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This article is about mainstreaming gender equality in adult basic learning and education (ABLE). Gender equality is defined as equal rights of both women and men to influence, participate in and benefit from a programme. It is argued that specific gender analyses of emerging patterns of gender relations is helpful in formulating gender equality objectives and strategies of ABLE programmes. Both female and male roles and motivations are important to understand. The consequences of poverty and unemployment for men, as well as women, need to be addressed in gender sensitive ABLE strategies so that, at the same time as women are empowered, men get a chance to regain a meaningful role in society without regressing to old partiarchal attitudes.