CEDITEC is a Research Institute about Speech Analysis, Text, Writings, Communication (Centre d'Etudes des Discours , Textes, Ecrits et Communications). As a member of this institute, I want to study the speeches and practice in recognizing GNVQ (General National Vocational Qualifications) in three French Universities. We must distinguish two kinds of laws: in one hand, the VAP laws, one of 1985, which allow to enter an academic training with an equivalence of credits, the other of 1994, which gives part of a diploma, through one or several credits, in the other hand, the VAE laws, which is called "loi de modernisation", dated on 2002, and which can deliver the whole diploma to somebody on account of his vocational and personal experiences. How do the members of universities practice and manage their resolutions in these committees to deliver or not the GNVQ? What are their attitudes and their arguments to recognize standards of competency through the writings of experiences? How do they take up and use the GNVQ assessment? It is a genuine challenge, in French Universities, to build a bridge between standards which define academic training and standards issued from vocational experiences; such laws introduce a true revolution in patterns of behaviour for the members of French universities, because they throw down the relations, and the opposition, between theoretical and practical knowledge. Which kind of theoretical value do these empiric writings provide for the GNVQ committees? I want to prove the impact of a mixed-committee constitution: when the members of the GNVQ committee are coming from several departments, which have different politics about vocational education, they implement a different competence-based approach: this confrontation can be an opportunity to modify for some members their points of view. This evolution depends also of the past of the university and the conditions in which the committee was established. Methods to document the study: Several interviews with the members of the different committees. Contents analysis of the advices given by the chiefs of each diploma. . Bibliography. Abric,J.C. Pratiques sociales et représentations, PUF, Paris 1997. Kolb, D. Experiential learning experience as a source of learning and development. Englewood cliffs, NJ, Prentice -Hall , 1984. Le Boterf, G. De la compétence. Essai sur un attracteur étrange. Les éditions d'organisation. Paris, 1994. Reviews: Pratiques de formation, Nov. 1997: Reconnaître et valider les acquis tout au long de la vie: quels dialogues possibles? Education permanente, n° 112. 1992.