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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.

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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.

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Generation STEM (Gen STEM) is a work experience programme for Year 10 students (age 14-15) aiming to develop students' life skills and interest in STEM subjects (science, technology, engineering and mathematics). By increasing students' ability to see the relevance of schoolwork to their future careers and motivation to engage in school, the programme also aims to raise students' attainment in maths and science. Generation STEM includes a work experience preparation day, individual student interviews, interview feedback sessions, a one-week work experience placement and a work experience debrief session. Work experience placements are a common activity and there is evidence that they can have a positive impact on employability skills, motivation in education, career decision making and knowledge of the world of work. However, the evidence base on how work experience impacts on academic attainment is weak, with few robust studies. This evaluation provided an opportunity to test the impact of a STEM work experience programme on pupils' attainment in [General Certificate of Secondary Education] GCSE maths and science. The trial was a school-level randomised controlled efficacy trial involving 113 secondary schools in England.

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The Learning Gateway, introduced in 1999, provides support and learning for young people aged 16-18 who are not participating in education, training or employment. This report presents the findings of an evaluation of the Learning Gateway which was carried out to gain an in-depth understanding of how it is being received by young people and to identify factors which determine and affect their participation and outcomes. The report is structured as follows: the first section provides the background to the research and the aims, objectives and the methodology of the study; the second section provides information on the backgrounds, characteristics and career histories of the participants of the study; the third section examines the participants' expectations of, and reasons for, joining the Learning Gateway; section four looks at the participants' experiences of the Learning Gateway; section five examines the outcomes of the Learning Gateway in terms of the participants' personal development, learning and skills development and on their future progression; and the final section presents the key findings and the implications for policy and practice. Show less