Universities and science minister Chris Skidmore met with researchers and entrepreneurs from the EDUCATE programme at its headquarters at the UCL Knowledge Lab.
The visit showcased the work of more than 20 London EdTech companies who are working with UCL researchers on a range of projects, from using AI to speed up language learning to building social confidence in school students.
The visit follows a recent announcement by Education Secretary Damian Hinds of the Government’s forthcoming EdTech strategy and £10 million fund to support innovative uses of technology in schools and colleges across England.
EDUCATE is an ERDF-funded programme launched in January 2017 to support EdTech development, and innovation and entrepreneurship in education through evidence-informed product or service development.
Based at UCL Institute of Education, EDUCATE makes research and expertise accessible to enterprises and individuals who want to explore their ideas on how teachers and learners can benefit from the latest scientific advances
Professor Rose Luckin, EDUCATE director, said: “EDUCATE has enabled EdTech entrepreneurs and start-ups to connect with our academics, who bring access to high-quality evidence, and educators, who support the design and piloting of EdTech products and services with their pedagogical expertise.”
“His visit could not be more timely and follows the Secretary of State for Education’s recent EdTech investment plans and desire to harness the power of technology in schools. This is not only great news for technologists but also represents a call to action for schools to engage more fully in its development.”
Professor Becky Francis, Director of the UCL Institute of Education (IOE), added: “EDUCATE is a much-needed innovation and exemplifies the IOE’s concern to build policy and practice that is informed by research evidence. By bringing together the energy of EdTech start-ups with the wealth of expertise found among the EDUCATE team and IOE more generally, the EDUCATE project is helping EdTech entrepreneurs make a much more effective contribution to advancing learning.”