Closing the gap between vocational and general education? Evidence from University Technical Colleges in England

Vocational education delivery is widely debated, with ongoing efforts to improve its effectiveness. In 2010, England introduced University Technical Colleges (UTCs), hybrid institutions combining general and vocational education. Using an instrumental variable approach, this paper examines the impact of UTC attendance on academic and vocational achievement, university enrolment, and labour market outcomes. For students entering UTCs at the unconventional age 14, enrolment significantly lowers academic achievement at age 16. However, for those entering at the conventional age 16, UTCs enhance vocational achievement, boost enrolment in STEM degrees, and improve labour market outcomes. The findings highlight the risks of early specialisation and the benefits of aligning education with students' interests at a more suitable stage.