What I learned from completing an apprenticeship as a vice principal

Balancing a full-time senior role while completing a Level 7 apprenticeship has given me a completely different lens on apprenticeship provision. While I’ve supported apprentices and programmes for years, experiencing the journey first-hand has challenged many of my assumptions and deepened my respect for apprentices across the sector.

Starting a Level 7 apprenticeship later in my career was not something I expected to be as transformative as it has been. I signed up knowing it would be demanding, but what I didn’t anticipate was how much it would shift my perspective on learning, leadership and the realities apprentices face every day.

Being an apprentice while holding a senior leadership role is a constant balancing act. Deadlines don’t pause because you have an assignment due, and study time doesn’t magically appear because you’re motivated. Like many apprentices, I’ve written reflective pieces late in the evening, fitted learning around meetings, and juggled work priorities alongside academic expectations.

That experience has given me a new-found respect for apprentices at all levels. The resilience, time management and commitment required should never be underestimated. Apprenticeships are not an “easy route” – they demand focus, flexibility and sustained effort over time.

The value of apprenticeships as a leadership development route

One of the most valuable aspects of the Level 7 apprenticeship has been the opportunity to learn alongside like-minded professionals, many of whom are also in senior leadership roles. Bringing together leaders from further education, local government, construction and other public sector organisations has been a powerful reminder that many of the challenges we face are shared.

Issues around capacity, funding pressures, competing priorities and navigating organisational change are not unique to general further education. Hearing peers from across the public sector reflect on similar barriers has been reassuring, and at times refreshing. It has reinforced the importance of collaboration and shared learning, rather than working in silos.

The space to step back, reflect and learn with others who “get it” has been invaluable. These conversations have often been just as impactful as the formal learning itself.

The range of speakers involved in the programme has been another highlight. Hearing directly from leaders across different providers and sectors has brought theory to life and grounded learning in real-world practice.

What stood out most was the honesty. Leaders were open about what hadn’t worked, the compromises they’d had to make, and how they’d navigated complex organisational and political landscapes. That level of authenticity made the learning feel relevant and credible, rather than abstract or idealistic.

It also reinforced the value of apprenticeships as a leadership development route. The blend of academic learning, applied practice and peer discussion creates a depth of understanding that is difficult to replicate elsewhere.

Alongside the apprenticeship itself, additional resources have played an important role in my journey. TSCG’s membership of the Association of Apprentices (AoA) has been particularly helpful. The access to free events, networks and shared resources has provided practical support and a sense of community beyond my own organisation. These spaces matter. Apprentices, particularly those balancing senior roles, benefit hugely from being able to connect with others who understand the pressures and can offer reassurance, ideas and perspective.

Rethinking apprenticeship provision

Experiencing an apprenticeship first-hand has made me reflect more critically on how we design and deliver provision. From communication and flexibility to recognising workload pressures, small changes can make a significant difference to the apprentice experience. Our college has invested heavily in pastoral support outside of the traditional off-the-job learning. In addition to AoA membership, we have a student assistance programme, tutorials to support wellbeing and lots of other tools to support apprentices at any stage in their learning and life journey.

It has also reminded me that apprentices are not a homogenous group. Their needs, motivations and challenges vary widely, and effective provision must reflect that diversity.

If you work in apprenticeship provision, I would encourage you to step into the apprentice mindset wherever possible. Listen to their experiences, reflect on your own assumptions, and consider how support structures really operate in practice.

For those considering an apprenticeship later in their career, I can honestly say it is challenging, but it is also rewarding, energising and deeply informative. And for all of us, sharing learning across sectors may be one of the most powerful tools we have.

If we truly want apprenticeships to succeed, we must continue to learn not just about them, but from them.

Danielle Houghton is the Vice Principal Apprenticeships and Adult Skills, Trafford and Stockport College Group