This chapter challenges the validation of learning that only takes place in formal educational institutions to the exclusion of other forms of learning. We examine the implications for equity and inclusion when certain kinds of learning are given higher levels of esteem and status than others, arguing that hierarchies of learning exist between and within institutions as well as outside of them. Although we argue that different forms of learning are equally important, this does not erase the structures in place that reinforce the privileging of learning in higher education and the costs to individuals who do not participate in higher education. Furthermore, we will critique the value that is given to certain kinds of learning within higher education institutions especially as policy seems to be increasing levels of differentiation within HE through its emphasis on vocational learning for ‘widening participation’ students.