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The problem at the origin of our reflection is the recognition of what Benchemam & Galindo (2011) qualify as competencies, that is to say, knowledge, know-how, and interpersonal skills, within the framework of the evaluation of a student. Indeed, the methods of knowledge control usually take into account the knowledge and know-how learned in the courses and books. This raises the question of how to take into account competencies acquired in a field other than that of the university on the one hand, and on the other hand, how to recognize the experience and skills of an employee who wishes to be recognized through the awarding of a diploma within the framework of a VAE (Validation des Acquis de l’Expérience). Finally, the recognition of competencies is also achieved through short programs called "competencies blocks," which allow the articulation of knowledge based on identified and certified competencies. These can be accumulated to obtain a diploma or valorized within the framework of a VAE. First, we analyzed three competency recognition initiatives: the B2E (Bonus Engagement Étudiant) (committed student bonus), the VAE, and the competencies block or short training program. Second, we organized an in-depth interview with the student vice-president at Université de Lorraine to get his opinion on the B2E system which led to the proposal of an interesting experiment within a part of the university community, the LMI College*. And finally, for the third phase, we studied cases in which acquired experience was validated. * Université de Lorraine is made up of nine colleges that bring together the training components. The LMI (Lorraine Management Innovation) college connects the IAE Metz, IAE Nancy, and the Institute of Digital Sciences, Management, and Cognition (IDMC).