Existing equity strategies for postcompulsory education and training in Australia were examined to assess their effectiveness in a learning society. First, the equity and access policies in schools, vocational education and training (VET), higher education, and adult community education were compared. Next, educational outcomes of target groups in each sector were examined to identify patterns of participation for specific disadvantaged groups and to determine the extent to which structural factors affect patterns of participation in each sector. The feasibility of developing access and equity policies that would transcend sectoral boundaries was also explored. The following were among the study's key findings: (1) government equity strategies could be improved by targeting low socioeconomic status students within all equity groups, reporting performance so as to focus on outcomes, and strengthening pathways to employment from education and training; (2) performance reporting could be improved by collecting and publishing data in all sectors to the standard set by the VET sector; and (3) although it is not necessary to redefine equity in the context of lifelong learning, governments may need to develop new approaches to equity policies and programs to ensure that workers are able to participate effectively in the knowledge economy. (Contains 130 references.) (MN)