Check against delivery. First delivered to the Leadership Matters conference in Birmingham in May 2025.
Thank you for that kind introduction. It is an immense privilege to speak at this crucial Leadership Matters conference on May 23rd, 2025.
Looking out at this room filled with dedicated school and trust leaders, I see the architects of our future, the people on the ground shaping the lives of millions of young people daily. You are the drivers of aspiration, the builders of communities, and the custodians of our nation's potential.
I want to speak to you today about the apprenticeship levy: a powerful yet under-utilised tool at your disposal.
Throughout my career, first as the Member of Parliament for Harlow, then as Minister for Skills, Apprenticeships and Higher Education, I have witnessed, time and again, the transformative power of technical education and apprenticeships.
I have seen lives change, opportunities unlocked, and communities strengthened.
My passion for this agenda is not abstract; it is rooted in the lived experiences of the people I have had the honour to represent and serve.
Today, I want to share my journey with you, explain the incredible potential of the apprenticeship levy within the education sector, highlight why it's not being fully used, showcase the vast opportunities available, and make a powerful case for why embracing apprenticeships is not just good for your staff and your bottom line, but is fundamentally an act of social justice and a vital strategy for school improvement.
My Journey: Harlow and the Power of Apprenticeships
My commitment to putting technical education and apprenticeships on a par with academic routes began long before I held ministerial office. It started in my constituency of Harlow in Essex. Harlow is a new town, built with ambition and potential, but like many communities across the UK, it faced challenges in providing clear pathways to skilled employment for all its young people.
I spent years talking to young people, parents, teachers, and local businesses in Harlow. I heard stories that stayed with me, powerful accounts of aspiration meeting frustration. I remember vividly speaking to a bright, eager young person keen on pursuing a practical trade through an apprenticeship.
When they looked for local opportunities, they found none that matched their interest or skill level. They told me the nearest relevant apprenticeship they could see was over 150 miles away in Leeds. Think about that for a moment – 150 miles. That distance is an insurmountable barrier for a young person living at home, perhaps without access to transport or financial independence. It is not just a physical distance but a chasm separating aspiration from opportunity.
This young person didn't want a handout or an easy ride; they wanted a ladder of opportunity to gain skills, contribute to their community, and build a good life.
These stories, multiplied across my constituency and reflected in conversations with colleagues across the country, solidified my belief that our education system, excelling in many areas, was not equally serving everyone. There was an ingrained, often unconscious, bias towards purely academic pathways, with technical education and apprenticeships too usually relegated to a second-class status. This was unfair to the young people whose talents and interests lay in more practical or vocational areas, but it was also damaging our economy and our communities by failing to develop the skilled workforce we desperately needed.
It was this conviction that drove me to speak out. When I had the honour of making my first ever speech in the House of Commons after being elected as the Member of Parliament for Harlow, I didn't choose a safe, generic topic. I used that crucial opportunity to advocate for a cause I deeply believed in. My maiden speech urged teachers and schools to actively encourage apprenticeships alongside university, challenging the outdated perception that apprenticeships were a less worthy path.
I argued that we needed a fundamental shift in attitude, recognising that high-quality technical education and apprenticeships are not a consolation prize, but a valuable, respected, and essential route to skilled employment and personal fulfilment. I wanted to see a system where every young person, regardless of their background, postcode, or preferred learning style, had access to the best possible opportunities to succeed.
But talking is only part of the equation. I wanted to demonstrate, tangibly, the value and viability of apprenticeships. I decided to lead by example, right there in Parliament. I became the first Member of Parliament to employ a full-time, accredited parliamentary apprentice. Working closely with my local further education college, Harlow College, and drawing on the expertise of local businesses, I created genuine apprenticeship roles within my parliamentary office. These weren't token positions; they were challenging, demanding roles that provided real work experience and training.
Over successive years, I had six full-time parliamentary apprentices. They worked alongside my staff, handling correspondence, assisting with policy research, managing diaries, and interacting with constituents. They were integrated into the heart of my operation and gained invaluable skills—communication, organisation, research, critical thinking, and a deep understanding of public service. Crucially, they undertook accredited apprenticeship training alongside their work, gaining recognised qualifications.
I am incredibly proud of what they achieved. Their success wasn't just a personal triumph; it was proof positive that apprenticeships could thrive even in seemingly unconventional environments like a parliamentary office and could serve as powerful springboards to further education and successful careers. They demonstrated, beyond any doubt, that apprenticeships are every bit as rigorous and valuable as traditional degrees.
In Harlow, I saw how investing in apprenticeships could transform not just individual lives, but entire communities. Local businesses benefited from a pipeline of fresh talent, bringing new ideas and energy. Schools and colleges became more dynamic, seen as centres of aspiration and opportunity for all young people, not just those on the academic track. And most importantly, young people who might otherwise have faced limited options could climb the ladder of opportunity, contributing positively to their own lives and the local economy. This personal journey, rooted in my constituency work, has been the driving force behind my advocacy for apprenticeships on the national stage.
Transforming Apprenticeships: Raising Prestige, Quality, and Employer Leadership
Over the past twelve years, successive governments have embarked on a significant reform journey with a clear and unwavering purpose: to fundamentally transform the prestige, quality, and relevance of apprenticeships and technical education. The aim was to shift from a system often seen as bureaucratic and out of step with the needs of the modern economy to one that is dynamic, employer-led, and delivers genuine, high-quality skills.
We wanted to move decisively away from the old apprenticeship frameworks. These frameworks were often qualification-focused, assessed incrementally, and had insufficient employer input. They could become outdated quickly and didn't always guarantee that an apprentice had mastered all the skills, knowledge, and behaviours required for a specific occupation. The result was a system that sometimes failed to deliver the consistently high-quality skills our economy and our public services, including schools, desperately needed.
That is precisely why we replaced frameworks with rigorous new apprenticeship standards. These standards are designed, developed, and owned by employers – by groups of businesses and organisations known as "Trailblazers." This employer-led approach is critical because it ensures that every apprenticeship standard focuses on a specific occupation and defines the high-level skills, knowledge, and behaviours that someone needs to be fully competent in that role. Assessment is no longer incremental; it culminates in a robust end-point assessment, conducted by an independent body, which verifies that the apprentice can perform the job effectively.
The creation of the Institute for Apprenticeships and Technical Education (Ifate), an independent body led by industry experts, further cemented this employer-led approach and provides crucial oversight. IfATE is responsible for approving and reviewing all apprenticeship standards, ensuring they are high-quality, rigorous, and meet the needs of employers and the economy. This transformation has raised the bar significantly for quality and relevance. Apprenticeships are no longer just for trades; they are now a credible, high-quality route into skilled employment across a vast range of sectors and professions. They are respected by employers, valued by learners, and are increasingly recognised by parents and educators as a fantastic pathway.
The introduction of higher and degree-level apprenticeships has been a particularly revolutionary step. These allow individuals to combine work-based training with study for qualifications ranging from Level 4 (equivalent to the first year of a degree) to Level 7 (master's degree). This has opened up new pathways for progression, allowing people to earn a salary. At the same time, they learn, gain invaluable work experience, and achieve qualifications of the highest academic standard without accumulating student debt.
While we have undoubtedly made massive progress in transforming the apprenticeship landscape, the job is far from finished. Significant challenges remain, particularly in ensuring that apprenticeships are genuinely accessible to everyone. Too many people – especially those from disadvantaged backgrounds or in communities lacking local training provision – still face barriers to accessing high-quality apprenticeships. We must redouble our efforts to ensure that apprenticeships truly deliver on their promise as powerful engines of social mobility, providing a real ladder of opportunity for all.
The Apprenticeship Levy: Our Modern-Day Moonshot for Education
The apprenticeship levy is a cornerstone of these reforms, and the crucial piece of the puzzle I want to focus on today in the context of schools. Introduced in April 2017, the levy was a bold, ambitious reform designed to ensure sustainable, long-term investment in skills and training by putting funding directly into the hands of employers.
Schools and multi-academy trusts (MATs) with an annual pay bill exceeding £3 million must contribute 0.5% of their monthly payroll to the levy. This collective contribution generates significant funding specifically for the education sector, estimated to be around £180 million yearly. The government adds a 10% top-up to these employer contributions, further boosting the available funds. Employers, including eligible schools and MATs, can access these funds through a dedicated digital account to pay for approved apprenticeship training and assessment costs.
Here is the critical point, and the reason for my urgency today: despite the £180 million generated annually by schools and MATs for the levy, with a further 10% government top-up available, the sector is currently utilising less than 22% of this funding. This means that over £140 million of potential investment in staff development, recruitment, and retention is unused yearly. This money is effectively left on the table, expiring after 24 months if not spent. This is not just a waste of resources; it is a colossal missed opportunity to upskill the existing workforce, attract new talent, and improve our children's education.
The levy is more than just a funding mechanism; it is our modern-day moonshot for education workforce development. It is a chance to revolutionise how schools and trusts invest in their people, address persistent skills gaps, and build a sustainable, high-performing workforce for the future.
Looking ahead, the apprenticeship levy will be renamed the Growth and Skills Levy. This reform aims to give employers even greater flexibility to fund a wider mix of approved training programmes alongside apprenticeships. While some levy funds must still be used for apprenticeships, a certain proportion will be able to be directed towards other high-quality training, or possibly foundation apprenticeships, although we are still waiting for the final announcements on this from the government.
This increased flexibility will allow schools and MATs to tailor their training investments even more precisely to their specific local needs, closing skills gaps more effectively and investing in both early-career staff and senior leaders.
However, the fundamental principle remains unchanged: the levy funds are there to be used for workforce development. If schools and trusts do not actively plan and utilise these funds, they will expire and be lost after 24 months. That £140 million is a desperately needed investment that could drive staff development, boost recruitment and retention, and directly improve educational outcomes for pupils.
Why Aren’t Schools Using the Levy?
Given the clear benefits and the significant amount of funding available, it begs the question: why are so many schools and MATs not making full use of their apprenticeship levy funds?
Based on my conversations and observations, several key factors contribute to this underutilisation:
Lack of Awareness and Understanding: Many school leaders and business managers are simply not fully aware of the breadth and depth of apprenticeship opportunities available today. There is a lingering, outdated perception that apprenticeships are only for young people straight out of school or for entry-level support roles. They may not realise that apprenticeships now exist across a vast range of occupations within a school, from administrative staff and IT technicians right up to qualified teachers and senior leaders, including qualifications at degree and master's level. They might also be unaware of how the levy can be used to upskill existing staff, not just recruit new apprentices.
Perceived Complexity and Bureaucracy: While efforts have been made to simplify the system, navigating the apprenticeship service digital account, understanding the funding rules, finding approved training providers, and managing the apprenticeship journey can still seem daunting to busy school staff. Accessing and managing funds, adhering to eligibility criteria, and ensuring compliance can feel like additional, unwelcome bureaucracy on top of already demanding workloads. The fear of getting it wrong or the administrative burden is a deterrent for some.
Lack of Strategic Leadership and Planning: In many schools and MATs, there isn't a single senior leader with dedicated responsibility for workforce development through apprenticeships. Without a straightforward strategic approach, linked to the school or trust's improvement plan and long-term workforce strategy, apprenticeships are often considered on an ad-hoc basis – perhaps only when a specific vacancy arises or a staff member expresses interest – rather than as a core, proactive tool for talent management. This lack of strategic oversight means opportunities are missed and the levy's potential is not fully explored.
Cultural Perceptions and Traditional Mindsets: Despite significant progress nationally, there is still a residual cultural bias within some parts of the education sector that views apprenticeships as "lesser" than traditional university degrees. This outdated mindset can lead to apprenticeships not being promoted as widely or as positively as academic routes, both to students considering their futures and to existing staff considering professional development. Challenging this perception and fostering a culture where apprenticeships are seen as a valued and aspirational pathway for all staff members is crucial.
We must actively work to address these barriers. The levy is not a burden; it is an unprecedented investment opportunity. It is not just a pot of money; it is an investment in people, in potential, and in building a more skilled, resilient, and effective education workforce for the future.
Apprenticeships: Opportunities for Every Role in Schools
Let me be absolutely clear: apprenticeships are not confined to a narrow set of roles. Thanks to the reform process, there are now high-quality, employer-designed apprenticeship standards available for almost every type of role you find within a school or multi-academy trust, spanning all levels from Level 2 (GCSE equivalent) right up to Level 7 (master's degree equivalent).
This includes:
Support Staff: Apprenticeships are available for crucial support roles such as Teaching Assistants (Level 2 and 3), School Administrators (Level 3), HR Support (Level 3), Finance Assistants (Level 3), IT Technicians (Level 3 and 4), Facilities Managers (Level 3, 4, 5), Science Laboratory Technicians (Level 3), and Sports Coaches (Level 2 and 3).
These apprenticeships provide structured training, ensuring staff gain the skills and knowledge to effectively support teaching and learning, manage school operations, and maintain facilities. This professionalises these vital roles and provides staff with clear pathways for career progression. I am particularly excited about the new Specialist Teaching Assistant (Level 5) apprenticeship, which is expected to launch in 2025. This standard will provide advanced training for TAs working with pupils with complex needs, significantly enhancing the capacity of schools to offer high-quality SEND support.
Business and Operations:
For the critical functions that keep schools running smoothly, there are apprenticeships like School Business Professional (Level 4), Operations/Departmental Manager (Level 5), Chartered Manager (Degree Apprenticeship - Level 6), and Senior Leader (Master's Degree Apprenticeship - Level 7).
These allow schools to develop expertise in areas like finance, HR, procurement, strategy, and leadership, ensuring effective and efficient management of school resources. A Level 7 Senior Leader apprenticeship can be a powerful way to develop future headteachers or trust executives.
Teachers and Leaders:
One of the most significant developments for the education sector is the availability of apprenticeships offering routes into teaching and leadership roles. The Teacher Apprenticeship (Level 6) provides a salaried route into the profession, allowing individuals to train on the job while studying for Qualified Teacher Status (QTS). Building on this, the Teacher Degree Apprenticeship (TDA) is a game-changer. This is a four-year, salaried route for individuals to gain both QTS and a Bachelor's degree. Up to 40% of the apprentice's time is spent studying for the degree with a university, while the majority is spent training and working in school.
This model offers incredible potential for attracting a more diverse range of candidates into teaching, including career changers, people rooted in the local community, and existing support staff who want to progress. It removes the barrier of student debt and provides valuable real-world experience from day one. The University of Brighton, for example, is already delivering a new undergraduate TDA, initially offering 50 places with plans to expand to 60. Their focus on recruiting from disadvantaged groups demonstrates how this route can simultaneously boost teacher supply and enhance social equity.
These are just examples. There are standards covering digital skills, construction (for estates teams), catering, and many others relevant to the diverse functions within a school or MAT. The point is, whatever your workforce development need, there is very likely an apprenticeship standard that can help meet it.
The Impact: Productivity, Social Justice, Recruitment, and Retention
Investing in apprenticeships through the levy delivers tangible, measurable benefits for schools and MATs. It directly impacts productivity, enhances social justice, and significantly improves recruitment and retention.
Let's look at the evidence. Reports and surveys consistently highlight the positive impact of apprenticeships:
Productivity and Staff Development: Apprenticeships are about filling vacancies and building a more skilled, capable, and productive workforce. A survey of employers found that 75% of school employers reported that apprenticeships positively impacted staff capability and the overall effectiveness of their organisation. 73% of staff who started an apprenticeship took on more responsibility after beginning their programme, demonstrating the immediate value they bring.
Furthermore, 85% of employers feel that their apprenticeship programmes meet their needs effectively, indicating that the training is relevant and delivers the required skills. 94% of learners would recommend their apprenticeship to others, highlighting the positive experience and perceived value from the individual's perspective.
By providing structured, on-the-job training aligned with specific job roles, apprenticeships ensure staff have the precise skills and knowledge required, reducing the need for informal, potentially less effective, training. Apprentices often bring fresh perspectives and up-to-date knowledge, contributing to innovation and efficiency within the school.
Social Justice and Social Mobility:
This is an area where apprenticeships truly shine and align perfectly with the core mission of many schools and MATs. Apprenticeships are a proven, powerful engine of social mobility, offering life-changing opportunities, particularly for those from disadvantaged backgrounds. The ability to earn while you learn is transformative, removing the financial barriers that prevent many from accessing higher education or traditional training routes.
Data shows that disadvantaged workers who complete an apprenticeship see a significant 16% boost to their earnings, compared to a still positive but lower 10% boost for their more privileged peers. This differential impact underscores the power of apprenticeships in helping to close the class pay gap and level the playing field. By recruiting apprentices from the local community, schools can provide opportunities for those who might otherwise struggle to find skilled employment, breaking cycles of disadvantage and building stronger community links. Apprenticeships embody the principle of a ladder of opportunity, providing clear pathways for individuals to climb based on their talent and effort, not their background.
Recruitment and Retention:
The education sector faces significant challenges with recruitment and retention, particularly in key areas like teaching, especially in shortage subjects, and certain support roles. Apprenticeships offer a vital solution. By creating apprenticeship pathways, schools can attract a more diverse pool of talent, including career changers looking for a supported route into a new profession, parents returning to work, and existing support staff seeking to upskill.
Apprenticeships provide a clear pathway for internal progression, demonstrating to staff that there are opportunities to develop and advance within the school or trust. This investment in staff development fosters loyalty and commitment. Data indicates that eight out of ten employers report higher retention rates among staff who have completed an apprenticeship. For schools, this means reduced staff turnover, lower recruitment costs, and greater stability in the workforce, ultimately benefiting pupil outcomes.
By growing your own talent pipeline through apprenticeships, schools can reduce reliance on expensive agency staff and build a dedicated team invested in the school's success.
Financial Efficiency:
By strategically utilising the apprenticeship levy, schools and MATs can achieve these significant benefits – increased productivity, enhanced social justice, improved recruitment and retention – at effectively no additional cost, as the funds are already contributed through the levy. The government's 10% top-up further enhances the value of the levy funds. For levy-paying schools, allowing these funds to expire is equivalent to throwing away money that could be directly invested in their most valuable asset: their people. For smaller schools who do not pay the levy, they can still access apprenticeship funding, with the government covering 95% or even 100% of the training costs for apprentices aged 16-21 or those from disadvantaged backgrounds, making apprenticeships an incredibly cost-effective way to bring in new talent and upskill existing staff.
The evidence is compelling. Apprenticeships deliver results. They build capacity, create opportunities, and strengthen the fabric of our schools and communities.
Success Stories: Trailblazers Lighting the Way
While the statistics on overall levy utilisation show a sector-wide challenge, it is important to recognise and celebrate the schools and MATs that are leading the way and demonstrating what is possible. These trailblazers are showing that with strategic planning and a commitment to workforce development, the levy can be a powerful force for good.
Hackney Education in London, for example, has developed an innovative partnership with the National College of Education (NCE) to offer leadership apprenticeships ranging from Level 3 to Level 7. These programmes are specifically tailored to the unique context and challenges of the education sector and are delivered by experienced former senior leaders.
This model has been highly successful in developing leaders within Hackney schools and has become a blueprint, now being replicated by other local authorities and school groups across the country.
Oasis Community Learning, a large multi-academy trust, has embedded apprenticeships into its workforce strategy, offering roles for teaching assistants, business administrators, and IT technicians. Their approach has been recognised by Ofsted for its ambition and for the practical, positive impact these apprentices are having in the classroom and on school operations.
United Learning, another significant MAT, has made strategic use of the levy, supported by expert partners like Captiva Learning, resulting in nearly 3% of their entire staff workforce currently engaged in apprenticeship learning. This is a testament to a commitment to widespread professional development across the trust.
Kent County Council has also demonstrated leadership by proactively growing its apprenticeship programme across the schools it supports. They provide resources, guidance, and facilitate partnerships to help schools in the county navigate the system and maximise their levy use.
These examples are not exceptions; they are proof points. They show what is achievable when school leaders and MATs embrace apprenticeships not just as a funding stream, but as a core component of their talent acquisition, development, and retention strategy. They are not simply filling short-term vacancies; they are building a sustainable culture of learning, growth, and opportunity for their staff, which in turn benefits their students.
Degree Apprenticeships: The Next Frontier
I want to return briefly to the transformative potential of degree-level apprenticeships, particularly the Teacher Degree Apprenticeship (TDA). This model represents a significant evolution in how we train and develop teachers.
As I mentioned, the University of Brighton's initiative is a fantastic example. By offering a salaried route to both QTS and a degree over four years, they directly address some of the most significant barriers to entering the teaching profession: the accumulation of student debt and the need for individuals, particularly those with existing financial commitments, to earn while they train. With up to 40% of time dedicated to academic study and the rest spent gaining invaluable, hands-on experience in school settings, the TDA produces highly competent, work-ready teachers deeply rooted in the reality of classroom life.
The TDA can potentially be a game-changer for teacher recruitment, especially in challenging subjects and geographical areas, and for attracting individuals from more diverse backgrounds into the profession. It provides an accessible, high-quality pathway that validates practical experience alongside academic rigour. We need more universities and schools to partner in delivering these programmes.
Furthermore, degree apprenticeships in areas like Chartered Management (Level 6) and Senior Leadership (Level 7) offer powerful pathways for developing existing staff into leadership roles. They allow schools to cultivate their own leaders, promote from within, and ensure that those in leadership positions have both the strategic understanding gained through academic study and the practical experience honed on the job.
How Schools Can Make the Most of the Levy
So, what practical steps can schools and MATs take, starting now, to unlock the full potential of the apprenticeship levy and turn that £140 million from a missed opportunity into vital investment?
Appoint a Senior Leader Responsible for Apprenticeships: This is perhaps the most crucial first step. Designate a member of the senior leadership team – perhaps the Business Manager, HR Director, or a dedicated Assistant Head – with explicit responsibility for developing and implementing an apprenticeship strategy. This person needs the authority, time, and resources to drive the agenda, champion apprenticeships internally, and navigate the system.
Develop a Comprehensive Apprenticeship Strategy: Don't view apprenticeships in isolation. Your apprenticeship plan should be fully integrated with your school or trust's overall improvement plan, workforce development strategy, and recruitment and retention goals. Identify current and future skills gaps and determine how apprenticeships can help fill them. Map out potential apprenticeship pathways for different staff roles.
Explore High-Level Apprenticeships: Look beyond Level 2 and 3. Investigate the potential of degree-level and master's-level apprenticeships for developing future teachers (including the TDA where available), business managers, and senior leaders. Identify staff with leadership potential who could benefit from these programmes.
Leverage Apprenticeships for Support Staff: Recognise the invaluable contribution of teaching assistants, administrators, technicians, and other support staff. Use the levy to provide them with structured training and clear pathways for progression, professionalising their roles and increasing their effectiveness. The new Level 5 Specialist Teaching Assistant apprenticeship will be a key opportunity here.
Collaborate and Share Best Practice: MATs have a significant advantage in pooling resources and developing trust-wide apprenticeship strategies. Non-levy paying schools can benefit from levy transfers from other employers (schools or businesses). Explore opportunities to collaborate with local schools, FE colleges, universities, and other employers to share insights, pool resources for training providers, and develop local talent pipelines. Join networks and attend events like this one to learn from others' successes.
Promote Apprenticeships Internally: Challenge outdated perceptions by actively promoting apprenticeships as a high-quality, respected route for professional development and career progression for all staff. Share success stories and highlight the benefits.
The money is there, waiting to be used. The opportunities are vast and cover almost every role in your school. The need for skilled, dedicated staff in the education sector is urgent. It is now up to us – school leaders, MAT executives, policymakers, and practitioners – to seize this opportunity and put the levy to good use for the benefit of our educators, our students, and our communities.
My Commitment: Leading by Example
Throughout my career, my belief in the power of apprenticeships has not waned; it has only strengthened. As I mentioned, I haven't just talked about apprenticeships; I have lived them, demonstrating their value by employing full-time parliamentary apprentices in my office. I saw first-hand the energy, dedication, and fresh perspectives apprentices bring to any organisation.
In government, I was a passionate champion for apprenticeships, particularly advocating for expanding higher and degree apprenticeships to open up new professional routes. I continue to visit schools, colleges, universities, and training providers across the country, meeting apprentices and employers, and seeing the transformative impact of high-quality technical education.
I have witnessed the enthusiasm and commitment of apprentices themselves, eager to learn and contribute. I have seen the dedication of educators and trainers providing high-quality instruction. But I have also seen the persistent barriers – the lack of awareness in some areas, the perceived complexity of the system, and the cultural biases that still exist.
Birmingham’s Legacy: Mary Macarthur and the Power of Education
Let me conclude by grounding this discussion in Birmingham, the city we are in today. Birmingham has a rich and proud history, including a strong tradition of industry, innovation, and social reform. It is a city built on skills and the hard work of its people. It has also wrestled with social and economic challenges, where the fight for opportunity and fairness has been hard-fought.
In thinking about the importance of education, skills, and opportunity in a city like Birmingham, one historical figure comes to mind: Mary Macarthur. While not an apprentice herself in the modern sense, Macarthur was a pioneering trade unionist and women's rights advocate who spent a significant part of her life campaigning for better pay, working conditions, and opportunities for women workers, particularly in industries like the chain-making trades in nearby Cradley Heath.
Mary Macarthur deeply understood that a lack of education, skills, and economic opportunity trapped working people, especially women, in cycles of poverty and disadvantage. She knew that to empower individuals and improve their lives truly, they needed fair wages and access to the knowledge and skills that would allow them to progress and secure better futures. Her advocacy was rooted in a belief in the fundamental dignity and potential of every individual, a potential that could only be fully realised through access to education and training.
After her untimely death, her legacy was honoured by establishing funds like the Mary Macarthur Scholarship Fund and the Mary Macarthur Educational Trust. These initiatives explicitly aimed to advance educational opportunities for working women, demonstrating the enduring power of her belief in the transformative potential of education and skills development as tools for social mobility and empowerment.
Mary Macarthur's fight for opportunity through education resonates strongly with the purpose of the apprenticeship levy today. The levy, when used effectively by schools and MATs, provides precisely the kind of ladder of opportunity that she championed – a way for people to gain valuable skills, improve their livelihoods, and contribute meaningfully to society, regardless of their starting point. With its diverse population and dynamic education sector, Birmingham is uniquely placed to embrace this opportunity, utilising the levy to train local people, address skills gaps in its schools, and continue building on its legacy of opportunity and progress. There are undoubtedly examples of fantastic apprenticeship programmes happening in Birmingham schools today, and the potential to do much more is immense.
Conclusion: The Ladder of Opportunity Awaits
The apprenticeship levy is a powerful resource, a unique opportunity, and, frankly, a responsibility. It is our modern-day moonshot for education workforce development. We have the funding, the standards, and the need. What is required now is the vision, strategic planning, and determination of every school and every MAT to unlock its full potential.
Let us not allow £140 million a year to sit unused and expire. Let us instead seize this chance to provide a clear ladder of opportunity for training, recruitment, retention, and social mobility within our schools. Let us ensure that every member of staff, from the newest apprentice to the most senior leader, has access to the development they need to excel. Let us ensure that our schools are equipped with the skilled workforce necessary to provide the best possible education for every child.
