PEDAGOGICAL MODEL FOR STRENGTHENING THE RELATIONSHIP BETWEEN ACADEMIC TRAINING AND EMPLOYABILITY IN TECHNICAL-PROFESSIONAL EDUCATION

Abstract

This study proposes a pedagogical model aimed at strengthening the relationship between academic training and employability in technical-professional education. Based on a university case study conducted between 2020 and 2025, the research analyzes the association between training processes and graduate labor market insertion through a quantitative, non-experimental design. Descriptive and inferential statistical analyses, including chi-square tests, ANOVA, and logistic regression, were applied to identify differences across academic programs and to determine the predictive effect of composite employability scores on employment status. The findings reveal that employability outcomes are not solely determined by technical competencies, but rather by the degree of pedagogical articulation between curriculum design, industry linkage, competency certification, and graduate follow-up mechanisms. Significant variations across programs confirm that institutional coherence and structured collaboration with the productive sector play a decisive role in employment outcomes. In response to these findings, the MEFEP Pedagogical Model is proposed as an integrative framework that aligns competency-based training, experiential learning, industry engagement, and continuous evaluation mechanisms to enhance graduate employability and institutional relevance.