This paper discusses the role of policies in promoting or hindering professionalisation in adult education in different contexts. The paper draws generalisations based on three case studies: India, Colombia and Denmark, where professionalisation of adult education is negligible. The methodology includes case studies, policy analysis and a comparative perspective. The paper concludes that the professionalisation of adult education has diminished with the emergence of lifelong learning because the focus of policies has shifted to learning outcomes rather than educators. Stakeholders who favour the professionalisation of adult education and learning, therefore need to ensure the development of distinctive offers, create a market for them and get them acknowledged to convince policy makers for investment.