Processus évaluatif d'une recherche-action et démarche prospective : quelles convergences ?

Leaning upon a research-action which should lead to the setting of a new education and accompanying plan towards the qualification of young job-seekers in Brittany, this paper proposes an heterodox approach explicitly located within the action. More than just monitoring, this reasoning comes within an interactive and iterative accompanying process of change where the evaluator is in position to observe and advice, contributing to the appropriation of analysis and evaluation tools. This position is encouraging the emancipation of actors and is coming to facilitate their creative initiatives. It comes within much as a cognitive as educational approach. The article displays the principal levers in order to have this approach succeeded. The research action is always in keeping with an indecision burden made of trivial circumstances and particularisms which tend to resist a general model. That?s why a gap always exists between what will be done and what have been previously thought and hoped. Necessary gap which means that liberty spaces have been left to actors where controversies, argumentations, deliberations and construction of compromises are displaying. This explains why this ?in itinere? evaluation approach of a research-action catches up with a prospective approach. Evaluation and forecasting which become indivisible from each other for a relevant orientation and leading of programs in progress. Privileged moment, evaluation establishes the prospective visions which, because referring to a participative and liberating method, will impregnate all the actors on a permanent basis.