Workforce needs in the fashion industry: Relevance to the vocational fashion design curriculum
DOI:
https://doi.org/10.21831/jpv.v15i1.85834Keywords:
Curriculum Relevance, Demand-Oriented Technical and Vocational Education and Training (TVET), Digital Skills, The Fashion Industry, Vocational Fashion Education, Workforce CompetenciesAbstract
The rapid transformation of the fashion industry due to digitalization and globalization has significantly reshaped the competencies required of its workforce. This study aims to reveal the essential skills demanded by fashion industry stakeholders, assess the relevance of the fashion design vocational curriculum to these industry needs, and examine the correlation between educational content and industry expectations. Using a quantitative approach with survey and document analysis, data were collected from 96 respondents, comprising fashion industry practitioners, vocational teachers, and alumni. The findings indicate that the industry prioritizes a hybrid competency set comprising advanced technical skills, digital fluency (e.g., computer-aided design and 3D fashion design software), soft skills, and entrepreneurial acumen. However, the current vocational curriculum remains moderately relevant (mean = 3.88), with significant gaps in the integration of digital and entrepreneurship. Pearson correlation analysis reveals a very strong and statistically significant relationship (r = 0.952, p < 0.01) between curriculum content and industry expectations. These results underscore the urgency of adopting a demand-driven, digitally oriented, and industry-partnered curriculum reform. The study offers valuable insights for policymakers, educators, and curriculum developers seeking to enhance graduate employability and align vocational education with the evolving dynamics of the fashion sector.
References
Alwi, M., Wiyono, B. B., Bafadal, I., & Imron, A. (2021). The relationship between personality, attitude, and organizational citizenship behavior of senior high school teachers in Indonesia. International Journal of Instruction, 14(2), 345–368. https://doi.org/10.29333/iji.2021.14220a
Badan Ekonomi Kreatif. (2018). OPUS-Creative Economy Outlook 2019. Badan Ekonomi Kreatif (Bekraf). https://books.google.co.id/books?id=LVi7zQEACAAJ
Bamsey, V., Gibson, S., Lee, Y. L., & Nijhu, T. J. (2023). New developments and emergent challenges in international inclusive education—a response to growing family needs and the pandemic. Education Sciences, 13(6), 592. https://doi.org/10.3390/educsci13060592
Bröring, S., Laibach, N., & Wustmans, M. (2020). Innovation types in the bioeconomy. Journal of Cleaner Production, 266, 121939. https://doi.org/10.1016/j.jclepro.2020.121939
Bünning, F., Spöttl, G., & Stolte, H. (2022). Technical and Vocational Teacher Education and Training in International and Development Co-Operation (Vol. 34). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-6474-8
Cedano, K. G., & Hernández-Granados, A. (2021). Defining strategies to improve success of technology transfer efforts: An integrated tool for risk assessment. Technology in Society, 64, 101517. https://doi.org/10.1016/j.techsoc.2020.101517
Etzkowitz, H., & Leydesdorff, L. (2000). The dynamics of innovation: from national systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research Policy, 29(2), 109–123. https://doi.org/10.1016/S0048-7333(99)00055-4
Gibb, A., Haskins, G., & Robertson, I. (2006). Towards the entrepreneurial university? The National Council for Graduate Entrepreneurship (NCGE). https://www.researchgate.net/publication/285630640_Towards_the_entrepreneurial_university
Huang, L., Wang, C., Chin, T., Huang, J., & Cheng, X. (2022). Technological knowledge coupling and green innovation in manufacturing firms: Moderating roles of mimetic pressure and environmental identity. International Journal of Production Economics, 248, 108482. https://doi.org/10.1016/j.ijpe.2022.108482
Imran, I., Marji, M., Suswanto, H., & Adhikari, B. P. (2024). The influence of Teaching Factory (TEFA) implementation and work readiness on vocational high school students’ future job perspectives. Jurnal Pendidikan Vokasi, 14(1), 86–96. https://doi.org/10.21831/jpv.v14i1.66796
International Labour Organization. (2020). Skills development and lifelong learning. International Labour Organization. https://www.ilo.org/sites/default/files/wcmsp5/groups/public/@ed_emp/@emp_ent/documents/publication/wcms_761035.pdf
Jackson, D. (2016). Re-conceptualising graduate employability: the importance of pre-professional identity. Higher Education Research & Development, 35(5), 925–939. https://doi.org/10.1080/07294360.2016.1139551
Kemendikbudristek. (2024). Kajian akademik: Kurikulum Merdeka. Pusat Kurikulum dan Pembelajaran Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://kurikulum.kemendikdasmen.go.id/file/1711503412_manage_file.pdf
Lackéus, M. (2020). Comparing the impact of three different experiential approaches to entrepreneurship in education. International Journal of Entrepreneurial Behavior & Research, 26(5), 937–971. https://doi.org/10.1108/IJEBR-04-2018-0236
McGuinness, S., Pouliakas, K., & Redmond, P. (2023). Skills mismatch: Concepts, measurement and policy approaches. Journal of Economic Surveys, 37(5), 1527–1528. https://doi.org/10.1111/joes.12514
McKinsey & Company. (2024). The state of fashion 2026: When the rules change. McKinsey & Company. https://www.mckinsey.com/industries/retail/our-insights/state-of-fashion
Mulder, M., & Winterton, J. (2017). Competence theory and research: A synthesis. In Competence-based vocational and professional education: Bridging the worlds of work and education (pp. 1–43). Springer International Publishing. https://doi.org/10.1007/978-3-319-41713-4_1
OECD. (2020). Strengthening the governance of skills systems. OECD Publishing. https://doi.org/10.1787/3a4bb6ea-en
Osmani, M., Weerakkody, V., Hindi, N., & Eldabi, T. (2019). Graduates employability skills: A review of literature against market demand. Journal of Education for Business, 94(7), 423–432. https://doi.org/10.1080/08832323.2018.1545629
Rakhmawati, Y., & Mustadi, A. (2022). The circumstances of literacy numeracy skill: Between notion and fact from elementary school students. Jurnal Prima Edukasia, 10(1), 9–18. https://doi.org/10.21831/jpe.v10i1.36427
Robles, M. M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4), 453–465. https://doi.org/10.1177/1080569912460400
Semenkina, I. A., Pavlova, T. A., Mirontseva, S. S., & Moiseev, D. V. (2024). Digital transformation trends in foreign language training of students of non-linguistic specialties. Russian Journal of Education and Psychology, 15(3), 32–56. https://doi.org/10.12731/2658-4034-2024-15-3-520
Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: Comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847. https://doi.org/10.1080/03075079.2019.1585420
Sudira, P. (2016). TVET abad XXI: Filosofi, teori, konsep, dan strategi pembelajaran vokasional. UNY Press.
UNESCO. (2022). Transforming technical and vocational education and training for successful and just transitions: UNESCO strategy 2022-2029. UNESCO. https://doi.org/10.54675/EUDU5854
Wahyuni, A. S. (2022). Literature review: pendekatan berdiferensiasi dalam pembelajaran ipa. Jurnal Pendidikan Mipa. http://ejournal.tsb.ac.id/index.php/jpm/article/view/562
World Bank Group. (2020). Indonesia’s occupational tasks and skills: From occupational employment demand to tasks and skills requirements. World Bank Group. https://doi.org/10.23887/jptk.v28i3.34390
World Economic Forum. (2025). The future of jobs report 2025. World Economic Forum. https://www.weforum.org/publications/the-future-of-jobs-report-2025/
Xu, J., Zheng, L., Ma, R., & Tian, H. (2023). Correlation between Distribution of Rural Settlements and Topography in Plateau-Mountain Area: A Study of Yunnan Province, China. Sustainability, 15(4), 3458. https://doi.org/10.3390/su15043458
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Jurnal Pendidikan Vokasi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors submitting a manuscript to this journal agree that, if accepted for publication, copyright publishing of the submission shall be assigned to Jurnal Pendidikan Vokasi. However, even though the journal asks for a copyright transfer, the authors retain (or are granted back) significant scholarly rights.
The copyright transfer agreement form can be downloaded here: [JPV Copyright Transfer Agreement Form]
The copyright form should be signed originally and sent to the Editorial Office through email to jpvokasi@uny.ac.id
