A national project tackling the technical skills gap within physics has launched a second funding call to accelerate investment into new technical talent, on National Apprenticeship Week (10-16 Feb).
A share of £100k is available for UK higher education institutions to employ a new Physics Technical Apprentice within their organisation.
HESA data shows 45% of technicians supporting physics research and teaching activities within UK universities are aged 51 or over*, risking a lack of future technical skills needed to meet the growing demands of the sector.
The Research England funded UK Institute for Technical Skills & Strategy has partnered with the Institute of Physics (IOP) and Engineering and Physical Sciences Research Council (EPSRC) to help tackle the aging technical workforce within the discipline of physics through funding for apprentice salaries.
In 2024, five universities were each awarded a grant of £20k in the first funding call to support the recruitment of these new apprentice roles at the University of Leicester, University of Glasgow, University of Manchester, University of Strathclyde, and University of York.
Finn Box, Royal Society University Research Fellow at the University of Manchester helped recruit a new apprentice in November 2024. He explained that it has doubled the number of technical support staff in the department.
He said: “In the long term, this increase in technical support will enable us to expand as a research group with appropriate foundations in place, such as produce more high-quality research.”
Rachel McKell Modern Apprentice Co-Ordinator secured funds on behalf of University of Strathclyde to recruit a new Physics Technical Apprentice.
Chantel has been in post since August 2024 and said:
“This apprenticeship has also helped me realise how much I enjoy the aspect of learning and working in this particular field.”
The University of York appointed James, Technical Apprentice, School of Physics, Engineering and Technology in August 2024. He is currently working towards a Level 3 Laboratory Technician qualification.
James said: “I’ve gained a deeper understanding of how teaching labs function and the crucial role they play in supporting students, ensuring the labs are fully operational. This experience has allowed me to pursue an apprenticeship that I enjoy and increase my knowledge about all aspects of physics and how important it is.”
Kelly Vere, Director of the UK Institute for Technical Skills & Strategy and Technician Commitment Lead said: “It’s incredible to see the benefits this £100k has already made within five UK universities to bridge the skills gap within physics.
“We’ve helped create jobs, inspire the next generation of technicians, facilitate career progression and increase capacity in technical teams who are supporting research and teaching.
“Thanks to support from IOP and EPSRC, we are launching another grant to fund a further five apprenticeships within physics from a share of £100k.
“There was a significant amount of interest in our 2024 funding call to accelerate the number of technical apprentices being recruited into Physics Technical Apprentice positions and hope to have a similar level of interest this year.”
Louis Barson, Director of Science, Innovation and Skills, from the Institute of Physics (IOP) also commented. He said:
“We are proud to support the UK Institute for Technical Skills & Strategy to deliver this national pilot which is developing new ways to unlock future careers for new Physics Technical Apprentices nationally.”
Dr Daniel Smith, Head of Physical Sciences at EPSRC said:
“A diverse technical workforce is key to the success of the UK’s research and innovation ecosystem. This project, within the field of physics, is proving to be an innovative way to accelerate investment into technical skills, while also nurturing a robust talent pipeline through focused apprenticeships.”
For more information about the scheme visit: https://itss.org.uk/support-for-organisations/investment-in-technical-talent/
ENDS
Notes to editors:
*Technical workforce data from HESA 2017/18 published in STEMM-CHANGE Equality Diversity Inclusion: A Technician Lens Report