The rapidity with which information processing equipment is changing has necessitated the development of business and office occupations curricula with a more generalized approach to the technology of information processing. Educational planners should use a systems approach rather than the more traditional components approach to develop curricula to provide (1) a broad understanding of business activities, (2) the competencies necessary to perform information processing tasks, (3) an understanding of the underlying business principles and processes that are common to different types of organizations using different technologies, and (4) the personal qualities necessary for successful adjustment to the changing demands of society and employment in business. Examining and validating bodies should redesign business and office curricula to include an initial intensive period of study and should break down existing subject barriers and integrate the subject matter around the types of tasks that students will encounter in different business contexts. College teachers must obtain a sound knowledge of microelectronics applications coupled with an understanding of the applications of communication and numeracy skills within their particular business specialty and should adopt a team approach to instructional delivery. (A table enumerating information processing tasks needed by workers in modern offices along with relevant elements of information processing and potential applications of information technology is appended.) (MN)