In response to repeated calls for education systems to respond more flexibly to enable children from nomadic communities to gain education access, progress in engaging all those termed here Mobile Out of School Children (MOOSCs) has been limited. For those who do access a school at the beginning of the school year, livelihood-related mobility is likely to precipitate later drop-out because education provision lacks the requisite flexibility to accommodate learner movement. Finding ways to retain them is a challenge that, if not addressed, leaves enrolled learners at risk of relapsing into MOOSC status and being 'left behind'. The paper reviews past global experience and proposes a re-framing of the notion of 'school' that, consistent with the needs of mobile learners, is spatially dispersed. It examines the case of a networked approach to schooling provision for children in mobile pastoralist communities in Ethiopia which embeds education within the system of pastoralist resource management and orientates service provision accordingly. It concludes that networked schooling has useful potential to address ongoing challenges of enabling mobile learners to enjoy sustained access to schooling provision, but also highlights numerous challenges associated with leaving none behind.