Adult and continuing education requires continuing education of educators, a highly self-referential issue. In this article the authors focus on "urban educators," a very extensive group of those involved in urban educational programmes (school, parental education, living environment, vocational preparation, and the like). Due to an increase in the number of problem areas in large Dutch cities, urban and social renewal is high on the political agenda. A lot of money is invested in the physical sector, while the social sector is lagging behind. The two sectors fail to cooperate, even though the social sector should be involved from the beginning, in order to better coordinate urban development and social policy. Despite the fundamental differences between the physical and social domains, cooperation and multidisciplinary professionalism are essential. This paper gives an overview of the problem of uneven approaches to urban renewal from the different sectors involved, discusses the changes that are needed with regard to short- and long-term responsibility for learning, and describes the consequences involved in these changes for study and career paths. The authors present some comments on the segmentation of the restructuring process and discusses the European and Dutch higher education "policy in progress."