Program advisory committees in vocational education have traditionally been charged with the responsibility of evaluating programs for the purpose of keeping them up to date with business and industry practices and current technology. Rapid technological development and accountability requirements have led to state mandates that the advisory committee evaluation be given closer attention. Through an evaluation of the literature and practice, it was learned that there is a lack of systematic methodologies for advisory committees to use in evaluating programs. The Program Advisory Committee Evaluation System (PACES) was developed to fill this gap. The PACES model was developed through a systems approach to the problem. The model was conceptualized through analysis and synthesis of existing information about vocational education, program advisory committees, program evaluation, and systems design. The model was validated through critical examination by recognized experts and practitioners and through tests of operational feasibility conducted in schools. The model consists of four major functions or subsystems: advisory committee training, data gathering, data organization, and analysis and communication of findings. The system is designed to enable advisory committees to evaluate programs on factors found to be within the realm of expertise of advisory committee members, excluding factors that belong to the realm of school, district, and state administrators. When properly implemented, the PACES system should provide vocational education program operators with information related to the needs of the businesses and industries who employ program completers, so that they can make program decisions from an informed base. A six-page reference list is appended. (KC)