In later professional life, creativity is a highly demanded key competence for solving complicated and qualified problems. At the same time, however, it is difficult to communicate creativity in the school-based education system. This can be seen in the fact that there is little time and funding in the education system for the acquisition of creativity. Subjects that promote creative competences, such as art, music and sport are not developed in a modern way, they often only take place every six months or not at all. In Western Europe, where the main emphasis is on economic usability of educational content, process-oriented contexts have a hard time. But creative subjects are primarily process-oriented and not result-oriented! In school context their results are exclusively in “raw state” and therefore difficult to exploit. Many decision-makers do not recognize value that lies behind it.