The recent publication of the University Technical College (UTC) leaver destinations data from this summer is a moment of both pride and reflection for our education programme. Its publication was the culmination of #thinkUTC week, a celebration of England’s 44 University Technical College programme.
#thinkUTC week and the destination data highlight the growing success of UTCs in preparing students for the workforce and higher technical learning.
A fifth of Year 13 leavers in 2024 progressed to apprenticeships — four times the national average — while 75% of those heading to university opted for science, technology, engineering, and mathematics (STEM) degrees.
These outcomes underline the vital role UTCs play in meeting the skills demands of UK manufacturers and driving economic growth.
However, UTCs and Baker Dearing are eager to help more schools contribute to filling skills shortages. This can be achieved through our UTC Sleeves initiative and the recommendations to be made by the Department for Education’s ongoing curriculum and assessment review.
The UK government’s Invest 2035 industrial strategy emphasises the importance of manufacturing, identifying it as a high-productivity growth driver essential to regional and national prosperity.
To achieve this, we must establish a seamless pipeline of talent from schools to manufacturers. This means aligning technical education with the evolving needs of industry and addressing long-standing systemic challenges in our education system.
Rethinking the curriculum
The Department for Education’s curriculum and assessment review, led by independent experts, represents a crucial opportunity to recalibrate the focus of secondary education. It will form part of the government’s pledge to mandate all schools deliver the national curriculum.
Currently, the DfE’s accountability measures such as the English Baccalaureate (EBacc) evaluate schools on performance in academic subjects, forcing headteachers to focus energy and resources on these subjects, while neglecting the delivery of technical subjects. This imbalance hampers the development of skills essential for careers in advanced manufacturing, engineering, and digital technologies.
For young people to transition successfully into roles in growth industries such as engineering, a wider range of technical subjects must be integrated into the secondary school curriculum. This includes health, digital media, and engineering. Applied subjects such as these offer opportunities to develop students’ employability skills, for example, problem-solving, teamwork, and adaptability. Skills such as these should be embedded across the curriculum however, so students are developing workplace attitudes in English, as well as in engineering.
Pathways at post-16 such as T Levels and apprenticeships should be clearly signposted to students and parents, while students should have the technical knowledge and employability skills to succeed on these often demanding pathways.
The government must also support the delivery of technical education by reforming accountability measures such as the EBacc.
UTC Sleeves for regional growth
One of the core goals of the Invest 2035 strategy is to unlock regional potential by supporting clusters of high-growth industries.
UTCs are located across England and several are located within or are associated with business clusters. Energy Coast UTC, for instance, works with Britain’s Energy Coast Business Cluster in Cumbria. While SGS Berkeley Green UTC is located on a site that is soon to become a super cluster of nuclear businesses.
Each UTC specialises in sectors such as advanced manufacturing, clean energy, and digital technologies, to ensure young people develop the skills to work in their local economies.
To spread the advantages enjoyed by UTC students and alumni, and support regional growth, Baker Dearing has developed the UTC Sleeve initiative.
The UTC Sleeve involves creating a high-quality technical education pathway within a mainstream school. This would run parallel to the school’s existing academic pathway and be supported by an employer and university representative ‘board,’ contributing to curriculum planning and delivery, and delivering projects and placements for students. It would require funding from government for new buildings and equipment, though Baker Dearing believes this funding can be found from existing sources.
UTC Sleeves will help manufacturers and schools deepen their engagement, offering opportunities for work experience, mentoring, and collaborative projects while building talent pipelines into growth sectors.
Bold changes needed
The success of UTCs demonstrates what is possible when education and industry come together. Now is the time to build on this momentum, ensuring all young people can access the skills and opportunities that will allow them — and the UK’s manufacturing sector — to thrive.
The industrial strategy presents a vision of a vibrant, high-growth UK economy driven by innovation and skilled talent. Realising this vision depends on bold changes in how we educate and prepare young people for the future.
By strengthening technical education and fostering industry partnerships, we can build the workforce our manufacturers need — and ensure every young person has the opportunity to succeed.
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