Experiential Learning Assessment and Competence Development for a Second Career: The Case of Alternating Training Programmes for Professional Promotion

  • Philippe Astier
  • Lucie PetitEmail author
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 18)


In France, apprenticeship as a system of training has become widespread at every level of qualification over the last 30 years. Usually called alternation, it becomes the fast track for a professionally oriented education and for a successful integration in the labour market. The efficiency of this system, particularly in initial training, is considered as a way of gaining professional competence and integrating a community of work and practice. But what about an alternating programme carried out during an occupational conversion or promotion? This chapter aims at describing the development of a tool designed for competence diagnosis. The latter was built up for a civil service school (National College for Education Management) which trains executives-to-be who contemplate starting a second career. At the beginning of the training, the tool use highlights the role of learning and experience either as a potential obstacle or as an asset for the new position. Hence, it makes it possible to establish the rate and the contents of the alternating training programme for each trainee. Moreover, it underscores the weight of the identity dynamics during this occupational change.


Competence Development Competence Assessment Assessment Situation School Inspector Local Education Authority 
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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Institute for Science and Practice in Education and TrainingUniversity Lumière-Lyon 2LyonFrance
  2. 2.Department of Education and Adult Training, SEFACueep-University of Lille 1LyonFrance

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