This chapter synthesizes the volume’s examination of workforce competency development through a Realist-Constructivist lens, arguing that abilities emerge from the dynamic interplay of subjective perceptions, socio-cultural expectations, econo-productive demands, and structural-regulatory systems. Using comparative evidence from four countries in the Global South, the chapter demonstrates how fragmented schooling, informal production environments, gendered norms, and global value-chain pressures create diverse micro-ecologies of learning that challenge universal notions of “skills gaps.” It further demonstrates how an abductive analytical approach of Realist-Constructivism bridges induction and deduction, enabling mechanism-based generalization without erasing contextual specificity. The chapter also reflects on the transition made by the authors from diagnosing competency patterns to cultivating them, highlighting the demonstrated effectiveness of a game-based intervention for strengthening noncognitive skills. Finally, it discusses the implications for government-led system reform in workforce competency development, arguing that policy must align with national ecologies and learner psychology rather than imposing externally derived models.