the potential benefits of competencebased approaches are not always fully realised chapter looks at the identity of professional education and training and proposes new terminology for the sector it also argues for better data and a clear institutional base for provision chapter examines the quality of programmes and argues that measures in three areas workbased learning teacher preparation and career development and attention to basic skills would sustain and enhance quality chapter looks at qualifications and makes recommendations designed to make qualifications stronger to make full use of competencebased approaches and to strengthen assessment systems