Until now, in Germany no legal framework and overall system of validation of non-formal and informal learning exists; this also has to do with the state of a Federal Republic. Quite some progress has been made since the mid-2000 years particularly with a state funded initiative on the validation of vocational competences on study programmes (ANKOM) that set the tone for a more systematic dealing with this topic and helped to develop different approaches for the validation of non-formal and informal learning at higher education institutions (HEIs). There are some HEIs that developed quite some expertise in validation. In a classification with four categories (high, medium-high, medium-low, low) of CEDEFOP in the European Inventory on Validation of Non-formal and Informal Learning (2010), Germany is ranked as “medium-high” together with Denmark, Romania, Spain, Sweden and the UK. The engagement with validation in HE had become some dynamic, still it is concentrated on publicly funded initiatives. The discussion on the German Qualifications Framework (DQR) in the last years has also fueled the discussion of permeability between higher education and vocational education and training. DQR provides a framework that could act as a “mediator” between the different forms of learning when it comes to validation.