Analyses of developments and policies that influence equity have been an underlying priority in much of the OECD educational work. The persistent patterns of inequality have been highlighted, with the increasing quality of international data permitting analyses relating to many pertinent groups of learners and their educational experiences. The dimensions and groups include gender, age, migrant status, special needs and social background, and cover adult formal and nonformal learning, as well as schooling, vocational education and higher education. OECD analysis has also charted the nature of the “digital divide”. Findings and recommendations from a major international review of equity in education that resulted in two publications – No More Failures and Equity and Quality and Education – are presented. The chapter reports promising policy directions from studies, including those on immigrants’ education, cultural diversity and teacher education