This study aims to understand the individual factors influencing the transfer of continuing professional training skills among ENA agents . Through an approach combining theoretical analysis and field research, this article is based on a qualitative and quantitative study, conducted with a sample of twenty-eight (28) respondents. Several key determinants are highlighted. Individual factors, such as learners' representations of training, its perceived usefulness and individual skills, play a central role in the application of acquired knowledge. The results of this study allow us to make suggestions aimed at optimizing the impact of continuing training within the ENA, by strengthening support systems and adapting training to the professional realities of agents. Continuing professional training is an essential lever for developing skills and improving the performance of public administration agents. However, the effectiveness of these training courses depends on learners' ability to transfer their skills to work situations.

continuing professional training, individual factors, transfer of acquired skills, public administration, National School of Administration

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