Graduate Readiness for the World of Work: Global & African Perspectives

Several global studies find that many employers believe graduates lack key skills. The QS "Global Graduate Skills Gaps" report, developed in partnership with the Institute of Student Employers, shows that employers globally rate many skills (communication, problem-solving, leadership, teamwork, adaptability) as very important, but are less satisfied with graduates' performance in these areas.

Employers increasingly emphasise soft skills — resilience, verbal communication, adaptability, self-awareness. A 2025 survey (by the Institute of Student Employers) found rising concern about graduates' lack of resilience, self-awareness, and effective verbal communication.

Lack of internships, real-life projects, or practical work integrated in degree programmes is frequently cited as a barrier. Graduates may have theoretical knowledge but limited exposure to how to apply it. This mismatch limits employability. (Also part of the global skills‐gap findings.)

There's often a divergence between what graduates expect and what employers expect. For example, in terms of what roles are considered acceptable, how much experience is required, how quickly one should be productive, etc. The QS/ISE research shows that for many skills, employers rate importance higher than their observed satisfaction among graduates.

Technological change (digitalization, AI, remote work), evolving industry structures, globalization: these all alter what skills are needed. Graduates must now often be lifelong learners, able to pivot, with some digital fluency. The rise of "skill‐based hiring" in many tech and AI roles (i.e. employers placing less weight on formal degree credentials and more on demonstrable skills or certifications) is one sign of this shift.

In some countries, sometimes many graduates take jobs for which their qualifications are above what is strictly required. This may indicate a lack of appropriate roles, but also inefficiencies. Overqualification may demotivate or waste human capital. (E.g. some OECD/UK data suggest issues of overqualification.)

Multiple studies show that in many African countries, even though people are graduating in large numbers, many cannot find work in their trained fields or are doing work that underutilises their skills.

Academic programmes in many universities remain heavily theoretical. The connection with what local industries require is often weak. Skills taught may not align with real needs — whether technical, practical, or soft skills.

Internships, industrial attachments, real-life projects are less widely available in many parts of Africa. The quality of these experiences can also be uneven. Students report wanting more exposure to "real world" settings.

Similar to global, but in many cases more acute. Studies in Zimbabwe, Namibia, Ghana among others have found that employers often complain of deficits in communication, teamwork, adaptability, ethics, decision‐making, self‐management.

Many higher education institutions in Africa have limited resources: underfunded infrastructure, fewer labs or practical facilities, fewer qualified staff for industry‐relevant training. This limits their ability to provide high‐quality practical or experiential learning. Implicit in many studies is this constraint.

Graduates from rural areas, or from universities serving rural populations, often have fewer opportunities for exposure, internships, and networking. Also local economies may have less capacity to absorb graduates.

Given constrained formal job opportunities, entrepreneurship or informal sector work often become necessary. But entrepreneurial skills, social enterprise orientation, financial literacy are often weakly covered in curricula.

Weak collaboration between universities and employers is repeatedly cited. Also gaps in policy (national and institutional) that could strengthen alignment, provide incentives for internships, and fund necessary infrastructure.

Sometimes issues of expectation: graduates expecting certain kinds of employment (office‐based, formal sector), reluctance or lack of awareness of opportunities in informal, rural, entrepreneurial sectors. Also may be expectations about salary, prestige that may slow adaptability. Some studies note that graduates accept jobs outside their field only as a last resort.

A case‐study across five African countries argues that to improve employability, universities should embrace an "entrepreneurial university" model: link curricula to industrial demand and local priorities; partner with local organizations and alumni; provide innovation hubs and real‐world entrepreneurial support.

A study to embed social enterprise skills in Ghana's higher education shows that adding such skills into the curriculum could significantly help address youth unemployment.

Recent qualitative studies show high rates of graduate unemployment. Key causes include choice of qualifications (i.e. fields of study with low demand), and mismatch between skills supplied vs. skills demanded. The recommendation includes more entrepreneurial development and hands‐on practical skills.

Students in Zimbabwe emphasise that soft skills (entrepreneurship, honesty, problem-solving, ethics, etc.) are essential alongside some technical skills.

Academic programs often take time to update. Curricula may not keep pace with technological, economic, or sectoral change (e.g. digital tools, AI, green economy).

Employers aren't always involved in curriculum design; alumni networks under‐utilized; students sometimes get little feedback from employers on what skills are truly needed.

Rural vs urban disparities, public vs private, resources differ dramatically.

Overemphasis on exams and theory rather than projects, portfolios, internships, peer collaboration etc.

Graduates may overestimate how much their degree alone will "open doors," underestimating need for networking, relationships, practical experiences.

Even where graduates are ready, job markets may be saturated, or economic conditions may be weak. Also, formal sector jobs may be limited; many graduates must turn to informal sector, freelancing, or entrepreneurship (not always well‐supported).