Vedaaranya Heritage Arts and Healing Festival 2016

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Pascal Lafont

Paris Est Creteil University
Site de la Pyramide
80 avenue du Gal de Gaulle
94011 Créteil Cédex - France

Validation of informals and non formals learning resulting from professionals and socials individuals experiences between new form of entitling evaluation and constraining accreditation

The process of validation of informals and non formals learning resulting from professionals and socials individuals experiences expose the problem of legitimation of a new way of certification which rests on a paradox. This one puts, in particular, in the presence of the forms of entitling and formative evaluation which determine the qualification level acquired by the individuals at the end of the course of validation as well as logics of accreditation, enabling, standards qualities likely to be read as of the so constraining attributes of a modernity that the individual does not foresee any more one field of possibilities for his existence, but a defensive and reflexive use in conformity as for what one awaits from him, “deteriorating thus constitutively their ! character” (Giddens, 1994).

In a relation between, institution (Universities, educational world, and Companies, world of the production), individuals (teachers and candidates), occupational class individuals (collectively organized individual step), how each category of actors behaves it within a framework of evaluation, and accreditation which present contradictions to overcome with the assistance sometimes methods of accompaniment? Which are logics leading the institutions of education and work to mobilize this device?

Our analysis relates to these two characteristics relating to the evaluation and the accreditation taking into consideration institutional posture, in particular of actors of the company (N=3), and actors of professional training and academic (N=5), candidates to the device (N=50), workers, sometimes representing occupational classes in identity search for recognition.

The interpretation of the semi-directing talks shows that the paradox related to a new form of entitling evaluation and constraining accreditation surmounts itself provided that a consensus between protagonists (Institution of education, of work and individuals) appeares. Thus, the characteristics and the partnership conditions of this division of interests will constitute the epicenter of our demonstration.