Failed interventions and investments in early childhood and schooling can result in serious consequences that are harder to resolve in adulthood. Individuals who have left the education system are harder to reach, and adult learning and training is generally much less available and less generously funded than formal education for young children and students. This chapter discusses inequality in outcomes in education, skills and labour market participation during adulthood, as well as the gaps between various groups of the population in participation in formal and non-formal adult education and training. It also discusses policy interventions that can mitigate inequality in learning and labour market outcomes between adults from socio-economically advantaged and disadvantaged backgrounds. First of all, learning should be focused on improving the employability of adults, through a combination of education and training and practical job training. Targeted support needs to be provided to adults with a low level of educational attainment and without basic literacy and numeracy skills. Particular attention should be paid to young adults who are not in employment or in education (NEETs), single mothers and women who have had to leave the labour market due to child care responsibilities, as well as the immigrant population. Barriers to participation in adult education need to be removed through financing mechanisms such as co-financing, tax credit and allowances. To tackle situational and time constraints, delivery methods need to be more innovative and flexible.