This paper contains two reports on using competency based techniques in curriculum development. The first, on Clayton Junior College in Georgia, describes a 1975-77 study designed to identify competencies which faculty members reasonably expect from students having completed the general education portion of the core curriculum, to discover the strengths and weaknesses in the curriculum relative to the desired competencies, and to revise the curriculum accordingly. The first report also contains humanities, natural sciences and mathematics, and social sciences evaluation studies that include competency statements, descriptions of techniques for measuring competencies, and plans for future efforts. The second report discusses the implementation of competency based general education at Piedmont Technical College in South Carolina. The efforts of a Task Force to identify important "process skills" (cognitive skills, interpersonal skills and motivation) as perceived by college educators, administrators, community leaders, employers, and in the literature on the subject are reviewed. A broadscale community, student and faculty survey, which asked respondents to select expected competencies, and an industrial survey to discover communications skills required of graduates looking for jobs are reported. The communications and reasoning competencies generated from these activities were used to develop the educational delivery system which is also outlined. (TR)