The Global Gap Between the Skills of Technical-Vocational School Graduates and the Manufacturing Industry's Needs: A 2020-2025 Scoping Literature Systematic Review

Abstract

Context: This research systematically evaluates the global skills mismatch between Technical and Vocational Education and Training (TVET) graduates and the evolving demands of the manufacturing sector from 2020 to 2025. As industries integrate advanced digital technologies, concerns have arisen about TVET systems' ability to equip graduates with relevant skills. This study aims to provide an evidence-based understanding of the gaps in TVET education and recommend future work to enhance workforce preparedness.

Approach: A systematic literature review was conducted between October and December 2024, analyzing studies indexed in the Scopus, Web of Science, ProQuest, and EBSCO databases. Relevant research on manufacturing and technical and vocational education was identified, yielding 37 documents. The selection criteria focused on empirical studies addressing skill gaps, workforce readiness, and industry-aligned TVET curricula. Richard Freeman's educational mismatch theory guided the analysis. The authors classified each study into a single mismatch category (out of eight) and synthesized the findings through an inductive thematic analysis, comparing objectives, results, and contexts. Similar ideas and patterns were grouped into broader themes, producing descriptive categories that reflect the common experiences reported across the 37 studies.

Findings: Manufacturing is undergoing a transition marked by the rapid adoption of new technologies, particularly artificial intelligence, while educational institutions advance more slowly. This gap has intensified industry demands for new competencies and has contributed to the expansion of companies seeking highly specialized skills, making the horizontal mismatch increasingly evident and widening existing skill gaps. The reviewed documents, thematically analyzed, converge on the conclusion that TVET graduates often lack sufficient handson experience and limited exposure to industry-relevant innovations. The skill gaps include technical skills (digital literacy, STEM proficiency, robotics, electrical and electronic expertise, machinery operation, coding, and technological adaptability), methodological skills (problem- solving, decision-making, critical thinking, learning agility, creativity, self-management, and innovation), and interpersonal skills (communication, teamwork, leadership, adaptability, emotional intelligence, job placement readiness, and industry collaboration).

Conclusions: Addressing these skill gaps requires a multi-faceted approach, including curriculum modernization, stronger partnerships between educational institutions and industries, and targeted upskilling programs. Integrating skills development, employability, job placement, and productivity into a holistic strategy may enhance workforce readiness and industrial competitiveness.