Research knowledge and reflections about efforts to mobilize participation have been developed in the Netherlands. Research into educational motivations has suggested nine independent motivations among adult learners that can be grouped into three general categories: intrinsic, extrinsic, and conditional educational motivations. An attempt has been made to develop a category system that distinguishes five categories in terms of the educational awareness: active loyalists, active radicals, nonactive, neoactive, and the passive. A relationship has been suggested between an adult's educational awareness and participation in adult education. In the Netherlands, where needs assessment is a required part of educational planning at the local level, a distinction between subjective and objective needs has evolved. Practical problems involved with measuring subjective needs have included limited knowledge of target groups and adults' bad predictions of their own future behavior. Three generic strategies have been used for the mobilization of effective educational demand: information and guidance, outreach, and educational development work. The research has seemed to suggest the neo-active as the new target group for adult education in policy developments. (YLB)