
outstanding
panel
and
I,
know
Mayor
Walsh.
B
So
we're
really
we're
really
proud
to
have
him
host
the
conference
in
this
panel
as
well,
but
thank
you
so
much
to
our
panels.
Thanks
to
all
of
you
tomorrow
morning
we
will
have
the
jobs,
education
or
Workforce
Committee
official
meeting
on
that
agenda
is
one
resolution
that
deals
with
Inc
precisely
this
issue.
It's
on
there.
B
It's
resolution
number
62
for
those
of
you
who
are
mayor's
that
deals
with
the
reauthorization
of
the
Higher
Education
Act,
but
reauthorization
of
the
Higher
Education
Act
in
light
of
micro-credentials
in
light
of
incarcerated
individuals
in
light
of
our
area
providers
in
light
of
blending
with
the
workforce,
all
the
ideas
and
concepts
that
we've
talked
about
today
so
would
encourage
you
to
give
that
a
look,
and
you
know
we
will
see
you
at
the
next
best
practices
session.
Thanks
very
much.