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Youth Leading Change (EDUC20075)

Undergraduate level 2Points: 12.5On Campus (Parkville)

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Year of offer2019
Subject levelUndergraduate Level 2
Subject codeEDUC20075
FeesSubject EFTSL, Level, Discipline & Census Date

This subject explores young people as change-makers and problem-solvers against a backdrop of social transformation in Australia and globally. It provides students with thinking tools for addressing local and global problems in everyday life and skills for leadership. The subject focuses particularly on the Asia-Pacific region, home for forty-five percent of the world’s youth and a geographical area experiencing dramatic social and economic transformations. Students will be supported to critically analyse the significant opportunities (including new mobilities, educational opportunities) and challenges (for example, increasing inequality, high rates of urbanisation and mental health problems) produced by these transformations in our region. The subject positions young people as part of the solution to challenges produced by social change and views young people as the initiators and managers of change, employing different leadership styles. Case studies will be identified and investigated in class, including those related to issues such as: education (formal and non-formal), employment, public policy, law, health, justice, mobilities and migration, and use of digital communication and popular culture.

Intended learning outcomes

On completion of this subject, students should be able to:

  • identify and understand the ways in which young people are and can be positioned to participate in social change
  • critically analyse real-world case studies where young people are making change in the Asia-Pacific region
  • become aware of places and niches where change is possible and needed
  • identify the interests, knowledge base (for example, from their undergraduate degree), and skill set that they personally can contribute to making change in their world and the world around them
  • critically reflect on their role as an educator or leader in communities

Generic skills

This subject should enable students to

  • articulate their role as active global citizens, who can contribute to their communities wherever they live and work
  • engage in meaningful public discourse, with a profound awareness of community needs
  • understand their role as leaders and educators in communities, able to initiate and implement constructive change in their communities, professions and workplaces
  • be aware of their role in creating learning cultures and mentoring future generations of learners
  • demonstrate a high level of achievement in writing, generic research activities, problem-solving and communication
  • recognise their own skill set and the in-depth knowledge of their specialist discipline(s)
  • expand their analytical, cognitive and creative skills through learning experiences with other disciplines
  • demonstrate excellent interpersonal skills, including an awareness of personal strengths and limitations be critical and creative thinkers, with an aptitude for continued self-directed learning

Eligibility and requirements





Non-allowed subjects


Core participation requirements

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home


Additional details

There are two assessment tasks:

  • Group presentation (equivalent to 1000 words) during intensive teaching period, 25%
  • 3000-word essay , due 4 weeks after intensive teaching period, 75%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Dates & times

  • July
    Principal coordinatorHernan Cuervo
    Mode of deliveryOn Campus — Parkville
    Contact hours32 (4 days 9 to 5 during winter break)
    Total time commitment170 hours
    Pre teaching start date20 June 2019
    Pre teaching requirementsDuring the pre-teaching period, students will be required to access readings on the LMS.
    Teaching period22 July 2019 to 26 July 2019
    Last self-enrol date26 June 2019
    Census date22 July 2019
    Last date to withdraw without fail26 July 2019
    Assessment period ends14 August 2019

    July contact information

Time commitment details

170 hours

Additional delivery details

Pre-teaching period:

During the pre-teaching period students will be required to complete reading that will be provided via LMS. There will be questions, attached to the readings that students will discuss in the tutorials.

Further information

Last updated: 10 August 2019