 If you do the exercises on years of schooling, straight years of schooling, we've made dramatic progress, so how come hasn't it had an impact on inequality? Well, partly it's about the skills twist, so it's not all of it's about the quality of schooling. I'll come back to the quality now. First you have to recognise that the fact that the demand for labour has turned towards people with complete secondary or more, complete secondary schooling or more. That's quite a high bar. That would be like in Brazil, that would be a debilitating bar given the success story of the increase in schooling because their schooling has only gone up to about seven and a half years on average in Brazil. In South Africa, complete secondary is 12 years of schooling. Governments pushed us into the zone of 10 on average. So there's the demand for labour aside, but then obviously if you're really giving people quality secondary schooling, you would expect them to be numerate and literate. For many people around Africa anyway, those are the skills that you need to somehow do something off your own bat, the informal sector we spoke about before or self-employment more generally, or you're an unskilled worker, sure, but that can mean so many different things. If you really value to some small enterprise, you would be hired. So there are legitimate concerns about the quality of schooling in the sense of not really following through on the social project of empowering people, capacitating them. There is this debate in South Africa as to whether we skill constrained in a growth sense of that word, and certainly the so-called Harvard group that was involved in South Africa in the late 2000s studying this decided that that wasn't a very useful notion because whilst we do need more engineers and we do need, you know, more highly skilled technical people, we do have quite good universities and high-end training and probably we could sort that out without a huge policy focus on it. The universities are focusing on it and we can sort out the skills constrained by giving it detailed attention. They weren't convinced that we were actually constrained like this is holding up growth sense of the word. A lot of skilled South Africans are actually leaving the country for a while after university, so that's a potential solution to the problem that doesn't require new layers of education, for example. Where we are skilled constrained undoubtedly in the country is with artisans. The artisanal system was decimated in the country and we're trying to rebuild that. That's a focus on what's called further education and training rather than universities and really, really top-end skills. And there we've got a lot of work to do. We've just started regenerating these further education and training colleges which we basically crushed. We just stopped training nurses and teachers, for example, en masse but in quality as well. And that's proved to be immensely constraining to us. But quite hard to turn around. It's not easy to start training quality teachers that can really have the impact on literacy and numeracy that we need.