To comprehend the roles of education and the workplace in the year 2000, one must project as clearly as possible the total societal environment and then draw from it the unique characteristics of these two social elements. Until recently, that process could be accomplished utilizing relatively straight line extrapolation of current conditions. However, we find ourselves at the beginning of the third major non-violent revolution in the history of mankind, which like the agricultural and industrial revolutions that preceded it, will result in the radical change of nearly all aspects of human life. Among the effects of the information and telecommunications revolution will be: (1) most citizens will be required to have a substantially greater education as automation and computerization take over nearly all routine work; (2) computer resources, including microelectronics, artificial intelligence, and robots, will be as pervasive as electric energy is today; and (3) advances in biotechnology and genetic engineering will have significant commercial implications. The results of this revolution are not likely to include drastic reductions in the workforce, but rather will require more accurate projections of a changing job market and the provision for appropriate and comfortable role changes for workers. At Oregon Institute of Technology, efforts are being made to create a completely computerized campus by 1987 to give graduates the skills and knowledge demanded by new technologies and an awareness of the necessity of lifelong learning. (AYC)