This study was conducted as part of a project to develop a competency-based electrical/electronics (E/E) curriculum in Arizona. During this phase of the project, the following tasks were completed: (1) examination of selected E/E jobs in Arizona to develop a list of electronics competencies; (2) tying of electronic competencies to a particular mathematical rigor for each job; (3) definition of the mathematical rigor necessary to master the electronic competencies specified by a job definition; and (4) establishment of the framework for developing a statewide competency-based electricity/electronics technician training program. The major effort during the time-frame covered by this report was the organization of task lists and competencies. Seven major electronics areas were examined, with the key integrating factor being the relationship of applied mathematical and electronic competencies for a particular job. The theoretical concepts were organized in the following list: physics/chemical fundamentals/motor generators; electrical/circuit; combinatorial logic; timing logic; computer software; computer hardware; and assembly, inspection, instrumentation, and testing. These seven E/E organizational points, along with mathematics, provide a basis for discussion by researchers, curriculum writers, administrators, and teachers. This discussion is expected to lead to the writing of curriculum modules and the development of competency-based instructional programs designed to meet industry needs in Arizona. (KC)