This paper revisits and revisions Education for All (EFA) in the age of global migration with the aim of developing more inclusive approaches towards social justice and equity in education. Drawing on cases of internal and international migration in China and Canada, this paper compares and contrasts policies and practices in the education of migrants and their children to discern common issues and challenges in both country contexts. The findings reveal that despite China's nine-year compulsory education law for all school-aged children, migrant children are often deprived of equitable learning opportunities, resulting in their being the most educationally marginalised in China. The case of Canada demonstrates some of the challenges facing immigrants in having their prior learning and work experience recognised. Lessons learned from this comparative analysis have important implications for the post-2015 EFA revisioning process in terms of developing a holistic, inclusive lifelong learning framework which ensures that the learning needs of both young and adult learners are met through access to equitable learning opportunities as well as recognition of their prior learning and experience.