EDF5040 - Navigating youth transitions: Learning, work, and identity - 2019

As a key role and responsibility of educators is to prepare students for post-school futures, this unit aims to develop a critical appreciation of the challenges and opportunities facing young people in an era of rapid and uncertain change. Global trends, local contexts and changing patterns of youth participation in employment, education and civic life are examined. The role of mainstream schooling in youth transitions is examined, educational alternatives are considered, and implications for schools, teachers and their professional practice are evaluated. Students are given the opportunity to review relevant policy and research, and to develop an educational program around issues facing young people. The aim is to enhance understanding of the complex nature of young people's transitions through post-compulsory education and training, and how their learning, identities and well-being are affected. This unit will extend the professional learning of students by developing their skills to access and critique relevant research and design targeted educational programs to address the diverse needs of young people.

Upon successful completion of this unit, students should be able to:

1. recognise how global trends and local contexts affect young people's learning, work, identities and well-being in school and beyond
2. appreciate the challenges and issues facing young people as they navigate complex transitions from school to work, tertiary education and adulthood
3. access and critically evaluate relevant policy and research relating to youth transitions through post-compulsory education and training, including pathways, employability and lifelong learning
4. consider the diverse needs and identities of young people in transition and assess implications for the purposes and priorities of schools, and the professional roles and practices of teachers
5. design targeted educational programs that address issues facing young people, and support and enhance their transitions through post-compulsory education and training.

Critical review: Critical analysis of policy and research on a key issue affecting youth transitions (2000 words, 50%)

Program design: Design of an educational response to the issue examined in the critical review (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary and secondary education

Secondary education