Apprenticeships across Northern Ireland

In this series we hear first-hand from a range of apprentices across different sectors throughout the region –

Paula Bamford – Apprentice of the Year

Caterpillar Inc.

What made you choose a Degree Apprenticeship over a traditional course?

Paula responded:

I chose a Degree Apprenticeship because I had previously tried a traditional academic route, but due to my neurodivergence, fully independent study felt overwhelming and difficult to sustain. I thrive in practical, hands-on environments where I can actively apply what I am learning.

I have always enjoyed problem-solving, learning new skills, and working with my hands, so the subject of my apprenticeship naturally aligned with my strengths and interests. The structured combination of academic learning and workplace experience provided a more supportive and effective way for me to develop both personally and professionally.

Can you describe a typical day in your apprenticeship?

Paula responded:

A typical day on site begins with a toolbox talk or start-of-shift briefing. I then work alongside a mentor, usually staying with the same mentor for several weeks to ensure continuity in learning and skill development.

The day involves preparing the work area, including pre-use equipment checks, PPE checks, and maintaining 5S standards. I review job documentation such as route cards and engineering drawings with my mentor before observing them complete a task, followed by carrying it out myself under supervision.

In addition to practical work, I am allocated one hour per week for study, which I use to complete my NVQ and BTEC coursework and ensure my academic requirements are up to date.

What kind of tasks or responsibilities do you handle as part of your role?

Paula responded:

My primary responsibility is the fabrication and welding of sub-assemblies and container assemblies for containerised generator units, using provided route cards and engineering drawings.

A key aspect of my role is maintaining a strong focus on health and safety. I regularly operate overhead cranes, high-powered machinery, and other high-energy equipment, so it is essential that I work safely to protect both myself and others at all times.

I am also responsible for maintaining high quality standards, following the principle of “do not accept a defect and do not pass a defect on.” To support this, I completed a CSWIP 3.0 (Certification Scheme for Welding Inspection Personnel) qualification, enabling me to inspect my own welds as well as those of my team when working collaboratively.

Additionally, I have contributed to first-time builds of new products, which has given me insight into how standard work processes are developed, refined, and implemented. This experience has allowed me to actively contribute to improving efficiency and overall production quality.

How does on-the-job learning compare to classroom-based learning?

Paula responded:

I find that classroom-based learning provides a strong theoretical foundation that supports my understanding of the work I complete in practice. However, on-the-job learning is invaluable in developing practical skills and knowledge that can only be gained through real-world experience.

Working alongside experienced mentors allows me to learn techniques, problem-solving approaches, and efficiencies that are not easily taught in a classroom. For example, during first-time builds, I observed how my colleagues designed and developed jigs to improve efficiency, and how internal processes are followed to gain approval and ensure quality assurance.

On-the-job learning also allows my training to be tailored specifically to my company's needs while building my confidence and competence in a professional environment.

To date, what has been the most rewarding and most challenging part of your apprenticeship?

Paula responded:

Most rewarding:
The most rewarding aspect of my apprenticeship has been discovering a career that I genuinely enjoy and excel in. Watching my progress in welding and fabrication has been incredibly motivating, as I can clearly see how far I have come over time. Being recognised as Apprentice of the Year 2026 was a significant achievement and a proud moment that validated my hard work and dedication.

Most challenging:
The most challenging aspects have been returning to education as a mature student and adapting to a completely new, male-dominated industry. I have had to challenge stereotypes and consistently prove my capability across all areas of the role.

Maintaining resilience and a positive mindset throughout these challenges has been essential, and this experience has helped me grow both professionally and personally.

Short Biography

Paula Bamford is a Fabricator/Welder Apprentice at Caterpillar in Larne. 

After 15 years working in hospitality and retail, she developed strong customer service and communication skills before transitioning into engineering to pursue a career better aligned with her interests and passion for hands-on work. Paula is now building her expertise in welding and fabrication and has already achieved her CSWIP 3.0 certification, alongside being recognised as Apprentice of the Year 2026.

Outside of her apprenticeship, Paula enjoys hiking, kayaking, going to the gym, and woodworking, as well as having a strong love for animals. She also values spending time with family and friends. Paula is currently focused on gaining as much experience as possible within engineering, keeping an open mind as she develops her skills and discovers the areas she is most passionate about.

 

Kyle Donald – Apprentice

CME Group

What made you choose a Degree Apprenticeship over a traditional course? 

Kyle responded: 

Despite having the grades for a traditional Computer Science degree, I was drawn to the unique opportunities a degree apprenticeship offered. It felt like the best of both worlds: earning a university degree whilst gaining real industry experience from day one. 

The financial benefit of graduating debt-free was obviously appealing, but the biggest attraction was learning directly from experienced professionals and applying my studies in a real workplace. This professional immersion accelerated my technical abilities, confidence, communication, and problem-solving skills. I still enjoyed a fulfilling university experience, but whilst many students take on unrelated part-time jobs, I was building my career and gaining relevant experience in my target industry. Looking back, choosing the apprenticeship route was one of the best decisions I've ever made; it provided an incredibly strong foundation for my future. 

Can you describe a typical day in your apprenticeship? 

Kyle responded: 

One of the things I enjoyed most about my apprenticeship was that no two days were the same. Through CME Group’s rotational programme, I gained experience across diverse teams, including cyber security, networking, and software engineering, exposing me to a wide range of technologies and ways of working. 

A typical day usually began with a team stand-up to discuss priorities, ongoing work, and any challenges. From there, I would collaborate with colleagues on tasks ranging from software development and testing to research and project documentation. I was constantly learning from experienced professionals through pair-programming, collaboration, or simply asking questions. 

Beyond the technical work, it was an incredibly social experience. Many assume apprentices are surrounded solely by seasoned professionals, but there is often a vibrant community of early-career colleagues. Spending time with other apprentices, graduates, and interns, both inside and outside of work, helped me build lasting friendships and a strong professional network. 

What kind of tasks or responsibilities do you handle as part of your role? 

Kyle responded: 

As a software engineer within CME Group’s Real-time Market Surveillance team, I focus on developing and supporting systems that process large volumes of data for regulatory investigation teams. A key responsibility involves writing and maintaining applications that enrich, process, and store data, ensuring it is accurate, reliable, and available for regulatory requirements. I also work extensively with cloud technologies which has given me valuable exposure to modern data and software engineering practices. 

However, the role involves much more than just writing code. I regularly collaborate with colleagues to gather requirements, discuss solutions, and refine features based on user feedback. I also frequently demo my work to stakeholders and end-users to ensure we are meeting business needs. One of the most rewarding aspects of my role is watching an initial idea progress through development and testing into a solution successfully used in production. 

How does on-the-job learning compare to classroom-based learning? 

Kyle responded:  

Both styles of learning have distinct strengths, and they complement each other perfectly within an apprenticeship. My university studies exposed me to a wide array of computing technologies, concepts, and specialisms. This variety allowed me to explore different interests, develop a broad understanding of the industry, and build the theoretical knowledge needed to understand why certain technologies and approaches are used in practice. 

On-the-job learning then brought those concepts to life. Applying classroom theory in a business environment helped me understand practical team challenges and how technology solves real-world problems. Working on long-term projects alongside experienced professionals accelerated my development, allowing me to build technical and professional skills much faster than I would have in a classroom alone. Ultimately, the combination of academic study and hands-on experience is the greatest strength of the apprenticeship route, as each reinforces and enhances the other. 

To date, what has been the most rewarding and most challenging part of your apprenticeship? 

Kyle responded:  

The most rewarding part of my apprenticeship has been my personal and professional growth. When I left school, I was excited about starting my career but, like many school leavers, I was still finding my footing. Through the support of both my employer and the university, I was encouraged to take on new challenges, share my ideas, and develop skills I might not have discovered otherwise. 

A huge part of this growth came from getting involved outside of my day-to-day role. I have had the opportunity to represent CME Group by presenting in schools and attending apprenticeship fairs to advertise the pathway and inspire students. I also joined the company’s social committee, where I help organise and run events, and I have utilised company-sponsored volunteer days to fundraise for various charities. Engaging in these extracurricular activities was instrumental in helping me build my professional identity and practise a healthy work-life balance. 

While it’s difficult to pick just one highlight (building lasting friendships, growing my professional network, and securing a role at an organisation I am proud to work at are all close contenders), seeing how much I’ve grown personally has been incredibly fulfilling. 

The most challenging part has definitely been stepping outside of my comfort zone. Whether learning new technologies, solving complex technical problems, or presenting my work to large groups of users, there were plenty of daunting moments. However, these challenges proved to be some of my most valuable experiences. They helped me build confidence, improve my soft skills, and develop the ability to adapt quickly. In many ways, my biggest challenges ultimately became my greatest opportunities for growth.