The identification and evaluation of job-entry competencies was the final portion of a long-term project designed to develop certain vocational programs as competency-based education (CBE). Employers took part in several phases of the project, including identifying expected job performances, defining needed competencies and expected levels, developing performance evaluation criteria, and establishing evaluation methods. The project report lists the individuals involved, discusses the objectives and development of the project, and gives an overview of CBE. For each of the vocational programs involved, the following are provided: (1) a general description of the program; (2) a list of core and related courses; (3) major learning outcomes expected; (4) specific learning outcomes for each course; (5) forms used to evaluate the competencies of students by employers, instructors, or the students themselves; and (6) checklists used by employers to identify desired competencies. The vocational programs outlined in this way are: Automechanics, Child Care, Early Childhood Education, Cosmetology, Dental Hygiene, Electronics, Executive Secretary, Fashion Merchandising, General Clerical, Legal Secretary, Medical Secretary, Office Management, Stenographic Secretary, Major Appliance Servicing, Air Conditioning and Heating, Industrial Electricity, and Welding. Competencies are also specified for mathematics, communications skills, occupational safety, and customer and industrial relations. (AYC)