AbstractAbstractUniversity Technical College (UTC) schools are academies for 14-19 year olds. They are distinguished by close links to industrial and university partners to encourage vocational learning, particularly in STEM subjects. Currently 50 are open in England, with more in development. Their expansion is a key strategic objective in the government’s 2016 Educational Excellence Everywhere strategy document.This research analyses data collected through students’ perceptions of their experience of the UTC curriculum model in two detailed case studies. The research questions examine how the approach to the delivery of the curriculum enhances learner motivation. Three main factors are identified as supportive to encouraging learner motivation in the UTC schools studied: a strong focus on developing links with business partners to facilitate career progression goals for learners; an intensive, unique curriculum delivery style; rigorous target-setting in a supportive learning environment. This is a curriculum model which supports independent learning, collaborative learning with peers and vertical -group learning on challenging, employer -led projects.
|Date of Award||1 Mar 2017|
|Supervisor||Sam Carr (Supervisor)|
- Vocational education
- Learner motivation
- Collaborative learning
- Government policy initiative
How has the University Technical College curriculum delivery model achieved motivational benefit for learners?
Dale, D. (Author). 1 Mar 2017
Student thesis: Doctoral Thesis › Doctor of Education (EdD)