'It's not just opening the doors': Challenges and possibilities for refugees' HE access: Research report launch

Reserve a spot on eventbrite

NB in-person event only - online event to follow in March

If you're from a refugee background and interested in higher education, or if you're working on refugee issues within HE, FE, local authorities, or NGOs, please come along!

Schedule

4.00: Welcome: Prof Palie Smart, Associate Pro-VIce-Chancellor, Civic Engagement, University of Bristol

Findings and recommendations from the research: Mir Abdullah Miri, University of Bath and Holly Rooke, University of Sheffield.

4.20: Panel and audience discussion: Jacqueline Conradie-Faul, University of Bristol; Annie Karuimbo, Voices Network; Abdullahi Abdi, University of Bristol alumnus; Helen Kiddan, Bristol Hospitality Network.

5.00: Group discussions: How can we work together to support and improve HE access for refugees?

5.40: Conclusions and actions

Research Summary

'It's not just opening the doors': Challenges and possibilities for refugees' HE access.

Mir Abdullah Miri, PhD researcher and lecturer in the Department of Education, University of Bath mam306@bath.ac.uk, Holly Rooke, PhD researcher in the School of Geography and Planning, Sheffield University hkrooke1@sheffield.ac.uk and Professor Corinne Squire, School for Policy Studies, University of Bristol corinne.squire@bristol.ac.uk. Contributing authors: Ruqaiyah Kaderbhai, School of Education; Rose Kane-Smith, Evie Vaid and Elisha Verebes, School for Policy Studies, University of Bristol

This research explores the barriers and possibilities for refugees wanting to access higher education (HE) in the UK, with a focus on the south-west region. Worldwide, only around 7% of refugees attend university, despite the financial, psychological, social, and career benefits it offers. Recognising these benefits, the UNHCR has set a target of 15% of refugees accessing HE by 2030.

The study draws on interviews with 38 participants from refugee backgrounds, universities, Further Education (FE) colleges, NGOs, and local authorities, addressing HE’s benefits for refugees, the barriers and resources affecting HE access, and the challenges and possibilities for progression.

Findings highlight the intensifying hostile environment for refugees, created by discriminatory immigration policies, alongside rigid academic systems, and resource shortages. At the same time, the research documents the growing extent and expertise of support from universities, NGOs, and other sectors, particularly since the mid-2010s, which provide essential resources to refugees navigating these barriers.

The research identifies several key recommendations for improving HE access for refugees. These include removing asylum-seekers’ work and study limitations, increasing financial support through scholarships and maintenance grants, and providing free digital skills training. Universities, NGOs, and local authorities should collaborate to offer welcoming, refugee-centred, and holistic support, including alternative English language tests, better recognition of non-UK qualifications, and more accessible HE information. Transparent data on refugee admissions and outcomes should also be published to ensure accountability. The study calls for transformative, coordinated action to build an expanded, socially just, and refugee-centred approach to HE access.

Many thanks to Bristol University’s Temple Quarter Engagement Fund for supporting this research.