The call TRANSFORMATIONS-22-2020 focuses on inequalities in access to education from childhood to adulthood. Starting from the shared observation in Europe on the persistence of inequalities in access to education, and with a view to contributing to more inclusive European societies, the originality of the project MovingK is the focus on the movement of knowledge between different levels of organisation, various stakeholders and populations considered remote from education. Indeed, policies and mechanisms aimed at providing access to education for vulnerable groups have been largely criticised for their lack of effectiveness in terms of social inclusion, employability, recognition or well-being of the beneficiaries. Public policies have tried to tackle this issue by implementing specific education and training schemes and individualised social support. However, the coordination between actors has been difficult to achieve. A consequence of these organisational issues is that part of the target population remains in an involuntary or voluntary situation of “non-take-up” (the non-use of rights) of the existing service. To identify the conditions enhancing the cooperation among stakeholders, namely, beneficiaries, grassroot workers, senior managers, civil servants and socioeconomic partners, we shall study the movement of knowledge. We shall not limit our inquiry to scholarly knowledge, like most researchers do, but we will include common sense knowledge and practical sense. By focusing on moving knowledge, we shall analyse “relinkage” policy in Europe, namely, initiatives to reverse inequalities both in education and through education. On the one hand, initiatives aiming at relinking people to education fight school leave and promote digital literacy and adult education. On the other hand, policy aiming at relinking people in society at large through education promotes vocational paths to enhance individuals’ employability, seeks to meet special needs of vulnerable groups and implements linguistic training for people with immigrant background. By focusing on issues of literacy, numeracy, scientific reasoning, digital skills and citizen engagement, the MovingK project aims at answering the following questions. Despite the coexistence of divergent principles of justification - sometimes advocating organisational effectiveness, sometimes advocating ethical-political ideals, sometimes cultural expectations - how do actors negotiate what knowledge is “valid” for common institutional activities aiming at reversing inequalities? In addition, how can relinkage initiatives (to and through education) become a means of empowerment, of strengthening of social bonds, thus increasing the social capital of the target populations? To answer these questions, we will conduct a comparative study of relinkage initiatives in eight countries: France, United Kingdom, Ireland, Portugal, Spain, Belgium, Romania and Cyprus. With an ethnographic approach, we will carry out case studies of initiatives, based on observations and semi-structured interviews. Furthermore, we will conduct quantitative research to identify relinkage policy in Europe over the last twenty years. In addition to empirical inquiries, we will implement a “Cooperative Laboratory” (CoopLa), namely an innovative action aimed at enhancing cooperation between stakeholders. The aim will be to encourage participants to adopt a reflective stance to enhance their collective and individual commitment and the co-production of knowledge. Therefore, the first objective of the project is to promote relinkage policies to/through education by understanding the process of moving knowledge in education and by building a theory about it. The second objective is to test and validate an innovative working method of cooperation CoopLa for actors involved in relinkage initiatives.