This article showcases the Polish validation system through the lens of Critical Discourse Analysis and two models of lifelong learning--the economic and humanistic one, treated as competitive narratives on lifelong learning. We argue that some contradictions can be observed, generated by a clash between the two approaches, as the validation system subscribes to an economic model, while leaning on chosen elements of the humanistic model without maintaining humanistic values. We analyse the premises and structure of the Integrated Qualifications System (IQS) that introduced validation to Poland, as well as the practices emerging with the implementation of the IQS that began in 2015. Our main source of data are legal documents, the systems' institutional structure and core mechanisms as well as various studies conducted by the Educational Research Institute as part of implementing the IQS from 2017 to 2020. We conclude that the most serious consequence of the aforementioned contradictions and the resulting tensions is that the concept of validation as a process aimed at recognising non-formal and informal learning while providing guidance for the individual, is played down in the system. This is particularly concerning as it represents the marginalisation of the needs of learners, who are the systems' end users.