If we want real value from the tertiary education system, we must allow the place where this value is created (and added), namely the world where the work is done, to determine what is needed, and in what package. That is, we must allow practitioners to prescribe solutions, and academics to meet these demands by designing fitting theories and models.

SETAs, SAQA, accreditation, NSFAS. The South African educational system has created bags full of money that have became cesspools of corruption and looting, while competencies and skills have deteriorated into the gutters.