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This paper examines transnational circulation of political and pedagogical ideas associated with "éducation permanente" with particular reference to post-war Western Europe. It offers a socio-historical reconstruction of pan-European dissemination and reception of policy repertoires articulated by governmental and non-governmental policy actors. It focuses on advocacy regarding permanent education as a pan-European repertoire associated with the Council of Europe during the 1960s and 1970s. The paper explores involvement of French and other francophone nationals in circulatory regimes, who were engaged in mediating partisan reform aspirations, exchange of information, and dissemination of innovative practices at national, transnational, and pan-European levels. The more specific focus of this paper addresses participation of 'rooted cosmopolitans' in policy formation, who are defined as policy actors rooted in specific national contexts, but who engage in regular activities involving their participation in transnational networks. The conclusions call for further research into circulatory regimes at local, sub-national, regional, national, bilateral, transnational, and pan-European during the 1960s and 1970s. Such research should focus on revisiting different expert, reformist, missionary, and militant networks responsible for building peripatetic 'scholar-militant-activist' coalitions that historically contributed to pan-European policy repertoires seeking to mobilise citizens to participate in the unfinished political project of pan-European cultural democracy.

The literature regarding the social organisation of 'adult' learning opportunities throughout the life course postulates different significations of policy concepts such as 'lifelong education', 'permanent education', 'recurrent education', and 'lifelong learning' in the 1970s. This paper examines policy formation processes in France during the 1950s when the development of "éducation permanente" was characterised by often-conflicting policy repertoires articulating arguments for redistributing opportunities to participate in organised (adult) learning throughout life. In the post-war context of rapid economic growth and technological change, it focuses on the policy repertoires articulated by the state, civil society organisations, and markets regarding individual and collective opportunities to continue to acquire knowledge, skills and sensitivities throughout life. Based upon a critical rereading of primary and secondary published texts, the analysis suggests that "éducation permanente" constituted a social field of problematic relationships between individual and collective interests regarding the acquisition of knowledge, skills and sensitivities. This constituted the dialectic between economic/vocational, technical reconversion practices in relation to social, cultural, and personal regeneration practices in a rapidly changing capitalist society. The conclusions identify a number of issues calling for further comparative historical research into often-conflicting policy repertoires that propagated policies to promote 'long lives of learning'.

The purpose of the study was to determine if offering a virtual clinical-based practice would affect teacher candidates' level of confidence in teaching diverse students. During 2012-2014, data were collected using a pre- and post-Likert scale questionnaire. A paired two sample t-test was utilized to determine if there was a significant difference in mean scores from the pre- to the post-questionnaire. Increases were found in all questionnaire items with five of the items showing a significant increase at the a = 0.01 level. The results suggest that a virtual clinical-based practice may provide an authentic experience for teacher candidates, may lead teacher candidates to become more aware and take a positive approach to students' differences, and that the teacher candidates' comfort level with unfamiliar situations posed by students from diverse backgrounds may increase. A future implication is that colleges of education may want to consider adding a virtual clinical-based practice to existing diversity education classes. However, more research needs to be conducted to determine if virtual clinical-based practices are equal to or better than on-site clinical-based practices in an attempt to increase teacher candidates' levels of confidence in teaching diverse students.

Focused on the period between the mid-1950s and the late 1970s, this paper explores the pan-European dissemination of policy proposals articulating "éducation permanente" as involving reforms in the architecture of initial and post-initial education in the direction of promoting 'a long life of learning'. It seeks to identify the key 'policy repertoires' associated with the development of "éducation permanente" in post-war France from the mid-1950s and the subsequent development of 'permanent education' by the Council of Europe from the mid-1960s until the late 1970s. Focused on historical description and analysis of national, transnational, and pan-European policy networks, the paper examines French national networks advocating "éducation permanente" in relation to their subsequent involvement in the policy development of 'permanent education' by the Council of Europe.

This paper examines policy formation on education in the European Economic Community during the early 1970s surrounding the 1973 report For a "Community Policy on Education", known as the Janne Report. It examines Community policy-making processes that gave rise to the Janne Report. The text of the Janne Report is analysed with regard to permanent education, paid educational leave, and de-schooling as the fundamental principles for the harmonisation of educational policies. Reception of the Janne Report is examined in the context of expansion of the Community from the six original to nine Member States. The Community's failure to engage in agreements on paid educational leave as envisaged in the Janne Report is discussed in relation to public debates in some Member States at the time.

This article contains an analysis of policies aimed at increasing the participation of adults in higher education (HE) in seven countries (NL, DK, SE, UK, BE Flanders, DE and the state of California in the USA). In order to maintain their economic competitiveness, many countries have developed policies to increase the participation of adults in HE. However, the effectiveness of these measures has not been studied to any significant degree as yet. Therefore, the focus of this article is to assess the effectiveness of these measures within their particular context. For this purpose, the research team carried out an international comparative study based on desk research, case studies and interviews with both policy makers and academic researchers in the seven countries. The study shows that there are common ingredients for effective learning environments, such as a high degree of flexibility of HE provision. In short term, in rationalising policies there are a number of issues that need to be addressed, e.g. the issue of what is the primary objective for increasing participation. In the long run, one needs to reconsider broader HE structures within a lifelong learning perspective towards a fundamental revision of the current systems. This is both necessary in combating crises and in dealing with problems encountered by ageing societies. (Contains 1 figure, 2 tables and 7 notes.)

Globalization and individualization have radically changed both the economic system and the personal life world in industrial or postindustrial nation-states. To survive hypercompetition and volatile consumer choice, learning organizations and a workforce engaged in lifelong learning are needed. Constructing "the good life" has become an individual responsibility demanding reflexivity and skills. The question pursued in this article is how current policies in the context of lifelong learning relate to the requirements of a competitive economy, on one hand, and the good life on the other hand. To be able to evaluate dominant and alternative answers thoroughly in terms of lifelong learning, the authors look at the consequences of globalization and individualization. After having analyzed lifelong learning policies in the Netherlands, the article examines an important alternative, the so-called biographicity approach. In conclusion, the authors outline their own "transitional learning" perspective as an integral approach to lifelong learning as life-wide learning.

Discusses the place of women in higher education in the Netherlands. Suggests that it is not a question of numbers but of orientation, field, and the glass ceiling. Asserts that despite some improvement, higher education may be one of the last bastions against the recognition of women's worth. (Contains 42 references.) (JOW)

Interviews with 17 Dutch higher education stakeholders found that, although lifelong learning is increasingly important in policy, government and institutional initiatives do not seem informed by strategic understanding of social, economic, and cultural changes. Adult learning experiences and trajectories are not considered. The needs of part-time and post-initial higher education students are not addressed. (SK)

This reassessment of an earlier article examines the politics of modernity and emergence of "life politics," the dislocation of the learning subject, and the need to reconsider liberal adult education in light of the Learning Society. (SK)

Focuses on the establishment of the first popular lending library in the Netherlands in 1794 and its development until the early nineteenth century. Explores the work of the Society for the Common Benefit and examines the organization of popular lending libraries. (CMK)

Profiles an attempt at adult residential education known as the Woodbrookers' movement in the Netherlands from 1903-1941. Imported from England, the Woodbrookers' emphasized the precepts of Christian Socialism taught through weekend meetings and summer schools. Discusses the relationship between this movement and the Scandinavian folk high schools. (MJP)

Based on the experience of reorganization of adult education departments in Dutch universities, the notion of adult education as a distinct discipline is rejected in favor of a pluralistic use of social sciences theories. It is argued that discipline-based, fundamental research can contribute more to the development of a knowledge base than practice- or decision-based research. (SK)