Across many European countries, adult education was a central feature of twentieth century civilisation. This emerged as part of a social democratic or socialist project which, although taking specific national forms, was widespread across the continent. It was also exported – particularly through colonialism and through international organisations such as UNESCO – into many non-European ‘developing countries’. With limited exceptions, it has not survived into the twenty-first century. This paper explores, through a comparison of the trajectories of adult education in three juridictions of the United Kingdom (England, Scotland and Wales) what this experience can tell us about the nature of adult education, its social role, and the nature and meaning of ‘sustainability’.

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