Oxford University
University of Oxford receives further £2m gift from Fondation Docteur Sadok Besrour to strengthen academic primary care in Tunisia
The University of Oxford has received a further generous £2 million donation from Fondation Docteur Sadok Besrour to strengthen the regional impact of primary care research and education in Tunisia.
The new gift builds on the Foundation’s 2025 gift of £8.4m in support of global primary care at Oxford and reinforces the University’s long-standing commitment to advancing global health through research, education and international partnership.
Housed in the Nuffield Department of Primary Care Health Sciences, internationally recognised for research into health systems and community-based care, the funding will support a focused programme to strengthen academic primary health care in Tunisia.
In the first instance, the gift will fund:
- A national situational analysis of academic primary health care in Tunisia, to assess current capacity, opportunities and priorities for development
- The establishment of a Professor of Primary Care position in Tunisia, providing senior academic leadership and long-term sustainability
- The development of educational pathways to support and train the next generation of leading Tunisian Academic Primary Health Care practitioners.
These initiatives aim to enhance research capacity, strengthen academic leadership, and support the development of high-quality, evidence-based primary care systems in the region.
Docteur Sadok Besrour said: ‘Strengthening primary care is essential to building resilient health systems. Trained in family medicine at McGill University in Canada, where I was among the first generation of family physicians, I went on to co-found the Besrour Centre in partnership with the College of Family Physicians of Canada to advance family medicine globally, and to introduce and develop the discipline nationally in Tunisia across its four faculties of medicine. I have long believed in the importance of academic leadership and training to support the next generation. We are proud to continue our partnership with the Nuffield Department of Primary Care Health Sciences and the University of Oxford to support this work in Tunisia and across the region.’
Professor Sir Aziz Sheikh, Head of the Nuffield Department of Primary Care Health Sciences, said: ‘We are deeply grateful to Fondation Docteur Sadok Besrour for this further generous gift. This investment will enable us to work closely with partners in Tunisia to strengthen academic primary care leadership, research capacity and education. It is an important step in catalysing work to build sustainable systems that can deliver high-quality care to communities.’
Professor Gavin Screaton, Head of the University of Oxford’s Medical Sciences Division, said: ‘This generous donation strengthens Oxford’s long-term commitment to global primary care and to working in partnership with colleagues in Tunisia. By investing in academic leadership and research capacity, this initiative will help build the foundations for stronger, more resilient health systems. We are extremely grateful to Fondation Docteur Sadok Besrour for their continued vision and support.’
Professor Iheb Labbene, Dean of the Faculty of Medicine of Tunis at the University of Tunis El Manar, said: ‘We warmly welcome this generous gift from the Fondation Docteur Sadok Besrour, which marks a significant step forward for academic primary care in Tunisia. This support will strengthen our training, research and international collaboration, not only with the Nuffield Department of Primary Care Health Sciences at the University of Oxford, but also with partners across North and West Africa. It will help advance the provision of high-quality, accessible primary healthcare for all. We are proud to be working together to shape the future of family medicine and academic leadership in Tunisia and across the region.’
The programme will be developed in close collaboration with the Faculty of Medicine at Tunis El Manar University, ensuring that it is responsive to national priorities and supports locally led, sustainable impact.
Further details on the implementation of the programme will be shared in the coming months.
The Oxford Test of English has been officially recognized by Vietnam’s Ministry of Education and Training (MOET) for use across the country’s education system—marking a major milestone for learners, educators, and institutions nationwide.
Following Decision No. 1429/QĐ-BGDĐT, the test is now formally aligned with Vietnam’s National 6-level Foreign Language Proficiency Framework and can be used for university admissions and training.
This nationwide recognition reflects Vietnam’s growing focus on international standards in education and increasing demand for practical English skills.
By adding the Oxford Test of English to its approved qualifications, Vietnam is giving learners greater flexibility and choice, which will enable them to demonstrate their English proficiency through a globally trusted assessment.
Sara Pierson, Managing Director, Oxford English Assessment, said: “We are delighted that the Oxford Test of English has been recognized across Vietnam. This milestone reflects our commitment to providing accessible, flexible, and reliable assessment that helps learners demonstrate the real-world English skills they need to succeed in study and work.”
A practical test for real‑world communication
Developed by Oxford University Press and certified by the University of Oxford, the Oxford Test of English is designed to assess how well learners can use English in everyday academic and professional contexts.
The test covers all four key skills: Listening; Speaking; Reading; and Writing.
Aligned to the Common European Framework of Reference (CEFR), it goes beyond theory—focusing on real-life communication such as presenting ideas, understanding specialized content, and writing emails and reports.
The Oxford Test of English is built for convenience and flexibility:
- 100% online delivery at approved test centres
- Modular format: take all four skills or individual modules
- Adaptive testing: questions adjust to each learner’s level
- Fast results: same day for Listening and Reading; within five days for Speaking and Writing.
This approach allows learners to tailor their test experience, save time and cost, and focus on the skills that matter most to them.
Delivered in Vietnam with trusted local expertise
In Vietnam, the Oxford Test of English is delivered in partnership with UKTA International Education Joint Stock Company (UKTA), the exclusive distributor of the test in the country.
UKTA works closely with local education partners to develop and manage a nationwide network of approved test centres, ensuring that every test is delivered in line with our standards.
Beyond expanding access, UKTA also plays a key role in quality assurance, helping to provide a secure, consistent, and reliable testing experience for candidates across Vietnam.
With a growing network of approved test centres across the country, students can now access the Oxford Test of English easily, with flexible test dates available year-round.
The test’s recognition within Vietnam’s national framework provides a clear pathway for learners to meet academic requirements, support graduation, and strengthen their career prospects in an increasingly global environment.
Discover how the Oxford Test of English can support your goals here.
Editors also point to how open access can shape the longer arc of scholarship. Steven C. van den Heuvel, Professor of Systematic Theology at Evangelische Theologische Faculteit, Leuven, shared an early sign of impact for The Oxford Compendium of Hope.
“Quantitatively, we can see that, despite it has been out only for a few months, it was already downloaded close to 8,000 times.”
According to findings in our new research exploring pupils’ perspectives on the role of AI in classrooms, teenagers are unclear over appropriate use of AI in their schoolwork.
We conducted research with almost 4,000 13-18-year-olds across the UK, revealing the different approaches that young people take to using AI in their schoolwork, and what roles they see AI playing education—both for them and their teachers.
The report follows on from research we published in 2025, which was one of the first pieces of UK research to hear directly from young people regarding their views on AI in education.
Some of our key findings:
Appropriate use of AI is a grey area
While only four in 10 (44%) think it is cheating to use AI to complete all of their homework, almost one in five also think it is cheating to simply ask any AI tool to give them homework tips.
Students are calling for more support from schools
Just 15% of students stated they have been given enough guidance.
77% would like to see their teachers use AI to support their class in lessons
Key areas include using AI to make complex work easier to understand and lesson planning.
Pupils emphasize their teacher’s unique value
73% pointed to a skill their teacher has which AI can never replace, such as personability, empathy, and human understanding.
Using AI in written tasks
In our qualitative studies, students were asked to complete a simple written exercise and offered the choice of using a generative AI tool if they wished. Of those who had access to AI, almost three quarters (72%) decided not to use it. Of those who didn’t have access, less than a quarter (23%) said they would have liked to have used an AI tool if they had been able to do so.
Young people do not use AI as a default for homework
The qualitative studies mirror survey findings, which highlight that young people do not use AI as a default for their homework, with only one in four (24%) regularly seeking out AI tools. Furthermore, one in three (34%) only use AI tools to help with their homework if suggested by their teachers compared to just 13% who are influenced by their friends.
Students are more excited than worried over impact of AI on their education
Four in 10 students (39%) are more excited than worried about the impact of AI on their education, compared to 16% who said they were more concerned and less than one in three (30%) who felt neither way.
What helps students learn more effectively when using AI?
When asked what helps them learn more effectively when using AI, the majority expressed preferences for AI tools that suggested tasks they can do to help them understand the subject better (44%) or asked them questions to help them reach the answer on their own (41%), compared to just one in five wanting an AI tool to give them the answer straight away.
Dr Alexandra Tomescu
Head of Product AI
“Whilst the research highlights that the appropriate use of AI is still a grey area for students, it’s reassuring to see young people’s sophisticated attitude towards AI. Both the research and qualitative studies show AI is not necessarily a default for all students, and despite being excited about its impact on their education they still inherently value the role of their teachers and look to their school for guidance. It’s vital therefore that we support teachers with the resources and tools they need to responsibly guide their pupils and harness AI’s potential in the classroom.”
Read the full report on Navigating AI in Education here, and find out more about our updated AI resources and guidance here.
The post New research shows teenagers are divided over AI use for schoolwork appeared first on Oxford University Press.
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