INVESTING IN OREGON’S FUTURE

Current trends point to a shortage of qualified labor. Thanks to an unprecedented convergence of demographic and educational trends, labor shortages are expected increase in the immediate future. Industrial futurists indicate labor shortages are becoming so severe that retirement as it is presently known will vanish.

In less than seven years, there will be nearly 168 million jobs in the U.S. economy, but only about 158 million people in the labor market to fill them - a shortfall of 10 million workers.[1] One of the biggest factors behind the decline in workforce readiness is the steady decline in graduation rates among the nation's colleges and universities.[2]

Social and intellectual capital is becoming the primary economic value. The new "coin of the realm" in the world economy is social and intellectual capital: What you know and who you know both count. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value and fosters the emerging practice of continuous improvement – a key factor with organizations and businesses thriving in the twenty-first century.[3]

Educators and their communities are a source of intellectual strength. They need to stay in touch with developments in society so they can know what knowledge and skills

January 2008

students and labor need to be prepared for the future. In doing so, businesses, educators, and community leaders recognize the emerging shift from the Information Age to a Learning Society – one where the availability of easy access to education resources by a broad range of people using both telecommunications infrastructure and face-to-face communications is needed.

A survey of state governors in 1999 found that 97% believed it is important to encourage students in postsecondary education to pursue lifelong learning; 83% felt that students should be allowed to receive education anytime anyplace through technology, and 77% believed that collaboration with business and industry should be required for future workforces.

INVESTING IN OREGON OPEN CAMPUS

Oregon communities, businesses and agencies partnering with OregonStateUniversity are well positioned to meet the emerging demands for continuous learning as an investment in strengthening the state’s economy and social capital. Private and public leadership coupled with existing infrastructures including OSU Extension and Extended Education, Community Colleges, Schools, and businesses, Oregon can realize “Oregon Open Campus” – community-based access to advanced education based on local needs.

What is the Investment? In order to optimize Oregon’s investment in educational access, Oregon Open Campus will coordinate credit, certification, and applied education opportunities to meet on-demand, flexible learning through the use of telecommunication technology and face-to-face learning. Local OSU Extension Service sites and their partners will become community learning sites supporting individual and business learning.

Building on existing resources including locally based residential faculty, training areas, broadband internet connectivity, and video conferencing capability, Oregon Open Campus will expand opportunities to access affordable education with capacity to merge electronic and face-to-face student-teacher classrooms.

Who is Invested? Building on the demand for increasing access to education from business sectors and commitment from OSU leadership, Governor Kulongoski has launched his legacy agenda focused on strengthening higher education and its infrastructure. Additionally, Association of Oregon Counties has prioritized higher education state-wide.

When and How is Oregon Open Campus Being Launched? Conceptually initiated in fall 2007 by Crook County Judge Scott Cooper, Oregon Open Campus is framed around a vision thatlearning is the necessary currency for individuals, groups and businesses to deal with complexity and change. Oregon Open Campus is the local access point for Oregon University System’s credit, certification and applied real time and electronic education.

From a joint meeting of OSU and Association of Oregon Counties leaders in November 2007, two fundamental principles emerged:

1. Investment – Oregon Open Campus is envisioned to be a private-public collaboration that leverages resources to build sustainability and capacity. This investment recognizes new relevant roles and responsibilities for partnering organizations, agencies and businesses.

2. Learning Community– As a learning community, Oregon Open Campus will continuously adapt and grow as communities, businesses and groups change. Operations will include:

  • Assessment - Educational content is identified through systematic assessment of local need, opportunities and audiences.
  • Portfolio of Education - A portfolio of courses, workshops and educational opportunities tailored to local/regional needs will be implemented.
  • Capacity Development and Sustainability - Community resources will continually be identified to create, offer and evaluate the extent to which needs are met. While financial resources are necessary, so will be a regional spirit of mutual commitment to educational service.

A minimum of three incubator sites will be established over the next two years to implement Oregon Open Campus. To date, TillamookCounty and central Oregonhave been chosen and community leaders have held work sessions. Counties exploring potential to serve as incubation sites include Union, Klamath and possibly Columbia counties.

What are the Next Steps?

During January through May 2008 incubator counties will be identified. These sites will define strategies and actions to successfully launch Oregon Open Campus. Simultaneously, OSU leadership will align efforts to support incubation sites and prepare legislative and state-wide partnership strategies to advance and sustain growth.

Contact Information:

Web site

Scott Reed,

Teresa

[1]U.S. Bureau of Labor Statistics

[2] Challenger, J.A., “The Coming Labor Shortage,” The Futurist, October 2006, WashingtonD.C.

[3] Marx, Gary, “Educating for Tomorrow’s World,” The Futurist, April 2006.