It is increasingly recognised that transparency and recognition of qualifications and prior experiential learning, play a crucial role in fostering LLL, employability, mobility, career development and socio-professional promotion of individual citizens. The validation of acquired learning experiences is also observed to contribute effectively to the promotion of professionalisation and learning path fluidity and complementarity within and between formal and non-formal learning systems. In this context and within the framework of the CREDIVOC project (2007-2009) investigation, this paper explores and analyses the functioning, role and performances of the existing French “VAE” regime (i.e.Validation of Acquired Experiential learning) with the aim of identifying effective practices and their transference feasibility to other contexts in Europe. The adopted methodology in this investigation is mainly based on desk research and documentation completed by focus group meetings and interviews with experts and representatives from implementing silent partners and other involved stakeholders. The paper consists of three basic sections. The first section is a background overview concerning VAE development and functioning in practice. The second section examines the performance of VAE regime in terms of a quantitative input-output flow analysis of its beneficiaries, including its qualitative contribution to the achievement of its ultimate objectives such as: the promotion of learning path-fluidity and complmentarity between formal and non-formal learning systems and career development trajectories of its beneficiaries. The last section deals basically with identifying and analysing the main hindering and facilitating factors to transference feasibility of VAE effective practices to other national contexts. This includes drawing some concluding remarks and suggestions for further research development and policy recommendations in this connection.