UK industry is navigating a complex mix of pressures, including faster technology cycles, the energy transition, and persistent productivity challenges. Alongside these trends, employers are grappling with another issue that has become impossible to ignore: the growing gap between the skills organisations need and those available in the market
Recent research from the Institution of Engineering and Technology found 76% of UK engineering employers are struggling to fill key roles, with gaps particularly evident in technical and sustainability-related capabilities. That will feel familiar across the energy value chain. It is critical that we build the capabilities the U.K. needs and do it in a way that is scalable and inclusive.
Apprenticeships and vocational training are often discussed as early-career routes into employment, and that is absolutely true. But to genuinely increase national capability, we need to treat them as something broader. We need to treat them as a strategic workforce mechanism that builds skills at multiple career stages, aligned to business need and (perhaps most importantly) designed for retention as well as recruitment.
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THE UPSKILLING PROBLEM
The current challenge is a mismatch between the skills organisations have and the skills roles now require. Businesses are adopting digital tools, strengthening safety and compliance processes, and responding to customer expectations that increasingly include sustainability outcomes. The growth of hydrogen, carbon capture, sustainable fuels and electrification is also creating demand for the new technical capabilities that did not exist at scale a decade ago.
Traditional hiring alone can’t keep up. Graduate routes take time, and experienced hires are scarce. At the same time, many young people are struggling to access the first rung of the career ladder, with graduate opportunities reportedly down year-on-year and an estimated one million 16-24-year-olds not in employment, education and training. That combination makes vocational routes like apprenticeships even more important. They convert potential into capability through structured, paid, in-work learning.
One area where I believe we still have work to do is improving awareness of degree-level apprenticeships. Too many young people and parents remain unaware that it is possible to gain a university equivalent qualification while working, earning and developing real-world experience. These programmes broaden access to engineering careers, provide recognised qualifications without the significant debt often associated with full-time university study, and enable employees to develop skills directly aligned with industry needs. As we look to address the engineering skills gap, helping more people understand these opportunities is just as important as creating them.
Crucially, they also create a clearer line of sight between learning and productivity. When programmes are tied to real operational requirements and specific roles, apprenticeships become a practical route to developing role-specific expertise without waiting for the wider labour market to catch up. For employers, they can also help reduce recruitment costs, improve retention and create a more sustainable pipeline of critical skills.
A MODERN VIEW
A common misconception is that apprenticeships are only for school leavers. In reality, some of the most valuable activities are with existing employees. Particularly if that’s people who know the organisation and can grow into new roles with the right support.
At John Crane in the UK today, we have 44 apprentices on a range of pathways. 20 are new early-career recruits joining through apprenticeship standards spanning engineering, marketing, data, HR, software, procurement and supply chain. The remaining 25 are existing employees who are upskilling or reskilling through programmes including AI, coaching, leadership and management, lean methodologies, digital technologies and project management.
Looking ahead, we are also exploring how emerging apprenticeship and skills initiatives can help us further develop the capabilities in areas such as AI. While AI is often discussed as a technology challenge, it is equally a workforce challenge, requiring employees across functions to develop skills and confidence in using these tools effectively.
Many of these programmes are directly aligned to succession planning and future capability requirements, helping ensure we develop talent in areas where specialist engineering expertise is becoming increasingly difficult to source. This reflects the reality of modern industrial work. Performance depends on technical capability. But it also depends on strong leadership, project delivery, digital confidence and continuous improvement. All of these skills can be built through structured vocational routes.
PROGRAMMES IN PRACTICE
The difference between apprenticeships that build capability and those that become a well-intentioned initiative ultimately comes down to execution. It’s important that we integrate apprenticeships into workforce planning. We need to move beyond annual intake targets and, instead, focus on the roles and skills that are needed in 12–24 months.
Line managers also play a critical role. Apprenticeships are most successful when managers actively coach, support and create opportunities for individuals to apply their learning in real operational environments. We also need to govern quality and consistency. John Crane works with around 19 training providers across the UK. That access to specialist expertise is valuable, and it increases the need for clear standards, feedback loops and alignment between learning and operational needs.
If we want to close the UK’s engineering skills gap, apprenticeships and vocational training need to be embedded into core workforce planning. They are not simply a route into employment; they are a strategic investment in the future capability, competitiveness and resilience of U.K. industry.
Kate Ellison is VP HR at John Crane. www.johncrane.com
