Flexible 'on and off' apprenticeship programs proposed to bridge UK skills shortage
**Modular 'Hop-On, Hop-Off' Apprenticeships: A Flexible Solution for the Built-Environment Sector**
In a speech at Westminster Insight's Future of Apprenticeships conference on July 11, 2025, Ashley Wheaton, a member of the Deputy Prime Minister's Construction Skills Mission Board, proposed a new approach to apprenticeships in the built-environment sector. The proposal, dubbed "modular 'hop-on, hop-off' apprenticeships," aims to address the current challenges in the sector by offering a flexible, competency-based training solution that benefits both employers and apprentices.
Wheaton argued that the current 'all-or-nothing' model of apprenticeships fails employers and apprentices alike, as it does not cater to the sector's pressing need for intermediate skilled professionals, such as assistant quantity surveyors, site technicians, and cost analysts. The Government's five-year building plan further emphasises the urgency for a more adaptable apprenticeship system.
Wheaton's proposal suggests that apprentices could pause at Level 4, gain practical industry experience for two years, and then return to complete their degree. This modular approach would allow employers to deploy part-qualified staff in intermediate roles and give apprentices a clear route back to full chartered status when the time is right.
The benefits of modular 'hop-on, hop-off' apprenticeships are numerous. They offer flexibility, tailored learning, employer engagement, cost-effectiveness, and professional development opportunities for apprentices. Flexibility is achieved through independent module progression, while tailored learning ensures that modules are adapted to specific job roles and competencies in the built-environment sector. Employers benefit from a trained workforce that develops skills aligned with job requirements and business needs, and government funding often supports apprenticeships, reducing employer financial burden while providing paid work experience for apprentices.
The implementation of modular 'hop-on, hop-off' apprenticeships involves structured frameworks, data management tools, and training delivery. Programs utilize sample curricular frameworks and work process schedules that outline on-the-job learning tied to theoretical instruction. Apprentices typically undergo a probationary period before full program credit is given, with performance reviews ensuring progress and quality of training. Systems like RAPIDS in Pennsylvania help manage apprentices’ progress, occupations, and program information efficiently. Training delivery combines hands-on experience with expert-led classroom instruction, with free or funded technical training often included.
While specific widespread adoption in the built-environment sector under the "hop-on, hop-off" banner is still evolving, the approach is gaining recognition as a key method to address skill shortages and workforce upskilling needs. Regulatory frameworks exist that define wage schedules, probation rules, and competencies required to structure such apprenticeships effectively, supporting scalability. Employers are increasingly encouraged to adopt apprenticeship models facilitated by government funding and partnerships with training providers and workforce development agencies.
Industry examples in analogous technical sectors show comprehensive blends of technical instruction and on-the-job training with career progression incentives that could be adapted to construction and built-environment apprenticeships. By building in modular exits and re-entry points, the sector could plug the shortfall of skilled and technical professionals it needs today and still guide them towards full professional degrees tomorrow.
Wheaton's call for flexibility in apprenticeships echoes broader moves toward flexible apprenticeships being piloted by the Department for Education in other industries. The University of the Built Environment, for instance, runs fully online apprenticeships for 2,600 learners in partnership with 700+ employers. However, an apprentice who leaves early or narrowly fails the end-point assessment currently walks away with no formal credential, even after mastering years of technical content.
Wheaton also called for professional bodies to modernize their accreditation routes for degree and higher-level apprenticeships. The University of the Built Environment's Vice Chancellor, Ashley Wheaton, made these remarks at the Westminster Insight's Future of Apprenticeships conference. The need for skilled professionals and technical experts in the built-environment sector is urgent, as stated by Wheaton. The modular 'hop-on, hop-off' apprenticeship represents a strategic solution to these challenges, offering a flexible, competency-based approach that aligns training with job requirements while supporting workforce development needs.
- The modular 'hop-on, hop-off' apprenticeship proposal can provide opportunities for personal growth and education-and-self-development, as apprentices can pause and return to complete their degree, gaining practical industry experience in between.
- The benefits of this flexible approach to apprenticeships extend to career-development, as it offers a clear path for apprentices to progress from part-qualified roles to full chartered status, and employers can develop a workforce with skills aligned with job requirements and business needs.
- Online-education plays a significant role in the modular 'hop-on, hop-off' apprenticeships, with programs offering structured curriculum and technical training delivered online, which can be accessed by learners at their own pace and convenience, fostering skills-training and professional development opportunities.
