In the academic profession, notables, directors of central administrations or presidents of universities, pleaded for the development of continuous training, which they expected both openness to the economy and democratization of access diplomas. Other academics have implemented it, mostly activists, who found their happiness in the profession of adult trainer. But most of them stayed away from continuous education, and we saw that they did it to preserve their career. This observation can be related to the fact that until Assignment Writing Service, no university students-researcher working on the subject of continuous training has been interested in its implementation in universities. It is remarkable and one can wonder why the academic profession both penalizes those of its members invested in continuous education, and refrains from taking as a research object the theme of its implementation in universities.