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This paper describes a selection of vocational education and training (VET) networks and how they contribute to building and promoting good practice in teaching, learning and assessment. The paper contains two main sections. 'Definitions, features and types of networks' describes VET networks in terms of some elements of networking theory. The key findings in this section include: there is considerable value in forming networks in VET, both for the individuals involved and for the organisations; networks are complex and often require sophisticated facilitation and management; communities of practice, one form of network, are popular in VET as vehicles for addressing pressing issues such as a review of a training package or the implementation of equity principles; and networks are always needed in VET, to assist practitioners to improve their practice, to build relationships between the varied stakeholder groups and to enable the sector to remain responsive to changing client needs. The second section, 'How networks enhance teaching, learning and assessment', highlights different ways that networks enhance teaching, learning and assessment in VET. Areas of activity for networks include: implementing new training packages; addressing specific issues such as equity concerns, sustainability issues, employability skills, credit transfer, recognition of prior learning, and language, literacy and numeracy issues; assessment, sharing assessment tools and strategies; teaching and learning issues, enabling VET practitioners to increase their knowledge and skills; supporting collaboration between VET and industry, with the long-term goal of increasing the quality and volume of training; supporting collaboration between members of enterprise registered training organisations (RTOs), enabling these RTOs to better implement the national training system; improving flexible learning strategies, to improve providers’ responsiveness to clients; integrating technology into the delivery of VET, involving both e-business technology and practices and e-learning; and focusing on the learning needs of groups of learners such as Indigenous people or people with a disability.