The Netherlands adopted the principle of validating and valuating the learning outcomes of informal and non-formal learning (VPL) in the late nineties. The Dutch approach focused on bottom up “free” experiments from branches, sectors or companies, resulting in a wide variety of systems and instruments. To ensure comparable results the Dutch government started a process of harmonization, focusing on quality. The several suppliers of VPL remain highly independent in the way the organize the process and the use of instruments. Therefore there is no nationwide system for VPL, but a nationwide mechanism for quality assurance instead. Procedures fitting these points of quality are listed in a national database. In the national database there are 62 procedures acknowledged for 3 diploma’s caregiver at EQF level 2, 13 procedures leading towards a EQF level 1 diploma. Instruments mostly used include a structured portfolio, following the design of the wished qualification, portfolio assessment and sometimes demonstration of tasks. In principle the way teachers acknowledge learning outcomes from education through examination is also used for VPL pathways. At the end, there is absolutely no difference between a VET school diploma resulting from education, from prior experience or a combination of these two.