The Technical and Further Education (TAFE) school-to-work transition program for youth between the ages of 15 and 19 is reviewed in this report. The study examines the program with respect to the context of youth unemployment; development of curriculum objectives; work experience in transition courses; students and staffing; special programs for women, migrants, Aborigines, and disabled persons; levels of administration; the interrelation of the Commonwealth Employment Service and TAFE; transition and the community; accreditation, articulation, and employment; and evaluation. Each of these considerations is the subject of a separate chapter and each chapter ends with a summary and recommendations. The final chapter, on curriculum design, offers 19 recommendations arising from other chapters and pertaining to developing an ideal curriculum for a transition program. According to this list, the ideal transition curriculum should give target groups extensive information concerning program aims and offerings; aim to inform and empower students socially, culturally, economically, and politically; explore students' prior knowledge and experience and incorporate these into the program; be integrated with rather than isolated from the context of the local community; use a holistic approach; stress collaborative and collective learning situations; include adequate student and teacher orientation programs; and seek staff who are empathetic with as many target group characteristics as possible. It is concluded that the TAFE transition program has in many ways been a remarkable response to the social dilemma of youth unemployment and offers a useful basis for future efforts. (A 13-page bibliography and the 1981 guidelines for commonwealth school-to-work transition programs are appended.) (MN)