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Institute for Productive Learning in Europe
Productive Learning GmbH
Productive Learning (PL)
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Dual Learning in Berlin
IOS in Brandenburg
HEE in Mecklenburg-Pomerania
Productive Learning international
International Network of Productive Learning Projects and Schools (INEPS)
International seminars
INEPS congresses
Youth congresses
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PROVED - Erasmus + project
Adult Education productive!
Our concept
Training, seminars and workshops
Team and organizational development
Coaching and supervision

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ASH Berlin


Adult education productive!


Our concept

We see learning as a life-long process and continuing education as a central prerequisite for personal and professional development. The aim of our training is to support the participants in the further development of their occupational competence (KMK 2011: "Willingness and empowerment of the individual, to act appropriate in professional, social and private situations as well as to behave individually and socially responsible.").


"Time does not change us, 
it only unfolds us."

(Max Frisch)

Specifically, IPLE's continuing education activities are designed to help develop the following skills:

  • Professional competence (e.g. optimising processes and procedures, controlling work results, acquiring and reflecting relevant theories),
  • Personal competence (e.g. knowing and articulating one's own strengths and weaknesses, adapting flexibly to new situations, recognizing new options for action and implementing them into action),
  • Social competence (e.g. communicating appreciatively, giving appropriate feedback, working cooperatively),
  • Methodological skills (e.g. developing solution strategies, selecting and developing goal-oriented methods, being able to think critically).

Personal relevance, practical relevance and subject and cultural reference are important principles of the Institute for Productive Learning in Europe (IPLE) in professional development. Related to the teaching and learning process this means:

Design learning processes based on the learners through ...

  • Clarification of learner expectations in terms of learning process and learning outcomes
  • Consideration of personal learning interests and goals (e.g. at which point do I personally want to "progress", which skills do I want to develop further? What kind of knowledge do I need with regard to my professional practice)
  • Identification of individual learning requirements (e.g. which personal strengths - skills, characteristics, knowledge, qualifications - support my professional activities, what needs to be developed further, which values ​​and attitudes hinder or promote my actions?) Which learning type am I, what is promoting or hindering my learning process?)
  • Comparison of personal learning interests, goals and prerequisites with specific learning requirements and role expectations (e.g. which personal requirements promote or hinder the fulfillment of external requirements / expectations? How do I assess myself, how do others see me?) 

Shaping learning processes based on the requirements of the concrete everyday professional practice by:

  • Dealing with the requirements and expectations in everyday professional practice (e.g. What requirements do others place on me? Which ideas do I have of the requirements of my professional practice?)
  • Evaluation of professional experience and competences (e.g. what works well in terms of cooperation with students, apprentices, customers, etc., what is working less well?)
  • Reflection on challenges and situations from your own professional practice (e.g. Which situations do I experience as difficult and how can I handle them?)

Design learning processes based on technical knowledge and theories by:

  • Reflection of relevant theories and models (e.g. learning theories, consulting models)
  • Application of theories and models to professional practice and personal action (e.g. learning type model, personality model)



. .


When planning learning and teaching activities, the IPLE takes the following superordinate premises into account:

  • Experience is an important learning object. Practice and theory are systematically linked. By personal reference (individual professional practice), application reference and transfer possibility the motivation is increased and the learned is more sustainable.  
  • positive relationship and appreciative communication between seminar instructor and seminar participants and within the seminar group has a significant impact on the learning success.
  • Heterogeneity in the seminar group is the norm. The participants differ in many ways, e.g. in their motivational position, their performance, their learning pace and their learning style. The different conditions are seen as an opportunity for learning activities; they promote processes of perception and reflection, a change of perspective and they enrich the exchange of experiences in the seminar group.

Our training in a professional context is based on…

  • the principles of productive learning : personal reference, practical relevance, subject and culture reference
  • solution-oriented approach, problems offer opportunities for development, each has resources and skills to solve problems themselves, the success in the present gives evidence of steps in the future, problems do not need to be analyzed first in order to find solutions
  • systemic consideration, including respect for the momentum of the system; Working with offers to see the reality different and new, including different expectations, hopes and desires (e.g. How can the participants bring their possibilities together so that a good result is achieved?)