The recent changes in the HE sector and the restructuration associated with the european area of H.E., globalization and lifelong learning society (Eggins, 2003, Sporn, 2003, Pires, 2010, 2009) are leading institutions to reforms. One of the fundamental challenges faced nowadays by H.E. institutions is to respond to the specific needs of lifelong learners (Schuetze and Slowey, 2000). In this changing context, a Portuguese public polytechnic institution — IPS (Instituto Politécnico de Setúbal) — is defining a global and integrated strategy. The strengthening of the mature students support — specifically at the level of recognition and validation of non-formal learning processes — was considered an important issue for the institutional strategic development, aiming to the widening participation of non-traditional students. Recognition of prior learning and its emerging practices have been considered a core issue of the educational debate in recent years (Bjornavold and LeMoulloir, 2009, Collardyn, 2006 Feutrie, 2008, Pires, 2010, 2009).

Following the approval of recent national laws regarding the access of mature students in HE, IPS created a transversal unit, UDRVC (Unidade de Desenvolvimento, Reconhecimento e Validação de Competências), in order to conceive and implement a recognition and validation of prior experiential learning process within its five Schools. As we have already stated in previous works, Portugal does not have a strong tradition in adult education, and HE sector is not an exception.

During the year of 2009, the RVC-Process was implemented on an experimental basis. Methodologies and procedures were analyzed and discussed and some improvements were introduced. In that year, a total of 8 validation claims were received. In the academic year of 2009/2010 — the first formal year of implementation — the UDRVC-IPS received a total of 15 validation claims. In the present year, 22 claims were already received. The interest and implication of students is growing and academics are being more involved in theses processes.

Although the follow-up of the process taken by the UDRVC team was conceived as a continuous task, the global evaluation of the process was considered crucial to understand the perceptions of actors and the impact of the innovation at several levels. The global evaluation of the process, started in the last trimester of 2010, also intend to understand weaknesses and strengths of the RVC process, in order to improve the global strategy and the procedures developed.

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