Tacit forms of key competences for
project has analysed how far it may be possible to promote the labour market
relevance of tacit competences by strengthening workers in relying
on their 'tacit' or 'implicit' knowledge/ skills which they actually have
at their disposal, often through informal learning and training, without
being aware of them. It may be assumed that these competences are playing
a decisive role in the transformation of capabilities into new contexts
that are not sufficiently recognised. Accordingly the project's interest
in helping people to get more aware of their tacit competences aims not
only at opening better chances on the labour market (although this is the
main practical impact of the project) but to enable them to shape their
own lives. Thus the concept of tacit competences might be understood as
an approach for democratising learning and for promoting more equal opportunities.
Formulations of key competences have come from different origins
and are controversial in different ways. While the ideas behind key competences
in the German and wider European understandings contain rather broad conceptions
of skills and competences, competences in UK have to be understood comparatively
in a rather narrow sense. In the TACITKEY project a more holistic approach
to competence was needed which would refer not only to occupational needs
but to needs of the individuals with respect to enabling them to manage
their personal biography as a whole. A new learning culture also had to
be envisaged which would refer to competences which are generative of future
individual and group performance rather than based on reductions of present
individual work activities.
Since all possibilities could not be explored simultaneously, the 'starfish'
model was developed. This identifies five clusters of abilities which
may be associated with successful adaptation as well as high levels of
performance in occupations:
work content/subject matter related competencies;
competences related to values and attitudes;
are not de-contextualised 'transferable skills' but abilities which have
to be situated within the culture and context of the work environment (Heidegger
et al. 2000a, pp. 2, 23, 24, 27f., 31).
conceptual framework of the project is outlined in the chapters 3 and 4
of the final report (Heidegger et al. 2000a,
pp. 16-32) and in the underlying common report 1.
also project info on TACITKEY.