BAKER DEARING EDUCATIONAL TRUST – WRITTEN EVIDENCE (YUN0059) Youth Unemployment Committee Inquiry
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BAKER DEARING EDUCATIONAL TRUST – WRITTEN EVIDENCE (YUN0059) Youth Unemployment Committee inquiry This presentation contains the submission by the Baker Dearing Educational Trust, on behalf of University Technical Colleges (UTCs), to The House of Lords Committee on Youth Unemployment. As secondary education institutions, UTCs are best placed to provide evidence related to the following questions posed by the Committee as part of its assessment: • What lessons can be learned from alternative models of education and assessment? What are the challenges with, and obstacles to, the adoption of such models? • What more needs to be done to ensure parity of esteem between vocational and academic study in the jobs market and society? How can funding play a role in this? • What is the role of business and universities in creating a thriving jobs market for young people? How should they be involved in developing skills and training programmes at further and higher education level? This submission provides an overview of the UTC programme, an explanation of a UTC education and the role of employers and universities, the characteristics of UTC students, and a detailed analysis of student leaver outcomes. Contents 1. Introduction to UTCs Page 4 2. UTC Difference Page 9 3. UTC Student Characteristics Page 18 4. UTC Student Leaver Destinations Page 24 “UTCs do an amazing job right around the country… They can be truly transformative to young peoples’ life chances.” Gavin Williamson, Secretary of State for Education, April 2021. 1. Introduction to UTCs “I would like the Government to do more to support university technical colleges. They have some superb outcomes and our ambition should be to have a UTC in every town across the country.” - Robert Halfon MP, Chair, Education Select Committee, May 2021. Introduction: UTCs and Baker Dearing • National family of 48 state-funded schools offering a distinctively different educational choice. First UTC opened in 2010, majority from 2013 onwards. • UTCs provide a strong grounding in core subjects (English, Maths and Science) plus one or more technical specialisms linked to local industry partners and a university. • Employers very active: governing body representation, provision of real-life curriculum projects, mentoring of students, delivering work experience, assisting with recruitment etc. • Over 400 employers (large and small) and universities support UTCs today. • Typically for students aged 13 to 18, UTCs provide young people with technical qualifications, employability skills, personal values, and profession behaviours relevant for the future jobs’ market. • UTCs are judged by destination outcomes not examinations. Impressive student leaver track record of high apprenticeship starts, STEM courses at university, and low NEETs. • UTC Programme founded, and supported, by the Baker Dearing Educational Trust. North West Yorkshire and Humber Midlands South West • East Anglla • • University Technical 6 Colleges® UTC Student Recruitment Students on roll grew 12% across all 48 UTCs in UTC Programme - Total Students September 2020 helped by: 16,000 15,861 12% • Effective online schooling during 15,000 lockdown. 4% 14,202 • Virtual marketing 14,000 13,651 events and UTC tours. 11% • Sharing of ‘best 13,000 practice’, 12,304 methodologies and 12,000 materials facilitated 20% by Baker Dearing. • Relevance of offer – 11,000 profile of STEM raised 10,232 during pandemic. 10,000 • Impact of strong Ofsted 16/17 17/18 18/19 19/20 20/21 outcomes the previous year. The new UTC in Doncaster opened with 290 students – a record start for any UTC. Proof of Concept: UTC Student Experiences Catherine beat 8,000 applicants to be awarded a place Studying at UTC Sheffield has put Tom on the prestigious Jaguar Land Rover Degree on course for an international electrical Apprenticeship Scheme. engineering career, with his university Katherine now earns a salary, has her tuition fees fees paid for by an employer (BP). paid by the company and is able to combine work During his time at the UTC, Tom and study. Enjoyed the opportunity to develop Catherine said: “WMG Academy gave me the Industry-related skills: “The emphasis on confidence to be able to push myself. It’s different technical as well as academic from other schools and sixth forms because you gain qualifications has helped me to develop so much experience of the outside world. a problem-solving mindset. It’s boosted my confidence and understanding of “The industry work experience placements allowed how to apply theory to solving practical challenges. The staff are very me to get better grades and to improve my CV.” knowledgeable.” Ahmed joined Liverpool Life Sciences UTC on Grace came to Energy Coast UTC as the brink of exclusion from his previous school. a school refuser with very He was a bright student from Toxteth but poor results. Both of her lacked any idea about what he wanted to parents were unemployed. In fact there achieve. He worked with the UTC team and was little history of employment in any started to be able to understand what his future part of her family. Grace could be: to build a picture of the type of career has just finished Sixth he wanted, which provided him with the Form studying double A motivation needed. He no longer saw level Engineering and Business school rules for school’s sake, but recognised Studies. She achieved a distinction in they were necessary for him to achieve his Engineering, was offered not only goals. This young man, once on the brink of a place at Newcastle University to exclusion, found out he had achieved AAA in a study Mechanical Engineering, but also level biology, chemistry and maths exams in two degree apprenticeships. August 2019. 2. UTC Differences UTCs: Six Differences to Mainstream Schools UTC Difference: Blend of Technical and Academic Study This is what employers want Pre-16 Curriculum Mix Post-16 Curriculum Mix Technical, Academic , 40% 40% Academic, Technical, 60% 60% At pre-16, students study core academic days per week subjects (maths, English, science etc.) for three days per week, and technical subjects (engineering, computing etc.) including project- based learning for 2 At post-16, students typically study a blend of technical and academic subjects, for example one A Level and a Diploma in a technical subject. This is what employers want. UTC Difference: Routes to University and Apprenticeship Courses of study meet the requirements of both employers and higher education institutions % of Post-16 Students Choosing Different UTC Routes to Apprenticeship and Higher Education 2% 43% 100% 90% 80% 70% 60% 22% 50% 40% 18% 30% 20% 15% 10% 0% 3 A Levels 2 A Levels + C r i Extended e t f icate 1 A Level + Extended Diploma Only Diploma Diploma UTC Difference: Specialism Focus UTC specialisms aligned to acute skills shortages No. of % Going to % Starting an % Y11 staying for UTC Specialism % Boys % Girls UTCs* University Apprenticeship UTC 6th Form Construction 6 78% 22% 44% 17% 44% Creative Media 5 39% 61% 51% 6% 49% Digital 16 74% 26% 47% 15% 46% Engineering 34 82% 18% 51% 14% 45% Health 8 47% 53% 79% 4% 36% Science 10 75% 25% 63% 10% 47% UTC Programme 48 74% 26% 55% 13% 44% * Double counting as most UTCs offer more than one specialism UTC Difference: Sponsors control Governing Body Employer and university representatives form a majority of governors UTC Difference: Employability Skills ‘Talent pipeline’ UTC Difference: Sponsor Engagement Activities 6 Point Plan 1. Clear policy and plan. 2. Representation on the governing body. 3. Engagement in the curriculum. 4. Dedicated engagement lead. 5. Planning and implementation of activities. 6. Marketing and recruitment. UTC Difference: Focus on Destinations “Today’s employer is looking for tomorrow’s innovation: UTCs provide an excellent opportunity for students to be prepared for that challenge so that they can join employers such as Siemens as skilled technicians or as university graduates with a more informed understanding of business and industry.” The Royal Navy estimates a total salary saving of more than £100,000 over 4 years made possible by accelerating the training of a UTC leaver from 6 years down to 2. “As an employer it is easy to spot the apprentices that have come from the UTC. They find the transition from school to work much easier as they are used to the longer working day. Many of them have covered curriculum that would be done in the initial stages of their apprenticeships which translates to accelerated development of skills and potential cost savings.” 3. UTC Student Characteristics Student Characteristics: Gender Over 70% boys Year 11 Year 13 Girls Girls 28% 26% Boys Boys 72% 74% Student Characteristics: Disadvantage Slightly below national averages Year 11 % Disadvantaged Students Year 13 % Disadvantaged Students 30% 20% 18% 28% 27% 18% 26% 16% 15% 24% 23% 14% 22% 12% 20% 10% UTC National UTC National Student Characteristics: Ethnicity Higher BAME % at Post-16 Year 11 Ethnicity (Where Given) Year 13 Ethnicity (Where Given) 90% 90% 76% 77% 77% 80% 80% 70% 70% 63% 60% 60% 50% 50% 40% 40% 35% 30% 23% 22% 30% 22% 20% 20% 10% 10% 0% 0% White BAME White BAME UTC National UTC National Student Characteristics: SEND Much higher % at Pre-16 Y11 % SEND Students Y13 % SEND Students 22% 14% 20% 13% 20% 13% 18% 12% 11% 16% 11% 14% 10% 12% 11% 9% 10% 8% UTC National UTC National Student Characteristics: Absence and Challenge* High % of Pre-16 students arrive with a disrupted education Absolute Numbers Percentages Year 10 Year 11 Total Year 10 Year 11 Total