An initiative of and promoted by the Baker Dearing Educational Trust

An initiative of and promoted by the Baker Dearing Educational Trust

Contents
Letter from Lord Baker 3
University Technical Colleges 4
Specialisation and the UTC 9
Routes to success 10
The curriculum model 15
Benefits to universities 17
Amongst the first group of UTC leavers in 2012
there were no “NEETs”. Every student leaving the UTC
supported by JCB continued in education or went into
employment or training, mostly at companies with whom
they had already been working throughout their time at
the UTC. This is our aim for all UTCs.
Lord Baker
This is an idea whose time has
come. It allows national employment
and educational priorities to be
delivered according to local need.
Lord Dearing CB, 1930-2009
Co-founder of the Baker Dearing Educational Trust

Letter from Lord Baker
In 2007 I rang up Ron Dearing whom I had first met in the 1980s when he was Chairman of the
Post Office and I was the responsible Minister. Ron was the best Chairman the Post Office ever had
and when he left I was only too glad that he accepted my offer to chair the body responsible for the
qualifications of polytechnics. This started what was to be a 20 year involvement with Education working
with both Governments. He came to have a profound influence on policy. We both agreed that what was
missing from the English school system were good technical schools. We had them in the 1950s but
they were closed – a huge mistake.
Our University Technical Colleges are different in three crucially important ways:
• they are 14-18 not 11-18 schools;
• each is backed by a university and industry sponsors;
• employers are involved in designing and delivering the curriculum.
We want to forge a partnership between practical and technical education
and universities, FE colleges and employers. In 2007 we
won the support of the Education Minister Lord Adonis
and so Ron and I set about visiting universities and
local authorities to sell the UTC idea. We were a great
partnership and I wanted to ensure that our work
would continue after Ron sadly passed away in 2009.
UTCs are open or in development across the
country, from north to south and east to west. Vicechancellors
and university staff have welcomed the
opportunity to engage with youngsters at 14, 15 and
16. The active involvement of employers is key. More
than 400 companies are supporting UTCs and this
is the first time in our country that employers are
actually shaping the curriculum.

University Technical Colleges
The UK is about to embark on the building of new power stations, wind farms and more carbonefficient
houses, as well as developing a fast rail link. To master these opportunities we need the
right skills at all levels, from the mechanic to the graduate engineer and the post-graduate nuclear
researcher. We also need more inventors and technical designers.
The education and training of such professionals, however, is often undervalued and underresourced.
In the 21st century we need to train more technicians and engineers, right up to
degree standard. This starts with the high level practical and academic education of the type
which University Technical Colleges provide.
University Technical Colleges (UTCs) are a new
concept in education. They offer 14-18 year olds the
opportunity to take a highly regarded, technicallyoriented
course of study at a specialist college
equipped to the highest standards. UTCs are
sponsored by a university and employers, sometimes
in partnership with a college of further education, and
offer clear progression routes into higher education or
further learning in work.
• They are academies with a comprehensive, allability
intake.
• They have a longer school day, typically 8.30am
to 5pm.
• They are demand led, in response to repeated
demands from industry for an increased
number of well-educated, high status
technicians and engineers.
• They typically have around 600 students, a
deliberately small size to foster loyalty and so
that each student is known individually. The size
also ensures that numbers in nearby schools
are not unduly disturbed.
Students start at the age of 14, combining hand
and mind to integrate broad academic study with the
technical and practical. They are trained in financial
practices and learn how to set up a business. They
also explore the historical and geographical aspects of
their specialism and technical vocabulary in a foreign
language.
UTCs specialise in subjects that require sophisticated
and modern equipment, for example: engineering,
product design, health sciences, the built environment,
land and environmental services, and digital
technology. The specialism is chosen by the university
and employers in the light of regional employment
needs.
The supply of technicians and other highly skilled
technically qualified people is vital to our economy and
UTCs will be an important source of such people.
4

UTC sponsors
UTCs are different to any other kind of provision for
14 to 18 year olds and this is because of the pivotal
involvement of the sponsors. They are not expected
to provide any of the funds required to build a UTC or
to refurbish an existing building, nor do they have to
contribute towards the running cost.
Involvement of universities
The university’s commitment is to use its knowledge
and expertise to support the UTC. This is typically in
the following areas:
Teaching: university staff are encouraged to assist
in the teaching of areas in which they have particular
expertise e.g. teaching mathematics for engineers
and there are also staff opportunities for continuing
professional development;
Curriculum: developing the curriculum to ensure that
it reflects the most up to date methods and prepares
students for higher education;
Facilities: the provision of specialist facilities to
inform and inspire students and introduce them to
campus life;
Guidance: guiding suitably qualified students to
foundation and full degrees;
Mentoring: university students support and mentor
students, particularly those who might or should be
considering entry to higher education.
Involvement of employers
Each University Technical College has several
employer sponsors that are central to its development.
Private sector employers of all sizes are involved in
UTCs as are large public sector organisations such as
hospitals. Employer sponsors make a difference in all
areas of UTC life:
Specialism: to ensure that the choice of specialism
and design of the curriculum for the UTC match the
needs of the local economy;
Innovation and ethos: to help the UTC to produce a
cost effective and innovative experience for students,
questioning normal education structures and methods
if necessary; to work with the other sponsors and
senior staff to determine the ethos of the UTC;
Practical challenges: to provide real life problemsolving
projects as well as high quality work
placements, and support and mentor students
throughout their time in the UTC;
Staffing: to assist in the appointment of staff with the
required specialist knowledge and experience and to
provide instructors and mentors as appropriate;
Career guidance: to work alongside the UTC staff in
student recruitment so that students and parents
are informed right at the start about career pathways
available to them after they leave at 18;
Facilities: to allow use of their facilities to inform and
inspire the students to pursue a career or further
study in their industry.
The university is represented on the UTC’s governing
body and together with the employer representatives,
forms the majority on the board. The university’s
active involvement clearly demonstrates that the
UTC is a prestigious academic institution providing
opportunities for progress in a variety of careers, to
degree level where appropriate.
6

www.utcolleges.org
Involvement of government
University Technical Colleges are supported by
the Department for Education. Both the Coalition
Government and Labour wish to see an increase in the
number of UTCs.
A UTC seeks to fit into the local pattern of education
for secondary students and looks for the cooperation
and support of the local authority from the start. It
is not the intention that existing nearby secondary
schools should feel unduly threatened by this new type
of technical school.
Although a UTC’s specialism directs the focus of
the technical education, qualifications obtained by
students are the usual public examinations, familiar
to universities and employers across the UK. As a
state school, the UTC is inspected by Ofsted in the
usual manner.
Why we need UTCs
There are many school students who are successful
in their examinations but who have no enthusiasm
for what they have learned. Half of our young people
do not obtain five good GCSEs including English and
mathematics. The reasons are various but one is
disengagement and lack of motivation. There are
many young people who could achieve more but
whose technical talents and aptitude are being neither
utilised nor developed. Often, both of these groups do
not understand employers’ needs and together this
contributes to the figure of one million unemployed
young people. UTCs unlock this talent so that our young
people can play their full part in the 21st century British
economy. This is demonstrated in the first UTCs to open
where students are benefitting from applied learning
and making faster progress than would normally be
expected and are attending and behaving well.
The UK needs 1.28 million new science,
technology and engineering professionals by 2020.
Approximately 40,000 more science, engineering and
technology graduates are needed each year in the
UK just to maintain the status quo. This shortage will
get worse when economic growth returns. The current
pool of British technical experts is stretched thin and
ageing rapidly.
UTCs encourage technically minded students to take
their studies to degree level. Other UTC students will
choose apprenticeships blending high quality training
and first-hand experience in the workplace as their path
to future careers. Employment opportunities for those
that choose either path through the UTC are excellent.
7

Photo: Network Rail

www.utcolleges.org
Specialisation and the UTC
University Technical Colleges are demand led. Each has its own technical specialism which is
determined by the collaborating sponsors according to local employment needs, opportunities and the
expertise of the sponsoring university. While specific qualifications gained by students are relevant to
a wide range of technical careers, hands-on experience is specific to the UTC specialism.
Specialisms are technical in nature. They range from
engineering and advanced manufacturing to medical
technologies to IT and digital media to sustainable
technologies and the built environment. Global and
national organisations are working with UTCs as
well as a large range of small and medium-sized
companies.
Examples from specialisms are shown below.
Health technologies
The health technologies specialist lessons at Hackney
UTC focus on the needs of hospitals, laboratories,
doctors’ surgeries, public first aid facilities and other
health care organisations. Forensics, pathology
and sports medicine can also be studied, or more
traditional routes to medicine and dentistry may be
followed.
The onsite health tech suite replicates healthcare
environments, so health technology lessons really
will be interactive with hands-on activities. Specialist
facilities include a simulated A&E triage area, a mini
hospital ward and rehabilitation equipment. There
is also an extensive range of health technology
equipment and resources.
Every term, students work on a health technologies
project which builds business and entrepreneurship
skills alongside health technology. The menu of
projects for the first year includes:
• delivering forensic, pharmaceutical and medical
sciences in a hospital, health care or scene of
crime environment;
• working with Homerton University Hospital Trust
on medical sciences in hospitals;
• working with care in the community
professionals, learning about the management
of paediatric, geriatric and podiatry services;
• providing technical support services to a range
of health, care and medical support teams.
Design and manufacture challenge
The Rolls-Royce challenge at The JCB Academy
concerns the design and manufacture of a small piston
pump. Rolls-Royce graduate apprentices designed
and manufactured a pump rig which has a series
of interchangeable parts. This allows the students
to change the bore and stroke of the piston pump
and to prove the best design.The pumps are then
modelled using Siemens NX7.5 software. This allows
full 3D modelling and animation. From this, students
can check parts and produce drawings. Following
a visit to the factory to see how the real ones are
made, students are helped by Rolls-Royce engineering
apprentices in the workshop to realise their pumps. All
pumps are tested and must be within tolerance.
The unit is supported by senior Rolls-Royce staff who
present not only how a jet engine works but also
responsible business practice, planning and aspects
of local and international business. Rolls-Royce
use the link as an opportunity to develop their staff
by giving them projects and asking them to make
presentations to the students. The benefits for Rolls-
Royce include professional development of engineers,
graduates and apprentices, increased learner
awareness of Rolls-Royce as an employer, helping to
shape education in the region and making an impact
in the local and regional community.
Engineering design module
Having supported the Black Country UTC from the very
beginning, Haughton Design has worked closely with the
exam board to produce selected module content and
has had creative input into the curriculum. As part of an
“Engineering Design” module, students were challenged
to design a bedside entertainment unit for hospitals.
Using valuable research skills, innovative concepts
and CAD (computer aided design) models for practical
development, the learners stretched their technical and
inventive minds to construct something original and
pitch-ready. Students presented their final design to
Haughton Design management and Siemens staff.
9

Routes to success
While students receive hands-on experience according to the
UTC’s specialism, the qualifications they receive are nevertheless
nationally recognised and applicable to other areas of engineering
or the technical employment in question. Employer partners work
with teachers to develop practical, real life ‘challenge’ projects
for the students which exceed the requirements of qualifications
assignments.
Experience shows that there are a number of satisfying
and successful routes through the UTC system:
Age 14
• Entry to UTC
• 14 - 16 years, study for GCSEs, BTEC and other Level 2 technical
qualifications.
• Hands on technical experience plus experience of work built into
the curriculum.
Age 16
• Leave school to embark upon an advanced apprenticeship with
a UTC partner employer.
• Move directly into employment.
• Stay on to study for A levels, BTECs and equivalent technical qualifications.
• Enter the UTC from another school or college to study for A levels
or a technical qualification.
• Leave the UTC and pursue sixth form studies in a different subject area.
Age 18
• Leave the UTC at 18 to take on a higher apprenticeship.
• Move directly into employment.
• Take up a university place in an engineering or other science or
technical discipline.
• University course may be sponsored by future employer.

www.utcolleges.org
Aiden Rogers
Higher Apprentice, Rolls-Royce.
Ex-JCB Academy
I loved my time at The JCB Academy. The way the UTC
combined academic studies with an industrial context
gave me a much better understanding of what working
in the industry would be like than I could have got at
school. Being taught by people from industry also had
a big impact on my learning. A highlight of my time at
the UTC was the 2011 National Schools Aerospace
Challenge, promoted by the Institution of Mechanical
Engineers (IMechE) and supported by the RAF. Our
three man team won the UK national competition. We
had help from Mr Starkey, Science Team Leader at
the UTC and did further work at Cranfield with RAF
engineers.
Laura Jaggers
Year 12, Black Country UTC
I joined the Black Country UTC in 2012 when I was
16 and I’m currently studying biology, chemistry and
mathematics A levels, and a Level 3 extended diploma
in engineering. The reason I am able to study all
these subjects at once is because at the UTC I have
at least six hours of lessons each day. My ambition
is to become a doctor/bio-engineer. Being at the UTC
enables me to study for both of these careers at the
same time so I can choose which career path I want
to follow later. Not only this, but the UTC specialises
both in science and engineering, so I’m getting the
best from each subject which will put me in a prime
position when I go to university. Preparing us for work
is a core aim of the UTC, which is why all students
must wear business dress, not just a uniform! The
UTC is sponsored by Siemens which means there are
many connections in place for when we have finished
our courses and are ready for work. I don’t think I
could have gone anywhere better. I am extremely
happy and proud to be a student at the UTC.
I graduated from the JCB Academy in 2012 and am
now doing a higher apprentice at Rolls-Royce. Working
at a prestigious engineering company at the same
time as completing my foundation degree in integrated
engineering keeps my academic studies in an
industrial context. Next year I will finish my foundation
degree and progress onto a BEng in manufacturing
engineering. All the while I will be employed by Rolls-
Royce whilst following the higher apprenticeship.
13

Aminah Bibi
Year 12, Aston University
Engineering Academy
Ben Hague
Year 10, Aston University
Engineering Academy
Physics is my favourite subject because it is the
science of ‘why’ and it dares to go where no other
science has gone before. As I looked into options
of where I could use physics, engineering kept
coming up. I attended careers events and spoke to
advisors, and when I went to a presentation by Aston
University Engineering Academy I was excited to learn
about the wide diversity of engineering sectors and
potential careers. I also learnt that there are not many
female engineers in the UK, and that companies
are desperately trying to change this. The more I
researched, the more I realised that I wanted to study
engineering. I chose to apply to the UTC because it is
state of the art, with engineering workshops, robotics,
CAD and university standard science laboratories,
which are linked directly with industry. I am studying
A Level mathematics, physics, chemistry and
engineering and want to go on to study engineering at
university. My aim is to become an engineer working
in developing countries solving humanitarian problems
using engineering solutions.
The subjects I’m most focused on are my City and
Guilds in engineering and the three science GCSEs.
I particularly enjoy the practical engineering classes.
They can be quite long and are challenging as the
accuracy of your work is very important, but I like
them because you set your own limits and we use the
finite machining tools to produce parts for the things
we are making.
My friends and I designed and built a robot to enter
the West Midlands regional final of the VEX robotics
competition, last year. This is an international
engineering competition for schools. Your robot has to
be able to collect and transport small sacks or bean
bags from a tiled floor to a raised trough in the centre
of the 12ft x 12ft arena. Our robot was based on the
basic grabber robot, but it had an extra joint added
into the arm. We didn’t do as well as we’d hoped, and
we’re now improving the robot for the next stage of the
competition. Some of the time in the competition the
robot has to be controlled by one of us using a remote
control but part of the task is to design a robot which
can operate alone in what’s called the ‘autonomous
period’. We’re learning computer coding so we can preprogramme
the robot to do the job on its own.
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www.utcolleges.org
Ella Pilsworth-Straw
Year 12, The JCB Academy
Francisco Fernandes
Year 10, Hackney UTC
I started at The JCB Academy in Year 10. Now I’m
in the sixth form and I am very pleased that I came
to the UTC. I’ve done so much more here than I
could at a normal school. As well as studying a
much wider range of subjects, in my first year we
had a Corporate Challenge in which we had to
work in teams to design and build a 4x4 vehicle.
I also went on a taster course in material science
at Manchester University where we looked at x-ray
machines and learnt about selecting materials
for fake limbs – something I would never have
the chance to do elsewhere. I love the fact that
everyone comes here ready to excel in business
or engineering or their chosen subject and there
are so many great opportunities, like working with
teachers from the school and from industry, as
well as meeting people who will open doors for me
when I am older. I plan on going to university to
study biomedical engineering. I would love to study
abroad at some point in my education as I think it
is a great experience, I am especially intrigued by a
Swedish university that does an MEng in biomedical
engineering once you have got your BEng. After
this I would like to pursue a career in biomedical
engineering.
The digital technologies specialist lessons at Hackney
UTC focus on computer science and creative digital
media, including infrastructure design and support.
We learn in state-of-the-art facilities, using specialist
IT equipment, cameras, lighting, mobile virtual studio
equipment and creative digital media labs. We work
on Digital Technologies Projects every term. I chose
from an incredibly interesting list which included
working with Avanti on satellite technology, working
with BT on digital technology applications, creating
animations and 3D logos for the entertainment
business, and designing my own app with App Shed.
Being one of the students in the first year of Hackney
UTC, I have been shown the endless world of
opportunities that are available for me and my fellow
students. I have learnt the significance of taking
the opportunities on offer as well as developing my
skills in a wide range of areas. This began with one
of our partner companies, BT Group who chose me
to attend some events with them where I practised
my public speaking skills as well as learning about
digital equipment. I have even been inspired to do
a BT Apprenticeship in the future and work with the
amazing people who have given time to us. Also it will
help me to develop my skills so that one day I may
achieve my dream of working for Apple.
15

Lord Adonis
Trustee, Baker Dearing Educational Trust
“University Technical Colleges have the potential
to transform the status and quality of technical
education, offering brilliant opportunities to young
people and meeting future needs of employers for
educationally and technically competent staff. This is
a win-win for all concerned.”
16

www.utcolleges.org
Juergen Maier
Siemens Industry Managing Director
“Siemens provides innovative solutions to help
tackle the world’s major challenges across the key
industrial sectors of energy, healthcare, industry
and infrastructure and cities. As a leading global
engineering company we recognise the opportunity
to effect change to deal with the UK’s skills
shortage by working with the UTC programme and
individual UTCs across the country.”
Professor Nick Petford
Vice Chancellor and CEO, University of Northampton
“England needs to transform the quality and quantity
of its school-based technical education. UTCs
are critical to achieving this. They are forging new
partnerships with employers and higher education,
creating the excellent technical schools which the
country has lacked for generations.”
Sir Mike Tomlinson CBE
Trustee, Baker Dearing Educational Trust
“I believe that practical, vocational education is
vital for our future prosperity and much greater
value should be placed on this educational pathway
and those young people who pursue this form of
education. UTCs will provide high quality technical
education and training and will meet the aspirations of
many of our young people.”
Sir John Rose
Trustee, Baker Dearing Educational Trust and
ex-chief executive Rolls-Royce plc
“Companies like Rolls-Royce have found it relatively
easy to recruit talented people as apprentices – but
other innovative and exciting high-tech businesses
find recruitment much harder. UTCs will open young
people’s eyes to the fantastic careers available
in engineering and technology, as well as helping
ambitious businesses build a better future.”
Professor Paul White
Pro Vice Chancellor, Sheffield University
“The university has a suite of world-class engineering
departments, covering everything from tissue
engineering to aerospace. We also run the Advanced
Manufacturing Research Centre with Rolls-Royce and
Boeing. Students of the UTC will have the opportunity
to visit and work with these prestigious facilities. We
are delighted to be working with our partner university,
Sheffield Hallam, in developing an exciting and
innovative approach to 14-18 education.”
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www.utcolleges.org
Learning in a
University Technical College
BDT’s curriculum working group, led by Sir Mike Tomlinson produced the
framework for a UTC curriculum in 2010 and they reviewed it in 2013.
It is expected that UTCs will work within this framework, the detailed
content being defined locally, informed by employers’ needs.
The structure of the day
As academies, UTCs can exercise the flexibilities allowed under current legislation.
They adopt the following structures:
• a school day from 8.30am to 5.00pm except for Mondays and Fridays when the finish is 4.00pm;
• a school year of 40 weeks with either four or five terms;
• all teaching staff employed on the same terms and conditions with a single salary scale;
• staff cover for each other, avoiding the need for supply teachers;
• a comprehensive continuing professional development policy which requires staff to remain up-todate
including experience of the employment sector;
• a mentor for every student is provided by local employers and/or the science and engineering
ambassadors programme.
Benefits of the longer day and year are:
• students complete any “homework” (under supervision) by the end of the school day and do not
have to work at home;
• students are able to engage in activities often defined in most schools as extra-curricular and
available only after school. This model means no student is excluded from this provision;
• the length of the day and year prepares students for the world of work;
• private study time can be provided for all students, thus developing their capacity to manage time
and their own learning.
19

The curriculum model
UTCs are evaluated by Ofsted using the framework common to all state schools. It is expected
that UTCs achieve at least a good grade especially in quality of teaching and learning and
achievement. The UTC curriculum is divided into two components: technical studies and general
education. Rather than being taught separately these are integrated with each other.
Curriculum: 14 to 16
• Students spend 40% of their time on technical
studies. Not all of this time is practical activity,
however, as technical education includes the
theoretical aspects of the specialism. At least 30%
of a student’s time will be engaged in practical
education.
60%
General
education &
bridging core
studies
40%
Technical
studies
• Academic subjects are taught in ways that relate to
and reinforce the technical specialism.
• In addition to mathematics and English GCSE all
students study at least two science GCSEs.
• UTCs give students the confidence to work in the
global economy by developing links with international
companies and other organisations. All UTCs offer
students the opportunity to study a foreign language
either to GCSE or another appropriate qualification.
• Students at UTCs learn about the historical and
geographical aspects of their specialism. This is
achieved either through the employer projects or by
offering one or both of these subjects at GCSE.
• All students learn about and use IT. The UTC
movement has a clear strategy for teaching IT
which is strongly influenced by employers and the
university.
• All students learn about business and enterprise
through engagement with employers, and
entrepreneurs but there is no requirement for
students to gain a qualification.
• All students take part in a variety of enrichment
activities which include activities not directly related
to the student’s specialism, such as further sport,
drama and art.
20

40%
General
education &
bridging core
studies 60%
Technical
studies
Curriculum: 16 to 18
Post 16, most students continue with full-time studies
or some may choose to do an apprenticeship which
might include part time study at the UTC.
Technical studies: For full time students, the split
between general education and technical studies is
40:60. The technical quota comes through both:
• specific technical studies which are more
specialised than before and job related. These
courses lead not only to the technical qualification
but also to a recognised professional qualification,
such as “Tech Eng” or “Tech Sc”, both of which are
recognised by professional bodies.
• academic qualifications such as A Level
courses or other Level 3 qualifications when the
academic content of the course relates directly
to the technical specialism, also contribute to the
technical quota of the 16 - 18 years.
General education: Alongside the technical studies,
students pursue their general education, which
includes bridging core studies. The curriculum
continues to be fully integrated:
• students continue to improve their mathematics and
English regardless of their particular specialism.
Whilst this may not lead to a qualification it is
planned and monitored in a coherent fashion;
• students have the opportunity to learn either
another foreign languages or improve their
competency in the one they studied up to age 16;
• students continue to improve their knowledge of IT
business and enterprise;
• students continue to undertake enrichment
activities and are encouraged to develop high level
skills in these and where appropriate to plan how
the interest might be maintained once they leave
school.
21

Curriculum:
Role of employers and university
Employers and the university provide leadership for
the structure of the curriculum of the UTC rather than
mere approval. They endorse all the qualifications the
UTC offers. They take an active role in the education
of UTC students, both as governors and through help
with the delivery of the curriculum.
All students undertake a range of employer challenges
or commissions. These are substantial and lengthy
projects which are of real interest to employers or
university, and which enable students to understand
the relevance of their learning to employment or
higher education. They also receive guidance as to the
business and enterprise implications of the challenge.
Careers guidance
and experience of work
Careers advice and guidance is explicit, and is
integrated into mainstream studies. Employers and the
university also make an active contribution to a careers
advice programme with staff giving short and informal
presentations to students, which explain what their job
entails. This may be part of an employer challenge.
Also, advice and guidance is offered to individual
students who wish to look at a career option in more
detail. This might be part of work experience.
Forty days’ experience of work is a planned part of
the curriculum during these years. It is clearly related
to the students’ academic and technical studies. The
experience builds on work experience enjoyed pre-16,
being more ambitious and demanding of the student.
It might have an international dimension. Experience
of work can take place within the UTC in activities
guided by partner employers.
Outcomes
Although the UTC has regard for national performance
tables, the key outcome for the UTC is the successful
progression of students to the next stage of their
education or training. This might be an apprenticeship,
higher or further education or a job with training. All
students leave the UTC to join one of these routes
and the UTC monitors the success of their students in
whatever route they choose.
Successful progression depends on students gaining
appropriate qualifications, experience of the work
place and higher education and developing good
attitudes and employability skills.
22

The next step
University Technical Colleges are set up as academies. Before starting this process
proposer groups should contact the Baker Dearing Educational Trust which will offer
advice and support.
The Baker Dearing Educational Trust (BDT) was founded by Lord Baker and Lord Dearing
to promote the concept of University Technical Colleges. The organisation supports UTC
applicant FLAP groups, WILL provides services GO to UTCs HERE
once they are open and promotes the UTC
brand. It is at the centre of the national network of UTCs.

The Baker Dearing Educational Trust
4 Millbank, Westminster, London SW1P 3JA
Telephone: 020 7960 1555
Email: contact@utcolleges.org
Website: www.utcolleges.org
Trustees
The Rt Hon Lord Baker of Dorking CH
The Rt Hon Lord Adonis
Gordon Birtwistle MP
Allan Cook CBE
The Rt Hon Frank Field MP
Sir John Rose
Dame Ruth Silver DBE
Nigel Thomas
Sir Mike Tomlinson CBE
Baker Dearing Educational Trust. Registered charity no 1138894. Registered company no 7390138.
BDT wishes to thank all its sponsors for their generous support. The principal supporters of BDT are listed below.