The former Secretary of State for Education, Lord Baker, crossbench peer Lord Dearing and industrialist Sir Anthony Bamford shared a vision. They imagined a new type of secondary school that would prepare young people for careers in science, technology and engineering.

University Technical Colleges (UTCs) offer a curriculum linked to key sectors of the economy and deliver it in partnership with employers, using real-world projects and industry-standard equipment. UTC students go on to fast-track apprenticeships, higher education and rewarding careers.

Conceived under a Labour government, UTCs were expected to offer qualifications called Diplomas as part of a new 14-19 phase of education. After the 2010 general election, Conservative ministers had other priorities. UTCs opened just as policy shifted in favor of traditional academic subjects, strict accountability measures, multi-academy trusts and competition – not collaboration – at the local level.

This account of the first ten, turbulent years of UTCs is based on contemporary records, meetings with people who run them and interviews with some of the young people they were set up to serve.

"This book is a must read for anyone interested in high quality technical education." Sir Mike Tomlinson, former Chief Inspector of Schools

"This book provides an excellent insight into the UTC curriculum, and the opportunity they provide for young people to develop academic and technical abilities alongside personal and collaborative skills." Sir Anthony Seldon, former Master of Wellington College; former Vice-Chancellor of the University of Buckingham

"If you need convincing, read Jodie's story with which David Harbourne ends this powerful new book." Professor Bill Lucas, Director of the Centre for Real-World Learning at the University of Winchester

About the Author

David Harbourne has extensive experience of developing, promoting and researching technical education. He was chief executive of the Hotel and Catering Training Company in the mid-1990s, joined the Learning and Skills Council in 2000 and later combined two roles: research director at the Edge Foundation and senior education advisor at the Baker Dearing Educational Trust.

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