“Having finished my apprenticeship in 2023, I now have a degree, more than five years’ industry experience and have been the commercial lead on a project – amazing considering I had no industry experience prior,” says quantity surveyor Evie Marsden, who completed her degree apprenticeship at Sheffield Hallam University while working for Kier Construction.
Having already completed a maths degree, she says the apprenticeship boosted her employability significantly. “It not only shows I have the knowledge of the subject area, but I also have the skills and behaviours to carry out the role appropriately. After all, I’ve demonstrated that to my employer for five years now and continue to develop.”
Apprenticeships are increasingly seen as a way of helping people overcome barriers to landing roles or careers that may otherwise be unattainable. Particularly in traditionally male-dominated areas such as construction where, for example, figures show that between 2018-19 and 2023-24 the number of women starting construction apprenticeships increased by almost two-thirds to 2,420.
In-job training often means a boost in confidence for apprentices that academic learning alone can’t match. “The main challenge I faced during my apprenticeship was being a young female in the construction industry,” says Marsden. “I found when working with new people I worked harder than my peers to be listened to and taken seriously. The apprenticeship helped me overcome this barrier, giving me confidence in my ability so I can work in a team where I’m both the youngest person and only female without feeling it’s a disadvantage.”
The numbers starting UK apprenticeship programmes for those aged 16 and over rose to 202,520 in the 2024-25 academic year, slightly up from 200,550 the previous year. Higher apprenticeship starts increased by 8.7% to 76,970 and degree apprenticeships starts by 12.5% to 36,570. The schemes give apprentices the chance to experience a real work environment – and earn an income – while gaining a recognised qualification.
Sheffield Hallam University is home to the National Centre of Excellence for Degree Apprenticeships and is one of the largest providers of higher and degree apprenticeships. It has been running degree apprenticeships since 2015, receiving accolades including the Educate North 2024 Apprenticeship Award and Training Provider/Programme of the Year at South Yorkshire Apprenticeship Awards For Creative Industries 2024.
Sharon Smith is director of skills and partnerships at Sheffield Hallam and is responsible for the apprenticeship and work-based learning coach team – at Hallam, academic teams deliver the degree element of the course and a team of apprenticeship “coaches” support the apprentice alongside “workplace mentors”. The university offers apprenticeships for more than 37 programmes (or roles).
“The vast majority align to government policy around economic growth and growth priority sectors,” says Smith.
Indeed, apprenticeships are playing a significant role in supporting economic growth across industries and sectors crying out for skilled workers, from construction and engineering to healthcare and tech. “That includes roles like advanced clinical practitioner, becoming a nurse or police constable, construction site management or jobs in town planning, for example,” says Smith. “There’s a real range that aligns to the priority sectors of the South Yorkshire local skills improvement plan and the national industrial strategy.”
In general, it takes between three and four years to complete a degree apprenticeship (apprenticeships vary in length, depending on the level and professional body involved). There are significant benefits, besides learning while you earn, points out Smith. “Because apprentices are studying at university, they’re not just benefiting from their academic lecturers and coaches, but their peers too, who are doing similar jobs in different sectors. So they’re learning about best practice from other workplaces and employers. And their workplace mentor offers additional support within the workplace, so they’ve got a very comprehensive support circle to help them to develop and progress.”
Career progression is notable. “Our workplace mentors tell us apprentices often progress in job roles quicker,” says Smith. “And because apprentices complete work-based learning projects while at university, often they bring the outcomes or benefits of those into the workplace, making a huge difference, and increasing productivity and adding value.”
Daisy Garfit completed her digital and technology solutions degree apprenticeship while working as an apprentice software developer at the digital consultancy DeeperThanBlue in Sheffield. She says the mix of work and study suited her well: “I found the experience of learning through practical, workplace situations insightful and feel I learn faster through real-life situations. I never intended to go to university because I didn’t believe it was a good fit for me. However, I did consider the prospect of an apprenticeship, allowing me to learn while working, something that aligned with my kinaesthetic learning style.”
Her apprenticeship at DeeperThanBlue meant she was given the hands-on experience a traditional academic route wouldn’t necessarily provide. “I was involved in several customer projects where I developed and tested software solutions. This allowed me to use programming languages and tools learned during my studies in a practical setting while applying them to real-world problems. I also worked collaboratively with other developers, within my team and with external partners, helping me understand the importance of communication and collaboration in software development.”
The structure of Sheffield Hallam’s apprenticeship programme means there’s a diverse population of apprentices at the university. “Some of our apprentices are school leavers, who’ve left school with A-levels or level 3 vocational qualifications,” says Smith. “Conversely, some employers give existing staff or mature students a chance to upskill or retrain with us via an apprenticeship, adding value for both the employee and employer. Many are also the first generation from their family to go to university.
“One of the employers we partner with is Barratt Redrow, the construction company, helping them recruit school leavers for their recruitment and assessment centres. We also help fill positions within NHS trusts, where many apprenticeships take the form of re-training existing employees in order for them to take on higher roles, like advanced clinical practitioner or senior leaders. Many of our employers also inform programme design to meet their skills needs, and influence the work-based projects the apprentices complete so they can then make a difference back in their workplace.”
The scheme proves so successful for many employers that a long-term working relationship emerges and they become key employer partners. “We get a lot of repeat business – for example, we have a really strong partnership with South Yorkshire Police and train their police constables – they now co-design and deliver the programme with us,” says Smith.
“For larger employers we might take on 20 apprentices every year, but for a smaller company it may be just one – but for that small business it improves productivity and for that one apprentice it can be really lifechanging. It all demonstrates how degree apprenticeships have a real impact on meeting skills needs and economic growth – locally, regionally and nationally.”
Learn more about degree apprenticeships at Sheffield Hallam
