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Over the last forty years, the field of public training for people returning to education has evolved from a logic of mass treatment to an attempt at an individualized pathway, the rationale of which is disputed. The example of the Accreditation for Work Experience (Validation des Acquis de l’Expérience; VAE), whose impact remains marginal, shows the difference between the intention of change and a reality that leads the multiplicity of actors to overcome their fragmentation and facilitate support. The expectation of recognition, central to sensemaking in lifelong learning, must be at the heart of an ethics of support.