We are living in an age where almost 130 million people are forcibly displaced – twice the number of a decade ago. Yet while the global humanitarian system groans under the weight of rising emergencies and dwindling funds, one essential solution remains drastically under-used: higher education.
For young refugees and displaced learners, higher education is a path out of crisis and into a future where they can contribute, lead and thrive. It’s a powerful path towards independence and rebuilding – not just for individuals, but for entire communities.
Today, only 7% of refugees are enrolled in higher education, far below the international goal of 15% by 2030 (15by30 goal). In low- and middle-income countries – the regions hosting the vast majority of displaced people – the number is much lower.
Why is this happening? The reasons are many: legal and administrative red tape, lack of recognition of prior learning, prohibitive costs, distance from campuses, limited access to technology, and a failure to adapt to the complex needs of displaced learners.
Refugee women and learners with disabilities face additional layers of exclusion. Even where entry is theoretically possible, many are locked out in practice.
But it doesn’t have to be this way.
We need to rethink how higher education is delivered and to partner across the whole of society to also bring education out of campuses and closer to where refugees and the communities that host them are.
This is why we have established the Global University Academy – to bring together universities, NGOs, UN agencies and other partners willing to pool resources to give displaced learners relevant skills and competences through accredited higher education courses and programmes.
This is not only about access. It’s about building flexible, accredited, employment-linked programmes that reflect the realities of displacement. And it’s about recognising that higher education is not a luxury in times of crisis – it’s a lifeline.
The evidence is clear. Refugees who complete higher education earn higher wages and actively contribute to rebuilding their communities. Investing in tertiary education has some of the highest returns of any level of education, especially in low-income settings.
It also strengthens civic engagement, social cohesion and community leadership – key ingredients for peace and stability.
What needs to change?
The Global University Academy partners have just published a policy paper with clear recommendations calling for collective action for change.
First, we must extend the mission of universities. As global actors, universities must see themselves not only as centres of learning and research but also as partners in development and humanitarian action. Governments and donors must likewise recognise higher education as a strategic investment in resilience and inclusion – not an afterthought.
Second, we must break down silos. The path from learning to earning must be better connected. That means linking universities with the private sector, governments, NGOs and refugee-led organisations in the design and delivery of inclusive programmes.
Third, we need to reform legal and administrative frameworks that currently exclude refugees from admission and accreditation systems. We must streamline documentation and admissions processes and recognise prior learning – across borders and crises.
Finally, and urgently, we must increase financial commitments. We need multi-year, pooled investments and a global fund for higher education in displacement – one that supports scalable programmes, digital infrastructure, scholarships, and innovative delivery models.
If we are serious about reaching the 15by30 goal, we must stop viewing higher education as a privilege for the few – and start treating it as a strategic, collective responsibility. Because when we invest in education for displaced youth, we are not only rebuilding lives. We are shaping the future.
