Community colleges are at a point in history when they must be adept in coping with change in social institutions, economic pressures, and the body of knowledge. Over the last century, education has become more personalized; behavioral objectives now guide competency-based instruction; computer-assisted instruction has shown success; educational television has made the home a learning center; co-operative education has expanded the link between employers and educational institutions; and new disciplines have emerged as others have been altered. Occupational education has become an alternative option in American education from the standpoint of the person in the labor market, employers, and those seeing the relationship between trained manpower and economic vitality. Community colleges must be responsive to (l) changing trends in values and lifestyles in terms of work and leisure, shifts in declining productivity in industrial and business activity with the resulting need to recycle technical skills and face the problems of inexperienced, poorly educated, young adults; (2) developing a capacity to serve a limitless market of older and non-traditional students; (3) measuring the impact of community-based education through the use of enrollment information and longitudinal studies; and (4) developing new cooperative arrangements for providing community benefits. (MB)