The idea of non-formal learning recognition was presented in the EU White Paper on Teaching an Learning (1995), in the concept of Lifelong Learning (2000) with special emphasis on the need for a common attitude to how non- formal learning should be identified, assessed and recognized. How to make learning that occurs not in a formal system more noticeable? This problem has been understood more and more clearly and distinctly, and its relation with competences on the individual and societal level has been realized. Prior learning assessment and recognition (PLAR) procedure can be implemented in a variety of ways. It depends on the traditional, culture and political situation in given country. Article defines following methods such as dialogue based assessment, portfolio and assessment of practical skills which can always be distinguished in various countries. Significant, that experience has to be transferred into learning through a number of processes that include evaluation, analysis and reflection followed by the demonstration and verification of evidence. Within this process the candidate must demonstrate that they have linked theory to practice and integrated the values of social activity. Prior learning assessment and recognition is seen as important tool in the framework of Lifelong Learning and employability. PLAR is a procedure to assess the competencies of a person, to measure them and, where possible, to recognize it in the form of qualifications. Aiming to meet the requirements of knowledge society and competitive economy, attention should be paid to the assessment of learning outcomes irrespective of knowledge and skill acquisition forms and methods by creating a unifying qualification and standard system. The purpose of the article - to analyse the changes occurring in the Lithuania in the area of identification, assessment and recognition of non-formal and in-formal. Article defines the situation in Lithuania and suggest a recognition model. For the development of non- formal and informal assessment system in the Lithuania it is necessary to consider the following priorities: validation of non-formal and informal learning, including learning on the job site; method of assessing non-formal learning including testing vocations; official validation of non-formal learning seeking to obtain secondary education; student admission into higher school - colleges, universities on the basis of non-formal education; revision of the existing laws, regulations and agreements. To develop and implement the Lithuanian system of non-formal and informal recognition, cooperation between interested groups is essential, such as Ministries and their subordinate institutions, regional administrations, labour market representatives and social partners. Cooperation should enhance the establishment of competence recognition centres and develop the following activities: informing, counseling, skill identification, assessment, documentation, create official validation regulations.