These five papers prepared for the annual Technical and Further Education (TAFE) Senior Executives' Conference emphasize policy implications. "Does Research Influence Policy?" (W. Hall) makes the point that some important policy decisions have been taken on nonexistent or flimsy research evidence. The next four papers are research summaries that deal with research completed, current research, and research needed in four areas. Policy implications are given and a list of references is provided. "School/TAFE Interface" (W. Hall) focuses on school/TAFE cooperation research and reports a plethora of reports, a great deal of opinion, and completed research, some of which has policy implications. "Current Research Issues in Competency-Based Assessment" (P. Thomson) addresses two issues where advocates may be most vulnerable: (1) the relationship between competency-based assessment and learning; and (2) assessors, assessor training, and recognition of prior learning. "Flexible Delivery" (D. Lundberg) proposes that education and training policy on flexible delivery should relate to fundamental research on learning or cognitive styles and applied research and development on techniques. "Non-TAFE or Private Providers" (D. Lundberg) suggests areas in which further work might be useful to inform policy development and implementation: types of courses provided to what types of students by what types of providers; operational arrangements of private providers; and quality assurance arrangements for vocational education. (YLB)