Also, Young (2005) warns that excessive involvement of stakeholders with political interests but lack of technical knowledge can undermine the role of specialists from relevant occupational sectors. Raffe, Gallacher and Toman (2007) argue that one of the factors behind the success of the Scottish framework is that it was supported by all institutional sectors of learning, while other country examples, such as New Zealand and South Africa, show that the disengagement of some institutional sectors can cause difficulties. In the Mexican context, the effective implementation of a vocational qualifications framework would require support from all subsystems.