The paper is an analysis of some social factors: economic, social, cultural, political to the reproduction or self-reproduction of inequalities in education. The analysis starts from the examination of the state and role of education in contemporary society. The role of education as a channel for the social promotion of individuals and social groups in contemporary society after the 1950s is considered. It is a period that coincides with the scientific-technological revolution, the emergence of microprocessors and artificial intelligence, as well as changes in macro and microeconomics. Education becomes massive and comprehensive both at the primary and the secondary school level. University education is being developed and the coverage of the population which is included in this level of education is being increased. Education becomes important for acquiring professional competencies and for performing specific tasks. Occupations are professionalized and education, as continuous and lifelong learning, becomes a necessary condition for survival in the profession and for advancing in the career. Education becomes a significant factor for social differentiation and occupation of a social position. Numerous social factors, as well as socially differentiating factors, mechanisms of social selection still continue to affect the opportunities of individuals in the realization of educational achievements. These factors are the economic power of society, economic performance of the family, cultural capital of the family, openness and closeness of society, institutional development, social policy of society, social solidarity, the influence of the political system, the degree of general social inequality, the degree of poverty, the poverty map, social stability, etc. This analysis shows how and to what extent these factors reflect the un/equal opportunities of individuals and groups in education on the example of some countries in transition, as well as some underdeveloped and highly developed countries.