This rapid literature review encompassing the following research questions:What evidence exists on the importance of investing in education, and tertiary education in particular, and how it can contribute to overall poverty reduction, social cohesion, and economic stability for both the host country and the global economy? What are the costs of inaction? What lessons learned and best practices could Jordan and the international community at large draw from the role tertiary education plays in improving social and economic outcomes for refugee youth?

Hassan Aden draws from semistructured interviews and goal-mapping exercises to explore the cultural logics of hope, hard work, and success among refugee youths living in Dadaab as they pursue scholarships that will support their higher education aspirations and enable them to resettle abroad.

HaEun Kim, Mirco Stella, and Kassahun Hiticha reflect on the challenges COVID-19 created for the Borderless Higher Education for Refugees project and the project’s efforts to support learning continuity, including allowing students, mentors, and instructors to collaborate on creative solutions.

The following briefing note compendium reflects wide-ranging analysis and insights of the various barriers that refugees and forcibly displaced people experience in accessing, progressing, and completing higher education. At the same time, the briefing notes present considerations that States and other higher education stakeholders should take into account to defend and promote the right to higher education for this equity deserving group.

This paper examines and discusses refugees’ experiences with online higher education during COVID-19, a phenomenon which impacted millions of lives in displaced conditions.

Experts from the social sciences, humanities, arts, and experimental sciences offer interdisciplinary perspectives to translate critical analysis into concrete action. The collection highlights activists, artists, and educators who have initiated projects in cooperation with and for the benefit of populations affected by migration and displacement.

تتكوّن الأدوات التي تم مواءمتها للسياق المحلي من منهجية وتأمّلات، بالإضافة إلى المجال 3 الذي تم تكييفه ومواءمته في  الملاحظات الإرشادية  الخاصّة برفاهية المعلّم في حالات الطّوارئ  للاستخدام من قبل أساتذة الجامعات في الجامعات غير الحكومية في ميانمار.

These contextualization tools consist of a methodology and reflections, as well as the resultant contextualized Domain 3 of the Guidance Note for Teacher Wellbeing in Emergency Settings for use with university instructors in non-state universities in Myanmar.

Estas herramientas de contextualización incluyen una metodología y reflexiones, así como el Ámbito 3 contextualizado que resulta de la Nota de orientación para el bienestar docente en entornos de emergencia para su uso con docentes universitarios en universidades no estatales en Myanmar.

Ces outils de contextualisation consistent en une méthodologie et des réflexions, ainsi que le domaine 3 contextualisé dans le cadre de la Note d'orientation pour le bien-être du personnel enseignant dans les situations d'urgence, à utiliser avec les instructeurs universitaires des universités non étatiques du Myanmar.