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The theme for this year's conference was 'Vocational education and training systems, what works and why' and the program was structured around four topics: VET systems; VET in developing countries; VET and economic and social development; and VET and special needs groups. This paper was part of the third topic. A pervasive problem associated with vocational education and training (VET) curriculum design and delivery is the creation of curricula that are of value to all stakeholders. This is of particular importance with curricula that prepare people for employment in world class workplaces where dramatic change and the need to learn are constant. This paper focuses on Curriculum Quality Indicators (CQIs), resources designed to aid in creating VET curricula that align more closely with employers' expectations in world class work settings. Included are discussions of CQI development and application as well as some lessons learned from this long-term effort to improve VET curriculum quality. The creation of CQIs draws directly from a conceptual framework for VET curriculum described by Finch and Crunkilton (1999) (see TD/INT 61.586). In this framework, the VET curriculum is viewed from a macro-level that goes beyond traditional micro-descriptions of curricula with their dominating or exclusive focus on instruction. This framework recognises the importance of engaging a wide range of stakeholders (e.g. students, instructors, administrators, employers, and community representatives) in the curriculum development process. It also recognises the value of creating curricula that are world class-focused (Finch & Crunkilton, 1999, p. 18-22).