The recognition of skills is important to individuals. The acquisition of qualifications, their level and standing is correlated to levels of remuneration (Groot, Hartog, & Oosterbeek, 1994; Grubb, 1996; Lengerman, 1999; O'Connell, 1999), associated with occupational identity (e.g. Noon and Blyton, 1997, Pusey 2003) and, likely, the standing of the work individuals are permitted to engage in (e.g. Darrah, 1996). Those whose work is low paid and least valued (e.g. women, migrants, non-native speakers) often have the greatest need for skill recognition. Yet, for many workers there exists no bases or mechanism for their skills to be recognised, because of a lack of courses or other means of recognition. Given that workplaces are key sites for learning and demonstrating the knowledge required for work, they present an option for the recognition and certification of work skills that can assist overcome disadvantage and also be used to maintain the recognition of skills throughout working life. Yet, currently, the practice of the recognition and certification of skills learnt through work is underdeveloped and constrained by complexities in its organisation and enactment that have particular and significant policy implications. It follows that understanding further how the recognition of workplace learnt knowledge might be best enacted and identifying policies and practices to support its enactment are worthy and timely goals.