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Social policies are both constitutive of and constituted by 'a series of intersecting and unequal social relations' (Lewis, 2000:1, see also Williams, 1989; Taylor, 1996); education policies and practices are no different in this. In order to adequately explore the social relations of gender and ethnicity within the context of the post 16 education sector, this context and its relationship to gendered and racialised social relations requires documenting. Therefore, the aim of this paper is to begin to document the policy context of adult and community learning (ACL) with a view to being able to explore its relationship to gendered and racialised social relations, through empirical research.