Two young women in headscarves collaboratively operating a machine in a factory setting with a tablet displaying a design next to the machine, showcasing teamwork and industrial work.

Baker Dearing International

Baker Dearing International works with global organisations and governments to design and implement proven solutions to the challenge of developing high-quality, aspirational employer-led technical education.

We partner with governments, awarding organisations, employers, universities, educators, and students to ensure that the model we develop and implement works for all stakeholders.

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Problem

Governments and providers must rethink their approach to education

The needs of young people and industry are changing in today’s rapidly evolving world.

System-wide, employer-led, aspirational technical education is critical if students are to:

  • Develop an understanding of advanced manufacturing, AI, robotics, 3D printing, etc.
  • Hone vital employability skills such as adaptability, creativity, communication, and teamwork.

University Technical Colleges (“UTCs”) are a proven solution. They bring together employers with pressing skills needs, and students seeking a blended academic and technical education to prepare them for the future of work.

This model of employer-led technical education can be adapted to meet the needs and context of most education systems.

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A young man and woman in blue school uniform collaborating on a robot arm project in a classroom setting, showcasing teamwork and innovation.

The importance of school-age technical education

“Early exposure to technical and vocational education helps students understand the relevance of education to the labour market.”  – OECD
Four hexagons with text inside and beneath them and a blue line lacing between them. Text in the first hexagon reads: 'Enthusing learners'. Text below reads: "Pupils thrive at this UTC, including those who have disengaged with education elsewhere." -- Ofsted. Text in the second reads: 'Enhancing academic outcomes'. Below: "Many pupils have had difficult experiences prior to Joining the UTC. These pupils enter with low academic starting points. Most make effective progress." -- Ofsted. Third: 'Developing employability skills'. Below third: "UTCS ensure that pupils are career-and life-ready. From their regular engagement with local employers... pupils of all ages are ready for the world of work. Students are confident and articulate." -- Ofsted. Fourth: 'Signposting & achleving strong destinations' Below: ""UTCs are delivering outstanding outcomes by combining academic & technical education. The excellent leaver destinations demonstrate that UTC graduates are highly employable." -- WorldSkills
Solution

Transforming the world of education with pioneering, proven models of excellence

Research and advisory services

  • Consultancy in technical education and careers guidance.
  • Development of programmes and curricula in technical subjects.
  • Assistance with implementation.

Technical school development

  • Project management for the approval, design and opening of technical schools.
  • Bid writing.
  • Fundraising and structuring.

Data collection and analytics

  • Creation of frameworks for data capture and analysis.
  • Assessment of labour market needs.
  • Evaluation of student leaver destinations.

Tailored solutions for different requirements

Baker Dearing International can address varied needs with bespoke, targeted alternatives, all informed by tangible experience.

A table demonstrating the solutions that Baker Dearing International offers to various education issues. The first column is 'technical award', the problem is 'raise awareness in high schools of the value of technical education.' The model is to design an employer-led technical education award for students. The approach would be for BDI to develop all facets of the award to align and embed within an existing system. The second column is technical pathway; the problem is ensuring technical pathways are relevant and enthuse learners. The model would be the formation of a technical education pathway within schools. BDI would work in partnership with schools and employers to introduce this. The third column is technical school, with the problem being providing employer-led technical schools to meet skills shortages. The model is the development of standalone technical schools such as UTCs. The approach would be to partner with government and providers and build partners to develop the new schools. The fourth column is technical system; the problem is address skills shortages. The model would be to create and implement entire technical education system. The approach would be to collaborate closely with government entities and providers to meet needs.

Baker Dearing has a track record of high-quality support

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A grid of hexagons, with the text reading from the top left to bottom right: - 44 UTCs opened in just 10 years - 21k students enrolled - c.30k alumni served by UTCs - 5x number of apprenticeship starts vs. national averages - 5% leaver unemployment rate vs. 13% nationally -75% university STEM starts vs. 40% nationally - 400 employer and university partners work with UTCs -UTC Sleeve model developed and launched

Experienced leaders deliver Baker Dearing International’s support

Rt. Hon. Robert Halfon

Chairman

Robert is a widely-respected champion of education, skills and apprenticeships. He served as Minister for Skills, Apprenticeships and Higher Education at the UK Department for Education from 2022 to 2024 and Minister for Skills and Apprenticeships between 2016 and 2017. As minister, he led through Parliament legislation to help young people better understand technical education opportunities. He also chaired the influential House of Commons Education Select Committee and is currently co-chairing a national commission focused on solving the UK’s skills deficit.

Simon Connell

Co-Founder

Simon has worked with UTCs and Baker Dearing since 2013 and was Chief Executive Officer from 2019 to 2024. Under his leadership, student enrolment across UTCs rose by over 50pc and the percentage of UTCs receiving ‘Good’ Ofsted (UK regulator) ratings doubled. He is well-known in England as a thought-leader in technical education and sits on various advisory boards for technical education, including working closely with the UK Department for Education to implement policy initiatives related to technical education. He led Baker Dearing’s first UAE advisory project in 2023.