Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715250
Title: How has the University Technical College curriculum delivery model achieved motivational benefit for learners?
Author: Dale, Diane
Awarding Body: University of Bath
Current Institution: University of Bath
Date of Award: 2016
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Abstract:
University 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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.715250  DOI: Not available
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