ABSTRACT
This chapter is based on the project ‘Recognition of Tacit Skills and Knowledge in Work Re-entry’ carried out as a part of the ESRC funded Research Network ‘Improving Incentives to Learning in the Workplace’. The study has investigated the part played by tacit forms of personal competences in the education, training and work re-entry of adults with interrupted occupational or learning biographies. It aims to identify ways in which the recognition and deployment of tacit skills can be harnessed to strengthen their learning success and learning outcomes in new learning and working environments. Our primary evidence supports the view that learning outcome is a complex concept that has both ‘formal’ and ‘informal’ dimensions. Informal outcomes are those associated with self-assurance, increased capability, and greater abilities to exercise control over their situations and environments.
