The authors provide a wide range of research findings related to this topic. As senior Educational Testing Service (ETS) researchers, Vice President for Public Leadership Anthony P. Carnevale and Senior Economist Donna M. Desrochers explore changes in the economy that have made non-traditional credentials more valuable. The text is written at a level appropriate for an advanced professional familiar with community colleges, training, vocational/career education, or workforce development, yet it is easy to read and avoids unnecessary use of academic jargon.

Part One emphasizes the fact that every community college is a complex network of programs that play overlapping but distinct roles, and require different forms of validation, with a common aim of teaching to enhance student learning. For example, academic education is validated through the accreditation process, whereas remedial education for English language development and training programs are more likely to receive validation through standards and outcome assessments. New skill requirements and technological change in the workplace lead to a demand for training customized to meet customer specifications. Community colleges' multiple roles force them to struggle with the broader issues of validating learning and effectively balancing the education and training functions. They also face the dilemma of how to best manage the credentialing functions.

With a labyrinth of for-profit and not-for-profit postsecondary institutions, professional, industry, and trade association commercial vendors, and government entities, there is no shortage of certificates or performance-based certifications. Part Two describes the various credential-providers and examines definitions of such terms as: certificate, certification, vendor certification, and skills certification. Explanations of licenses, statutory certifications, and voluntary certifications are offered. Interestingly, the authors found that less-than-two-year schools were much more likely to prepare their students to earn an industry credential than were two-year colleges (p. 35).

For a successful career, lifelong learning is necessary for survival. Carnevale and Desrochers address the importance of the current upward movement in skill requirements, and the associated increase in demand for non-degree credentials and certification programs in Part Three. Distance learning and web-based training have assisted workers to obtain blocks of skills at different times throughout their careers, outside of traditional classrooms. They note that, contrary to popular belief, while high-tech jobs have doubled, they still account for only approximately 7 percent of all jobs in the economy, with the greatest increase in jobs found in the nation's offices. While work is becoming more high-tech, the technology sector has not generated as many new jobs as other parts of the economy, accounting for only 10 million of 133 million U.S. jobs (p. 45). So why is credentialing for information technology (IT) so prevalent? The authors indicate that: (1) the speed of change in the industry surpasses that of other industries, (2) IT certifications are truly performance-based assessments, and (3) IT certification is training (not education) to achieve proficiency with relevant skill sets.

Part Four explores the shaping of international credential systems in Europe as compared to those in America, with the U.S. differing largely because of our egalitarian bias against tracking stu-dents into particular occupations. The chapter continues by outlining changes in skill requirements by decade: the 1970s emphasis on the effects of changing technology and new high-performance work processes, the 1980s which focused on problem-solving skills, and the 1990s which valued diversity, creativity, and new skill requirements.

The rise of the comprehensive community college is covered in Part Five, which clearly suggests that the community college has gradually moved toward vocational education, job training, and community service programs. Even though the current "open door" admissions approach provides greater access to postsecondary education, the likelihood of achieving a bachelor's degree is about 15 percent lower for those who start out at the two-year colleges compared to four-year institutions. The authors identify some strategies to promote advancement to the next level, such as community colleges becoming branch campuses closely tied to four-year institutions, common scheduling for cohorts, and vocational programs that foster peer support and group identity. To encourage transitions by vocational students, four-year colleges can also set standards for accepting technical credits and establish "capstone" courses covering general education credits necessary for graduation (p. 77). Performance standards will continue to be an important strategic consideration for community colleges, and labor market outcome standards imposed by the federal Workforce Investment Act (WIA) will continue to force community colleges and proprietary schools to focus on employment outcomes rather than educational outcomes.

In Part Six, the authors discuss key issues facing community colleges: fostering institutional change, managing program transformations, aligning curricula to external standards, competing with external providers, and the importance of collaborative partnerships. Of particular interest is the importance of connectivity among departments and the benefits that can be derived from internal collaboration. The authors cite an example where staff who are in contract training programs (and often in the best position to know what kinds of skills are in demand) can share this information with occupational programs. They are then positioned to have an edge in developing new certificate programs or refining existing programs to balance professional skill requirements with local skill demands. The authors challenge us to provide easy access to students, with multiple on-ramps and exits, and credentials that qualify students for both further education and employment.

Finally, Part Seven explores ways that community colleges can work to increase synergy among different forms of workforce preparation, nurturing them all while ultimately fostering academic education. Rapidly changing needs for specific workplace skills can be met. A strong academic base can be offered to those needing or desiring a stronger educational foundation. Short term training can serve as a pathway to more extended technical and academic education. The authors encourage community colleges to view the challenges before them not as dangers, but as opportunities. u

Book reviewed: Carnevale, A.P., & Desroches, D.M., Help wanted…credentials required, community colleges in the knowledge economy. Washington, D.C.: Education Testing Service and the American Association of Community Colleges.