The proposed paper discusses the part played by tacit forms of personal competencies in the education, training and work re-entry of adults with interrupted occupational and learning careers and considers how self-evaluation could facilitate learning by taking into account learning situations in different contexts. By focusing on competence building in interrupted occupational biographies and the implications of self-evaluation of non-formal learning, this study aims to show how self-recognition and deployment of personal competencies can strengthen learning success and facilitate learning outcomes. Our findings suggest that self-evaluation and recognition of adults’ personal competencies could also encourage adults to take on various learning opportunities and realise themselves as members of a community, especially through social interaction, thus contributing to the elements of social inclusion. Within this context, the challenge of developing new methods of self-evaluation of personal competencies of adult learners is considered to be of the utmost importance. We are employing the Dynamic Concept Analysis (DCA) for modeling self-evaluation of personal competencies of adult learners. The practical application of the DCA methods is now taking place in collaboration with colleges of further education working to produce tools that can be used for the self-evaluation and development of personal competencies in a wide range of continuing vocational training settings.