La reconnaissance des acquis dans les universités québécoises Enjeux et défis _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Professeur Henri Boudreault, département d’éducation et formation spécialisées, UQAM Professeur Martin Buteau, vice-recteur aux études et vice-recteur aux ressources informationnelles, Université de Sherbrooke Professeur Carol Landry, directeur général adjoint de la formation continue, Université Laval

Trois témoignages d’universités _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

À l’Université de Sherbrooke Au cœur des réflexions d’un groupe de travail depuis 2 ans Une politique sur la reconnaissance des acquis sur le point d’être adoptée Plusieurs remarques… et craintes formulées jusqu’à maintenant _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Une politique qui repose sur des principes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Accessibilité Toute personne qui fait une demande d’admission ou qui est admise à un programme de l’Université de Sherbrooke peut soumettre un dossier aux fins de reconnaissance des acquis. …au meilleur coût _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rigueur Toute reconnaissance des acquis s’appuie sur des expertises (internes ou externes à l’Université) qui en assurent la validité, la pertinence et l’équivalence. … à l’aide d’outils appropriés et valides _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Efficacité La reconnaissance des acquis est réalisée conformément à un processus de reconnaissance des acquis élaboré visant à assurer le bon déroulement du traitement et du suivi de la demande des candidates et des candidats, à l’intérieur de délais raisonnables. …effectuée par des ressources qui ont les compétences requises ; _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Équité L’Université devant se porter garante d’une formation qualifiée « d’universitaire », les actions visant la reconnaissance des acquis et son processus sont entreprises dans un souci de justice et d’équité envers les candidates et les candidats à la reconnaissance des acquis ainsi qu’envers ces candidates et candidats et les étudiantes et étudiants qui n’ont pas fait appel à ce service. …une banque de données assure une cohérence et une constance _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Confidentialité Les informations échangées entre les divers responsables ou versées au dossier du candidat engagé dans un processus de reconnaissance des acquis demeureront confidentielles, à moins d’un consentement écrit de celui-ci, le tout conformément aux dispositions juridiques pertinentes. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

La collision des principes Lors de l’application de ces principes, certains pourraient-ils entrer en collision? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

À l’Université Laval Projet de politique en 1997 Intégration au Règlement des études et décentralisation à la direction de chaque programme Quelques succès et suite : DEC-BAC; Passerelle; Cours compensateurs; BEP…. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Trois défis parmi bien d’autres Reconnaissance des acquis : Dispense ou validation? Technique ou processus? Quel référentiel ? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exemple d’un processus de reconnaissance des acquis Accueil (institutionnel et facultaire) Bilan des acquis (projets…) Montage du dossier (accompagnement) Entrevue de validation Évaluation des acquis Bilan du processus (reconnaissance, sanction, formation, suivi…) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

À l’UQAM Un défi bien précis: la mesure Un exemple concret: la formation professionnelle. Les enjeux de la mesure _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Des conditions _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Un référentiel « La compétence» _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Compétences des programmes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Compétence professionnelle √ Élément clé de la compétence professionnelle _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Un objet d’expérience Un produit Un service Un produit/service _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Un contexte Des fonctions Des situations Des tâches Des événements _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Un dispositif d’explicitation Affidavit Table des matières Présentation personnelle Présentation du contexte professionnel Page titre Concordance des situations avec les compétences Façon de faire la tâche Jugement CV Preuves _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Explication de la situation de travail Présentation des manifestations de la compétence professionnelle Terminologie

L’évaluation Niveau 1 Niveau 2 Niveau 3 _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Des enjeux Un référentiel univoque et explicite L’évocation des objets de la compétence L’explicitation des événements L’accompagnement à la formalisation L’instrumentation du jury L’objectivité du jugement _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. Un référentiel univoque et explicite Programme _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. L’évocation des objets de la compétence Événement Action Réalisation Situation Personnages Défi Décision Niveau de formalité _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. L’explicitation des événements Contexte Façon de faire Tâche Langage Savoir Savoir-être Savoir-faire _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. L’accompagnement à la formalisation Explicitation Évocation _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. L’instrumentation du jury (Considérants) Partir de ce qu’ils ont fait. Éviter les répétitions ou les situations de copier et coller. Fournir une ligne directrice (ensemble cohérent). Faciliter le lien entre l’expérience et les références. Utiliser un vocabulaire fonctionnel. Fournir un «dossier d’outils» qui reflète le concept de la compétence professionnelle. Juger de l’intelligibilité des explications. Avoir des outils simples. Utiliser le concept «situation de travail» pour remplacer celui de «l’anecdote». Être en mesure de juger équitablement et avec cohérence. Choisir des compétences critiques de la référence. Évaluer la «valeur plus» de l’expertise professionnelle. Juger de la manifestation (attitudes) de l’organisation, la méthodologie, la débrouillardise, la communication, le jugement et l’innovation. S’assurer que les preuves sont utiles à la manifestation de la compétence professionnelle. Fournir des points de repère (dossier d’outils) pour guider. Vérifier l’utilisation de concepts univoques, explicites et fonctionnels. Identifier le contexte de la situation de travail pour comprendre le sens des informations. Évaluer la capacité de réflexivité et la capacité d’utiliser des moyens pour manifester cette réflexivité ( Dossier d’outils). _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. L’objectivité du jugement (Outil) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Retour sur les défis Ressources humaines et financières Évaluation: critères, procédures et outils Reconnaissance sociale et professionnelle Harmonisation dans l’Université et entre les universités Relations avec le Gouvernement, les ordres et associations professionnelles _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Voies de développement Concertation des universités pour développer quelques projets de RAC dans des domaines spécifiques (CREPUQ ) Dégagement par le MELS de budgets nécessaires pour le développement en matière de RAC _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Des commentaires? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________