Helping design the manufacturing process for science-based technology and products.
This apprenticeship trains engineers to design, develop, and optimise manufacturing processes used to produce science-based products, including pharmaceuticals, chemicals, biotechnology outputs, and advanced materials. Apprentices build knowledge across process design principles, plant operations, safety and regulatory compliance, quality assurance, and project engineering. At degree level, the programme expects apprentices to apply analytical and problem-solving skills to real process challenges, interpret technical data, and contribute to engineering decisions that affect production efficiency and product quality.
A typical week might involve reviewing process flow diagrams, supporting plant commissioning or process trials, and working alongside process chemists, quality teams, and production managers. Apprentices use engineering software to model or document processes, write technical reports, and contribute to hazard studies such as HAZOP reviews. They may also monitor process performance data, identify deviations from specification, and support continuous improvement activity on the plant floor or in an engineering office environment.
Graduates of this apprenticeship commonly move into roles such as process engineer, plant engineer, manufacturing engineer, or process improvement engineer. With experience, progression leads to senior or principal engineer positions, project engineering management, or specialist roles in process safety and validation. The industries that recruit most heavily for this background include pharmaceutical and biopharmaceutical manufacturing, speciality chemicals, food science, and advanced materials production. Both large multinational manufacturers and mid-sized contract manufacturing organisations hire in this discipline, and the role is well suited to candidates seeking chartered engineering status through bodies such as IChemE or IMechE.
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Completing this degree apprenticeship typically leads into roles such as Process Engineer, Plant Engineer, or Process Design Engineer within manufacturing operations. Some graduates move into Validation Engineer or Commissioning Engineer positions, particularly in regulated environments. Others take on Technical Engineer roles with responsibility for a defined process area or production line, working alongside senior engineering teams to maintain, optimise, and develop manufacturing capability from day one.
Within three to five years, engineers in this field commonly advance to Senior Process Engineer or Lead Plant Engineer, taking ownership of larger capital projects or process improvement programmes. From there, two tracks tend to open up: a leadership route toward Engineering Manager or Operations Manager, with responsibility for teams and site-wide performance, or a specialist route into process safety, scale-up engineering, or regulatory affairs. Principal Engineer and Engineering Director roles represent the longer-term ceiling on both tracks.
The science industries are the primary employers: pharmaceuticals, biotechnology, speciality chemicals, medical devices, food science, and advanced materials. Organisations range from large multinational manufacturers with UK production sites to contract manufacturing organisations (CMOs) and mid-sized speciality producers. The public sector employs a smaller share, mainly through defence-related science and government research facilities. Both established production sites and newer biotech scale-up facilities actively recruit at this level.
Throughout the programme, apprentices build competence in designing and optimising manufacturing processes for science-based technology products, working on live engineering challenges alongside their studies. Before final assessment can take place, a readiness check (commonly called the gateway) confirms that the apprentice has met any required learning milestones and that both the employer and training provider are satisfied with their progress. Final assessment then determines whether the apprentice can perform at the level expected of a qualified process and plant engineer. Assessment models for many degree apprenticeship standards are currently being updated, so check the standard's gov.uk page for the current specification.
Apprentices should treat every workplace project as potential evidence from the start of the programme rather than waiting until the end. Keeping detailed records of process engineering work, design decisions, plant modifications, and problem-solving activity builds a strong body of evidence over time. Close, regular contact with both the employer and training provider helps identify any gaps in knowledge, skills, or behaviours well before the gateway, giving enough time to address them without a last-minute rush.
Look for providers with an achievement rate above 65% on their FATP profile; for a 60-month degree apprenticeship, sustained completion matters more than headline intake numbers. Strong providers will have direct relationships with employers in pharmaceutical, chemical, biotechnology, or advanced materials sectors, and can point to apprentices working on live process design or plant engineering projects, not just classroom simulation. Apprentice satisfaction scores above 80% are a useful signal. Ask to see how the BEng or MEng element is integrated with workplace learning, not bolted on separately.
Be cautious of providers running large cohorts across many engineering standards without specific science industry employer partners. A declining achievement rate on a long programme like this often signals weak off-the-job support or poor pastoral structures. If a provider cannot explain how EPA preparation is woven into years four and five, that is a gap. Vague answers about which industrial plant facilities or laboratory environments apprentices train in, or reliance on purely theoretical process design teaching, should prompt further scrutiny.
Employers set their own entry requirements, but most expect A-levels or equivalent qualifications, typically including maths and a science subject. Some employers will consider candidates with relevant technical experience or a Level 3 qualification instead. As this leads to a degree, providers may also apply their own admissions criteria. Check directly with your chosen training provider and the employer to confirm what they require before applying.
The typical duration is 60 months. Throughout that time, the apprentice remains employed and applies their learning on the job. Off-the-job training is built into the working week and is delivered by the university or training provider alongside workplace practice. The balance of study and work varies by provider. Check the current standard on the Institute for Apprenticeships and Technical Education website at gov.uk for the latest requirements, as elements are subject to ongoing review under Skills England reforms.
Before moving to end-point assessment, the apprentice must pass through a gateway, where the employer and provider confirm the apprentice has met all occupational competence requirements. Assessment models for many standards are being updated, so check the current assessment plan on gov.uk for the exact methods that apply. Typically, end-point assessment involves a project, a professional discussion, or a combination of methods that demonstrate the apprentice can work as a competent engineer.
The funding band for this standard is £24,000, which is the maximum government contribution toward training costs. Larger employers with a payroll above £3 million pay using their apprenticeship levy account. Smaller employers co-invest with the government, currently contributing 5% of the training cost while the government covers the rest. Employers taking on an apprentice aged 16 to 18 may pay nothing at all. Actual fees are agreed between the employer and the training provider within the funding band cap.
The work centres on designing, improving, and overseeing manufacturing processes used to produce science-based products, which could include pharmaceuticals, chemicals, biotechnology, or advanced materials. Day-to-day tasks typically include process modelling, troubleshooting plant performance, ensuring safety and quality standards are met, and working alongside production, quality, and project teams. The apprentice will move between hands-on plant work and more technical or analytical tasks as their skills develop over the programme.
Completing this apprenticeship leads to a degree-level qualification, which gives graduates standing to pursue chartered engineer status through a relevant professional body such as the Institution of Chemical Engineers. From there, career paths can move into senior process engineering, plant management, or technical leadership roles. Some graduates move into project management, regulatory affairs, or research functions within science-based industries. The degree also opens routes to postgraduate study if the apprentice wants to specialise further.
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Curated by Alex Lockey, FATP founder and editor. Last reviewed: .
Sources include the apprenticeship's official specification on apprenticeships.gov.uk, Skills England guidance, IfATE archive records, DWP funding bands, and provider data sourced directly from the public Apprenticeship Provider and Assessment Register (APAR). Standard reference: 248.
Some sections on this page were drafted with AI assistance from published source data and reviewed by a human editor before publication. See our editorial methodology for how we maintain this content. Spotted something out of date? Tell us.