The paper first gives an overview of the current situation in Ireland concerning the assessment of learning outcomes in vocational education and presents developments with regard to the tools and instruments aligned with current legislation. The National Framework of Qualifications (NFQ) as well as the Accreditation of Prior (Experience) Learning (AP(E)L) policy of the National Qualifications Authority of Ireland are examples of these instruments. The paper then presents the results of empirical research through a case study in the Irish engineering sector that examines how the instruments for the recognition and accreditation of prior learning work in practice.