The New York State Department of Education formed a committee called the Statewide Administrative Futuring Committee. The major purpose of the committee was to determine and assess the impact of the major trends that would affect education in New York State and to reorient the state's educational programs toward the future. Using data collected from literature reviews and from three surveys, the committee members determined that the primary challenges that will face occupational education in New York in the future are declining enrollments, financial restraints, and the changing business and industrial environment. To respond to these changes, the members of the futuring committee developed an educational futuring model for use in New York. Among the data collection and data analysis methods and techniques incorporated into the model were the following: trend analysis, Delphi survey techniques, surveys that include second round averages and responses, future wheels, and cross-impact matrices. When the model was applied to occupational home economics, it was concluded that perhaps the most important lesson that secondary vocational education could teach is that the student is in charge of his or her own life and career. In the future, the role of the home economics teacher will be that of a facilitator whose objective is to help students give rational direction to social change instead of merely responding to given situations. (MN)