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Focus of this paper is on the development of the action-oriented education approach. Results from secondary data analysis and different empirical studies indicate that for the different levels of education (for example, tertiary practical education as well as operational professional training), enterprises and educational experts expect more competence extension in the future. The concept of action-oriented education which includes informing-process, planning, decision-making, evaluation, examination and achievement should lead the trainee to the development of their own key qualifications, predominantly their own methods and social competence to meet requirements. The concept of action-oriented education is explained by using learning purpose formulation related to the example of the assembly and programming of the microcontroller steered mobile robot. In this context, the role of the trainer is explained, who should be a moderator during his/her instructor's activity in order to increasingly advance the trainees learning and to qualify them in single handed project work and also in groups.