The primary objective of this agreement is the effective delivery of postsecondary educational opportunities to our citizens. The Oregon State Board of Higher Education and the Oregon State Board of Education have mutual interests in serving the educational and continuing education needs of Oregon. In this the Joint Boards are joined by a wide range of other agencies, some public and some private, which have had, and should continue to have, significant roles to play in the future. These include, but are not limited to the following: independent colleges and universities, some federal and state governmental agencies, park and recreation districts, YMCA-YWCA, private career schools, labor unions, the grange, and others.
The Joint Boards believe that efficient use of the educational resources which the above agencies -- public and private -- represent, will require continuing efforts to achieve greater coordination in planning and scheduling of off-campus and distance educational programs and offerings. In the interest of promoting that coordination, certain assumptions and principles should guide the schools, colleges, universities, and other agencies under our jurisdiction in their efforts to serve transferring students and coordinate off-campus and distance education in Oregon.
1. Lifelong learning is necessary for the development of a quality workforce and quality of life in Oregon.
2. The disparate lifelong educational needs of Oregon citizens require that Oregon's educational institutions and agencies offer educational opportunities (including advising services) in a variety of modes, at times and locations that will accommodate the needs of prospective students and that will provide means for students to validate and receive credit for relevant knowledge they possess, irrespective of how or when acquired.
3. Coordination efforts among educational agencies is important to maximizing the state's use of resources.
1. The Joint Boards affirm their long-standing support of continuing education (credit and non-credit, campus and off-campus) in Oregon.
2. Off-campus education should be seen by the schools, colleges, and universities and other educational agencies under our jurisdiction, as an integral part of their responsibilities to the people of Oregon.
3. New technologies and new configurations (e.g., business/education compacts) will have equal standing to historical arrangements for responding to the challenge of lifelong learning.
4. Oregonians should receive preference in any enrollment management plans developed by colleges and universities under the jurisdiction of the Board of Education or the Board of Higher Education.
Allocation of Primary Responsibility for Off-Campus Education
1. Adult basic education, the development of reading, writing, and computational skills of adults through the twelfth grade, is the primary responsibility of the community colleges. In areas lying outside community college districts, the local public schools or Education Service District have primary responsibility if no contracted out-of-district (COD) agreement exists with a community college.
2. Lower division academic courses offered off-campus or via distance education technology are the primary responsibility of the community colleges. The role of the independent colleges and universities is acknowledged. Outside community college districts, the Oregon University System (OUS), the community colleges, or independent colleges and universities may share the responsibility of offering lower division courses as may best serve the needs and interests of the area.
Where there are special course needs at the 100- or 200-level, where there are special consortial agreements in place (for example EOU/BMCC/TVCC), or where there are unique associate degree programs, such as those of the Oregon Institute of Technology, OUS institutions may offer such courses or programs as needed, off-campus or via distance education, provided they are not available locally from a community college. In these cases, articulation/information sharing with the community colleges needs to occur prior to scheduling courses to establish common understanding of the need for this OUS programming at the lower division level.
3. Lower division professional/technical courses or programs offered off-campus or via distance education technology are the primary responsibility of the community colleges in regions included within community college districts, except for activities which have historically been within the purview of the Oregon State University Extension Service. The role of the private career schools is acknowledged.
Outside such geographic areas, lower division professional/technical programs and services may be offered by whatever agencies have the resources (e.g., community colleges, OIT, OSU Extension Service). Regional coordination is strongly encouraged.
4. Upper division, graduate, and advanced graduate courses and programs are the primary responsibility of the Oregon University System, a responsibility which it shares with Oregon's independent postsecondary institutions.
5. Responsibility for non-credit courses and activities offered off-campus is to be shared by the agencies under the State Board of Education (community colleges, school districts/community schools, and Education Service Districts) and those of the State Department of Higher Education (continuing education departments and Oregon State University Extension Service). Coordination and close communication at the regional level are encouraged.
Assignment of Other Responsibilities
1. Coordination of degree programs offered through distance technologies will be guided by these principles, will be coordinated at the state level, and when appropriate, at the regional level. The Joint Boards Articulation Commission should ensure that a mechanism for this coordination exists. The Joint Boards should support a common user friendly interface for accessing information such as a single list of courses posted on the ONE (Oregon Network for Education) web site.
2. Block transfer agreements, common course numbering, and other articulation strategies currently in place between OUS and the community colleges should be examined on a regular basis by the Joint Boards Articulation Commission.
3. Any intersegmental issues related to matters under consideration in this statement and affecting the two- and four-year public colleges and universities, or the public schools, which cannot be agreeably resolved by the segments concerned, will be referred to the Joint Boards Articulation Commission for review and recommendations to the Joint Boards.
(Adopted by the Joint Boards of Education, November 20, 1998)
Revised: December 23, 1998