The report explains the construction of the function-task-competency method of developing vocational education curricula in agriculture at the secondary and postsecondary levels. It discusses at some length five approaches to the development of vocational education curricula used in the past: the subject approach (which centers on subjects taught on a yearly basis); the integrated approach (which cuts across all subject areas on a yearly basis); the job analysis, occupational analysis, or competency approach (which focuses on task analysis); occupational areas or cluster approach (which defines competencies which are common to a number of related jobs and/or occupations); and functions of industry approach (which focuses on the different processes performed in business and industry to achieve success). The report develops a conceptual model for integrating these approaches into a comprehensive curriculum model consisting of a linear diagram which proceeds successively from occupational clusters through function, tasks, competencies, competency clusters, and a subjective value, philosophy, and student interest screen to curriculum development. After discussing the assumptions underlying the model, the report concludes with brief discussions of the five operational phases of the model construction, and the methodology and significance of the study. (JR)