Evaluation of University Technical Colleges

Autor/inn/en	McCrone, Tami; White, Richard; Kettlewell, Kelly; Sims, David; Rush, Chloe
Institution	National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Evaluation of University Technical Colleges
Quelle	(2019), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Active Learning; Student Projects; Curriculum Development; Delivery Systems; Academic Education; Employer Attitudes; Educational Practices; Student Attitudes; Career Readiness; Outcomes of Education; Engineering Education; Self Efficacy; Learner Engagement; Student Motivation; Biological Sciences; Health Services; Education Work Relationship; Partnerships in Education; Computer Science; Job Skills; Vocational High Schools; School Effectiveness; Vocational Education; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Schulprojekt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Akademische Bildung; Arbeitgeberinteresse; Bildungspraxis; Schülerverhalten; Lernleistung; Schulerfolg; Ingenieurausbildung; Self-efficacy; Selbstwirksamkeit; Schulische Motivation; Abwasserbiologie; Health service; Gesundheitsdienst; Gesundheitswesen; Hochschulpartnerschaft; Informatik; Produktive Fertigkeit; Schuleffizienz; Ausbildung; Berufsbildung; Sekundarschüler
Abstract	The overall aim of this two-year study is to understand effective practice and lessons learned from approaches to curriculum design and employer engagement by University Technical Colleges (UTCs). Researchers used a case-study methodology supplemented with management information and a survey of UTC students' views. Key findings include: (1) Project-based learning (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; and celebrate successful completion of projects. [The Royal Academy of Engineering and the Edge Foundation commissioned this work.] (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01