Blog post Part of special issue: The right to education for forcibly displaced people: Exploring ideas on participation, connectedness and technology
Higher education works when it responds to students’ needs and realities: Lessons from the COS model
Introduction
Access to higher education (HE) remains extremely limited for displaced learners despite strong demand. As programmes expand, attention has shifted from access alone to the quality of HE in displacement contexts. Research shows that respond directly to students’ needs and realities, prioritising relevance, flexibility and structured support to overcome barriers and ensure effective learning.
in Community Health and Education in Emergencies reflect these priorities through blended learning, supported by locally based hubs and facilitators. Since 2023, COS programmes have reached more than 345 learners across refugee and host communities in Kenya, Jordan, Niger and Bangladesh.
A mixed-methods impact evaluation (2024–2026) explored student experiences, outcomes and partnerships. The findings below show what supports meaningful engagement, what limits it, and how these patterns compare with existing research.
Key takeaways
- Students value HE that is relevant and flexible
Students valued HE that was practical, relevant, flexible and supported. They appreciated the hub-based blended format, which helped them balance study with work and family commitments while receiving personalised support when challenges arose, alongside workshops that promoted hands-on learning.
Research shows that displaced students value that strengthens employment opportunities and enables real-world application of knowledge. It also indicates that flexible delivery paired with improves engagement and achievement. The COS findings affirm this, showing how flexibility, practical learning and regular support help learners remain engaged despite challenges.
- Transportation, security, and connectivity are key challenges
Students reported ongoing challenges accessing learning hubs due to transportation limitations, safety concerns and unreliable connectivity outside scheduled hours. Many described difficulties travelling where transport options were limited or safety risks were present, while others struggled to learn outside hub hours due to unreliable internet or electricity. Students suggested expanding offline learning options and creating additional connection points to support uninterrupted learning.
‘Students suggested expanding offline learning options and creating additional connection points to support uninterrupted learning.’
Structural barriers to participation in refugee HE is widely documented, including those related to . The COS evaluation supports this evidence by showing how these barriers shape whether students can attend regularly and continue learning beyond scheduled hours.
- HE can offer numerous benefits
Students described multiple personal and professional gains from participating in COS programmes. Many reported greater confidence and readiness to pursue professional opportunities, along with stronger resilience, optimism about the future and improved problem-solving abilities. Many graduates secured new roles aligned with their studies, demonstrating the programme’s practical value.
HE has long been associated with outcomes among displaced learners. The evaluation findings reinforce this, indicating that such outcomes are more likely when programmes are responsive to students’ needs and realities.
- Language and gender considerations are critical for equitable access to HE
Language proficiency and gender-related responsibilities influenced student engagement. Many students struggled to follow courses delivered in languages they had limited proficiency in – particularly English and French. Several female students also faced barriers due to caregiving or household responsibilities and requested additional transport or connectivity options to support their engagement.
and are widely recognised as major obstacles to access and retention in HE. The COS findings agree with this while highlighting the need for broader structural responses, including courses delivered in local languages and targeted support to ensure equitable participation.
- The value of a multi-stakeholder approach to HE
Partnerships were central to developing and implementing COS programmes and to strengthening their quality and relevance. Partner organisations contributed to curriculum design, supported practical learning, and facilitated course delivery across multiple locations and languages. They highlighted the value of the COS model while noting challenges related to diminishing funding and the need for deeper coproduction to keep courses responsive to local realities.
are widely recognised as key factors in sustaining HE initiatives and strengthening programme relevance in displacement contexts. The COS evaluation affirms this, showing that partnerships are most effective when they enable locally administered implementation and meaningful sharing of resources, expertise and decision-making.
Conclusion
The evaluation findings reinforce the consistent message across refugee HE research: programmes are most effective when they reflect students’ lived realities. Flexible delivery formats, practical learning and sustained academic support create meaningful opportunities, supported by collaborative partnerships. At the same time, ongoing challenges linked to transportation, connectivity, language and gender-related barriers continue to limit participation, requiring sustained commitment, creative solutions and collaboration with local actors.