Weam (left), 19 years old; student in Computer Science (first year) at Lebanese University (UL), on a DAFI scholarship; from Dara'a, Syria; in Lebanon since 2015; interviewed on 03 October 2018 on UL Hadath Campus in Beirut.

On the right is Weam's friend, Diala, a first-ydear Biology student, also on a DAFI scholarship.

Weam: "We came to Lebanon in the summer of 2015. I entered my final year of high-school here in Lebanon but the classes were in English, which was a very big challenge. I learned mostly online, by myself. I also had to face some degree of exclusion then as I was the only Syrian student. 

During my first year at university, I took Physics, but then I changed to Computer Science. I have just started actually.

My parents, my two brothers and my sister live in Batroun, north of Beirut. I live here by myself, in a student dorm. I am the oldest one. My mother is a nurse and my father is a religious teacher. 

I feel very happy to be given the chance to study at university, as it is the road towards independence. 

Life on campus is both beautiful and tiring at the same time. I get to meet a lot of new people. Since I have started my college studies, I have become stronger, in terms of my personality as well as in the area of decision-making. 

At the moment I am learning English, French, Greek and Turkish. 

On the weekends, I like to play football and tennis, and to walk in the forest. I also love video games. My professional goal is to work in the field of programming or gaming, as a manager. But it will not be easy: first, I will need to financial means to do so and secondly, there are not too many gaming companies in the region. That means I will probably have to go abroad to pursue my career goals. 

My message to everyone listening is that one has to put in a lot of willpower and hard work to achieve one's dreams."
© UNHCR/Antoine Tardy

Tertiary education

Goal: 15% of refugees access higher learning by 2030. #15by30

Right now, only 1 per cent of refugees have access to higher education.*  

By 2030, help ensure that 15 per cent of refugees have access to tertiary learning.

It’s an ambitious target. But we know how to achieve it:

  • Scholarship programmes in the first country of asylum
  • Connected Learning programmes: a blended learning approach in partnership with a network of accredited universities
  • Technical and Vocational Education and Training (TVET): education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods
  • Establishing complementary pathways to protect refugees through higher education opportunities in third countries
  • Advocacy with ministries, universities and academia to expand access for refugee students to universities and to mitigate barriers that prevent refugees from enrolling in university

Be part of the solution.

Join us. Together, access to higher education for more refugees can become a reality.

Sustainable Development Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

SDG4 won't be achieved if we don't prioritize refugee education.

Ecuador. Carmen hopes to inspire other women

Global Compact on Refugees

The Global Compact acknowledges that education and recognition of qualifications can increase the chances of young refugees and their families having an independent working life and can reduce dependence on humanitarian aid.

* The 1% estimate was compiled in consideration of the following: 1) estimated tertiary enrolment rates of Syrian refugees in the five main hosting countries in the Middle East and North Africa region (Lebanon, Iraq, Turkey, Egypt and Jordan); 2) global DAFI enrolment; 3) global Connected Learning enrolment; and 4) a grouping of other known enrolment.