Science and Discovery Centres

Andrew Ranger Excerpts

Wednesday 14th January 2026 Westminster Hall

[Steve Witherden]

I am happy to convey that ask.

Through their role as trusted anchor institutions with strong civic ties to schools, teachers, industry and research partners, SDCs have an important role to play in a number of areas. The UK faces a serious STEM skills shortage. Nearly half of engineering and technology businesses report recruitment difficulties, and these shortages are estimated to cost our economy £1.5 billion a year. The centres can help to harness the skills needed for future growth in key industrial sectors. They are also essential for building public understanding and trust around new technologies, including artificial intelligence. They can help to deliver the Government’s TechFirst programme, providing digital skills and AI learning opportunities for 1 million secondary school students and 7.5 million workers, ensuring that innovation is not only technology-led but user-centric. They can even serve as national testbeds for ethical reflection and citizen co-design in research and innovation.

The Centre for Alternative Technology is truly the jewel in the crown of Montgomeryshire. It has always been ahead of its time in pioneering a more sustainable and environmentally friendly world. For over half a century, the CAT has combined cutting-edge research with world-class education to accelerate the transition to a zero-carbon future. Its history is remarkable: it installed the first hydroelectric turbine on site in 1974, followed by the first wind turbine and the UK’s first completely solar-heated building in 1975. In 2003, it installed the first community-owned wind turbine in Wales, on the hills above the CAT. From installing the first photovoltaic roof to building eco-cabins and a water-balanced cliff railway, it truly has provided a blueprint for change. In 2023, the centre celebrated 50 years of ecological innovation.

The CAT is a major employer in mid-Wales and currently supports 78 staff, with an extensive reach. It has trained over half of all UK councils in carbon literacy and hosted STEM Learning’s POP25—Protecting our Planet Day 2025—broadcasting live to more than 200,000 schoolchildren. These initiatives spark curiosity in young minds, open pathways into STEM subjects and inspire green careers. A visit to the CAT as a child can have a lifelong impact.

[Andrew Ranger (Wrexham) (Lab)]

I congratulate my hon. Friend on securing this excellent debate and on his excellent speech. One of the most important and exciting aspects of SDCs, such as the excellent Xplore! Science Discovery Centre in my constituency of Wrexham, which neighbours his constituency, is their ability to reach those from disadvantaged and lower-income backgrounds, and to let them see the possibilities of a career in science and where that can lead. Does he agree that it is time for the Government to recognise these SDCs, so that they can build on that?

[Steve Witherden]

I have a confession to make: after CAT, Xplore!, in my hon. Friend’s constituency, is my second favourite SDC—I have visited it many times. I am in full agreement with him, as the House would expect.

Solefield school has brought pupils to the CAT for 40 years. Its head of science, Kevin Farmery, said:

“I can teach them all this in the science lab, but here they see it come to life. That makes a real impact.”

Dr Dai Morgan, who is now at the University of Cambridge, first visited the CAT as a child. That experience inspired him to study sustainable engineering, and he brings postgraduate students from Cambridge to the centre annually to encourage global action.

Our constituency may lack a university, but we have something better in the CAT. With its unique history, it continues to offer outstanding degree and postgraduate courses in partnership with Liverpool John Moores University and the University of East London. Currently, 700 postgraduate students are enrolled in programmes covering renewable energy, sustainable food and land use, sustainable architecture, green building, ecology and behaviour change.

The CAT’s influence extends beyond education. Its legacy includes the growth of over 50 sustainable businesses and organisations via its postgraduate students, inspired volunteers or research experiments that take place directly on site. Such organisations include Dulas, Aber Instruments, Adaptavate and IndiNature. Dulas, established at the CAT in 1982, invented a solar fridge that preserves vaccines and saves lives worldwide. IndiNature, founded by the CAT graduate Scott Simpson, was named manufacturer of the year by the UK Green Business Awards in 2025. The CAT is not just a centre; it is a catalyst for change locally, nationally and globally.

However, like many SDCs across the UK, the CAT is facing significant challenges. Unlike museums, art galleries, theatres and libraries, which can access Government and national lottery funding for their infrastructure needs, SDCs have historically been excluded from public funding. Like other publicly accessible cultural spaces, SDCs’ costs have risen significantly in recent years due to factors such as the cost of living crisis and energy prices. Unfortunately, these centres’ ability to grow revenues from their core audience to offset the increased costs is limited. They need to keep entry prices low and offer subsidised or free access to deliver their charitable mission and maintain access for underserved groups and communities.

As we have heard, most SDCs were built 25 years ago or more. Their buildings are reaching the end of their design life and need urgent repairs. Roofs are leaking, heating and cooling systems are outdated, and glazing no longer meets modern standards. At the same time, rising sustainability and health and safety requirements mean that repairs are far more expensive. These challenges are compounded by the fact that no central Government Department takes responsibility for the sector. Recent parliamentary questions have confirmed that the Department for Science, Innovation and Technology, the Department for Culture, Media and Sport and the Department for Education do not see SDCs as falling within their remits, leaving these centres at a loss.

The Association for Science and Discovery Centres has identified urgent infrastructure projects across its member organisations. Nearly £20 million is required to deliver these works, many of which must be completed within the next 12 to 18 months. Importantly, these projects would be match funded by the centres themselves, demonstrating both commitment and value for money. A December 2025 report made it clear that without that investment, many centres will be forced to close or to operate more commercially, scaling back STEM learning, outreach, and free or subsidised access for marginalised and minority groups. That would be a real loss, not only to communities but to the UK’s future skills pipeline.

The CAT faces similar pressures. Although it continues to welcome school groups, such as those from Solefield, it had to close its visitor centre to day visitors, and future Dai Morgans currently are not able to visit with their families. The visitor centre has seen no significant capital investment for over 25 years and is in desperate need of redevelopment. Unlike universities and many charities in Wales, the CAT receives no statutory core revenue funding.

An urgent example of the work that needs to be done is the “leaky roof” project. As anyone who has visited the area knows, it rains a lot in mid-Wales. The CAT requires £500,000 to keep open the Wales Institute for Sustainable Education building—an education centre that has grown graduate courses and the innovation lab, supporting councils, communities and other organisations to take action on the climate and nature emergencies. If it is forced to close, the CAT’s entire operating model would be undermined, threatening its unique hands-on climate and sustainability education programmes.

The project is not about patching roofs simply to keep buildings open; it is about preserving the science, engagement and learning that happens beneath those roofs. SDCs are powerful but undervalued. They are beacons of sustainability, education and innovation. With recognition and investment, they can flourish, supporting national climate goals, inspiring future scientists and engineers, and ensuring that science remains accessible to all.

Given that SDCs are uniquely positioned to help unlock the full potential of UK science and technology, in order to drive growth, create jobs and ensure that all citizens live healthy, secure and sustainable lives, thereby delivering on DSIT’s science and technology framework, does the Minister accept that, although the work of the centres touches on the agendas of DSIT, DCMS and the DFE, DSIT should become the lead Department responsible for this area? That is not to suggest that all funding should come from DSIT, or that cross-departmental responsibilities should be relinquished; rather, it is to suggest that his Department should take the lead in developing shared solutions.