A study examined the range of full-time courses for youths between the ages of 15 and 19 that are offered under Australia's Technical and Further Education (TAFE) system. Two reports resulted from the study. The first report reviewed the TAFE transition education program and formulated 20 recommendations concerning development of the Participation and Equity Program (PEP). This, the second report, focuses on forming the basis of a course structure for development at the local level of initiatives relevant to local vocational needs and circumstances and the personal needs of individuals. The first study's recommendations are summarized in the first chapter. The second chapter attempts to explain why less than half of Australian youths complete secondary schooling by examining factors influencing completion of secondary schooling and participation in postsecondary education (father's occupation, school system, achievement at age 14, family wealth, ethnic background, rurality, gender). The third chapter introduces an extensive framework for considering curricula in terms of the purpose of education, values within education, and the agents and representation of curriculum. Thirteen recommendations are made in the fourth chapter, which deals with the social reconstruction of transition education. Particular attention is paid to orientations toward curriculum values, social milieu, teachers, subject matter, literacy and numeracy, and the demands that transition education places on teachers. (Appendixes include detailed data from the 1983 and 1985 studies of the Victorian TAFE PEP population and more detailed information on the different curriculum options examined during the study.) (MN)