Research Director, English Assessment

Anthony Green

“The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.”

Language assessment has been at the heart of my career for as long as I can remember, and I find myself just as fascinated by the questions it raises today as I was when I started out. I spent nearly two decades at CRELLA, the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire, eventually serving as Director. As Professor of Language Assessment, I worked with researchers, governments, and testing organizations on some genuinely complex challenges: how we design assessments, what they can actually tell us, and what effect they have on the people who take them.

Research has taken me into many different contexts along the way – from benchmarking university English tests across South Asia to helping establish assessment literacy initiatives in Ukraine – but the constant thread has been collaboration. One of the great privileges of my career has been working with early-career researchers and watching them grow into thoughtful, independent scholars who push the field in directions I wouldn’t have imagined.

That same collaborative mindset shaped some of my most recent work. published a whitepaper with Times Higher Education titled . As the university experience becomes increasingly digital, interdisciplinary, and collaborative, the paper asks students need for today’s world. These are questions I’ve been returning to throughout my career, not just as abstract research problems, but as practical challenges that matter to institutions, educators, and learners alike.

I joined OUP five months ago because I wanted to work somewhere that sees English language assessment not as a barrier, but as a support for learning and a route to greater opportunity. What has always set OUP English language teaching resources apart is how our organization embraces the idea of assessment as integral to learning. The people here really seem to believe that assessment should make a difference in learners’ lives – and that belief shapes the way we work.

As Director of , my focus is on the qualities that make assessments genuinely trustworthy and useful: their validity, fairness, reliability, and, above all, their real-world impact. What that means in practice is building the evidence base that helps our assessments earn the recognition they deserve – whether that’s through CEFR alignment, technical documentation, or research that demonstrates what our tests actually measure and what difference they make to the people who take them. I’m continually struck by how much rigorous, practically meaningful research there is to do in this space, and how much it matters to get it right.

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Senior Product Manager

Maxine Spence

“We have decades of experience��creating levelled readers that build reading confidence. With��Green Sparks, we wanted to harness that��expertise��to��address��one of the biggest themes in education today: sustainability.“

As educators and publishers, we know that children��start��making��sense of the world��around them��long before they can fully articulate��how��they feel about it.��Many children today experience anxiety around issues like climate change and the state of the world.��It became��increasingly��clear to me that we needed a new kind of resource: one that would inform, empower, and inspire��children, rather than overwhelm��them.��

This��need��led to the creation of��, our new strand for international schools, designed for readers aged��four��to��seven. Our goal was simple, but ambitious: to introduce sustainability��to young readers��through engaging storytelling, rich non-fiction, and��age‑appropriate concepts.��What makes this��series unique is��the alignment��of��its��42��carefully levelled books��with the .��All the books are��dedicated to helping children understand and care about their world.

At OUP, we have decades of experience��creating levelled readers that build reading confidence. With��Green Sparks, we wanted to harness that��expertise��to��address��one of the biggest themes in education today: sustainability.

The series��is underpinned by our����system,��which incrementally increases the��level of challenge��and allows children to experience reading success by accessing a text��at the right level for them.��The Green Sparks series is��primarily phonically decodable,��because research shows that systematic synthetic phonics is the most effective way of teaching young learners to read.����We also��introduced����some��topic words��earlier��than��we would usually, where they were essential for��understanding;��sustainability��terms like “waste”��and “flood”��were carefully selected��to ensure that children��comprehend��core concepts.��

Before we started this project, there��was��a��lack��of resources that introduced��the��UN SDGs in a way young learners can��understand and engage with. There were no levelled readers supporting this topic��and certainly none that integrated phonics, global citizenship, and environmental education.��Green Sparks��fills that gap. Although it complements the , we designed it to be adaptable. Schools anywhere in the world, following any curriculum, can use it for reading practice, inquiry‑led learning, or cross‑curricular projects.��

A question I’m often asked is how we translate complex global goals into something meaningful for young learners. Fiction plays a particularly important role in this series. Stories help children explore challenges and emotions at a safe distance: a journey through a forest can spark conversations about habitats. Fiction lets readers step into someone else’s experience with empathy and imagination. At the same time, we knew non‑fiction was essential, not only for knowledge building, but because many young readers are naturally drawn to facts, diagrams, and real‑world imagery. The interplay between narrative and information is one of the series’ greatest strengths.��

In addition��to the clear progression and��levelling��for��every book, we provide��supportive teacher materials, such as��guided activities, prompts, and cross‑curricular suggestions to help adults scaffold understanding. Whether a child is reading independently or exploring a text with a teacher, the structure ensures that concepts are introduced gently but purposefully.��

We were also determined to reflect the global nature of sustainability. The authors contributing to��Green Sparks��come from a wide range of countries and cultural backgrounds, helping us present an authentically international viewpoint. Some books focus on local, everyday experiences while others explore larger global issues, from protecting coral reefs to supporting communities after an earthquake. This balance helps children understand both the worldwide scale of sustainability and the role they can play in their own communities.��

When children understand their world, they care about it. My hope is that��Green Sparks��not only builds reading fluency but nurtures a generation of young global citizens who feel empowered rather than overwhelmed by the challenges ahead.��

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Director of Assessment, Data and Insights

Jonathon Speed

“The Oxford International Standardized Assessments allow teachers to fully understand their students’ strengths, weaknesses, and opportunities to improve. The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.”

As we open the first official test window for the Oxford International Standardized Assessments, I’m proud to mark an important step forward in our global education offer.

Developed collaboratively across OUP, the provide reliable, externally benchmarked, end-of-phase tests that give schools clear insight into learner progress. These assessments combine academic rigour with a low-pressure experience that helps prepare students for future learning.

Endorsed by the University of Oxford, Oxford International Standardized Assessments reflect our commitment to quality, consistency, and innovation in assessment.

The Oxford International Standardized Assessments are a series of digital, end-of-phase tests for students at key ages in primary and lower secondary. The assessments are aligned to both the and the English National Curriculum, in English or English as a second language, science, and mathematics.

Each subject assessment gives informative, data-driven insights with standardized performance scores. What this means in practice is that, for example, in science, a student could discover that they are high-scoring in biology with a deep knowledge of plants and animal behaviour, but still have areas to develop in their knowledge of states of matter in chemistry. This is a much more meaningful and useful method of analysis compared to a single, averaged science score.

For teachers and schools, this means that results can more easily highlight where a particular class, teacher, or year group have mastered an area of the curriculum, but also show where there may be more work to do in developing schemes of work in certain areas. The standardized nature of the assessments allows direct comparisons to be made between students, classes, and even between schools within school chains.

Through these assessments, students will be able to experience a more formal and rigorous exam-style setting in a safe and supportive environment. This is an important step in developing good exam practice, a skill that is continually improved on over time.

Additionally, the Oxford International Standardized Assessments have been certified by the University of Oxford for their design and approach to assessment, so every participating student who completes all their tests will receive a certificate, allowing them to celebrate their achievements.

All the assessments are digital. Most of the assessments are entirely auto-marked, while the extended writing test is manually marked online with no intervention required from teachers or schools. Because of this, results and certificates are available just a few days after a class completes the tests.

Insights gained from the pilot phase

During our pilot phase, we analysed over 26,000 tests and 1,500 questions individually to understand the difficulty and performance for all questions. This allowed us to balance our tests to ensure the difficulty progressed fairly and was equally spaced out throughout the assessments. We used the results from the pilot phase to build out standardization curves, allowing us to compare the results from students across all subjects and topic areas on a standard scale.

The granularity of reporting across the curriculum, combined with the standardized nature of the results, gives a level of insight not previously achieved.

If taken at the end of year 6, the teacher and student can be confident that their progression to secondary school is on a firm foundation. If taken at the end of year 9, the results can be used by the school to best support students as they embark on higher stakes learning, such as .

The assessments undergo an annual refresh to reflect changes in student knowledge and curriculum growth over time. We will seed new items into the assessment each year, allowing us to collect the necessary data to place them accurately into the difficulty model and adjust the standardization curves. We expect to add new subjects over time—but it’s too early to give specific details yet.

Find out more about the Oxford International Standardized Assessments .

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We’re proud to support the National Year of Reading 2026, a UK-wide campaign to address the��.

This initiative resonates deeply with our commitment at OUP to advance knowledge and learning worldwide. We believe reading is transformative: it fuels curiosity and gives people the chance to ‘go all in’ and learn more about the subjects they care about most. It also supports learning, wellbeing, and opens doors to opportunity. ��

Our commitment goes beyond the UK.��Across continents, we��partner��with schools, governments, and communities to raise reading attainment and foster a lifelong love of reading.����

As reading habits evolve, we embrace both print and digital formats to ensure reading remains inspiring, accessible, and relevant. This year, we’ll share stories and initiatives that show how reading in all its forms can help you ‘go all in’ and unlock more of what you love.

We asked some of our colleagues from across our global offices for their personal reflections about what reading means to them.

Elizabeth Munn

Managing Director, Education

For me, reading is the beginning of possibility. It can open a child’s world, helping them to understand themselves, others, and the environment we all share. Working with OUP’s beautiful children’s books, I’m reminded of the transformative power a single story can hold. , for example, shows how words and illustrations can combine to create something magical—a story that not only captivates young readers but inspires them to care about the world around them.

Stories like this demonstrate why reading matters. They prompt children to ask questions, expand their imaginations, and see their place within a much bigger global story. And that’s why our work at OUP feels so meaningful to me: for generations, we’ve supported learners by giving them access to stories that help them grow.

Matt Davidson

Head of International Primary and Curriculum

Reading means the world to me! Personally, I wasn’t a huge reader as a teenager, but at university I discovered a passion for it that even led me toward pursuing a writing career. However, after countless rejection letters and just a few published pieces, I did manage to find my way into publishing. The books I’ve read over the years have exposed me to culture, philosophy, food, travel, true crime—so much! They still enrich me today, even if I reach for a device more often than a book now.

Professionally, reading is at the heart of everything I do. No matter how forward-looking the work I do with our and resources becomes, it all starts with reading. Research shows strong reading skills and vocabulary knowledge link to future academic and professional success. Therefore, reading, in a way, is a key to children’s opportunities, opening whole new worlds.

Yolandi Farham

Product Director, OUP South Africa

Reading, to me, has always been synonymous with stories and possibility—the possibility to learn, to build knowledge, to imagine boldly, and ultimately to participate fully in the world. Stories connect us. They bridge cultures and generations, nurturing curiosity and shaping young minds.

Yet the power of reading—and the possibilities it unlocks—remains out of reach for far too many children across South Africa and beyond. This is why the work we do at OUP matters so deeply to me.

Through initiatives like our partnership with AVBOB and the Road to Literacy campaign, the Early Grade Reading project, , and our wide range of reading schemes, we are helping to close the gap in access to quality reading materials in children’s mother tongue. Just from the Road to Literacy project alone, more than 1,940 trolley libraries have now reached communities that need them most. Each trolley library represents more than books. It represents��possibility: the chance for children to encounter stories in their own language, to imagine a future beyond their circumstances, and to step into opportunities that literacy makes possible.

To me, reading is not just a skill. It is the first step in unlocking possibilities.

Calvin Poon

Sales Director, OUP Hong Kong

In an age drowning in information, reading has become my quiet act of resistance—a retreat into silence where meaning can rise to the surface. I seek that space not to escape the world, but to hear voices otherwise lost in the noise.

To read is to meet another mind across the distance of time. As a Hong Konger, I experienced this meeting in a unique way. Our city has always been a place where East and West intertwine, and working in publishing here feels like standing at a crossroads of different souls. I am proud that OUP helps build these bridges—bringing Western voices to Eastern readers, and enriching the conversation between us.��

Beyond this connection, reading expands my own world. My direct experience is limited; yet through books, I gain access to lives and places I would never otherwise know.��

Kiran Shahnawaz

Senior Product Manager, English & ECCE, OUP Pakistan

Reading was my first way of understanding the world. I grew up reading fiction—Dastan-e-Ameer Hamza, One Thousand and One Nights, Roald Dahl, Beatrix Potter and many more. Through these stories, I travelled long before I ever left home. When I finally began to travel in real life, I realized that no place felt completely strange and no people felt entirely new. Beneath all our differences, we share the same longings—for belonging, kindness, and hope.

That understanding is at the heart of why I love what I do today. My work lets me expand access to reading in a country where so many children —o����� a third—are under 15, and where stories can help build identity, familiarity, and connection with the world. And to me, that’s the most meaningful part of what we do at Oxford. Through and , we’re opening doors to a world that values many voices, where everyone can see themselves in the stories we tell.

Angeline Matthews

Editorial Assistant, Academic

What reading means to me has changed quite significantly over time. What was a hobby, entertainment, and an imaginative outlet has grown into a passion, career, and everyday resource. From my childhood mystery story days, to the YA moments of the teens, to classic literature in college—I have since pivoted from fiction alone. I decided I wanted to learn something new as often as posisble, which is what led me to OUP, and exploring nonfiction and academic reading.

Reading does not have one meaning; it has several. It contextualizes the majority of comprehension. Reading is understanding: fiction allows us to make sense of the complexities of the human experience, while research allows us to explore critical thought and gain knowledge wherever we choose to seek it. To me, reading means everything. To me, it encompasses both the necessary and the metaphysical.

Anna Silva

Publicity Manager, Academic

I see reading as both an opportunity to escape, and to engage and connect. A book offers the chance to travel to an Italian coastal village—feel the heat of the summer sun on my upturned face, hear the cicadas in the long grass—when the weather outside the window has failed to deliver. As I read with my children, we visit fantastical words together, and laugh at ridiculous situations, but also meet people far outside the realms of our daily experience. Books offer readers the chance to think across millennia, and to consider the present; to see the parallels and divergences in human experience across time and space. To me, reading is an essential gateway to engaging with the meaning of our lives.

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Managing Director, UK Education

Elizabeth Tyler

“Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.”

The UK government’s recently published curriculum and assessment review marks a pivotal moment for education. The vision is clear: building a world-class curriculum for all and equipping young people for our rapidly changing world.

The review sets out a plan for a curriculum that enables teachers to impart critical knowledge and inspire a love of learning. It emphasizes the importance of strong foundations in the primary years, so that students embark on secondary education with confidence, enthusiasm, and curiosity. It also points out the importance of reading as a key skill to enable access to the complete curriculum and introduces new measures to support all students in becoming proficient readers.

The final curriculum will be published in spring 2027 and implemented from September 2028. While the revision of the curriculum presents a real opportunity, it will need strong implementation planning by school leaders and teachers. As Managing Director of UK Education at OUP, I see this as a chance to reaffirm what matters most. We must support teachers and learners with the knowledge, skills, tools, and confidence they need to help every child thrive in a changing world.

I’ve outlined below my six key take-aways from the report and how OUP can support:

Reading and literacy
The review reinforces the importance of reading, from learning to read and decode to cross-curricular literacy and reading for pleasure as drivers of attainment and engagement. Strong foundations in reading are critical for progression, and we welcome the introduction of the Year 8 reading test to ensure students continue to build confidence and fluency beyond primary school.

OUP has decades of expertise in phonics, early reading, and fostering a love of reading. Our trusted programmes including , ,�� (ELS), and have helped generations of learners, and our support for reading at Key Stage 3 enables learners to become confident readers in secondary school. We continue to collaborate with educators to provide evidence-based resources and professional development that empower teachers to nurture confident, motivated readers.

Oracy��
Oracy—the ability to express oneself fluently and communicate effectively—is increasingly recognised as essential for academic success, confidence, and wellbeing. It supports learning across subjects and equips students with vital communication skills for life beyond school.

The review recommends introducing an oracy framework for primary and secondary children, placing spoken language alongside reading and writing as a core skill. This reflects a growing understanding that oracy underpins learning and prepares students for future challenges.

OUP champions oracy through our publishing and partnerships. Techniques are embedded in Read Write Inc. and ELS, and are woven throughout . We also work with Voice 21, the UK’s leading oracy education charity, to define best practice for embedding oracy across subjects. Together, we have developed free resources such as and to help schools integrate oracy into everyday teaching.

Supporting learners with SEND
We welcome the review’s call for greater inclusion and its recommendation for evidence-led guidance on adapting curriculum and pedagogy for children and young people with special educational needs and disabilities (SEND). This aligns with our long-standing commitment to creating resources that are accessible for all learners. For example, the is built around equitable learning, and its research-based inclusive approaches bring benefits to all.

Our recent shares insights from 260 schools, practical advice from SEND experts, and case studies of inclusive classrooms. From differentiated materials to targeted interventions, we work closely with schools to ensure every learner can make progress. As one school implementing our Read Write Inc. phonics programme commented: “Our children make progress in reading regardless of their background, language, or SEND status.”

AI and digital
Technology is transforming teaching, learning, and assessment. AI offers opportunities to personalize learning, reduce workload, and enhance classroom experiences, but only when guided by educational value. These developments make digital literacy essential skills for all learners.

The proposal for a new qualification in data science and AI for 16–18-year-olds reflects this shift, signalling the importance of preparing young people for a future shaped by intelligent technologies. At OUP, we believe technology should serve learning, not the other way around. Our explores the impact of AI on students’ skills and provides advice for schools looking to develop AI literacy in the classroom. As digital innovation accelerates, we remain committed to supporting educators with solutions that are ethical, evidence-based, and focused on meaningful outcomes.

Assessment
The review aims to ensure that assessment reflects the breadth of the curriculum and captures the strengths of every young person, striking the right balance between different assessment methods. We welcome the proposed reduction in assessment burden at GCSE, which should help alleviate pressure on students while maintaining high standards.

Effective in-school assessment is a powerful tool for driving improvement. It helps teachers identify learning gaps, tailor their teaching, and unlock progress for every student. When used well, assessment supports both academic achievement and learner confidence.

Our resources are designed to support formative and summative assessment across subjects, with tools that provide actionable insights for teachers. For example, plays a central role in schools’ digital learning ecosystems, integrating formative assessment tools that enhance teaching and learning. Alongside this, our comprehensive revision resources, such as , help students prepare effectively for exams, ensuring they feel confident and ready to succeed.

Subject changes and implementation
We’re looking forward to working alongside subject communities, teachers, and partners to bring these changes to life. Our focus is on continuing to help educators develop coherent, sequenced, knowledge-rich curricula and giving them the tools to adapt and deliver these effectively in their own contexts. We’re committed to increasing access to triple science, drawing on our expertise to remove barriers through targeted support, CPD, and high-quality resources.

Embedding diversity and inclusion across subjects and resources remains a priority, ensuring every learner sees themselves reflected in what they study. At the same time, we want to equip students with the critical skills they need to thrive in a rapidly changing world—building analytical thinking, media literacy, and financial literacy into the curriculum.

To achieve this, we’ll continue to innovate in ways that make teachers’ planning and delivery as efficient and effective as possible, leveraging AI tools and high-quality resources to save time and enhance impact in the classroom.

Continuing to lead with learning
Change is constant, but so too is our commitment to working with and empowering teachers. We combine trusted content with responsible technology, grounded in research and best practice. Our ambition is clear: to empower teachers and learners with solutions that respond to the evolving needs of UK schools, today and for the future.

Find out more about our response to the curriculum review .

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Generative AI and Machine Learning Product Specialist

Dr Alexandra Tomescu

“This research is a powerful reminder that students want to collaborate with their teachers to navigate the challenges of AI.”

In October, ����VLOG Press released a report exploring how young people in the UK perceive and interact with AI in their education. As someone deeply involved in the development of AI tools for learning, I found the insights both illuminating and encouraging.��

We surveyed 2,000 UK students aged 13–18 to understand their experiences, concerns, and aspirations around AI in the classroom. The results revealed a generation that is not only engaging with AI tools but also thinking critically about their impact.��

Despite widespread use with 80% of students saying that they use AI in their schoolwork, less than half (47%) feel confident identifying accurate AI-generated information. A third (32%) admit they can’t tell if AI content is true, and 21% are unsure. This signals a clear need for guidance and support.��

Students are asking for help. Nearly half (48%) want teachers to explain how to judge the trustworthiness of AI content, and 51% want clearer rules on when and how to use AI tools. Interestingly, a third believe their teachers lack confidence in using AI themselves, and many students would like to see more AI resources integrated into lessons.��

Concerns about AI’s influence are also prominent. Sixty percent worry it encourages copying over original thinking, and 51% fear it may reinforce bias or stereotypes. Almost half (48%) suspect their peers are secretly using AI to complete schoolwork, and 47% worry teachers can’t detect it.��

Yet, there’s optimism. Nine in ten students say AI has helped them develop a skill—problem solving, idea generation, and exam prep top the list. At the same time, 62% report negative effects, such as reduced creative thinking and over-reliance.��

What struck me most was the sophistication of students’ responses. For 60% to express concern about AI promoting copying over creativity shows a deep understanding of what learning is meant to achieve. These are not passive users, they’re actively evaluating the role of technology in their education.��

To support schools, we’ve launched the , a dedicated home for expert insights, peer advice, and practical resources. It includes our AI Framework for UK School Resources, which outlines the principles guiding our approach to AI tool development.��

This research is a powerful reminder that students want to collaborate with their teachers to navigate the challenges of AI. It’s our responsibility to ensure that AI tools are built on trusted content, sound pedagogy, and a deep understanding of learners’ needs.��

Read the full report, , and explore the ��for expert insights, practical resources, and our AI Framework for UK School Resources.

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Director, Assessment

Andrew Nye

“By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today’s learners but also build a stronger, more trusted reputation in the wider education community.”

In today’s fast-moving education space, choosing the right English language assessment solutions can make a real difference. It’s a strategic decision that can shape how learners progress and how smoothly your institution operates, with the potential to improve outcomes, build confidence, and enhance the day-to-day experience for everyone involved.

From my experience, it’s not about ticking boxes or becoming a test centre. It’s about finding the right partner and the right tools to help your institution thrive.

Here are some of the most important things for institutions and decision makers to consider:

Once you’ve found the right assessment solution, it’s worth thinking about how your institution can take things a step further.

Becoming a test centre isn’t just a badge of honour. It brings real, practical benefits that support your learners and strengthen your institution’s position in the education landscape.

One of the biggest advantages is the added credibility that comes with being associated with a globally recognized assessment brand. It signals to students, parents, and partners that your institution meets high standards for quality, security, and professionalism. It also helps you stand out from the crowd, especially in a competitive market, by showing your commitment to trusted, high-quality assessment experiences.

Partnerships are another big plus. As a test centre, you can collaborate with local schools, universities, and employers to offer reliable, accessible testing option. These relationships can help raise your profile and bring in new learners through word-of-mouth and referral networks.

You’ll also benefit from ongoing training and support from the assessment provider. Whether it’s setting up systems, training staff, or staying up to date with best practices, you’ll have expert guidance throughout the process.

And perhaps most importantly, becoming an approved test centre contributes significantly to learner success. By offering high-quality assessments locally, you remove barriers like travel and scheduling, making it easier for students to take the next step in their academic or professional journey.

Essential skills for higher education entry tests

When a test is used as part of the entry process for higher education, it needs to do more than just meet basic requirements; it should give a clear picture of whether a student is ready to thrive in that environment.

Strong language proficiency is the foundation. A well-designed test should cover all four core skills: reading, writing, listening, and speaking. At more advanced levels, it should include mediation tasks too. At C1 level on the CEFR, for example, students should be able to combine skills in meaningful ways, like listening to a lecture and summarizing it in writing. These kinds of integrated tasks show how well learners can process, connect, and communicate ideas, just like they’ll need to do in real academic settings.

Then there are the academic and study skills that, while not always assessed directly, can still be reflected in the way a test is designed. Timed tasks, for instance, can mirror the pressure of managing deadlines or working under exam conditions. Writing tasks that require students to bring together information from multiple sources can give a good sense of how well they can research, evaluate, and build a coherent argument. These are skills that are essential for success at university.��

Choosing the right assessment solution and knowing how to make the most of it can have a lasting impact on both learners and institutions. From selecting tests that reflect real-world language use, to becoming an authorized test centre, to understanding what higher education institutions value in a test, every decision plays a part in shaping learner outcomes and institutional success.��

By focusing on quality, relevance, and accessibility, institutions can not only meet the needs of today’s learners but also build a stronger, more trusted reputation in the wider education community. And ultimately, that’s what it’s all about: giving learners the best possible chance to succeed, wherever their journey takes them.

You can find out more about English language assessment at OUP .

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Ever wondered how our books reach people in some of the most remote corners of the world?

At ����VLOG Press, we further the University of Oxford’s objective of excellence in research, scholarship, and education by publishing worldwide. Ensuring access to high-quality education resources, regardless of location or internet access, is essential to that mission. From fostering a love of reading to supporting lifelong learning, our work is contributing to education globally.

We speak with colleagues from OUP South Africa to learn more about the work they do to get high-quality learning materials to learners across the continent.

What are some of the challenges you and our distributors face in getting books to rural areas?

Vanessa Duff, Operations Director – Africa: Access to remote communities can present geographical and infrastructure challenges. In areas where the road network is compromised (or possibly non-existent), couriers can struggle to reach the delivery addresses. Inclement weather can further impede our access, where the terrain or roads and bridges are washed away. Many parts of the countries we serve are faced with political instability, which can make those areas unsafe. As a result, there may be few suppliers who are able to serve those communities, so we may have limited options in who we can partner with.

How do our books reach learners in these areas?

Vanessa:��In many of the markets we serve—for example, Zambia—we do not have an office or any OUP colleagues. This means we need to engage third-party suppliers to support us in activities such as distribution, sales, and marketing. The strength of these supplier relationships ensures we can meet our delivery obligations effectively and affordably, and we work with these suppliers to include some contingency for inevitable logistical challenges.

The fact that we can reach such remote places is life-changing for the people in those communities.

Can you share a story or example of where access to books has made a tangible difference in a learner’s life or community?

Celeste Grimett, Sales Manager:��From my side, I’ll share a story heard recently from teachers based in Ohangwena, one of the northern most regions in Namibia, very close to the Angolan border.

Namibia’s official language is English and Angola’s official language is Portuguese. Learners living in Angola attend quite a few schools in Ohangwena as they want to learn English and learn��in English. They walk across the border every day to go to school and because their home language is Portuguese, one of the very important tools that teachers use to help them learn English is books. We publish for the local Namibian curriculum, and our books are part of the material they use to succeed. I was in this region recently and although the season is winter, temperatures still rise up to 35 degrees Celsius. You can imagine what summer temperatures would feel like and yet, according to the teachers, these children seldom miss school.

In the workshops we conducted in Namibia, teachers spoke about how access to our textbooks helped them with teaching and assessment. Knowledge of questioning and assessment techniques found within the textbooks has helped their learners to progress.

In Zambia, we know that some districts are so isolated that to reach them requires driving through areas that do not contain roads, or may even require crossing rivers and lakes in unstable canoes. From the conversations with the booksellers who service these markets, the gratitude expressed by teachers and learners alike when a delivery of books arrives, is very moving.

A motorbike on a mokoro (a dug-out canoe) carrying books to schools with no road access.

Sharon Villette, Publisher: It is always good to do classroom visits and see children’s reactions when they engage with our books. Their handling of and reactions to tangible books are always heartwarming.

For the learners, being able to relate to the stories and the daily challenges experienced by the characters makes a vast difference to their journey of learning how to read for meaning.

How do we ensure our content is relevant to underserved learners?

Yolandi Farham, Product Director: To ensure our content is truly relevant to underserved learners, we begin by acknowledging the realities of their access to resources. In many communities, access to technology is limited or non-existent, which is why we continue to prioritize printed books as the most accessible and effective medium. A single printed book can become a gateway to knowledge in a home where there may be fewer than five books.

We align our content closely with the local curriculum, and we are intentional about using stories, examples, and imagery that reflect the socio-economic environments learners experience daily. It’s essential that learners see themselves and their circumstances represented in the content—they need to feel seen and understood. At the same time, we incorporate aspirational elements: articles, stories, and visuals that spark curiosity and encourage a love of lifelong learning.

Our books feature a diverse range of characters and narratives that learners can relate to, while also taking them on journeys beyond their immediate surroundings. As learners progress to higher grades, our focus shifts toward developing critical thinking and fostering engagement with the wider world.

Yolandi Farham

“Through carefully crafted content, we aim not only to educate but to inspire—opening up new possibilities and helping learners imagine futures beyond their current realities.”

Looking ahead, what are your hopes for expanding access to more underserved communities?

Zeenat Norton, Marketing Director: The Road to Literacy project in South Africa is a nationwide initiative that empowers underserved communities by providing mobile trolley libraries filled with 500 curriculum-aligned books in all 11 official South African languages. By 2025, in its fourth year, the campaign had donated 1,930 libraries to under resourced, often remote schools and non-profit organizations (NPOs), directly addressing literacy and numeracy challenges in early education.

Its long-term vision is to foster a love of reading, promote mother tongue learning, and build confidence and agency among young learners. In 2026, this campaign will scale, expanding access by donating 2,000 libraries. As one of South Africa’s largest mobile library programmes, it aims to create lasting educational impact in communities most in need.

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Publisher for International, Caribbean

Stephen Holford

“Like many regions, the Caribbean faces challenges with student engagement and literacy rates. We asked ourselves how we could inspire primary students to develop lasting literacy and personal and social wellbeing skills.”

Teachers told us that Caribbean classroom dynamics are changing, and they need materials that are both recognizable and inspiring. To address the issue, we worked closely with teachers, Ministries of Education, and the Organization of Eastern Caribbean States to develop materials that take a relatable, topic-based approach to Language Arts.

The outcome is��Let’s Leap!, a course that encourages learners to enjoy and engage with language, literature, and the world around them.

To ensure positive engagement with the course, we started by listening to teachers, who reported that students were disinterested in reading, struggled to communicate, and had poor social skills.��

We assembled an author team led by Anna Yeomans, a specialist in English Language, with local experts from key Caribbean countries to work closely with the team. Anna developed a pan-Caribbean Programme of Study, integrating individual curricula into a cohesive framework.��

The course is based on three fundamental principles:

• Positive emotions: we retain information better when linked to positive emotions like interest, enjoyment, humour, and empathy.
• Personal relevance: information is more engaging when it connects to our life experiences and interests.
• Active learning: skills are mastered most effectively through active learning.

To implement these principles, we developed a 7-level course from Early Years to secondary school entrance exams. It includes student books, workbooks, and teacher’s guides with digital Kerboodle Books hosting audio extracts.��

Like many regions, the Caribbean faces challenges with student engagement and literacy rates. We asked ourselves how we could inspire primary students to develop lasting literacy and personal and social wellbeing skills.

Central to the course are integral characters who grow through the series and whose experiences are relatable, encouraging discussion and engagement.��

Our priority was keeping the Caribbean at the centre of the development journey. We continually asked how disengaged students would respond to our resources.��

Piloting Let’s Leap! in five countries allowed us to gather valuable feedback, presented as case studies showing the series’ transformative potential. The Portfolio of Connected Evidence informed further development and provided advocacy for our entry into the Primary Language Arts market.��

The feedback reassured us that we have a truly Caribbean identity that is student-centred, relatable, and aligned with developments in regional pedagogy. This collaborative effort puts Caribbean students and teachers first, furthering our publishing mission. The course feels ‘right,’ and that is reflected in the hugely positive response to it so far. I am deeply thankful to everyone who contributed.

Find out more about��Let’s Leap! .

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