A study examined the technological competencies of the electronic engineering departments of junior colleges in Taiwan. It used a combination of two methods--a revised DACUM (Developing a Curriculum) process and a revised V-TECS (Vocational-Technical Education Consortium of States) process--to analyze the duty/task profile and task/element list of electronic technological competencies for junior college graduates. A questionnaire survey and interviews obtained opinions of electronic workers and teachers. Twelve duties were analyzed: select electronic components; operate electronic instruments; construct analog circuits; construct digital circuits; construct microprocessor system circuits; software design; construct communication circuits; use computer aided drawing; projects; use application software; monitor production management; and conduct technical services. Each task was analyzed into one of three categories: "must-prepared,""should-prepared," and "could-prepared" technological competencies. Results indicated that 11 tasks could be categorized as must-prepared, 53 as should-prepared, and 9 as could-prepared. Most duties contained mainly must- or should-prepared tasks. Contains a list of 11 references and a table illustrating categorization of technological competencies.) (YLB)