The potential benefits of competence-based approaches are not always fully realised. Chapter 2 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 3 examines the quality of programmes, and argues that measures in three areas - work-based learning, teacher preparation and career development, and attention to basic skills - would sustain and enhance quality. Chapter 4 looks at qualifications, and makes recommendations designed to make qualifications stronger, to make full use of competence-based approaches, and to strengthen assessment systems.