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In June 1994, at the 'Evaluation as Research' seminar organised by the Adult Literacy Research Network Node for Victoria (ALRNNV), adult literacy and basic education (ALBE) teachers debated on a number of pedagogical issues related to the competency-based Certificates of General Education for Adults (CGEA) which had been introduced in Victoria that year. Following the seminar, an evaluation project, 'Impact on teaching practice of the CGEA', was launched to evaluate the CGEA, focusing on its impact on teachers' practice during the implementation phase. This report is the outcome of the project. It documents the teachers' responses and their experiences of the benefits of, and problems associated with, implementing the CGEA. The findings are discussed under the following headings: Institutional and environmental issues; Impact of the CGEA on teaching generally; Assessment; Reading and writing stream; Oral communication stream; Numeracy stream; General curriculum option stream; Moderation; Implementation. Findings include: CGEA brings ALBE in from the margins; it offers access to credentials and recognition for students; there is inadequate funding for moderation and professional development; funding by outcomes encourages 'creaming'; there is contradiction between the demands placed on teachers and the conditions of sessional staff; CGEA is not well understood by providers of industrial and vocational training; it is an aid to developing 'good practice'; there is inadequate guidance in terms of how to develop the curriculum itself; participants experienced increased levels of pressures in implementing the CGEA; it was not compatible with part-time courses; there was a perception that assessment was over-riding other considerations; and there were difficulties in devising adequate assessment tasks. The report concludes with the following recommendations: a review and revision of the Victorian Adult English Language, Literacy and Numeracy Accreditation Framework (VAELLNAF) and the CGEA; the revision to be properly resourced and undertaken by practitioners who participated in the implementation of the CGEA in 1994; a central unit to be established to oversee and co-ordinate the processes of implementation, moderation and revision of the document and the co-ordination of support projects; and the Adult Literacy Research Network Node (ALRNN) to co-ordinate with the Adult, Community and Further Education Board (ACFEB) to seek funding to support a range of further research projects suggested by the findings in this report.