Presents a framework for international education in community colleges that is consistent with a commitment to community-based, performance-oriented education. The framework is based on an interactive forces theory that relates the success of a new program to interaction between institutional goals, and personal and extrapersonal forces. (AYC)

Discusses issues implicit in changes in community college fiscal support, such as alternate funding sources and patterns, the effects of legislative policy, and the responses of administrators to the changes.

Assessment of the progress of occupational students, while difficult, can be successfully achieved by means of cooperative efforts between theorists and researchers in student assessment and professional college staff members who work with students. (JDS)

Distinctive characteristics of job-oriented students are revealed through a variety of different definitions, and the importance of work-study and cooperative education for them is assessed. (Editor)

Article focused on educational problems in New York...who will be coordinated by whom, how can coordination be separated from control, what are the goals, who is accountable to whom, and how can it all be paid for...these are the major questions. (Editor/RK)

Considers reasons for new college-community cooperation and forces within and external to community colleges that will be supportive of or resistant to the approach. (DMM)