He was remembering his brother, the first in the family to attend university, who tragically died shortly after graduating following a terrorist attack in their homeland Somalia.

Today Abdullahi, aged 46, who graduated with a 2:1 in Social Policy from the University of Bristol last summer, will share his personal story at the launch of a report highlighting the challenges and opportunities for people from refugee backgrounds to access higher education.  

Abdullahi said: “If you think it’s impossible, I am proof that nothing is impossible. My family are all incredibly proud and my brother would also have been thrilled because he really encouraged me. 

“Even if things aren’t heading in the right direction or no matter what the barrier is, there’s always a way. There is tremendous support to call upon, so if you’re willing, I urge everyone to just go for it.”

Abdullahi’s return to study happened in the midst of the COVID-19 pandemic, more than 15 years after he first arrived in the UK to join his wife in London.

“There weren’t that many options available for me, as my English was limited and I had family commitments. So I took all sorts of jobs, working in warehouses, social care and transport – anything to earn a living,” he said.

“During the pandemic, I was working as a support worker and part-time Uber driver so I could support my family here as well as my late brother’s family back home. I heard from a friend about a Foundation programme for people like me who haven’t been to school in many years, which sounded great. This seemed like the perfect opportunity to get back into it and realise my ambition as a mature student.”

The Foundation in Arts and Social Sciences (CertHE) is a one-year introductory course designed to prepare students for a Bachelor's degree. Applicants do not need any formal qualifications, as the course introduces students to a full range of skills essential for undergraduate study. 

Abdullahi added: “The Foundation gave me help with written English and my UCAS application. At first, it all felt very strange and hard, but the support was excellent so I kept going. I chose to study social policy as it related to my previous experience in care work.”

Juggling full-time study with supporting his family was no mean feat.

“I found the assignments tough, and meeting the deadlines on time was also a stretch. But my tutors were backing me all the way, as well as my wonderful wife, who always insisted she believed in me every time I complained about the assignment workloads,” he said.

“Somehow I managed to get it over the line. It was such an amazing feeling that made all the difficulties and sacrifices over four years worthwhile. It’s a fitting tribute to my brother, whose great potential was cut short.” 

The research report draws on interviews with 38 participants, including refugees at different stages in their educational journeys, and people working in universities, further education colleges, local authorities and non-governmental organisations (NGOs) across the south-west.

Co-lead report author Professor Corinne Squire, Chair in Global Inequalities at the University of Bristol, was one of Abdullahi’s lecturers.

Prof Squire said: “I hope Abdullahi’s story is an inspiration to others who may be thinking they missed their chance or the obstacles are simply too high. Many successful students come from refugee backgrounds and Abdullahi’s remarkable achievement bears testimony to this.

“This is not just a story of one person’s success. Abdullahi also made time to give back during his degree by tutoring others from refugee backgrounds aiming to go to university.”

Currently, just 7% of people from refugee backgrounds go to university globally – compared to 38-40% of the general population – but the United Nations High Commissioner for Refugees has set a target of raising this to 15% by 2030.

The report, funded by the University of Bristol Temple Quarter Engagement Fund, highlights how universities, colleges, local authorities and NGOs, as well as refugee communities themselves, are providing vital support to refugees trying to access higher education amidst economic and immigration policy challenges. 

Participants reported benefits from higher education included financial and career gains, social inclusion, and a greater ability to help their families and communities. They also noted refugees’ strong motivation to pursue their education, and the broad educational and professional backgrounds which they bring to the UK. But transferring and topping up pre-university qualifications, lack of awareness and information, overstretched English language training resources, and the cost-of-living crisis were cited as significant obstacles.

Co-lead report author Mir Abdullah Miri, himself from a refugee background, recently worked as an English for Academic Purposes tutor at University of Bristol and is now a lecturer and PhD researcher at the University of Bath.

He said: “The University of Bristol offers a high level and wide range of support with higher education access, along with many universities in the south-west, as well as other organisations which help refugees. By taking a coordinated approach, we can build a bigger, more robust window of opportunity for refugees to advance their education and futures.”

Co-lead report author Holly Rooke, a University of Sheffield PhD researcher and University of Bristol alumna, added: “The report shows further scope for universities, colleges, NGOs, and local authorities to work more closely together to offer holistic, refugee-centred support. This could include alternative English language tests, better recognition of non-UK qualifications, more accessible higher education information, and expanded outreach to refugee communities.”

Policy recommendations made in the report include calling for asylum-seekers’ work, housing and study limitations to be reduced to help them advance their education, further financial support through university scholarships and grants, and expanded pre-university provision in colleges.

Illustrating the ongoing challenges, Abdullahi has successfully applied to study for a Master’s degree in Public Policy but funding is lacking.

He said: “I’ve deferred my place for financial reasons. Life continues and you have to cover your outgoings. The journey through higher education is never easy and this is just another bump in the road. I’m still very grateful for all the support and positive about the future. Where there’s a will there’s always a way.”

Professor Palie Smart, Associate Pro Vice-Chancellor for Global Civic Engagement at the University of Bristol, who will be speaking at the report launch, said: “Abdullahi’s story is so humbling and such a credit to all his hard work and tenacity. It is especially heartening that despite facing many challenges himself, he still made time to help others in similar situations.

“Many students from refugee backgrounds in Bristol and across the region overcome great adversity to reach their academic goals. That’s why it’s so important to celebrate these tremendous achievements, whilst also recognising the significant obstacles facing individuals and the sector. Through greater understanding and closer partnership working, we can hopefully provide more support and further widen access to higher education so universities truly are places of equal opportunity for all.”     

Paper

‘“It’s not just opening the doors”: The perspectives of refugees and those working with them in the south-west of the UK on refugees’ higher education access’ by Mir Abdullah Miri, Holly Rooke and Corinne Squire