Creative Pathways to Employment: Examining the Role of Skills Development in Vocational Graduates’ Innovation-Employability Trajectory

Obadia Mugabirwe; Robert Mugabe; Bennon Muhumuza

doi:10.37284/eajes.8.2.3358

Obadia Mugabirwe Bishop Stuart University
Robert Mugabe Uganda Management Institute
Bennon Muhumuza Makerere University Business School

DOI: https://doi.org/10.37284/eajes.8.2.3358

Keywords: Employability, Skills Development, Creativity, Innovation, TVET (Technical and Vocational Education and Training).

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Abstract

In the context of an increasingly dynamic and innovation-driven labour market, this study examines the mediating role of skills development in linking creativity and innovation to employability outcomes among graduates of Technical and Vocational Education and Training (TVET) programs. Drawing on data from 312 recent graduates across diverse institutions, the research utilised a robust quantitative methodology incorporating correlational analysis and structural equation modelling (SEM). Measurement instruments, including adapted versions of the Torrance Test of Creative Thinking, the Innovation Behaviour Inventory, and the Graduate Employability Scale, demonstrated strong internal consistency (α > 0.80). Results revealed significant positive relationships between creativity, innovation, skills development, and employability, with mediation analysis (using Hayes’ PROCESS Macro, Model 4) confirming that skills development partially mediates the impact of creativity (β = 0.24) and innovation (β = 0.29) on employability. The SEM results supported these findings with excellent model fit indicators (RMSEA = 0.045; CFI = 0.963) and explained 56% of the variance in employability. These findings suggest that while creativity and innovation are valuable traits, their influence on employment outcomes is significantly enhanced when supported by structured, multidimensional skills training. The study underscores the importance of embedding competency-based skill development within vocational curricula, advocating for educational and policy reforms that view skills not just as outputs of education but as strategic enablers of sustainable employability in the modern workforce

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