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tv   Future of the Workforce and STEM Education  CSPAN  May 17, 2018 2:05pm-3:49pm EDT

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being old is passing the torch. taking what you know and have done or accomplished or want done and passing it on to younger hands. >> watch "after words" sunday night at 9:00 p.m. eastern. >> now business and government leaders discuss workforce skills in science, technology and engineering. taking part zip ian siegel, marilyn falsin. this is about an hour and 40 minutes. >> good morning. thank you. undeserved, but it's okay. it just makes me feel good this time of day. so welcome back. here we are at the closing keynote session for u.s. news s.t.e.m. solutions presents the workforce of tomorrow conference.
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i guess if i have to say that again, you haven't been paying attention. but i know you have. i hope you enjoyed the last several days as much as i have. i learned a lot. i got some really interesting takeaways here. we'll talk about that later. met some great folks, and it's so nice to catch up with old friends and people who have been here for a number of years. we're going to start giving out awards, i think, for people who have a seven-year track record. it's just terrific to see that, and i appreciate everybody's support. so let me remind you again, anyone interested in taking a vip tour of the usa science and engineering festival should please gather at the back of the ballroom after that session. you probably noticed there are tens of thousands of kids. we talk about students in the abstract here. but when you see them up close, it's inspiring, or maybe a little bit scary. i'm reminded of how hard it is. i know a bunch of you are educators. i'm reminded of how hard it is to be a teacher when i see them herding hundreds of people at a time. but it's great to see. and that festival is absolutely fantastic.
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go take a look at it. and thanks to mark schulman and his team who have really been a great supporter of ours and partners this week. mark is the guy who puts the pieces together. and if you stick around on this weekend, it will be even bigger and more folks. please don't forget, tweet along with the #stemsolve. follow us on twitter at stemsolutions. we've already got a number of sessions, recaps up on u.s. so you can check those out if you miss some of the sessions. so by now we've thoroughly explored a wide range of workforce topics. and today we'll carry those into a few other directions. drilling down into data, getting insights on the future of the energy industry, and exploring effective policy approaches at the state and federal level. just last week, u.s. news published an in-depth examination of new collar jobs. many of those are the occupations that don't require a four-year degree, but do call for some advanced training, often in technical areas.
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i'm talking about hot careers here like web developer, nurse, field service engineer. i encourage you to read more about it on our u.s. website. i'm also excited to introduce our next speaker whose company provided us with some of the really fascinating data and insights. i want to welcome ian siegel. the chief executive officer of ziprecruiter, a santa monica based company connects millions of employers and job seekers through its digital tools. before ziprecruiter, ian was an executive at multiple startups in the los angeles area, including city search and thank you for being here. he and i will talk more about ziprecruiter. but first i wanted to give you a short video that i think might be familiar to some of you if you're podcast listeners out there. >> i'll take a moment to say thanks to our sponsor,
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ziprecruiter. >> let me tell you about our new sponsor, it's ziprecruiter. >> you may have heard them everywhere. they're growing like crazy. >> if you ever had to build a team, you know it's not easy. and that's where ziprecruiter comes in. >> if you are hiring, ziprecruiter can post your job to 100 plus job sites, with just one click. let ziprecruiter's powerful technology -- >> matches better than anyone else. >> that's not all. unlike other job sight, ziprecruiter doesn't depend on candidates finding you. >> oh, oh, hopefully a candidate will find me. you fool! you just sat there no wonder your rivals have taken over. >> in fact, 80% of employers who post a job on ziprecruiter get a qualified candidate in 24 hours. >> 24 hours. a day. 24 hours is a day, right? >> find out why ziprecruiter
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has been used by businesses of all sizes to find the most qualified job candidates with immediate results. >> listeners can post jobs on ziprecruiter not for $10, not for $5. >> how much? >> free. >> what? >> just go to >> and the slash is not like, you know, like a stab slash. >> try it for free at >> all right. ian siegel, thank you for being with us this morning. i guess you would qualify in that category of serial entrepreneur. is that a fair categorization? >> i think that's fair. i spent my whole career working at internet startups. >> and tell us about how ziprecruiter came about. >> so when i started my career, i worked for a bunch of companies, some of which you may have heard of, city search,,, and i was an early employee at all those companies. and by definition, those were small businesses that were too small to have their own hr department. so when we were hiring people, i was doing all my own recruiting. which meant i was posting the same job to monster, career
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builder, dice, craigslist, et cetera. and the whole time i was doing it, i was saying this is unbelievable. i'm doing the same thing over and over again. this is exactly what technology businesses solve. this is the kind of problem they go after. so i had the idea for almost 15 years. and i finally built it. >> and how did that come about? was it just you? >> so we -- i corralled three people i had been working with. and on the side of our full-time jobs, we put together the first version of ziprecruiter. in a nutshell, our site lets you post if you're an employer looking to hire to over 100 job sites with one submission. and all the candidates come into one list to hopefully make the vetting process easy. and i would say we definitely found product market fit. today every month more than 100,000 employers use our service to do their recruiting. and more than ten million job seekers use our site to find work. >> you have a unique perspective on the job market, on both the
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demand side and the supply side? >> we are definitely a marketplace. >> and tell us what's the current job market like? what do you see the immediate trends looking like? >> i mean, the job market is in an unprecedented peak right now. so you're at 17-year low record unemployment. you have higher satisfaction from employees than you've seen in the past two years. you have more jobs offering benefits than at any time in history. the one thing you haven't seen is wage growth. and that's a really interesting trend, something that we've studied. i actually recently did a survey of over a thousand employers. and their number one complaint right now is they can't find quality talent. and when you ask them what tactics they use to fill those vacant jobs, the one thing they don't do is raise salary. they do everything but raise salary.
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so they've quadrupled their spend on advertising. they're investing more time into the job descriptions they write. some of them have been increasing the perks and benefits they offer. but salary seems to be the last needle that moves. >> free beer on friday. >> there you go. >> we do that. but we raise salaries too. that's a pretty significant development. i mean, we haven't seen this from the recession on. we've had this slow but very significant recovery, but no wage growth. that's unprecedented. what do you think is underlying that? >> i think -- there is a couple of factors that are at work there. like the elephant in the room and the openly discussed elephant at this conference is technology is introducing efficiency rapidly into the workforce. and that's allowing you to get by with less people or less trained people than you would
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have required historically. so the software and systems are capable of doing more of the work for you. >> one of the -- one of the supposed aspects of that would be productivity, right? we also had a period of low productivity. do you see productivity beginning to pick up? is that a consequence of this? >> so, i mean we are a student of the future of work. we have to be. we look at emerging trends. and you are at the cusp of what is likely to be the most significant inflection in the way work gets done in the united states. in any of our lifetimes. and most of us fail to appreciate the pace at which technology changes the job market. and so i don't think policy is going to be able to keep up with it. i think you're going to experience a period of uncomfortable disruption. we're going to come out the other end, i believe, a happier
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society with the work that is left for us to do. because a lot of the jobs that are at risk right now that are probably going away are not jobs that anyone in this room would either want to do or aspire for your kids to do. >> so talk about that a little bit. that's been a big theme in this conference in terms of we all intuit there is something shifting in the workforce. but my sense of it, from talking to people in the last few days, it's a lot bigger deal and a lot more rapid than we've talked about. talk about the shift from agriculture to industry economy. but this to me feels like the industrial revolution on steroids. >> yeah. so it's happening fast, but i think most of us are the proverbial toad in the gradually rising temperature water. and we don't feel the boil happen. and i'll give you examples. i'll give you one concrete example all of you have experienced and none of you have thought about. i guarantee you every single
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person in this room has a smartphone in their pocket. smartphones are 12 years old. okay? the first app store that was launched was launched 11 years ago by apple. there are 1.6 million people now making their full-time living building apps. it is a $34 billion a year category, and it's still growing in triple-digit percentages right now. and yet none of us think wow, there has been a technology revolution in the last ten years. these cell phones are amazing that are in our pockets. we attenuate to new technology at an incredibly rapid rate. and even as technology starts to take our jobs, we just tend to ignore the shift. so things like putting a credit card into a parking meter instead of putting coins into a
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parking meter. you know how many meter maids there were in the country? and this is a trend that when it happens, it isn't going to be job-a-geddon. there isn't going to be a day. it's not going to be a super storm that hits and all the news stations are reporting on this. it's going happen in progressive steps. but i think what is going to happen is over a, say, three to five-year period, there is going to be significant disruption in the jobs that are available and the type of work and experience that employers are looking for from their potential candidates. >> job-a-geddon. did you make that up? i like that. >> i don't know if i can take trademark credit. i think overs have said it first. >> but it speaks to this issue on my mind, is there enough of a sense of urgency among, whether it's in this room, a lot of educators, a lot of employers. but also just individuals. people who have 15-year-old kids. are they getting the message that the world is changing rapidly? >> you know, i spent a lot of time thinking about this issue. and i think in the history of people giving warnings, only paul revere was ever listened to. and so i don't -- i don't
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believe until the change is upon us that you're going to see action taken. it just seems to be the nature of this society that we live in. and i also don't believe that the negative consequences of the technology disruption are the full story. because what we have seen over and over again, you cannot look at a single period in history where technology destroyed more jobs than it created. and i would predict right now, and we already see this, there are multiple categories, job categories that you don't even think of as job categories today that are exploding in growth. so, for example, how many people here know somebody who works in the drone industry? no one -- oh, a few of you. i'm impressed. i guess it's happening. usually i ask this question. nobody raises their hands. i want you to remember that i asked you this question three years from now. the drone category is one
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regulation change away from filling the skies with drones and creating literally hundreds of thousands of jobs. how many people know somebody who works in the 3-d printer manufacturing space? wow, what a crowd. you guys are on the cutting edge. >> very sophisticated. >> so there is this fascinating thing that is happening with manufacturing, which is it used to be that the only way you could make a product is you had to build a giant factory and automate as much as you could and produce. today you can go get a 3-d printer and throw it in your garage, and you can go become an entrepreneur as three kids in new york did who started a fidget spinner business, and were making hundreds of thousands of dollars printing fidget spinners on the school computers. and then they got so big, the school became aware of what they were doing. and so they had to go buy eight 3-d printers which they put in their parents' garage. they started skipping school to print the fidget spinners
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because their business was getting so big. it's stories like that that are going to become more and more commonplace. the opportunity to become an entrepreneur in the product category is about to explode. >> you have voluminous information on this. so i would like to go a little deeper in terms of these categories. what do you see looking out five years? i'm the parent of a 15-year-old. what do i tell my kid? >> you know, i have two children. i have a 14-year-old daughter and i have a 10-year-old son. this is a present issue for me. i'm married. and i got in a lot of trouble because i went to the parent meet the head of the school meeting. and i raised my hand and said hey, it doesn't feel like we're teaching our kids what they need to know about technology. we're teaching kids about technology the way they used to teach sex ed in the 1950s where find someone you love. we aren't preparing them for the world that they are about to enter.
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and i think, you know, it starts with basic technology skills. everyone in this room has used the microsoft suite of tools whether it was word, power point, excel. you take it for granted you know how to use those skills. but if you go talk to somebody who is a baby boomer, that was a major shift for them that was a cultural revolution in the workplace for them that they had to start using these softwares. and the next shift is you have to be fluent with a variety of social networks. it's just the reality. if you're not on twitter and instagram and on facebook, and you're not following what is being said about your business, if you're not researching your potential employees on these networks, you are behind the times. and so we have to train our kids to be ready for this environment. now fortunately, they're eager to learn. there is no challenge getting kids on social networks. but i would throw out a couple of other things that i talked to the head of school about which
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is they are very keen to teach my kid either spanish, russian, latin, or french. and i'm like okay, if you want to make them multilingual, why don't we start teaching them computer programing? because the reality is the advantages that are going to be conferred by knowing one more language are trivial compared to a computer science background. and when we say computer science, or when we say data scientists, it sounds hard. it sounds daunting. and the reality is computer science is an amazing category to teach kids. because in one day every kid who takes their first computer science course will produce output. they will write a program that does something. in one week, they will have the skills necessary to edit that program. and when we talk about creating growth mind-set, confident problem solvers, the best teaching we can give is computer science. because what is it?
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it is the combination of logic, math, and problem solving. it is all the things that you want to confer to these kids. and it is what is going to give them the best range of opportunities in the future, regardless if they decide to stay in hard tech field or not. >> so what about some specific job categories, looking ahead? give us a sense of what you think is a really promising career paths? >> nobody is going to like it when i say this. you know the fastest growing job category in the united states is? marijuana. 29 states have legalized marijuana, there is 445% growth in job listings in the category year-over-year. let me put that in perspective for you. technology jobs which is in the top three is at 245% growth. health care, you know how our aging population is living longer, which the majority of your health care will happen in your last ten years of life.
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as our ageing population grows older, it's creating an explosion of demands for health care. that category is growing at 70%. the things that happen societally and the way we try to predict what you should teach kids are so -- they happen so fast, and they often happen in ways that are jarring enough that it's hard for us to get our brains around it. i would never encourage the members of this audience to try to predict the future and adjust curriculum based on that. i don't think that's a viable strategy. and if you look at job listings, this is the most interesting part. what does it mean to be senior? what is the most experience that a company will expect you to have? 15 years. 15 years is the absolute ceiling of what anybody is ever going to put into a job description. so what does that mean? you're 36 years old and you've been in your field for 15 years, they consider you an expert. if you wait 15 more years from there, the probability that you're still an expert in your field is gone. it is gone. so there is this notion of
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life-long learning that has been discussed at this conference that is a critical component of what we need to be teaching kids. it's not just confident problem solving. it's you're never done. >> so i'm envisioning some interesting career counseling conferences on monday at a variety of schools around america. marijuana farmer, kid? >> horticulture. >> horticulture. all right. we'll take that. a premise of this, ian, we're going to upscale people, and everybody needs some technology. and all these jobs are going to be great, move to the next level. what about -- does everybody have the capacity to be educated that way? what about the people who can't do the math or can't do the problem solving in computer class? >> so there is two things here. brains are wired differently, for sure. some people are born to be musicians. some people are born to write code. and definitely i don't think
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everyone who studies computer science will move into the field of computer science. why i encourage my own school to teach my kid computer science is not because i expect my kid to become a programmer. it's because there is no better class you can teach to encourage confident problem solving. that's it. when you write software, it's a perfect pass/fail exercise. either it works or it doesn't. you know if you solved a problem. it's measurable. and you can also see your progress. it's an unusual subject from that respect. so i -- i blanked on the question. i'm sorry. >> are there people who can't do that, though? >> yes. right. >> you talk about your meter maids. maybe it was a nice honest job for them, but they couldn't pass algebra. >> i think the other truth about technology is it's always getting easier. so if you look at the way
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software development coding went, there used to be this stuff called for tran and cobalt. you're further back to the cards. and today there is something called ruby on rails, and i could literally teach it to you in two weeks. the simplicity that the tools provide for people who feel confident in an environment increasingly remove the necessity to be a low-level expert so that you can at least get started with whatever your idea, whatever your approach is. there was a time where i'm sure a lot of people in this room were learning how to use excel. and now you probably take it for granted that you know thou use excel. i bet there are more people in this room who feel uncomfortable on instagram than they do on facebook, right? the reality is that as society continues to invest in these tools, the next generation is indoctrinated to these tools,
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and they have no fear of attacking these tools. so what we want to teach these kids is aspire for more. don't aspire to work for somebody. this is something i'm teaching my own kids. aspire to work for yourself. there has never been a time when it was easier to become an entrepreneur. so i'm saying don't do computer science to teach kids how to code. do computer science to teach kids that they can solve problems themselves. >> i only use punch cards. that's what i learned. i still do a little punch card coding. so give me -- give me the meta view here. you see significant disruption and probably some pain in the short-run, but you're optimistic over the horizon? is that how you'd frame it in terms of the job market and people's lives? >> this is my true prediction. we are going to go through a tough ten years. you guys, there is no stopping
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the disruption to the job market that is coming, whether it's kiosks taking your order at most fast food chains across america, whether it's autonomous cars removing two to four million jobs from the economy, this is going to happen faster than we can react to it. now, where i see us ten years out is the work that remains is going to be so much more satisfying because who wanted to be an over the road trucker? who wanted to work at mcdonald's taking those orders? i believe that the quality of work is going to go up considerably as we adjust to this technology shift. >> okay. but i got to tough it out for ten years. >> ten years. >> all right. well, that's terrific insights. i want to thank ian for taking the time. >> thank you. [ applause ]
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♪ i was concerned that no one announced it. i should have been more concerned about the stairs. in any event, thank you, brian. thank you, ian. that was a great conversation about data and where the jobs are going, and also how all of us in this room can think about making a difference. and before we move on, i want to thank all of you in the room for coming and participating. this is an incredibly important conversation, and we're really pleased that all of you could be part of that. and i also want to, before i continue, i wanted to
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acknowledge all the hard work that my team at u.s. news has done in putting together this conference and ensuring that we've had a meaningful exchange between innovators and policy thinkers, thought leaders, and, you know, those of you who are in the trenches really making a difference on our workforce development in this country. so with specific shout-outs, i really want to thank karen chevalier, anne mcgrath, michael morella, peter bowes. so thank you all for your hard work. [ applause ] and i also have to acknowledge the very talented versatile brian kelly. baseball season has just started, but brian is in mid-season conference form. and as you have seen, he has done his introductions. he has hosted panels. he has provided administrative -- you know, done
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administrative work. last night i know that he hosted all of our wonderful participants from lancaster, pennsylvania. thank you all for coming. and brian wanted me to announce that if you have paper, just leave it in the middle of the table. he'll clear it on his way out and take care of that as well. brian, who is the editor and chief content officer of u.s. news has done a fantastic job with transforming our brand to the digital age. so thank you, brian. [ applause ] so we're here because we know that the old ways of working don't work. and we're ready. and i know you do this day in and day out, many of you, ready to roll up your sleeves, and find a new way that does. now, before i joined u.s. news as chairman, i served as the executive president for the new york city economic development corporation and as managing director for the center of economic transformation under both mayor bloomberg and mayor de blasio.
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and it was my role to find those pathways where government could help spur economic development by supporting job growth programs, looking at investment funds, looking at incubators, looking at training and mentorship programs, and also, looking very heavily at how we can make public/private partnerships work. and i just want to share with you a few of the things that we learned before we turn to the main event. but there were three important things that came out of that work. one, collaboration. two, cross pollination. and three, commitment to change. i'll address each one very quickly. so in terms of collaboration, it's evident that this is not a problem in thinking about workforce of the future that any one of us can tackle alone. and it's something that we need to address collaboratively.
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individual businesses, industries as a whole, academia, government, we all have a role to play in moving the needle forward. and one critical area where i see government playing a critical role is what i call a convener of conversations. and that is to bring people around the table and put the important issues and needs on the table with the right people so that we can have an open dialogue to ensure that the needs of tomorrow are being addressed by our schools and our education system so we can prepare for that workforce. and it's important in doing so that we break those silos down so that we can have good important conversations. and there is no easy fix there is sometimes communication and language differences. but it's really important to have those conversations. and to use a term that i heard this morning, that's stefani
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pashman used from the allegheny conference, it's the information gap. how do we ensure that we're fulfilling that information gap and making sure that those conversations exist? and i'll tell you, in the conversations that we had in new york city government, it's easy to say, well, let's not train people for learning how to use a typewriter because we know people need to use computers. but it's much harder when companies don't even know the jobs that they need to train for. ten years ago, you never would have thought about the need for big data scientists. in the hospitals, in the health system, there is a huge need for big data scientists, among other industries. and so while it's important -- it's difficult to pinpoint, it's important to have that conversation. what we did is we conducted a study to frame and outline the challenges and needs, and looked
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at the demand side barriers for opportunity. and we looked at low skill jobs, bridges to middle class jobs, high school jobs, and even the unionized workforce. and then we used those to host convenes, and made sure that we had a lot of the policy leaders and academics and industry leaders around the table. the second thing in terms of cross pollination, and many of you think about it, be beyond looking at solutions within any one industry, we need to think about how do we have solutions across industries to address the problem systematically. we need to generate upward mobility. and that means looking at it from cross industry mobility. two examples. one is we spent a lot of time looking at the food services and the retail sectors in new york city. like many areas, these are areas of a lot of jobs. but these tend to be jobs at the lower end of the economic
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ladder -- cashier, store clerks. and also one where there is fewer opportunities for upward mobility, there is fewer middle manager jobs compared to all the jobs at the low end. and we spend time trying to think about how do we figure out taking the entry level skills that these sectors provide to allow them to move to other industries if need be. wonderful that these were entry level jobs that people could learn skills. but not as positive when there was less chance for upward mobility. so one thing that we did, for example, we honed and developed workshops to work on the soft skills for some of these individuals. so we had volunteers come in and stage mock interviews with potential job candidates, and then provided them feedback on their presentations, and helped them think about if they were to
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look at other industries, how they would go about doing that. another program a little bit separate from that, that we did is we looked at the immigrant population in new york city, very high immigrant group. and many immigrants who have come to this country who lived in new york with degrees in medicine or engineering and teaching, but who could not practice their profession because their accreditations didn't translate to the jobs here. and so we worked on figuring out how to use their skill set and use their background to put them in higher skilled positions to help them have higher wage jobs. and so in looking at these, i will tell you, because i had an opportunity to look at job creation across many sectors, the return on investment on these particular programs were low in terms of very costly.
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but that can't deter us because programs like this, they may be costly, but they are essential. and we need to look at these as investments and not just in particular individuals, but investments in the well-being and economic stability of our communities. and really as a form of community equity. and then lastly, it's a commitment to change. and one of the things that we've learned and you all know is that people, when you compare what's happening now in the 21st century compared to the 20th century, people used to move to where the jobs were. today the opposite is happening. companies are moving to where the people are. they're moving to where the talent. one example in new york city, google now has a huge presence in new york. and that started because there was one engineer, one talented engineer that wanted to live in new york city. today google has two city
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blocks, thousands of jobs in new york city. and it's because they moved to where that one individual was. and i think that it's incumbent upon leaders in the community and leaders at the city and state level to ensure that their communities are open to attracting the type of talent that will lead to -- that will lead to jobs. and we know that it's not just about the salary itself. it's also about the whole package, about putting together the quality of life, the right health care, all of that comes together. and that becomes a very central role that government must play. you know, at u.s. news, we're known for a lot of the rankings that we undertake. and we are in the second year of doing the best states in which to live. and what we have learned is it's
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more the places to live is more about -- it's not just about the job itself. it is about access to quality education. it's about quality of life for the entire family. it's about health care. it's about public transportation. all of that becomes very important as we think about, you know, this workforce and how we go about moving the needle forward. we like to say at u.s. news if you can't measure it, you can't change it. and that's why with all of our rankings, we're very focused on the data, very focused on thinking through how do we as a society continue to improve. and that really is about when we think at u.s. news, our mission is about holding governments and academic institutions, private sector employers accountable to make sure we are making the changes we need to make to ensure that we have the appropriate important workforce of tomorrow.
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so with that as background, let's get to the main event. we now have two innovative change makers with us today. these are governors who lead by example and who have demonstrated their commitment to change. these are two individuals who have spent time thinking and enacting all the things we have talked about over the last three days. and it is my honor to introduce them. so first i'd like to introduce mary fallin, who is the governor of oklahoma. in 2010, she became the first woman to be elected as oklahoma's governor. she's held a number of other positions in public service, including as an oklahoma state representative, as the sooner state's lieutenant governor, and as a member of the u.s. house of representatives from 2007 to 2011. as governor, she has prioritized education, the workforce, and health issues, all which of course are key importance to u.s. news.
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thanks to her leadership, programs such as oklahoma works, complete college america, and the governor's annual s.t.e.m. summit are making significant headway in producing students and professionals with skills needed to succeed in today's workforce. please join me in welcoming governor mary fallin. [ applause ] >> and now it is my pleasure to welcome john hickenlooper, the governor of colorado. since he took office in 2011, governor hickenlooper has led a number of initiatives in this centennial state that are having a transformative impact on education and jobs. his administration is responsible for a range of efforts such as the colorado innovation network, the colorado blueprint, and advanced manufacturing grants, all of which have spurred significant economic development.
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ever an entrepreneur, governor hickenlooper was previously mayor of denver, is a former geologist and brewer, and is the author of the 2016 memoir "the opposite of woe: my life in beer and politics." and also under governor hickenlooper's leadership, colorado has led our economic in best economies in our state rankings, colorado has been number one for the last two rankings in a row. so please join me in welcoming governor john hickenlooper. [ applause ] >> and then lastly, and please join me for a large round of applause for brian kelly, who i know knows where the stairs are so, there will not be any mishap with him. but brian, thank you. [ applause ] >> absolutely honored to be here
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with two terrific public servants. we certainly have had the private sector represented. and i think we've got two folks who have been in this space, who have been dealing with the issues of workforce and s.t.e.m. in different ways. but a lot we can learn from them. i want to start, governor hickenlooper, with the important question, which is the beer business and how that helped get you to where you are today. >> so i went from being a geologist. i was an oil and gas geologist, which oil has always gas compressed in oil. so you generally produce some methane or natural gas with oil. when that collapsed in the '80s, i got laid off and i was out of work for two years, which is something about what we're talking about here as well. i ended up -- there were no jobs. that's why i ended up getting into i started the first brew pub in the rocky mountain.
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having never worked in a restaurant. a brew pub is a restaurant that makes its own beer. it was a liquid brewer that had compressed gas, in this case co2 in the beer. but the real key there was we had to -- i had to retrain myself in real ways of -- and i had no idea. it turns out i am an entrepreneur by nature. i think it's genetic. but i had never -- i had been happily working as a geologist. probably would have been a geologist for the rest of my life. and that kind of traumatic downturn in the economy forced me into doing something completely new and learning an entire new skill set that, you know, i've used even after i went into public service, i ran for mayor of denver in 2003 and governor in 2010 that i think every elected official -- governor fallin, as good as she is, she should have worked at least a year in the restaurant business. because here is why. in the restaurant -- i'm just teasing.
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i am honored to be on the stage with one of the best governors in america. when you look at it, you step back, the restaurant business you learn right from the beginning there is no margin in having enemies. no matter how unreasonable that customer is, you'll do anything so they don't leave pissed off going out and ruining your reputation you can't respond. and you learn when you're in the weeds and the restaurant is going crazy with business, everyone is part of your family. all the or short, black or white, everybody is in it together. and i think those kinds of lessons you get from, you know, being in small businesses. and governor fallin has her own experience in small business as well, they're part of what you guys have spent the last couple of days talking about. >> where the rubber meets the road. i spent two months as a busboy, and it made me do my homework really hard. best job i ever got away from. so governor, you did not start in the beer business. but tell us a little bit about yourself and what got you to where you are today. >> brian, thank you, first of all, for u.s. news and world report hosting the summit on
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s.t.e.m. we really appreciate your focus on s.t.e.m. and work skills in our nation. i know governor hickenlooper and i have both been very active in this area. so we really appreciate you. i started out as a young girl after college going straight to work. and spent about ten years in the hotel management business, governor hickenlooper. >> similar. almost as good. almost as good. >> 365 day a year, 24/7, all kinds of things you can imagine running a business that never closes. you guys got to go home at night. we were open all the time. it was great learning experience. but during that time period that i was in executive management, there were so many different issues i had to work with and on, such as finding the workforce. and being able to find the person that might have the right work skills. and then as a young mother in my 30s, and having a 3-year-old child, then we had a big debate
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about how kinds of issues affecting businesses and having more pro-business, how to have a skilled, educated workforce. so at the age of 35, i decided to run for office as state legislator and had a 3-year-old at the time. actually had a brand-new baby too. those were issues that were important to me as a mother to make sure that my children would get a good education when they grew up, and that businesses would have a pro-business climate, but also a skilled workforce. because i experienced some of those things as a manager as a company. >> so thinking about workforce was what got you into politics. >> it is one of the things. education workforce. >> that's great. how was the beer? >> to this day, i mean, i don't own any part of the them, but they make great beer. >> now is a craft brewery in every basement. >> we were the first brew pub in the rocky mountains and the 22nd craft brewery in the united states. and now there are over 5,000. it's kind of crazy. >> good industry for the future. >> and turned out at least in colorado they vote.
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>> so one thing is interesting, you both represent great states far from washington, which has some advantages, for those who live in the swamp can attest, low unemployment. we're here at a workforce conference talking about unemployment. >> what does that mean? maybe not full employment, but not as full as you would like it to be, or the quality of jobs. live us the picture of colorado workforce. what does that economy look like and how are you putting these pieces together? are you satisfied with where you are? >> sure. so last summer for three months we had an unemployment of 2.3%, which is as low as any state has ever had in the history of the country. but our economy is growing at more than 2%.
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and that can't -- those two conditions can't co-exist. you have to have workforce trained that is sufficient to accommodate your growth, or else business begins to pull back on their capital investment, which is exactly what happened. now our growth is still over 2%, it's right at 2%. our unemployment has come up to 3%. which is essentially still full employment. we begin to look in and get granular at it, you see that the -- an awful lot of the people are still what i would call underemployed. they're not working as many hours as they want, or they're not using the experience and skills that they've acquired. at the same time, we have all these new businesses exploding. when the coughlin foundation did a study of startups in the country a few years ago of the top ten cities in the country, on a per capita basis, colorado had four of the top ten in terms of startups. so we got all these new
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businesses, new types of technologies and innovations. and we don't have the right training systems in the state to get -- it's not all about just electrical engineering. though that's a big part of it. we don't have the training for the technicians and the data analysts and all the people that support those tech companies. so that's been a big focus for the last five years is really begin to wrestle that behemoth into shape. >> yeah, yeah. we'll come back to the training issue. mary, in terms of your -- in terms of oklahoma, tell us about the state of the oklahoma economy and how you're putting the pieces together. >> oklahoma has experienced a lot of growth over the past ten years of moving new people to our state. a lot of companies have transferred large groups of people into oklahoma. so we also have a low unemployment rate. but we also have people who are underemployed. and our goal in oklahoma is to give people a good paying job so our economy will grow stronger,
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and everyone will be more prosperous in our state. so what we've been focusing on in our state is how do we align our educational courses and degrees and certificates with the actual needs of the job openings that businesses have? how do you make sure that you have the relevant skilled educated workforce to be able to fill those job openings? and that's the number one issue i hear from employers right now is i have more opportunities to invest and add more jobs, but i can't find the skilled workers that i need with the right skills. and then on the other hand, as a mother that has six children between my husband and i, they're all 25 and above, we all want our children to graduate from college to be able to find a good job. test test test test test test test test test test test test. . but our economy is growing at more than 2% and that can't -- those two conditions can't coexist. you have to have workforce
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trained or else business starts to pull back. our growth is at 2%. unemployment came up to 3% which is essentially, still full employment. and those coming out of the criminal justice system and meeting with the business owners to say tell me what you need? do you need welders, electricians, doctors, engineers, what is it you need to fill the job openings that you have. we brought those people together and we launched a program as the governor knows, the governor and i both had the opportunity to serve as the chair of the national governor's association, back-to-back actually. and one of my initiatives was called america's work education for jobs and we talked about throughout the nation our lining education courses and topics with the skill sets needed in today's modern economy. we launched oklahoma works. we divided our state into different regions based on
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workforce funds we received, available for federal government and local government, assigned a person over that region to bring businesses and education together along with those state agencies, and say tell me what type of orders you have in your area of the state, and what are your job openings, and then to get that conversation going that collaboration going between business and education. that's one of the ways we hope that we can certainly keep our jobs filled in our state but also give people the opportunity to climb a clear path and to do better in life. >> what is that look like specifically in terms of how you interact with employers? do you have a regular meeting with them? where do the pieces get put together there? >> we do, actually. we have a civic business leader every single region that we have. eight different regions in the state and i went to every region of that state to launch the program three years ago. so they have regular meetings
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and work with the workforce boards, local chamber of commerce and the major industries in the region. to give an example, if you go down to southeastern oklahoma, nice and pretty lakes, paper making and tourism. if you go out to western oklahoma, you have a lot of oil and gas, a lot of drilling like in colorado. so a different set of skill settings that they need in western oklahoma. a lot of agriculture. sciences and production skills and the energy sector, you need those that are able to work as an engineer, a machinist, whatever might be involved. and in southeastern, you need paper mill people. the people who know how to run that type of machinery. a lot of people involved in tourism. we try to hone in on the
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different skill sets needed in the different regions of the state and bring those people together and have a constant conversation that's three years now into the works. >> right. you mentioned the skill training. is there a gap there? is the education system not capable of filling the needs for the employers? how do you reconcile that? >> i think in the present tense, it's a crisis that the training and the skills kids are acquiring are not what they are going to need in life. if you go back 20 years, it's been a disaster. some estimates say that roughly half of the jobs in america are reliably repetitive. those are the jobs that are going to be automated likely. imaging, automation, ai call it what you want. we're going to lose all, i mean, millions of jobs. we're going to replace them with more jobs. the jobs are going to come out every bit as fast if not faster.
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it is going to be divergent skills than the governor was talking about. basically, having to get -- you don't have to be a computer coder or have a degree in computer science. but you're going to have to understand coding and understand how to talk about some of the nuances of coding and get training. so what we have done, a, we start working with elementary schools. the sooner you can take a kid to take computer science, the higher probability they are going to want more in middle and high school. it is hard to get teachers anywhere. professors in the education department of the universities that are good computer science teachers. they make two to three times the money working in the private sector. that's a problem in education. we tried to look at certain ways of connecting the business with the training.
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governor has done parts of this as well. and now in the third year, using an apprenticeship system modeled on the swiss, where kids get to choose, when they are 16 whether they want to continue to go to school or onto college or they will go to college later, but they will go work at age 16, i'm not talking electricians or plumbers, i mean that, too, but talking about advanced manufacturing, working at a bank, working at an insurance company. they work for two days and go to a community college or workforce training center and they work two days in the insurance company and spend three days studying and they will get the college degree from the studying. and they are going to get current enrollment and the college credit and they are going to study the curriculum that is going to make them more successful.
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or an aerospace company -- this training is really closely defined, and this apprenticeship thing, we're going to have 480 students next year. 80 businesses. we are scaling up the goals. in eight years 20,000 kids. businesses love it. and the kids love it. after three years, they finish the apprenticeship and they have a 60 or 70 hours, college credits if they want to go in that direction. they are living at home so they save money, most of them. and they don't have debt. so again, it is the -- it puts some of the burden on training to businesses but they welcome it. >> and interesting. this is over seen by the public school system? >> yes, with the public school system and the school districts are the essential partner that the student going to sink or swim, but it's in partnership
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with the community college. getting the k-12 education system to be closely aligned with community college system. and i think -- again, if you look at how many jobs in the future, and how important it is that we retrain people at all ages. i think a community college is going to be one of the most important institution in the country in the next 10 or 15 years. >> we talked at the conference in past year about the apprentice work done in switzerland, germany and other places and the question always arises, they've been doing it for 400 years so it's pretty engrained in their society. are you encouraged by what you see and do you think it has the potential to scale? >> absolutely. four years ago or three and a half years ago we six ceos of large corporations, six superintendents of schools, head of community colleges, head of higher education, and k-12
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education. i think we took 52 people and spent a week in switzerland and the u.s. ambassador to switzerland basically laid out a whole week. the first time since i ran for mayor in 2003 so 15 years of public service, so i spent a whole week on one activity. with leave the hotel at 7:00 and get back at 10:00 at night. we are all getting the same information. how the employees work and the kids feel and the different types of career paths they have. the largest bank in europe, ubs, their ceo was an apprentice, and he didn't get his college degree until 24 or 25, it allows all kinds of freedom. again, based on the response, you know, we got a $5.5 million grant from the michael bloomberg foundation. we got $4.5 million from jpmorgan chase. bunch of other support coming in and the thing that really is driving this forward is the businesses really embrace it and want it, and the kids embrace it and want it.
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when you think about 50% of the kids, 70% of our kids are never going to get a four-year college degree and that's been true for 30 years. plus or minus 3%. this allows 70% of the kids to have real job opportunities. >> mayor, do you have aprone tis? >> absolutely. i had the opportunity to see the program with the national govern governors association a couple years ago. the statistic says about 77% of our any lelians want a purpose in life. if they understand what the purpose is, and it takes our kids and adults a while to learn what our purpose is in life. but with our children, if they have the student to earn and learn, and we actually have a program in oklahoma that we launched called earn and learn, a dual-track education system, where a student goes to school and takes a higher-degree or career/vocational school course
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while working. we have great examples of that. google has a program in oklahoma a huge campus in our state. and dell computers just to mention two different businesses. they have high school students that will be finishing their course work to graduate. and taking some type of course at a vocational school or two-year college or four-year college and working and making $15 an hour in oklahoma which is more than minimum wage. if you have a student working at google and they go back -- and this is a rural area. and they go back to high school and they are making $15 an hour what are you making? and working at a major international company and i might have a chance to get at full time job once i finish my degree and the school itself, kids pay attention to that. it's a great opportunity for the employer to see if the student has the aptitude to work
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in that business and for the student to see if they like that type of profession so they can get the right degree the first time. and to build a better-educated workforce. we have examples throughout the state having a dual-track education system. and we launched a program called launch oklahoma and this is to make sure that 70% of the workforce has more than a high school degree and the earn and learn program, apprenticeship program, we set a goal that in 2020, 20,000 will be in some kind of aprentisship in our state. we have active dialogue in the business community to get involved and offering these opportunities to be able to learn. some of the charter schools have on the fifth day, they work somewhere. and the opportunity to have the apprenticeship, as you said, there are a lot of students that
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come out of college with a large amount of debt or the parents may have that debt. they may not know quite what they want to do. i had one child got a college degree and then decided to go back to get another degree. if we give them an opportunity to go into a profession and see if they like it and then to be able to maybe get a job with it later. can make a huge amount of difference. another little fact, our u.s. manufacturing industry in our state say that work skills, lack of relevant work skills is a severe and moderate problem to the industry, as far as growth goes. they can't find workers with the right work skills and with today's technology changing. i get an iphone, and i have a six and it is up to a ten now. it is hard to keep up. technology changes so quickly
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and back to your point, we have to have a relevant workforce. what your degree might have been in may not be relevant even in manufacturing because it changes so quickly. >> you said, the mistakes that have been made in the education system over the past 20 years or more. one issue that comes up is the career/tech education and shop class in many states abandoned and now you are seeing a lot of people saying we may need to rethink that. for both of you, where are you on that discussion in terms of should we have more shop-related hands-on things in the k-12 curriculum? >> we have 3-d printers in some of our shop collapses in high school, and one of the things we're working on is coding, being able to teach students how to code. we have a school called coding dojo which is a national company. we have girls who code.
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we have different work spaces with where they have free coding weekly classes and all kinds of different learning opportunities. and there used to be an old thing that everybody has to get a four-year college degree. now the thinking is a four-year degree is important but an associate degree is important and so is a certificate from a local vocational school. and challenges, how do we make sure the local career techs are meeting the employers. and not offering something that is outdated. so that's why we had the vigorous discussion between the employers and the schools to make sure they know what is needed out in the workforce and the ecosystems in our state. >> and the trades are crucially important. look at electricians, and plumbers. they command high salaries now. >> good paying jobs. >> in three or four years you get to be journeymen, they're making real money. i think even more important is
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the model they created, because again, if you're -- part of the problem is kids have to wait and go all the way through high school before they go and start their apprenticeship being a plumber. the last couple years, when i first became mayor i made a stupid pledge to visit every public school, turned out there were 161 schools in denver but it was one of the most instructive, it was two hours a week my first four years. i went to a different school every week. when you go to high schools, especially in the junior and senior classes, the kids look so bored. when you recognize, once i found out that so many kids didn't want to go to college or weren't ready, and yet kind of commanding them this high school degree you had to have. i think the opportunity to become a beginner apprenticeship when 16 or 17 and make it acceptable socially and go spout learn how to be a pipe fitter, or electrician.
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and the trades, they accumulate skills. so when you go back to the union hall, and let's say there's a recession and aren't enough jobs. electricians and plumbers, they get retrained at higher level skills and accumulate these skills. we have a partnership with the marco foundation and linked in and microsoft purchased linked in. it is rudimentary. it is a platform called skillful. and -- the vision is that we're going to help people go through their whole lives talking about skills and not degrees. so the education will accumulate the skills they are going to need and skillful, eventual, going to have the ability to -- you've got your own profile of the skills you acquired and then you can look at potential professions you might want. click on the profession and show
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what skills you have, what are you missing, where you would get the skills and how much it would cost. and allow people to direct their careers in a granular way. i think taking that and again, it's going to apply to every type of profession. when you think about automation and eliminating professions it's going to allow us to imagine getting out ahead. before somebody gets laid off, we have to recognize they are going to need new skills. if the robot is going to take their job, maybe they can be the technician or the person who helps manage that robot. and those kinds of anticipatory investments will be helpful for i don't know if you heard the soundtrack to "hamilton." so strong, my shot, i'm not throwing away my shot. someday we're going to put all these workforce things together
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into one division and i know own >> i will donate it once we get the thing together. i'm not trying to be an entrepreneur for a private gain, this is a service. >> you touched on automation and we heard him talk about zip recruiter ten hard years, things are going to be disrupted for ten years before things get great. do you see that looking ahead in the future? do you see people phased out of jobs because of a problem or do you see it working in a positive way? >> i see it as an opportunity. it goes back to what he was talking about. you may have one skill set today but building that career path so you can move up the ladder with your career. i think all of us have to be retrained on different things. whether it is new technology or automation with different machinery.
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i had the opportunity to visit different manufacturing communities in oklahoma and other states and countries and the rate of speed of what we call disruptive technology changes so quickly and can disrupt the economy if you know don't keep up with it. keeping the skills through youth and adults is important. week that manufactures ammunition for defense in our nation. they told me, they said do you hire computer technicians, you hire scientists? who do you hire that does this job? it is in a rural area of oklahoma. i said yes we do those things, too. we hire people with critical thinking skills. so if you are a chef and know how to put things together to make something or a carpenter and know how to put things together to make something. have the critical thinking skills that some people have, some people don't.
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some people have management skills, some people don't. how do you find the right person with the right aptitude and educate them further on a basic topic. we have to be a nation of continuous education and improvement. those of us at our age going out for a governor's term. we're think being what's our next career going to be? what are we going to do next? it is important that we always keep up with educating our workforce. >> what are you going to do next, john? >> i'm going to continue my self-education. >> there you go. >> i think that the other part of though is how do you do this training at scale and there's a fascinating tech-entrepreneur. he brought a train station and it's called station f. he's got 1,000 startups in it. fascinating to make sure they have enough talent to serve all
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of these startups, technical or some sort. he started a coding school called 42. just the number. it's just 42. it is 3,000 people. just three floors of an old schoolhouse, an old brick schoolhouse he purchased and took over. if you're working full time, it would take you three years to get through this program. and there are 21 projects by doing all 21, you will have accomplished, and understand coding pretty fairly and a large amount of computer science. there are no teachers. let's say you are on project six, you see on your computer screen who finished six and who is starting and they get extra credit for helping them and them helping you. it is predicated upon using technology and helping each other to get the coding skills
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they need. i want to know on a sunday night and there are 800 people working. helping each other and we talked to this one guy, a truck driver, a trucking company and he loaded the tractor trailers. there is geography. you have to load the first stuff that comes out last. you got to balance the weight. they know the job in 5 years it is going to be automated. it's a repittive job that's going to get automated. so the company in partnership with the french government was sending these four employees to come learn the skills well ahead of the transformative automation so they could be the ones that became the technicians or the people that run the robots to do the work. >> fascinating. one of the themes is that there is interesting private sector opportunities to fill the gaps. perhaps, an entrepreneur such as yourself will jump into that. we are out of time and i thank the guests for sharing insights with us.
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thank you both so much. >> okay, that was terrific. we've got a couple more great folks so please stay with us here. a great pleasure of mine to introduce jack gerard, head of the american petroleum institute, been a speaker with us before. we have a good handle on state policies and programs making a difference in education in the workforce but i want to pivot to one particular industry, energy, which is of course a big sector with its own set of opportunities and chamenings, so i want to take a deeper look at it. jack is president chief
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executive officer of the american petroleum institute, the national trade association that represents the nation's oil and gas industry, led api since 2008, previously served as president and ceo of the american chemistry council in the national mining association. jack serves on the advisory board of the boy scouts of america's national capital area council and the board of georgia washington university's graduate school of political management. we are honored to have jack joining us today. first we just wanted to give you a quick video before jack talks to us. ♪
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♪ ♪ >> i think the things we're doing with technology we're pushing the boundary of what the gas industry has seen. >> we've drilled a lot of wells through several years of development at the ranch. at this point now when we have completed the wells we've actually plugged and abandoned those wells and looking at the reclaimed landscape behind us. >> pipelines truly are the
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safest mode of transportation for oil and natural gas. you get a lot of product from point a to point b and we're able to do it safely. >> it's so thin and light when i put it on it feels normal, i can swing it perfectly fine from hip to knee and it works great. >> we want to show our communities that we care, that we're doing our part to mitigate or minimize emissions to the environment. [ applause ]
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>> thank you, and thank you, brian, and we're grateful for the opportunity to be here today, as part of your ongoing efforts as we think about the workforce of the future. when i was here just a few years ago we had the opportunity to share where we were at that point in time, and i want to share a few other thoughts with you today about how far we've progressed as the oil and natural gas industry. i was struck earlier listening to some of the other panel is, let me just say first, i'm grateful to the two governors who just proceeded me both of whom come from energy-producing states. they understand the challenge before us as we think of that workforce of the future and they're both real leaders, but the other comment i wanted to reflect on for a moment was ian's comment, i wrote it down in predicting the future "we're going to to have a tough ten years." you all remember that comment earlier, he made that? for the oil and gas industry, the immediate preceding ten
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years have been a bit of a challenge, but it's been a very interesting time particularly as it relates to workforce, the future, s.t.e.m. education, et cetera. so part of my focus or part of my thoughts today, i'd like to talk about that, as to where we've been, where we're going, and how we see this partnership. now here's a quick test for you, particularly those related to education. you don't have to raise your hands but if you saw that video we just witnessed, if it went too fast through the first part of it, and you wanted to slow it down to better understand it, you're a millenial. no. you're not a millenial. i was just seeing if you're paying attention down there this morning. the reason i say that is it's interesting and a lot of the way we communicate with that workforce in the future today is very different than just a few short years ago. if you're of my age category.
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you have to throw that down and look at it three or four times to understand the messages but today in our society, back to some of the earlier comments about technology, about pace, movement, what we're dealing with, the disruptive nature, comes back in many ways to education and our preparation for that future. so it's clear that building a better future will take energy, and that's our role, not only from our employment perspective but when you think of the technological advancements, the disruptions, the nature of our society it's underpinned by energy and our ability to create these technologies and to advance society in which we live. when i last spoke to you four years ago, we touched on those technologies. i highlighted how innovation have put the u.s. in the midst of a historic transformation in how and where energy was produced and how we use it. since that time, we have seen even more growth and progress.
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today, and this might surprise some of you, the u.s. sits as the world's largest producer of oil and natural gas, something previously thought impossible. u.s. energy developed and refined in america is powering our daily lives and enabling exports of natural gas and oil all around the world. clean, abundant u.s. natural gas is now the leading producer of electricity to american families and businesses, and more natural gas has brought the united states to a 25-year low in our carbon emissions and co2 emissions. we lead the world today in goaling greenhouse gases. no one would have thought that possible ten short years ago. natural gas is also enabling greater renewable energy generation from the manufacturing of turbine panels
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to natural gas ability to power up to provide backup capacity. in addition, something we take for granted every day, energy costs today also make up less than 7% of a family's monthly income, estimated by outside experts to generate an estimated savings of $1,300 a year per american family. these are the transformations that few of us would have thought possible just a short time ago, and it's clear that key factor in sustaining this historic energy progress always comes back to a skilled workforce primarily a skilled workforce into the future. today there are more than 10.3 million jobs that are supported by the oil and natural gas industry here in the united states. an increase of more than a half a million from just two short years ago. millenials, the largest
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generation, recently surpassing baby boomers today make up one-third of the oil and natural gas workforce, and the job needs for the future abound. by 2035, industry experts predict that we will have to add 2 million new jobs, nearly 40% are projected to be filled by women and minorities. having s.t.e.m. education or training whether it's an associate degree from a community college or occupational certificate from apprenticesh apprenticeship, as governor hickenlooper was talking about, or subbaccalaureate degree nearly doubles a student's likelihood of getting a well-paying job in the oil and natural gas industry, and jobs in oil and natural gas pay, listen to this closely, $50,000
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more or higher than the national average. if you look at a great energy state like colorado, going back together with hickenlooper, the median average colorado wage is the mid to high 50s. the average wage in our industry in colorado today, $107,000 per job. so we hope this rising generation looks at this not just as good income opportunity, but as true careers that will help us power past the impossible of what we thought just a few short years ago. the opportunities for employment for those with s.t.e.m. skills and training will be tremendous in the oil and gas space. our goal is to ensure that the broadest and deepest pool of talent is available to field the hundreds of thousands of job opportunities we expect over the next years, but today, we know that we have some work to do, to achieve this goal. recent rand report shows that, in 2015, less than one-third of
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the bachelors degrees awarded to women were in s.t.e.m. fields versus 52% -- 42% for men. it showed that only 30% of women with s.t.e.m. bachelors degrees go on to work in s.t.e.m. fields, compared with 49% for men. the rand study made clear that women and minorities at all levels of educational achievement and skill level attainment remain underrepresented in s.t.e.m. subjects. like other industries, our long-term survival depends on increasing the number of s.t.e.m. educated workers we recruit, we train, and retain in the years ahead. we call this our workforce pipeline, but we need your help to get the work out, to get the word out, something i know each of you work on every day. we need to increase the number of s.t.e.m. graduates to have a
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workforce capable of continuing america's 21st century energy renaissance, to help ensure that the workforce pipeline is filled with talent, api and our member companies are educating school counselors and teachers on the wide array of career options available in the natural gas and oil industry. we're working with schools to encourage more participation of women and minorities in s.t.e.m. related subjects. there's more work to be done for sure but announcements that s.t.e.m. educated women are leading u.s. operations of major global energy companies as were just recently announced by shell and bp just last month are important steps to demonstrate a career path in our industry. it may be the challenge of our life to attract and retain diverse talent that will make us second to none in energy
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production, security, economic prosperity, and environmental protection. but the energy industry is working to stay ahead of the curve in shaping the workforce of the future and the innovation that goes hand in hand with it. as i close, and in the spir the of inn spirit of innovation i'd like you to reach into your pockets and purses and take out your cell phone, something that you rely on every day of your lives, and as you're doing this, i can see you're a nonparticipatory crowd here, so be gracious, humor me a little bit in the process. but i'd remind you alls awe take that out the majority of products that build that phone, that capability come to you compliments of the oil and natural gas industry. hydrocarbons shall the molecular structure these are things the rising generation needs to better understand, so when they think about their futures, we're all going to be a big part of
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it. so now that you have your phones out, our video noted how natural gas and oil plays a central role in innovations that shape our future. we're also trying to use these innovative tools to spread the word to encourage others particularly that rising generation. so i'd ask you to text the word "energy" to 73075. we'll built energy workforce necessary for a bright future. we're all in this together. it's an exciting time, as ian pointed out. the next ten years will be one of great disruption, but it's progress, it's advancement. we in the oil and gas industry are committed to be part of that. we want to work with you in s.t.e.m. related activities as
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well as providing that rising opportunity, the same benefits perhaps too often we take for granted. thank you all for your time. it's a real pleasure to be with you here today. thank you very much. [ applause ] ♪ >> thanks, jack. jack is really one of the great washington policy analysts, as you can see, and gets things done and represents a heck of a lot of jobs and terrific insights and we are happy to have him back with us. save the best for last, wouldn't be a u.s. news conference in washington without getting the federal perspective and to bring that to us we have dr. jeff wald, sorry, dr. jeff weld, senior policy adviser and assistant director of s.t.e.m. education fopt the white house office of science and technology policy, he's on leave as executive director of the iowa governor s.t.e.m. advisory council and long time friend of the conference. jeff is the author of the book
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"creating a s.t.e.m. culture for teaching and learning" as well as a former administrator and faculty member at the university of northern iowa. he has served on numerous boards and commissions, national alliance for partnerships in equity education and the triangle coalition for science and technology. please help me welcome jeff weld. >> thank you, mr. kelly and thank you, u.s. news, for this annual gift to the s.t.e.m. education universe. i may burn 15 seconds of my precious time here to ask a poll of you. how many of you have been to previous u.s. news s.t.e.m. solutions conferences? quite a few. so we're all habituated. i'm not sure they ever get enough appreciation for the enormous impetus they provide to s.t.e.m. education every year. three more seconds of applause to the u.s. news, brian kelly, and the team, thank you all. [ applause ] and it's obvious from this
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afternoon's talks as well as over the last couple of days a significant number of u.s. states, regions, schools, industries, global companies launching s.t.e.m. education programming to prime the pump for post secondary talent to fill the high demand careers that have emerged across the country, so this is a great thing to be a part of. the white house office of science and technology policy is committed to leading in s.t.e.m. education as well. we intend to be focused on research-based stakeholder contributed administrations goals aligned in terms of providing a waypoint, a north star for s.t.e.m. education across the country in the years to come. next month, we are winding up a progress report, a final progress report on a five-year federal interagency s.t.e.m. education strategic plan.
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i'm not sure you are aware there was such a thing. i brought a prop. it looks like this. this was hatched in 2013 as a result of a legislative mandate, the america competes act of 2010. that act, among other things, called for, included the generation of a five-year s.t.e.m. education strategic plan that spans agencies, 13 or 14 u.s. federal agencies all involved in s.t.e.m. education. it's winding up this month and next. the privilege of writing the assessment report with the team is going to be mine to deliver to congress, a mile post indicator, how did we do on these msheurs? by the way the measures will include accomplishments on five goals that were put forth by this plan. they may sound familiar if you've been in the s.t.e.m. space. one of the goals principally was the production of more new outstanding s.t.e.m. educators, k through 12.
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the goal specified 100,000 of them in ten years, so we'll see how they're doing it year five. another goal set forth the engagement of the non-formal informal community of america through the agencies to provide authentic s.t.e.m. experiences to youth and families. third goal was undergraduate s.t.e.m. education, generate more graduates with undergraduate degrees in s.t.e.m. fourth goal was to broaden the participation of underrepresented populations in undergraduate s.t.e.m. and the fifth was graduate s.t.e.m. education, aligning graduate scholarly study and production of graduates toward high demand workforce needs. so that will be coming out soon. there's a committee that formed as a result of the america competes act called the committee on s.t.e.m. education that spans the 13 or 14 federal agencies, called co-s.t.e.m. for
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short. the committee added a sixth goal to this report in 2016, computer science for all to make sure to provide to k-12 students across agencies the opportunity to learn computer science skills. so soon that report will detail how we did on making progress on those six goals now, what new models may have evolved and developed through these interagency collaborations, what sort of partnerships have come forth to leverage assets and maximize impacts, and how we'll improve on metrics that measure those accomplishments and more, including especially indicators that help us understand the participation rate of underrepresented student populations, how we'll publicize the next plan, might become part of this, how we'll evaluate, and how we'll make data-driven decisions in terms of what to
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scale, what to grow in the future, and in some instances, what to prune. that report in hopefully may will also kind of portend future direction because, right on its heels, we'll be generating the next five-year s.t.e.m. education interagency strategic plan, in accord with the america competes act. it will build on the wonderful foundation provided by this plan. we have no doubt those are overarching, timeless goals, but we also recognize, as i know you do, how fast and how much s.t.e.m. education has evolved since 2013. in fact, i'm going to share with you some trends that have eme e emerged since 2013 that are manifesting as potential bones or skeleton or outline for the next strategic plan and i'd love your feedback, either in real time here or maybe toward the end, as to whether we're getting
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this right. over the course of my executing this post at the ostp, i've had hundreds of conversations, sometimes in rooms amounting now to thousands of s.t.e.m. stake holders, and i've filled out a lot of legal pad scratch pads with the indicators and priorities and emergent trends from stake holders like you, probably some folks that are in this room have contributed to this list, so i'm going to share with you the ten most frequent new trends and priorities which are aligning beautifully with the administration's jobs of the future goals and agenda, which is a nice synchronicity. so these won't surprise you, but the first one in no particular order by the way that comes up in every conversation about what should be in the next federal s.t.e.m. plan is expanding work based learning. you've heard governors talk about, attended sessions about it throughout the last couple of day, internships,
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pre-apprenticeships, apprenticeship, job shadows, job boards and so on. second high frequent mention on the part of s.t.e.m. stake holders comes appropriately right on the heels of that priority is educator and college professor experiences in industry as well. if we intend that course work keep up in sync with the world of work, we expect that we need to provide opportunities for educators to immerse themselves in industry as well, for things like summer ex-ternships and to promote innovation and entrepreneurship, that's verbatim quote from the america competes act. people imagine that we can do that through expanding maker space opportunities and school business partnership collaborations. fourth, build out community level s.t.e.m. ecosystems. there's a lot of s.t.e.m. ecosystem talk here at the u.s. news summit, thanks jan morrison and ty for pioneering a scaffold
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but in some communities they're called sector partnerships, in others intermediary networks or school advisory boards, all have in common connecting the education space with the employer space of a local community likely in many people's minds the key to sustainability of this momentum we have. fifth is to focus on rigorous, rapid credentialing for a skilled technical workforce. that doesn't get mentioned in that first s.t.e.m. education strategic plan. it's emerged quite rapidly in the last three to five years. sixth, expand digital learning platforms, k through college and beyond. acknowledging all the while that there's a lot of research to be done in that space to pin down best practices. seven, seemlessly integrate mathematics and computer science across grade levels, and across tu
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subjects, improving their meaning, their relevance, their connectivity, their application so they don't function as filters to great s.t.e.m. careers but pumps or sponges to s.t.e.m. careers. eight is to start early. everybody's very intent on early childhood s.t.e.m. education. ninth, there's a lot of interest in erasing the siloed bare arri across the s, the t the e and the m. we know algebra precedes chemistry, fizz ekz and computer programming but there's a great push to transform s.t.e.m. to a transdisciplinary experience where big ideas are studied that integrate mathematics technology and so on seamlessly and finally number ten high frequently, its number in this list belies its importance. make broadening the participation of underrepresented groups, women, kids of color, rural kids,
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differently abled, veterans, the low income, a priority across agencies and across programs. so i should pause here. that's my ten. indicate whether you feel we're on the right track by applause or bronx cheer me. [ applause ] okay, thank you. i'll take that as an endorsement but i'll also leave you my email in case you want to offer feedback. i this i my time has expired so let me just, i'll tell you two more things about this. the american innovation and competitiveness act of 2017 mandates outside eyes on this process this time around, and that delights me and it delights all of us who came from state s.t.e.m. leadership. the national science foundation right now is selecting a panel to fulfill an aica mandate for an external s.t.e.m. advisory board, they're working with the department of education, noaa and nasa to debut soon a roster, perhaps you're going to be on
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that roster if you applied, for an external advisory board to help shape this plan as well. aica also requires state input to federal s.t.e.m. activity this time around, and so for that reason, the ostp in partnership with the department of education, the department of labor, the smithsonian will be, i'm missing a sponsor, will be convening state s.t.e.m. leaders next, in june, to also weigh in on this plan. so by the time you see the new 2018 to 2023 s.t.e.m. education federal five-year plan, i can assure you that it will have been exceedingly well informed by stakeholder. it will be crystal clear in its metrics and measures of success and it will align with this administration's priorities regarding workforce. i'm going to quote from a trump administration 2019 fiscal year 2019 research and development
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priorities memo, agencies should give priority to policies and actions that place an emphasis on expanding the s.t.e.m. workforce to include all americans, both urban and rural, and including women and other underrepresented groups in s.t.e.m. fields. so we have that going for us. so thank you, once more, for the opportunity to share the federal s.t.e.m. plan and the s.t.e.m.-rific event we have here. my email i welcome input, wisdom, commentary and i have time to do it once so if you're interested, email me at with that, thank you all very much for the opportunity. ♪ [ applause ] >> prime time tonight on the c-span network's some of today's congressional networks. on c-span at 10:00 eastern directors from the national
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institutes of health on the president's 2019 budget request for the research centers, they testified before senate appropriations subcommittee and c-span transportation security agency officials on the agency's pre-check program and airport wait times. the house homeland security subcommittee held the hearing and you can see it in its entirety tonight at 10:00 eastern. >> sunday on "q&a" university of virginia history professor william hitchcock on his book "the age of eisenhower: america and the world in the 1950s." >> well, i call it the disciplined presidency, and eisenhower in the way he carried himself and the man that he was, was a disciplined man, a great athlete, when he was young, an organized man in every respect, very methodical but that's how he ran the white house, too. he was extremely organized, and a lot of people, especially the young senator, future president john kennedy, kind of criticized
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eisenhower's dodyiness for being disciplined and predictable. when a crisis came he knew who to respond and who to turn to. he used to say plans are worthless but planning is everything. you're always thinking what crisis might erupt and we should be thinking about it. so he was very systematic in the way that he governed. he met the press every week, he met congressional leaders every week. he chaired the national security council every week, and he had his thumb on the government. he trusted the process. he believed the federal government could work well if it was well led. >> "a aq&a" sunday night at 8:0 eastern on c-span. >> justice department officials give their thoughts now on privacy, the law and government surveillance issues in particular how a new law on
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overseas cloud data storage with help in investigations. this hour-long global privacy event was held in washington, d.c. >> welcome to all of you for what's turned out to be a particularly timely session on surveillance issues, what with the passage of the cloud act last week as well as the ongoing percolating issues in the courts and policy-making circles. we are honored to be joined by two senior doj officials, and i'll let them introduce themselves in a moment to really just talk about, you know, doj's perspectives on some of these surveillance issues, as well as the newly passed cloud act. just briefly on the format, what we'll do is for the first 40 or 45 minutes, i will be basically be questioning them, and walking through some of the issues, getting their perspectives, and then we'll leave the last 15, 20 minutes for folks in the audience to ask them whatever questions either on issues we didn't cover or other reled


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