Abstract
Private vocational undergraduate institutions need labor education arrangements that connect value formation with occupational preparation, yet practice is often split among routine activities, professional training, and short-term projects. This paper draws on policy documents, published research, systems analysis, and school-based case materials to develop a practice framework for institutions working under these conditions. The framework contains four linked parts: objectives, content, methods, and support. It also reorganizes the five dimensions of “Morality, Skills, Aspiration, Innovation, and Integration” as successive functions in the educational process rather than as five unrelated activity types. In parallel, a three-list structure—required, elective, and self-directed—provides room for common training requirements, differences among programs, and student choice. Operation of the framework depends on a cycle in which tasks are assigned, projects are carried out, evidence is retained, results are assessed from several perspectives, and feedback is used for the next round of improvement. Student advisors occupy a coordinating position in this process, linking classroom learning with extracurricular education, professional study with everyday development, and campus resources with external partners. The proposed system therefore offers an organizational reference for making labor education more regular, profession-oriented, and sustainable in private vocational undergraduate institutions.