In the Netherlands, educational innovation related to community colleges has mostly emphasized enlarging the scale of the colleges, resulting in large regional educational centers serving 10,000 students or more. New demand on the educational process has also resulted in a growing examination of the role of the teacher in the classroom. At King William I College, the largest community college in the Netherlands, efforts are being made to change the traditional learning environment that casts teachers as authorities and students as digesters of facts moving through curricula as if on an assembly line. The college is implementing a system similar to the old medieval vocational training system, in which students learn by doing, and receive feedback from other students, from the materials with which they are working, as well as from the teacher. For example, the college's business department provides a simulated office in which students "work" in such departments as reception, purchasing, and customer service. Positive aspects of this effort have been that teachers and students have been exposed to new technologies, partnerships have arisen with industry, and lifelong learning at the college has been enhanced. Negative elements have included teachers' resistance to change, the absence of a corporate culture, and high costs. (BCY)