This report outlines the results of a recent roundtable discussion with nationwide stakeholders who addressed the procurement and governance challenges related to artificial intelligence for education (AIED) and educational technologies (EdTech) in all educational sectors in the UK. Participants from various educational institutions gathered to talk about the financial, regulatory, and operational obstacles hindering effective AIED and EdTech procurement. The goal of the event was to identify current issues, suggest actions for short- and long-term procurement strategies, and establish a policy framework for improved procurement and governance.
Key topics included the lack of transparency in procurement processes, insufficient enforcement of data privacy and security standards, and the necessity for centralised and standardised frameworks for future AIED and EdTech procurement. Recommendations were developed to strengthen regulatory oversight, set clear standards for vendors, and involve students and teachers more in decision-making processes. The report resulting from this conversation is intended to shape policy recommendations for submission to the Department for Education (DfE) and the Information Commissioner’s Office (ICO), with additional public consultation scheduled for later in the year.
Context
The rapid growth of AI and EdTech in education globally, accelerated by the COVID-19 pandemic, has led to a booming EdTech market, estimated at $142.37 billion in 2023. This growth is driven by digital learning tools and infrastructure. However, concerns arise regarding the impact of advanced technologies on educational quality and institutions.
For instance, the Oak National Academy in the UK has faced legal challenges (National Education Union, 2024), prompting a government review. In this consultation, stakeholders expressed worries about the lack of evidence-based procurement decisions and the dominance of commercial interests in product selection as previously reported at national and international level (Policy Connect, 2020; Hillman, 2022; DfE 2024).
The trajectory of procurement policy in the UK has raised concerns, with a delay in the implementation of the Procurement Act 2023. Efforts are being made to address EdTech procurement challenges and establish standards for a licensing regime to ensure trust and sustainability in the adoption of digital technologies in education.
During the consultation, two things were discussed:
the current state of governance and procurement of AIED and EdTech across the whole education sector
ways forward through actionable policy points
This brief article highlights some of the key actionable policy points proposed during the discussion. The full report can be found here.Streamline the process of procurement to save on costs and prevent redundancies
Implementing a centralised procurement strategy for EdTech and AIED will minimise costs, eliminate redundancies (of evaluating software and suppliers), and reduce financial burdens on government and educational institutions. This approach will ensure better allocation of resources, empower institutions to negotiate better contracts and terms.
Increase transparency and accountability for EdTech/AIED suppliers
Regulatory bodies like the Information Commissioner's Office (ICO) should enforce consequences on non-compliant EdTech suppliers regarding data privacy, security, and ethical standards. Clear reporting avenues for schools and institutions are essential. Swift actions, like fines or revoking access, must be taken upon identifying violations.
Establish clear standards and guidelines for EdTech/AIED suppliers
The Department for Education, along with regulatory bodies and experts, should develop comprehensive standards for EdTech and AIED suppliers covering data privacy, security, accessibility, pedagogy, and ethics. Institutions should procure only from compliant vendors and incentivise the whole sector to adhere to clear standards. The framework should be regularly updated based on feedback and evidence.
Develop centralized repositories through web portals/APIs
Create a web portal or API for vetted EdTech and AIED suppliers, accessible to all educational institutions. Follow a consensus framework for transparency and consistency. Institutions can customize it by adding staff and integrated products. Enable educators to share best practices and collaborate.
Set up public reporting on vetting/audits
Implement a system for regular, public reporting on supplier and their software vetting outcomes and audits to enhance transparency and accountability for all stakeholders.
Develop integrated and harmonised frameworks for assessments
Standardise assessments like DPIAs, cybersecurity evaluations, and pedagogical reviews to reduce redundancy and subjectivity. Harmonise existing cybersecurity frameworks to address the unique requirements of the education sector and reduce burden on vendors and institutions. Consider new frameworks as industry standards for EdTech/AIED.
Provide supplier training and education as part of the licensing regime
Require regular training for all EdTech and AIED suppliers to meet safety, security, and legal standards consistently across the industry.
Enhance end-user participation
Develop a framework for student involvement in EdTech/AIED procurement, including allocating funding for student research and evaluation of tools. Incorporating student and educator perspectives enhances tool effectiveness and alignment with teaching needs.
Set up active licensing and certification frameworks
Enhance support for open-source EdTech solutions, including developing policies and providing training and resources for institutions. Fund collaborative projects between technology companies and academic institutions, akin to Knowledge Transfer Partnerships (KTP) programs, to drive innovation in education. Emphasize education within KTP initiatives for targeted development. Foster collaboration among institutions to share best practices and resources for open-source software evaluation and implementation.
Promote and support open-source software for specific cases
Develop a licensing system for certified EdTech and AIED products, similar to online gambling and financial regulations. Support low-stakes open-source software while considering privacy risks. Evaluate costs in innovation and maintenance for open-source software versus market solutions.
Define and be guided by clear educational and pedagogical objectives
Align all actions with government education goals. Establish policies defining educational purposes and goals for EdTech and AI systems. Set criteria for tools to support teaching and learning outcomes. Conduct regular reviews to ensure technology aligns with pedagogical purposes. Focus on primary and secondary education to guide procurement decisions.
Prioritise human-led teaching approaches in procurement policies
Procurement policies in the evolving EdTech market should prioritise and support human-led teaching approaches, ensuring that technologies enhance educators' expertise without replacing them. A risk-based policy approach is recommended to manage the integration of EdTech tools, emphasising the empowerment of teachers and the preservation of human interaction in education. It is crucial to avoid substituting teachers with EdTech and AIED, prioritising human involvement in education for effective learning outcomes.
Establish clear scope of what are the educational purposes and benefits EdTech and AIED promise
It is crucial to establish clear boundaries between public and commercial data processing in education. Procurement policies must prioritize student welfare over commercial gain. The DfE should introduce strict rules for handling data by commercial entities, especially with AI advancements, to protect students' privacy and educational integrity.
The consultation and report were made possible with the collaboration and support of LSE's Eden Centre, the Data Science Institute at LSE and Policy Connect.The full report can be found here.
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