This document, which is intended for adult educators in Victoria, Australia, outlines a conceptual framework for a further education (FE) curriculum based on the principle of transformative learning. First, FE is defined as "general education for adults that gives priority to foundations, preparedness, and pathways," and curricula is described as intuitive, documented, and accredited. Discussed next are the four key principles that constitute the conceptual framework for FE, which are as follows: multiplicity, connectedness, critical intelligence, and transformation. The following four curriculum aspects addressed in the proposed framework are explained: (1) educational practices (assessment, teaching practice and methodology, modes of delivery, evaluation); (2) learning outcomes (subject knowledge; learning to learn; and literacy, language, and/or numeracy); (3) formal and informal recognition outcomes; and (4) pathway outcomes (actions enabling adults to transform their lives and communities). Presented next is an example illustrating how FE teachers can use the framework to plan a new course, expand upon and improve an existing unit of work, and evaluate a course's strengths and weaknesses. Concluding the document is a final example that shows how the four curriculum principles and four curriculum aspects can be used to document an already-existing FE curriculum. (MN)