- Founded :1902 year
- StudyQA ranking: 1489 pts.
- Offered programms: 11 Master
- No. Students: 4800
- No. Staff: 1500
- Study mode: 2 On campus
- Languages of instruction: English
The UCL Institute of Education (IoE) is the education school of University College London (UCL). It specialises in postgraduate study and research in the field of education and is one of UCL's 11 constituent faculties. Prior to merging with UCL in 2014, it was a constituent college of the University of London. The IoE is currently ranked first in the world for education in the QS World University Rankings.
Our research addresses society's most important challenges and our teaching inspires our students by providing them with first-hand experience of leading-edge research and knowledge creation. We play an important global role, contributing to international academic and policy-related arenas and networks developing the fields of education and social science worldwide.
The IoE is the largest education research body in the United Kingdom, with over 700 research students in the doctoral school. It also has the largest portfolio of postgraduate programmes in education in the UK, with approximately 4,000 students taking Master'sprogrammes, and a further 1,200 students on PGCE teacher-training courses. At any one time the IoE hosts over 100 research projects funded by Research Councils, government departments and other agencies. It publishes Educate~|Educate~ The Journal of Doctoral Research in Education.
The Department of Culture, Communication and Media (CCM) is committed to excellence in teaching, research and consultancy in the areas of Art, Design and Museology, Academic writing, English education, Applied Linguistics, Music Education, Learning with Digital Technologies and teacher professional development.
The department of Curriculum, Pedagogy and Assessment (CPA) is a world-leading centre for geography, business, mathematics, history, RE, citizenship and science education.
We host top-rated initial teacher education programmes, innovative MA courses and a wide range of continuing professional development opportunities. Our student population is very diverse: students on initial teacher education courses, practising teachers and a rich and diverse range of international students.
The department of Education, Practice and Society (EPS) has specialists from a wide variety of disciplines who undertake research to support education throughout the life course by contributing to economic, social and political debate as well as development in societies, nationally and internationally.
The Department of Learning and Leadership (DLL) is a large specialist research and teaching department of approximately 130 academic staff. The breadth of our work includes internationally renowned research, outstanding teaching and teacher training, and cutting edge consultancy and knowledge mobilisation.
Our main aim is to contribute new ideas and knowledge that have the widest possible impact in order to enhance education as an academic discipline, and as a field of practice and policy.
The Department of Psychology and Human Development (PHD) brings together staff with research and teaching interests that encompass psychological approaches to learning, development and teaching from early childhood to adulthood.
We are the only university department within the discipline in the UK devoted to work in developmental psychology, particularly as regards its application to education and other real-world settings.
The Department of Social Science (DSS) makes up one of the largest multi-disciplinary social science research and teaching centres in London. Our staff includes psychologists, sociologists, anthropologists and economists. There are specialist, research-active staff able to supervise postgraduate research./
In 1900, a report on the training of teachers, produced by the Higher Education Sub-Committee of the Technical Education Board (TEB) of the London County Council, called for further provision for the training of teachers in London in universities. The TEB submitted a scheme to the Senate of the University of London for a new day training college which would train teachers of both sexes when most existing courses were taught in single sex colleges or departments. The principal of the proposed college was also to act as the Professor of the Theory, History and Practice of Education at the University. The new college was opened on 6 October 1902 as the London Day Training College under the administration of the LCC.
Its first Principal was Sir John Adams, who had previously been the Professor of Education at University of Glasgow. Adams was joined with a mistress and master of Method (later Vice-Principals). The bulk of the teaching was carried out by the Vice-Principals and other specialists were appointed to teach specific subjects, including Cyril Burt. Initially the LDTC only provided teacher training courses lasting between 1 and 3 years.
The LDTC became a school of the University of London in 1909 and was wholly transferred to the University and was renamed theUniversity of London, Institute of Education. Gradually the Institute expanded its activities and began to train secondary school teachers and offered higher degrees. It also moved into specific areas of research with its Child Development Department, administered by Susan Sutherland Isaacs and the training of teachers for the colonial service. At the outbreak of World War II, the Institute was temporarily transferred to the University of Nottingham.
As a result of the report of the McNair Committee, which was established by the Board of Education to examine recruitment and training of teachers and youth leaders a new scheme for teacher training was established in England. 'Area Training Organisations' (ATO) were created to co-ordinate the provision of teacher training and were responsible for the overall administration of all colleges of education within their area. The ATO for the London area was based at the University of London under the name University of London, Institute of Education, which was responsible for around 30 existing colleges of education and education departments, including the existing Institute of Education. The colleges (known as 'constituent colleges' of the Institute) prepared students for the 'Certificate in Education' of the Institute, and latterly for the Bachelor of Education and Bachelor of Humanities degrees of the University. The existing Institute (referred to as the ‘Central Institute’) and the new ATO (referred to as the ‘Wider Institute’) had separate identities, but confusingly were administered from the same building and by the same administrate staff. This dual identity continued until the Wider Institute gradually disappeared and was finally dissolved in 1975, coinciding with the closure (or 'merger' with local polytechnics and other institutions) of many of the colleges of education.
In 1987 the Institute once again became a school of the University of London and was incorporated by Royal Charter.
The IoE and UCL formed a strategic alliance in October 2012, including co-operation in teaching, research and the development of the London schools system. In February 2014 the two institutions announced their intention to merge and the merger was completed in December 2014.
In March 2015 it was announced that the IoE will be the lead partner in the UK Centre for Global Higher Education, a new centre focusing on the systematic investigation of higher education and its future. The Economic and Social Research Council announced that it will provide £5 million in funding for the centre for the period to 2019, the other partners in which are Lancaster University and the University of Sheffield.
Institutional Accreditation or Recognition - Privy Council
People at the IOE come from more than 100 countries. Professional backgrounds and ages are mixed. This makes for lively discussions, fresh perspectives and new friendships.
Garden squares and historic buildings surround our campus. Onsite, you'll find Europe's largest education library; cafés; a newsagent; a bookshop; a prayer room; computer and study rooms; and fast, wireless internet access.
Graduation ceremonies are a highlight of our academic year. They're a time when we come together to celebrate the achievements of our final-year students and the recent achievements of our community as a whole.