Research tells us much about the effects of primary and lower-secondary schooling on skills inequality, but we know less about the impact of the next stage of education. This article uses a differences-in-differences analysis of data on literacy and numeracy skills in PISA 2000 and SAS 2011/12 to assess the contribution of upper-secondary education and training to inequalities in skills opportunities and outcomes. It finds that greater parity of esteem between academic and vocational tracks, as found in German-speaking and Scandinavian countries, has some positive effects in mitigating skills inequality. However, the most important factors seem to be high completion rates from long-cycle upper-secondary education and training and mandatory provision of Maths and the national language in the curriculum.