Our paper is concerned with the translation of today's knowledge requirements into the links and overlapping of profession, life course and lifestyle. It thus to some extent resumes the discussion at Gothenburg last year following the thesis: From Teaching to Learning. As new challenges of the vocational trainings we identify several new, more complex process parameters, which interrupt in an accelerating manner the former classical and reliable connectivities between successfully learning in school and successfully learning processes of vocational trainings. These new parameters have not only started to transform the labour market scene and thus the question of the successful and sustainable positioning of the graduates from school into profession, they confront research and measurements with new demands in organization of more individualized learning-programs and their technical backgrounds like web 2.0-technologies. Some of these new tendencies and findings scientifically have remained in many cases so far unexplored. Our thesis tries to give a first, very cautious explanation by a theory based construction which intertwines macro and micro levels of societal and technical changes with the more and more individualized regimes of living, learning and working. First of all there are especially three parameters which influence the objective as well as the subjective life style very hard: 1.The spread of knowledge work as an increasingly representative form of gainful employment of sophisticated economic societies. 2. Rapid technological, social and labour organizational change. 3. Increasing conflicts of complexity and contingency and their deducible "overstretch syndrome" with respect to acceptable long-term professional career models. These parameters elucidate two key problems of gainful self-navigation: On the one hand young adults become confronted rather early with an excess of unemployment even in attractive professions (see Hu 2008): in this context in particular with respect to their adequate career choice and with regard to their individual talent and performance as well. On the other hand, massive changes occur in the basal social patterns of learning and integration type. Two of them will be emphazised by the paper: (a) transition from a type of partially purpose free learning (Bildung) into a more functionalised type of learning shaped as "trajectory of continuous employability", which changes learning efforts into an increasing market-determined, thoroughly rationalized vocational regime (see Vetter 2009). (b) the massive change from an institutionally predetermined learning regime towards the "learner orientated biographical knowledge- and competence type" (see Müller 2003).

The concept is based on the one hand on newest own empirical researches in regard to problems of work-life-balance and processes of self-navigation by qualified mothers and young engineers. It reports in addition new theoretical issues and consolidated pedagogical findings of the last seven years (e.g Reimer 2009). In a third step our diagnosis leads to uses and practical arrangements, which are subsumed in the the term "coaching". Our use of coaching is aimed to support individuals by a bunch of scientific based offers of knowledge to find their authentic way out from their problems and to give advice to them by pedegogical enlightments of their current situation. +++ continues in References

To treat individuals as complicated self-managing personalities who try to find an inner and outer harmony to their significant environments gives way for new pedagogical, more individualised concepts.The capabilities "trained"by this method may correspond in a more qualified way to the influences of vocational dynamics on lasting employability.In so far one aspect of the didactical paradigm change conceptualise teaching/learning consequently from the perspective,the dispositions, interpretations and forms of awareness, learners represent. A further aspect underlines the importance of network oriented, informational pre-processed learning platforms, e.g. based on Web 2.0. Linking both concepts will provid unhindered accesses to learning opportunities and information pools triggered by learning interests that will be needed for the shaping of an own future. Our findings underline that self-navigation in the meaning of self-preparation offers a more successful way to deal with complexity and contingency of modern life as to be trained by formal vocational processes.