Against the backdrop of high-quality development in vocational education

the teaching quality of labor education in vocational undergraduate programs has become an important indicator for evaluating institutional performance and student development outcomes. Grounded in the concept of Outcomes-Based Education (OBE)

this study takes vocational undergraduate education in Guangdong Province as its research context and constructs a learning outcome–oriented framework for evaluating the teaching quality of labor education. Through theoretical analysis and practical exploration

the study elucidates the intrinsic alignment between the OBE concept and labor education in terms of goal orientation

process management

and result evaluation

and proposes a quality evaluation pathway centered on "goal setting–process implementation–result feedback–continuous improvement." The findings reveal that the OBE framework effectively integrates value cultivation and skill development in labor education

thereby promoting a more scientific and dynamic approach to quality evaluation. Theoretically

the study reconstructs the logical framework of labor education quality assessment

while practically

it provides an operable model and policy reference for vocational undergraduate institutions and educational authorities. Future research may incorporate learning analytics and intelligent assessment technologies to further advance the digital and intelligent transformation of labor education in vocational undergraduate programs.