Whizz Education What we do
Whizz Education is an education partner accountable for learning outcomes. Guided by a wealth of live learning data from the world’s first personalised, scaffolded, and adaptive virtual tutor, Maths-Whizz, we work with education stakeholders across borders and cultures to instigate sustainable changes to education and deliver accelerate learning. We design large-scale implementations within a coherent theory of change to embrace the unique context of each environment and drive sustainable educational impact.
Our technologies are designed for flexible adoption. They are adaptable enough to serve implementations in low and high resource environments. Our solutions are localised to meet the particular requirements of national curricula, ensuring that learning, teaching and reporting are aligned to the specific educational objectives of each school client and government project.
Working globally with Ministries of Education, School Leadership, NGOs and Teachers because ...
We believe every child deserves a learning experience that caters to their individual needs and pace of learning
The Global Challenge
Students worldwide unequipped to face the challenges of an increasingly complex world.
Listen to Whizz CEO, Richard Marett, discuss adaptive learning programs with Juan Barron from the World Bank
Richard Marett, CEO of Whizz Education, talks to Juan Barron from the World Bank, and Pranav Kothari, the CEO of Educational Initiatives, the organisation that made MindSpark. The conversation focuses on the implementation, the design, the cost, and other specs of running adaptive learning programs in developing countries.
Overcoming the obstacles to better learning
Multi-Year Knowledge Gap
Proof our our educational impact
Evidence on the impact of partnering with Whizz Education on students’ learning, gathered over seventeen years, is detailed in our latest Proof Pack evidencing:
– The global learning metrics utilised by the Maths-Whizz tutoring platform
– How sustained usage of Maths-Whizz drives accelerated learning for students worldwide
– The efficacy studies carried out by independent researchers that benchmark our data against third party assessment
Testimonials – Sahajanand Special School, Kenya
This ofﬂine Teachers’ Resource will be of great help to myself and my colleagues. The majority of my students have special needs and learn best when lessons are interactive and catchy such as Maths-Whizz. The fact that it can be accessed ofﬂine is a plus because I can use them even in the furthest classes that have limited access to a WIFI connection.
Mr Gome – Maths Teacher, Sahajanand Special School, Kenya
Testimonials – Valley Invicta
In terms of results, obviously last year was a bit different with the restrictions and lockdowns. We saw our progression rates slow in a range of subjects due to the pandemic except maths, which remained steady, and this is due to the children’s access to Maths-Whizz. It’s been such a vital tool to be able to scaffold to their ability.
Testimonials – Kambi ya Waya Primary School
Topic Focus helps me to be in control of what my learners are doing while using the Maths-Whizz tutor in the lab. Because of this, I am able to pinpoint speciﬁc topics I want the students to improve on and assign that to them. It makes my work easier because I have 70 students in the class.
Kambi ya Waya Primary School – Kambi ya Waya Primary School, Kenya
Testimonial – Mbandaka, Democratic Republic of Congo
I am very pleased that our province has been selected for this project. We have been monitoring your activities in our schools. There is a lot of enthusiasm among students and teachers. Unfortunately the challenges of our city are real. We have no electricity and our internet connection is not stable.
Mr Mungeta Herve – Proved of Mbandaka, Democratic Republic of Congo
Testimonial – Little Sutton
Whilst many of our children regularly access the programme from home, the usefulness of being able to utilise Maths-Whizz in the current pandemic has been very well-received by our staff, pupils, and parents. The ability to check progress whilst also allowing children to still see a purpose for maths has been hugely motivational.
Rachel Davis – Headteacher, Little Sutton Primary, United Kingdom
Testimonial – Reedham
We’ve found since implementing Maths-Whizz, that our pupils have become better mathematicians because it enables them to practice what we teach in lessons. It’s tailored to the needs of each child and pitches work at the right level. It’s also visual and appealing, providing structure balanced according to need.
Chris Edwards – Headteacher, Reedham Primary School, United Kingdom