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This report, undertaken by the National Foundation for Educational Research (NFER) on behalf of the Royal Academy of Engineering and the Edge Foundation, examines the University Technical College (UTC) approach to teaching and learning to understand whether it is providing an effective model of technical education for students in a 14-19 cohort. The study also provides further information on the challenges facing UTCs within the current education system. UTCs are schools for 14-19 year olds that deliver an education which combines technical, practical and academic learning. Students can study a technical specialism alongside core academic subjects at GCSE and A-level. There are 49 UTCs open in England at the time of this report. This is an interim report focusing on phase 1 of the research, presenting preliminary findings ahead of the final report.

Key findings included: (1) there are a range of approaches currently used to engage and liaise with employers and to utilise their input into the design and delivery of the curriculum; at its most profound level, some UTCs have relationships with employers where they are co-developing and delivering projects, with employers taking ownership of curriculum units; (2) most young people enrolled due to an interest in the specialism or to learn about the world of work; and (3) main challenges faced were: ensuring that UTCs secured and managed a suitable range of employers providing high-quality input into the curriculum; and recruiting and retaining appropriate students with an interest in the specialism and motivated to engage and succeed and high-calibre staff with appropriate knowledge and skills. Advice for new UTCs included: (a) developing a clear vision and mission, and raising the UTC's profile and reputation; (b) ensuring pupils develop meaningful, relevant and appropriate skills; (c) investing in building and maintaining quality relationships with employers; and (d) providing regular and sustained exposure to a range of industry partners.

Edited excerpts from publication and publisher's website. Show less

The overall aim of this two-year study, for The Royal Academy of Engineering and the Edge Foundation, was to understand effective practice and lessons learned from approaches to curriculum design and employer engagement by University Technical Colleges (UTCs). We used a case-study methodology supplemented with management information and a survey of UTC students' views. In phase 1 (2017) we carried out ten UTC case studies, in phase 2 (2018) we re-visited three UTCs demonstrating profound employer engagement in Project Based Learning (PBL).

Key findings included: (1) PBL represents a different way of learning; projects are industry-relevant and most effectively developed in collaboration with employers to ensure that the outcomes achieved help students to secure positive future pathways; (2) The evidence indicates that PBL and employer input, where delivered in a high-quality embedded way, deliver wide-ranging impacts for students, including work-readiness, enhanced emotional skills, high-level technical skills, and qualifications/awards; (3) The main challenges UTCs faced were recruiting: a suitable range of employers (including SMEs) providing high-quality input into the curriculum; appropriate motivated students with an interest in the specialism; high-calibre staff with relevant knowledge, experience and skills; and (4) Advice for schools included: be proactive and target the 'right' employers; develop and train staff so they fully embrace the importance of employer input into PBL; promote UTCs (or the school) and their educational approach; in order to improve the evolving PBL model, consider including timetable changes; employ key staff with industry backgrounds and connections; make employer contributions clear and easy to understand; celebrate successful completion of projects.

Excerpt from publisher's website.

The phase one report is available in VOCEDplus at TD/TNC 131.581. Show less

The Career-Related Learning Pathfinder was a pilot program which took place in seven local authorities in 2010 with Key Stage 2 [focused mainly on Year 6, when pupils would be 10 or 11 years old] pupils. The main aims of the program were to: increase pupils' awareness of career/work opportunities; increase pupils' understanding of the link between education, qualifications and work opportunities; reduce gender specific career/role stereotypes; and engage parents/carers in the process. The then Department for Children Schools and Families commissioned the National Foundation for Educational Research to conduct an evaluation investigating the extent to which the pathfinder pilot had achieved its original objectives, and to test the hypothesis that introducing career-related learning at Key Stage 2 (in disadvantaged areas) increases and widens pupils' education and career aspirations. The study was undertaken between July 2009 and October 2010. This report presents the findings from this evaluation study.

The evidence suggests that the program has the potential to fit well with the developing priorities for education in England, in particular in its potential to help 'close the gap' for disadvantaged pupils, to encourage schools to develop a curriculum and practices that best suit their circumstances, and to give impetus to building strong local partnerships.

Edited excerpts from publication. Show less