The reasons for this case study are the general situation of legal, cultural and institutional underdevelopment in the practice of validation of non
formal learning in the country and the existence of two opposite institutional approaches: on one hand, isolated valid pilot experiences, inspired by European models and key concepts in LLL, aiming at valorisation of individuals’ prior learning (case A); on the other hand, profit-oriented initiatives without any quality control, taken by some HET institutions and public administrations, aiming at recognition of individuals’ workplace careers in terms of competence outcomes in view of HE awards (case B).