Organisations of further education and training are entangled between individualized life-paths, flexibelised working-processes and changed societal expectations, especially according to the demand of lifelong learning. One main dilemma of further education is the increasing need on the one side caused by the demand of new skills and competencies, technological development and changing working-processes and the declining number of participants on the other side. Furthermore, discontinuity in life- paths, job-uncertainty and risky planning minimize the longtime success of formal further education. Established forms of teaching and learning come to their limits and make new forms of learning-processes and -cultures necessary. The aspect of fitting institutional learning offerts to the individual vocational biography becomes more important and simultaneously more difficult. As well as processes of selforganisation become more important for the individual, organizations have to be aware of their forms of selforganisation. This aspect of institutional reflexivity leads to the hypothesis that the importance of selforganised learning-processes will not go along with a weakness of institutional framing processes but instead selforganised learning processes need new institutional frames and support. How do institutions of further education react upon the new learning requests and how do they translate workplace-leaning demands in institutional curricula? Based on empirical studies the paper focuses on three aspects of further (vocational) education: First, the paper concentrates on the organizational changes according to the shift from formal learning to selforganised learning-processes. Second, processes of individualization can be noticed not only in working-processes but also in further job training. According to this, trainers are more and more obliged to play a role of learning consultants. According to this, teachers need to develop a new professional understanding of their work. Tasks of translation, of negotiating and an orientation to specific needs become as important as the teaching of expertise. The gap between teacher and learner declines in favor of new learning arrangements which translate the specific biographical and vocational needs into learning situations with organizational support. According to the empirical studies the paper introduces different forms of effectiveness and limitations with regard to new learning- processes. This shift deeply depends on the specific organizational structures and processes. Therefore, the paper discusses the interdependencies between organizational learning processes and individual learning processes. Third, the paper discusses the changing role of further education in a knowledgebased society. According to empirical research it asks for the innovational potentials in organizations as well as for the possibilities to arrange new learning situations. The theoretical framework bases on organizational theory and theories upon further education.