This contribution shows the conditions of a change of prospect in higher education which is based on institutional and policy positioning in favor of the implementation of the devices of Validation of Acquired Experience (VAE) which is used to deliver a whole or components of a qualification (certification) on the basis of the knowledge and skills of the applicant acquired through experience, and on the initiatives of the individuals in education and the formation throughout their life. These devices appear in the political discourses like a new appropriateness of access to certification and recognition of a right qualification taking into consideration competence acquired during "the courses of experience". Nevertheless, the intention of social justice and equity, is it compatible with a reduction of the costs related with the courses of continuing education by the process? If the public policies do not contribute as much to the resolution of uncertainties economic and social perceived by the questioned actors that the political discourses it suggest, it is because the device reveals new sources of socio-cognitive conflicts and a modification of the representation of the professional paths of the candidates. However, a cultural revolution in higher education training could precede with acceptance by the educative community of higher education (the teaching researchers) while considering the "conscientisation" necessary, it means of transmitting a know-how, an attitude and a knowledge--all these being the foundations of the candidates' skills--the difference between what the candidates believe they know and what they actually know, finally to question the candidates about the antinomy between legitimate and illegitimate knowledge, all these have to be present in the candidates' reflection, without their being necessarily aware of them. [For complete volume, see ED567040.]