We develop, accompany and evaluate innovative projects. Since 1990, in addition to programme monitoring and evaluation studies, we have formulated more than 50 project ideas eligible for funding and provided action research support in our ideas workshop. 

ISOB setzt sich für eine freie, umfassende, nicht ausschließlich zweckorientierte Bildung als den orientierenden Rahmen für eine praxisorientierte Berufsbildung sowie lebensnahe Erwachsenbildung ein.


Universities in the Republic of Moldova are undergoing a comprehensive reform process. Our action-oriented formative evaluation supports the needs-based development of an advanced training concept for transformative management of universities and is intended to accompany academic management staff in their professionalisation as leaders.

The tourism sector is an important part of the economy in many regions of Europe. At the same time, it offers a second chance to career changers, from the formally uneducated to university dropouts. Therefore, further education in tourism is particularly important. The project has developed a model and learning materials that show how learning can be systematically planned and implemented in the work process.

Young leaders are often faced with the challenge that they have excellent professional training but are still insecure about their social and communication skills. The project has developed a training programme to develop these competences.

The project shows a method for simple and reliable self-evaluation of teachers through 360 degree feedback in different quality dimensions.

The European Union has described a system of key competences for lifelong learning. The project has underpinned this framework with learning materials for each of these competences.

Employees are the decisive experts in their work processes. However, knowledge is often lost during generational changes in companies. The project has developed a process model that enables companies to document the tacit knowledge of retiring employees at an early stage and ensure that it is passed on to the next generation.

Learning in the work process has received increasing attention. The project described at a very early stage the competences and the job profile of facilitators of work-integrated learning.

The project organised the exchange of experiences of workplace learning practitioners in Europe and documented the results in an advisory guide.

Independent learning in the work process is becoming increasingly important. The project has developed training materials for facilitators of work-integrated and workplace-based learning in SMEs in the service sector.

We developed a system of educational guidance for SMEs. A market-leading training service provider was thus able to better support its customers in identifying learning needs, planning training and further education and evaluating the results. In two inter-company networks, the participating companies have continuously exchanged their experiences.

The concept of open training offers companies a lot of flexibility to train their apprentices for the specific needs of their company. At the same time, this flexibility requires training to be strategically planned and supported with appropriate learning tools. Together with a regional market-leading training service provider, we have developed an online-supported system of learning and work tasks for the training of mechatronics engineers.

Smaller companies are also increasingly operating internationally. The project has described essential elements of different values in the intercultural communication of companies.

Learn & Work

12/2000 – 06/2003

The changing world of work and especially the promotion of a learning culture requires new ways of cooperative problem solving through close collaboration between SMEs and external educational consultants. To initiate and promote a cross-organisational learning culture, we have developed a toolbox that promotes integrated learning and working and collaboration.

Employees are experts in their own work processes. Our concept of process-oriented further training based on this expert knowledge through company learning projects has enabled employees to independently identify their learning needs and to plan, implement and evaluate their learning.