Executive Summary:- Chapter 1 | Introduction: This survey was carried out to provide stakeholders with a comprehensive overview of the options for and implications of implementing the Higher Education programme. This evaluation has examined Higher Education in the following areas. 1) The ways that refugee students can access opportunities to Higher Education 2) The impact that this would have on the education provided in the camps 3) The role that accreditation and accredited qualifications would play in the education system in the camps 4) The requirements to deliver a Higher Education programme for stakeholders 5) The risks and threats that exist for the delivery and impact of the Higher Education programme The foci of the evaluation and the ensuing recommendations are: 1) Learners and learning process in terms of what it leads on to 2) Personnel: Teachers (and their training), Admin, NGO/CBO roles, relationships and responsibilities. 3) Curriculum and learning assessment 4) Materials and physical facilities 5) External factors/ variables/opportunities..... Chapter 2 | The right to learn: This chapter addresses the way that internationally agreed conventions and frameworks are supported by the provision of Higher Education for refugees. It also presents information regarding the rights of individuals to gain accredited education and how these support the process of inclusion that has been begun by ZOA already...... Chapter 3 | Education in the camps: An overview of the opportunities to study in the refugee camps is given in this chapter. The range of courses from KG to Tenth Standard is presented. The problems and challenges associated with delivery of quality education are also stated in sections four to six of this chapter including problems information on the impact of resettlement on the refugee education system and the problems that exist regarding access to Higher Education...... Chapter 4 | Higher Education Opportunities: The main options that have been developed by stakeholders regarding refugee access to Higher Education are presented in this chapter. The information given is a comprehensive presentation of the views and perspectives of the various actors and stakeholders involved in the proposed refugee Higher Education programme. The situation regarding access to Thai-language programmes at universities in Thailand is provided first and followed up with research findings for access to English-language programmes at universities in Thailand and access to Higher Education through distance learning...... Chapter 5: | Programme design and issues for further investigation In addition to the information given throughout the research process related specifically to the options that are being explored there has been considerable information given that related to the overall set up of the programme. This ranged from the goals of the programme to community needs and the role of graduates to support these needs. Other areas discussed in this chapter include NGO and CBO roles and responsibilities and the requirements that will need to be met to run this programme. There is also an overview of suggestions and comments provided by those consulted during this research...... Chapter 6 | Accreditation and recommendations for the process: The issue of accreditation is discussed in detail in this part of the report. There have been different options proposed to resolve the lack of accredited education available for refugees. The first option is the use of GED or another form of testing to measure students? aptitude and ability. The second option discussed is a medium term option of providing a foundation course for students to have the opportunity to prepare themselves for GED or similar. The longer term option that was given by interviewees was the alignment of the camp curriculum to the Thai curriculum The opportunities and risks of this are presented in detail in this section of the chapter and information is given to support the process...... Chapter 7 | Assessment of the impact of Higher Education on the education system in the camps: The development of opportunities for refugees to access Higher Education has been seen to be likely to have an impact on the education system that operates in the camps. The possible impact of the programme on the General Education in the camps is presented with details regarding the routes that graduates would be likely to take. There is a presentation of information relating to the need for graduates to be ‘channelled? into supporting the community and the responsibilities for NGO and CBO staff to monitor and support the situation. Other topics in this chapter are related to the impact of Higher Education on Post Tenth Standard education and points to note to reduce any negative impact as well as an overview of the KED planning for Post Tenth Standard education. Other information in this chapter concerns the need for a broad spectrum of educational opportunities to be considered and the role of the Thai NFE system is introduced...... Chapter 8 | Risks: Various risks have been seen to be present for the implementation of the Higher Education programme. The main risk has been identified to be the resettlement programme. Other areas that can be risks if there are not steps taken to establish and monitor the programme that have been discussed are NGO responsibilities and perceptions regarding the role and benefits of providing Higher Education. Also flaws and inaccuracies in the research process are considered here...... Chapter 9 | Strategic recommendations: This chapter provides a set of strategic recommendations for ZOA and the other partner organisations to consider in the development of the Higher Education programme. Each of the following strategies has sub-strategies provided to help ensure that actions and activities are supporting the guiding strategies. 1. Strategy to develop access to opportunities for Higher Education 2. Strategy to support learners to gain accredited education 3. Strategy to ensure that the programme is beneficial for the refugee education system 4. Strategy to ensure access to the programme is inclusive 5. Strategy to ensure that implementation support is present at all levels 6. Strategy to work on sustainability and capacity building..... Chapter 10 | Conclusions: The conclusions provided in this chapter are given to show a suggested approach for the partner organisations to assist with their implementation planning. The text is supported by the table provided in Appendix II which presents the development of the three options and supporting activities as broken down into stages for implementation.