Among the issues discussed are the following: whether education is the great equalizer or the great slave, equality of opportunity and equality of results, conservative, liberal, and redemptive conceptions of educational equality, the heredity-environment issue, the causes of educational inequality, incompatibilities and dilemmas of equalization, and strategies for educational equality. A concluding note supports the philosophy that schools fulfill important socialization tasks in our society which have hardly been evaluated since the debate about what happens to the standards when steps are taken that will broaden opportunities has taken priority. Educational policy should by no means be conceived of as operating in a socioeconomic and political vacuum. It is, and should be, closely related to the overall social policy. Supplementary remarks and issues considered important are addressed in a supplementary document commenting on Husen's paper. Issues discussed here include the dimensions of inequality, the choice of terms in which to measure inequality, the nature of the relationship between social mobility and the general degree of equality in the society, the future societal context, and some implications for educational policies. (Author/AM)