For now 10 years, the Action Learning has allowed employees of University of Angers, private and public Companies to be initiated with the design of database, on projects financed by professional structures. These innovating training periods are carried out within the framework of the University College of Further Education of the University of Angers. Database design is a process initially reserved to the professional data processing specialists, coming from French Level-2 technological courses (2-year degrees) or Engineer Schools (Master). The pedagogical model of technological courses has integrated for more than 20 years transverse semester projects, in order to give the students the opportunity to apply newly acquired knowledge, coordinated by teachers. Action Learning requires teachers to assume the role of supervisors for the project management. The objective of Action Learning is to transmit not only knowledge from teachers, but also the experience of consultants to trainees having no competence in data processing, but who have the knowledge of their business process. The present paper shows that Action Learning puts together the factors for success of French technological courses, the adaptability of pedagogy provided to the vocational training, and finally the competence of service provider, Keeping the best parts of those three complementary approaches makes it possible for this kind of formation to achieve teaching and professional, assessable and long lasting goals. Action Learning belongs to the French policy that aims to improve the volume and the quality of the contracts between Universities and companies.

翻译：十年来，昂热大学通过行动学习项目，使来自私营和公共企业的员工能够在专业机构资助的项目中接受数据库设计的入门培训。这些创新培训课程在昂热大学继续教育学院的框架内实施。数据库设计这一过程最初仅限专业数据处理人员参与，这些人员通常来自法国二级技术课程（两年制学位）或工程师学校（硕士层次）。技术课程的教学模式在二十多年前就已整合了跨学期项目，旨在让学生有机会应用新学知识，并由教师进行协调指导。行动学习要求教师承担项目管理中的督导角色。其目标不仅是向学员传授教师的知识，还要向那些不具备数据处理能力但熟悉自身业务流程的学员传递咨询顾问的经验。本文表明，行动学习融合了法国技术课程的成功要素、职业培训中教学法的适应性以及服务提供商的专长。保留这三种互补方法中的精华部分，使得此类培训能够实现可评估、可持续的教学目标与职业目标。行动学习属于法国旨在提升高校与企业间合作规模与质量的政策范畴。