The backdrop for this work is the awareness that the world increasably shares crisis and prospects that are no longer confined within national borders, a phenomenon known as globalisation. Although differently conceptualised and explained in the vast literature that now exists on this topic (see, among others, Castells, 1996; Dreher, Gaston, & Martens, 2008; Luke & Luke, 2000; Nash, 2000; Steger, 2009), globalisation is a multi-dimensional process that points, among other aspects, to a variety of transnational arrangements, collaborations and forms of integration across geopolitical and social territories, and their cultures, which have undoubtedly reshaped and transformed the power and authority of the state in several matters (Held, McGrew, Goldblatt, & Perraton, 1999), including public adult education policy. However, scholars in adult education have been more reluctant than others in giving globalisation the attention it deserves.