Description: The proposed paper focuses on the primary findings from the project 'Transnational methods and models for self-evaluation of personal competences', carried out as a part of the EU-funded Research Network. The study has investigated the part played by tacit forms of personal competences in the education, training and work re-entry of adults with particular reference to self-evaluation of such competences. The project draws on the framework of concepts and issues published in Evans (2002), that has demonstrated how approaches to 'tacit skills' have multiple roots in the literatures of epistemology (Molander 1992), work process knowledge (Leplat 1990) and situated modes of cognition (Eraut 2000). The issue of wider recognition of non-formal personal competences is becoming increasingly prominent in education and employment in response to the demands of the "knowledge society". The project aimed to develop a new self-evaluation approach with the assistance of the Dynamic Concept Analysis (DCA) method originally developed by Kontiainen of Helsinki University. While this paper focuses primarily on the UK context, collaboration within the European network allows the researchers to draw on findings and experiences from seven European countries participating in the network. Methodology: To develop appropriate methods of self-evaluation the project's team have collaborated with a college of further education in London. Adults' learning experiences were researched through interviews, questionnaires and observation. The DCA software assisted in building conceptual models based on learners' responses. The DCA models provided an illustration of the learners' level of deployment, recognition and development of skills, indicating links between various skills and competences.As a follow-up step of this research , the DCA approach has been used in developing 'in-depth' cases studies of self-evaluation of learners' skills and competences. The modelling process enabled learners not only to self-evaluate their own skills competences but also to simulate potential positive change in their own knowledge acquisition and skills' development. Learners used their individual DCA models as a basis that would suggest how/through which activities or contexts they may develop/acquire specific skills. Conclusions: The project's findings suggest that providing adult learners with the opportunities to recognise and evaluate their own competences may facilitate and shape their knowledge acquisition and encourage them to use and demonstrate their skills in a variety of contexts and settings. The paper demonstrates that taking the leading role in analysing and assessing their own DCA models allows the learners to uncover potential benefits and outcomes of their self-evaluation process. As well as providing a research tool, the DCA framework can be used with practitioners in ways that may enable them to reflect upon their own approaches, including the creation of learning environments. Within the international network the DCA approach has been tried in both the UK and the Romanian context. The paper exemplifies the use of this method and discusses its practical application and potential benefits in an international perspective.