THE MAJOR OBJECTIVES OF THIS FEASIBILITY STUDY WERE (1) TO IDENTIFY INFORMATION SOURCES WHICH FURNISH OCCUPATIONAL AND ECONOMIC DATA TO SECONDARY SCHOOLS, (2) TO SELECT THOSE SOURCES WHICH ARE BELIEVED TO HAVE A MEASURABLE INFLUENCE ON THE VOCATIONAL CURRICULUM, AND (3) TO CATEGORIZE, RELATE, AND COMBINE OR RESTRUCTURE THOSE SOURCES INTO A MEANINGFUL RELATIONSHIP AND TO CREATE A MODEL. CONCEPTS OF EDUCATIONAL SYSTEMS FROM 1914 TO 1964 WERE EXAMINED, AND PROCEDURES FOR CREATING SYSTEMS IN EDUCATION FROM 1965 TO 1967 WERE DELINEATED AND EVALUATED. INTERVIEW DATA TO IDENTIFY INFORMATION SOURCES WERE COLLECTED FROM STATE AND COUNTY DEPARTMENTS OF EDUCATION, UNIVERSITY FACULTY, PROFESSIONAL SOCIETIES, EXPERTS IN SCHOOL-INDUSTRY RELATIONSHIPS, TRAINING DIRECTORS, SUPERVISORS, COUNSELORS, OCCUPATIONAL TEACHERS, RECENT GRADUATES, AND SENIORS. IN THE GRAPHIC FLOW CHART MODEL PRODUCED, 49 CLOSED-LOOP SIGNAL PATHS, EACH INCORPORATING FEEDBACK, ARE TRACED AND DESCRIBED USING THE CHARACTERISTICS OF FREQUENCY, ENTROPY, FIGURE OF MERIT, RELIANCE, AND RECENCY. THESE ARE COLLECTIVELY RELATED TO OCCUPATIONAL INSTRUCTOR PERFORMANCE. IT WAS CONCLUDED THAT THE MODEL APPROACH WAS FEASIBLE AND MODELS COULD BE DEVELOPED WHICH HAVE AN IMMEDIATE, PRACTICAL APPLICATION. RECOMMENDATIONS INCLUDE REFINING THE 49 FEEDBACK LOOPS, IDENTIFYING AND EVALUATING OTHER LOOPS, DEVELOPING MATHEMATICAL MEANS TO TEST THE MODEL, USING A LIFE-PROBLEM SIMULATION PROCESS TO IMPROVE THE MODEL, AND EXTENDING THIS TECHNIQUE OF SYSTEMS ANALYSIS AND SYNTHESIS TO OTHER PROBLEM AREAS. FLOW CHARTS OF THE MODEL ARE INCLUDED. (EM)