Additionally, this measure assumes that formal schooling is the primaiy (sole) source of education and, again, that variations in the quality of nonschool factors have a negligible effect on education outcomes. This neglect of cross-country differences in the quality of education is probably the major drawback of such a quantitative measure of schooling’ (Hanushek and Woessmann 2007: 21). Widespread adoption of more efficient work organisation methods, such as lean production across both manufacturing and service industries, is also argued to demand the workforce acquire a broader range of skills. One effect of the widespread adoption of such a broad and, some suggest, amorphous concept as generic skills is that it presents potentially insurmountable difficulties for educational institutions charged with teaching these skills to a workforce.