This work focuses on the question of apprenticeship in French universities in relation to apprenticeship training centers and companies where the apprentice completes his internship and the definition of this new learning structure. One of the problems in this structure is the difficulty of making it work effectively through an artifact called the e-learning booklet. This brochure in the new organization should be used as a support tool for the apprentice and will contain all the knowledge and skills acquired, including know-how. This tool is relatively difficult to complete because there are few incentive tools and seems to be more a constraint when it should be an asset for the entire learning structure. In this work we will discuss the role of the lifelong learning process in France and the increased professional integration in relation to the status of apprentices and the behavior of the student-apprentice compared to a classical student. We will discuss, through game theory and Shapley’s work, on what would be the value of each of the actors would be and which could lead to more effective tools to complement this electronic booklet and how to obtain greater value in terms of content that can be analyzed through textometrics and lexicometrics tools. This tool will contain both the strengths and weaknesses of the student and, above all, how it can be remedied mainly by on-line but also off-line tools, thereby improving the training process and ensuring that this tripartite organization: University - Apprentice – CFA, plays its full role as a learning organization. The student puts performance related information in a booklet which will be considered in the future in France as a companion describing his or her graduation results and skills. © Springer International Publishing AG, part of Springer Nature 2018.
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