Building Skills, Confidence, and Careers: Apprenticeships in HE

Emily Hargreaves (she/her) – Head of Administration | Department of Philosophy, University of Warwick, Deputy Editor of Development Monthly

AHEP Development Monthly #49 Progress: Pathways to Growth and Inclusion in HE

At the start of December, I will be entering the End Point Assessment (EPA) window for my Level 5 Coaching Apprenticeship. This marks the final stage of over a year of structured and self-guided study, research, assignments, reflection journalling and one-to-one coaching practice. With an average of 20% of my working week¹ dedicated to the apprenticeship, it has been a significant commitment; it has required both self-discipline and a supportive employer who understands the benefits they are set to gain (I’m fortunate to have had the latter, even if the former took some work).

It’s not an exaggeration to say that the apprenticeship has been transformative for my personal and professional development. It’s equipped me with new knowledge and practical skills, and, perhaps most importantly, given me the confidence to apply them meaningfully in my role. Before starting, I had only a vague idea of what an apprenticeship was and what it entailed. I now see it as one of the most valuable development opportunities available to staff in higher education.

Apprenticeships are uniquely positioned within HE. For many institutions, provider costs are covered, and the required ‘off the job’ training hours must be embedded within the apprentice’s working time. There are apprenticeships available across a wide range of fields, suitable for both newcomers to the sector and experienced staff looking to build complementary skills that will make them more effective and confident in their role. They’re also highly practical, meaning learning needs to be demonstrably applied in order to meet course learning outcomes. That blend of extended duration, hands-on experience, and embedded learning is what attracted me to an apprenticeship. It felt more relevant and sustainable than a traditional short-term training course.

Nationally, apprenticeships are on the rise. In the 2024/25 academic year, 284,190 people began an apprenticeship, a 2% increase on the previous year². Nearly half of those were over 25, and higher apprenticeship (level 4 or 5) starts also increased by 11%, suggesting a strong interest among existing employees³. Within my own organisation, the numbers of staff starting apprenticeships have grown year-on-year, with an expanding range of courses available.

Many UK HEIs, as large organisations and big employers, are required to contribute 0.5% of their annual pay bill to the apprenticeship levy, a figure that can legitimately be spent on developing their staff⁴. And although demand for apprenticeships may be growing, an estimated £418 million of apprenticeship funding went unallocated in 22/23⁵. At a time when HE budgets are tightening and staff development funding finds itself being cut or significantly reduced, apprenticeships offer a compelling alternative.

Still, prospective apprentices and hiring managers may find they need to make the case to budget holders and senior managers that the average six hours per week of apprenticeship activity isn’t simply time ‘lost’ from core duties. In my experience, although there are weeks where webinars or tutor meetings need to fit within working hours, much of the learning happens through work that would be taking place anyway. Apprenticeships tend to be less rigidly structured than other formal learning routes, offering autonomy and flexibility that make them easier to integrate into day-to-day roles. Some providers even offer pauses or time-outs to accommodate peak work periods without disadvantaging the apprentice or their employer.

So convinced am I by the value of apprenticeships that I have recently reworked a vacancy in my team to create a new apprenticeship-level role. In doing this, I hoped to open the door to talented applicants who might otherwise be overlooked, and to demonstrate that developing people can be built into a role, as well as added on through more established opportunities.

Too often, talented candidates looking to move into, or start a career in, HE Professional Services are excluded from roles due to lack of sector experience. By recruiting an apprentice, we have been able to focus on aptitude and enthusiasm, knowing that structured training will support their development over the first 12–24 months. It also presents less of a risk for applicants, who have the reassurance that if appointed, they will be developing not only sector knowledge, but skills and experience that are recognised and transferrable, whether they decide that HE is for them or not.

As I approach the final stage of my own apprenticeship, I’m excited to see how the model continues to evolve. If HEIs fully embrace the potential of staff apprenticeships, they have an opportunity to strengthen career pathways and broaden access across the sector. Whether you’re considering your own development or thinking about how to build capacity within your team, I encourage you to explore what an apprenticeship could offer, and the value it might bring to you, your team, and your institution.