Cambridge and Alsama Project partner on G12++ qualification to help refugees and displaced youth access higher education and employment globally
Cambridge University Press & Assessment and the Alsama Project have entered into a partnership agreement to develop a new school-leaver qualification aimed at improving access to education, training and employment for refugees and displaced young people, including those in Nigeria.
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The agreement was signed during the Education World Forum and brings together the two organisations to scale the proposed G12++ qualification internationally, with the goal of creating a recognised academic pathway for learners excluded from formal education systems.
The initiative targets millions of displaced youths worldwide who lack access to recognised secondary school certification, a barrier that limits entry into universities, vocational training and skilled employment opportunities.
Nigeria, which hosts an estimated 3.6 million forcibly displaced persons, is among the countries expected to benefit from the rollout of the programme, alongside other regions affected by conflict and displacement.
Globally, an estimated 117.3 million people are forcibly displaced, including nearly 50 million children, with only a small proportion gaining access to higher education due to systemic barriers.
The Alsama Project, an education-focused non-governmental organisation based in Shatila refugee camp in Lebanon, originally developed the G12++ qualification to address gaps in formal education for displaced learners.
The programme is designed to assess critical thinking, practical skills and real-life problem-solving abilities rather than rote learning, offering an alternative route to further education and employment.
Cambridge has worked with Alsama over the past two years to refine the assessment framework, drawing on its global experience in testing more than eight million learners annually across over 170 countries.
The first G12++ examination was conducted in February 2026, with reports that several students who previously lacked basic literacy and numeracy skills have since achieved certification through the programme.
Under the new partnership, both organisations will expand the qualification’s reach through international NGO networks, while also engaging universities, employers, governments and technical education institutions to secure formal recognition.
Cambridge said the goal is to ensure displaced learners can access structured pathways into higher education and the labour market, regardless of disrupted schooling backgrounds.
“In times of conflict, education is so often among the first casualties,” said Jane Mann, Managing Director of Partnership for Education at Cambridge, adding that displacement continues to deny millions of young people access to learning opportunities.
Alsama Project co-founder and CEO Meike Ziervogel described the initiative as a breakthrough for displaced learners, stressing that lack of recognition, rather than ability, remains the primary barrier to opportunity.
A former refugee student, Wissal Al-Jaber, also shared her experience, saying the qualification gives displaced learners a chance to demonstrate their abilities and pursue future academic goals despite disrupted education.
The University of Cambridge said the initiative aligns with its commitment as a University of Sanctuary, supporting displaced people globally through inclusive educational opportunities.
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The G12++ programme is now being positioned as a global framework for non-formal education assessment, with stakeholders calling for wider participation from universities, employers and policymakers.
