The validation of prior non-formal and informal learning (VPL) is central to the EU’s approach of lifelong learning. It aims to enhance the employability, labour market opportunities and educational perspectives of disadvantaged individuals on the labour market, such as low-skilled, unemployed and migrant workers. VPL is seen and conceptualised as a tool to improve social inclusion and the labour market mobility of all age groups. At the same time, it increases the transparency and usability of informal learning outcomes. This paper emphasises the individual perspective on VPL in Germany, Poland, Denmark and Turkey. Going beyond the policy level, it is necessary to focus on the individual benefit of a validation process. The paper links institutional VPL practice based on the national validation policy with the concrete benefits to the individuals who have started or completed a validation process. This comparative analysis of the four European countries, with their varying regions and socio-cultural context, shows the differences between national understandings and practices of VPL and their impact on individuals.