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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. [ABSTRACT FROM AUTHOR]

This paper explores the educational experiences of a specific group of refugees, namely academic women refugees who were members of various branches of the International Federation of University Women, and who came to Britain under the auspices of the British Federation of University Women from 1933. As a result of voluntary or forced migration some 400 such women from Germany, Poland, Czechoslovakia and Austria sought entry to Britain following Hitler's accession to power in Germany in 1933. The help they received from the specially formed Emergency Refugee Committee of the British Federation of University Women, not only in gaining entry to the country but in refashioning their pre-migration educational and academic achievements, is looked at in detail, and the extent to which the women were able to retrain, re-qualify or complete training courses curtailed by political events and migration is considered. [ABSTRACT FROM AUTHOR]