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Introduction
Off-the-job training (OTJ) has long been central to apprenticeships, combining hands-on work with structured, theory-based learning to build a skilled, adaptable workforce (Abdullahi, 2024). Driven by technological advancements and evolving labour market demands, OTJ remains a critical element in workforce development (Cui & Smith, 2019; Brockmann & Smith, 2023). In this blog post we examine the transformative role of OTJ, highlighting modern adaptations and future directions in the UK.

Historical context and evolving approaches
Traditionally, OTJ emphasised classroom-based instruction to provide foundational technical knowledge (Brockmann et al., 2020). In the UK, apprenticeships now require that 20 per cent of an apprentice’s working hours are dedicated to OTJ, balancing theory with practice (Abdullahi, 2024). However, as labour markets become more complex, traditional methods face challenges. Many programmes now struggle with misalignment between employer expectations and training delivery, rendering OTJ a ‘box-ticking’ exercise rather than a developmental tool (Julius et al., 2021).

‘Many programmes now struggle with misalignment between employer expectations and training delivery, rendering on-the-job training a “box-ticking” exercise rather than a developmental tool.’

Technological transformations in OTJ
As traditional approaches reveal limitations, technological advancements have emerged as key solutions to enhance accessibility, flexibility and relevance. E-learning platforms and virtual simulations allow apprentices to engage with industry-specific content remotely, preparing them for real-world application (Brockmann & Smith, 2023; Abdullahi, 2024). Augmented reality (AR) and artificial intelligence (AI) personalise learning: AR creates immersive simulations of high-stakes tasks, while AI offers adaptive feedback to help apprentices progress at their own pace (Brockmann et al., 2020). Despite these innovations, smaller organisations often face financial and logistical barriers to adopting these tools, resulting in uneven implementation (Julius et al., 2021).

Challenges to effective OTJ
Although OTJ has modernised, challenges remain. For smaller employers, the 20 per cent OTJ requirement can become a resource-heavy compliance burden, undermining its developmental value (Julius et al., 2021). Cui and Smith (2019) identify a critical disconnect between OTJ and on-the-job training, noting that overly theoretical OTJ programmes often lack real-world integration, leading apprentices to perceive them as irrelevant. They advocate for closer collaboration between employers and training providers to bridge this gap and create cohesive, practical learning experiences.

Recommendations for future adaptation
To enhance OTJ effectiveness, several strategies stand out:

• Align with workplace needs: Strong collaboration between training providers and employers is essential. The Advanced Technical Training (ATT) model, for example, offers two years of foundational training followed by a year in the workplace, ensuring apprentices enter employment with robust skills (Cui & Smith, 2019).
• Leverage technology: Advanced technologies such as AR and AI create immersive and personalised environments. In healthcare, AI-driven simulations let apprentices practise clinical procedures in a controlled setting, fostering confidence and competence (Ali, 2025). Wider adoption of these tools, supported by government or industry grants could elevate OTJ quality.
• Support small organisations (SMEs): In the UK, policies such as Apprenticeship Levy Transfers (where large employers can reallocate unused funds to smaller firms), targeted incentives (such as grants up to £4,000 for younger apprentices), and the Digital Apprenticeship Service help SMEs meet OTJ requirements without compromising training quality (Julius et al., 2021).
• Focus on quality assurance: A shift from compliance to tangible outcomes is key. (WSQ) system offers a strong model (UNESCO Institute for Lifelong Learning, 2019). WSQ uses modular, industry-validated units with rigorous, performance-based assessments, ensuring each module adds practical value. Adopting similar frameworks elsewhere could turn OTJ from an obligation into a strategic advantage.

Conclusion
Off-the-job training is integral to modern apprenticeships, providing the theoretical backbone necessary for success in dynamic industries. As technology and economic pressures reshape workforce needs, OTJ must evolve, fostering closer collaboration, leveraging innovative technologies, and ensuring robust quality assurance. By bridging theory and practice, OTJ training will remain a cornerstone of workforce development in the 21st century.

References

Abdullahi, M. (2024). The changing landscape of apprenticeship training. Modern Education Press.

Ali, M. (2025). The role of AI in reshaping medical education: Opportunities and challenges. The Clinical Teacher, 22(2).

Brockmann, M., Laurie, I., Smith, R., & Cui, V. (2020). On-and off-the-job training in apprenticeships in England. Gatsby Foundation.

Brockmann, M., & Smith, R. (2023). ‘Invested’ partnerships as key to high-quality apprenticeship programmes as evidenced in on and off the job training. Journal of Education and Work, 36(3), 220–236.

Cui, V., & Smith, R. (2019). The factors affecting the quality of the ‘off-the-job’ element of apprenticeships in the West Midlands region. Gatsby Foundation.

Julius, J., Faulkner-Ellis, H., & O’Donnell, S. (2021). Putting apprenticeships to work for young people: An analysis of the impact of policy reforms and the pandemic on apprenticeship starts. National Foundation for Educational Research.

UNESCO Institute for Lifelong Learning. (2019). Global inventory of national and regional qualifications frameworks: Singapore.