1. Experiential learning assessment and competence development for a second career: the example of alternating training programmes for professional promotion Philippe Astier ISPEF, University Lumière Lyon-2 Lucie Petit SEFA-CUEEP, University of Lille-1 Lyon 2

2. ISSUE AT STAKE 1.How to assess competence? Three ways seem possible : - Competence is only attainable for an outside observation - The subject has a monopoly of access to his/her competence - Competence needs to be characterized Astier & Petit INAP - Torino 2009 2

3. THE THEORETICAL FRAMEWORK Activity theories - Leontiev (1979). Activity, Consciousness, and Personality. London: Prentice Hall - Vygotski (1937/ 1986). Thought and language. Cambridge: the MIT Press Vocational didactics - Pastré and Samurçay (2004). Recherches en didactique professionnelle. Toulouse: Octarès - Vergnaud (1996). Au fond de l’action, la conceptualisation. In J-M. Barbier (Eds.) Savoirs théoriques et savoirs d’action. Paris: PUF Astier & Petit INAP - Torino 2009 3

4. A TOOL FOR COMPETENCE DIAGNOSIS Designed for a school of civil service (ESEN) Developed for a training programme based on alternation and intended for secondary cycle state school inspectors Used for the trainees’ placement at the beginning of the training 3 questions guided its design Astier & Petit INAP - Torino 2009 4

5. A TOOL FOR COMPETENCE DIAGNOSIS Alternation is: A system borrowed from the model of apprenticeship A succession of periods of practice in the workplace and periods of learning in the classroom A fast track for - A professionally oriented education - A successful integration in the labour market Widespread at every level of qualification Astier & Petit INAP - Torino 2009 5

6. A TOOL FOR COMPETENCE DIAGNOSIS Three steps to design the tool 1.Building a referent thanks to activity analysis a) A choice of 7 significant professional situations of the state school inspector b) An activity analysis in order to characterize the competences necessary to act in the 7 situations c) Stable elements and dynamics of competence for each situation were highlighted Astier & Petit INAP - Torino 2009 6

7. A TOOL FOR COMPETENCE DIAGNOSIS 2.Building an initial diagnosis through experience analysis a) Biographical analysis b) Comparison between the record from the experience analysis and the referent c) Summary of the comparison  initial diagnosis Astier & Petit INAP - Torino 2009 7

8. A TOOL FOR COMPETENCE DIAGNOSIS 3.Competence analysis as an assessment situation a. An individual interview with an associate trainer b. Contradiction and reassessment of the initial diagnosis c. A diagnosis leads to an individual plan of professionalization : what kind of training does each trainee need? Astier & Petit INAP - Torino 2009 8

9. A TOOL FOR COMPETENCE DIAGNOSIS Key points -The relevance of establishing competence assessment on activity and experience must be understood by all the stakeholders (trainers, trainees and tutors) - Should the assessment consider gaps to be an official report of competence or should it be a zone of development? -The articulation of identity dynamics and cognitive dynamics in this assessment process is an important issue Astier & Petit INAP - Torino 2009 9

10. THANK YOU FOR YOUR ATTENTION