The BCS Training Provider Forum in London brought together providers, employers, government and other stakeholders to discuss the implications of recent changes to the structure and funding of apprenticeships.
Apprenticeships play a vital role in equipping individuals with practical, work-ready skills. They offer people from all backgrounds a route into meaningful employment and help employers develop the talent they need to grow. As Annette Allmark, Director of Learning and Development at BCS, notes, ‘Apprenticeships have always been, and remain, a powerful vehicle for social mobility and career transformation. They benefit individuals, employers, and the wider economy.’
With digital skills in high demand, apprenticeships offer a vital pathway into technology roles that drive businesses and public services alike. These roles are also essential to ensuring the UK remains at the forefront of artificial intelligence innovation and development. Digital apprenticeships provide a scalable and inclusive approach to developing the specialist skills necessary in areas such as machine learning, data science and cybersecurity — key components of the UK’s future economic and technological competitiveness.
The latest reforms, announced by the Department for Education and Skills England, aim to strengthen this system. Central changes include new minimum thresholds for off-the-job training, the rollout of shorter and foundational apprenticeships, and a shift towards centre-led assessment. Each is intended to modernise the system and ensure it better serves learners and employers.
‘These reforms come at a critical time for the UK workforce’, Annette explains. ‘Digital apprenticeships help fill skill gaps and build the diverse talent needed for a thriving digital economy.’
Clearer training expectations, but challenges remain
One of the most prominent changes is the move to standardised off-the-job training (OTJT) hours. Instead of a percentage, each apprenticeship standard now has a minimum number of hours that must be delivered. While this provides consistency, some providers flagged some practical concerns. In certain cases, for example, programme content might need to be redesigned and extended to meet new requirements.
For employers — particularly small and medium-sized enterprises (SMEs) — the change can create logistical and financial strain. Supporting more hours of structured learning outside of the day-to-day job requires planning and resourcing. Without additional funding, some employers may reduce their use of apprenticeships or struggle to offer the same level of support.
Access routes for young people
Alongside OTJT reform, the introduction of shorter apprenticeships and foundational pathways aims to improve access for young people entering the labour market. These new programmes focus on learners aged 16 to 21 and those up to 25 who face additional barriers.
Foundational apprenticeships are designed to provide a springboard into employment, particularly in sectors such as digital, construction, engineering and care. The programmes are intended to be shorter, more targeted and include wraparound support.
While welcomed in principle, foundational apprenticeships do bring questions. Several providers noted a lack of clarity on progression: shorter apprenticeships may provide a foot in the door but do not always lead to sustained employment or further training. One speaker asked, ‘What happens to these apprentices after [eight] months?’
To be effective, shorter programmes need to be integrated into broader career development pathways. Employers and providers are calling for clearer guidance on how foundational apprenticeships fit into the wider skills system, and how learners can transition into full apprenticeships or employment.
Centre-based assessment: a new direction
Another major reform is the transition away from exclusive reliance on end-point assessment (EPA). Instead, providers will take on more responsibility for evaluating apprentice performance throughout the programme, including a centre-led assessment model.
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This change reflects widespread feedback that some EPA methods are overly rigid, disconnected from real work, or slow to schedule. In sectors like digital, where learning often happens through projects and practical tasks, the move towards integrated assessment may be better suited to demonstrating competence.
Still, the shift raises important considerations. Providers must invest in training staff, redesigning processes, and maintaining consistency and credibility. ‘We need to make sure the new system does not undermine rigour’, said one panellist, welcoming the retention of external validation.
Concern over the removal of Level 7 funding
While the reforms focus heavily on entry-level and intermediate training, another change has affected the opposite end of the apprenticeship ladder. The government has withdrawn funding for Level 7 apprenticeships — programmes equivalent to master’s degrees — that have been used to develop experienced professionals in strategic areas such as artificial intelligence and data science.
These apprenticeships offered a practical, job-based route to develop leadership and technical skills. Their removal has prompted concern that progression pathways in high-demand digital fields will narrow. Employers fear losing a valuable way to upskill staff and future-proof their workforce.
One employer summarised the dilemma by saying, ‘Taking money from the top of the ladder and using it at the bottom may not have the desired result.’ There is concern that expecting talent to ‘trickle up’ through the system will take too long and may not meet urgent business needs.
Pressure on providers and employers
For training providers, the combined effect of these reforms means redesigning content, aligning with new funding rules, and building capacity for on-programme assessment — all while maintaining delivery. Larger organisations may manage this more easily, but smaller and independent providers face tighter margins and greater risk. Employers also need to adapt.
While shorter apprenticeships offer flexibility, many are seeking a clearer roadmap for how different training models work together. Regional skills leaders report that both providers and employers are asking for timelines, roadmaps and operational clarity to help them make informed decisions.
‘Employers want to know what’s coming and when’, said one skills coordinator. ‘They need to plan recruitment, set expectations, and allocate budgets. Right now, there’s too much uncertainty.’
A call for clarity and collaboration
Despite the challenges, the case for digital apprenticeships remains strong. They continue to provide an inclusive, adaptable route into skilled work. As Annette Allmark explains, ‘Apprenticeships empower people from all walks of life to gain the skills they need to succeed in a fast-changing world.’
The sector is united in its call for a clearer roadmap, better coordination across organisations and timely communication. Training providers and employers alike emphasise the importance of engaging those directly involved in delivery and assessment when designing and implementing reforms.
‘These reforms could make a real difference’, said a panellist. ‘But only if they are delivered in partnership with the people doing the work on the ground.’
The direction of travel towards more inclusive, flexible and skills-focused apprenticeships is welcomed. The manner in which reforms are introduced and supported will ultimately determine their success.
As one speaker concluded, the key to achieving that success lies in ‘clear communication, shared planning, and above all collaboration.’
To find out more, visit www.bcs.org/apprenticeship.
