Massachusetts' Management and Information System for Occupational Education (MISOE) arrays data for its dynamic simulation model, which decides educational and instructional policies at the state, school district, and classroom levels, according to this formula: Inputs/Process/Product/Impact. In this monograph linear programed models are distinguished from dynamic educational simulation. When least cost is not the chief consideration and when restraints on decision making are unknown, dynamic simulation constitutes a better approach. Implementation of dynamic educational simulation is advocated on a case by case basis, with the aid of experienced consultants. Although asked to deal specifically with design issues arising while planning MISOE so that necessary levels and rates could be obtained, the lack of examples of existing simulation models makes this activity premature. Creager assumes that there is no direct, formal relationship between static and dynamic analyses in MISOE. This document is related to VT 018 600 and VT 018 606, both developed by Creager, as well as VT 018 602 and VT 018 809. Available in this issue, these documents present an overview of MISOE in addition to numerous considerations involved in planning and setting up MISOE. (AG)